Heather Ford Spring 2014

STRATEGIC Management PLAN

Heather ford 2014-2018

Heather Ford Spring 2014

CONCEPTUAL ANALYSIS OF THE LEARNING COMMUNITY

School Description
Paul D. West Middle School is a school within the Fulton County School System a charter school district. The school is located at 2376 Headland Drive in East Point, GA a suburban area. There are currently 762 students in the 6th, 7th, and 8th grades that attend the school. The student body is comprised of 76% of African-American students, 20% of Hispanic students 2% of Caucasian students, 1% Asian, and 1% dual race students. Over 90% of students receive free or reduced lunch; therefore, the school is under the Title I umbrella. Ninety-three faculty members service the building including 57 certified teachers, 4 administrators, 1 counselor, and 31 additional staff members that perform various duties. (Paul D. West Middle School, 2014)

The Community
East Point, GA is 13.8 square miles of city located in Fulton County (The City of East Point, 2014). Interstates that border the city include 285, 75, 85, and 20. Moreover, it is 10 minutes from Atlanta and 5 minutes from Atlanta Hartsfield-Jackson Airport. The use of the Metro Atlanta Rapid Transit Authority (MARTA) is a major source of transportation in the area. East Point is home to Camp Creek Marketplace Phase I, Camp Creek Business Center, South Meadow Business Park and several Fortune 500 companies (The City of East Point, 2014). In the East Point, GA community, there are over 33,000 residents 74.1% African-Americans, 16.1% Caucasian Americans, 11.5% Hispanic Americans, .4% American Indians, .8% Asian Americans, and 2% of other races or a combination of races (U.S Department of Commerce, 2014). Forty-seven percent of the residents are males, and 53% are females (The City of East Point, 2014). There are 23.1% of persons living below poverty rate in the community. The average household income is $49, 637 (The City of East Point, 2014). Over 30% of the residents make a salary of less than $25,000 a year (The City of East Point, 2014).

School and State Data

According to the Georgia State Longitudinal Data, Paul D. West Middle School received a College and Career Ready Performance Index (CCRPI) score of 62.1 out of 100. The 2013 Criterion Reference Competency Test (CRCT) data indicates that 84.6 students scored in the meet and exceeds range in the area of English Language Arts;
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92.4 met or exceeded in reading; 55.8 met or exceeded in mathematics; 50.4 met or exceeding in science; and 60.7 met or exceeded in social studies (State of Georgia Department of Education, 2014). Over 20% of students receive special education services in the areas of speech, learning disabilities, or behavioral disorders (Paul D. West, 2014). Two speech pathologists work closely with teachers to service students. CRITERION-REFERENCED COMPENTENCY TEST ACHIEVEMENT DATA Benchmark Middle School for Indicators Indicator (%) 1 CONTENT 2 MASTERY (CRCT in some areas to be REPLACED 3 by COMMON CORE ASSESSMENTS 4 in 2014-15) 5 Adjusted Points Performance Possible on Indicator for (%) Indicator 100 84.6

Performance on Indicator (%) Percent of students scoring at Meets or Exceeds on the English Language Arts CRCT (required participation rate >= 95%) Percent of students scoring at Meets or Exceeds on the Reading CRCT (required participation rate >= 95%) Percent of students scoring at Meets or Exceeds on the Mathematics CRCT (required participation rate >= 95%) Percent of students scoring at Meets or Exceeds on the Science CRCT (required participation rate >= 95%) Percent of students scoring at Meets or Exceeds on the Social Studies CRCT (required participation rate >= 95%)

100

92.4

100

55.8

100

50.4

100

60.7

Overview of the Media Center

In the media center, there is 1 media specialist and 1 paraprofessional that work together closely. Special programs include the Helen Ruffin Reading Bowl team headed by the media specialist. The media center services the entire building from staff members to parents. Students frequently use the media center for various purposes from checkouts to book fairs, spelling bees, to class competitions. With reading tasks and research assignments, students frequently utilize the media centers digital resources. However, as part of the school improvement initiative, more
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technology is needed to meet the needs of the media centers patrons. Instead of the media center use being viewed as a chore, the goal is for students to enjoy using the media center and its resources. Additionally, with 21st century learners, access to the latest technology is essential.

