Strategic Management Plan

FRIT 7331

Christopher Croom

Sandra Crum, Shannon Moore, Rebecca West

Fall 2015

Section I: School Description

Section II: School Library Media Center Philosophy and Mission Statement

The mission of the Harlem Middle School Media Center is to build a patron-centered library

which fosters a caring environment in which students, faculty and community can successfully

seek information and ideas for their educational, informational, and recreational needs.

Philosophy:

The Harlem Middle School Library Media Center is the largest classroom in the school, where

teaching and learning are the principal goals. The HMS Library Media Center supports teaching,

learning, and research in an academically and open environment. Our goal is to create life-long

learners by integrating information literacy into the curriculum and encouraging a love of

reading. The Library Media Center promotes efforts to ensure that every patron has

knowledgeable access to information in all formats. The Harlem Middle School Media Center

supports the school’s mission statement of empowering and inspiring all students to apply the

knowledge, skills, and attitudes necessary to become creative problem solvers, to achieve

personal success, and to contribute responsibly to our diverse and dynamic world.

Modified from:

Eldorado Intermediate School(n.d.). Retrieved November 3, 2015, from

http://www.eram.k12.ny.us/education/components/scrapbook/default.php?

sectiondetailid=41830

Harlem Middle School(n.d.). Retrieved November 3, 2015, from

http://www.edline.net/pages/Harlem_Middle_School

Section III – The School library Media Center: Facilities and Services

Circulation Policy

Harlem Middle Schools’ circulation policy applies to all students in grades six through

eight. All books are inventoried in the Follett Destiny system. Currently, students are allowed

to check out fiction and nonfiction text only. Students are allowed to have two books checked

out at one time and are held for two weeks at a time. Students visit the media center for book

check out on a two week rotation, but are encouraged to visit in between those times if they

finish their book(s) before then. If a student wants to renew a book, they may do so up to

three times on a specific book. This allows the book to be available for other students if it is

being requested. Students are able to “request” a book by placing it “on hold”. To do this,

students log in to the Destiny Quest system using their lunch number, and place the desired

book on hold under their profile. This will ensure that once the book is returned, it will be

marked for check out for that specific student. A fine of five cents per day is charged for

overdue books and a three day grace period is given before fines begin to occur. When books

are lost or damaged, an appropriate fee will be charged. Generally, this fee reflects the current

price of the book or the replacement cost of another book. The SLMS and Media Clerk work

well with students who may owe a fee for overdue or lost books. As a general rule, if students

owe a very small fee, they will still be allowed to checkout new books. If a book has been lost,

students are not allowed to check out books until that fine has been paid.

Reference books, magazines, and iPads are available for student use while in the media

center, but are only available for check out by teachers. Current policy states that students are

not allowed to checkout reference material or magazines because of the cost of those materials

and the constant request by classroom teachers conducting research and inquiry-based

projects. Teachers may also checkout materials that are available in the media center such as

iPads, document cameras, presenters, DVD’s, professional learning material, and classroom sets

of novels. The check out policy for teachers is for the entire school year unless another teacher

is requesting a particular item. Fees are not assigned to teachers for late materials, but if an

item is lost or damaged it is up to the principal to assess a fee.

Parents and community members are allowed access to the school's media center.

While there is no written policy in place for checking out material, parents and community

members are allowed to read books (fiction, nonfiction, and reference) while visiting the media

center. Parents and community members are not allowed to use the other technology

resources such as iPad’s, document cameras, presenters, etc.

The HMS media center also lends books, such as class sets of a particular novel, to other

schools in the area. A spreadsheet is kept that allows the SLMS to know what school the

materials are going to and the contact information for the receiving SLMS. Once books are

returned they are highlighted or deleted from the spreadsheet.

To improve the media center’s circulation policy, the SLMS and the library media

committee will discuss issues and concerns regarding parent/community check-out systems,

purchasing e-readers, and increasing the number of reference materials. This last improvement

will also benefit the students, as they would then be allowed to checkout reference materials

rather than only using them while in the media center. The purchase of e-readers or e-books

will allow the HMS Media Center to stay current with 21st century learning skills.

Scheduling

The HMS Media Center is open daily from 7:05 A.M. until 2:35 P.M. Because English

Language Arts classes are more closely tied to the media center, students visit the media center

during this period once every two weeks. Grade level teachers will alternate weeks to allow

classes to use the entire period in the media center if they wish. At the beginning of the school

year, during vertical team meetings, ELA teachers decide on the day of the week they want to

schedule their visits. The media center is booked on Mondays (7th grade), Wednesdays (6th

grade), and Fridays (8th grade). On Tuesdays and Thursdays the media center is open to all

other grades and/or subject areas as first come, first served. Even though the HMS Media

Center is booked for the ELA classes on the designated days, other students (small groups or

individuals) are allowed to utilize the media center for book returns, check-out, or to use the

computers for various reasons. The SLMS shares the media center calendar (See Appendix A)

with all teachers so they are able to see availability options. Teachers can send a request via

email for a reservation to be added to the calendar. Only the SLMS is able to add reservations

to the calendar due to reservations being deleted or changed by other individuals. If a verbal

request is made to the SLMS or clerk, the teacher must also submit an email or written request

to be kept in a file for reference and documentation for the SLMS observations (TKES).

Students may visit the media center individually or in small groups, but must have a pass from

their teacher. There is no policy that requires students to sign-in or out when visiting the media

center. Generally, the SLMS and/or the Media Clerk is always available for supervising or

assisting students who visit the media center.

Services

Students who are served for speech therapy meet with the speech therapist on Tuesday

and Friday mornings, from 7:35-8:15 in one of the conference rooms in the media center.

