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ExC 3 EL

ExC 3 EL. Expectations for Collaboration, Collections, and Connections to Enhance Learning: A Program Evaluation Rubric. PHASE II. The way we work…. What does this look like? The 2003 Florida Study. EXC 3 EL – Evaluation Rubric. EXC 3 EL – Evaluation Rubric. Why evaluate program?

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ExC 3 EL

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  1. ExC3EL Expectations for Collaboration, Collections, and Connections to Enhance Learning: A Program Evaluation Rubric PHASE II

  2. The way we work… What does this look like? The 2003 Florida Study EXC3EL – Evaluation Rubric

  3. EXC3EL – Evaluation Rubric • Why evaluate program? • Fulfill recommendations from Florida Study • To check your library media program against standards

  4. EXC3EL – Evaluation Rubric • Why evaluate program? • To measure your school’s program with other school library media programs • To plan for program improvement • To better meet the needs of your students in the goal to higher achievement

  5. EXC3EL – Evaluation Rubric • Why a rubric? • Holistic • Analytical • Task-specific • Developmental • Continuum format • Strengths in some areas • Growth in other areas • Annual comparison to past years

  6. EXC3EL – Evaluation Rubric • What is the continuum? Outstanding Advancing Developing Entering

  7. EXC3EL – Evaluation Rubric • What was the development process? • Rubric – Drafts (sent via email) • Focus Groups • District, school, university representatives • Supervisors and university educators suggestions • Standards Commission recommendations

  8. EXC3EL – Evaluation Rubric • What is its purpose? • Program evaluation tool • Define statewide program standards • Instrument for sparking dialogue on library media program standards • Administrators • Teachers • Parents • Other Library Media Specialists • University educators

  9. ExC3EL Expectations for Collaboration, Collections, and Connections to Enhance Learning: A Program Evaluation Rubric PHASE I

  10. PHASE I

  11. PHASE I Components: information literacy, collaborative planning, etc.

  12. PHASE I

  13. PHASE I

  14. PHASE I ExC3EL Expectations for Collaboration, Collections, and Connections to Enhance Learning: A Program Evaluation Rubric Summary Scoring Sheet

  15. PHASE I River City Elementary School Harold Hill Marian Paroo Developing 11.4.08 1 8 4 3 2.6

  16. 1 2 8 2 3 PHASE I 2 4 4 16 4 4 4

  17. PHASE I 2 Developing 2 Developing 17 4 Outstanding 3 Advancing 4 Outstanding 2 Developing 2.8

  18. PHASE I ExC3EL Expectations for Collaboration, Collections, and Connections to Enhance Learning: A Program Evaluation Rubric Program Improvement Plan

  19. PHASE I 2008 2009 River City Elementary School Harold Hill Marian Paroo 2.8 11.4.08 More on these strategies coming up! Set goal to collaborate with 3rd grade teachers; construction project has impacted utilization of the library media center

  20. 2 3 2 3 4 4 3 3 4 4 2 2 2.8 3.1 PHASE I Library media program improved in the Instruction and Curriculum/Assessment Support components. This was due to increase collaboration between LMS and CT. Third grade teachers were targeted, due to the emphasis on FCAT testing. Instruction still needs to be stronger and collaborative plans have already been set up for next year. Will attempt to address the Advocacy component by reaching out to parents and community.

  21. ExC3EL Expectations for Collaboration, Collections, and Connections to Enhance Learning: A Program Evaluation Rubric PHASE II

  22. The way we work… What does this look like? The 2003 Florida Study EXC3EL – Evaluation Rubric PHASE II

  23. PHASE II Links!

  24. Road map of what should be happening ExC3EL Rubric Phase I

  25. Visual, graphic display of library program components ExC3EL Rubric Phase II

  26. Phase II • Web-based document linked from Rubric • Clear image of what the program looks like • Information and format consistent across levels • Definitions of terms • What does the research say? • Graphs, charts, forms, videos, audio files, • Populated by districts • Living document

  27. EXAMPLE CollaborativePlanning

  28. PHASE II Click on link for Entering

  29. PHASE II Entering

  30. PHASE II Click on link for Developing

  31. PHASE II Developing

  32. PHASE II Elements of Phase II Collaborative Planning

  33. PHASE II • Overview, definition, explanation of component • What does the research say?

  34. PHASE II What evidence exists at this level of collaborative planning?

  35. PHASE II As program level increases, so does the evidence of collaboration

  36. PHASE II Level of collaborative planning correlated to the evidence available

  37. PHASE II These sample strategies may be modified and used in the Program Improvement Plan. What needs to occur to move program to next level?

