BEDS 2014 Library Information

It's that time of year, for our data reporting to NYSED.   The purpose of Basic Educational Data (BED) reporting is to aggregate information and compare schools, resources, funding, staffing, and compliance with NYS regulations.  The state expects you to report accurately and honestly.  If the forms ask you about 'flexible' scheduling and you don't have it, be honest.  When they ask about collaboration, report the truth.   When they ask your title counts, report your title count. Etc.   

• The generic questions that ask about eBooks, should include the collections that BOCES provides through Overdrive as well as your own purchases.  
•  Please see below the statistics related to NOVEL resources provided by NYS as well as  BOCES provided resources.  Add these counts to your own district counts.  
• In addition, Overdrive has in excess of 20,000+ Project  Gutenberg books available via their click on the Overdrive interface.  These titles are not embedded into the regular Overdrive interface search.  You have to search the Gutenberg books separately.   
• Listed below are the eBook and Database counts.  NOVEL did not make any changes this year so their counts are the same. 

Databases	COUNT
NOVEL	11
BOCES (Elem & Sec)	1
eBook Titles
WSWHE Overdrive Elementary	2469
WSWHE Overdrive Secondary	2839
GALE Elementary  (BOCES provided for everyone)	97
GALE  Secondary (BOCES provided for everyone)	93
Marshall Cavendish  (BOCES provided)	41
ROSEN  (WSWHE BOCES provided)	15

  

The following FAQ  information may proved helpful also.  Thanks to a colleague of mine, Jen Henry, for compiling most of this: 

Q: If I am a school librarian what assignment number should I use?

 A: Use assignment number 7412, show mixed grade level as appropriate, leave registration blank, and answer the number of weeks per year. 

Q: I'm not teaching scheduled classes this year in my library. I've been given the non-teaching professional staff form to complete. What code do I use to indicate my position?

 A: If you're using the non-teaching professional staff form as you mentioned you could claim the title Department Head or Chairperson and use code 7408. Please keep in mind that even if you do not teach scheduled classes, if you are a certified LMS working in your library, you are still considered a professional, certified teacher and should still complete the same form used by other teachers in your district. In particular if you are a certified school librarian working in a high school library it is important to complete the proper form. School librarians are mandated at the high school level in New York State.

Q. We have several parent volunteers that help shelve materials in the library. Do I count them in Number 21 (Library) Section C, Question 3?

A: No. Only paid support staff should be counted in this section. Do not count unpaid volunteers, even if they are retired school librarians and contain the proper professional certificate.

Q. Number 21 (Library) Section C, Question 2 asks me to list other professional staff assigned to the library. What if another teacher in the district is assigned one period a day to assist in the library? Are they considered ‘professional staff?’

A: Yes. A professionally certified teacher in NYS, regardless of content area they are certified in, is considered professional staff.

 Q. How do I determine the number of hours per week that the library media center is open for student use (Number 21 (Library), Section D, Question 1)?

A: You do not need to list an exact number. Select the box that most closely identifies the number of hours the library is open to students. The library does not need to be staffed by a certified LMS to be considered ‘open.’

 Q: What is the total number of database subscriptions we should use for Number 21 (Library) Section B, Question 4?

 A: There are 9 database subscriptions included in NOVELNY that you need to consider. In addition to  NOVELNY there is access to TeachingBooks,  Exploring Nature, and TumbleReadables courtesy  of the School Library System. This will give each library a minimum of 12 databases.

 Each district also subscribes to their own databases which need to be included in this count. Simply add whatever databases your district subscribes to or you buy through CoSer 508 (Online Resources) to the number 12 to come up with your answer.

Q: How do I know if my library is a participant in the SLS?

 A: All school libraries currently located in one of the 17 component districts of Champlain Valley Educational Services are members of this region's School Library System. This includes parochial schools in our region. 

Q: In Number 21 (Library) Section D, Question 5 I'm asked to select which items I use for Inquiry or Problem-based learning activities. I don't know what some of these items are!

 A: There is no right or wrong answer to this question. It is merely an attempt to determine what tools schools in NYS are using for instruction in the library. Information literacy curriculum can be either locally developed, regionally developed or a tool like the AASL Standards for the 21st Century Learner or the NYC Information Fluency Continuum.  Our locally developed WISE curriculum is Inquiry Based.  

Collection Development, Challenged Materials, and Intellectual Freedom policies are often found in your district's Board of Education  policy manual. Occasionally these are included as part of a discipline policy. If you are not sure if one exists for your library locate a copy of your district's policy manual and check there.