School Mission, Vision, and Student Creed: Mission The mission of Paul D. West Middle School is to educate our students to their fullest potential so they will become responsible, productive citizens in a global society. Vision We envision a professional learning community dedicated and committed to BUILDING the future one student at a time, BRIDGING the gap between the school and community, and BONDING together to achieve our primary goal, which is student success. Student Creed I am a Paul D. West Panther. I will believe in myself daily and my ability to do positive things to improve my school environment. I will use my ability to read, write, and think so that I am able to compete in a global society. Preliminary Planning Statements: 1. Enhance the physical space of the PDWM library with a 21st century appeal. 2. Encourage students to participate in special Bring Your Own Device days. 3. Regularly inform staff members, students, and parents of special programs taking place in the library during the school day and after hours. 4. Purchase more technological resources such as i-pads and i-pods, and train students to properly use these tools. 5. Professional development and training sessions will be held by the librarian to introduce teachers, staff members, and parents to new technology. 6. In order to continue to stay abreast of the latest technology and Web 2.0 tools, the librarian will attend special seminars and trainings twice a year.

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Vision, Philosophy, & Mission Linking Media Programs to Learning

Purpose
In order to develop 21st century college and career ready students, the aspiration of the Paul D. West Middle School library is to thrive as dynamic, innovative center for learning embracing diversity, growth, and change.
Philosophy: The purpose of the Paul D. West Middle School media center is to provide assistance for students and staff members in the areas of reading and technology. Differentiation for all learners through the use of various print and digital tools is necessary to meet the needs of 21st century learners. A learning environment where students are motivated to create and problem-solve is key to academic success. Lastly, we want our community to feel at home when visiting our facility.

Mission statement: The mission of the Paul D. West Middle school library is to ensure that all learners are given an opportunity to reach their full potential as digital users in a global society. The American Association for School Librarians states that the past two decades have revolutionized the way we access and use information (p.10, 2009). Information is constantly changing, and more there are numerous ways to access and obtain information. We recognize that library patrons want to be able to take advantage of 21st century information tools. Tools such as the use of tablets over laptops, i-pods, smart phones, and other user-friendly devices like these have transformed the way that we access information that we need. The goal is to use alternative methods outside of traditional print and digital materials for research and reading for pleasure. In order for students to reach their full potential is important that they are provided with opportunities and experiences that will allow them to do this.

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Facilities: Inside the Walls & Beyond Description & Analysis

Paul D. West Middle School Media Center Physical Description The Paul D. West Middle School library is situated in the rear of the school building in the center between two main hallways Panther Boulevard and Paul D. West Lane. Soft fluorescent lights line the high ceilings leading to the media center. The signage for the library reads Media Center in a hunter green font. Upon entrance, one walks onto carpeted flooring over a Welcome to our library sign through anti-theft detectors. An enclosed display case sits to the left entitled Reading Will Take You Places with directional markers with settings from books listed on them. Next is the media centers bulletin board, whi ch also sits on the wall to the left near the entrance. It is setup to promote the schools SWAG (Students With Academic Goals) initiative, and student names are listed on colorful tree leaves. Paintings and artwork line the wall. A flat screen television, which is never turned on, is mounted on the wall near the window by Paul D. West Lane. The television is for special programs only, so if there are no special programs, the power remains in the off position. One SMARTBOARD is stationed near the rear door of the media center, but it is not in working order. One area is setup for technology with flat screen computer monitors and bar stools for seating. The computer area has about 15 desktop computers. A circulation desk is located in the center of library, and curves around in a semicircletype shape. The media specialists office is located behind the circulation desk. Furnishings include wooden tables and chairs in which students use while participating in activities or viewing a lesson. Additional furnishings include one green sofa in the main area of the library and a green sofa, wooden table, and two green chairs in the rear facing the hallway leading to the 7th grade hallway. Books and digital materials are organized in sections within the media center. For example, there is a reference section, fiction, biography, and nonfiction section. The Dewey Decimal System is used to organize materials. Artificial plants and floral arrangements are on the floor and on shelves in certain areas. A magazine stand is located in the main portion of the library, which is in the same area as the wooden tables and chairs. Since the school mascot is the panther, a huge stuffed panther sits atop of the book stand in the reference area. The DVDs and audio compact discs are located in a teacher area, which is not labeled as teacher area, but is understood to be so. This area is close to the Paul D. West Lane side of the media center. A workroom is also available where teachers can use

