Executive Summary

Alcovy High School Media Center Mission Statement

“To support students, faculty, and staff in the pursuit of personal and academic excellence by developing life-long learners that can effectively locate, evaluate, and utilize information while fostering a love of reading.” (Alcovy High School Media Center, 2006)    

Program Goals and Objectives

 I.  Promote leisure reading throughout the school.

     1. Increase circulation by at least 15%.

     2. Provide more leisure reading books that attract students with learning

         disabilities.

     3. Provide opportunities for students to be able to purchase and/or receive

         books for leisure reading.

II.  Support the school’s curriculum by assessing the available resources provided by the    media center and enhancing the collection based on each year’s textbook adoption.

      1. Evaluate current supplies and purchase additional resources to show an increase of

         15% in the area of social studies.  (year 1 textbook adoption)

      *Objectives and strategies would repeat over the five year plan, changing the focus of

        the current subject area for textbook adoption.

III.  Improve collaborative efforts with teachers of remedial education classes by providing additional resources and activities that support differentiated methods of learning.

       1. Evaluate and improve 25% of the currently available professional resources for

          teachers of remedial education classes.

       2. Increase the number of collaborative planning sessions and lessons taught to

           students in remedial education classes.

 

Budgeting Plan

Rationale for Expenditures

Goals	Percentage of funds	Rationale
Long Range Goal I: Promote leisure reading.	38%	“The library media program encourages and engages students in reading, viewing, and listening for understanding and enjoyment” (AASL, 1998).
Long Range Goal II:  Support the school’s curriculum by assessing the available resources provided by the media center and enhancing the collection based on each year’s textbook adoption.	33%	“The library media program is essential to learning and teaching and must be fully integrated into the curriculum to promote student’s achievement of learning goals” (AASL, 1998).
Long Range Goal III: Improve collaborative efforts with teachers of remedial education classes by providing additional resources and activities that support differentiated methods of learning.	29%	“The library media program supports the learning of all students and other members of the learning community who have diverse learning abilities, styles, and needs” (AASL, 1998).

v     School Name: Alcovy High School, Covington, Georgia (Newton County) – Grades 9-12

v     School Location: School is located in a rural area, though Newton County is also considered suburban

v     Mission Statement: “Our mission is to promote personal and academic excellence in our students. We will work together with our students’ parents and the community to prepare our students to be successful in school and in their careers, to enable students to become life-long learners, and to equip them to have fulfilling lives.” School Mission

v     Number of students: 1641

v     Number of ESOL students: 2

v     Number of Special Education Students: 201 (includes students with Behavior Disorders, Emotional Behavior Disorders, Specific Learning Disabilities, Other Health Impairments)

v     Number of Gifted Students: 146

v     Racial Breakdown: 12 Asian students, 773 Black students, 47 Hispanic students, 5 Indian students, 34 Multiracial students, 770 White students

v     Students Eligible for Free/Reduced Lunch: 51% of students in the county are eligible for free/reduced lunch (statistics not available for this particular school)

v     Student-teacher ratio: 14:1

v     AYP: Met AYP for the 2006-07 school year (first year of school’s operation)

v     Media Center Environment: Large media center with approximately 30 computers available for student use. Computers can be reserved by teachers, or students can come in and use them individually. Media center collection includes 7759 books/AV (includes multiple of copies of titles) – volume will be 17,000 by the end of the 2008-09 school year (schools must have 10 books per student by the end of the third year of operation per SACS – Alcovy is currently in its second year). Destiny/ Follett computer cataloging system. Many tables and one leisure reading area (couch and chairs). Media center very large – difficult to monitor all students at one time, especially on computers. Lighting is adequate.: skylights give additional light and do not add glare. Books are labeled well and easy to locate. An overall inviting atmosphere, comfortable and accessible to all students. (Media Center Description)

v     Available Technology: TVs, DVDs and VCRs, closed-circuit television, computers, cable television, digital cameras, digital camcorders, Mimeos. Smartboards, LCD projectors, wireless laptop cart, overhead projectors, special programs such as E-learn, Student Track, IGPro, Class XP, Sharepoint, Inspiration, and Keytrain.

 

Media Center Philosophy

The media center functions as the information center for the school.  Students and faculty feel comfortable in making use of all resources found in the media center.  The media center seeks to fulfill the educational needs of the school’s learning community by collaborating with teachers to create units of study that encourage authentic learning among students.  The media center strives for excellence in providing resources for the members of the school to meet academic and professional goals.  