The NYSED School Library Media  Program Evaluation (SLMPE) rubric was created 3 years ago as a tool to help evaluate school library programs  across New York  - A copy is on file in the SLS office.  You are required every 5 years to complete this.  (It's been 3 for us)

For those on Opals, you may get your BEDS statistics by printing this report:

9 Ways to Increase Your Visibility!

Welcome back!  Here are a few thoughts to start your year off on the right foot!  Don't shoot for all...merely pick a few.  Or, do one a week until October. 

1. Send an email showing teachers how to navigate to your ONLINE RESOURCES. Send a simple snippet - A picture is worth 1000 words.  You may think this is too "basic"  but believe me...there's probably someone who needs to know.  Notice how we're right up there with "poison control"?! 
   
    
2. Share your ESL resources with ESL teachers and foreign language teachers:  Spanish Encyclopedias, BrainpopESL, translation tools within our database systems. - Remember... we (WSWHE SLS) purchases eslbrainpop.com  for the ESL students at our level.  This is available to you. 
   
3. Share your digital eBooks - Example: Scan the new Social Studies Frameworks to lessons that could be connected to our ROSEN publisher  SPOTLIGHT ON NEW YORK BOOKS.    Share a sample lesson plan idea from the teachers guide.   Check these out at our link: 
   
4. Reach out to the PTA and offer to host a "Cool Tools for Home" show.  Strengthen your connection with parents, so that when you need their support...you'll have it. Share your links to Overdrive and other online ebook, audiobooks, and resources for kids!  Don't assume people know about this.  
5. Offer to take classes and teach "research" for substitute plans that are "scheduled" -(I used to do this and would know..."Oh yes.  Nanette will be out next Friday 'sick'."  I didn't care, however, because I knew her kids were learning vital skills.)   
6. Offer to provide a "Book Mobile"  in the classroom.   Hotpicks for pleasure reading, or a subject-specific print cart.  Ask your PTA if they will purchase additional carts for classroom mobile libraries, if they have deep pockets.  Be innovative with your bookmobile ideas.  See Sue Kowalski's postings of her mobile library as their school re-builds! 
7. Reach out to new teachers and offer to "help them meet their CCSS "Research Anchor Standard"  - Offer to increase the "rigor" in their research.  Kids need to "transform, not just transfer" information.  We need to build knowledge, not present mere facts.  
8. Brainstorm an AIR program in your library.  For more information on "Accountable Independent Reading, see this blog posting - Got Air? 
9. Prepare Screencast instructions on a tool such as http://screencast-o-matic.com/   Don't assume that teachers will know how to use your database tools.  Make it easy to meet their needs, even if they are in their classroom with their 1-to-1 devices.  Regain the foothold lost to devices, by creating easy links and easy instructions.  Try to keep instructions to as few steps as possible such as: 

• Choose a database 
• Keywords
• Search 
• Cherry pick (choose from the hitlist)
• Closely Read 
• Comment -Notes
• Comprehend 
• Communicate  
And for number 10?... You share your's! 

Seed Texts to Spawn Research - Elementary Examples

For those of you who attended the NYLA - Section of School Librarians Leadership Conference,  there was a discussion on elementary examples of "Seed Texts."    When I delivered PD, we modeled one HS example and the binder included another HS Biology example as well as a middle school ELA - SS example.  

Here are a few examples of later elementary articles that could be used as "seed texts" for discussion and debate, evidence based discussions, and to spawn Inquiry Investigations: 

Elementary articles for use as “seed texts."  Each of these articles could be used as good examples of intriguing captivating close reading examples that get kids to think.  

These seed texts were found in EBSCO's Kids Search, but you can look into any database for similar texts.  These are hyperlinked for access, if you subscribe. 

Poaching:  Is the government doing enough  to combat poaching?

                 Is poaching a problem?

·        N.J. outlaws ivory trafficking

By: Hanna, Maddie. Philadelphia Inquirer, The (PA). 08/07/2014.

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  Poachers on prowl for bog turtles, too

By: Gibbons, Brendan. Times-Tribune, The (Scranton, PA). 08/03/2014.

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 Africa elephants face 'threat of extinction'

Al Jazeera (Qatar). 06/14/2014.

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20,000 African Elephants Killed for Ivory in 2013

Arabia 2000. 06/13/2014.

 Dangerous Pets:  Should they be outlawed?  Are our laws sufficient? 

