Fall 2007, By: Christa Deissler, Angie Fondriest and Jennifer Marlar
Program Development Evaluation Plan
East Jackson Middle School
EDIT 6300
Fall 2007
Christa Deisseler, Angie Fondriest, Jennifer Marlar
Tag List
Tag Name............................................................................................................. Page in Document
Note: Tags are highlighted within the document for ease of location
School Description………………………………………………………………4
Philosophy………………………………………………………………………4-5
Mission Statement……………………………………………………………...5-6, 11
Service Overview………………………………………………………………6-7
Circulation……………………………………………………………………..7
Scheduling……………………………………………………………………..6-7
Services………………………………………………………………………...6
Copyright Policy……………………………………………………………….7
Known Weaknesses…………………………………………………………….8,12
Facilities…………………………………………………………………………9-10
Budget Sources………………………………………………………………….15
Media Committee……………………………………………………………….9
Personnel………………………………………………………………………..8
Long Range-Goals………………………………………………………………13-15, 17
Short-Range Goals………………………………………………………………13-15
Budgeting Plan………………………………………………………………….16
Plan for Planning/Eval………………………………………………………….16
Executive Summary…………………………………………………………….17
Rubric……………………………………………………………………………19-22
References……………………………………………………………………….18
Educational Climate……………………………………………………………..11
Relationships that Impact Learning……………………………………………..6,11
Plans and Organizes According to Use………………………………………….7,10
Supports Flexible and Open Access…………………………………………….7
Barriers to Equitable Access…………………………………………………….12
Legal and Ethical Codes (Access)………………………………………………7
Legal and Ethical Codes (Inst. Partner)…………………………………………8
Committee Participation………………………………………………………...9
Provides Staff Development…………………………………………………….9
Develops and Evaluates Policies/Procedures Supporting School and LMP…….7
Accepted Mgmt Principles and Practices……………………………………….7
Plans Adequate Space…………………………………………………………..11
Collaborates to Develop LMP Plan……………………………………………..16
Aligns Resources, Services and IL Standards with School Goals / Objectives…16
Data for Decision Making……………………………………………………….16
Internal Alignment………………………………………………………………12,16
Current Trends / Issues………………………………………………………….8
Role of Professional Associations………………………………………………8
School Improvement……………………………………………………………8
Professional Journals……………………………………………………………11
School Description
East Jackson Middle School was established in 1996. East Jackson Middle serves students who attended Maysville Elementary, Benton Elementary, and East Jackson Elementary. The total enrollment for East Jackson Middle School is approximately 410 students; 18% African American, 80% White, and the other 2% consists of Hispanic, Native Americans, and Asian/ Pacific Islanders. 18% of the students are designated as Students with Disabilities. There is one self-contained MIID [what does this stand for?] mild intellectual disability (MID) classroom that serves all three grades. The school is located in a rapidly growing county northeast of Atlanta. While the county is experiencing rapid growth, the student body at EJMS is still largely rural, with 60% of the student body receiving free or reduced lunch, an indication of lower socio-economic status. The student body is 55% of students are male and 45% are female.
The faculty of East Jackson Middle School includes 28 female and 10 male teachers for a total of 38 certified faculty members. They average years of experience are 11.65 years of experience. 58%Fifty eight percent of this group holds an advanced degree. There is only one African-American faculty member, with the rest being white.
Philosophy
The Library library Media media Center center will function as the informational center of the school. The program will provide all members of the school learning community with access to information, reading materials, research assistance, and instructional guidance that will foster their ability to be an informed, productive members of society. The Library library Media media Program program enhances classroom experiences and promotes the lifelong skills
and appreciation of reading and learning. The program will also promote learning and imagination beyond the traditional textbook and classroom environment. Through the role of theLed by the Media media Specialist specialist, and the purpose of the Media media center we areaims to be pro-active in our connection with the local community and beyond.
Mission Statement
Our Mission mission is to provide the learning community with access to information, and reading and research assistance while promoting a love of reading that will facilitate a lifetime of learning.
As such, we believe that the purpose of the media center is to:
- offer access to information through learning activities that are integrated into the curriculum and that help all students achieve information literacy by developing effective cognitive strategies for finding, analyzing, assessing, producing, and communicating information in all formats and in all content areas of the curriculum.
