[CASL-L] RE: new state evaluation

[Val Rumsey Gmail]

Wow, great stuff going on in CT! As always, thanks to all for sharing.

After my 3rd graders complete their unit using our OPAC, I send them home with an assignment where they show a parent or other adult how to use the OPAC. I ask the adult to briefly write down something they learned from the child. This has been a great way for me to see that students have truly learned and has been a great avenue of communication with parents too.

Valerie DiLorenzo
Sent from my iPhone

On Jun 20, 2013, at 12:37 PM, Deborah Sharpe <DSharpe at woodstockacademy.org> wrote:

> Hello,
>  
> A few people asked me to repost the responses I got to the request I sent out for ideas for the new state evaluation.  Thanks to everyone who replied!! 
> Here are the responses that I got…
>  
> Have a great summer!!
> Deb Sharpe
>  
>  
>  
> Me too!   Any ideas for elementary too would be great.    Creating pre and post assessments for my lessons is my current plan.   
> 
> _____________________________________________________________________________
> 
> Summer reading statistics?
> _____________________________________________________________________________
>  
> You could keep a book of when classes sign up to use the library,  Special collections of books and materials pulled together to support teacher units,   Mention book talks given to classes.  Any special speakers that you have arranged or grants that you have written for the school. 
> ______________________________________________________________________________
>  
> I’m planning to use iConn database usage to correlate with research activities. In my case, I create research guides that direct students to the correct iConn database for classes and sometimes visit a class to give an overview of the research guide – then I go back and get the usage statistics for those periods of time to show an increase in their use. Since the ability to effectively use research databases is important for career readiness, it also links to common core. I think my principal will be happy with this. I plan to do the same with Britannica Online and other online databases. Another way I do this is by co-teaching, and then using works cited pages as examples of student work. I also plan to emphasize that my instruction takes place one-on-one and small group, and hope that this will encourage my principal to observe me in the library working one-on-one with students who are working on MLA style, citations, and finding sources for their research projects.
> ____________________________________________________________________________________
>  
> I'm thinking that I could use TRAILS: http://www.trails-9.org/
> ___________________________________________________________________________________________
>  
> My district is already using teacher evaluations... I would steer away from circulation statistics and veer towards goals related to student learning. It is important to highlight what you teach (even if it is through project based learning). This year my goals were:
>  
> TRAILS assessment for identifying information sources for 8th grade (I used their 9th grade assessment).
>  
> Kindergarten identifying the difference between informational text and literature (this was collaborative with grade level teachers) and I created the assessment.
>  
> OPAC book reviews for 4th grade (collaborative with classroom teachers and scaffolded with mini-lessons on the library end).
>  
> In the past I have used use of OPAC (which I created an assessment); evaluation of websites; targeted circ increases (I.e. 8th grade); development of collaborative research projects with several grade levels; citation and bibliography...
>  
> It takes a little time to create your own assessments ... But it is worth it. Definitely check out Kent State's TRAILS assessments.
>  
>  
> I work in a larger district - 8 of us at the K-5 level.  As a department, we are developing assessments for grades 2 and 5.  They'll likely be given as a pre and post.  This data will be what we use for our goal.
>  
>  
>  
> I haven't worked it all out yet, but there is data to be collected from TRAILS.  http://www.trails-9.org/
>  
> Their youngest test is 3rd grade, but I daresay it could be used for 4th or 5th grade.  It scores the results and aligns the questions with AASL and Common Core standards.
>  
>  
> We also use TRAILS district wide.  I must admit that last year it felt like an ambitious goal to test as many students as we did.   In the fall our district pre- tested approximately 1,800 students.  I put all of the data into a spreadsheet and analyzed it by district, school, and grade and student.   Then I created a report and distributed it to all of the administrators and Central Office.  Our administration took the data very seriously.  The TRAILS assessment gives  valuable data for district wide changes and alignment with the AASL Standards and the Common Core.  The advent of the new teacher evaluation also pushes 21st Century Learning come to the forefront.  We need to embrace instruction, common curriculum and common assessments in this area or we will find it difficult to survive in the competitive environment.  Student learning is key and demonstrating progress is also key. 
