Strategic Management Plan

FRIT 7331

Christopher Croom
Sandra Crum, Shannon Moore, Rebecca West
Fall 2015

Section I: School Description

Section II: School Library Media Center Philosophy and

Mission Statement

The mission of the Harlem Middle School Media Center is to build a patroncentered library which fosters a caring environment in which students,
faculty and community can successfully seek information and ideas for their
educational, informational, and recreational needs.

Philosophy:
The Harlem Middle School Library Media Center is the largest classroom in
the school, where teaching and learning are the principal goals. The HMS
Library Media Center supports teaching, learning, and research in an
academically and open environment. Our goal is to create life-long learners
by integrating information literacy into the curriculum and encouraging a
love of reading. The Library Media Center promotes efforts to ensure that
every patron has knowledgeable access to information in all formats. The
Harlem Middle School Media Center supports the schools mission statement
of empowering and inspiring all students to apply the knowledge, skills, and
attitudes necessary to become creative problem solvers, to achieve personal
success, and to contribute responsibly to our diverse and dynamic world.

Modified from:
Eldorado Intermediate School(n.d.). Retrieved November 3, 2015, from
http://www.eram.k12.ny.us/education/components/scrapbook/default.php?
sectiondetailid=41830

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

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

Section III The School library Media Center: Facilities and

Services

Circulation Policy
Harlem Middle Schools circulation policy applies to all students in
grades six through eight. All books are inventoried in the Follett Destiny
system. Currently, students are allowed to check out fiction and nonfiction
text only. Students are allowed to have two books checked out at one time
and are held for two weeks at a time. Students visit the media center for
book check out on a two week rotation, but are encouraged to visit in
between those times if they finish their book(s) before then. If a student
wants to renew a book, they may do so up to three times on a specific book.
This allows the book to be available for other students if it is being
requested. Students are able to request a book by placing it on hold. To
do this, students log in to the Destiny Quest system using their lunch
number, and place the desired book on hold under their profile. This will
ensure that once the book is returned, it will be marked for check out for that
specific student. A fine of five cents per day is charged for overdue books
and a three day grace period is given before fines begin to occur. When
books are lost or damaged, an appropriate fee will be charged. Generally,
this fee reflects the current price of the book or the replacement cost of
another book. The SLMS and Media Clerk work well with students who may
owe a fee for overdue or lost books. As a general rule, if students owe a very

small fee, they will still be allowed to checkout new books. If a book has
been lost, students are not allowed to check out books until that fine has
been paid.
Reference books, magazines, and iPads are available for student use
while in the media center, but are only available for check out by teachers.
Current policy states that students are not allowed to checkout reference
material or magazines because of the cost of those materials and the
constant request by classroom teachers conducting research and inquirybased projects. Teachers may also checkout materials that are available in
the media center such as iPads, document cameras, presenters, DVDs,
professional learning material, and classroom sets of novels. The check out
policy for teachers is for the entire school year unless another teacher is
requesting a particular item. Fees are not assigned to teachers for late
materials, but if an item is lost or damaged it is up to the principal to assess
a fee.
Parents and community members are allowed access to the school's
media center. While there is no written policy in place for checking out
material, parents and community members are allowed to read books
(fiction, nonfiction, and reference) while visiting the media center. Parents
and community members are not allowed to use the other technology
resources such as iPads, document cameras, presenters, etc.
The HMS media center also lends books, such as class sets of a
particular novel, to other schools in the area. A spreadsheet is kept that

allows the SLMS to know what school the materials are going to and the
contact information for the receiving SLMS. Once books are returned they
are highlighted or deleted from the spreadsheet.
To improve the media centers circulation policy, the SLMS and the
library media committee will discuss issues and concerns regarding
parent/community check-out systems, purchasing e-readers, and increasing
the number of reference materials. This last improvement will also benefit
the students, as they would then be allowed to checkout reference materials
rather than only using them while in the media center. The purchase of ereaders or e-books will allow the HMS Media Center to stay current with 21st
century learning skills.
Scheduling
The HMS Media Center is open daily from 7:05 A.M. until 2:35 P.M.
Because English Language Arts classes are more closely tied to the media
center, students visit the media center during this period once every two
weeks. Grade level teachers will alternate weeks to allow classes to use the
entire period in the media center if they wish. At the beginning of the school
year, during vertical team meetings, ELA teachers decide on the day of the
week they want to schedule their visits. The media center is booked on
Mondays (7th grade), Wednesdays (6th grade), and Fridays (8th grade). On
Tuesdays and Thursdays the media center is open to all other grades and/or
subject areas as first come, first served. Even though the HMS Media Center
is booked for the ELA classes on the designated days, other students (small

