Connecting ESSA to School Libraries
Friday, November 4, 2016
Texas Association of School Librarians
(TASL)
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Table of Contents
Schedule of Events Power Point Presentation
Section 1 ESSA Overview
• ESSA Federal Legislation Timeline • ESSA State Timing, Rules and Implementation • Opportunities for School Librarians
o Title IV, Part A Fact Sheet
Section 2 Texas State Updates
• Texas State Library Recommendations
Section 3 Identifying Stakeholders & Building Coalitions
• Coalition Development Plan
Section 4 Connecting Messages to Stakeholders
• ESSA Key Messages, “Ask Me How School Librarians Ensure Student Success” • Elevator Speech Development • Crafting Your ESSA Elevator Speech Example
Section 5 Additional Material
• Glossary • AASL Position Statements
“Definition for an Effective School Library Program” “Appropriate Staffing for School Libraries” “Instructional Role of the School Librarian” “Role of the School Library Program” “Preparation of School Librarians”
• Rule Marking & Guidance, Comments submitted to proposed rulemaking on ESSA (7/26/16)
• Student Support and Academic Achievement Enrichment Grants (ESSA Block Grants)
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Schedule
November 4, 2016
Time Session Presenter 9:00 am Welcome Remarks Jody Howard, AASL Board
of Directors, ESLS Representative
9:00-9:30 am ESSA Overview - Federal and State Timeline - Review of titles that include
School Librarians - Call to action
Emily Sheketoff Executive Director of Washington Office of American Library Association Jody Howard, AASL Board of Directors, ESLS Representative
9:30-10:00 am Review of Texas ESSA Plans - Timeline - Public Survey - State Library
Recommendations
10:00-10:30 am Identifying Stakeholders and Coalitions
Jody Howard, AASL Board of Directors, ESLS Representative
10:30 Break 10:45-11:00 am Coalition Development Plan Small group work 11:00-11:15 am Report/Share Out 11:30 am- 12:30 pm Lunch 12:30- 1:00 pm Review of Key Messages
Elevator Speech Development Sample Elevator Speech
Jody Howard, AASL Board of Directors, ESLS Representative
1:00-1:15 pm Elevator Speech Development 1:15-1:45 pm Elevator Speech Practice/Refinement Small group work 1:45-2:15 pm Report/Share Out 2:15-2:30 pm Review of supplemental handbook
material Jody Howard, AASL Board of Directors, ESLS Representative
2:30 pm Closing Remarks/Questions
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Friday, November 4, 2016Texas Association of School Librarians (TASL)
CONNECTING ESSA TO SCHOOL LIBRARIES
Welcome
Jody HowardAASL Board of Directors,ESLS Representative
Handbook
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SHARE, SHARE, SHARE
Tag @aasl
#ESSAlibraries
Send photos to [email protected]
ESSA Webpage
http://essa.aasl.org/
ALA Washington Office
Emily SheketoffExecutive Director of Washington Office
of American Library Association
https://vimeo.com/183396897
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Effective School Library Program
The American Association of School Librarians (AASL) supports the position that:
An effective school library program has a certified school librarian at the helm, provides personalized learning environments, and offers equitable access to resources to ensure a well-rounded education for every student.
Effective School Library Program
As a fundamental component of college, career, and community readiness, the effective school library program:1. is adequately staffed, including a state-certified school librarian who
a. is an instructional leader and teacher,b. supports the development of digital learning, participatory learning, inquiry learning, technology literacies, and information literacy, andc. supports, supplements, and elevates the literacy experience through guidance and motivational reading initiatives;
Effective School Library Program Cont.
2. has up-to-date digital and print materials and technology, including curation of openly licensededucational resources; and3. provides regular professional development and collaboration between classroom teachers and schoollibrarians.
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Title I
Title I – Improving basic programs operated by state and local educational agencies
Message: School librarians and access to effective school library programs, impact student achievement, digital literacy skills, and school climate/culture.
https://vimeo.com/183388920
Title II, Part A
Title II: Supporting effective instruction
Message: School librarians share their learning with other professionals when they attend conferences and workshops, applying the benefits of new techniques, strategies, and technologies to the entire district. https://vimeo.com/183390785
LEARN
Literacy education for all, results for the nation (LEARN)
New literacy program that specifically authorized school librarians to participate in required activities.
https://vimeo.com/183392270
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IAL
Innovative Approaches to Literacy (IAL)
New authorization that specially authorizes funds to be used for developing and enhancing effective school library programs.
https://vimeo.com/183393334
Title II, Part B
Title II, Part B: Literacy education for all, results for the nation (LEARN)/ Innovative Approaches to Literacy (IAL)https://vimeo.com/183393643Message: School librarians are uniquely suited to lead the effort in applying for competitive grants because of their expertise and access to strong professional learning networks.
Title IV, Part A
Title IV, Part A: Student Support and Academic Enrichment Grants (Block Grants)
Message: School librarians increase access to personalized, rigorous learning experiences supported by technology, allowing equitable resources for all students.https://vimeo.com/183394913
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Texas ESSA Update
Implementation TimelineDecember 2015—Law Passed
On-going—Gather stakeholder input
January 2017—Release preliminary policy considerations
April 2017—Release draft plan for public comment
July 2017—Submit final state plan to USDE for approval
Final approval from USDE within 120 days
Texas ESSA Updates
• ESSA Public Input Survey-http://www.surveygizmo.com/s3/3003630/ESSA-Public-Input-Survey– Closed 5 pm (CT) Friday, November 18th
– Less than 10 minutes to complete– Opportunity to share how Texas should
implement ESSA• Texas State Library Recommendations https://drive.google.com/file/d/0B3JrK_HaoIv1SnR4eVE5TmdvM00/view
Identifying Stakeholders & Building Coalitions
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Coalitions
• Critical to identify stakeholders• Including at the school, district (LEA) and state (SEA) levels
• Form coalitions• Bring together groups and organizations that support libraries
• Think outside the box• Utilize relationships and connections with education officials and
policymakers in support of the effort
• When anyone thinks of ESSA how do you get them to connect to school libraries• Be prepared to talk about positive impact of library programming in
the community – How are you making a difference?
ESSA Stakeholder Engagement Required Participants
• Governor• State legislature• State boards of
education• Local educational
agencies• Representatives of
Indian Tribes located in the state
• Teachers
• Principals & other school leaders
• Specialized instructional support personnel
• Paraprofessionals• Administration & other
staff• Parents
State Support and Opportunities
• Must provide support to schools not meeting state-determined goals for student and school performance
• Must engage stakeholders and include them in the development of state plans to monitor student and school performance.
• School Librarians are among the list of stakeholders
• Be at the table!
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Parents as Stakeholder Partners
• ESSA includes a provision for family engagement. Parents must be “meaningfully consulted” and involved in:
• State and local Title I plans• Title II state and local applications• Title III state and local plans• Title IV-A local applications• Title IV-B state applications• State and local report cards• School improvement plans
Coalition Development Plan
• Name individual/organization/business• What previous activities/news tie them to
your efforts• What stake do they have in school library
funding• What can they contribute to your plan• What three things could you do today to
strengthen a relationship with them
Coalition Development Plan
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Coalition Development Plan
Connect Messages to Stakeholders
Connecting the dots
• Four ESSA areas (Title I, Title II- Part A, Title II- Part B, and Title IV, Part A)
• Review the key messages on your message card
• Connect the dots to your work
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ESSA Key Messages
• School librarians and access to effective school library programs, impact student achievement, digital literacy skills, and school climate/culture.
• School librarians share their learning with other professionals when they attend conferences and workshops, applying the benefits of new techniques, strategies, and technologies to the entire district.
• School librarians are uniquely suited to lead the effort in applying for competitive grants because of their expertise and access to strong professional learning networks.
• School librarians increase access to personalized, rigorous learning experiences supported by technology, allowing equitable resources for all students.