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letter cutouts, access bulletin board paper, get lamination, or create posters when paper is available. Virtual Description and Usage The building has wireless internet service throughout. Teachers and other staff members use the employee connection and their county usernames and passwords for laptops or other electronic devices that they may have. There are 3 laptop carts, which have 15 laptops each for classroom use and testing purposes. These are also wirelessly connected to the Internet. Reading classes come to the library on a biweekly basis, and other classes schedule appointments for lessons and activities. In addition, the media center is used for staff meetings, spelling bees, poetry cafes, writing workshops, and parent meetings. The Helen Ruffin Reading Bowl team also meets monthly after school. The atmosphere is usually frequently occupied and noisier than a traditional media center. The media centers website (pdwmediacenter.weebly.com) can be accessed from the school or home by going directly to the website use a mobile device, desktop computer, laptop computer, or tablet. There are links to get media center news, locate books, student and teacher resources, and information on the Helen Ruffin Reading Bowl, which is organized by the media specialist. Under the Find a Book tab, a student or teacher can go to Destiny, which is an online catalog used to access books housed in the media center as well as ebooks. There is also a connection to the Atlanta-Fulton Public Library, which works closely with the school library to provide services to parents and students. Summer reading lists are also available for students to gather a list of books to read while on vacation. Online resources such as Galileo, Discovery Education, Study Island, Brain Pop, and Culture Grams can also be accessed from home and are linked to the media centers website. The media specialist has an additional link for questions. Strengths and Areas of Concern Overall, there is sense of a family-friendly and student-friendly environment, but with todays technologically advanced youth, changes are needed. Continuing with programs and student and teacher activities is necessary to keep the atmosphere as it is. However, a more virtual atmosphere would draw students to the library on their own without being dragged in by an adult or for a parent program. For instance, the furniture can be upgraded to a more modern look. I-pod stations can be placed up against a wall for students to utilize some of the underused virtual resources such as the e-books on Destiny. The lighting is generally at one setting all the time. A trendy setting, with contemporary light fixtures would also add visual appeal. Books on the shelves still remind us of libraries from the 1950s this too needs to be modernized.
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Although spacing is sufficient, the rearrangement of shelves and furniture would make it possible for multiple classes to use the media center at once without it being overcrowded. Students should be excited about their media center, and the vibe is not there. There is currently no school-wide reading incentive program to help students fall in love with reading. A reading incentive program and a book club would also be a stepping stone in the right direction. Lastly, the media center should be a place for ALL students. Another concern is the lack of accessibility to desktop computers for students with mental and physical disabilities. Currently, students have climb onto a stool that has no back support to use the desktop computers. There is one computer in the teachers workroom that is at a table. This too should be revamped to make sure that ALL students can access digital resources. David V. Loertscher discusses The Virtual Learning Commons, where the media centers website is transformed into a resource where international connections can take place and students and staff can have a role in the development of the website (learning commons, 2014).