PBC looks at new rules for dangerous pets, not just pit bulls

By: Sorentrue, Jennifer. Palm Beach Post, The (FL). 07/01/2014.

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Weird, wonderful, and deadly animals.

Mail on Sunday. 11/24/2013, p7. 1p.

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Exotic-pet store owners fight bylaw

By: Kate Allen Toronto Star. Toronto Star (Canada). 03/10/2012.

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NY State's Summer Reading Official Pronouncement: Hear Ye Hear Ye

If you ever wondered what the formal NYSED view is on "Summer Reading" - wonder no more.  Here is the 2009 guidance that was officially posted.  We realize this is 5 years old, but it will remain in effect until the Board of Regents (BOR) officially changes it.  And...with all that is cooking at the state level, I doubt they will endeavor to change anything they don't have to! 

DLD's Summer Reading Link - Click Here!  


Please also keep in mind that there was a new NYSED document posted, on EngageNY.org which also recommends to "increase the volume of student's reading."   Click Here.   (I wrote part of this document for Expeditionary Learning so that is why some of this wording may sound familiar.)  [My own comment in blue--not to be confused with official proclamation.] 

Guidance on Locally Required Summer Reading Assignments   (Title is hyperlinked to NYSED Source) 

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
OFFICE OF CURRICULUM AND INSTRUCTIONAL SUPPORT
www.emsc.nysed.gov/ciai

DATE: May 2009

TO: District Superintendents of Schools, Superintendents of Public Schools,
Principals, and English Language Arts Department Chairs of Public Schools

SUBJECT: Guidance on Locally Required Summer Reading Assignments

The Commissioner of Education has addressed several issues relating to locally required summer reading assignments. This document sets forth guidance and suggestions to assist administrators and teachers in developing acceptable required summer reading assignments.

The New York State Education Department has long encouraged students to read during the summer.  Summer reading provides an excellent opportunity for students to stay connected to literature and to enhance literacy skills developed throughout the school year.  Studies show that reading for enjoyment is a practice that helps all children increase their vocabulary, fluency, and comprehension.  In addition, a locally required summer reading assignment, if used in conjunction with other reading instruction strategies, is important for students who receive Academic Intervention Services (AIS).
http://www.p12.nysed.gov/part100/pages/topics.html

The New York State Library’s Statewide Summer Reading Program is an example of an effective voluntary summer reading program.  It is planned and implemented collaboratively with local public libraries and helps students maintain and improve their reading levels over the summer while enjoying reading.  There is no cost to students or their families.  Educators and school administrators are encouraged to become familiar with the State Library’s Statewide Summer Reading Program and other programs offered by their local public libraries and to share information about these programs with students, parents, and teachers.  To review the program, please go to
http://www.nysl.nysed.gov/libdev/summer/

A board of education may distribute suggested summer reading lists, permit extra credit assignments over the summer, or require students to read books over the summer in preparation for discussion after school begins.    Some districts/schools have begun to develop locally required summer reading assignments that generally require students to complete the following:

• Read one or more specific works from a list of books prepared by the school; and
• Complete an assignment for credit when school resumes in the fall (e.g., an oral presentation, a book report, a media or electronic presentation, or a test that will count as part of the student’s grade). [These are critical lines as they represent the summary of all the recommendation disclaimers following below. PJ]

Where a district/school chooses to require a summer reading assignment, it must comply with the following:

• If books are to be used as part of a mandatory assignment, a school district must ensure that they are reasonably available to all students at no cost. Although a school district may indicate that books may be purchased, students cannot be required to purchase any books.
• Class grades should reflect work done under a teacher’s direction and supervision.  There must be sufficient opportunity for students to obtain teacher guidance and instruction before completing a graded assignment. 

Teacher guidance and instructional support may be accessed by email and telephone or in person, as necessary.

• Where students are unable to access the instructional support provided by the school district over the summer, they should be permitted to complete the assignment without penalty upon returning to school, while under the direction and supervision of the teacher. [Really?  Then here's the backdoor excuse for each student. No teeth.  PJ] 
• Assignments should be designed to meet the learning needs of all participating students.
• Students with disabilities, students who have limited English proficiency and students who are English language learners must have an equal opportunity to complete a locally required summer reading assignment.