groups or individuals) are allowed to utilize the media center for book
returns, check-out, or to use the computers for various reasons. The SLMS
shares the media center calendar (See Appendix A) with all teachers so they
are able to see availability options. Teachers can send a request via email
for a reservation to be added to the calendar. Only the SLMS is able to add
reservations to the calendar due to reservations being deleted or changed by
other individuals. If a verbal request is made to the SLMS or clerk, the
teacher must also submit an email or written request to be kept in a file for
reference and documentation for the SLMS observations (TKES). Students
may visit the media center individually or in small groups, but must have a
pass from their teacher. There is no policy that requires students to sign-in
or out when visiting the media center. Generally, the SLMS and/or the Media
Clerk is always available for supervising or assisting students who visit the
media center.
Services
Students who are served for speech therapy meet with the speech
therapist on Tuesday and Friday mornings, from 7:35-8:15 in one of the
conference rooms in the media center. Reading remediation classes are also
held in the media center every day each week during Achievement Period:
AP is from 7:35-8:15. The reading class is designed to improve reading
fluency and comprehension and more importantly to increase student
confidence. The SLMS serves the sixth grade reading classes. STEM
research is available on Fridays during AP time for seventh and eighth grade

students. During general operating school hours (7:05-2:35), the media

center is available for students to return/renew/check-out books or use the
computers. Students have access to several online databases such as World
Book Online, Destiny Quest, GALILEO, TweenTribune, and ipl2 For Teens. In
order for students to use any computer at school, their parent/legal guardian
must give written permission. This agreement (See Appendix B and C for
Network Responsibility Agreement) must be signed by the student and the
parent/legal guardian and returned to the HMS media center before the
student is able to use the computer.

Another service to students is

provided by Columbia County. The county has made available to every

student an Office 365 account. Students are able to use Office 365 on any
device where there is internet access to create word documents, powerpoint
presentations, and have access to email. The SLMS is available to assist
students when problems occur while using Office 365, and to register new
students that enroll throughout the school year. One of the new most recent
services available to students is the BYOD initiative (See Appendix D). In
recent years, the idea of students using personal devices to enhance their
learning has been a topic of conversation. The 2015-2016 school year kicked
off with the initiative being in full effect. Printing is also available for
students at no charge, but color printing is not available at this time.
The HMS media center also provides a variety of services to the faculty.
Monthly faculty meetings are held in the media center for teachers and
administrators to collaborate, solve problems, make School Improvement

(SIP) decisions, focus on professional development, and set future goals.

The HMS Media Center provides an online testing platform, called Data
Director, to the content area teachers. The SLMS is the Data Director
Administrator for the school and also provides training for the teachers. This
system allows teachers to create a test online, where each question is tied to
a specific standard, and the results are returned to the teacher in a day's
time. The SLMS is the webmaster for the school's website and will also lend
support when needed to individual teachers for their classroom webpages.
There are several machines and materials available for teacher use but are
not housed in the media center due to space. A binding machine for books,
a laminator, die-cuts, poster/butcher paper, hole press, and a large paper
cutter are available to use. The media center does not provide printing for
teachers. There are two grade level printers on each hallway and teachers
are able to have their own printers in their classroom if they choose.
Personal printers are not maintained by the SLMS or TSS and all ink must be
purchased by the teacher. There is also no limit (within reason) as to how
many pages are allowed to be printed. The SLMS encourages collaboration
with teachers to plan lessons and activities to take place in the media center
as well as the classroom.
In addition to these services, the media center is also used for various
other reasons: guest speakers, receptions, testing facilities, parent
workshops, and PTSO meetings are a few examples. Also, Tuesday evenings

are scheduled for middle and high school gifted certification classes for
Columbia County teachers.
The HMS Media Center provides a plethora of services to the students
and faculty at the school. One group of stakeholders that would greatly
benefit from services provided by the media center are the parents. The
media center would like to implement a program that would allow parents
and/or guardians to have one on one training with the SLMS. Areas of
training would include Microsoft Office(Word, Excel, Publisher), Office 365,
Parent Portal, and various Web 2.0 tools.

Appendix A

Appendix B
FORM 1A PROCEDURE IFBGA (1)

NETWORK RESPONSIBILITY AGREEMENT

FOR STUDENTS OF COLUMBIA COUNTY SCHOOLS

I understand and will abide by the terms and conditions for use of the
Columbia County School System Technology Network. I further understand that any
violation of the regulations is unethical and may constitute a criminal offense.
Should I commit any violation, I understand that my access privileges may be
revoked, disciplinary action may be taken and/or appropriate legal action pursued.
Student Name:(PLEASE PRINT)___________________________________________________
Current Grade Level:____________________________________________________________
Student Signature:_______________________________________________________________
Date:_________________________________________________________________________
Faculty Sponsor (or teacher):______________________________________________________
School:_______________________________________________________________________

PARENT OR GUARDIAN NETWORK RESPONSIBILITY AGREEMENT

FOR STUDENTS IN COLUMBIA COUNTY SCHOOLS
(If user is under the age of 18, a parent or guardian must also read and sign this
agreement.)

As the parent or guardian of this student, I have read the terms and
conditions for the use of the Columbia County School System Technology Network. I
understand that these privileges are designed for educational purposes. I will not
hold Columbia County Schools responsible for material acquired or problems related
to the use of the material acquired on the network.