Media Center Signage

Welcome mat

e Circulation Desk Reference Section with large stuffed panther Wooden tables and chairs

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Menu of Library Media Center Attractions

Services: The library offers a plethora of resources including print and digital resources. A fiction, nonfiction, biography, and reference section is available for students and staff members to utilize. The media centers website lists digital materials such as Destiny a program to access e-books; Galileo a program where hundreds of databases can be accessed including periodicals and scholarly journals; Edmodo an educational website that incorporates the use of social networking, Discovery Education a website where standards-based, digital media content can be accessed; Georgia College 411 a website that assists students with college and career planning, and the Acceptable Use Policy for students using technology. The website can be accessed on campus or from any Internet server. The media center schedules time for reading classes to meet with the media specialist every two weeks. Each class spends 30 minutes in the library during visits. Special accommodations are made for classes with students with disabilities. These classes are allowed to visit the media center for 60 minutes instead of 30 minutes like the other classes. The media specialist takes on various roles to meet the needs of students and staff members. She makes herself available early in the school year and communicates the media centers services via email. The following chart shows a list of the media specialists roles as she services the parents, students, and staff members at Paul D. West Middle School. Helping students to develop a love of reading and literature is of primary concern, and helping teachers find ways to implement best practices in classroom instruction is also a priority.
As a teacher, the media specialist collaborates with reading teachers to discuss student needs. When reading classes visit the media center, she leads the lessons while the classroom teacher assists and monitors Teacher students. The media specialist makes herself available for other content area teachers. For example, if a social studies teacher is having students to complete a social studies fair project, the librarian goes through research strategies with students, and helps them to locate books, reference materials, and other resources. As an information specialist, she constantly updates teachers and staff members with new resource information including websites and best practice material.

Instruction al Partner

Informati on Specialist

The school librarians job is to ensure that each member of the learning community have resources that meet everyones needs (American Association of School Librarians, 2009, p. 23). The media specialist provides the resources through the librarys website and with materials inside of the library. The strategic Program Administr plan was completed with administrators, teachers, and members of the community. It shows a great need for technology. Classes are allowed to use the 12 flat screen computers that are in the media center. Classes ator that have students with unique needs may use laptop carts once a week. 9 Information for professional development courses on implementing the use of tecnology into the classroom Leader is frequently emailed to teachers and staff members. Websites that can be used for instructional purposes are shared as well.

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Book Fair A Scholastic Book Fair is held twice a year. Flyers are distributed to homeroom teachers to give to students to promote the fair. A video is shown for the entire school before the fair begins. Parents may volunteer to assist with the book fair. Printing and Lamination Services Students may print for a fee of $.25 per page. Teachers receive free lamination and poster making services. For their convenience, a teacher workroom is housed inside of the library with butcher paper, letter cutouts, and paper cutters.

Circulation policy Students may checkout books for a two-week period. Staff members may check out books from August to May. Projectors may be checked out by staff members on a weekly, first come first serve basis. Parents may not check out materials from the media center. 1. 2. 3. 4. 5. 6. 7. Checkout Times Students are allowed to check out library books during scheduled classroom visits only. Per the schools police, no classroom passes can be issued to students. Students are permitted to check out 2 books at a time for a two-week period. Accommodations for students with disabilities are made to meet constitutional rights as noted by the American Library Association (ALA, 2009). Therefore, students may checkout books for 2-3 weeks if needed. When a student returns his or her books, they may check out 2 more books. Reference materials may not be checked out by students. However, teachers may check out reference materials for 2 days. There are no limitations on the number of books that staff members may check out, with the exception of reference materials, but books must be returned by the end of the school year. Because the school is a Title I school, there are no student penalties for late books. However, students are fined for lost books.

Scheduling policy: The library is open for classroom visits from 8:15 3:15. Teachers may utilize the media centers workroom from 7:40-3:40 and sometimes afterwards if the media center is present or prior arrangements are made. The media specialist keeps an appointment calendar to schedule class visits. Reading classes visit every 2 weeks, and other content area classes visit based on needs. Reading class visits are generally scheduled Monday thru Thursday.