A warm environment that is conducive to learning encourages students to find enjoyment in reading for pleasure or research.  (Educational Climate)  The media center has a flexible schedule that allows students and faculty access to resources.  (Supports Flexible and Open Access) The media center offers instruction and equitable access in order to create efficient users of information.  The media specialist seeks to inspire the members of the learning community to become productive lifelong learners by promoting leisure reading and information literacy.

 

Media Center Mission Statement

Service Overview

Circulation Policy: Each student may check out up to three books at a time for a two week period. They may renew up to two more times.  Students must provide their name and student identification number to the media specialist at the circulation desk when they check out materials. Faculty members are permitted to check out materials with no expected due date. However, if another faculty member requests the checked out materials, they may be asked to return the items for circulation. Faculty members may also check out videos, DVDs, COWS (computers on wheels), audio books, LCD projectors, overhead projectors, portable computer labs, DVD players, and VCRs.

 

Scheduling: The media center is open from 7:30 a.m. until 4:30 p.m. and operates using a flexible scheduling system.  Faculty members may schedule to have their classes come to the media center at any time as long as other classes have not already been scheduled for that same time. (Supports Flexible and Open Access) This facility can accommodate up to two classes at a time in addition to a few small groups (Plans Adequate Space). The media specialists keep track of all scheduled classes in a day planner.  Students may come in individually or in small groups of up to five students with a pass (their agenda serves as their pass) from their teacher. Also, students may come in during their lunch period with a pass. Students may come in the morning before classes begin (7:30-8:23 a.m.) and after school ends (3:30-4:30 p.m.) without a pass.   The media center does occasionally close for testing, when administration needs the facilities, or during inventory audits.

 

Services: The media center offers many services for students and faculty members.  Legal and Ethical Codes (Access)

• The media center has two media specialists and a paraprofessional available to assist students and faculty members in locating and checking in/out books, periodicals, and other materials. They also answer questions about and assist with research.
• Computers are available to all students (unless they have not returned their acceptable use form or have been restricted from using the computers due to a previous violation) and faculty members. Two computers are wheelchair accessible.  Media specialists help with computer issues and questions as they arise.
• Media specialists also offer several prepared lessons such as an introduction to the media center, how to do research, how to avoid plagiarism and cite sources (APA or MLA style), and how to locate credible online resources.

          Legal and Ethical Codes (Inst. Partner)

• The media center has printing and copying services which are provided free-of-charge to faculty members and for a nominal fee to students.
• School supplies are available for sale.
• A teacher workroom is available and equipped with a laminating and scantron machine, office supplies, worktable, and other materials for teachers to use in their classrooms. Media specialists are available to assist with any of the equipment in this workroom.
• Media specialists offer individual and group instruction to faculty members  on how to use computer programs, electronic equipment, etc. on an “as needed” basis or when asked to do so by administration. (Provides Staff Development)
• Media specialists organize and conduct media committee meetings as well as department head and countywide media specialist meetings. (Committee Participation)

 

Copyright Policy: The media center strives to be ethical and lawful in their services and operations.

• In addition to lessons that support intellectual property rights (citing sources and avoiding plagiarism), the media specialists will not violate copyright laws to make copies of copyrighted materials for students or faculty members.
• Students are expected not to go onto prohibited websites or use proxies to access blocked websites. The media specialists can monitor all of the computers from the circulation desk using a system that allows them to view students’ computer activity.  Media specialists are expected to model appropriate ethical behavior when they access websites using school computers.
• Students are expected to use their own computer login ID and password when using the computers. They are not to share this information with other students. Privacy is regarded with utmost importance when using school computers.
• The media center supports the AECT Code of Ethics, which in part states that members should “conduct business so as to protect the privacy and maintain the personal integrity of the individual” (AASL, 1998).
• It also supports the AECT Statement on Intellectual Freedom, especially in stating that “Freedom of inquiry and access to information-regardless of the format or viewpoints of the presentation-are fundamental to the development of our society” and “The need for information and the interests, growth, and enlightenment of the user should govern the selection and development of educational media, not the age, sex, race, nationality, politics, or religious doctrine of the author, producer, or publisher” (AASL, 1998). (Accepted Mgmt Principles and Practices)

 

Known Weaknesses:

• The collection is relatively small compared to the school population.
• Most students do not check out books for leisure reading on a regular basis.
• Teachers do not collaborate on a regular basis with the media specialists.
• Funding is inadequate, especially for technology needs.
• Teachers are unaware of the available services offered by the media center.
• There are not enough hi/lo books available for students with lower reading levels.
• More services need to be available for students with disabilities.