I hereby (grant______) (do not grant ________) permission for my child to utilize
the Columbia County School System Technology Network and certify that the
information contained on this form is correct. Further, I accept full responsibility for
supervision if and when my childs use is not in a school setting.
Parent or Guardian Name (please print): ___________________________________________
Signature:______________________________________________Date_____/_______/______
Unless a parent objects in writing to the principal of the school where the child is
enrolled, the Columbia County School System and individual schools may
periodically acknowledge student work activities, and/or achievements on their web
sites. Such information about your child will be limited to photographs, students
first name, student work, and/or grade level. All students attending CCSS, upon
entering Kindergarten, 6th grade, and 9th grade, (and their parents/legal guardians)
should sign the Network Responsibility Agreement for Students of Columbia County
Schools. All transfer students or new students to CCSS should sign a Network

Responsibility Agreement upon entering the Columbia County School System.

(Signed agreement form is to be placed in the students permanent record.)

REVISED 5/22/06

Appendix C
FORM 1B PROCEDURE IFBGA (1)

NETWORK RESPONSIBILITY AGREEMENT FOR STAFF*

OF COLUMBIA COUNTY SCHOOLS
I understand and will abide by the terms and conditions for use of the
Columbia County School System Technology Network. I further understand
that any violation of the regulations is unethical and may constitute a
criminal offense. Should I commit any violation, I understand that my access
privileges may be revoked, disciplinary action may be taken and/or
appropriate legal action pursued.
CCBOE Staff Member
Name:_____________________________________________________
Position &
Location:_____________________________________________________________
Staff Member
Signature:__________________________________________________________
Date:________________________________________________________________________
_
(TEACHERS AND STAFF, WHILE SUPERVISING STUDENTS, ARE EXPECTED TO
MONITOR ALL STUDENTS INTERNET ACTIVITIES)
All CCBOE staff members are required to sign a Network Responsibility
Agreement for Staff of the Columbia County Schools.
CCBOE staff members who transfer to another school or department should
sign a new form at that particular school/department.
(CCBOE STAFF SIGNED AGREEMENT FORM IS TO BE PLACED IN THE
EMPLOYEES PERSONNEL FILE MAINTAINED AT THE SCHOOL/DEPARTMENT.)
(*This form may also be used for substitute teachers, student teachers,
interns, lab students, etc.)
REVISED 5/22/06

Appendix D

Dear Students, Parents and Guardians:

As new technologies continue to change the world in which we live, they
also provide many new and positive educational benefits for classroom
instruction. Therefore, we have decided to implement Bring Your Own
Technology (BYOT) at our school. In this initiative, students are encouraged to
bring their own technology devices to school to assist their learning
experiences. This document is a contract which we will adhere to as we
establish this new program within our school. Please note that students who
cannot bring in outside technology will be able to access and utilize the
schools equipment. No student will be left out of classroom instruction.
Definition of Technology
For purposes of BYOT, technology means wireless electronic equipment
that includes, but is not limited to, existing mobile communication systems
and smart technologies, portable internet devices, handheld entertainment
systems, or portable information technology systems that can be used for
word processing, wireless Internet access, image capture/recording, sound
recording, and information transmitting/receiving/storing, etc.
Internet
Once made available, only the Internet gateway provided by the school may
be accessed by students while on campus. Personal Internet connective

devices such as cell phones and cell network adapters may not be used to
access outside Internet sources. However, because access to the school
system network is not yet available, personal digital plans may be used by
students at the express permission of their parents, but only under the
supervision and permission of school officials.
Security and Damages
The responsibility of keeping devices secure rests with each individual owner.
The school system is not liable for any device stolen or damaged on campus.
If a device is stolen or damaged, the school administration will handle the
situation in the same manner as with other personal items impacted in
similar situations. It is recommended that skins (decals) and other personal
touches be used to physically identify and differentiate student devices from
one another. Additionally, protective cases for technology are encouraged.

BYOT Student/Parent/Guardian Agreement

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

Take full responsibility for his or her technology device. The school is
not responsible for the security of student-owned technology.
Silence technology while on school campuses and while riding school
buses.
Use technology for instructional purposes as expressly permitted by
school officials and not for cheating on assignments or tests.
Only access files or Internet sites which are relevant to classroom
course curriculum and as directed by school officials.
Comply with school officials requests to shut down or close the screen
on computers or devices.
Acknowledge that, once available, the school's network filters will be
applied to one's connection to the internet and will not attempt to
bypass them.
Understand that knowingly infecting the school system network with a
virus, trojan, or program designed to damage, alter, destroy, or provide

access to unauthorized data or information is unacceptable use of

technology and will result in disciplinary action.
Realize that processing or accessing information on school property
related to hacking, altering, or bypassing network security policies
will result in disciplinary action.
Acknowledge that the school district has the right to collect and
examine any device that is suspected of causing problems or of being
the source of an attack or virus infection.
Realize that printing from and charging personal technology devices
are not possible at school.
By signing below, I understand and will abide by the above policy and
guidelines. I further understand that any violation is unethical and may result
in the loss of BYOT privileges, as well as other disciplinary action.
Student
Signature:_____________________________________________________________

