Matching Lexile Measures to Grade Ranges - Lexile. Common Issues With Grade Equivalents Grade equivalents are scores based on the performance of students in the test’s norming group. The grade equivalent represents the grade level and month of the typical (median) score for students. For example, a 5th-grade student who earns a 5.9 on a norm-referenced test has earned a score similar to the 50th percentile students in the test’s norming group who were in their ninth month of fifth grade. There are a few issues with grade equivalents: Grade equivalent scores are often misinterpreted as being a grade level standard. A grade equivalent of 5.9, for example, does not necessarily represent the desired level of achievement for all grade 5 students at the end of the school year.
Measuring Growth In addition to potential misinterpretation, the grade equivalent scale makes it more difficult to measure growth. Conversely, the Lexile® scale is an equal-interval scale. Why personalized learning should start in school libraries. With personalization a growing initiative in schools, the library may not be the first thing educators think of as a resource. However, according to Michelle Luhtala, library department chair at New Canaan High School, CT, and Jackie Whiting, librarian at New Canaan High School, the library is often the best place to look for personalizing instruction through assessing, reading and making.
How Libraries are Personalized Learning Hotspots 1. Libraries can track unique student data During Luhtala and Whiting’s webinar “Personalizing Instruction Through the Library,” hosted by edWeb.net and sponsored by Mackin Educational Resources, the library experts discussed how the New Canaan High School Library uses a database to keep track of the work done with students, enabling educators to keep tabs on any students in need of extra help. 2. The library also has a “text the library” service, which allows students to anonymously text questions to the library. 3. American Library Association. Policiesprocedures 120129223011 phpapp02. Collection development. Workbook for Selection Policy Writing | Banned & Challenged Books. Office for Intellectual Freedom, American Library Association Why Do I Need a Policy? Every school system should have a comprehensive policy on the selection of instructional materials.
It should relate to and include all materials; for example, textbooks, library books and materials, and all supplementary resources. The reason should be obvious: haphazard patterns of acquisition will result in waste because some—perhaps many—materials will overlap in content, or will be unrelated to changing patterns of instruction. A comprehensive policy on the selection of instructional materials also will enable school professionals to rationally explain the school program to the community. And, most important in a crisis, when there are complaints about social studies texts, human development materials in the media center, or required reading in the English class, the use of the “objectionable” item can be explained more easily. Basic Components of a Selection Policy Current reviewing media Dear _____:
Strategies and Tips for Dealing with Challenges to Library Materials | Banned & Challenged Books. Introduction Libraries are often challenged by individuals and groups concerned about the availability of a wide variety of library materials to everyone. Addressing these challenges requires a balance of carefully crafted library policy, knowledge and understanding of intellectual freedom principles, and sensitivity to community needs and concerns.
It also requires effective communication. This tip sheet has been prepared by the American Library Association (ALA) to help you plan for and deal with such challenges. It can help you educate library staff and trustees, inform the public and work with the media. Some tips are specific to a type of library or service, while others are for general use. The ALA Office for Intellectual Freedom has information and resources to assist you at any stage of a challenge. Back to top Communicating Effectively A few simple communication techniques can go a long way toward defusing emotion and clearing up misunderstanding. One-on-One Dealing with the media. Checklist & Ideas for Library Staff Working with Community Leaders | Banned & Challenged Books.
Local Library Board of Trustees Develop an educational session on intellectual freedom to orient new Board members as they are elected. Include: Distribute copies of key documents: Present an orientation to the Internet. Include: Update the Board regularly with local and national news clippings, include Internet success stories, pending legislation, court cases, etc. Distribute information on educational programs Encourage personal/institutional membership in ALA and the Freedom to Read Foundation Provide subscription to The Newsletter on Intellectual Freedom for the Board Supply suggested reading lists on intellectual freedom issues from professional journals and books (e.g., Libraries, Access, and Intellectual Freedom by Barbara M.
Friends of the Library Prepare an orientation on intellectual freedom issues in libraries: Distribute copies of key intellectual freedom documents: Prepare orientation to the Internet for Friends officers Filters and Filtering.