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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. PHASE I. PHASE I. What does this look like?. Road map of what should be happening. ExC 3 EL Rubric Phase I. Clear Path Road map Destination.

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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. PHASE I

  3. PHASE I What does this look like?

  4. Road map of what should be happening ExC3EL Rubric Phase I • Clear Path • Road map • Destination

  5. Visual, graphic display of library program components ExC3EL Rubric Phase II • Clear Path • Road map • Destination • Landmarks • Evidence • Tools • GPS to Outstanding Programs

  6. 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

  7. CollaborativePlanning

  8. PHASE II Links!

  9. Click on link for Entering

  10. Entering

  11. Click on link for Developing

  12. Developing

  13. Elements of Phase II Collaborative Planning

  14. Overview, definition, explanation of component • What does the research say?

  15. What evidence exists at this level of collaborative planning?

  16. As program level increases, so does the evidence of collaboration

  17. Level of collaborative planning correlated to the evidence available

  18. What needs to occur to move program to next level?

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

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

  21. Further Readings

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

  23. 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

  24. Sample 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

  25. Sample

  26. Weblinks to Additional Resources

  27. 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 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

  28. 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

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