Key Words/Phrases
• Specialized instructional support staff • Digital literacy skills• Academic achievement• Personalized, rigorous learning experiences• Adequate access to school libraries• Use technology effectively• Effective integration of technology• Improve instruction and student achievement
ESSA Elevator Speech
https://vimeo.com/183395638
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Meaningful Messaging
Elevator Speech- 4 pieces
1.The message
2.The Story & Key Data
3.The Ask
4.The Elevator Speech
Example
Title I: Improving basic programs operated by state and local educational agencies
Message: School librarians and access to effective school library programs, impact student achievement, digital literacy skills, and school climate/culture.
Story & Data : A middle school librarian links the reading incentive program to books read and increases in reading scores.
Ask: Include librarians on district-wide school improvement team. (Audience: District Administrator)
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Example
The Elevator Speech:For the past 3 years, as part of our school-wide reading focus, the library has hosted the Panthers Pounce reading challenge. Last year our students read nearly 11,000 books— that’s about 27 books per student. Our reading scores have increased 6%-- 7% for English language learners!-- and now students demand to come to the library on the first day of school! Librarians partner with colleagues throughout the building to improve student achievement. Will you include a librarian on the district’s school improvement team?
ESSA Elevator Speech
Reminders:• The intention is to educate not humiliate.• What you do is important, so sound
important. • Practice• You can start the conversation.
Elevator Speech Development
Step One: Make the connection from ESSA language to AASL’s school library talking points to your school library program.
Step Two: Practice
Step Three: Fine Tuning
Step Four: Practice Again
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Elevator Speech Development
Step One: Make the connection from ESSA language to AASL’s school library talking points to your school library program.
Step Two: Practice
Step Three: Fine Tuning
Step Four: Practice Again
Elevator Speech Development
Step One: Make the connection from ESSA language to AASL’s school library talking points to your school library program.
Step Two: Practice
Step Three: Fine Tuning
Step Four: Practice Again
Elevator Speech Development
Step One: Make the connection from ESSA language to AASL’s school library talking points to your school library program.
Step Two: Practice
Step Three: Fine Tuning
Step Four: Practice Again
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Questions
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ESSA Federal Legislation Timeline
1965 ESEA was enacted by Congress and signed into law.
1968 Congress expanded ESEA to include new programs (and titles) that serve at-risk children (migrants and neglected children). The Bilingual Education Act was also passed.
1994 The renewal of the ESEA called for states to develop standards and standards-aligned assessments for all students. States and districts were obligated to identify schools that were not making “adequate yearly progress” as detailed in the Improving America’s Schools Act (IASA).
2002 ESEA became NCLB (No Child Left Behind Act). NCLB shifted much of the decision-making and resource allocation away from states. NCLB also significantly expanded testing requirements.
2015 In December 2015, bipartisan support for the ESSA was high and the overdue reauthorization was finally signed into law.
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ESSA State Timing, Rules and Implementation
December 10, 2015 President Obama signs the Every Student Succeeds Act (ESSA) into
law
December 22, 2015 U.S. Department of Education (ED) publishes request for information (RFI) re: regulations on Title I of ESSA
March 21 – April 19, 2016 ED holds three sessions of negotiated rulemaking (neg-reg) on assessment and supplement, not supplant (SNS) issues
April 27, 2016 ED releases assessment regulations that were agreed to by the neg-reg committee
May 31, 2016 ED releases a notice of proposed rulemaking (NPRM) on accountability and state plan issues under Title I
August 1, 2016 (1) ESEA waivers are null and void, per the statute, and (2) comments are due on the NPRM re: accountability and state plan issues
October 1, 2016 Effective date for competitive programs under ESSA, unless otherwise provided for in the statute
October/November, 2016 Final regulations published by ED
February/April, 2017 States submit plans for School Year 2017-2018
May/June, 2017 ED begins peer review and approves state plans
July 1, 2017 Effective date for formula grant programs under ESSA
August, 2017 New state plans take effect in schools at the start of the 2017-2018 school year
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P.L. 114-95, The Every Student Succeeds Act of 2015 Conference Agreement to Reauthorize the Elementary and Secondary Education Act
OPPORTUNITIES FOR SCHOOL LIBRARIANS
This document highlights library-related provisions in P.L. 114-95, the Every Student Succeeds Act (ESSA) and provides an overview of initial next steps to help maximize opportunities for effective school library programming under the new law. TITLE I, PART A – IMPROVING BASIC PROGRAMS OPERATED BY STATE AND LOCAL EDUCATIONAL AGENCIES Background Under Title I, Part A of ESSA, States (referred to as State Educational Agencies) and school
districts (referred to as Local Educational Agencies) must develop plans to implement federally-funded education activities.
States and school districts must develop their plans with “timely and meaningful consultation with” teachers, principals and other stakeholders, including “specialized instructional support personnel” which is defined under ESSA as specifically including school librarians.
Library Provisions ESSA includes new provisions that authorize – but do not require – school districts to
include in their local plans how they will assist schools in developing effective school library programs to provide students an opportunity to develop digital literacy skills and improve academic achievement.
Next Steps Because the local application provision related to effective school library programming is
allowable (not required from the federal level), it is critical that school district personnel be made aware of their ability to develop and implement effective school library programming.
Contact and work with the superintendent’s office in developing the local plan under Title I,
Part A to ensure that the school district takes into consideration:
o The importance of developing and maintaining effective school library programs; and
o How effective school library programs can help with the development of digital literacy skills and improve academic achievement.
Contact and work with State and school district officials regarding the ability of school
librarians to participate in both the State and school district planning and application process (as part of “specialized instructional support personnel”).
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http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwj0yKnEkfLJAhUM6CYKHXBUD4sQjRwIBw&url=http://www.ala.org/aboutala/governance/annualreport/annualreport/annualreportarch/washingtonoffice/washington&psig=AFQjCNHZAZMwFDlHj9A08Le-IF3duO-9kw&ust=1450965410990449
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TITLE II, PART A – SUPPORTING EFFECTIVE INSTRUCTION Background Title II, Part A of ESSA provides funds for States and school districts to increase academic
achievement through professional development. Library Provisions ESSA includes new provisions that authorize States, as well as school districts, to use grant
and subgrant funds for “supporting the instructional services provided by effective school library programs.”
Next Steps Because States and school districts can now use their Title II, Part A funds specifically to
support effective school library programming, it will be important to make sure that school district and school personnel that develop and implement professional development activities are aware of the new uses of funds related to libraries.
Work with school district and school personnel to encourage the use of Title II, Part A funds
specifically for effective school library programming, as well as part of other professional development efforts taking place with these funds.
o Note that under the No Child Left Behind Act (NCLB), Title II, Part A funds were primarily
used for professional development for “teachers” which made it difficult for other instructional support personnel to participate in activities. ESSA rectifies this by specifically authorizing funds to be used to support instructional services provided by effective school library programs.
TITLE II, PART B, SUBPART 2 – LITERACY EDUCATION FOR ALL, RESULTS FOR THE NATION (LEARN) Background ESSA includes a new literacy program that provides federal support to States to develop,
revise, or update comprehensive literacy instruction plans. States award competitive subgrants to school districts for activities that focus on children in kindergarten through grade 5 as well as children in grades 6 through 12.
Library Provisions ESSA specifically authorizes school librarians to participate in required grant activities that
focus on children in kindergarten through grade 5 as well as activities that focus on children in grades 6 through 12.
In addition, ESSA allows all local subgrants (that serve children in kindergarten through
grade 5 and/or children in grades 6 through 12) to be used to provide time for teachers and school librarians to meet, plan and collaborate on comprehensive literacy instruction.
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Next Steps Since this is a new competitive program under ESSA, it will be important to work with
individuals responsible for literacy instruction and development at the State, school district, and school level.
Encourage/assist appropriate State, school district, and/or school personnel in developing
and applying for grants or subgrants.
o Note that subgrants awarded for local uses of funds must include professional development for school personnel that specifically includes school librarians. Therefore, any grants awarded at the school district level under this program must provide professional development for school librarians.