Reading remediation classes are also held in the media center every day each week during

Achievement Period: AP is from 7:35-8:15. The reading class is designed to improve reading

fluency and comprehension and more importantly to increase student confidence. The SLMS

serves the sixth grade reading classes. STEM research is available on Fridays during AP time for

seventh and eighth grade students. During general operating school hours (7:05-2:35), the

media center is available for students to return/renew/check-out books or use the computers.

Students have access to several online databases such as World Book Online, Destiny Quest,

GALILEO, TweenTribune, and ipl2 For Teens. In order for students to use any computer at

school, their parent/legal guardian must give written permission. This agreement (See

Appendix B and C for Network Responsibility Agreement) must be signed by the student and

the parent/legal guardian and returned to the HMS media center before the student is able to

use the computer. Another service to students is provided by Columbia County. The county

has made available to every student an Office 365 account. Students are able to use Office 365

on any device where there is internet access to create word documents, powerpoint

presentations, and have access to email. The SLMS is available to assist students when

problems occur while using Office 365, and to register new students that enroll throughout the

school year. One of the new most recent services available to students is the BYOD initiative

(See Appendix D). In recent years, the idea of students using personal devices to enhance their

learning has been a topic of conversation. The 2015-2016 school year kicked off with the

initiative being in full effect. Printing is also available for students at no charge, but color

printing is not available at this time.

The HMS media center also provides a variety of services to the faculty. Monthly faculty

meetings are held in the media center for teachers and administrators to collaborate, solve

problems, make School Improvement (SIP) decisions, focus on professional development, and

set future goals. The HMS Media Center provides an online testing platform, called Data

Director, to the content area teachers. The SLMS is the Data Director Administrator for the

school and also provides training for the teachers. This system allows teachers to create a test

online, where each question is tied to a specific standard, and the results are returned to the

teacher in a day's time. The SLMS is the webmaster for the school's website and will also lend

support when needed to individual teachers for their classroom webpages. There are several

machines and materials available for teacher use but are not housed in the media center due to

space. A binding machine for books, a laminator, die-cuts, poster/butcher paper, hole press,

and a large paper cutter are available to use. The media center does not provide printing for

teachers. There are two grade level printers on each hallway and teachers are able to have

their own printers in their classroom if they choose. Personal printers are not maintained by

the SLMS or TSS and all ink must be purchased by the teacher. There is also no limit (within

reason) as to how many pages are allowed to be printed. The SLMS encourages collaboration

with teachers to plan lessons and activities to take place in the media center as well as the

classroom.

In addition to these services, the media center is also used for various other reasons:

guest speakers, receptions, testing facilities, parent workshops, and PTSO meetings are a few

examples. Also, Tuesday evenings are scheduled for middle and high school gifted certification

classes for Columbia County teachers.

The HMS Media Center provides a plethora of services to the students and faculty at the

school. One group of stakeholders that would greatly benefit from services provided by the

media center are the parents. The media center would like to implement a program that would

allow parents and/or guardians to have one on one training with the SLMS. Areas of training

would include Microsoft Office(Word, Excel, Publisher), Office 365, Parent Portal, and various

Web 2.0 tools.

Appendix A

Appendix B

FORM 1A – PROCEDURE IFBGA (1)

NETWORK RESPONSIBILITY AGREEMENT

FOR STUDENTS OF COLUMBIA COUNTY SCHOOLS

I understand and will abide by the terms and conditions for use of the Columbia County School

System Technology Network. I further understand that any violation of the regulations is unethical and

may constitute a criminal offense. Should I commit any violation, I understand that my access privileges

may be revoked, disciplinary action may be taken and/or appropriate legal action pursued.

Student Name:(PLEASE PRINT)___________________________________________________

Current Grade Level:____________________________________________________________

Student Signature:_______________________________________________________________

Date:_________________________________________________________________________

Faculty Sponsor (or teacher):______________________________________________________

School:_______________________________________________________________________

PARENT OR GUARDIAN NETWORK RESPONSIBILITY AGREEMENT

FOR STUDENTS IN COLUMBIA COUNTY SCHOOLS

(If user is under the age of 18, a parent or guardian must also read and sign this agreement.)

As the parent or guardian of this student, I have read the terms and conditions for the use of the

Columbia County School System Technology Network. I understand that these privileges are designed

for educational purposes. I will not hold Columbia County Schools responsible for material acquired or

problems related to the use of the material acquired on the network.

I hereby (grant______) (do not grant ________) permission for my child to utilize the Columbia

County School System Technology Network and certify that the information contained on this form is

correct. Further, I accept full responsibility for supervision if and when my child‘s use is not in a school

setting.

Parent or Guardian Name (please print): ___________________________________________

Signature:______________________________________________Date_____/_______/______

Unless a parent objects in writing to the principal of the school where the child is enrolled, the Columbia

County School System and individual schools may periodically acknowledge student work activities,

and/or achievements on their web sites. Such information about your child will be limited to

photographs, student’s first name, student work, and/or grade level. All students attending CCSS, upon

entering Kindergarten, 6th grade, and 9th grade, (and their parents/legal guardians) should sign the

Network Responsibility Agreement for Students of Columbia County Schools. All transfer students or

new students to CCSS should sign a Network Responsibility Agreement upon entering the Columbia

County School System. (Signed agreement form is to be placed in the student‘s permanent record.)