(Barriers to Equitable Access)

 

 

Facilities  (Plans and Organizes According to Use)

The media center at Alcovy High School is centrally located in the expansive new school building.  The media center can be accessed by either of two halls that are located just off the central commons area. The media center is mostly symmetrical in design and layout and has extremely high ceilings that include skylights. It is decorated minimally with a few paintings hung on the wall near the skylights. The walls are generally lined with shelves. There are a few posters located at the end of shelves that advocate reading. The posters feature students of different races and ethnic backgrounds, creating an inviting environment for all students.

The tables and chairs are comfortable for studying and reading. There is a small sitting area located near the tables that allow for an even more comfortable experience. Shelves are well spaced. The non-fiction books are located on one side of the media center and the fiction books are located on the other side. Reference books are located across from the non-fiction books. Another section is dedicated to special collections such as Manga books and award winning books. Computers and cubicles are located near the doors on both sides of the media center.

The circulation desk is centrally located with a good view of the doors, the computers, and the tables. Periodicals are located behind the circulation desk. Several small rooms are also located along the wall behind the circulation desk. One is a storage room where equipment and supplies are kept. Some of the equipment stored here is available for faculty to check out. Another room serves as one of the media specialists’ office. The other media specialist’s office is located near one set of hall doors. There is a teacher work room as well as a room that contains DVDs, videos, and audio books available for faculty members to check out. The photo copier and printers and located behind the circulation desk as well so that they can be closely monitored. Shelves with new books are located to the right of the circulation desk while encyclopedias and teacher resources are located on shelves to the left. These shelves are lower than the others in the media center and student work is often displayed on top of them. Finally, there is a conference room located near one of the hall doors. This is used for meetings by both faculty and students.

The media center is spacious and accommodating for large and small groups.  Sound is a major issue due to the close proximity of the facility to the commons area, which is quite loud in the mornings and during lunch periods.  Also, the high ceilings and open floor plan can make it difficult to hear. The sitting area (couch and chairs) can only accommodate about five students at a time. The media center decorations could be more inviting to teenagers. As it is right now, it seems somewhat sterile and intimidating. 

 

Budget Sources

Currently we are allotted $14,000 for our yearly media budget.  According to the FTE count, we should receive $13.03 per student.   For a population of 1,500 students, our media budget should be $19,545.  However, the amount of money the media center receives from the FTE count is determined by administrators.  We also earn extra money by charging late fees for overdue books, selling school supplies, and charging fees for printer services (M. Xiong, personal communication, November 27, 2007). 

 

The current media budget does not meet the needs of our students or faculty.  As part of our five year plan, we look forward to incorporating funds from book fairs into our budget!  (Data for Decision Making)

 

Current Budget

Budget Source	Dollar amount	Percentage
Books/AV	$8000	57%
Periodicals	$1000	7%
Technology	$1500	11%
Office Supplies	$3500	25%
Total	$14,000	100%

The Media Committee is comprised of a teacher representative from each department, the media specialists, and an administrator. Each department  representative’s  basic duties include gathering requests, attending meetings, and reporting back to their respective departments. The committee meets twice a year (once each semester). The media specialist gives insight as to what the media center needs and what technologies will be implemented in the future. The committee also discusses the budget, future allocations of monies, and any concerns/challenges that may have been raised regarding materials available to students. This committee was only recently started and has only met once thus far.

(Relationships that Impact Learning) ( Develops and Evaluates Policies/Procedures Supporting School and LMP) (Collaborates to Develop LMP Plan) (Accepted Principles and Practices)

 

Personnel

School Library Media Specialist: (GLMA, 1996)

1.       Provides instructional leadership in the use of information resources and literature.

2.     Plans collaboratively with teachers to integrate literature, resources and information literacy skills into the curriculum.

3.     Develops and provides instructional opportunities with information technologies for staff and students.

4.     Provides information about and complies with copyright laws.

5.     Collaborates with teachers and students on material production.

6.     Develops, administers, and manages programs and facilities for the use of information resources and technologies.

7.     Develops, evaluates, and revises policies and procedures, and services of the program/center.

8.     Provides leadership in collaborative planning for school technology, resources, and needs.

9.     Administers and maintains a center and a program that fosters a positive learning environment.

10.  Ensures effective organization of center and resources.

11.   Selects and orders resources consistent with system policies and with school curriculum needs.

12.  Provides supervision and leadership for staff including clerical, paraprofessional, and technical.

The two media specialists at AHS divide their duties in the following way:

SLMS 1 manages procedures regarding information access (system passwords, technical consultations, etc), manages physical equipment, and serves as the primary student inquiry liaison.