TITLE II, PART B, SUBPART 2, SECTION 2226 – INNOVATIVE APPROACHES TO LITERACY (IAL) Background ESSA includes a new authorization of the Innovative Approaches to Literacy (IAL) program
(previously funded through appropriations legislation) that provides dedicated funding to promote literacy programs in low income communities.
o Note that while IAL activities have been funded over the past several years through
appropriations bills, the “codification” (or explicit authorization) of this program in ESSA provides a specific “line item” to help better secure funding in future years.
Library Provisions ESSA specifically authorizes funds to be used for developing and enhancing effective
school library programs, which includes providing professional development for school librarians, books, and up-to-date materials to high need schools.
Next Steps Since IAL is a competitive grant program that has been funded in the past (through
appropriations), but is newly authorized under ESSA, it will be important to focus advocacy efforts at the federal level to ensure enough funds are appropriated to continue and possibly expand the IAL program.
o Note that while efforts to fund IAL in the past have been successful, the lack of an
explicit authorization for these activities has hindered advocacy efforts related to expanding the program. The specific authorization of IAL under ESSA will help with future funding as Congress has expressed its support for these activities under the most recent authorization of the Elementary and Secondary Education Act.
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TITLE IV, PART A – STUDENT SUPPORT AND ACADEMIC ENRICHMENT GRANTS (BLOCK GRANT) Background ESSA authorizes a new program to provide Student Support and Academic Enrichment
activities (commonly referred to as the “Block Grant” under ESSA) to help States and school districts target federal resources on locally-designed priorities.
o Funds are allocated to States and then school districts based on their share of Title I,
Part A funding (formula grant allocated on the basis of poverty).
Library Provisions
ESSA authorizes (but does not require) States to use funds to assist school districts in providing programs and activities that increase access to personalized, rigorous learning experiences supported by technology, including adequate “access to school libraries.”
ESSA also authorizes (but does not require) States to use funds to assist school districts in
providing school librarians and other school personnel with the knowledge and skills to use technology effectively, including effective integration of technology, to improve instruction and student achievement.
In developing their local applications, school districts must consult with teachers, principals
and other stakeholders, including “specialized instructional support personnel” which is defined under ESSA as specifically including school librarians.
In addition, ESSA requires that school districts conduct a “needs assessment” prior to
receiving funds from the State (that must be conducted every 3 years). The needs assessment must include access to personalized learning experiences (which may include access to school libraries).
Next Steps Because States are authorized (and not required) to support school districts by providing
programs and activities that increase access to personalized learning experiences (which may include professional development for school librarians and better access to school libraries for students), it will be important to contact and work with State Educational Agency officials to make them aware of their ability to use funds in support of personalized learning experiences.
Since school districts are required to consult with stakeholders that may include school
librarians on the development and implementation of their local activities, it is critical to work with technology leaders at the school and school district levels to ensure that school librarians can adequately participate in the planning process.
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Title IV, Part A of ESSA: Student Support and Academic Enrichments Grants Description of Grants The newly enacted bipartisan Every Student Succeeds Act (ESSA) includes a flexible block grant program under Title IV Part A, which is authorized at $1.65 billion in FY 2017. Title IV, Part A authorizes activities in three broad areas:
1) Providing students with a well-rounded education (e.g. college and career counseling, STEM, arts, civics, IB/AP)
2) Supporting safe and healthy students (e.g. comprehensive school mental health, drug and violence prevention, training on trauma-informed practices, health and physical education) and
3) Supporting the effective use of technology (professional development, blended learning, devices).
Distribution of Funds Each state will receive an allocation based on the Title I funding formula. Using the same Title I formula, the states will then allocate funds to school districts. Any school district that receives a formula allocation above $30,000 must conduct a needs assessment and then must expend 20 percent of its grant on safe and healthy school activities and 20 percent on activities to provide a well-rounded education programs. The remaining 60% of the money can be spent on all three priorities, including technology. However, there is a 15% cap on devices, equipment, software and digital content. If a district receives an allocation below $30,000, the law does not require a needs assessment or setting aside percentages for well-rounded and safe and healthy students programs. It must spend money on activities in at least one of the three categories. The 15 percent technology purchase cap would continue to apply. President’s FY17 Budget Request The President's FY 2017 budget proposal would provide $500 million for the Title IV flexible block grant, less than one-third of the authorized $1.65 billion level. The Administration also requested to include language in the appropriations bill that would allow states to distribute $50,000 per year to districts on a competitive basis and would allow states to limit their spending to just one of the three listed priorities, or specific activities within one of the priorities. Since the Student Support and Academic Enrichments Grants program is the third largest authorized program in ESSA, failing to adequately fund it, as the President’s FY 2017 budget proposes to do, will undermine the bipartisan Congressional intent in passing this important law. Program Funding Need Strong evidence demonstrates the need for students to have access to health and safety programs, a diversity of academic programs, and modern technology. • Evidence supports a direct correlation between physical and mental health and learning that is
essential to academic success, school completion, and the development of healthy, resilient, and productive citizens. Schools are uniquely positioned to help students acquire life-long knowledge and skills through comprehensive health education, physical education, nutrition, comprehensive school mental and behavioral health services, counseling, and integration among all education and health programs.
• In order to prepare students to succeed, they need access to a well-rounded curriculum. Funds through the block grant will help schools expand music, art, STEM, computer science, accelerated learning, history, and civics courses, as well as expand access to college and career guidance and counseling.
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• Federal investments in education technology ensure schools have technology-proficient educators, well equipped classrooms, sufficiently supported administrative structures, and a curriculum optimized to take advantage of the benefits technology offers to all students––such as closing the opportunity and learning gaps and providing students with essential modern workforce skills.
Given the elimination under the Every Student Succeeds Act (ESSA) of numerous programs that support the overall health and safety of students, the investments in education technology, as well as helping districts ensure access to a well-rounded education, a robust federal investment in support of these programs is absolutely essential through Title IV Part A. Without a significant investment in Title IV, Part A, districts will be forced into choosing which of the priorities to invest in––even though an ample investment in all three is necessary to providing students with a comprehensive education. For further information, or if any questions arise, please contact Sunil Mansukhani at The Raben Group, [email protected] or Jon Bernstein at Bernstein Strategy Group, [email protected].
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School Library Program
The Every Student Succeeds Act of 2015 (ESSA)
Summary of legislation from Congress.gov: https://www.congress.gov/bill/114th-congress/senate-bill/1177
The Texas State Library and Archives Commission (TSLAC), the Texas Education Agency (TEA), The Texas Library
Association and related units, and local school librarians should work together to ensure all students benefit from recent
changes to federal education law (ESSA) that provides for effective school library programs as essential to the education
of Texas school children.
Summary of ESSA and Potential Implications for Texas
Title I, Part A – TEA and districts develop plans to implement federally-funded educational activities.
TEA and districts “develop their plans with “timely and meaningful consultation with” teachers, principals and other stakeholders, including “specialized instructional support personnel” which is defined under ESSA as specifically including school librarians.
ESSA authorizes – but does not require - school districts to include in their plans how they will develop effective school library programs to provide students an opportunity to improve digital literacy skills and improve academic achievement.
TSLAC and TLA should work with TEA to ensure school librarians have a place in statewide planning sessions
dedicated to implementing federally-funded activities. School librarians should make school district officials aware that they can develop and implement school library
programming Under Title I by ensuring districts consider: (1)The importance of developing, maintaining, and supporting effective school library programs, and (2)How effective school library programs empower the development of digital literacy skills and academic achievement
TSLAC staff and school librarians should volunteer to serve in both State and district planning and application processes for Title I.
Title II, Part A – Supporting Effective Instruction ESSA includes new provisions that authorize states and districts to use grant and subgrant funds to support instructional services provided by school library programs.
TSLAC will work with TLA and TEA to ensure districts are aware that Title II funds may now be used for professional development for school librarians.
Under No Child Left Behind, Title II funds were to be used primarily for classroom teachers to participate in professional development activities.