REVISED 5/22/06

Appendix C

FORM 1B – PROCEDURE IFBGA (1)

NETWORK RESPONSIBILITY AGREEMENT FOR STAFF*OF COLUMBIA COUNTY SCHOOLS

I understand and will abide by the terms and conditions for use of the Columbia County School System Technology Network. I further understand that any violation of the regulations is unethical and may constitute a criminal offense. Should I commit any violation, I understand that my access privileges may be revoked, disciplinary action may be taken and/or appropriate legal action pursued.CCBOE Staff Member Name:_____________________________________________________Position & Location:_____________________________________________________________Staff Member Signature:__________________________________________________________Date:_________________________________________________________________________(TEACHERS AND STAFF, WHILE SUPERVISING STUDENTS, ARE EXPECTED TO MONITOR ALL STUDENTS’ INTERNET ACTIVITIES)All CCBOE staff members are required to sign a Network Responsibility Agreement for Staff of the Columbia County Schools.CCBOE staff members who transfer to another school or department should sign a new form at that particular school/department.(CCBOE STAFF SIGNED AGREEMENT FORM IS TO BE PLACED IN THE EMPLOYEE‘S PERSONNEL FILE MAINTAINED AT THE SCHOOL/DEPARTMENT.)(*This form may also be used for substitute teachers, student teachers, interns, lab students, etc.)

REVISED 5/22/06

Appendix D

Dear Students, Parents and Guardians: As new technologies continue to change the world in which we live, they also provide many new and positive educational benefits for classroom instruction. Therefore, we have decided to implement Bring Your Own Technology (BYOT) at our school. In this initiative, students are encouraged to bring their own technology devices to school to assist their learning experiences. This document is a contract which we will adhere to as we establish this new program within our school. Please note that students who cannot bring in outside technology will be able to access and utilize the school’s equipment. No student will be left out of classroom instruction.

Definition of “Technology”For purposes of BYOT, “technology” means wireless electronic equipment that includes, but is not limited to, existing mobile communication systems and smart technologies, portable internet devices, handheld entertainment systems, or portable information technology systems that can be used for word processing, wireless Internet access, image capture/recording, sound recording, and information transmitting/receiving/storing, etc.InternetOnce made available, only the Internet gateway provided by the school may be accessed by students while on campus. Personal Internet connective devices such as cell phones and cell network adapters may not be used to access outside Internet sources. However, because access to the school system network is not yet available, personal digital plans may be used by students at the express permission of their parents, but only under the supervision and permission of school officials. Security and DamagesThe responsibility of keeping devices secure rests with each individual owner. The school system is not liable for any device stolen or damaged on campus. If a device is stolen or damaged, the school administration will handle the situation in the same manner as with other personal items impacted in similar situations. It is recommended that skins (decals) and other personal touches be used to physically identify and differentiate student devices from one another. Additionally, protective cases for technology are encouraged.

BYOT Student/Parent/Guardian Agreement

The use of technology to enhance learning is not a necessity but a privilege. Accordingly, students do not have the right to use personally owned laptops, cell phones, or other electronic communication devices while at school. When abused, privileges may be taken away. When respected, they may benefit the learning environment as a whole. Students participating in BYOT with the express consent of their parents or guardians must adhere to the Student Code of Conduct, as well as all Board policies. Furthermore, each student must agree to the following conditions: The student must

● Take full responsibility for his or her technology device. The school is not responsible for the security of student-owned technology.

● Silence technology while on school campuses and while riding school buses.● Use technology for instructional purposes as expressly permitted by school

officials and not for cheating on assignments or tests.● Only access files or Internet sites which are relevant to classroom course

curriculum and as directed by school officials.● Comply with school officials’ requests to shut down or close the screen on

computers or devices.● Acknowledge that, once available, the school's network filters will be applied to

one's connection to the internet and will not attempt to bypass them.● Understand that knowingly infecting the school system network with a virus,

trojan, or program designed to damage, alter, destroy, or provide access to unauthorized data or information is unacceptable use of technology and will result in disciplinary action.

● Realize that processing or accessing information on school property related to “hacking”, altering, or bypassing network security policies will result in disciplinary action.

● Acknowledge that the school district has the right to collect and examine any device that is suspected of causing problems or of being the source of an attack or virus infection.

● Realize that printing from and charging personal technology devices are not possible at school.

By signing below, I understand and will abide by the above policy and guidelines. I further understand that any violation is unethical and may result in the loss of BYOT privileges, as well as other disciplinary action.Student Signature:_____________________________________________________________ Date:___________________________________________________________________ Parent/Guardian Signature:_____________________________________________________ Date:___________________________________________________________________

Section IV: School Library Media Center Facilities

The Harlem Middle School Media Center is supervised by a former English/Language Arts and Social

Studies teacher. She is a veteran teacher who has taught for a total of eight years. This is her first year as a

Media Specialist. The Media Clerk is a former pre-loading Supervisor at UPS and Front Office Registrar for a

medical office. This is also her first experience in a media center.

This Media Center is comprised of six student collaboration tables with the ability to host up to

seven students at each station. A relaxation area has been created that contains a large couch, and a large

area rug. This space is reserved for patrons to socialize or have silent reading time. The center also has nine

student desktop computers, four iPads, LCD projector, two conference rooms, a reference section, as well as

both a non-fiction and fiction section.

The Media Specialist and Clerk spent the initial part of the school year teaching students how to set-

up and access their Office 365 student accounts. In addition to this process, students learned how to access

and connect to the school’s Wi-Fi. While students are at school they have access to a variety of online

resources and online tools; through the Media Center’s website students also have access to those same

resources off campus.

At this time, one conference room is reserved for use by the Special Education Paraprofessional as an

office and meeting space. The other conference room is in transition to becoming a makerspace for student

use. This area will be designed for students to work and prepare projects in accordance with the school’s

STEM Program. The temperature in the Media Center is “just right” although the Media Center staff have

the ability to adjust the temperature at any time to make it more comfortable if needed. Lighting in the

Media Center is a combination of both natural and electrical lighting. Currently, the only area for concern is

the noise distraction from the adjacent sixth grade hallway. The disturbance is not constant; however, it can

hinder concentration or focus if it is needed to conduct a particular task.

