connecting essa to school...

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.


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.


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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.


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


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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


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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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Step Two: Practice





Step Two: Practice





Step Two: Practice



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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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mailto:[email protected]:[email protected]

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

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

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43

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


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


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


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://

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