- provide physical access to information through an organized local collection of varied learning materials that represent a wide range of subjects, difficulty levels, and formats.
- provide physical access to information through a systematic procedure for obtaining resources from outside the media center and the school through such means as electronic networks, interlibrary loan, and cooperative agreements with other information agencies; and to provide instruction in using a range of equipment for retrieving local and remote information in any format.
- make available learning experiences that encourage students and others to become discerning consumers and skilled information creators through comprehensive instruction related to the full range of communications media and technology.
- provide leadership, collaboration, and assistance to faculty and others in by applying instructional design principles to the use of technology for learning. (Relationships that Impact Learning)
- provide a program that functions as the school’s information center.
- provide resources and activities for learning that represent diverse experiences, opinions, and social and cultural perspectives and to support the ideas that intellectual freedom and access to information are essential to being effective and responsible citizens in a democracy. (adapted from AASL standards)
Service Overview
Services for Students:
- Book Check Out
- Help with research projects
- Computers available for research
- Printing with permission from the computers
- Book binding machine – operated by LMS, turned in by teacher
- Magazine center
Services for Faculty:
- Book Check Out
- Color printer
- Laminating machine
- Small equipment check out (overhead machine, tape player/recorder, digital cameras, video cameras, VCRs and DVD players)
- Movie check out
- Professional Learning Materials
The media center is open from 7:45 to 3:45, daily, which are the same hours that teachers are required to work. (Scheduling) It operates on an open, flexible schedule. (Supports Flexible and Open Access) Teachers are able to sign up for any increment of time for book check out, research, and LMS-led activities by using a web based calendar. It is usually recommended to do an activity along with book check out and to allow twenty to thirty minutes. One class at a time may be scheduled to come to the media center, but it is always open for individual students. The general rule of thumb for classroom teachers is to send no more than two students per class at a time. (Plans and Organizes According to Use) (Acceptable Management Principles and Practices)
Students may check out two books at a time for a two week time period. (Circulation Policy) They are not fined if a book is turned in late but are given overdue notices. If a book is lost, they are required to pay for the book. A “hold” is placed on their report card if the book is not paid for. If it is a situation where the student is unable to pay for the book, they may work in the media center to pay off what they owe. Faculty may check out any of the books, movies, or equipment with no time restraints placed on them.
The technology coordinator and the media specialist work together to write and maintain the acceptable use policy for teachers and students’ ethical use of the internet. This form is part of the student’s agenda that must be signed by parents. Additionally, the MS provides training at the beginning of the year for teachers on copyright laws and fair use laws. (Copyright Policy) Throughout the school year, the MS continues to serve as the expert on copyright laws that arise (i.e. the use of music at school events, video use, etc.). (Legal and Ethical Codes Access) (Develops and Evaluates Policies and Procedures Supporting the School and LMP)
Weaknesses in the Media Center:
- Aside from coming in with a class, there is not a lot of draw for the students to come to the media center.
- The media center lacks a variety of books and materials in other languages. With the projected increase in ESOL, this needs to be expanded.
Personnel
The media center employs a full-time certified media specialist, a full-time media center parapro, and a full-time technology coordinator. The media specialist and technology coordinator are both bound by the code of ethics for the State of Georgia. (Legal and Ethical Codes Instructional Partner) The media specialist is on the leadership team for the school and is included in administrative meetings along with the school counselors. They also are welcome to attend grade level and content area meetings to help set up collaboration between the classroom and the library. (School Improvement) By reading professional journals, maintaining a professional learning community with other media specialists in the county, and being a member of professional associations, the MS is able to remain current on trends in literacy, technology and children’s literature. (Current Trends and Issues) (Role of Professional Organizations) The media specialist also leads the school’s Reading Bowl team.
The technology coordinator is responsible for installing and maintaining all the technology in the building. There are two academic computer labs in the building, each teacher has three to six computers in the classroom, and every teacher has a Smartboard and ceiling-mounted projector in the classroom. The technology coordinator holds professional development sessions monthly. These sessions typically consist of new procedures within the county (i.e., new web-based gradebook, ifolder) or services that can be incorporated into the classroom through technology. (Provides Staff Development)
The parapro is responsible for running the circulation desk (especially when the MS is leading an activity with a class) and also helps by assisting students in finding books or materials. The media clerk also handles the majority of the shelving and participates in entering new books into the system.