The Media Center is accessible to all students and patrons with disabilities. There are no stairs or

ramps for a patron with a disability to get in or maneuver around the Media Center. The only obstacle that

may be an issue would be that a student with a disability might need assistance because the entrance door

swings outward rather than inward; therefore, a patron with a disability might need additional assistance of

someone holding the door.

Floor Plan of Harlem Middle School Media Center

As students access the Harlem Middle School Media Center’s page they will see a tab for Media

Resources. Some of the resources available to them are Destiny Quest, the online catalog, Smithsonian

Tween Tribune, Galileo, World Book Online, What’s Next, a site that lists books in a series, and a site that

gives book recommendations based off of a book that the student has read and liked. The Columbia County

Board of Education uses iboss as the filtering software. This web security is “designed to enable K-12

learning, not block it”. Filtering software plays a huge role in what students are able to access, iboss “filters

classifies sites based on its content focus (i.e., dating, news, entertainment, pornography)”. The iboss

website provides the following description of the software’s purpose and abilities.

“Today’s K-12 schools face opportunities and challenges that were never imagined by previous generations. The Internet has opened

a new world of learning resources, while the growth of mobile technology has put these resources into the hands of students and

teachers both in and out of the classroom. Added to these challenges are increased targeting of schools by criminal hackers bent on

accessing student data. K-12 Schools face increasing security challenges:

Maintaining CIPA, HIPAA and other regulatory compliance, while ensuring network availability and access to

learning tools

Protecting increasing amounts of private student data kept on school networks from advanced threats

Securing mobile users and BYOD easily, whether on or off school grounds”

There are many times when a site that should not be blocked, is blocked. Thankfully, with iboss, the

Columbia County IT Department has the ability to customize sites according to its content.

Students at Harlem Middle School have access to the Media Center’s website from home or from a

mobile device. The school’s website provides a link to the Media Center’s page if students do not know or

cannot remember the URL for the page. At this time, there are no e-books or e-readers available in the

school’s Media Center; however, the stakeholders are in discussion about adding selected titles. There is a

plan to add e-books into the Media Center’s inventory. A link to the Media Center’s website is provided:

Harlem Middle School Media Center

Screenshot of the Harlem Middle School’s Media Center webpage “Media Resources” tab

The layout of the media center works really well for teachers and students. All materials are easily

accessible and the open view of the library is conducive to the learning of all students. The library media

center environment and educational climate is remarkable. Student artwork and class projects are

displayed throughout the library making the environment more student centered. There are two quiet areas

(closed door conference rooms) for small group or individual instruction and a larger area for whole class

instruction. Considering the age of the building, the library is very inviting to all faculty, staff, and students.

There is adequate space for individuals, small groups, and whole classes, as long as it is “one” class at a

time. Usually, if more than one class is in the media center together it is very congested and space is limited.

If money were no object, additional improvements would include extra seating in the “social area”

and door openers that are designed to assist the handicapped. Extra seating could include furniture such as

colorful bean bags to help brighten up the media center as well as give students a place to read that is extra

soft and comfortable. Purchasing bean bags would be good but actually purchasing the materials and

getting groups of students to help make them would be even better not to mention fun. Adding color to the

walls and colorful tables and chairs would help brighten areas especially where natural lighting is minimal

or absent. Door openers would make the entrance and exit to the media center easier for our handicapped

students. Another improvement is to update or improve the door leading from the Media Center to an

outdoor Courtyard to include an outside reading area.

Kincaid, K., & Pfau, P. (2015). Creating ever-evolving, school-specific learning commons. Teacher

Librarian, 42(4)

Section V: Narrative

System: Columbia County Schools

Facility: Harlem Middle School

Full Time Equivalent Students (FTE): 543

2015-2016 School Year

Media Materials

The Georgia Department of Education (GA DOE) defines media materials as those instructional materials

including print, non-print, periodicals, online databases, supplies, and equipment that are critical to the

support and enhancement of the school library media center program. These materials are housed in

and circulated through the library media center for use by the entire learning community of the school.

School System Budget

The Columbia County school district provides financial funding to fund Harlem Middle School’s budget.

Currently the Full Time Equivalent (FTE) students are 543 for the 2015-2016 school year. The total yearly

budget is $7,075.29 The dollar amount per student for the media budget is $13.03. The funds from the

budget are distributed as follows:

$13.03 (per student) x 543 (FTE) = $7,075.29

● furniture 28.18% $ 1295.26

○ purchased a diverse mobile storage cabinet, 24 pocket literature display, 2 bean bags

● toner supplies 3.64% $ 176.53

○ HP 950XL & 951XL compatible ink cartridge 10-pack value bundle

● books/DVD 39.09% $ 4,443.13

○ purchased from the county approved vendors: Follett Titlewave, Bound to Stay Bound,

Junior Library Guild, Baker and Taylor, Mackin, and Barnes and Noble

● technology 10.91% $ 342.57

○ includes all of the following but are not limited to monitors, desktop computers, laptop

computers, and printers

● library services 13.64% $ 564.35

○ Follett Subscription or Renewal of the Subscription

● stationary materials (Media Supplies) 4.55% $ 253.45

○ Papers, pens, blank cd’s, blank DVDs, die cut machine and accessories, other

miscellaneous items

The funding for the Harlem Middle School media center is satisfactory but it could be more adequate in

order to increase the amount of funds available to upgrade the furniture in the media center. There is

not enough money in the media center budget to purchase all items that are wanted. An increase in the

budget by $4000 would present the opportunity to purchase material to make bean bags plus buy

tables, lounge chairs, etc.

According to the Our Funding History and its Impact on Georgia’s Media Centers’ page, the amount

allotted has fluctuated significantly over the years.