Date:__________________________________________________________________
_
Parent/Guardian
Signature:_____________________________________________________

Date:__________________________________________________________________
_

Section IV: School Library Media Center Facilities

The Harlem Middle School Media Center is supervised by a former

English/Language Arts and Social Studies teacher. She is a veteran teacher
who has taught for a total of eight years. This is her first year as a Media
Specialist. The Media Clerk is a former pre-loading Supervisor at UPS and Front
Office Registrar for a medical office. This is also her first experience in a media
center.

This Media Center is comprised of six student collaboration tables with

the ability to host up to seven students at each station. A relaxation area has
been created that contains a large couch, and a large area rug. This space is
reserved for patrons to socialize or have silent reading time. The center also
has nine student desktop computers, four iPads, LCD projector, two conference
rooms, a reference section, as well as both a non-fiction and fiction section.
The Media Specialist and Clerk spent the initial part of the school year
teaching students how to set-up and access their Office 365 student accounts.
In addition to this process, students learned how to access and connect to the
schools Wi-Fi. While students are at school they have access to a variety of
online resources and online tools; through the Media Centers website
students also have access to those same resources off campus.

At this time, one conference room is reserved for use by the Special
Education Paraprofessional as an office and meeting space. The other
conference room is in transition to becoming a makerspace for student use.
This area will be designed for students to work and prepare projects in
accordance with the schools STEM Program. The temperature in the Media
Center is just right although the Media Center staff have the ability to adjust
the temperature at any time to make it more comfortable if needed. Lighting
in the Media Center is a combination of both natural and electrical lighting.
Currently, the only area for concern is the noise distraction from the adjacent
sixth grade hallway. The disturbance is not constant; however, it can hinder
concentration or focus if it is needed to conduct a particular task.

The Media Center is accessible to all students and patrons with

disabilities. There are no stairs or ramps for a patron with a disability to get in
or maneuver around the Media Center. The only obstacle that may be an issue
would be that a student with a disability might need assistance because the
entrance door swings outward rather than inward; therefore, a patron with a
disability might need additional assistance of someone holding the door.

Floor Plan of Harlem Middle School Media Center

As students access the Harlem Middle School Media Centers page they
will see a tab for Media Resources. Some of the resources available to them
are Destiny Quest, the online catalog, Smithsonian Tween Tribune, Galileo,
World Book Online, Whats Next, a site that lists books in a series, and a site
that gives book recommendations based off of a book that the student has
read and liked. The Columbia County Board of Education uses iboss as the
filtering software. This web security is designed to enable K-12 learning, not
block it. Filtering software plays a huge role in what students are able to
access, iboss filters classifies sites based on its content focus (i.e., dating,
news, entertainment, pornography). The iboss website provides the
following description of the softwares purpose and abilities.
Todays K-12 schools face opportunities and challenges that were never imagined by previous
generations. The Internet has opened a new world of learning resources, while the growth of mobile
technology has put these resources into the hands of students and teachers both in and out of the
classroom. Added to these challenges are increased targeting of schools by criminal hackers bent on
accessing student data. K-12 Schools face increasing security challenges:

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

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

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

There are many times when a site that should not be blocked, is blocked.
Thankfully, with iboss, the Columbia County IT Department has the ability to
customize sites according to its content.

Students at Harlem Middle School have access to the Media Centers

website from home or from a mobile device. The schools website provides a
link to the Media Centers page if students do not know or cannot remember
the URL for the page. At this time, there are no e-books or e-readers available
in the schools Media Center; however, the stakeholders are in discussion
about adding selected titles. There is a plan to add e-books into the Media
Centers inventory.

A link to the Media Centers website is provided: Harlem

Middle School Media Center

Screenshot of the Harlem Middle Schools Media Center webpage Media Resources tab

The layout of the media center works really well for teachers and
students. All materials are easily accessible and the open view of the library is
conducive to the learning of all students. The library media center
environment and educational climate is remarkable. Student artwork and class
projects are displayed throughout the library making the environment more
student centered. There are two quiet areas (closed door conference rooms)
for small group or individual instruction and a larger area for whole class
instruction. Considering the age of the building, the library is very inviting to
all faculty, staff, and students. There is adequate space for individuals, small
groups, and whole classes, as long as it is one class at a time. Usually, if
more than one class is in the media center together it is very congested and
space is limited.

If money were no object, additional improvements would include extra

seating in the social area and door openers that are designed to assist the
handicapped. Extra seating could include furniture such as colorful bean bags
to help brighten up the media center as well as give students a place to read
that is extra soft and comfortable. Purchasing bean bags would be good but
actually purchasing the materials and getting groups of students to help make
them would be even better not to mention fun. Adding color to the walls and
colorful tables and chairs would help brighten areas especially where natural
lighting is minimal or absent. Door openers would make the entrance and exit
to the media center easier for our handicapped students. Another

improvement is to update or improve the door leading from the Media Center
to an outdoor Courtyard to include an outside reading area.

