COMMON CORE/BUDGET IMPACT SURVEYSFebruary 2013

Goals:• Share survey results:• Discuss and identify 2013-2014 professional development topics

• Inform council of regional budget impacts/reductions:• Make recommendations for BOCES programs and resources

Common Core Survey

9 individuals responded out of 46 librarians

•How can we increase participation and feedback?

Overview of ELA Shifts1: Balancing Informational & Literary Text:Students read a true balance of texts

2: Knowledge in the Disciplines:Students build knowledge about the world through TEXT rather than the teacher or activities

3: Staircase of Complexity: Students read/instruction focuses on a central, grade-appropriate text

Teachers are patient and create more time, space, and support in the curriculum for close reading.

Adapted from Engage NY: http://engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdf

Overview of ELA Shifts4: Text-based Answers:Students engage in rich and rigorous evidence-based conversations about text

5: Writing from Sources:Emphasizes use of evidence from sources to inform or make an argument

6: Academic Vocabulary:Students constantly build the transferable vocabulary they need to access grade-level texts.

This can be done effectively by spiraling like content in increasingly complex texts.

Adapted from Engage NY: http://engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdf

Survey Results

Respondents answered questions about:

• Comfort with Common Core topics

• Preferred future professional development topics and formats

• Additional suggestions and comments

Balancing Informational & Literary Texts:

Limited Understanding; 1

Partial Un-derstanding,

2

Adequate Un-derstanding; 3

Thorough Un-derstanding; 3

Building Knowledge in the Disciplines:

Limited Understanding, 1

Partial Un-derstanding,

5

Adequate Un-derstanding; 2

Thorough Understanding; 1

Staircase of Complexity:

Never Heard of Topic; 2

Limited Un-derstanding; 1Partial Understanding, 2

Adequate Un-derstanding; 3

Writing from Sources:

Never Heard

of Topic, 1Partial Un-

derstanding, 1

Adequate Understand-ing, 5

Thorough Un-derstanding; 2

Text-Based Answers:

Never Heard of Topic; 1

Limited Un-derstanding; 1

Partial Understanding, 4

Adequate Un-derstanding; 2

Thorough Understanding; 1

Knowledge/Familiarity with Vendor-Created Modules:

Never Heard of Topic, 4

Limited Un-derstanding; 4

Partial Understanding,1

Would you benefit from workshops on…?

Close Reading Tasks:

Yes

No

Creating a Regional Library Curriculum/ Empire State Information Fluency

Continuum:

Yes

No

Non-ELA Common Core Workshops:

Yes

No

More Best Books Talks:

Yes

No

A Librarian/Administrator Workshop on APPR:

Yes

No

Preferred Formats:

Libr

aria

ns O

nly

Libr

aria

n/Te

ache

r

Virtu

al

Full-

Day

Half-D

ay

On-Si

te

Afte

r Sch

ool

0

1

2

3

4

5

6

7

Comments/Suggestions for Future PD

• A regional conference or series of presentations by colleagues

•Mobile technology (BYOD) and school libraries

Comments/Suggestions on PD Format

•Hands-on, active workshops

• In-person

•Time to collaboratively work with colleagues

Top 3 Topics:

1) Vendor Modules for ELA

2) Curriculum/Information Fluency Continuum

3) Best Books/Resources

Do you agree?

What does this mean for us?

•What should our focus be for next year?

•Where do librarians fit into the Common Core?

•How can we step up as Common Core leaders in our schools?

Budget Impact Survey

12 total responses

8 schools with reduced positions:• 4 with two librarians positions or more eliminated

• 2 with one librarian position eliminated

• 5 with two or more support staff positions eliminated

Budget Reduction• 8 schools with reduced library budgets:

• “We are down to just whatever the state gives us for books.”

• “Budget has been reduced by half—no more district funds.”

• “Some buildings have received NO funding for library materials over several years.”

Program Cuts

Half of the respondents have cut programs:

• “I can’t collaboratively work with as many classroom teachers because I’m in multiple buildings.”

• “We can no longer systematically offer Library Orientation/Internet Training and Evaluation to incoming 9th grade students.”

• “The library has reduced open hours.”

Other Comments• “All elementary buildings now share a 1/2 or 1/3 librarian.”

• “Providing quality service to teachers and students precludes running the library. Attending to those activities means denying service to students and teachers.”

• “My attendance and circulation has dropped dramatically - it's hard to serve your population when you are traveling between schools.”

• “I am currently doing the job of what had previously been done by 5 people.”

What does this mean for us?

• Proving our value is essential

•We can’t change budgets but we can make ourselves indispensable

•We need to find creative ways to meet student and teacher needs

How can the BOCES School Library System help?

•What would you like to see BOCES offer?

Resources

Programs

Services