The State Education Department also suggests that:

• Any locally required summer reading assignments be integral to the school district’s existing curriculum.
• Parents(s)/guardians be encouraged to review the reading list to be aware of the titles and authors and to encourage and help guide their children’s reading.
• Students should have a choice among one or more required readings.
• Options should be provided to students for demonstrating completion of the assignment (e.g., a book report, an oral presentation, or a media or electronic presentation).
• For students who will be away on vacation, all the necessary materials for their summer reading assignment should be provided to them before school ends in June.
• If assignments are given to determine placement in Advanced Placement (AP) courses or as part of the body of work required for the AP course, the district/school should have appropriately trained teachers available to the students for guidance and assistance over the summer, as well as make all necessary materials available.  [Dare we say that these items impede any summer reading "recommendation."  - Are our hands tied? - PJ] 

Decisions of the Commissioner relating to required summer reading assignments are available at http://www.counsel.nysed.gov/Decisions/home.html.  Scroll down the page to the Volume Numbers.  Volume and Decision Numbers are listed below.  Click on the Volume Number, then click on the Decision Number to view the decision. 

• Appeal of Curran,    Volume 44, Decision No. 15,235
• Appeal of Ciotti,       Volume 44, Decision No. 15,162
• Appeal of Lahm,      Volume 41, Decision No. 14,662
• Appeal of Lease,     Volume 39, Decision No. 14,219

Please check this website periodically for any future decisions of the Commissioner of Education regarding summer reading assignments.

I trust that you will find this guidance useful. Should you have any questions or concerns, please contact emscurric@mail.nysed.gov

Got Air?

Librarydoor Post repeated here for our local use:
From time to time I am asked about the "research" behind the efficacy of the school librarian.   I want to take a quick minute to post some of the best resources here for those that may need to share these with budgetary decision makers.  (Listed below) 

In this issue of Scholastic's Administrator, I have a short article entitled: Your Hidden Asset.  Let's hope we're not too hidden! (I did not choose the title).  Now, we know that too many administrators just don't frequent your library doors, and Scholastic meant that title figuratively, but let's make it our goal to insure we are seen and heard.   The research will not do you much good if you are not connecting to the classroom, kids, and being visible with your principal.   Consider some Spring SMART goals for visibility.  Here are a few examples:

One of our local elementary librarians, Jen , advocated for bags to enable her to send home 5 books with each student this summer.  She works in a high-needs district and commented, "I know some will be lost, but I don't care.  We have to work to reduce the summer slide and I know many kids have no books at home."   She said she is planning on telling the kids to share and to bring them back.   This will be the first year of this program so it will be interesting to see the data on what is lost.  Dare we say it will be a small cost compared to the lost reading ground retained?   

To find other ways to be seen and hear, order a copy of Make a Big Impact @ Your School Board Meeting.   - From Libraries Unlimited. 

Here are a list of the white papers for advocacy and more: 

• American Association of School Librarians (n.d.). Strong School Libraries Build Strong Students.  Click here 

• American Association of School Librarians (2012).  School Libraries Count:  National Longitudinal Study of School Library Programs.    A report of the annual online survey of school library programs in the United States. Findings  indicate that despite cuts in many areas, school library programs remain consistently strong.  However, the survey also indicated that the number of computers outside of the library with networked access to services has significantly increased.   The trend is to increase remote access  to library licensed databases.

• American Library Association (2007). Libraries Connect Communities: Public Library Funding and  Technology Access Study 2006-2007.    This survey of technology access in libraries throughout the United States demonstrates that  technology is attracting larger numbers of people to public libraries each year. It includes  information on children as consumers of technology, especially as users of databases that help with  homework.

• American Librarian Association (n.d.). Add It Up: Libraries Make the Difference – Talking Points. These advocacy documents provide readers with talking points in favor of funding of public and school libraries. Public library  School library
• Center for International Scholarship in School Libraries (2010; 2011).  The New Jersey Study of  School Libraries:  One Common Goal-Learning. Executive summaries of an intense two-phase study of school libraries in the New Jersey educational  program indicating that libraries and librarians contribute to the intellectual life and development of students in complex and diverse ways.