School librarians should volunteer to attend professional development and bring their learning back to staff.
Title II, Part B, Subpart 2 – Literacy Education for All, Results for the Nation (LEARN) This is a NEW PROGRAM under ESSA that provides support to states to develop, revise, or update comprehensive literacy instruction plans. States award competitive subgrants to districts for activities that focus on K-5 and 6-12. ESSA specifically authorizes school librarians to participate in required grant activities for both K-5 and 6-12.
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https://www.congress.gov/bill/114th-congress/senate-bill/1177
ESSA allows all local subgrants to be used to provide teachers and school librarians time to meet, plan, and collaborate on comprehensive literacy instruction.
TSLAC will work with TLA and TEA to ensure librarians, administrators, instructional support professionals, and teachers are aware of these grants for comprehensive literacy instruction. TSLAC, TLA, and TEA should support, encourage, and assist State, district, and school personnel in applying for grants and subgrants. Note: Any grant awarded to a school district under this program should provide professional development for school librarians.
School librarians should volunteer to investigate grant opportunities, serve on grant writing committees, and
assist in implementing grant programs for their districts and campuses.
Title II, Part B, Subpart 2, Section 2226 – Innovative Approaches to Literacy (IAL) This is a new authorization of the Innovative Approaches to Literacy (IAL) Program, which was previously funded through appropriations, that provides dedicated funding to promote literacy programs in low income communities. Note: This now provides a specific “line item” to help better secure funding in future years. ESSA Specifically authorizes funds to be used for developing and enhancing effective school library programs, to include funding for professional development, books, and up-to-date materials for high needs students.
TSLAC will work with TLA and TEA to identify potential high needs districts and campuses that may be eligible for this program, and support efforts to communicate the positive effects of this funding.
School librarians who work in high needs districts or schools should reach out to TEA, TLA, and TSLAC to receive
information and training. Title IV, Part A – Student Support and Academic Enrichment Grants (Block Grant)
ESSA authorizes a new program to provide Student Support and Academic Enrichment activities (commonly referred to as the “Block Grant” under ESSA) to help States and school districts target federal resources on locally-designed priorities. Funds are allocated to States then districts based on their share of Title I, Part A funding (a formula based on poverty).
ESSA authorizes - but does not require - States to use funds to assist school districts in providing programs and activities that increase access to personalized, rigorous learning experiences supported by technology, including adequate “access to school libraries.” ESSA also authorizes - but does not require - States to use funds to assist school districts in providing school librarians and other school personnel with the knowledge and skills to use technology effectively, including effective integration of technology, to improve instruction and student achievement. In developing their local applications, school districts should consult with teachers, principals and other stakeholders, including “specialized instructional support personnel” which is defined under ESSA as specifically including school librarians. In addition, ESSA requires that school districts conduct a “needs assessment” prior to receiving funds from the State (conducted every 3 years). The needs assessment should include access to personalized learning experiences (which may include access to school libraries).
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TSLAC will consult with TEA officials to make them aware of their ability to use funds in support of personalized learning experiences.
Because districts are required to consult with stakeholders that may include school librarians on the
development and implementation of their local activities, school librarians should collaborate with technology leaders at the school and district levels to ensure that librarians actively participate in the planning process.
Source: "School Librarians and the Every Student Succeeds Act (ESSA)." American Library Association, 12 Jan. 2016. http://www.ala.org/aasl/advocacy/legislation/essa Adapted from the Colorado State Library:
What ESSA Does Not Include:
1. Does not define an effective school library program.* 2. Does not require or mandate school librarian staffing, whether certified or not.
TSLAC recommended goals for the Texas State Library, TEA, TLA, or a combination of these:
1. Develop a definition* of an effective school library program: This effort is ongoing with our TSLAC and TEA’s cooperative revision of School Libraries: Standards and
Guidelines for Texas. In addition to defining effective school library programs, provide an online tool with which schools and
districts can objectively assess their library programs and access recommendations for program improvements based upon this assessment.
2. Prepare talking points, and suggest solutions for ESSA implementation as implementation work begins: Title I – Including librarians in the planning process for Title I funding ensures every student has access
to effective school library programs, which have been proven to have positive impacts on student achievement, digital literacy skills, and campus climate and culture.
Title II, Part A – School Librarians are especially suited to attend conferences and workshops off campus and bring their learning back to other professionals. When properly scheduled, students do not miss instruction and teachers stay in the classroom. School librarians are also experienced professional development providers for their campuses, and are best equipped to see the benefits of new techniques, strategies, and technologies potentially applied to entire campuses, versus one department, grade level, or classroom.
Title II, Part B, Subpart 2 – Librarians are key to developing, implementing, or revising comprehensive literacy instruction plans. They are teachers, they have access to a large collection of literacy materials, and they have long experience in connecting students with literacy, both print and digital.
Title II, Part B, Subpart 1 – Many Texas school librarians have grant writing expertise, and are uniquely suited to lead the effort in applying for competitive grants for their campuses. In addition, we have a strong professional learning network of fellow Texas librarians and school librarians from all over the US who can help by sharing their experiences and best practices.
Title IV, Part A - School Librarians, with intimate knowledge of the entire campus, are uniquely positioned to assist in determining local needs for block grants, and for seeing where department, grade levels, and other divisions within a school or district can leverage partnerships to have an increased impact on instruction and student achievement.
3. Support local schools and districts in applying federal funds toward improving school library programs: Provide training sessions for librarians with information on federal funding and its potential uses. Highlight district and campus success stories from all over the state that demonstrate the benefits of
highly effective school library programs. 4. Enhance technology access and professional development for effective use of technologies in classrooms:
Conduct a statewide “speed test” to accurately gauge broadband access in schools and public libraries. Using the results, create a comprehensive plan to expand connection speeds statewide.
31
http://www.ala.org/aasl/advocacy/legislation/essa
Partner with professional associations and Education Service Centers to expand access to highly effective technology-based professional development.
Continue to expand existing partnerships to promote the TexQuest program and other statewide resource-sharing initiatives that bring high-quality resources to local school districts in an extremely cost-effective manner.
5. Emphasize that through the specific inclusion of libraries and librarians in various sections, ESSA recognizes that school library programs and staff are essential and integral components of a student’s education, and as such, are eligible for support from federal education dollars:
Professional associations can encourage librarians and library supporters all over Texas to communicate the importance of ensuring similar provisions are included in future Texas statutes, Administrative Codes, and Agency rules.
* An "effective school library program" was defined in S.312 (The SKILLS Act): https://www.congress.gov/bill/114th-congress/senate-bill/312 incorporated in part in the ESSA law, as one that: (1) is staffed by a state sanctioned school librarian; (2) has up-to-date materials and technology, including broadband; (3) includes regular collaboration between teachers and school librarians concerning school reform efforts; and (4) supports the development of digital literacy skills. This definition is not included in ESSA.
American Library Association. “Opportunities for School Librarians”. ALA. PDF File. 1/5/16.
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/esea/ALA-ESSA_Library_Opportunities.pdf
Hainer, Gene. “BASIC PROVISIONS IN ESSA FOR LIBRARIES, TECHNOLOGY, AND DIGITAL LEARNING” Colorado State Library. PDF File. 1/4/16. http://www.cde.state.co.us/cdelib/essasummary
32
https://www.congress.gov/bill/114th-congress/senate-bill/312https://www.congress.gov/bill/114th-congress/senate-bill/312http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/esea/ALA-ESSA_Library_Opportunities.pdfhttp://www.cde.state.co.us/cdelib/essasummary
October 25, 2016
TEA issued an ESSA Public Input Survey last week offering parents, taxpayers and the general public an avenue to provide input on the state’s implementation of the federal Every Student Succeeds Act (ESSA). November 18 is the deadline to complete the online survey. While the survey does not specifically address school libraries or librarians, this is an opportunity for the library community to weigh in and communicate the important role effective school library programs play in students’ success. TLA’s Joint Task force on ESSA developed the following messaging that can be used in the open-ended “Other” responses following several of the survey questions. Choose one of the talking points provided, or write your own. Keep in mind that there is a 200 character count limit on all but question #9. We encourage you and your colleagues to respond to the survey, and include messaging supporting the importance of effective school library programs. COMPLETE THE SURVEY Q3: What should Texas adopt for its measure of school quality or school success?
