Standards Survival Kit:

1. Standards Survival Kit: How to Make Sense of the New AASL Standards Kathy Lowe and Susan Ballard

2. Standards for the 21st Century Learner Kathy Lowe and Susan Ballard

3. StandardsThe four main sections of Standards for the 21st Century Learner • Inquire, think critically, and gain knowledge. • Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. • Share knowledge and participate ethically and productively as members of our democratic society. • Pursue personal and aesthetic growth. Kathy Lowe and Susan Ballard

4. StrandsThe four parts of each standard • Skills • Dispositions in Action • Responsibilities • Self-Assessment Strategies Kathy Lowe and Susan Ballard

5. Indicators The sub-categories that describe what abilities students should demonstrate in the four strands of each standard. Kathy Lowe and Susan Ballard

6. Indicators The sub-categories that describe what abilities students should demonstrate in the four strands of each standard Kathy Lowe and Susan Ballard

7. The Learning Indicators & Assessment Task Force has developed… • Benchmarks • Sample Tasks and Sample Performance Assessments • Levels of Proficiency • Connections to Dispositions in Action and Responsibilities • Self-Assessment Strategies: Self-Questioning Examples for Standard 1 Kathy Lowe and Susan Ballard

8. Standards for the 21st Century Learner in Action What would these look like for a fifth grade learner? Kathy Lowe and Susan Ballard

9. Benchmarks Abilities students should demonstrate by the end of grades 2, 5, 8, 10, and 12+ for each indicator Kathy Lowe and Susan Ballard

10. Benchmarks Abilities students should demonstrate by the end of grades 2, 5, 8, 10, and 12+ for each indicator Kathy Lowe and Susan Ballard

11. Sample Tasks and Sample Performance Assessments Examples of what students might be asked to do to meet the benchmarks for a particular indicator and tools to determine that the benchmarks have been met. Kathy Lowe and Susan Ballard

12. Sample Tasks and Sample Performance Assessments

13. Levels of Proficiency How well students perform a particular task, or exhibit a particular disposition or responsibility • Basic • Proficient • Exemplary Kathy Lowe and Susan Ballard

14. Levels of Proficiency Kathy Lowe and Susan Ballard

15. Connections How each sample task addresses the Dispositions in Action and Responsibilities strands Kathy Lowe and Susan Ballard

16. Connections How each sample task addresses the Dispositions in Action and Responsibilities strands

17. Connections How each sample task addresses the Dispositions in Action and Responsibilities strands

18. Self-Assessment Strategy: Self-Questioning Questions students might ask themselves to assess their own learning process. Kathy Lowe and Susan Ballard

19. Self-Assessment Strategy: Self-Questioning Questions students might ask themselves to assess their own learning process. Kathy Lowe and Susan Ballard

20. Kathy Lowe and Susan Ballard

21. Kathy Lowe and Susan Ballard

22. Please comment and contribute to Standards for the 21st Century Learner in Action http://www.ala.org/ala/aasl/aaslproftools/standardsinaction/standardsinaction.cfm Kathy Lowe and Susan Ballard

23. Kathy Lowe Executive Director Massachusetts School Library Association PO Box 658 Lunenburg, MA 01462 978-582-6967 klowe@maschoolibraries.org Kathy Lowe and Susan Ballard

24. Kathy Lowe and Susan Ballard