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

Librarian, 42(4)

Section V: Narrative

System: Columbia County Schools

Facility: Harlem Middle School
Full Time Equivalent Students (FTE): 543
2015-2016 School Year

Media Materials
The Georgia Department of Education (GA DOE) defines media materials as those
instructional materials including print, non-print, periodicals, online databases,
supplies, and equipment that are critical to the support and enhancement of the
school library media center program. These materials are housed in and circulated
through the library media center for use by the entire learning community of the
school.

School System Budget

The Columbia County school district provides financial funding to fund Harlem
Middle Schools budget. Currently the Full Time Equivalent (FTE) students are 543
for the 2015-2016 school year. The total yearly budget is $7,075.29 The dollar
amount per student for the media budget is $13.03. The funds from the budget are
distributed as follows:

$13.03 (per student)

furniture 28.18%

543 (FTE)

1295.26

$7,075.29

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

toner supplies 3.64%

$ 176.53
HP 950XL & 951XL compatible ink cartridge 10-pack value bundle
books/DVD 39.09%
$ 4,443.13
purchased from the county approved vendors: Follett Titlewave, Bound to Stay

Bound, Junior Library Guild, Baker and Taylor, Mackin, and Barnes and Noble
technology 10.91%
$ 342.57
includes all of the following but are not limited to monitors, desktop computers,

laptop computers, and printers

library services 13.64%
$ 564.35
Follett Subscription or Renewal of the Subscription
stationary materials (Media Supplies) 4.55%
$ 253.45
Papers, pens, blank cds, blank DVDs, die cut machine and accessories, other
miscellaneous items

The funding for the Harlem Middle School media center is satisfactory but it could
be more adequate in order to increase the amount of funds available to upgrade the
furniture in the media center. There is not enough money in the media center
budget to purchase all items that are wanted. An increase in the budget by $4000
would present the opportunity to purchase material to make bean bags plus buy
tables, lounge chairs, etc.

According to the Our Funding History and its Impact on Georgias Media Centers
page, the amount allotted has fluctuated significantly over the years.

Additional funding sources are the Scholastic Book Fair Fundraiser ($685), Local
Supplements ($800), and the QBE funds that are allocated by the Principal.

Looking to the Future

The Harlem Middle School media center is looking into adding more resources to its
program. Some of the improvements to the media center are adding eBooks,
Mediascape and updated furniture.

eBooks
The media specialist is interested in purchasing eBooks because of having the
ability to access embedded content within the text of the book. eBooks have the
ability to be instant and accessed remotely, the ability of simultaneous multi-use of
the eBook, and the capability to differentiate learning.

Mediascape
Purchasing the Mediascape system allows users to collaborate by plugging in user
devices and sharing the screen from the multiple devices with great ease. This
addition will provide an additional collaborative space for students and teachers.

Updated Furniture
Furniture in the classroom environment should be easily reconfigured and used to fit
the curriculum/program. The furniture that students use should be easily adjustable,
comfortable and support the students physical environment when using technology.
Since the fast rate of technological change is impacting education and making
technology forever redundant (ask any smartphone user), furniture should adapt to
the way students use technology, and do so discreetly (no cords and cables
around). This is not an easy task. There are many chairs and tables that work for the
present and reflect the manufacturers designing for todays technology.

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

furniture and technology as it changes. This means that the selection of furniture
cannot be an afterthought or a low priority, it needs to be selected early in the
design process to coordinate with the technology of the built-in environment.
http://www.ibigrouptexas.com/news/classroom-future-need-fusion-furniture/

Appendix B

School Name:
Date:

Checklist for the Physical Space of the

School Library Media Program

CriteriaInnovative Spaces and Practices Consider the Following

Elements:

Accessible: Designing the Learning Practices and Spaces to Provide

Maximum Access
Does the arrangement of furniture/fixtures support collaboration and coteaching?
Is there comfortable seating to promote free choice reading?
Is there space dedicated for small group collaboration or can it easily be
achieved with minimal effort by adapting the existing space?
Is there space for individuals to work on projects/assignments?
Is there space for whole group instruction?
Are there devices for students and teachers to use in the library media
center?
Is there a device with dedicated access to the online library catalog?
Is there an interactive whiteboard for library media use?
Is there access to Wi-Fi in the library media center?
Are there sufficient electrical outlets and stations to charge devices?

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

eContent and virtual services? (e.g., e-readers, online subscription services,

and logon/password procedures)

Montgomery County Public Schools

School Library Media

Programs

Flexible and Adaptable: Designing the Learning Practices and

Spaces to be Flexible and Adaptable
Is there production space for individuals to collaborate, share, and create?
Are there multifunctional spaces that accommodate a variety of learning
requirements at one time?
Are there multiple ways to display information?
Can the physical library flex into alternate arrangements, if needed?
Does the space support nontraditional learning experiences, e.g.,
personalized learning, flexible student schedules, and online courses?
Do the displays promote literacy and reading and encourage students and
staff members to explore?
Is student work highlighted / displayed throughout the library media center?
Is the library media center an inviting and welcoming learning space?