• Effective school library programs providing equitable access to certified librarians are indicators of school quality. Students with access to libraries are better prepared for college and careers.
• Effective school library programs with certified librarians provide equitable access to print and
digital resources, positively correlate with school success, and develop well-rounded students.
• School libraries and librarians positively impact literacy for all students. Access to an effective school library program is crucial to developing literacy skills, particularly in early childhood.
• Address the access gap in school libraries. Students in need often have no librarian and the
fewest library resources. An effective school library program is a proven measure of a quality school.
Q5: How can we ensure that all Texas students have a quality education that prepares them for success, especially students with disabilities or various backgrounds (e.g. poverty, English learners, and foster care)?
• Librarians are teachers with access to extensive literacy materials and experience in connecting diverse students with the resources needed to develop literacy skills.
• Effective school libraries support students of all abilities and learning styles. Expanded access to
school libraries improves outcomes for all students.
http://www.surveygizmo.com/s3/3003630/ESSA-Public-Input-Surveyhttp://www.surveygizmo.com/s3/3003630/ESSA-Public-Input-Survey
• Research proves children with access to effective libraries read more, and do better on reading tests. For children of poverty, libraries are typically the only available source of reading material.
Q6: What knowledge, experiences, and skills should Texas students possess to be ready for success in college, careers, and/or military?
• Libraries play an integral role in teaching and supporting 21st century skills crucial to college and career readiness, such as locating and evaluating information online.
• Employers want to hire employees with the ability to learn, create, build, and problem
solve. The library is the lab where students practice these skills to prepare them to enter the workforce.
• Students (especially in the first year) enter the university needing basic research skills and an understanding of the services and resources available from a library in order to have success.
• Students explore personal interests, career opportunities and advance study in the library,
where they prepare for careers that do not yet exist and learn future-ready skills. Q7: A goal of our state is to ensure that all students – and especially our most vulnerable students – have great teachers and principals. What strategies can we use to ensure all students have access to high-quality teachers and principals across the state?
• Librarians are experienced professional development providers. They work with all departments and grade levels, and understand how new techniques and technology can be applied to the entire campus.
• Librarians collaborate on high-quality instruction with teachers from all curricular areas,
resulting in job-embedded professional development that impacts every student.
• Because school librarians are master teachers, hiring a certified, quality librarian is a strategy to ensure students have access to a high-caliber teacher.
• Librarians, as they teach alongside other educators, empower their colleagues to take risks, use
innovative practices, and achieve their professional T-TESS goals. Q8: What are the important things we can do improve struggling schools?
• Effective libraries are community learning centers that provide academic enrichment activities during non-school hours and offer wrap-around services to parents and students.
• School libraries provide equitable access to learning resources. Librarians collaborate with
others to provide personalized instruction, learning strategies and practice in using essential skills.
• Empower librarians as key members of the leadership team who work to address campus needs
and leverage partnerships to impact instruction and student achievement.
• Librarians are master teachers who help students of various backgrounds bridge the digital divide at the point of need, curate digital resources, and integrate instructional technology.
• Ensure struggling schools have access to a full-time, certified, quality school librarian
implementing an effective school library program in support of students and faculty. Q9: Do you have any additional input for Texas’ ESSA Consolidated State Plan?
• Effective school library programs close student performance gaps and increase post-secondary readiness, including increasing graduation rates and providing comprehensive instructional support across all grade levels and content areas with a focus on sustained improvement in student achievement.
• The library is the largest classroom in the school which allows students to explore personal
interests, solve problems, build information literacy skills, and graduate high school as college, career and community-ready individuals.
• Effective school library programs have been proven to have positive impacts on student
achievement, digital literacy skills, college and career readiness, and campus climate and culture.
• Librarians lead, teach and support district goals through their professional practice, programs
and spaces. They are well-positioned at the leading edge of the digital transformation of learning.
• Every school must have an effective school library, properly staffed, and well-provisioned. Title I funding should be made available to support this goal. ESSA implementation should work to broaden funding definitions in Texas to allow local schools and districts to make these choices.
• Include the library community in the planning process for Texas’ ESSA Consolidated State Plan
for literacy instruction.
• Libraries need to be included in Texas ESSA language to ensure continued eligibility for all types of federal funding and grants.
Coal
ition
Dev
elop
men
t Pla
n
Of c
ours
e th
ere
are
som
e “a
ssum
ed”
coal
ition
gro
ups-
teac
hers
, par
ents
and
adm
inist
rato
rs.
But t
his i
s an
oppo
rtun
ity to
thin
k ou
tsid
e th
e bo
x an
d ga
rner
su
ppor
t fro
m th
e co
mm
unity
at l
arge
. W
ho in
you
r com
mun
ity w
ould
hav
e a
stak
e in
loca
l sch
ool d
istric
t pla
ns to
ens
ure
that
scho
ol li
brar
y pr
ogra
ms p
rovi
de
stud
ents
an
oppo
rtun
ity to
dev
elop
dig
ital l
itera
cy sk
ills a
nd im
prov
e ac
adem
ic a
chie
vem
ent?
Who
nee
ds to
hav
e co
llege
and
car
eer r
eady
indi
vidu
als
grad
uatin
g to
day?
Indi
vidu
al/O
rgan
izatio
n/Bu
sines
s N
ame
Wha
t pre
viou
s act
iviti
es,
new
s or a
ccom
plish
men
ts ti
e th
em to
you
r effo
rts?
Wha
t sta
ke d
o th
ey h
ave
in
scho
ol li
brar
y fu
ndin
g?
Wha
t can
they
con
trib
ute
to
your
pla
n?
Wha
t thr
ee th
ings
cou
ld y
ou
do to
day
to st
reng
then
a
rela
tions
hip
with
them
?
34
Indi
vidu
al/O
rgan
izatio
n/Bu
sines
s N
ame
Wha
t pre
viou
s act
iviti
es,
new
s or a
ccom
plish
men
ts ti
e th
em to
you
r effo
rts?
Wha
t sta
ke d
o th
ey h
ave
in
scho
ol li
brar
y fu
ndin
g?
Wha
t can
they
con
trib
ute
to
your
pla
n?
Wha
t thr
ee th
ings
cou
ld y
ou
do to
day
to st
reng
then
a
rela
tions
hip
with
them
?
35
36
ESSA Key Messages “Ask Me How School Librarians Ensure Student Success”
Title I Improving basic programs operated by state and local educational agencies
Message
School librarians and access to effective school library programs, impact student achievement, digital literacy skills, and school climate/culture.
Title II Supporting effective instruction
Message
School librarians share their learning with other professionals when they attend conferences and workshops, applying the benefits of new techniques, strategies, and technologies to the entire district.
Title II, Part B Literacy education for all, results for the nation (LEARN)/ Innovative Approaches to Literacy (IAL)
Message
School librarians are uniquely suited to lead the effort in applying for competitive grants because of their expertise and access to strong professional learning networks.
Title IV, Part A Student Support and Academic Enrichment Grants (Block Grants)
Message
School librarians increase access to personalized, rigorous learning experiences supported by technology, allowing equitable resources for all students.
37
Elev
ator
Spe
ech
Deve
lopm
ent
You’
ve fo
und
your
self
face
d w
ith th
e qu
estio
ns, “
Are
ther
e re
ally
any
libr
arie
s lef
t? “
and
“W
hat w
ith e
-boo
ks a
nd In
tern
et a
re th
ey n
eces
sary
?” Y
ou’v
e be
en
aske
d th
ese
ques
tions
in a
situ
atio
n in
whi
ch y
ou k
now
a tr
ue c
onve
rsat
ion
is no
t pos
sible
, so
how
do
you
mak
e th
e m
ost i
mpa
ct in
the
leas
t am
ount
of t
ime?