Additional funding sources are the Scholastic Book Fair Fundraiser ($685), Local Supplements ($800),

and the QBE funds that are allocated by the Principal.

Looking to the Future

The Harlem Middle School media center is looking into adding more resources to its program. Some of

the improvements to the media center are adding eBooks, Mediascape and updated furniture.

eBooks

The media specialist is interested in purchasing eBooks because of having the ability to access

embedded content within the text of the book. eBooks have the ability to be instant and accessed

remotely, the ability of simultaneous multi-use of the eBook, and the capability to differentiate learning.

Mediascape

Purchasing the Mediascape system allows users to collaborate by plugging in user devices and sharing

the screen from the multiple devices with great ease. This addition will provide an additional

collaborative space for students and teachers.

Updated Furniture

Furniture in the classroom environment should be easily reconfigured and used to fit the

curriculum/program. The furniture that students use should be easily adjustable, comfortable and

support the student’s physical environment when using technology.

Since the fast rate of technological change is impacting education and making technology forever

redundant (ask any smartphone user), furniture should adapt to the way students use technology, and

do so discreetly (no cords and cables around). This is not an easy task. There are many chairs and tables

that work for the present and reflect the manufacturers designing for today’s technology.

Unfortunately, schools normally do not have the budgets to constantly update furniture and technology

as it changes. This means that the selection of furniture cannot be an afterthought or a low priority, it

needs to be selected early in the design process to coordinate with the technology of the built-in

environment.

http://www.ibigrouptexas.com/news/classroom-future-need-fusion-furniture/

Appendix B School Name:

Date:

Checklist for the Physical Space of the School Library Media Program

✔ Criteria—Innovative Spaces and Practices Consider the Following Elements:

❖ Accessible: Designing the Learning Practices and Spaces to Provide Maximum Access

Does the arrangement of furniture/fixtures support collaboration and co-teaching?

Is there comfortable seating to promote free choice reading?

Is there space dedicated for small group collaboration or can it easily be achieved with minimal

effort by adapting the existing space?

Is there space for individuals to work on projects/assignments?

Is there space for whole group instruction?

Are there devices for students and teachers to use in the library media center?

Is there a device with dedicated access to the online library catalog?

Is there an interactive whiteboard for library media use?

Is there access to Wi-Fi in the library media center?

Are there sufficient electrical outlets and stations to charge devices?

Is there space dedicated to the use of and information posted on accessing eContent and

virtual services? (e.g., e-readers, online subscription services, and logon/password procedures)

Montgomery County Public Schools ❖ School Library Media Programs

❖ Flexible and Adaptable: Designing the Learning Practices and Spaces to be Flexible and

Adaptable

Is there production space for individuals to collaborate, share, and create?

Are there multifunctional spaces that accommodate a variety of learning requirements at one

time?

Are there multiple ways to display information?

Can the physical library flex into alternate arrangements, if needed?

Does the space support nontraditional learning experiences, e.g., personalized learning, flexible

student schedules, and online courses?

Do the displays promote literacy and reading and encourage students and staff members to

explore?

Is student work highlighted / displayed throughout the library media center?

Is the library media center an inviting and welcoming learning space?

* The checklist was derived from the SLMP work group recommendations, which included guiding

principles and best practices.

Montgomery County Public Schools ❖ School Library Media Programs

Appendix D School Name:

Date:

Checklist for Your Virtual Presence of the School Library Media Program

✔ Criteria—Innovative Spaces and Practices Consider the Following Elements:

❖ School Library Media Center Website:

Includes staff member name(s) / position(s)—(last name is sufficient). Consider adding a photo

of the team

Includes media center phone number (elementary schools will have main school number)

Contains the media center hours; open and close (for regular school day)

Links to the shortcut URL for your school’s Destiny homepage

Hyperlinks to your online services (It could be a link to the MCPS homework online resources, a

Google Doc, or a list that you create). Remember no passwords on public websites

Confirm all hyperlinked websites are working and active before school begins every year.

Consider adding links to the Montgomery County Public Library and the MCPS Professional

Library

Review and update (if applicable) all information contained on the media center page(s) before

school begins each year, including any assignment-specific links (i.e., LiveBinders)

❖ Destiny Homepage:

Includes staff member name(s) / position(s)—last name is sufficient

Includes media center phone number (elementary schools will have main school number)

Contains the media center hours; open and close (for regular school day)

Contains welcome message

Links to the URL for your school’s Media Center website

Contains an image and/or video. Consider highlighting your library media center program

Montgomery County Public Schools ❖ School Library Media Programs

❖ Other Destiny Information:

Resource lists are up-to-date and relevant

Update the Destiny calendar (see “Back to School” quick guide)

One Search includes school-based purchased online services (see “Back to School” quick guide)

Destiny catalog should include links to any eContent available to your students

Update your designated supervisors for homerooms if you use Destiny to email overdue

reports. (see “Back to School” quick guide)

Delete staff patrons who have retired or left the county and students who have withdrawn

from MCPS (see “Patron Types Cleanup” quick guide)

Reset/check your fixed and ceiling due dates. (see “Back to School” quick guide)

Cleanup circulation types (see “Circulation types Cleanup” quick guide)

❖ Other Online Presence:

If any other website is used, i.e., Edline, Wiki, Blog, Google Drive content, etc., confirm that all

information is up-to-date and accurate at the beginning of each school year

Confirm currency and accuracy of any documents uploaded to websites at the beginning of

each school year

Confirm accuracy of any hyperlinks, i.e., DAE, Destiny Library Catalog, etc. at the beginning of

each school year

* The checklist was derived from the SLMP work group recommendations, which included guiding

principles and best practices.