Media Committee
The media specialist and technology coordinator are the heads of the media committee. The committee is made up of representatives from each grade level, a connections teacher, and the technology coordinator. Together, they are responsible for obtaining requests for the media center and technology budgets. The committee is also in place to help defend selections of books and videos that are available in the media center. The media specialist also discusses the budget with the committee and gets feedback from them on any major purchases that are under consideration. Members may choose to serve one or more years on the committee. (Committee Participation)Committee meetings are held monthly after school.
Facilities
East Jackson Middle School Media Center
The Media Center at EJMS is organized into sections according to the Dewey Decimal System, with adequate shelving for books and reference materials. It consists of one large room, two offices, a book room, an Audio/Video Room, a workroom, and a room containing servers and technology equipment. The actual Media Center is set up with several work spaces for students to use according to their needs. A small area is set aside next to the periodicals (see Figure 1, Area “C”) with four padded chairs and small tables, arranged in a conversational fashion, to encourage pleasure reading. (Plans and Organizes According to Use)
Four other student work areas are spread out across the SLMC in different areas, including the Reference Section (Area D), Audio Books and Paperbacks (Area E), Bibliographies (Area G), and Fiction (Area H). One, long table is set up in the center of the SLMC to accommodate large groups of students for instruction (Area F). Three computer stations exist in different areas of the library, two of which are used as look-up stations (Areas A and I), and one that is designated for the Accelerated Reader Program management. (Educational Climate) (Plans Adequate Space)
The other areas in the Media Center utilized by students are the Circulation Desk (Area B), which is located directly inside the SLMC, to provide students with easy access for checking out and returning books. A special section in the Media Center also exists to showcase “New Arrivals” to students just as they enter the room in order to promote and display recently purchased books students may be interested in. (Relationships that Impact Learning)
The facility offers an array of professional journals for the faculty in the school, including; The Reading Teacher, Federal Computer Week, Technology and Learning, Journal of Adolescent and Adult Literacy, and Mathematics Teaching in Middle School. (Professional Journals)In addition to the selections available for teachers, the SLMC provides students many learning opportunities through subscriptions to periodical literature that appeal to students’ individual interests.
Students at EJMS have home access to Destiny, the online cataloging system for the Jackson County, as well as Nettrakker.com, an academic search engine that categorizes search results by reading level
The biggest area of need in the SLMC facility is the lack of space for additional technology. Students would benefit from additional computer workstations where they could utilize the internet and electronic databases for research. Currently, the only computer stations that exist for student research are located in classroom-sized labs, which cannot be used by individual students. This area of need is directly tied to Goal Three: Improve access to the media center and technology resources by all patrons.
Another identified area of need is the diversity of the periodical selection available to students. Current titles seem to appeal more to males than to females, such as Motor Cross, Sports Illustrated Kids, Boy’s Life, and Dirt Bikes. There is only one title, Girl’s Life, which is geared specifically to appeal to the interests of girls in the school. Goal One, Develop collection to support the instructional curriculum and attract patrons, directly addresses this area of need by allowing the SLMS to plan for additional titles based on student suggestions.
Finally, the SLMC at EJMS lacks certain provisions to accommodate second language learners. The signage throughout the media center is only in English, which inhibits access for all students in the media center. (Barriers to Equitable Access) Goal Four, Increase circulation of all media, focusing on alternative formats, directly addresses the need of the growing ELL population in Jackson County and how the SLMC will accommodate those learners. (Internal Alignment) (Known Weaknesses)
Goals and Objectives
|
Goals |
Objectives |
Evaluation |
|
Goal 1: Develop collection to support the instructional curriculum and attract patrons.
Rationale AASL Competencies
Standard 1: Use of Information and Ideas - Literacy and Reading Standard 3: Collaboration and Leadership - Educational Leader Standard 4: Program Administration - Selecting, Organizing, and Using (AASL, 2003) |
Objective 1a: Weed “out of date” materials yearly |
Evaluation 1a: Collection records from Destiny. |
|
Objective 1b: Yearly order based on GPS, teacher/student input, and gaps in the collection. |
Evaluation 1b: Reports in Destiny to analyze gaps in collection; survey of patrons’ opinions of needs and satisfaction with existing collection. |
|
|
Objective 1c: Stay current on trends in literature and curriculum. (Read professional journals and reviews. Engage in professional organizations.) |
Evaluation 1c: Circulation report of expected “hot topics”; Log of professional development activities throughout the year. |
|
|
Goal 2: Foster collaborative planning with teachers and administrators to maintain connections to curriculum and learning.