De
velo
p yo
ur m
essa
ges n
ow, a
nd p
ract
ice!
Step
One
: M
ake
the
conn
ectio
n fr
om E
SSA
lang
uage
to A
ASL’
s sch
ool l
ibra
ry ta
lkin
g po
ints
to y
our s
choo
l lib
rary
pro
gram
.
ESSA
KEY
MES
SAGE
S ST
ORY
AND
KEY
DAT
A TH
E AS
K (W
hat’s
the
need
? W
ho a
re
you
talk
ing
to?)
PU
LLIN
G IT
ALL
TO
GETH
ER
Scho
ol li
brar
ians
and
acc
ess t
o ef
fect
ive
scho
ol li
brar
y pr
ogra
ms,
im
pact
stud
ent a
chie
vem
ent,
digi
tal l
itera
cy sk
ills,
and
scho
ol
clim
ate/
cultu
re. (
Title
I)
INSE
RT S
TORY
38
ES
SA K
EY M
ESSA
GES
STO
RY A
ND K
EY D
ATA
THE
ASK
(Wha
t’s th
e ne
ed?
Who
are
yo
u ta
lkin
g to
?)
PULL
ING
IT A
LL T
OGE
THER
Scho
ol li
brar
ians
shar
e th
eir
lear
ning
with
oth
er p
rofe
ssio
nals
whe
n th
ey a
tten
d co
nfer
ence
s an
d w
orks
hops
, app
lyin
g th
e be
nefit
s of n
ew te
chni
ques
, st
rate
gies
, and
tech
nolo
gies
to
the
entir
e di
stric
t. (T
itle
II)
ESSA
KEY
MES
SAGE
S ST
ORY
AND
KEY
DAT
A TH
E AS
K (W
hat’s
the
need
? W
ho a
re
you
talk
ing
to?)
PU
LLIN
G IT
ALL
TO
GETH
ER
Scho
ol li
brar
ians
are
uni
quel
y su
ited
to le
ad th
e ef
fort
in
appl
ying
for c
ompe
titiv
e gr
ants
be
caus
e of
thei
r exp
ertis
e an
d ac
cess
to st
rong
pro
fess
iona
l le
arni
ng n
etw
orks
. (Ti
tle II
, Par
t B)
39
ES
SA K
EY M
ESSA
GES
STO
RY A
ND K
EY D
ATA
THE
ASK
(Wha
t’s th
e ne
ed?
Who
are
yo
u ta
lkin
g to
?)
PULL
ING
IT A
LL T
OGE
THER
Scho
ol li
brar
ians
incr
ease
acc
ess
to p
erso
naliz
ed, r
igor
ous l
earn
ing
expe
rienc
es su
ppor
ted
by
tech
nolo
gy, a
llow
ing
equi
tabl
e re
sour
ces f
or a
ll st
uden
ts. (
Title
IV
)
40
http://www.ala.org/advocacy/advocacy-university/school-library-resources/elevator-speech
CRAFTING YOUR ESSA ELEVATOR SPEECH
The MESSAGE:
What do you need your audience to know?
The STORY & KEY DATA:
Connect the message specifically to your work, with a quick fact/data
and story.
The ELEVATOR SPEECH
Packages the above in a way that is short, personal and memorable.
Example
School librarians and access to
effective school library
programs positively impact
student achievement and school
climate/culture.
For the past 3 years, as part of our
school-wide reading focus, the library
has hosted the Panthers Pounce
reading challenge. Last year our
students read nearly 11,000 books—
that’s about 27 books per student. Our
reading scores have increased 6%--
7% for English language learners!--
and now students demand to come to
the library on the first day of school!
Librarians partner with colleagues
throughout the building to improve
student achievement. Will you include
a librarian on the district’s school
improvement team?
A middle school librarian links
the reading incentive program
to books read and increases in
reading scores.
The ASK:
Consider who you are talking to, what they care about, and what it
is within their power to impact. Make a specific request.
Include librarians on district-wide
school improvement team.
(Audience: District Administrator)
41
Elev
ator
Spe
ech
Exam
ples
ESSA
KEY
Mes
sage
s St
ory
and
Fact
/Dat
a Th
e As
k Pu
lling
It A
ll To
geth
er
[Titl
e I]
Scho
ol li
brar
ians
and
acc
ess
to e
ffect
ive
scho
ol li
brar
y pr
ogra
ms i
mpa
ct st
uden
t ac
hiev
emen
t, di
gita
l lite
racy
sk
ills,
and
scho
ol
clim
ate/
cultu
re.
Nea
rly 6
0 pe
rcen
t of f
irst
year
col
lege
stud
ents
re
quire
som
e re
med
iatio
n.1
The
criti
cal t
hink
ing
and
rese
arch
skill
s dev
elop
ed in
an
effe
ctiv
e sc
hool
libr
ary
prog
ram
are
ess
entia
l co
mpo
nent
s of c
olle
ge
read
ines
s.
Ensu
re th
at st
uden
ts h
ave
acce
ss to
scho
ol li
brar
y pr
ogra
ms t
hrou
ghou
t k-1
2 sc
hool
ing.
We
are
seei
ng a
disp
arity
in p
repa
redn
ess a
mon
g ou
r in
com
ing
stud
ents
. We
coun
t on
stud
ents
hav
ing
digi
tal
liter
acy
and
info
rmat
ion
liter
acy
skill
s tha
t will
allo
w th
em
to d
o co
llege
leve
l wor
k an
d, a
ll to
o of
ten,
thos
e sk
ills
mus
t be
rem
edia
ted.
Tha
t def
icit
nega
tivel
y im
pact
s st
uden
t eng
agem
ent,
rete
ntio
n, a
nd a
cade
mic
pe
rfor
man
ce. P
leas
e us
e Ti
tle I
fund
s to
help
clo
se th
at
gap
and
ensu
re th
at a
ll st
uden
ts in
[sta
te] h
ave
acce
ss to
ef
fect
ive
K-12
scho
ol li
brar
y pr
ogra
ms.
(Spe
aker
: Col
lege
Ad
min
istra
tor.
Audi
ence
: Sta
te L
egisl
ator
or B
oard
of E
d O
ffici
al.)
[T
itle
II, P
art A
] Sc
hool
libr
aria
ns a
re te
ache
r le
ader
s, p
rovi
ding
pr
ofes
siona
l dev
elop
men
t, bu
ildin
g ca
paci
ties a
roun
d te
chno
logy
inte
grat
ion,
and
co
llabo
ratin
g w
ith c
olle
ague
s fo
r ins
truc
tion
and
asse
ssm
ent.
Libr
aria
ns le
ad p
rofe
ssio
nal
deve
lopm
ent a
nd
com
mitt
ees.
In th
is di
stric
t, lib
raria
ns tr
aine
d te
ache
rs
so th
at st
uden
ts c
an
mai
ntai
n di
gita
l por
tfolio
s ac
ross
con
tent
are
as.
Incl
ude
scho
ol li
brar
ians
in
Title
II fu
ndin
g pl
ans f
or th
e st
ate.
My
libra
rians
are
inte
gral
to st
aff d
evel
opm
ent a
nd, i
n ad
ditio
n to
lead
ing
com
mitt
ees t
hrou
ghou
t our
dist
rict,
they
del
iver
qua
rter
ly p
rofe
ssio
nal d
evel
opm
ent
wor
ksho
ps fo
r our
teac
hers
. Bec
ause
of t
he li
brar
ians
, our
m
iddl
e sc
hool
stud
ents
now
hav
e cr
oss c
onte
nt d
igita
l po
rtfo
lios.
I ur
ge y
ou to
spec
ifica
lly id
entif
y sc
hool
lib
raria
ns in
stat
e pl
ans f
or u
se o
f Titl
e II
fund
s. (S
peak
er:
Dist
rict A
dmin
istra
tor.
