Paul Whitsitt Merril V. Stegall Interim Director,Acting Director, Reading and Language...
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Transcript of Paul Whitsitt Merril V. Stegall Interim Director,Acting Director, Reading and Language...
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