SLMS 2 serves as the Media Committee Chairperson, plans and implements technical instruction classes, manages media center ordering and cataloging procedures, and serves as the primary faculty inquiry liaison.

Both SLMS 1 and 2 share the responsibilities of opening and closing the media center, providing research assistance and instruction, and offering continuous input on how to improve the design and layout of the media center.

 

Media Clerk: (GLMA, 1996)

1.       Assumes responsibility for operation of the library media center and supervision of activities in the approved absence of the library media specialist.

2.     Operates and maintains media-related equipment.

3.     Assists in training volunteers.

4.     Assists in producing materials.

5.     Assists students and staff in utilizing and operating equipment.

6.     Supervises small groups of students in retrieving materials, finding information or other activities.

7.     Repairs print and non-print materials.

8.     Processes materials according to established procedures.

9.     Explains location and arrangement of resources to students and staff.

10.   Assists students and staff in use of the catalog to the center's resources.

11.    Prepares reports as directed.

12.   Assists students and staff in assembling resources for classroom use.

13.   Assists in borrowing materials from other collections.

14.   Prepares displays and bibliographies from preselected items.

15.   Types and processes library media center correspondence, reports, orders,   and records into the automation system.

16.   Operates the circulation system and compiles circulation records.

17.   Assists in inventorying materials and equipment.

18.   Assists in all phases of materials processing.

19.   Reshelves and maintains correct order of returned materials.

20.                         Prepares current periodicals for shelving and maintains collection of back-dated issues.

21.  Assists in maintaining and orderly, neat, and attractive atmosphere in the media center.

Student Media Aide/Parent Volunteer: (LAUSD, n.d.)

1.       Performs clerical and computer duties in a school library media center.

2.     Circulates books and other learning resources.

3.     Shelves or files books, periodicals, audiovisual, and other learning resources.

4.     Conducts regular inventories of learning resources and maintains appropriate   

records.

5.     Types book cards, book pockets, and labels as needed.

Program Goals and Objectives

Goal I: Promote leisure reading throughout the school. (Long Range-Goals)

Rationale: “The library media program encourages and engages students in reading, viewing, and listening for understanding and enjoyment” (AASL, 1998).

Evaluation 1: Did circulation increase by 15%? (Data for Decision Making)

Strategy 1A: Sponsor a promotion during Teen Read Week.

Strategy 1B: Sponsor a promotion during Banned Books Week.

Strategy 1C: Sponsor a promotion during National Library Week.

Evaluation 2: What books were purchased to fill this need? According to a promotion and survey conducted in the special education department, how many students were aware and took advantage of the new books? (Data for Decision Making)

Strategy 2A: Send out survey in special education department to both teachers and students to find out student interests and reading levels of special education students.

Strategy 2B: Allocate funds (5-10% of budget) for purchase of books.

Strategy 2C: Distribute newsletter promoting new books to special education department each month.

Objective 3: Provide opportunities for students to be able to purchase and/or receive books for leisure reading. (Short-Range Goals)

Evaluation 3: Were students able to purchase or receive books? If so, how many books were distributed? (Data for Decision Making)

Strategy 3A: Conduct book fair for new books.

Strategy 3B: Conduct book drive for books to be distributed to students for free.

Strategy 3C: Conduct used book sale.

(Short-Range Goals)

Evaluation 1: Inventory the resources before and after purchasing to note the new materials added to the social studies section. (Data for Decision Making)

Strategy 1A: Inventory the current collection of social studies materials and resources that align with curriculum goals and standards. 

Strategy 1B: Create a wish list for departments that enable them to list resources they would like to have to support the social studies curriculum.  The wish list may be based on recommendations by the textbook company and research completed by the department teams.

(Current Trends / Issues)

Strategy 1C:  Research support materials to determine what best suits the needs of the faculty and the interest of the students.  Appropriately budget to purchase needed materials. 

 

Objectives and strategies would repeat over the five year plan changing the focus of the objective to reflect the current subject area for textbook adoption.

Goal III:  Improve collaborative efforts with teachers of remedial education classes by providing additional resources and activities that support differentiated methods of learning. (Long Range-Goals) (Relationships that Impact Learning) (School Improvement)

Rationale: “The library media program supports the learning of all students and other members of the learning community who have diverse learning abilities, styles, and needs” (AASL, 1998).