Audi
ence
: Sta
te B
oard
Offi
cial
.)
1 Nat
iona
l Cen
ter f
or P
ublic
Pol
icy
and
High
er E
duca
tion,
“Be
yond
the
Rhet
oric
: Im
prov
ing
Colle
ge R
eadi
ness
Thr
ough
Coh
eren
t Sta
te P
olic
y,”
42
[Titl
e II,
Par
t B, S
ubpa
rt 1
] Sc
hool
libr
aria
ns a
re u
niqu
ely
suite
d to
lead
the
effo
rt in
ap
plyi
ng fo
r com
petit
ive
gran
ts b
ecau
se o
f the
ir ex
pert
ise a
nd a
cces
s to
stro
ng
prof
essio
nal l
earn
ing.
I hav
e w
ritte
n m
ore
than
$2
5,00
0 in
gra
nts,
and
my
liter
acy
actio
n re
sear
ch
proj
ect p
rovi
ded
the
data
an
d su
ppor
ting
docu
men
tatio
n fo
r our
di
stric
t’s su
cces
sful
IAL
gran
t las
t yea
r.
Appo
int a
libr
aria
n to
the
dist
rict’s
Titl
e II
gran
t tea
m.
Thro
ugh
succ
essf
ul g
rant
writ
ing,
I ha
ve se
cure
d m
ore
than
$25
,000
in li
brar
y re
sour
ces t
hat a
re sh
ared
by
teac
hers
and
stud
ents
thro
ugho
ut th
e sc
hool
. In
addi
tion,
m
y lit
erac
y ac
tion
rese
arch
was
inco
rpor
ated
into
the
dist
rict’s
IAL
gran
t. Pl
ease
app
oint
me
to th
e di
stric
t’s T
itle
II gr
ant t
eam
. (Sp
eake
r: Li
brar
ian.
Aud
ienc
e: D
istric
t Ad
min
istra
tor.)
[Titl
e IV
, Par
t A]
Scho
ol li
brar
ians
incr
ease
ac
cess
to p
erso
naliz
ed,
rigor
ous l
earn
ing
expe
rienc
es
supp
orte
d by
tech
nolo
gy,
allo
win
g eq
uita
ble
reso
urce
s fo
r all
stud
ents
.
I wor
k w
ith th
e 5t
h gra
de
scie
nce
teac
her t
o pr
ovid
e su
pple
men
tary
mat
eria
ls to
th
e te
xtbo
ok fo
r str
uggl
ing
and
adva
nced
read
ers.
Thi
s al
low
s all
stud
ents
to
unde
rsta
nd th
e co
re
prin
cipa
ls of
topi
cs su
ch a
s el
ectr
icity
, and
to sc
affo
ld
to te
xts o
f hig
her r
eadi
ng
leve
ls.
Allo
cate
blo
ck g
rant
fund
s fo
r lib
rary
reso
urce
s.
Our
scho
ol li
brar
y of
fers
dig
ital a
nd p
rint m
ater
ials
that
ar
e ac
cess
ible
to e
very
stud
ent i
n th
e bu
ildin
g an
d th
is is
criti
cally
impo
rtan
t to
our d
iver
se p
opul
atio
n. W
hen
our
5th g
rade
rs d
o th
eir s
cien
ce u
nit o
n el
ectr
icity
, the
libr
ary
is ab
le to
supp
lem
ent t
he te
xt w
ith m
ater
ials
from
our
sh
ared
dat
abas
es, w
hich
eve
n in
clud
e au
dio
supp
ort f
or
stru
gglin
g re
ader
s and
Eng
lish
lang
uage
lear
ners
. We
also
of
fer s
uppl
emen
tal r
eadi
ng m
ater
ials
for k
ids p
erfo
rmin
g ab
ove
grad
e le
vel.
It is
criti
cal t
o ha
ve th
ese
reso
urce
s in
a pl
ace
whe
re a
ll st
uden
ts a
nd te
ache
rs c
an a
cces
s the
m;
plea
se e
nsur
e th
at [s
tate
’s] i
mpl
emen
tatio
n pl
an in
clud
es
scho
ol li
brar
ies i
n its
pro
gram
s elig
ible
for T
itle
IV fu
nds.
[S
peak
er: L
ibra
rian.
Aud
ienc
e: S
tate
Boa
rd O
ffici
al.]
43
44
Glossary The following are definitions that appear in either AASL board approved position statement or as defined under the US Department of Education. Appropriate Staffing (for school libraries):
1. The library program is serviced by one or more certified school librarians working full-time in the school library.
2. The specific number of additional school librarians is determined by the school’s instructional programs, services, facilities, size, and number of students and teachers.
3. In addition to library-degreed professionals, highly trained technical and clerical support staff are necessary for all library programs at every grade level. Each school should employ at least one full- time technical assistant or clerk for each school librarian. Some programs, facilities, and levels of service will require more than one support staff member for each professional.
4. The school district is served by a district library supervisor who provides leadership and support for the building-level school library programs by providing resources, professional development, and leadership in developing and implementing the district’s school library program. The district library supervisor is a member of the administrative team and helps determine the criteria and policies for the district’s curriculum and instructional programs. The district library supervisor communicates the mission, strategic plan, goals, and needs of the school and district library programs to the superintendent, board of education, other district-level personnel, and the community.
Collaboration:
Working with a member of the teaching team to plan, implement, and evaluate a specialized instructional plan.
Community Readiness:
The ability to be a productive, active, engaged member of a democratic society.
Digital Learning:
Learning materials and resources displayed on a digital device and shared electronically with other users. Digital learning content can be both open and/or commercial content (U.S. Dept. of Education 2016).
Digital Literacy:
The ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills (ALA 2013).
Effective School Library Program:
1. is adequately staffed, including a state-certified school librarian who
• is an instructional leader and teacher,
45
• supports the development of digital learning, participatory learning, inquiry learning, technology literacies, and information literacy, and
• supports, supplements, and elevates the literacy experience through guidance and motivational reading initiatives;
2. has up-to-date digital and print materials and technology, including curation of openly licensed educational resources; and
3. provides regular professional development and collaboration between classroom teachers and school librarians.
Information Literacy:
A set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information (ACRL 2000).
Information Technologies:
Modern information, computer, and communication technology products, services, or tools, including the Internet, computer devices, and other hardware, software applications, data systems, and other electronic content (including multimedia content) and data storage.
Learning Community:
A group of people (can include students) who share common academic goals and attitudes who meet regularly to share expertise and work collaboratively to improve instruction and the academic performance of students.
Local Education Agencies (LEA):
A public board of education or other public authority legally constituted within a State for either administrative control or direction of, or to perform a service function for, public elementary schools or secondary schools in a city, county, township, school district, or other political subdivision of a State, or for a combination of school districts or counties that is recognized in a State as an administrative agency for its public elementary schools or secondary schools.
Specialized Instructional Support Personnel (school librarians):
Under ESSA, perform a wide range of activities in schools, including a broad array of prevention and intervention services that promote effective teaching and learning and promote school success. SISP also collaborate with teachers and school staff to ensure that students receive high quality instruction responsive to their diverse academic, physical, social, emotional, and mental health needs.
State Education Agencies (SEA):
A formal governmental label for the state-level government agencies within each U.S. state responsible for providing information, resources, and technical assistance on educational matters to schools and residents.
Virtual Resources:
Resources that are not physical in nature, such as computer hardware platforms, operating systems, storage devices, computer network resources, electronic databases, and e-books.
46
1 www.ala.org/aasl/positionstatements
The American Association of School Librarians (AASL) supports the position that an effective school library
program has a certified school librarian at the helm, provides personalized learning environments, and offers
equitable access to resources to ensure a well-rounded education for every student.
As a fundamental component of college, career, and community readiness, the effective school library
program:
1. is adequately staffed, including a state-certified school librarian who
a. is an instructional leader and teacher,
b. supports the development of digital learning, participatory learning, inquiry learning, technology literacies, and information literacy, and
c. supports, supplements, and elevates the literacy experience through guidance and motivational reading initiatives;
2. has up-to-date digital and print materials and technology, including curation of openly licensed educational resources; and
3. provides regular professional development and collaboration between classroom teachers and school librarians.
