1. No category

Why was Pluto Demoted?
This presentation and related materials
can be found at
http://aaslclusters.weebly.com/
http://www.wombania.com/pluto.htm
Why was Pluto Demoted?
Libraries and Stronger Student Test Scores
through Better Questioning Skills
by
y
Marc Aronson & Dorcas Hand
Big Picture:
Bad
 31.1%
31 1% of grade 3-8 students across New York State met
or exceeded the ELA proficiency standard;
 31% mett or exceeded
d d the
th math
th proficiency
fi i
standard
t d d - IN OTHER WORDS, 69% DID NOT
 The ELA proficiency results for race/ethnicity groups
across grades 3-8 reveal the persistence of the
achievement gap:
 only 16.1% of African-American students and 17.7% of
Hispanic students
st dents met or exceeded
e ceeded the proficiency
proficienc
standard
 IN OTHER WORDS 80
80+%
% DID NOT
Worse
 3.2% of English Language Learners (ELLs) in grades 3-8
met or exceeded the ELA p
proficiency
y standard;
 9.8% of ELLs met or exceeded the math proficiency
% DID NOT
standard 90+%
 5% of students with disabilities met or exceeded the ELA
proficiency standard;
 7% of students with disabilities met or exceeded the
math proficiency standard
90 % DID NOT
90+%
Scary: 5 Largest Cities 80 to 90+% Failure
Buffalo
Yonkers
New York
New York City
Rochester
Syracuse
Met or exceeded the
Met
or exceeded the
ELA Proficiency Standard
11 5%
11.5%
16.4%
26.4%
5.4%
8.7%
Met or exceeded the
Met
or exceeded the
FAILED
Math Proficiency Standard One or both
9 6%
9.6%
+/‐ 90%
+/
14.5%
+/‐ 85%
29.6%
+/‐
/ 78%
5%
6.9%
+/‐ 95%
+/‐ 92%
Splintering
 “In 2012, there was a 12-point black/white achievement
gap between average third grade English Language
Arts scores, and a 14-point gap in eighth grade ELA
scores. This year, the respective gaps grew to 19 and 25
points. In 2012, there was an 8-point gap between
black/white third-grade math scores and a 13-point gap
b t
between
eighth-grade
i hth
d math
th scores. The
Th respective
ti
gaps are now 14 and 18 points.” Carol Burris, Op-Ed in
WP t 8/26/13
WPost,
$ Makes a Difference
CC Shows What We All Know
Family
F
il W
Wealth
lth
Family Resources
Family
a y Education
duca o
Family Culture
What can we do to improve
achievement
h e e e and
d minimize
ze
the disparities?
p
ELA/Literacy: 3 shifts
1 Building knowledge through content-rich
1.
content rich
nonfiction.
2. Reading, writing, and speaking grounded in
evidence from text,
text both literary and informational.
informational
3. Regular practice with complex text and its
academic language.
Why?
 The CC Challenge For Students Is The Same as it is For Us
http://www.independenceeventscenter.com/community-ice/Youth-Hockey
Changing on the Fly
They/We need to evaluate information,
i f
i
fform
jjudgments,
g
and come to conclusions when
The answer(s) are not known and
The answer(s) are in contention.
Juxtapose and Think
Margaret Bourke-White, http://tinyurl.com/n4d8k4s
How Does “Information” Apply to the 3 CC Shifts?
1)Knowledge – Content Rich
Connections from text to text – Citation as Treasure Hunt
2) Evidence from text
Details,
Details, evidence, argument – Compare and Contrast
3) Complex Text; Academic Language
Ladder of resources – No Ledge
Are You Starting to See Yourself
in the CC Challenge?
You should.
http://tinyurl com/mg2x6f7
http://tinyurl.com/mg2x6f7
You Know (Or Can Know)
How
H
M
Materials
t i l Connect
C
t
How
How to Select Materials that Allow Comparison
How to offer students a Complex ladder of
resources
First a Little Test
Name
O
One
author,
th
text,
t t or passage that
th t you think
thi k
requires, and rewards, rereading for the age/
grade you serve?
And then there is Shakespeare
http://tinyurl.com/348tbcs
http://tinyurl.com/5rnxu6
Now Name
one NF author,
th
text,
t t or passage - nott
from a primary source - that you know
requires, and rewards, rereading for the age/
grade you serve?
http://commons.wikimedia.org/wiki/File:Question_mark_alternate.svg
Hitherto
http://www.flickr.com/photos/lesterpubliclibrary/5100412049/
In Other Words
We
W compensate
t ffor fear
f
that
th t NF is
i difficult
diffi lt or d
dullll
by stressing that it is quick, fast, fun.