Montgomery County Public Schools ❖ School Library Media Program

Section VII: Planning for the Future

In this constantly changing time of technology and education it is important for the

School Library Media Specialist to show they are willing to change with the needs of the school

and its goals. The media center is the heart and base of schools, so the SLMS must plan and

evaluate the school library program based on the strengths, weaknesses and needs of the

school. In the text, Empowering Learners: Guidelines for School Library Programs (30) “The

school library program is built on a long-term strategic plan that reflects the mission, goals and

objectives of the school.” In order for the SLMS to know the strengths, weaknesses and needs

of the school, an assessment must be conducted. The SLMS can complete this assessment by

conducting a survey among teachers and administrators. Once the SLMS has the results of the

assessment they can determine the goals of their media center.

The Harlem Middle School media specialist has determined the following goals for the

media center. The goals, objectives, evaluation measures, and timelines for each goal are listed

below. These goals are set to recover the weaknesses and build on the strengths.

Goal 1:

By the end of year three, the Media Specialist will improve the physical space of the media

center to allow easier accessibility for handicapped and special needs students, encourage

collaboration, and create quiet spaces for silent reading.

Objective 1a:

Year one: The SLMS will begin weeding nonfiction and fiction sections following the CCBOE

Collections Policy on pg.30 of the Media Handbook. SLMS will run circulation and history

reports from the Destiny system on all nonfiction and fiction books in the library. Books that

have not circulated (checked-out) in five years will be discarded. The weeding will allow several

bookcases to be removed and/or repurposed.

Evaluation 1a:

The SLMS will also keep a record of the items that were weeded for a minimum of five years. If

students or teachers would like a discarded item the SLMS will search the county data base and

borrow the desired text from another Media Center within the county.

Objective 1b:

Year two: The SLMS will re-arrange, re-purpose, and/or discard bookcases to create new spaces

for students. The current setup of the bookcases take up the majority of the space in the

library, and the length of the bookcases make it difficult for students in wheelchairs to navigate

around them. The bottom shelf on every bookcase is also not being utilized for shelving books.

Therefore, the amount of bookcases that are currently in place are not needed to shelve books.

Evaluation 1b:

After the removal and the repurposing, the SLMS will be able to reevaluate the space, usage

and accessibly of the Media Center to meet the needs of all students.

Objective 1c:

By the end of year three: The SLMS will create the new areas that will be added to the media

center. These spaces will include multiple silent reading areas and collaboration areas for small

and large groups as well as whole class instruction. SLMS will investigate options for updated

furniture to include comfortable seating, tables, and chairs. The SLMS will determine the most

appropriate furniture to purchase while keeping in mind the needs of our special education

students, and the movability of the furniture. This will also aid in promoting a collaborative

space for teachers and students by creating a more flexible environment. New furniture will be

purchased to increase collaboration efforts as well as accommodate wheelchair bound

students. The SLMS will then develop a budget for the new items to present to the school

principal for approval.

Evaluation 1c:

Within one to two months after the additions are added, the SLMS will evaluate the newly

created areas and monitor their effectiveness in their collaborative purpose. The SLMS will also

survey teachers and students to gain feedback about the new learning areas and obtain

feedback on how the new area promotes collaboration. The SLMS will also ask for improvement

ideas of suggestions that users would like to see implemented.

Goal 1 Timeline:

Beginning at the start of year one, the SLMS will run circulation and history reports from

the Destiny system on all nonfiction and fiction books in the library. Books that have not

circulated (checked-out) in five years will be discarded. Complete weeding of books should be

done within 4 months of beginning the weeding process. The SLMS will retain a copy of all

weeded books for at least five years.

Beginning at the start of year two, the SLMS will evaluate the current setup of the

bookcases and the Media Center. The SLMS will also consider that the length of the bookcases

make it difficult for students in wheelchairs to navigate around them. The media specialist will

solicit input from other members of the staff and make a decision on how to rearrange the

bookcases for to ensure better accessibility for all students. The bottom shelf on every

bookcase is also not being utilized for shelving books. Some bookcases will be repurposed for

student centers, while others will be available to teachers for classroom use. Bookcases will be

moved and repurposed once the weeding of books is complete. Rearrangement should take

approximately one semester to one school year, this will also allow time for re-shelving.

Beginning at the start of year two, the SLMS will investigate options for updated

furniture to include comfortable seating, tables, and chairs. The SLMS will determine the most

appropriate furniture to purchase while keeping in mind the needs of our special education

students, and the movability of the furniture. The SLMS will then develop a budget for the new

items to present to the school principal for approval. The estimated time for developing the list

of new materials to include specific items with three price quotes from different vendors should

take 2-3 weeks. The purchase, delivery, and installation of the new furniture should be

completed by the middle of the year three. The SLMS will use the remaining semester to reflect

on changes as well as survey teachers and students on the changes to the Media Center.

Goal 2:

By the end of year two, the Media Specialist will provide learning opportunities for students by

providing support for teachers in application of the guidelines set forth in the AASL Standards

for 21st Century Learners. The Media Specialist will work to provide this opportunity with at

least ten teachers.

Objective 2a:

Within the first two months of the school year, the SLMS will survey the proficiency levels of

the teachers and determine the various proficiency groups to better support the

implementation of the AASL Standards..

Evaluation 2a:

Within a week of receiving the data from the survey, the SLMS will evaluate the various levels

of proficiency and create groups in which the SLMS will be able to better support the teachers

based on their specific needs.

Objective 2b:

The SLMS will provide flexible professional learning opportunities and support for teachers who

need assistance in implementing the AASL Standards.

Evaluation 2b:

After the professional learning, the SLMS will allow teachers to provide feedback and prepare

for collaborative planning and implementation of the AASL Standards.