Rationale AASL Competencies
Standard 2: Teaching and Learning - Knowledge of Learners and Learning - Effective and Knowledgeable Teacher - Information Literacy Curriculum
Standard 3: Collaboration and Leadership - Instructional Partner - Educational Leader
Standard 4: Program Administration - Comprehensive and Collaborative Strategic Planning and Assessment (AASL, 2003) |
Objective 2a: Maintain up to date curriculum maps for all grade levels and subjects. |
Evaluation 2a: Review and verify maps at the beginning of every school year with department leaders in the event of change to curriculum (i.e. QCCs to GPSs). |
|
Objective 2b: Attend grade-level and department team meetings. |
Evaluation 2b: Keep regular log of resulting collaboration and products. |
|
|
Goal 3: Improve access to the media center and technology resources by all patrons.
Rationale AASL Competencies
Standard 1: Use of Information and Ideas - Access to Information - Stimulating Learning Environment
Standard 2: Teaching and Learning - Effective and Knowledgeable Teacher - Information Literacy Curriculum
Standard 4: Program Administration - Managing Program Resources: Human,
Financial, Physical - Comprehensive and Collaborative
Strategic Planning and Assessment (AASL, 2003) |
Objective 3a: Implement a flexible schedule. |
Evaluation 3a: Copy of media center schedule; counter for traffic in the door. |
|
Objective 3b: Conduct technology survey to asses needs. |
Evaluation 3b&c: Review of media order and media/technology use for consistency with stated needs found in survey. |
|
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Objective 3c: Create technology plan based on curriculum maps and needs found out from above objective. |
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Goal 4: Increase circulation of all media, focusing on alternative formats.
Rationale AASL Competencies
Standard 1: Use of Information and Ideas - Ethical and Information-Seeking Behavior - Literacy and Reading - Access to Information - Stimulating Learning Environment
Standard 2: Teaching and Learning - Knowledge of Learners and Learning - Effective and Knowledgeable Teacher - Information Literacy Curriculum (AASL, 2003) |
Objective 4a: Implement Passport to Reading Promotion |
Evaluation 4a: Count of how many students choose to participate and complete the program. |
|
Objective 4b: Regular rotating displays of books and media (including alternative formats and signage in other languages) available for checkout. |
Evaluation 4b: Photos of displays. |
|
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Objective 4c: Promote current award winners and award programs such as the Georgia Book Award, Newbery and Caldecott. |
Evaluation 4c: Circulation of award winners and voting tally for Georgia Book Award. |
Budgeting
The media center budget is set up by the Jackson County Board of Education and the Georgia Department of Education. With an allotment of $13.03/FTE for FY08 and 441 students enrolled, this allows an academic yearly budget of $5,746.23. The budget will be primarily spent on books, periodicals, videos, software, and equipment that support the instructional and curricular needs of East Jackson Middle School.
The yearly amount is divided into four categories: books with $4,746.23, supplies (this includes videos) $500 and small equipment (such as overheads, VCRs, chairs) $500. It is not necessary to budget for software as the technology specialist has a separate budget and can meet the software needs with those funds. The media center holds two book fairs per year. This project yields approximately $1200, which is placed in local funds. Local funds are used to buy books and supplies for the media center. (Budget Sources)
Approximately 70% of our county allotted funds will be spent to accomplish our goal of further developing the collection to support the instructional curriculum and attract patrons. 30% of the funds will be used to accomplish the goal of purchasing a wide range of materials in alternative formats. (Budget Plan) (Internal Alignment)
|
Division of County Allotted Funds |
Total Amount |
|
Books & Periodicals |
$4,746.23 |
|
Supplies |
$500 |
|
Small equipment & furniture |
$500 |
Plan for Planning/Evaluation
The future planning and evaluation for the library media program will be based on the goals and objectives listed above. Evaluation activities for each objective are listed in the table above. The evaluation activities will be conducted by the media specialist and media clerk and will be reviewed and analyzed by the entire media committee. This review will be conducted at the end of the school year. Based on the findings from the review, the program development and evaluation plan for the next school year will be outlined. (Collaborates With Teachers and Administrators to Develop a LMP Plan) (Aligns Resources, Services, and IL Standards with the School's Goals and Objectives) (Uses Data for Decision-Making)
Executive Summary
Based on the media specialist’s evaluation of the media center and its current programs, the following will be implemented to achieve long term yearly goals.