Thus, we steer away from NF that is
Difficult,
Diffi lt rich,
i h complex,
l
has layers of meaning,
rewards thought.
How???
How can we prepare students for close
reading
di
and
d rereading
di
when
h
our entire
ti
focus is on p
proving
g that NF does not
require that effort?
What guidance can we give teachers
when we never seek out NF that requires
and rewards rereading?
We Need To Train Our Eyes
To break down NF
Learn to find NF that rewards rereading
Learn
L
how
h
to
t juxtapose
j t
NF sources
Learn
Learn to find NF passages that inspire questions
and lead to deep understanding.
We
W need
d to
t provide
id teachers
t
h
and
d students
t d t
opportunities for the kinds of reading CC
requires.
What Worked in NYC?
Lab Middle – An Example
 New York City Deputy Mayor Wolfson Visits Lab Middle;
Congratulates
g
Students, Teachers and Administration
 Lab is one of 22 NYC schools ranked in the top 25
statewide as measured by the new more rigorous
statewide,
common core exams
 Lab
L b teachers
t
h
spentt ttwo years d
developing
l i
CC Curriculum
C i l
– full knowledge and ownership
 Lab Principal let teachers lead
y across all reading,
g, all
 Lab librarians offered CC truly
classes
 For students…
students
Astonishing
40% of Lab Middle Students who
scored
d 3 on last
l t assessments
t moved
d
to 4 on CC
Test captured
p
the way
y they
y already
y
read
Key Term: “Argumentative Text”
Across all classes, students compare, contrast,
evaluate juxtapose
evaluate,
juxtapose.
Actively make meaning
Not passively identify and define
Knowledge In Formation
That
Th t is
i what
h t Information
I f
ti
MUST mean
Exercise
Exercise Mental Muscle
Making shape: taking possession of the
i f
information,
ti
understanding
d t di
it
it, rephrasing
h i
it
This
This must characterize the whole school – and
you are the key to creating that atmosphere
Are You Promoting
Argumentative Text?
Text connections: fiction to NF; math to history;
ELA to science?
Is the library filled with displays featuring
contention and debate?
Are you updating the school on great NF that
supports CC?
Second Example: IS 52
Inwood
I
d – 60% ELL (97% Dominican)
D
i i
)
15% Special Needs
Test scores down
BUT
Dr. Sal Fernandez: 2013 Elizabeth Rohatyn Prize
Dr
from Teaching Matters for supporting teachers
and
d learning
l
i
Focused
Focused on improvement in different cohorts,
cohorts
largest growth in weakest students
Biggest Impact
Most significant vector in your school score may
be the performance of your weakest students
You can have greatest impact by helping those
struggling students
Help them read for: Main point; subsidiary point;
evidence,
id
argument,
t POV
Pick
Pick two accounts of last night’s
night s big game, one
from city (state) that won, one from parallel that
lost Compare – same event,
lost.
event just happened,
happened
what details does each use? How is game
d
described?
ib d?
CCC for CC
Communicate often
Collaborate widely
Consistent message
Everyone in building learning
together
Grant to Build Library at Inwood (IS52)
Dynamic librarian seeded the idea
A team weeded
d d library
lib
off old/weak/damaged
ld/
k/d
d
books leaving
g many empty shelves
Principal sees key need – find librarian to fill
shelves (and workstations) with materials that will
help students
He understands the librarian is the next key
member of his team
Two Schools, Two Stories
In one, scores up
p – lessons
In one, scores down – lessons
Don’t mourn, organize
And Make Friends
Considering Clusters - Then
•
•
•
•
Traditional Library display content
St i htf
Straightforward
d
Unbiased
Just the facts
Thanks to Sue Bartle, from a Workshop with Marc Aronson in 2013.
Why was Pluto Demoted?
Returning to our session title,
wouldn’t this be a fun cluster?
Beginning to change
Here we have an open question – How did
brothers manage?
By juxtaposing these materials, viewers see
questions rather than answers.
answers
Clusters that look ahead with more complicated questions.
Questions rather than answers
• Possible Assignment: Consider the Civil War from the
perspective of a person or group who were there, but
whose voice you have not heard often (blacks, women,
immigrant, …)
• How can students & teachers contribute to this cluster,
to inspire further questions?