>  
>  
>  
> I agree with the idea of documenting the teaching aspect but I think circulation is also a key component for many libraries that don't have a structured teaching schedule.
>  
> Kris Woods, LMS at my "sister middle school" developed a program that we both implemented this year.
>  
> Hers is called "ATTaCK" (A Trail Toward Cross-Curricular Knowledge) and mine is "TRACKS" (To Read Across Contents = Knowledge and Success) - flyer attached.
>  
> The purpose is to get kids to read books outside their comfort zone by requiring that they read 12 books - 6 fiction from different genre and 6 non-fiction from various Dewey sections.
>  
> The data from doing this program was an increase in overall circulation and definitely of non-fiction....  We both teach all the time but I believe that the circulation statistics help support the fact that students are reading more across the curriculum which is going to help them become stronger readers in the long run.  It also supports the need to maintain a strong collection!!
>  
>  
>  
> In the brochure, we state WHY we do this:  
> The Common Core State Standards
> expect students to be proficient in 
> reading complex informational text 
> independently in a variety of
> content areas.
>  
> Also, the goals:
>  
> OUR GOALS—YOUR LEARNING
> · Provide reading experiences for varied genres and contents
> · Use skills, resources, and tools to pursue 
> personal and aesthetic growth
> · Enrich curriculum information in content 
> classes
> · Increased reading fluency
> · Vocabulary development
> · Connections to content area literacy
> · Background knowledge
> · Understanding of Dewey Decimal system
> · Library catalog search skills
> · Student ownership of learning goals
> · Writing for a public audience
> · Self-efficacy of reading development
> · Differentiated learning
>  
>  
> We will be presenting the program at the IDEAxCHANGE at AASL this fall!  http://national.aasl.org/ideaxchange
>  
>  
>  
> I'm in K-5 and used the TRAILS Evaluating Sources this year with my grade 5. I taught with a hybrid of in-person and virtual instruction through videos and Edmodo small group instruction. I would introduce evaluation of sources concepts in one or two face-to-face classes, then a grade 5 teacher would guide the team of students through the videos and follow-up assessments in the computer lab. Not ideal, but best we could do as I am part-time. This was our first year trying this and we did raise the mean score for students 7 percent from pre- to post-test. Hoping to build on that!
>  
>  
> http://www.trails-9.org/  check out this site for assessment tools for information and literacy skills.  I use this to get a baseline of what 9th grade students know.
> We have an enrollment of about 750.  Our circulation stats run between 200 -300 items a month.  . With the Follett Destiny software, really any software, you can get stats on the range.  The majority of the books we sign out are fiction.  Many of our English classes, at all levels, have SSR time.  This has really helped our stats.  Also, having current books and interlibrary loans help too.
> Are you a member of CLC?  We have occasional meetings throughout the year.  It’s very helpful for idea sharing.
>  
> If you need anything else, let me know.  Have a great summer.
>  
>  
> I've been using the evaluating sources with my 9th graders for 3 or 4 years now (beginning and end of year) and work with all 9the graders on the Science CAPT embedded task on the skill. It seems I can only see about a one point (raw score) increase over the year. 
>  
> I like that I have data and a lesson to support the skill, I'm hoping with common core that more teachers will reinforce what I do. I think that is what it'll take to see my scores go up more. (Or maybe I should post test them closer to the science lesson.)
> 
>  
> I also keep track of the accomplishments of the library media center throughout the year and I wrote a 17 page report for my principal this year. Its my first year at this school, and so much of our work is behind the scenes that I wanted to be sure he understands that I am doing my job …as well as giving him data….I’ve attached here in case the charts are useful for you.
>  
>  
>  
>  
> From: Deborah Sharpe 
> Sent: Monday, June 17, 2013 12:31 PM
> To: 'casl-l at mylist.net'
> Subject: new state evaluation
>  
> Hello everyone,
>  
> I am looking for ideas for data collection for the upcoming new teacher evaluation.  Since I do not teach at all, the options are limited.  Is anyone planning on using anything other than circulation statistics for data?  If you have any good ideas, I would appreciate if you could send them my way. 
>  
> Thanks so much!!
> Deb Sharpe
> Woodstock Academy
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