Objective 1: Evaluate and improve 25% of the currently available professional resources for teachers of remedial students. (Short-Range Goals)

Evaluation 1: In what ways do the teachers of remedial education classes feel the resources available to them could be improved? (Data for Decision Making)

Strategy 1A:  Inventory the existing professional resources including but not limited to professional journals, memberships to professional organizations for teachers of remedial education classes and provide resulting information to these teachers. (Professional Journals) (Role of Professional Associations)

Strategy 1B:  Survey the teachers of remedial education classes in regard to what kinds of additional resources they feel would benefit their planning of lessons and activities.

Strategy 1C:  Allocate 10% of budgeted funds for the purchase of additional professional materials for teachers of remedial education classes.

Objective 2: Increase the number of collaborative planning sessions and lessons taught to students in remedial education classes. (Short-Range Goals)

Evaluation 2: Did the number of collaborative planning sessions and lessons taught increase? (Data for Decision Making)

Strategy 2A:  Conference with teachers of remedial education classes monthly as to the current topics of study so that collaborative planning may take place.

Strategy 2B:  Plan and offer weekly lessons that utilize at least two different methods of learning (audio, visual, etc.).

Strategy 2C:  Provide individualized learning opportunities for any students that may need additional assistance.

  

Budgeting Plan

After evaluating all available resources, the LMS will use the following budget to “support the continuous collection of information in all formats and that provides the instructional infrastructure that will help students learn to use that information in creative, meaningful ways” (AASL, 1998).  The budget allocates financial resources to support the LMC long range goals which are in alignment with the school’s learning goals. (Aligns Resources, Services, and IL standards with School Goals/Objectives)

 

Rationale for Expenditures

 

Goals	Percentage of funds	Rationale
Long Range Goal I: Promote leisure reading.	38%	“The library media program encourages and engages students in reading, viewing, and listening for understanding and enjoyment” (AASL, 1998).
Long Range Goal II:  Support the school’s curriculum by assessing the available resources provided by the media center and enhancing the collection based on each year’s textbook adoption.	33%	“The library media program is essential to learning and teaching and must be fully integrated into the curriculum to promote student’s achievement of learning goals” (AASL, 1998).
Long Range Goal III: Improve collaborative efforts with teachers of remedial education classes by providing additional resources and activities that support differentiated methods of learning.	29%	“The library media program supports the learning of all students and other members of the learning community who have diverse learning abilities, styles, and needs” (AASL, 1998).

 

 Planning and Evaluation

The purpose in creating a program development and evaluation plan is to find the most effective way to meet the educational goals of the learning community.  The SLMS considers all available resources including philosophies on current educational trends, support from professional organizations, and research from professional journals as a platform on which to build a successful plan.  (Current Trends/Issues) In order to keep the goals of the media center in alignment with the mission of the school, the program development and evaluation plan will be reviewed once every three months by the media specialist and media committee.  The short range goals or objectives of the plan have built in evaluations that will be noted on a check list as “needs improvement” or “goal reached”.  The members of the media committee, who are representative of all departments including an administrative partner, will survey educators to determine the effectiveness of specific goals. (Collaborates to Develop LMP Plan)  After data have been gathered, the committee will determine how to meet the remaining goals in the “needs improvement” category. (Data for Decision Making) Funds may need to be adjusted, other materials ordered, or more collaboration with educators may be needed.  Based on the progress of goals met, the program development and evaluation plan may need to be adjusted.  The committee may add new goals to our plan or edit existing ones to the benefit of the students and faculty. (Committee Participation)   The plan is a living document that changes to maintain the internal alignment with the goals and standards of the media center as well as the mission and standards of the school. (Internal Alignment)

 

References

Alcovy High School Media Center. (2006).  Media center mission statement.

          Covington: Newton County Public Schools.

                                                                                                                                               

American Association of School Librarians, & Association for Educational

Communications and Technology. (1998).  Information power: Building

partnerships for learning.  Chicago: American Library Association.

 

Fitzgerald, Mary Ann.  (2007).  EDIT 6300 assignment description: Program

development and evaluation plan.  Athens: The University of Georgia.

 

Georgia Library Media Association. (2006). You are the key: A handbook for

georgia school library media specialists.  Retrieved November 23, 2007, from

http://www.clayton.k12.ga.us/departments/instruction/mediaservices/handbook/rolesandresponsibilities.asp

 

Los Angeles Unified School District Personnel Commission. (n.d.)  Class description:

          Library aide typical duties.  Retrieved November, 29, 2007, from

          http://www.lausd.k12.ca.us/lausd/offices/personnel/class/class_comp/cds/C

          ODE2680.htm