• Krashen, S & Shin, F.  (2004). Summer Reading and the Potential Contribution of the Public Library in Improving Reading for Children of Poverty. Public Library Quarterly, 23.3/4, 99-109. Research indicates that there is surprisingly little difference in reading gains between children  from high- and low-income families during the school year. Rather, the difference is what happens in the summer. The author stresses the need to expand and improve the services libraries offer to low-income children in order to close the reading achievement gap.  
• McClure, C. R. & Bertot, J. C.  (1998). Public Library Use in Pennsylvania: Identifying Uses, Benefits, and Impacts. 
  According to focus groups conducted in Pennsylvania’s urban and rural communities, libraries make specific, unduplicated, and important contributions to the education, socialization, and well being of Pennsylvania's children.
• New York Comprehensive Center Educational Technology Team (2012). Informational Brief: The Impact of Public Libraries on Students and Lifelong Learners.  Report demonstrates positive impact of public libraries and makes connections to learning across the lifespan. Executive Summary: 
• A statement from the New York State Libraries on the importance and roles of librarians and the implementation of the Common Core Learning Standards.
  Report indicates that school libraries are critical to student achievement, curriculum development, and instruction.New York State Libraries (2013).  Libraries and the Common Core. 

TDQ Webinar today at 3:00

Here are the link to the handouts for our TDQ (Text Dependent Questions)  webinar today @ 3:00.   This short 30 minute webinar will lay the basics for understanding TDQ's - We are not expecting a large crowd today as this was in response to a few questions I fielded.   Feel free to join us if you are reading this! :)  (Limit 35 "seats")

• Bring a couple of short fiction or nonfiction books that you might typically use in your "fixed" library instructional time.  
• Be sure to print out the TDQ handout below.  The rubric you can print if you need it also. 

Rich Text Rubric    (PDF -86 KB)

TDQ's(PDF -291 KB) 1 page primer on TDQ's

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Meeting information
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Topic: What's the scoop on TDQ's? Paige Jaeger changed the time for this online meeting.

Topic: What's the scoop on TDQ's?
Date: Monday, March 24, 2014
Time: 3:00 pm, Eastern Daylight Time (New York, GMT-04:00)
Meeting Number: 594 785 788
Meeting Password: library


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To join the online meeting (Now from mobile devices!)
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1. Go to https://wswheboces.webex.com/wswheboces/j.php?MTID=m40fcec96f76cba74b59013a1176f8bd6
2. If requested, enter your name and email address.
3. If a password is required, enter the meeting password: library
4. Click "Join".

To view in other time zones or languages, please click the link:
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To join the audio conference only
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US TOLL: 1-650-479-3207

Access code:594 785 788

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For assistance
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1. Go to https://wswheboces.webex.com/wswheboces/mc
2. On the left navigation bar, click "Support".

You can contact me at:
pjaeger@wswheboces.org
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To update this meeting to your calendar program (for example Microsoft Outlook), click this link:
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WebEx will automatically setup Meeting Manager for Windows the first time you join a meeting. To save time, you can setup prior to the meeting by clicking this link:
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The playback of UCF (Universal Communications Format) rich media files requires appropriate players. To view this type of rich media files in the meeting, please check whether you have the players 

Library Report Cards....Ugh. What's should I do?

If you are asked to consider “grading” in the library then you have to carefully consider what you are teaching.   Whether or not librarians "grade" is a local decision. 

Here are some thoughts we have shared locally: 

Have simple “goals” per grade level, but have them be aligned to CCSS or the Empire State Fluency Continuum.  That you can point to benchmarks you are measuring. Pick from the best few per grade, as suggested in the chart below which we locally chose because they align with the CCSS standards.   

By limiting the “assessment points”, you leave yourself enough room for creativity and flexibility to address other things.  Assess skills of value.  Do NOT assess things like “Dewey” which have negative value in administrator’s eyes.  Word skills for the 21^st Century, such as “How is information organized?”  That way you sound “relevant” and “current.”    

If someone asks you about these bullets, they are intended to produce “College and Career Ready” graduates who are ready to research to build and present knowledge.     

Grade Level	Empire State Information Fluency Continuum  grade level benchmarks  aligned with the CCSS:
K	* Understands the basics of a book * Distinguishes between fact and fiction
1	* Briefly summarizes facts * Asks "What do I wonder about now" questions
2	* Asks Open-ended questions (wonder questions) * Presents the main idea and supporting details
3	* States the main idea * Searches online catalog to locate information
4	* Identifies keywords for research * Students will summarize  information to answer questions * Students will organize ideas appropriately
5	* Uses appropriate material to answer questions * Assesses questions to determine which can be answered by simple facts, which cannot be answered and which would lead to an interesting inquiry
6	* Draws conclusions based on evidence * Draws inferences from text
7	* Uses facts and opinions responsibly * Analyzes information to form a hypothesis
8	* Students will recognize Point of View * Draws conclusions based on information
9	* Identifies keywords and synonyms for searching * Students can mind-map ideas
10	* Understands advanced web searches * Draws conclusions based on evidence
11-12	* Develops own Point of View and supports with evidence

Some people have been asked to grade: skill, effort and behavior.  That is like saying, “I don’t have curriculum.”  Just remember the “skill” is your curriculum.