• Can a stand-alone library display be a catalyst for the
move to questions from answers?
What questions come to mind just from this small array of books?
• What questions come to mind just from this small array of
books?
• Is there any “right” answer, or even only one question?
Life in the Civil War
- How might your life be affected if it happened
now, here, to you? Real people, real wars.
Bosnia
1991 1993
1991-1993
Lebanon
c. 1991
Two perspectives on the same events
Split personality???
Perspectives
p
on Lincoln
– in print and online
Lincoln's American Dream: Clashing Political
Perspectives, edited by Kenneth L. Deutsch and
J
Joseph
hR
R. F
Fornieri
i i
(Vol.28, Iss.2, Summer 2007)
“Lincoln, Hollywood, and an Opportunity for
Historians” by James Grossman. The Journal of the
American History Association (November 2012)
Insights from assassinations
PBS American Experience
What do these men have in common?
What can you learn from their differing experiences with similar challenges?
Besides being president, all of these men sent Americans to _______.
How do Libraries communicate?
 Traditional
 Signage & Book displays
 Reading lists, Pathfinders
 Classroom visits & hallway chats
 Newsletters home & PTA presentations
 Digital
Di it l
 Websites
 Online catalog home page & searchability
 LibGuides,
LibGuides Pinterest,
Pinterest etc
 Electronic newsletters, QR code signage, links in books to
author websites….
websites
Referring back to Marc
Students/adults need to adapt on the fly
They/We
y
need to evaluate information, form
judgments, and come to conclusions when
The answer(s) are not known and
The answer(s)
( ) are in contention.
Supporting Student Achievement
through Library Displays
Offer
Off different
diff
t perspectives
ti
Provide unexpected juxtapositions
Knowledge,
o edge, Evidence,
de ce, Complexity
Co p e y
Inspire questions that support active
learning
Actively make meaning
Activity:
y You have 15 minutes to develop
p
a Cluster for Monday.
Work
W k alone
l
or with
ith a partner.
t
Develop
Develop an idea and/or find specific resources
on your catalog or the web.
Be
B prepared
d to
t report:
t
Age
Age group, topic
1-2 key questions that focus your cluster.
What do you want your students to consider
when they look at this cluster?
What format do you want to use? (book
display, pathfinder, Pinterest, …) [OPTIONAL]
REPORTS
Post
P t your reportt to
t
http://aaslclusters.weebly.com/blog.html
so that everyone can see.
Key Outreach
To
T Parents
P
t – via
i school,
h l iin conjunction
j
ti
with
ith public
bli
library
Parents, teachers, admins, must see you for who
you are – for the knowledge you have
In Particular
“I didn’t realize schools could go without a library.”
Houston Chronicle,
Chronicle Nov.
Nov 2013.
2013 http://tinyurl.com/nxajlyq
http://tinyurl com/nxajlyq
Where books are acquired: 7 to 12
Public Library
36%
31%
Amazon.com
23%
13%
Barnes
a es & Noble
ob e bookstore
boo s o e
28%
16%
15%
16%
School Library
13%
14%
Scholastic book clubs
WalMart or Sam's
Sam s Club
18%
11%
7%
Scholastic book fairs
9%
6%
5%
Garage sale/sidewalk sale/secondhand shop
U d bookstore
Used
b kt
4%
5%
Other big box store (Target, Costco, etc.)
5%
2%
Half-Price Books
Fall 12
Spring 13
8%
4%
Books-a-Million bookstore
2%
3%
ebook apps
3%
3%
2%
3%
Other online retailer (B&N.com, etc.)