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Assessment Although the media center offers several resources, there is room for improvement when it comes to demonstrating its ability to adequately provide service for 21st century learners. Most collaboration is done with reading teachers, which is understandable; however, being a part of planning sessions with all content area teachers would be more beneficial. In Empowering Learners, it discusses how the teaching of core subjects is interwoven with 21st century interdisciplinary themes; learning and innovation skills; life and career skills; and information, media, and technology skills (American Association of School Librarians, 2009, p. 12). It is the combination of these elements that creates a successful media center for patrons. Current services address these components of a 21st century learning environment minimally. Some web 2.0 resources are available, but underused. Students are unfamiliar with many of these resources but they are inconsistently used. Classroom teachers are not familiar enough with these tools to utilize them in instruction. Instead of email communication, web 2.0 communication tools could be utilized with teachers. In addition, more professional development is needed. Parents have little input school library decisions. They only have access to digital resources, which poses a concern for those who lack technology at home. Empowering Learners also discusses how the school librarian, classroom teachers, and students share roles of teacher in learner in a 21st century learning environment (American Association of School Librarians, 2009, p. 12). More web-based assignments as well as the use of virtual tools to connect with students in other parts of the world through distance learning would enhance the quality of instruction.

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Program Plan
Goals, Objectives, Evaluation

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Plan Overview

Strategic Goals

Mission
The mission of Paul D. West Middle School is to educate our students to their fullest potential so they will become responsible, productive citizens in a global society. After evaluating the current school library practices, it is evident that new goals need to be to set to make the library more appealing to its patrons. These goals were developed with the librarys mission and vision and mind. Student achievement is at the forefront of the development of goals and objectives. If the library continues in the same fashion that has previously, our 21st century learners may be unable to compete in this global society. According to the American Association of School Librarians, a strategic plan is created to use for continuous improvements to the school library program (AASL, 2009, p. 35). This plan will cover a period of 3-5 years while endless assessments of the plan take place, and improvements are made. 1 Meeting Patron Needs Provide a facility, information and resources that meet the needs of students, staff, and members of the community. 2 Programs of Interest Implement programs of interest for students and community members that foster lifelong learning for the 21st century student. 3 Collaboration Establish continuous collaboration between classroom teachers and the media specialist to enhance student achievement. 4 Technology Increase use of technological tools and information sharing.

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1 Meeting Patron Needs

Provide a facility that meets the needs of students, staff, and members of the community. Rationale The physical space serves as an intellectual gymnasium with multiple, flexible spaces that accommodate a variety of learning tasks, (AASL, 2009, p. 39). In order for patrons to enjoy the library and all that it has to offer, it is important to redesign it in a manner where there is adequate and appropropriate space for collaboration, multimedia presentations, internet use on school computers, and independent work stations for students and staff members who choose to bring their own devices. Activities

Objectives 1.1 The number of students utilizing the library will increase by 10%.

1.2 The library will have sufficient seating and areas within for students to engage in a variety of tasks. 1.3 The number of students utilizing the librarys resources, including the website will increase. 1.4 More students and staff members will bring their own technology to utilize in the library. 1.5 Over 90% of library patrons surveyed will state that they enjoy coming to the library. Redesign the library's physical look with new furnishings over a two-year period. Redesign the library's website to improve its visual appeal.

Have a "Get to Know Your Library" party with students and staff at the beginning of each school year.

Create a monthly brochure to give to patrons promoting library events to spark interest.

Give surverys to library patrons to receive ongoing feedback for improvements.

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2 Programs of Interest
Implement programs of interest for students that foster lifelong learning for the 21st century student. Rationale With the implementation of Common Core State Standards, it is essential that students have multiple means of learning. Parents should also be involved in this learning process. The American Library Association noted how school library programs improve student learning in a brochure created by AASL. The programs and services offered by the school library can be a major factor in closing the achievement gap (ALA, 2014, p. 1). If a culture is established that values reading, this will boost achievement and empower teachers. Activities Kickoff a school-wide reading incentives program with benchmarks to meet. Have students to use Web 2.0 tools for book reviews. Have groups of students from different classes work on book projects together in the library.

Objectives 2.1 Develop a love of reading among students and staff throughout the school. 2.2 The number of students checking out books will increase.

2.3 The number of students using the librarys e-books will increase. 2.4 Student engagement will increase.

Find a wide array of new e-books for student and staff use based on interest.

Hold workshops after schools for students and parents to participate in together.