Have students self-assess with “I can” checklists per grade level.   Here are some random I cans:

____I can find a book

____I can ask open-ended questions which lead me to investigation
____I can identify an author
____I can use the Opac

____I can identify my keywords
____I can find evaluate a source for credibility
____I can tell you how information is organized
____I can teach my friend how to write a good book review
____ etc.

If you have a bookmark paper per quarter, you will have self-assessment measuring.  Why not let everyone get an “A”?   The state wants us to eliminate all unnecessary testing.  Therefore, Heaven forbid you give a test to get a grade.  The I can checklists will give you the opportunity to disguise assessment in self-direction.  – Color Code them, red, yellow and green giving “steps” of success. 

Remember:  Our goal is college and career readiness—not giving grades.   

Raising eReaders - Rising Above Reluctancy

Hello Local Librarians! 

As I sit here and listen to the LMC Webinar, sponsored by Overdrive, but really on "eBooks" - I remembered that I hadn't posted our slides from the AASL presentation that we gave in Hartford.  

This presentation spotlights great uses of our Overdrive Library with special education, reluctant readers, and more!  Enjoy this spotlight, if you missed AASL13. 

Librarian APPR -Seven Areas to Consider

According to NYSED,  there are 7 standards we should keep in mind as we strive to do our best -- To be the best librarian we can be for the sake of student achievement --for the sake of preparing the next generation to run the world.   

In our day and age of assessment, observation, and strategic academic planning, it will benefit us to examine the 25 lines in our NYSED  approved Librarian APPR rubric.   This may be the measure by which all NYS librarians are evaluated in the future.  Using this rubric is now, this is a local decision, but there are queries currently in the State Education Department for this to be approved as one option for the total 100 point measure - thus eliminating the need for librarians to get a growth measure from a S.L.O.

As you read this document,  please ask yourself:   If I were being observed,  

•  what "evidence" will my principal "see' (i.e. observation)  that proves I have carefully considered this line?    
• what evidence could I offer to him to show him I "tried."   If you are operating in a silo school where no one collaborates, have a portfolio of evidence handy with printed out emails asking teachers if they need your help to, "Research to build and present knowledge."  

As we piloted our APPR document, some feedback was that "I can't collaborate, if I'm not invited into the conversation."   Or,  "I am not included in grade-level planning meetings."   Or,  "I am not privy to the ELA assessment item analysis to see target areas for instruction.  

We have told our librarians locally to inquire with their building principals about "item analysis"  or the assessment "data"  to see where you could support building level goals.  One librarian was new in a K-12 school and she shared that when she approached her principal with that question, he was surprised.   No librarian had ever asked him that before.   Not a bad way to start your "new job" off on the right foot! 

The key is to consistently try. I suspect that if you consistently try, you can't be found "ineffective" in any area where you are "asking" for teacher support, collaboration, suggesting materials in library emails and more.   One librarian recently decided to create a smore.com flyer for her "news" and shared that in the first 15 minutes, she had 35 views.  That's data for her portfolio to support area 6 - Collaboration and Professional Responsibilities.   

You can only be faulted for what you don't try to achieve.   

Even fun photos like this in this middle school library are evidence to be archived. This shows you are preparing the learning environment, encouraging goals of the CCLS, and that you have knowledge of students (area 1).  Heaven knows they need to slow down! This is not only observable, but effective!  

Our NYSED rubric can be found at this link:  NYSED website   

Information Technology & Higher Level Thought

What a great day we had yesterday with our district librarians and technology integration specialists!  As we examined the AASL 2013  List of Best Websites for Teaching and Learning,  it was nice to see our districts share examples of how these are currently being used.  We realize that there is a difficult road ahead navigating teachers from rote, scoop and reports (aka copy 'n paste facts) to higher level thought, but we have to start somewhere.   Perhaps we should adopt the motto:  Don't Transfer --> transform!  
Or...  Report Knowledge...not facts. 

Here is the Symbaloo link we used to navigate sites and a few examples:  click here.


Some people had asked to have this PPT that was shared: 


This teacher self-assessment tool can be used with colleagues to get teachers thinking about aiming for higher-level thought in their research, technology integration, and assignments.   

• Student Synthesizing Handout  
• Teacher Self-Assessment Tool  
• Local CCSS Aligned Research Planner