* The checklist was derived from the SLMP work group recommendations, which
included guiding principles and best practices.

Montgomery County Public Schools

School Library Media Programs

Appendix D

School Name:
Date:

Checklist for Your Virtual Presence of the

School Library Media Program
CriteriaInnovative Spaces and Practices Consider the Following

Elements:

School Library Media Center Website:

Includes staff member name(s) / position(s)(last name is sufficient).
Consider adding a photo of the team
Includes media center phone number (elementary schools will have main
school number)
Contains the media center hours; open and close (for regular school day)
Links to the shortcut URL for your schools Destiny homepage
Hyperlinks to your online services (It could be a link to the MCPS homework
online resources, a Google Doc, or a list that you create). Remember no
passwords on public websites
Confirm all hyperlinked websites are working and active before school begins
every year.
Consider adding links to the Montgomery County Public Library and the
MCPS Professional
Library
Review and update (if applicable) all information contained on the media
center page(s) before school begins each year, including any assignmentspecific links (i.e., LiveBinders)

Destiny Homepage:
Includes staff member name(s) / position(s)last name is sufficient
Includes media center phone number (elementary schools will have main
school number)
Contains the media center hours; open and close (for regular school day)
Contains welcome message
Links to the URL for your schools Media Center website
Contains an image and/or video. Consider highlighting your library media
center program

Montgomery County Public Schools

School Library Media Programs

Other Destiny Information:

Resource lists are up-to-date and relevant
Update the Destiny calendar (see Back to School quick guide)
One Search includes school-based purchased online services (see Back to
School quick guide)
Destiny catalog should include links to any eContent available to your
students
Update your designated supervisors for homerooms if you use Destiny to
email overdue reports. (see Back to School quick guide)
Delete staff patrons who have retired or left the county and students who
have withdrawn from MCPS (see Patron Types Cleanup quick guide)
Reset/check your fixed and ceiling due dates. (see Back to School quick
guide)
Cleanup circulation types (see Circulation types Cleanup quick guide)

Other Online Presence:

If any other website is used, i.e., Edline, Wiki, Blog, Google Drive content,
etc., confirm that all information is up-to-date and accurate at the beginning
of each school year
Confirm currency and accuracy of any documents uploaded to websites at
the beginning of each school year
Confirm accuracy of any hyperlinks, i.e., DAE, Destiny Library Catalog, etc. at
the beginning of each school year

* The checklist was derived from the SLMP work group recommendations, which
included guiding principles and best practices.

Montgomery County Public Schools

Program

School Library Media

Section VII: Planning for the Future

In this constantly changing time of technology and education it is

important for the School Library Media Specialist to show they are willing to
change with the needs of the school and its goals. The media center is the
heart and base of schools, so the SLMS must plan and evaluate the school
library program based on the strengths, weaknesses and needs of the
school. In the text, Empowering Learners: Guidelines for School Library
Programs (30) The school library program is built on a long-term strategic
plan that reflects the mission, goals and objectives of the school. In order
for the SLMS to know the strengths, weaknesses and needs of the school, an
assessment must be conducted. The SLMS can complete this assessment by
conducting a survey among teachers and administrators. Once the SLMS has
the results of the assessment they can determine the goals of their media
center.
The Harlem Middle School media specialist has determined the
following goals for the media center. The goals, objectives, evaluation
measures, and timelines for each goal are listed below. These goals are set
to recover the weaknesses and build on the strengths.

Goal 1:

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

of the media center to allow easier accessibility for handicapped and special
needs students, encourage collaboration, and create quiet spaces for silent
reading.

Objective 1a:
Year one: The SLMS will begin weeding nonfiction and fiction sections
following the CCBOE Collections Policy on pg.30 of the Media Handbook.
SLMS will run circulation and history reports from the Destiny system on all
nonfiction and fiction books in the library. Books that have not circulated
(checked-out) in five years will be discarded. The weeding will allow several
bookcases to be removed and/or repurposed.

Evaluation 1a:

The SLMS will also keep a record of the items that were weeded for a
minimum of five years. If students or teachers would like a discarded item
the SLMS will search the county data base and borrow the desired text from
another Media Center within the county.
Objective 1b:

Year two: The SLMS will re-arrange, re-purpose, and/or discard bookcases to
create new spaces for students. The current setup of the bookcases take up
the majority of the space in the library, and the length of the bookcases

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

bottom shelf on every bookcase is also not being utilized for shelving books.
Therefore, the amount of bookcases that are currently in place are not
needed to shelve books.

Evaluation 1b:

After the removal and the repurposing, the SLMS will be able to reevaluate
the space, usage and accessibly of the Media Center to meet the needs of all
students.