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3 Collaboration
Establish continuous collaboration between classroom teachers and the media specialist to enhance student achievement. Rationale The American Association of School Librarians states, The teaching of 21st century skills requires that all aspects of teaching and learning are built on collaborative partnerships (p, 25). With this in mind, it is essential that the school librarian act as teacher to work alongside the classroom teacher to develop inquiry-driven units. Further, the teaching of research skills and building information literacy skills will help students Activities Begin collaboration with a staff book study on inquiry-based learning.

Objectives 3.1 Inquiry-based learning will be lead and implemented by the media specialist.

3.2 The media specialist will plan units with content area teachers. to have an active share in their learning. 3.3 Students will be actively engaged in the learning process.

3.4 Units will be assessed and evaluated to prepare for next steps. Schedule common planning time or duty days for collaboration for the librarian and classroom teachers. Develop interdisciplinary projects with classroom teachers.

Create rubrics and assessments for units along with students collaboratively.

Schedule time for selfassessment and debriefing collaboratively.

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4 Technology
Increase use of technological tools and information sharing. Rationale Digital technologies have created endless opportunities for innovative teaching and learning, (AASL, 2009, p. 11). Even though most schools operate in a manner where face-to-face contact is prevalent, students need ways to be connected to the outside world. Digital learning tasks such as web-based assignments, online debates provide real-world learning opportunities.

Objectives 4.1 Promote and provide support for use of technology among teachers. 4.2 Promote and provide support for use of technology among students. 4.3 Promote and provide support for use of technology among parents. 4.4 Units will be assessed and evaluated to prepare for next steps.

Activities Model and provide training opportunities for staff members and parents to become proficient with Web 2.0 tools..

Teachers will attend in-house and district trainings on the use of new technology once a month.

Suggest appropriate ways to integrate technology during collaborative planning sessions.

Collaborate with teachers to help students become proficient users of technology resources.

Model appropriate uses of technology for students.

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Evaluation
Goals Objectives Activities Person(s) Responsible Evaluation

Goal 1

Objective 1.1

Activity 1.1 Have a "Get to Know Your Library" Party with students and staff.

Media specialist

Evaluation 1.1 The party will take nd place during the 2 week of school each year to introduce students, parents and staff to the latest features and resources that the library has to offer. A brochure will be given.

Meeting Patron Needs The number of Provide a facility, students utilizing the library will increase by information and resources that meet the 10%. needs of students, staff, and members of the community.

Objective 1.2

Activity 1.2

Media specialist

Evaluation 1.2 A review of the librarys current furnishings will be done. The media specialist will meet with administration to discuss a proposal for refurnishing the library. Evaluation 1.3 During the summer and pre-planning, the website will be redesigned by the media specialist. During Get to Know Your Library students and teachers will be able to evaluate the website.

The library will have Redesign the library's Media center sufficient seating and physical look with new paraprofessional areas within for furnishings over a twostudents to engage in a year period administration variety of tasks.

Objective 1.3 The number of students utilizing the librarys resources, including the website will increase.

Activity 1.3 Redesign the library's website to improve its visual appeal

Media specialist

Objective 1.4 Students and staff members will bring their own technology to utilize in the library.

Activity 1.4 Create a monthly brochure to give to patrons promoting library events to spark interest

Media specialist Media center paraprofessional

Evaluation 1.4 The brochure will feature ways to use your own device in the media center for class work. QR code activities and surveys will be used to evaluate the effectiveness of the BYOD program. Evaluation 1.5 Students will be surveys, and the media specialist will keep a suggestion/comment box at the circulation

Objective 1.5 Over 90% of library patrons surveyed will state that they enjoy coming to the library.

Activity 1.5 Give surveys to library patrons to receive ongoing feedback for improvements

Media specialist

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desk.

Goal 2

Objective 2.1

Activity 2.1a Kickoff a school-wide reading incentives program with benchmarks to meet. Activity 2.1b Have students to use Web 2.0 tools for book reviews.