Effective school libraries are dynamic learning environments that bridge the gap between access and
opportunity for all K–12 learners. Under the leadership of the school librarian, the school library provides
students access to resources and technology, connecting classroom learning to real-world events. By providing
access to an array of well-managed resources, school libraries enable academic knowledge to be linked to
deeper, personalized learning. The expanded learning environment of the school library ensures the unique
interests and needs of individual students are met. In this way, effective school library programs prepare
students for college, career, and community.
Under the leadership of a certified school librarian, the effective school library program delivers a well-
rounded educational program (AASL 2009). This program focuses on accessing and evaluating information,
providing digital learning training and experiences, and developing a culture of reading. The program uses a
variety of engaging and relevant resources. Robust school libraries have high-quality, openly licensed digital
and print resources, technology tools, and broadband access. This environment is essential to providing
equitable learning opportunities for all students. More than 60 studies in two dozen states show that the “levels
of library funding, staffing levels, collection size and range, and the instructional role of the librarian all have a
direct impact on student achievement” (Gretes 2013).
In an effective school library program, the school librarian serves as an instructional leader, program
administrator, teacher, collaborative partner, and information specialist (AASL 2009). Working with classroom
teachers, the school librarian develops information literacy and digital literacy instruction for all students.
Serving as an instructional leader, the school librarian contributes to curricular decisions and facilitates
professional learning. Additionally, as the library program administrator, the school librarian oversees and
manages the program and works with school and community partners. These partnerships result in expanded
and improved resources and services for all students.
47
http://www.ala.org/aasl/positionstatements
| June 25, 2016
2 www.ala.org/aasl/positionstatements
An effective school library program plays a crucial role in bridging digital and socioeconomic divides. School
library programs staffed with state-certified professionals provide an approachable, equitable, personalized
learning environment necessary for every student’s well-rounded education.
The Every Student Succeeds Act (ESSA) includes language for “effective school library programs” in the
provisions of Title I, Part A; Title II, Part A; Title II, Part B, Subpart 2; Title II, Part B, Subpart 2, Section
2226; and Title IV, Part A. The definition of an effective school library program provides guidance to
administrators, school boards, and school librarians in implementing ESSA.
Collaboration: Working with a member of the teaching team to plan, implement, and evaluate a specialized instructional plan.
Community Readiness: The ability to be a productive, active, engaged member of a democratic society.
School Librarian Instructional Role: Instructional Role of School Librarians Position Statement
American Association of School Librarians. 2012. 2012 School Libraries Count! National Longitudinal Survey
of School Library Programs.
www.ala.org/aasl/sites/ala.org.aasl/files/content/researchandstatistics/slcsurvey/2012/AASL-SLC-
2012-WEB.pdf (accessed May 20, 2016).
American Association of School Librarians. 2009. Empowering Learners: Guidelines for School Library
Programs. Chicago, IL. http://www.ala.org/aasl/standards/guidelines (accessed July 7, 2016).
Gretes, Frances. 2013. School Library Impact Studies: A Review of Findings and Guide to Sources. Harry &
Jeanette Weinberg Foundation. www.baltimorelibraryproject.org/wp-
content/uploads/downloads/2013/09/Library-Impact-Studies.pdf (accessed May 25, 2016).
The position taken by the American Association of School Librarians (AASL) represents the organization and
cannot be applied to individual members or groups affiliated with the association without their direct
confirmation.
June 25, 2016
48
http://www.ala.org/aasl/positionstatementshttp://www.ala.org/aasl/essa/instructorhttp://www.ala.org/aasl/sites/ala.org.aasl/files/content/researchandstatistics/slcsurvey/2012/AASL-SLC-2012-WEB.pdfhttp://www.ala.org/aasl/sites/ala.org.aasl/files/content/researchandstatistics/slcsurvey/2012/AASL-SLC-2012-WEB.pdfhttp://www.ala.org/aasl/standards/guidelineshttp://www.baltimorelibraryproject.org/wp-content/uploads/downloads/2013/09/Library-Impact-Studies.pdfhttp://www.baltimorelibraryproject.org/wp-content/uploads/downloads/2013/09/Library-Impact-Studies.pdf
1 www.ala.org/aasl/positionstatements
The American Association of School Librarians (AASL) supports the position that every student in every
school, including independent schools and public charter schools, should have access to an updated school
library with a certified school librarian. The success of a school library program, no matter how well designed,
ultimately depends on the quality and number of personnel responsible for managing the instructional program
and the library’s physical and virtual resources. A certified school librarian, supported by technical and clerical
staff, is crucial to an effective school library program. Every student, teacher, and administrator in every
school building at every grade level should have access to a fully staffed library throughout the school day.
The following minimum school library staffing requirements define an effective school library program
structured to transform teaching and learning throughout the school community:
1. The library program is serviced by one or more certified school librarians working full-time in the school library.
2. The specific number of additional school librarians is determined by the school’s instructional programs, services, facilities, size, and number of students and teachers.
3. In addition to library-degreed professionals, highly trained technical and clerical support staff are necessary for all library programs at every grade level. Each school should employ at least one full-
time technical assistant or clerk for each school librarian. Some programs, facilities, and levels of
service will require more than one support staff member for each professional.
4. The school district is served by a district library supervisor who provides leadership and support for the building-level school library programs by providing resources, professional development, and
leadership in developing and implementing the district’s school library program. The district library
supervisor is a member of the administrative team and helps determine the criteria and policies for the
district’s curriculum and instructional programs. The district library supervisor communicates the
mission, strategic plan, goals, and needs of the school and district library programs to the
superintendent, board of education, other district-level personnel, and the community.
The staffing of school libraries will be guided by the language for effective school library programs in the
Every Student Succeeds Act (ESSA). A certified school librarian is essential to an effective school library
program, yet only two-thirds of school libraries are staffed with certified school librarians (Davis 2010).
Effective School Library Program: Definition of an Effective School Library Position Statement
American Association of School Librarians. 2012. 2012 School Libraries Count! National Longitudinal Survey
of School Library Programs.
49
http://www.ala.org/aasl/positionstatementshttp://www.ala.org/aasl/essa/effective
| June 25, 2016
2 www.ala.org/aasl/positionstatements
www.ala.org/aasl/sites/ala.org.aasl/files/content/researchandstatistics/slcsurvey/2012/AASL-SLC-
2012-WEB.pdf (accessed May 20, 2016).
American Association of School Librarians. 2009. Empowering Learners: Guidelines for School Library
Programs. Chicago, IL. http://www.ala.org/aasl/standards/guidelines (accessed July 7, 2016).
Davis, Denise M. 2009. “The Condition of U.S. Libraries: School Library Trends, 1999-2009.” American
Library Association.
http://www.ala.org/research/sites/ala.org.research/files/content/librarystats/librarymediacenter/Conditi
on_of_Libraries_1999.20.pdf (accessed July 7, 2016).
Library Research Service. n.d. “School Libraries Impact Studies.” https://www.lrs.org/data-tools/school-
libraries/impact-studies
Scholastic Library Publishing. 2016. School Libraries Work!: A Compendium of Research Supporting the
Effectiveness of School Libraries. www.scholastic.com/slw2016.
The position taken by the American Association of School Librarians (AASL) represents the organization and
cannot be applied to individual members or groups affiliated with the association without their direct
confirmation.
June 25, 2016
50
http://www.ala.org/aasl/positionstatementshttp://www.ala.org/aasl/sites/ala.org.aasl/files/content/researchandstatistics/slcsurvey/2012/AASL-SLC-2012-WEB.pdfhttp://www.ala.org/aasl/sites/ala.org.aasl/files/content/researchandstatistics/slcsurvey/2012/AASL-SLC-2012-WEB.pdfhttp://