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.”

Ross Todd said that Evidence Based Practice is “at the heart of progress for school library media specialists.”

Ross Todd also said on the cover of SLJ…

“No one is coming to rescue us. We have to rescue ourselves.”

Prove that we make a difference!

School libraries make a difference.How?When? Why?Who?

EBP makes the invisible VISIBLE!

EBP in 2008

Shift from what SLMS DO to what students achieve

EBP validates WE BOOST quality learning outcomes

Action oriented, built on awarenessShift in focus from information inputs to

knowledge and skills outputsShift to mastery of complex skills

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.

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

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.

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

Four frameworks for action

Research has provided evidence that boosting student achievement can be correlated with four key components of a SLM program:

INFORMATION LITERACYCOLLABORATIONTECHNOLOGYREADINGThese are integrated into EBP in We

Boost Achievement

Action Planning

Three central contexts are incorporated into evidence based practice in We Boost Achievement:LEARNER

TEACHER

ORGANIZATION

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.

EVIDENCE BASED PRACTICE

Tangible impacts and outcomes of sound decisions

Local actionLocal processesLocal immediate outcomes

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

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

What is EVIDENCE?

Detailed questionnairesPre and post testsConferencingFollow up focus groupsSubstantive conversationsSurveysOne minute papersStudent reflections on performance

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

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

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

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

Rationale … YOURS

The MOUNTAIN of WHY?The MOUNTAIN of WHY NOT?

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

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

Next session

Weigh your own program dynamics and practice

Review tools to evaluate SLM programsDecide on a GOAL for your Action PlanReview We Boost Achievement in the

area related to your GOAL

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