Objective 2c:

The SLMS will provide authentic learning opportunities for students to learn and engage with

content and the resources of the Media Center. The learning opportunities will serve as a

model that teachers can use to implement the AASL Standards within their lessons.

Evaluation 2c:

After the collaboration, the SLMS will retain lesson plans and resources from the authentic

learning opportunity and ask the collaborating teacher to reflect on the lesson based on the

professional learning and the implementation of the AASL Standards in a follow-up

personalized e-mail.

Goal 2 Timeline:

Beginning at the start of year two, the Media Specialist will begin surveying the teachers

on their understanding of the AASL Standards for 21st Century Learners. Within a week of the

completion of the survey, the SLMS will begin categorizing teachers based on their proficiency

levels of understanding of the AASL Standards. Within the next two months the SLMS will

provide flexible learning opportunities for teachers who need assistance in implementing the

AASL Standards within their classroom. The SLMS will also create authentic learning

opportunities for students within the Media Center where teachers may come and see effective

implementation of the standards in action. The SLMS will provide this opportunity for at least

ten teachers by the end of year two.

Goal 3:

By the end of year four, the Media Specialist will develop a Professional Learning Resource

Center that consists of both physical and virtual resources, for teachers that will enhance

student learning. The resource center will provide a minimum of at least five resources per

grade level per subject.

Objective 3a:

The SLMS will create a Professional Learning Resource Center survey for teachers. This survey

will determine tools, resources, trainings, and materials that have been requested by teachers

for general and specific needs. The SLMS will also attend vertical and departmental meetings to

establish a focus for purchasing new Professional Learning material for core content areas.

Evaluation 3a:

After the conclusion of the survey, the SLMS will begin analyzing the results of the survey to

organize the professional resources that is needed by the staff. The SLMS will also provide a

calendar of scheduled learning workshops for teachers to attend at their convenience and

research having a professional trainer come to the school to aid in the training of the staff.

Objective 3b:

Virtual Space: The SLMS will create and maintain a user friendly Professional Learning Resource

Center that will host a curated variety of resources; tutorials, lessons, Web 2.0 tools, databases,

etc. This virtual resource center will be linked to the Media Center’s webpage under the

Teacher Resources tab for ease of access.

Evaluation 3b:

The SLMS will continually maintain the Virtual Professional Learning Resource Center. The SLMS

will also provide the opportunity for teachers to continually provide feedback and suggestion

on new resources that they would like added or that they have found and want to share with

others.

Objective 3c:

After each training, the SLMS will ask the teachers to evaluate their understanding of the topic

based on the training they received. They will also indicate how the SLMS can further assist

them in collaborating or assisting in the implementation of their new ideas and understandings.

Evaluation 3c:

SLMS will attend vertical team and departmental meetings to establish a focus for purchasing

new Professional Learning material for core content areas. The SLMS will also provide a

calendar of scheduled learning workshops for teachers to attend at their convenience and

research having a professional trainer come to the school.

Goal 3 Timeline:

Beginning in the fourth year of the implementation process, the SLMS will create a

Professional Learning Resource Center survey for teachers. This survey will determine tools,

resources, trainings, and materials that have been requested by teachers for general and

specific needs. The media specialist will share the survey with teachers with the expectation

that it will be completed by them within two weeks.

The SLMS will create and maintain a virtual Professional Learning Resource Center that

will host a curated variety of resources; tutorials, lessons, Web 2.0 tools, databases, etc. This

Professional Learning Resource Center will be linked to the Media Center’s webpage under the

Teacher Resources tab for ease of access.

SLMS will attend vertical team and departmental meetings to establish a focus for

purchasing new Professional Learning material for core content areas. The SLMS will also

provide a calendar of scheduled learning workshops for teachers to attend at their convenience

and research having a professional trainer come to the school. This will be an ongoing process.

Goal 4:

By the end of year five the Media Specialist will create opportunities to collaborate and co-

teach problem based lessons/inquires and/or units with at least three teachers. The lessons will

also include teaching students how to evaluate accessed information from various resources,

including both print and virtual formats depending on the need of the student.

Objective 4a:

The SLMS will create a survey in which the teachers will complete to show the interest they

have to collaborate and co-teach with the SLMS.

Evaluation 4a:

Within in one to two weeks after receiving the results of the survey the SLMS will begin

designating the available time to collaborate that will accommodate all teachers who expressed

an interest.

Objective 4b:

Based on the results of the survey (4a.), SLMS will determine the focus of collaboration and co-

teaching with teacher. Teachers that are interested in collaborating with the SLMS will provide

a “needs assessment” to the SLMS. What areas are students struggling with? How can the SLMS

provide assistance to the teachers in a collaborative lesson?

Evaluation 4b:

Within one to two weeks after receiving the needs assessment the SLMS will begin organizing

and planning how to strategically plan for the implementation of collaboration and prepare

ideas and activities based on the needs provided.

Objective 4c:

The SLMS will facilitate the organization of collaboration times as well as collaborative lessons

with teachers by using an asynchronous shared calendar. When face-to-face meetings are not

possible, SLMS and teachers will communicate via email and through a shared unit plan

template in Google Docs and/or Office 365.

Evaluation 4c:

Within one week after the collaboration and the lesson has been taught, the SLMS will

communicate with the teacher to reflect on the success of the collaborative lesson. The SLMS

will note the improvement and the ideas to enhance the lesson. The SLMS will also archive the

lesson plans for future use and implementation. The SLMS will also seek input for students on

the learning process.

Goal 4 Timeline:

The media specialist will create a survey in which the teachers will complete to show the

interest they have to collaborate and co-teach with the SLMS. The survey will be administered

over a two week period at the beginning of the school year.