Objective 1c:

By the end of year three: The SLMS will create the new areas that will be
added to the media center. These spaces will include multiple silent reading
areas and collaboration areas for small and large groups as well as whole
class instruction. SLMS will investigate options for updated furniture to
include comfortable seating, tables, and chairs. The SLMS will determine the
most appropriate furniture to purchase while keeping in mind the needs of
our special education students, and the movability of the furniture. This will
also aid in promoting a collaborative space for teachers and students by
creating a more flexible environment. New furniture will be purchased to
increase collaboration efforts as well as accommodate wheelchair bound

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

Evaluation 1c:

Within one to two months after the additions are added, the SLMS will
evaluate the newly created areas and monitor their effectiveness in their
collaborative purpose. The SLMS will also survey teachers and students to
gain feedback about the new learning areas and obtain feedback on how the
new area promotes collaboration. The SLMS will also ask for improvement
ideas of suggestions that users would like to see implemented.

Goal 1 Timeline:

Beginning at the start of year one, the SLMS will run circulation and
history reports from the Destiny system on all nonfiction and fiction books in
the library. Books that have not circulated (checked-out) in five years will be
discarded. Complete weeding of books should be done within 4 months of
beginning the weeding process. The SLMS will retain a copy of all weeded
books for at least five years.
Beginning at the start of year two, the SLMS will evaluate the current
setup of the bookcases and the Media Center. The SLMS will also consider
that the length of the bookcases make it difficult for students in wheelchairs

to navigate around them. The media specialist will solicit input from other
members of the staff and make a decision on how to rearrange the
bookcases for to ensure better accessibility for all students. The bottom shelf
on every bookcase is also not being utilized for shelving books. Some
bookcases will be repurposed for student centers, while others will be
available to teachers for classroom use. Bookcases will be moved and
repurposed once the weeding of books is complete. Rearrangement should
take approximately one semester to one school year, this will also allow time
for re-shelving.
Beginning at the start of year two, the SLMS will investigate options for
updated furniture to include comfortable seating, tables, and chairs. The
SLMS will determine the most appropriate furniture to purchase while
keeping in mind the needs of our special education students, and the
movability of the furniture. The SLMS will then develop a budget for the new
items to present to the school principal for approval. The estimated time for
developing the list of new materials to include specific items with three price
quotes from different vendors should take 2-3 weeks. The purchase, delivery,
and installation of the new furniture should be completed by the middle of
the year three. The SLMS will use the remaining semester to reflect on
changes as well as survey teachers and students on the changes to the
Media Center.

Goal 2:

By the end of year two, the Media Specialist will provide learning
opportunities for students by providing support for teachers in application of
the guidelines set forth in the AASL Standards for 21st Century Learners. The
Media Specialist will work to provide this opportunity with at least ten
teachers.

Objective 2a:

Within the first two months of the school year, the SLMS will survey the
proficiency levels of the teachers and determine the various proficiency
groups to better support the implementation of the AASL Standards..

Evaluation 2a:

Within a week of receiving the data from the survey, the SLMS will evaluate
the various levels of proficiency and create groups in which the SLMS will be
able to better support the teachers based on their specific needs.

Objective 2b:

The SLMS will provide flexible professional learning opportunities and support
for teachers who need assistance in implementing the AASL Standards.

Evaluation 2b:

After the professional learning, the SLMS will allow teachers to provide
feedback and prepare for collaborative planning and implementation of the
AASL Standards.

Objective 2c:

The SLMS will provide authentic learning opportunities for students to learn
and engage with content and the resources of the Media Center. The learning
opportunities will serve as a model that teachers can use to implement the
AASL Standards within their lessons.

Evaluation 2c:

After the collaboration, the SLMS will retain lesson plans and resources from
the authentic learning opportunity and ask the collaborating teacher to
reflect on the lesson based on the professional learning and the
implementation of the AASL Standards in a follow-up personalized e-mail.

Goal 2 Timeline:
Beginning at the start of year two, the Media Specialist will begin
surveying the teachers on their understanding of the AASL Standards for

21st Century Learners. Within a week of the completion of the survey, the
SLMS will begin categorizing teachers based on their proficiency levels of
understanding of the AASL Standards. Within the next two months the SLMS
will provide flexible learning opportunities for teachers who need assistance
in implementing the AASL Standards within their classroom. The SLMS will
also create authentic learning opportunities for students within the Media
Center where teachers may come and see effective implementation of the
standards in action. The SLMS will provide this opportunity for at least ten
teachers by the end of year two.
Goal 3:
By the end of year four, the Media Specialist will develop a Professional
Learning Resource Center that consists of both physical and virtual
resources, for teachers that will enhance student learning. The resource
center will provide a minimum of at least five resources per grade level per
subject.

Objective 3a:

The SLMS will create a Professional Learning Resource Center survey for
teachers. This survey will determine tools, resources, trainings, and materials
that have been requested by teachers for general and specific needs. The
SLMS will also attend vertical and departmental meetings to establish a focus
for purchasing new Professional Learning material for core content areas.