Mission Statement: Our mission is to provide the learning community of our school with access to information, reading and research assistance while promoting a love of reading that will facilitate a lifetime of learning.
Long Range Goals:
1. Develop collection to support the instructional curriculum and attract patrons.
A. weed “out of date” materials yearly
B. yearly order based on GPS, teacher/student input and gaps in the collection.
C. Stay current on trends in literature and curriculum
2. Foster collaborative planning with teachers and administrators to maintain connections to curriculum and learning.
A. maintain up to date curriculum maps for all grade levels and subjects
B. attend grade level and department team meetings
3. Improve Access to the media center and technology resources by all patrons.
A. Implement a flexible schedule
B. Conduct technology survey to assess needs
C. Create technology plan based on curriculum maps and needs discovered from survey.
4. Increase circulation of all media, focusing on alternative formats.
A. Implement Passport to Reading Promotion
B. Regular rotating displays of books and media (including alternative formats) available for checkout.
C. Promote current award winners and award programs such as Georgia Book Award, Newbery and Caldecott.
References
American Association of School Librarians, & Association for Educational
Communications and Technology. (1998). Information power: Building
partnerships for learning. Chicago: American Library Association.
American Library Association. AASL competencies. Retrieved November 15, 2006,
from: http://www.ala.org/ala/aasl/aasleducation/schoollibrarymed/ala-aasl_slms2003.pdf.
Clayton County Public Schools. You Are the Key. Retrieved November 29, 2006,
Morris, B.J. (2004). Administering the school library media center (4th ed.). Westport,
CN: Libraries Unlimited.
Rubric with Self Assessment
|
Criterion |
Unacceptable |
Acceptable |
Target |
|
Contains all necessary components: |
[]Something missing: |
[]Contains all necessary components |
-- |
|
1.4 Stimulating
learning environment |
Little or no evidence of awareness of the impact of the climate of the library media environment on learning |
[]Demonstrates ways to establish and
maintain a attractive, positive educational climate
in the library media center |
[]Demonstrates collaborative techniques to create and maintain an
attractive, positive educational climate in a technology-rich LMC |
|
1.3
Access to Information |
[]Little or no evidence of knowledge issues related to access to
information |
[]Supports flexible and open access for the LMC and its services |
[]Analyzes and implements LMP scheduling options for
different needs by developing flexible and open access for the LMC and its
services |
|
3.2 Instructional
partner |
[]Fails to articulate how to create an integrated LMP from an isolated SLMC |
[]Models, shares, promotes ethical
and legal principles of education and librarianship (in this role) |
[]Anticipates providing leadership to school and district committees |
|
4.2
Managing program resources: human, financial, physical |
[]Demonstrates little knowledge of effective management policies,
procedures, and principles |
[]Develops and evaluates policies
and procedures that support the mission of the school and address
specific needs of the LMP |
[]Organizes, manages, and assesses
all human, financial, and physical resources of the LMP |
|
4.3
Comprehensive and collaborative strategic planning and assessment |
[]Fails to develop a plan for the LMP |
[]Collaborates with teachers and administrators to develop a LMP
plan that aligns resources, services, and IL
standards with the school's goals and objectives |
[]Collaborates with teachers, administrators, students, and others in
the school community to develop, implement, and assess long-term, strategic
plans |
|
3.3
Educational Leader |
[]Unaware of basic trends and issues in the field of education |
[]Articulates relationship of the LMP with current educational trends and important issues |
[]Develops a LMP that reflects the best practices of education and
librarianship |
|
Mechanics: presentation, grammar, spelling, quality of writing;
formatting; organization; referencing |
[]Errors frequently interrupt evaluator's ability to absorb content |
[]A few minor errors |
[]Concise |
|
Self-assessment and reflection |
[]Rubric is missing |
[]Rubric has self-assessment |
[]Evidence of peer review |