Independent / local bookstore (not a major national or…
0%
3%
3%
5%
10%
58
15%
20%
25%
30%
35%
40%
4-Wave trend of recommendations (0 to 6)
40%
38%
35%
30%
19%
20%
15%
10%
26%
24%
25%
13%
%
12%
8%
8%
14%
29%
19%
17%
14%
27%
15%
9%
5%
0%
Public Librarian
Parenting Magazine
Teacher
Fall 2011
On-line research
Spring 2012
59
School Book
Fairs/Clubs*
Fall 2012
Bookstore - browsing
the shelf
Spring 2013
Friend/family
I make my own
decision with no
other
th input
i
t
Key
y Point
Library
Lib
& tteacher
h iinfluence
fl
d
down
People making more decisions on own
60
T
Types
off Books
B k P
Purchased
h
d ffor Kids
Kid (0 - 6)
65%
66%
Picture Story book
Coloring Book
55%
Activity Book
42%
59%
45%
35%
35%
Beginning/Early Reader
27%
28%
Workbook
23%
21%
Sound Book
17%
Leveled Reader
17%
Interactive
21%
Girl
20%
Boy
16%
16%
Bible/Prayer Books
14%
15%
Novelty book
11%
Non Fiction Book
Non-Fiction
15%
13%
13%
Series/Chapter Book
3%
Reference Book
3%
Graphic Novel
0%
7%
5%
10%
20%
30%
61
40%
50%
60%
70%
T
Types
off Books
B k P
Purchased
h
d ffor Kids
Kid (7 - 12)
Series Chapter Book
66%
33%
Non-Fiction Book
72%
36%
33%
34%
Leveled Reader
Activity Book
31%
17%
Picture/Story Book
36%
GIRL (487)
20%
BOY (519)
12%
12%
Bible/Prayer Books
9%
Graphic Novel
13%
9%
11%
Reference Book
7%
Interactive book
0%
10%
10%
20%
30%
40%
62
50%
60%
70%
80%
What were important factors
in getting book (0 to 6)???
For girls……
girls
For boys…….
boys
Girls 0 to 6
Topic, story,…
Your child likes…
40%
41%
34%
It was a good price
40%
43%
The title or cover…
34%
21%
Major
factor
Critical
factor
There was "buzz"… 16%4%
Topic, story,…
41%
Y
Your
child
hild likes
lik …
39%
It was a good price
40%
The title or cover…
10%
You liked the size,… 23% 7%
Boys 0 to 6
35%
Celebrity author 8%
2%
I just needed to…8%7%
100%
63
Major
factor
25%
10%
0%
Critical
factor
There was "buzz"… 18%5%
Celebrity author 12%7%
50%
39%
You liked the size,… 23% 8%
I just needed to…9%
2%
0%
46%
0%
50%
100%
What were important factors in getting book (7 to 12)
For girls……
Topic, story, subject or story
interested your child
45%
Your child likes the character
or series
43%
38%
It was a good price
41%
44%
The title or cover caught
g your
attention
33%
You liked the size, packaging,
binding
Th
There
was "buzz"
"b " around
d this
thi
book
For boys…….
Girls 7 to 12
Topic, story, subject or story
interested your child
38%
Your child likes the character
or series
35%
It was a good price
20%
7%
36%
You liked the size, packaging,
binding
Critical
Th
There
was "buzz"
"b " around
d this
thi
f
factor
book
15% 3%
I just needed to pick something
8%2%
fast
48%
43%
41%
Major
g your
factor The title or cover caught
attention
19% 5%
21%
23%
Major
factor
10%
8%
Critical
f t
factor
18% 5%
Celebrity author 10%4%
I just needed to pick
8%4%
something fast
Celebrity author 7%1%
0%
Boys 7 - 12
50%
100%
0%
64
50%
100%
Why You Are Needed
Parents buying more NF, especially for boys, BUT
they
y don’t think of y
you as key
y resource to help
p in
making selection.
Buying based on topic and celebrity author –
not thinking
Put
P t yourself
lf fforward
d – in
i schools,
h l tto PTA,
PTA show
h
knowledge of NF, show best in NF, show
pleasure
l
in
i NF – establish
t bli h your primacy
i
as
resource
Big Finish
CC
CC stark
t k evidence
id
off splits
lit
p
on school-wide focus on 3
CC success depends
Shifts (CCC)
Argumentative Text
Debate everywhere
Text connections everywhere
You
You are the hub of Informationx3 (CCC)
Parent Outreach – establish authority
Must develop tech/career track with CC
thinking
You As Apostle of 3C
Communicate
Collaborate
C ll b
t
Consistent
C
it t
CCC for CC
Communicate often
Collaborate widely
Consistent message
Outcome
At
At worst, better school
At best, better school
Why Was Pluto Demoted?
This presentation and related materials can
be found at http://aaslclusters.weebly.com/.
Dorcas Hand
Dr. Marc Aronson
 Rutgers University (NJ)
 [email protected]
 www.marcaronson.com
 Director of Libraries (PS-8)
Annunciation Orthodox School
Houston, TX
 [email protected]
 www.strongschoollibraries.com
 www.studentsneedlibrariesinHISD.org
Coming February 7
-- Rutgers
g
University
y hosts first jjoint All-Day
y Common Core
event for Principals, Teachers, Librarians