Quality not QuantityQuality not QuantityLibrary Media Program

Evaluation

Frances Roscello, AssociateSchool Library Media ProgramsOffice of NYC School & Community ServicesNew York State Education Department

Why evaluate your program?

To see your school library media program in relation to standards

To measure your program with other school library media programs

To plan for program improvement To better meet the needs of your students in

reaching higher standards

Why Rubrics?

Rubrics

holistic analytic indicators task-specific developmental

Numbers - pluses ++++ Convenient Easy to collect by anyone Easy to collate data Easy to monitor Sets a minimum standard which is easy to

measure Can be based on best practice Assures basic service levels

Numbers - minuses - - - Simplistic One dimensional One size doesn’t always fit all Sometimes little relationship to program or

standards Usually does not indicate acceptable

intermediate steps Many times not very useful as a planning tool

New York StateSchool Library Media Program

Evaluation

New York StateSchool Library Media Program

Evaluation

a combination of program indicators, a continuum of expectations, and

minimum numbers in a rubric format

Evaluation Continuum

Non-Existent

In Progress

Basic

Proficient

Exemplary

Target Indicators Professional Staff Support Staff Facility Climate Collection Scheduling Collaborative Planning Collaborative Teaching

and Learning

Library Automation Technology for Instruction

and Access Networking Budget Administrative Support Professional Development LMP Advisory Committee

Professional Staff

None Part-time Full-time Full-time +

0

In Progress

BasicProficient

More than 1 LMS to support the LMP and the number of students and teachers

Exemplary

Support Staff

None Less then half-time Half-time Full-time

0

In Progress

BasicProficient

Diversified staffing to support the LMP and the number of students and teachers

Exemplary

Facility No library Traditional library LMC accommodate

whole class and some individuals

Large LMC

0

In Progress

BasicProficient

Very large, flexible LMC• multi rooms

• teacher resources

• video/TV

Exemplary

Climate Students do not feel

welcome Traditional quiet library Inviting, barrier free Warm and inviting

• Students want to be there

0

In Progress

Basic

Proficient

Library is the hub of the school

Exemplary

Collection Old materials,

disorganized Older collection which

needs weeding Current collection Current collection

• 10-15 resources/student• Internet

0

In Progress

BasicProficient

Exemplary

Large, current collection• 20-25 resources/student• other languages• variety of formats• curriculum needs• diversity

Scheduling Closed 1/2 or more of

day Scheduled classes or

cluster program Open all day

• at least 1/2 day flexible

Open all day with flexible schedule

0

In Progress

BasicProficient

Open all day with flexible schedule, and before and after school

Exemplary

Collaborative Planning No planning

• scheduled or cluster

Collaboration on request from teacher

Many teachers collaborate with LMS

Most teachers collaborate with

LMS

0

In Progress

BasicProficient

All teachers collaborate with LMS for all students

Exemplary

Collaboration Program

Collaborative Teaching and Learning No skills taught LMS teaches “library

skills” LMS teaches “library

skills” with content Information literacy

skills as part of resource-based teaching

0

In Progress

BasicProficient

Information literacy taught in multiple resource-based activities using newer technology

Exemplary

Library Automation None Stand-alone system for

overdues, etc. Plan for automation

• weeding started

• records being converted

LMC is automated

0

In Progress

Basic

Proficient

LMC is automated and on the school LAN and/or WAN

Exemplary

Technology for Instruction and Access No computers 3 or fewer computers 4 or more computers

• video, etc.

Meet student needs• current

• challenging information

0

In Progress

BasicProficient

Technology integrated within the school and integral to all teaching and learning

Exemplary

Networking No ILL Informal ILL, no phone Occasional ILL

• through SLS

• phone

Regularly uses ILL• contributes to SLS

0

In Progress

BasicProficient

Full member of SLS• contributes to SLS

• EDL

• collaborates with PL

Exemplary

Budget No funds $6 State funds only $6 State funds and

local funds $6 State funds, local

funds, and Title I

0

In Progress

Basic

Proficient

Long range plan incorporated into budget process. Consisting of State, Federal, local, and grant funds

Exemplary

Administrative Support Library operates in isolation

within building Administration does not

recognize role of library Limited recognition of role

of library program LMP supported verbally and

fiscally with some recognition of role.

0

In Progress

BasicProficient

Administration supports and articulates role of LMP

Administration actively advocates for LMP

Exemplary

Professional Development Librarian does not

participate in prof development

Limited professional development

LMS attends cross-discipline activities at local and regional levels

0

In Progress

BasicProficient

LMS seeks, participates in and promotes prof dev at local, regional & national levels

LMS initiates and provides prof dev for self and others

Exemplary

Library Media ProgramAdvisory Committee

No committee Informal group Advisory committee

• meets infrequently

• procedural issues

Advisory committee which meets regularly

0

In Progress

BasicProficient

Advisory committee which has developed goals and objectives for the LMP and their implementation

Exemplary

Suggested use of Library Media Program Evaluation Evaluate your Library Media Program

• Principal• Librarian• Key staff

Note target indicators Below Basic Plan strategies to bring all target indicators to

Basic or beyond Reevaluate periodically Send copy for statistical purposes to SED

Library Media Program Evaluation

Used with SURR schools for 3 years

Results: Below Basic Redesign Schools

required to furnish plan for LMP improvement, if needed, based on LMP Evaluation

Over 400 schools throughout State using as a tool for program improvement

SURR LIBRARY MEDIA PROGRAM EVALUATION

0.0

0.5

1.0

1.5

2.0

2.5

Library Rubrics

RU

BR

IC V

AL

UE

0=NON-EXISTENT1=IN PROGRESS2=BASIC3=PROFICIENT4=EXEMPLARY

STAFF

FACILITY

COLLECTION

TECHNOLOGY

AUTOMATION

CLIMATE

PLANNING

TEACHING

NETWORKING

SCHEDULE

BUDGET

ADVISORYCOMMITTEE

SUPPORTSTAFF

Future Plans for LMP Evaluation

Evaluate all SURR and Title I schools

Volunteer use throughout State

Data currently being analyzed Comparison study -

SURR/Non SURR Comparison study -

Correlation with State testing program

New York State Education Department

New York State Education Department

http://www.nysed.gov