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We Boost Achievement

We Boost Achievement. An introduction to Evidence Based Practice, Action Research, and Ross Todd’s Vision. Lauren Bacall said…. “Standing still is the fastest way of moving backward in a rapidly changing world.”

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We Boost Achievement

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  1. We Boost Achievement An introduction to Evidence Based Practice, Action Research, and Ross Todd’s Vision

  2. Lauren Bacall said… • “Standing still is the fastest way of moving backward in a rapidly changing world.” • Ross Todd said that Evidence Based Practice is “at the heart of progress for school library media specialists.”

  3. Ross Todd also said on the cover of SLJ… • “No one is coming to rescue us. We have to rescue ourselves.”

  4. Prove that we make a difference! • School libraries make a difference. • How? • When? • Why? • Who? EBP makes the invisible VISIBLE!

  5. EBP in 2008 • Shift from what SLMS DO to what students achieve • EBP validates WE BOOST quality learning outcomes • Action oriented, built on awareness • Shift in focus from information inputs to knowledge and skills outputs • Shift to mastery of complex skills

  6. Ross Todd also says… • We are wearing BLINKERS. • Curriculum with outcomes and indicators is an evidence based approach. • It is action and evidence that show what makes a difference in student learning. • Practice that produces intended results is responsive and accountable.

  7. We Boost Achievement • Action Research has roots in medicine and healthcare in the 1990’s. • Knowledge and experience come together. • Evidence of what works and evidence of what doesn’t work is all around. • Do what works. Don’t do what doesn’t work. RT

  8. School libraries and Action Research in 2008 • Deep and broad base of research on what works and what doesn’t work is at our fingertips. • 20 state studies, extensive empirical evidence regarding best professional practice, tell us what works. • Use the research to decide on performance day to day.

  9. Self education… • Self-education involves using the best possible research to inform our practice. • Self-education involves inquiry to bring about change. • Self-education implies action directed toward a goal

  10. Four frameworks for action Research has provided evidence that boosting student achievement can be correlated with four key components of a SLM program: • INFORMATION LITERACY • COLLABORATION • TECHNOLOGY • READING These are integrated into EBP in We Boost Achievement

  11. Action Planning • Three central contexts are incorporated into evidence based practice in We Boost Achievement: • LEARNER • TEACHER • ORGANIZATION

  12. Your ACTION PLAN for EBP: • Explore the status quo of your program. • Document what is with evidence. • Set a goal to change what doesn’t work or could work better. • Research best practice in that specific area to guide your strategies. • Develop informed strategy for change and implement it. • Document differences with evidence. • Advocate with the evidence because of slms action and new learning initiatives, learning outcomes. • Expand, refine, scaffold, progress.

  13. EVIDENCE BASED PRACTICE • Tangible impacts and outcomes of sound decisions • Local action • Local processes • Local immediate outcomes

  14. Outcomes of EBP for SLMS • Professional growth and efficacy • Refined professional practice • Confidence • Job satisfaction • Reorientation, proactive • Targeted time, energy, resources • Don’t do what doesn’t work • Research informs day to day practice • Learning centered role

  15. Outcomes of EBP for SLMS • Planning for instruction • BLINKERS OFF • Moving beyond advocacy • Support success • Impact of information literacy on students • SLMS seen as tangibly connected to learning in the school • Visible connections to learning • Learning outcomes identified • Accountability • Teachers advocate for SLMS when they witness outcomes

  16. What is EVIDENCE? • Detailed questionnaires • Pre and post tests • Conferencing • Follow up focus groups • Substantive conversations • Surveys • One minute papers • Student reflections on performance

  17. What is EVIDENCE? • Answers to—”How did the slms help you?” “What skills did you learn.” • Testimony (See Ohio Study, Delaware Study and others.) • Focus activities • Journal writing • Checklists • Student products • Audience Feedback

  18. What is EVIDENCE? • Not always the data bandwagon! • Standards based measures • Benchmarks • Knowledge, skills, values, attitudes • Products • Rubrics • Local assessments • Anecdotal records • Formal and informal instructional intervention

  19. Data as evidence • AASL Conference October 2008 • Outcomes explicit in new AASL Standards • Creation of knowledge and knowledge products • Framework provided for evidence that should be generated • Structure provided for evidence based claims about SLMP contribution to learning

  20. Data as evidence • Evidence collecting strategies prescribed • Knowledge based outcomes in the language of curriculum standards • Products that show improved ability to analyze and synthesize • Evidence of drawing conclusions, understanding • Evidence of evaluating multiple points of view • Evidence of performance after instruction • Quantity and quality of notes changed with student questions as FOCUS

  21. Rationale … YOURS • The MOUNTAIN of WHY? • The MOUNTAIN of WHY NOT?

  22. Alternatives to EVIDENCE • Beating around the bush • Jumping to conclusions • Throwing my weight around • Dragging my heals • Pushing my luck • Making mountains out of molehills • Bending over backwards • Jumping on the bandwagon • Running around in circles • Mouthing on • Pulling out the stops • Adding fuel to the fire • Going over the edge • Picking up the pieces

  23. Workshop Dynamics • End to isolation • Soup and salad and brownies • Personalized, individualized • Critical supportive friends • Time to reflect, consider, explore, analyze, experiment • New learning • Path can be indirect • Coaching, mentoring, response, interest, ideas, common ground, sharing • Expanded insight to best practice via the Ross Todd Highway

  24. Next session • Weigh your own program dynamics and practice • Review tools to evaluate SLM programs • Decide on a GOAL for your Action Plan • Review We Boost Achievement in the area related to your GOAL

  25. RESOURCES • Mary Ratzer’s stuff • Your brain times all workshop participants brains • Your experience times all workshop participants’ experience • Shared professional collections • Rossography and workshop resources on the CRBSLS website • WE BOOST ACHIEVEMENT • Expansive and deep research base just waiting to be tapped with guidance

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