Paul Whitsitt Merril V. StegallInterim Director, Acting Director,Reading and Language Arts Department of Libraries

US Dept. of EducationImproving Literacy through School Libraries Grant

CPS Partnership between the Department of Libraries and Office of Literacy

$485,444 award

One year grant, 9-1-09 through 8-31-10

Keith Curry LanceResearcher

Illinois StudyAvailable online at the Illinois School Library Media Assn website

www.islma.org

Library Predictors of Test Scores

Flexible scheduling

Staffing

Staff activities

Collection

Educational technology

Expenditures

Usage

School Level Books

Periodi-cals

Copy-right

Elementary 9,000 12 1990

Middle 8,700 18 1989

High 11,500 39 1983

Larger, newer collections

→ higher test scores

Larger, newer collections

→ higher test scores

Chart 6. Higher Achievement Associated with Larger & More Current Illinois School Library Collections, 2003

7.6%

6.8%

7.1%8.

1%

6.8%

10.7

%13.8

%

10.7

% 12.7

%

3.6%

5.7%

2.5%

0.0%

5.0%

10.0%

15.0%

20.0%

Print volumes Periodical subscriptions Average copyright year (astronomy)

Collection variable

Pe

rce

nt

inc

rea

se

in

ac

hie

ve

me

nt

Elementary - Reading Elementary - W riting

Middle - W riting High - ACT*

* % meeting/exceeding reading/writing standards for elementary and middle school, ACT scores for high school

School Level

Library Expenditures

Elementary $4,500

Middle $6,250

High $10,255

More spent on libraries → higher test scoresMore spent on libraries → higher test scores

Chart 8. Higher Achievement Associated with Illinois Schools Spending More on Libraries, 2003

5.2%

9.1%

11.6%9.9%

12.9%

6.7%

0.0%

5.0%

10.0%

15.0%

Elementary Middle HighGrade Level

Pe

rce

nt

inc

rea

se

in

a

ch

iev

em

en

t

ReadingW riting/ACT *

* % meeting/exceeding writing standards for elementary and middle school, ACT scores for high school

More library-connected computers → higher test

scores

More library-connected computers → higher test

scores

School Level Library

PCs

Other

PCs

Elementary 9 45

Middle 13 60

High 26 125

Chart 7. Higher Achievement Associated with Illinois School Libraries Being More Accessible Via Educational Technology,

2003

7.6%

6.4%

5.8%

10.7

%

8.4%

7.6% 8.3%

6.6%

5.1% 6.

2%

3.5%

0.0%

5.0%

10.0%

15.0%

Library computers Other library-connected computers Other library-connected Internetcomputers per 100 students

Educational Technology variable

Per

cen

t in

crea

se in

ac

hie

vem

ent

Elementary - Reading Middle - W riting

High - Reading High - ACT*

* % meeting/exceeding reading/writing standards for elementary and middle school, ACT scores for high school

School Level

Flexible Hours

Elementary 16

Middle 30

High 35

More flexibly scheduled hours

→ higher test scores

More flexibly scheduled hours

→ higher test scores

Chart 1. Higher Achievement Associated with More Hours of Flexible Scheduling in Illinois School Libraries, 2003

10.3%

5.3%6.2%

11.4%

4.6%

0.0%

5.0%

10.0%

15.0%

Elementary Middle HighGrade Level

% i

ncr

ease

in

ach

ieve

men

t

ReadingW riting/ACT *

* % meeting or exceeding writing standards for elementary and middle school, ACT scores for high school (narrowly fails statistical significance test at middle & high school levels)

School Level

I.D. Hours

Elementary 2

Middle 3

More time identifying materials for teachers → higher test scores

More time identifying materials for teachers → higher test scores

Chart 4. Higher ISAT Scores Associated with Illinois Elementary & Middle School Library Staff Spending More Time

Identifying Materials for Teachers, 2003

7.6%6.6%

9.5%

13.0%

0.0%

5.0%

10.0%

15.0%

Elementary Middle

Grade Level

% i

nc

rea

se

in

s

tud

en

ts

me

eti

ng

/ex

ce

ed

ing

s

tan

da

rds

ReadingW riting

School Level

Staff Hours

Elementary 42

Middle 49

High 70

More library staff→ higher test scores

More library staff→ higher test scores

Chart 2. Higher Achievement Associated with Higher Staffing Levels in Illinois School Libraries, 2003

12.7%

8.2% 7.4%

17.3%18.4%

4.6%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

Elementary Middle High

Grade Level

% i

nc

rea

se

in

ac

hie

ve

me

nt

ReadingW riting/ACT *

* % meeting or exceeding writing standards for elementary and middle school, ACT scores for high school

Criteria for School Participation

Librarian and literacy coach in placeGood library collections that could be improvedRoom to create a child literacy centerWilling to hold out-of-hours programmingCommunicate through CPS emailEnthusiastic participants!

“A B C” Areas of the GrantAccess – to new resources, technology and added programs

Best Practices professional development-- in literacy instruction and parent involvement

Collaboration – of the librarian with the literacy coach and other teachers to align the library program with the classroom and literacy

Use of Funds

Merril Stegall

Acting Director,

Department of Libraries

553-6210

New Print ResourcesFunding based on grade 1-2 enrollment

Resources to support K-3 curriculum, literacy instruction, recreational reading

Resources will also support collaborative units (to be described later today)

Purchase from CPS-approved vendors

Include age appropriate magazine and newspaper subscriptions

Audio BooksMulti-user Listening Center equipment provided

5 LeapPad stations provided

Schools to purchase audio tapes, companion print copies, and LeapPad books

Library FurnishingsScaled-to-size shelving or storage units to house grant-purchased materials

Magazine display shelves

Above used to help create child literacy area (school contribution)

Other TechnologySchools provided the following for primary use in the library:– Computers (per formula in grant)– Color printer– LCD projector and cart– Document camera

Online Resources

Subscription to BrainPOP Jr.

24 Capstone Interactive K-3 eBooks

Centralized Automation - assistance in preparing collection for upcoming system

Out-of-Hours Programming45 hours of primary literacy programming in library, led by librarian and the literacy coach School choice – 3 hours each of 15 Saturday mornings, OR 3 after school hours/week for 15 weeks, OR summer program for 2.5 hours, 3 days/week, over six weeksActivities include read-aloud, storytelling, drama, listening centers, creative writing, web based activities, etc.Librarian and literacy coach paid 10 hours each to plan program

Best Practices PD

Three half-day seminars with literacy experts from National-Louis University, CPS Office of Literacy and the Erickson Institute

Incorporating the library program

Two full day BER workshops (librarians)

Tuition support for unendorsed librarians

Parent WorkshopsTwo, one-hour workshops per school

School determines logistics to ensure parent participation

Led by Office of Literacy primary literacy experts

Attended by librarian and literacy coach

Variety of topics

CollaborationTwo collaborative units planned and taught through course of year

Librarian works with literacy coach and a grade 1 or 2 teacher

Out-of-hours pay for librarian and teacher/literacy coach planning time

Collaboration training by Dr. Gail Bush, National-Louis University

Monthly Planning Meetings

Between October and April, librarians gather for 6 after school planning sessions

Assure that purchasing is on track

Answer questions regarding collaborative units, parent workshops, out-of-hours programs, etc.

School CommitmentComplete two collaborative units

Conduct two parent workshops

Complete 45 hour program

Librarian attends workshops and management meetings

Expend Funds

Submit requested paperwork