Media specialist Reading, ESOL, and language arts Classroom teachers students

Evaluation 2.1 The implementation of the school-wide reading program will be started by the media specialist and tracked by classroom teachers. A benchmark will be set each month for students to read a specified number of books and show evidence of reading. A choice board of activities will be created for students to demonstrate evidence to their reading or language arts teachers. Individual reading logs will be kept in reading and language arts classes. Evaluation 2.2 Each month, the media specialist will run a report of the number of books being checked out per month. An announcement will be made, and the data will be posted in the library. Evaluation 2.3

Programs of Interest Develop a love of Implement programs of reading among interest for students students and staff that foster lifelong throughout the school. learning for the 21st century student.

Objective 2.2

Activity 2.2

Media specialist

The number of Have groups of Classroom teachers students checking out students from different books will increase. classes work on book projects together in the library.

Objective 2.3 The number of students using the librarys e-books will increase.

Activity 2.3 Find a wide array of new e-books for student and staff use based on interest.

Media specialist

During the Get to Student and staff input Know Your Library (survey) activity, new e-books will be introduced. A news team put together by the media specialist, that will th consist of 8 grade students will do booktalks on new ebooks and put together multimedia presentations to show to the entire school. Media specialist Media center paraprofessional Evaluation 2.4 The parent liaison sends out a weekly newsletter.

Objective 2.4 Student engagement will increase.

Activity 2.4 Hold workshops after schools for students

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and parents to Parent liaison participate in together. Administration (approval) Workshops will be advertised in the newsletter. In addition, post card sized flyers will be placed in stores within the community to promote monthly activities with the assistance of the parent liaison. Evaluation 3.1 The media specialist will conduct a book study that will take place from September May of 2014. Subsequent book studies will follow during the 2015-2016 school year. Evaluation 3.2 There will be a collaborative planning guide put together during pre-planning where collaborative roles will be established.

Goal 3

Objective 3.1

Activity 3.1

Media center

Collaboration Inquiry-based learning Establish continuous will be lead and collaboration between implemented by the classroom teachers and the media specialist to media specialist. enhance student achievement. Begin collaboration Classroom teachers with a staff book study Staff on inquiry-based learning. administration

Objective 3.2

Activity 3.2a

Media specialist Classroom teachers

The media specialist Schedule common will plan units with planning time or duty content area teachers. days for collaboration for the librarian and classroom teachers. Activity 3.2b Create rubrics and assessments for units collaboratively. Objective 3.3 Activity 3.3

Media specialist Classroom teachers

Evaluation 3.3 Teachers will collaborate with the media specialist, and students will also list criteria for evaluation of certain classroom tasks. Evaluation 3.4 A meeting will be scheduled at the end of each unit to discuss data from student assessments and the effectiveness of the unit plan. The media

Students will be actively Create rubrics and engaged in the assessments for units along with students learning process. collaboratively.

Objective 3.4

Activity 3.4

Media specialist Classroom teachers

Units will be assessed Schedule time for selfand evaluated to assessment and prepare for next steps. debriefing collaboratively.

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specialist will setup the meeting.

Goal 4

Objective 4.1

Activity 4.1

Media specialist

Technology Promote and provide Increase use of support for use of technological tools and technology among information sharing. teachers. Teachers will attend in- District personnel house and district trainings on the use of new technology once a month.

The media specialist will work along with district personnel to setup professional development for teachers, which will take place monthly and during pre and postplanning. Evaluation 4.2 The media specialist will continue collaborating with teachers on ways to implement technology into the classroom. Surveys will be given to students to determine the effectiveness of the collaboration.

Objective 4.2 Promote and provide support for use of technology among students.

Activity 4.2a

Media specialist

Suggest appropriate Classroom teachers ways to integrate technology during collaborative planning sessions. Activity 4.2b Collaborate with teachers to help students become proficient users of technology resources.

Objective 4.3 Promote and provide support for use of technology among parents.