Teachers that are interested in collaborating with the SLMS will provide a “needs

assessment” to the SLMS. What areas are students struggling with? How can the SLMS provide

assistance to the teachers in a collaborative lesson? The needs assessment will be turned in by

each participating teacher over the next two week period after completing the initial survey.

Once received, SLMS will review the information within one week and provide the teachers

with the suggested focus of collaboration and co-teaching by the end of the following week.

Using Outlook or Google calendar, teachers and the SLMS will schedule collaborative

lesson planning times. When face-to-face meetings are not possible, SLMS and teachers will

communicate via email and through a shared unit plan template in Google Docs and/or Office

365. At the first face-to-face meeting held one week after the needs assessment is received,

teachers and SLMS will create a planning template to be used as the guide for collaborative

teaching. Collaborative lesson planning will be set to quarterly face-to-face meetings in order to

revisit the plan and determine if there are any necessary changes that need to be made. In

between, everyone can communicate via e-mail. This will be the process until the end of the

school year. By the end of year five the SLMS plans to collaborate with at least ten teachers

using this process.

Advocacy:

All goals and objectives will be communicated at the initial stakeholder meeting and at the first

faculty meeting of the school year, the SLMS will share the details of the strategic plan, goals,

objectives, proposed budget, and timeline to all stakeholders at Harlem Middle School. Each

stakeholder will be provided with a copy of the strategic plan and also given the opportunity to

ask questions regarding the plan. Throughout the year, at quarterly faculty meetings, the SLMS

will update stakeholders of the continued progress of the strategic plan. Information will be

provided using a detailed report of the previous three months operations, changes, and

progress of goals. In between quarterly progress reports, a brief newsletter/flyer will be

distributed electronically to promote the amazing things that are happening in the media

center. A calendar of learning workshops, displays of student work from collaborative lessons,

and tech tips will also be included in the newsletter/flyer. The Media Specialist will continue to

encourage all stakeholders to support the efforts of the SLMS and promote the goals of the

HMS Media Center to improve student learning and achievement within the school library.

Section VIII: References

American Association of School Librarians. (2009). Empowering Learners: Guidelines for School Library Programs. Chicago, Ill., American Library Association.        

Brodart. (2015). Joy Carpets Jazzy™. Retrieved from http://www.shopbrodart.com/furnishings/carpets-and-floor-mats/contemporary-

designs/_/Joy-Carpets-Jazzy/

Columbia County School District Site. (2015). CCBOE Collections Policy. Retrieved from http://www.ccboe.net/pages/Columbia_County/Curriculum/Media_Centers

Demco. (2015). Leather-Look Lounge Furniture. Retrieved from http://demco.com/goto?BLS184562&ALL0000&es=20151108011040698880

Eldorado Intermediate School. (2015). Eldorado Library Media Center. Retrieved from http://www.eram.k12.ny.us/education/components/scrapbook/default.php?

sectiondetailid =41830

Georgia Department of Education. (2015). FAQ for Media Specialists. Retrieved fromhttps://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-

Instruction/Pages/FAQ-for-Media-Specialists.aspx

Georgia Library Media Association. (2015). Our Funding History and its Impact on Georgia’s Media Centers. Retrieved from http://www.glma-

inc.org/wpcontent/files/advocacy/FundingHistory Chart for School Libraries.pdf

Hajo, S. (2015). Classroom of the Future: The Need for Fusion in Furniture. Retrieved from http://www.ibigrouptexas.com/news/classroom-future-need-fusion-furniture/

Harlem Middle School. (2015). Retrieved from http://www.edline.net/pages/Harlem_Middle_School

Kincaid, K., & Pfau, P. (2015, April). Creating Ever-evolving, School-specific Learning Commons. Teacher Librarian, 42(4) p8-14.

Moore, S. (n.d.). Harlem Middle School Media Center. Retrieved from http://shanmoore630.wix.com/harlemmiddleschool

Myles, V. (2015). “All About Those Books Lyrics”. [YouTube]. Retrieved from https://www.youtube.com/watch?v=xiHv_mS56Zo&list=RDxiHv_mS56Zo#t=0

Nelson, A. (2013, July 1). Going to a Speech Therapist. Retrieved from http://kidshealth.org/kid/feel_better/people/speech_therapist.html

New York Department of Education. (2015). Collaborative Planning. Retrieved from http://schools.nyc.gov/NR/rdonlyres/D0544E4C-45EC-4038-BA78-

616DB87C193A/33406/Section24.pdf

Pender County Schools. (2015). Instructional Services. Retrieved from http://www.pendercountyschools.net/departments/instructional_support_services/

Pinterest. (2015). Reverie Design Studio. Retrieved from https://www.pinterest.com/source/reveriedesignstudio.com/

Reitz, J. (2014). Online Dictionary for Library and Information Science. Retrieved from http://www.abc-clio.com/ODLIS/odlis_c.aspx

Saint Barnabas High School. (2015). Faculty Meeting. Retrieved from http://www.stbarnabashigh.com/apps/events2/event.jsp?

eREC_ID=1503909&d=2015-36

School Outfitters. (2015). ECR4Kids Ladder Back Chair. Retrieved from https://www.schooloutfitters.com/catalog/default/cPath/CAT6_CAT109?

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Shalhoub, S. (2014) STEM SHIFT: STEM standards shifting. Faculty workshop on changes in k- 12 STEM standards. Retrieved from http://wp.wpi.edu/dailyherd/2014/04/02/stem-shift/

TownCharts. (2015). Columbia County, GA Demographics Data. Retrieved fromhttp://www.towncharts.com/Georgia/Demographics/Columbia-County-GA-

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TownCharts. (2015). Harlem, GA Demographic Data. Retrieved from http://www.towncharts.com/Georgia/Demographics/Harlem-city-GA-

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