  38. PHASE II At the Outstanding Level, Program Improvement Strategies focus on maintenance and continuous improvement of the program.

  39. PHASE II Evidentiary documents, multimedia files, charts, graphics, forms, lesson plans, relevant websites, bibliographies, etc. Links!

  40. PHASE II

  41. PHASE II Further Readings

  42. PHASE II ExC3EL Rubric / Component: Climate / Level: Outstanding Appropriate, colorful, current displays coordinated with curricular agenda and student interests. *AP9

  43. PHASE II ExC3EL Rubric Component: Collection Level: Outstanding Extensive evidence of current resources (print, nonprint, and electronic) very responsive to curricular and recreational needs *AP5/AP9/AP12

  44. PHASE II ExC3EL Rubric / Component: Budget / Level: Outstanding LMC annual budget based on school and LMC missions, as well as short and long-term goals. *AP1/AP10 Library Media Center Three-year Goals and Objectives Sample

  45. PHASE II Sample

  46. PHASE II Weblinks to Additional Resources

  47. Sample ExC3EL Rubric / Component: Collaborative Planning Level: Outstanding Evidence of systematic collaboration between LM program and grade levels/subject areas *AP2/AP3 /AP10/AP11 Ms. Smith /Mr. Jones 10 Social Studies Honors 9/24-26/08 Intellectual Freedom and Supreme Court PHASE II II.3.A.b (Analyze key democratic concepts found in the constitution.) Learners will understand the concept and basis for intellectual freedom by examining selected United States Supreme Court cases. Several sessions will enable the learners to 1) explore and understand the concept of intellectual freedom, 2) investigate US Supreme Court decisions that impact intellectual freedom. Three teacher-directed sessions to create a culminating project. One final session for learners to present projects. • Collaboratively plan with teacher. • Teacher pre-selects cooperative teams. • Duplicate worksheets • Printout intellectual freedom scenarios. • Print out list of US Supreme Court cases. Wednesday, Sept. 24, 2008 Thursday, Sept. 25, 2008 Friday, Sept. 26, 2008 Friday, October 3, 2008 LA 9-10 6 2 1,2,3,4 LA 9-10 6 3 3

  48. PHASE II Sample Distribute the Learner’s Reflections Sheet to each student. Begin the lesson by having three volunteers read aloud the Intellectual Freedom Scenarios. Each scenario depicts a violation of intellectual freedom; learners are to identify orally the violation. Discuss how the U.S. Constitution guarantees certain rights to individuals. Elicit a definition of intellectual freedom from the class after all scenarios have been read. Instruct learners to write it in the appropriate section on the Learner’s Reflections sheet. Initiate a discussion of the individual citizen’s responsibility to embrace education, obey laws, and promote all citizens’ rights. Display the Oyez U.S. Supreme Court Case Abstract transparency. Tell learners they will explore a case online with a partner. Point out and explain all categories Distribute the U.S. Supreme Court Case Worksheet to learner pairs determined by teacher. Explain completion of form. Give learners the name of their assigned case. Direct learner to complete the Session One page of the Learner’s Reflections. • Collaboratively plan with teacher • Select resources for lesson • Secure audiovisual equipment and supplies • Plan information literacy skills lesson • Assist classroom teacher in the preparation of worksheets • Collaboratively plan with library media specialist • Plan content area lesson • Select cooperative learning groups • Assist library media specialist in the preparation of worksheets • Websites: • American Library Association’s Intellectual Freedom • Internet School Library Media Center Intellectual Freedom Page • Banned Books Online • Northwestern University’s U.S. Supreme Court Multimedia Database • Review the lesson with the classroom teacher. Determine its success and discuss strategies for improvement: • More library time • More preparation before using library media center • Allocate more electronic sources • Check links before lesson begins • Place items on reserve Learners will state what intellectual freedom is and identify the constitutional basis for its existence. ExC3EL Rubric Component: Collaborative Planning Level: Outstanding Evidence of systematic collaboration between LM program and grade levels/subject areas *AP2/AP3 /AP10/AP11

  49. The way we work… What does this look like? PHASE II EXC3EL – Evaluation Rubric Portfolio

  50. PHASE II Behind this section are filed the evidentiary documents checked off above. Include any notes that you feel are important. You can explain some of the evidence or include a note indicating that the evidence is housed/filed somewhere else rather than this notebook.

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