Activity 4.3

Media specialist

Evaluation 4.3 The media specialist will plan training sessions for teachers and parents to learn new ways to use Web 2.0 at least once monthly. Evaluation 4.4 The media specialist will sit down with classroom teachers to look at results from the culminating unit project. They will debrief to determine what worked and what needs to be revised for future units.

Model and provide Media center training opportunities paraprofessional for staff members and parents to become proficient with Web 2.0 tools.

Objective 4.4

Activity 4.4

Media specialist

Units will be assessed Model appropriate uses Classroom teachers and evaluated to of technology for prepare for next steps. students.

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Timeline

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Budget Plan
Prioritizing with Dollars
Budget Sources
Current budget plans are handled by the principal. There is a dollar amount allocated to the media center for supplies and resources such as updated print materials including books and magazines and other media such as videos. The budget for FY2013 included $6500 for library books and non-print materials. The Scholastic Book Fair is a fundraiser done twice within a school year once in the fall and once in the spring. The Scholastic Book Fair allows the school to earn a 40% profit. After speaking with the current media specialist, funds have decreased for supplies and resources. Another source of funding is through the Striver Reader Grant in the amount of 20,000. These funds must be used towards reading initiatives but have been underused during FY2013. Funds for the physical space have to be allocated through the county. For fiscal year 2013, the plan for additional technology resources was written for Paul D. West. The Special Purpose Local Option Sales Tax (SPLOST) dollars, which are sales tax proceeds, will be used within the next two years to install interactive projectors, laptops, and iPad carts.

Budgeting Plan
Paula Mcclung (2012), a school librarian at Lincoln High School in Lincoln, Nebraska mentions keeping a form at the circulation desk for students to suggest books because the budget has been cut. This is wise advice for me to use as I plan the budget for FY2014-FY2018. Additionally, AASL (2009, p.39), states that the school library program should have adequate funding that supports priorities based on the programs mission, vision, goals, and objectives. Part of the long-range goals for the Paul D. West strategic plan state that patron needs will be met. Looking at the amount of funds available, I would take the $6500 allotted amount and divide it between books and other resources. Additional funding will come from a portion of the Striving Reader Grant received in 2013. A proposal will be sent to the principal for funding for new furnishings for the physical space. Funding from the Scholastic Book Fair would continue as a fundraising initiative. Funds will be divided as follows:

Heather Ford Spring 2014

Funding Item Books/e-books - $2000 Programs - $2000 Supplies for Teacher Workroom $1500 iPad carts (2) - $4000 Turning Point Classroom Response Devices (4 sets) Furniture (request county funds 4 sofas, 6 modern chairs, bean bags $6000

Source of Funding General Funds General Funds General Funds Striving Reader Grant County Funds SPLOST or Grant County Funds SPLOST or Grant

General Funds

Books Programs Supplies

Heather Ford Spring 2014

References: American Association of School Librarians. (2009)Empowering Learners Guidelines for School Library Programs. Chicago, IL: American Library Association American Library Association. Library Services for People with Disabilities Policy Approved. (2012). Retrieved March 25, 2014, from http://www.ala.org/news/news/pressreleases2001/libraryservices American Library Association. (2012). Retrieved April 8, 2014, from http://www.ala.org/aasl/advocacy/tools/brochures Learning Commons. (2014). The Virtual Learning Commons. Retrieved from http://www.schoollearningcommons.info/the-virtual-learning-commons McClung, P. (2012). Budget cuts: How to deal with less. School Library Monthly, 28(5), 3335. Persistent link to this record (Permalink): http://proxygsugso1.galileo.usg.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true& db=ofm&AN=70701607&site=ehost-live Paul D. West Middle School. (2014). Retrieved from http://school.fultonschools.org/ ms/paulwest/Pages/Mision.aspx State of Georgia Department of Education College and Career Ready Performance Index. (2014). Retrieved from http://ccrpi.gadoe.org/2012/ The City of East Point. (2014). Retrieved from http://www.eastpointcity.org/index.aspx?NID=17 U.S. Department of Commerce. (2014). United States Census Bureau Retrieved from http://quickfacts.census.gov/qfd/states/13/1325720.html