Evaluation 3a:

After the conclusion of the survey, the SLMS will begin analyzing the results
of the survey to organize the professional resources that is needed by the
staff. The SLMS will also provide a calendar of scheduled learning workshops
for teachers to attend at their convenience and research having a
professional trainer come to the school to aid in the training of the staff.

Objective 3b:

Virtual Space: The SLMS will create and maintain a user friendly Professional
Learning Resource Center that will host a curated variety of resources;
tutorials, lessons, Web 2.0 tools, databases, etc. This virtual resource center
will be linked to the Media Centers webpage under the Teacher Resources
tab for ease of access.

Evaluation 3b:

The SLMS will continually maintain the Virtual Professional Learning Resource
Center. The SLMS will also provide the opportunity for teachers to continually
provide feedback and suggestion on new resources that they would like
added or that they have found and want to share with others.

Objective 3c:

After each training, the SLMS will ask the teachers to evaluate their
understanding of the topic based on the training they received. They will also
indicate how the SLMS can further assist them in collaborating or assisting in
the implementation of their new ideas and understandings.

Evaluation 3c:

SLMS will attend vertical team and departmental meetings to establish a

focus for purchasing new Professional Learning material for core content
areas. The SLMS will also provide a calendar of scheduled learning
workshops for teachers to attend at their convenience and research having a
professional trainer come to the school.

Goal 3 Timeline:

Beginning in the fourth year of the implementation process, the SLMS

will create a Professional Learning Resource Center survey for teachers. This
survey will determine tools, resources, trainings, and materials that have
been requested by teachers for general and specific needs. The media
specialist will share the survey with teachers with the expectation that it will
be completed by them within two weeks.

The SLMS will create and maintain a virtual Professional Learning

Resource Center that will host a curated variety of resources; tutorials,
lessons, Web 2.0 tools, databases, etc. This Professional Learning Resource
Center will be linked to the Media Centers webpage under the Teacher
Resources tab for ease of access.
SLMS will attend vertical team and departmental meetings to establish
a focus for purchasing new Professional Learning material for core content
areas. The SLMS will also provide a calendar of scheduled learning
workshops for teachers to attend at their convenience and research having a
professional trainer come to the school. This will be an ongoing process.

Goal 4:

By the end of year five the Media Specialist will create opportunities to
collaborate and co-teach problem based lessons/inquires and/or units with at
least three teachers. The lessons will also include teaching students how to
evaluate accessed information from various resources, including both print
and virtual formats depending on the need of the student.

Objective 4a:

The SLMS will create a survey in which the teachers will complete to show
the interest they have to collaborate and co-teach with the SLMS.

Evaluation 4a:

Within in one to two weeks after receiving the results of the survey the SLMS
will begin designating the available time to collaborate that will
accommodate all teachers who expressed an interest.

Objective 4b:

Based on the results of the survey (4a.), SLMS will determine the focus of
collaboration and co-teaching with teacher. Teachers that are interested in
collaborating with the SLMS will provide a needs assessment to the SLMS.
What areas are students struggling with? How can the SLMS provide
assistance to the teachers in a collaborative lesson?

Evaluation 4b:

Within one to two weeks after receiving the needs assessment the SLMS will
begin organizing and planning how to strategically plan for the
implementation of collaboration and prepare ideas and activities based on
the needs provided.

Objective 4c:

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

collaborative lessons with teachers by using an asynchronous shared

calendar. When face-to-face meetings are not possible, SLMS and teachers
will communicate via email and through a shared unit plan template in
Google Docs and/or Office 365.

Evaluation 4c:

Within one week after the collaboration and the lesson has been taught, the
SLMS will communicate with the teacher to reflect on the success of the
collaborative lesson. The SLMS will note the improvement and the ideas to
enhance the lesson. The SLMS will also archive the lesson plans for future
use and implementation. The SLMS will also seek input for students on the
learning process.
Goal 4 Timeline:
The media specialist will create a survey in which the teachers will
complete to show the interest they have to collaborate and co-teach with the
SLMS. The survey will be administered over a two week period at the
beginning of the school year.
Teachers that are interested in collaborating with the SLMS will provide
a needs assessment to the SLMS. What areas are students struggling with?
How can the SLMS provide assistance to the teachers in a collaborative
lesson? The needs assessment will be turned in by each participating
teacher over the next two week period after completing the initial survey.

Once received, SLMS will review the information within one week and provide
the teachers with the suggested focus of collaboration and co-teaching by
the end of the following week.
Using Outlook or Google calendar, teachers and the SLMS will
schedule collaborative lesson planning times. When face-to-face meetings
are not possible, SLMS and teachers will communicate via email and through
a shared unit plan template in Google Docs and/or Office 365. At the first
face-to-face meeting held one week after the needs assessment is received,
teachers and SLMS will create a planning template to be used as the guide
for collaborative teaching. Collaborative lesson planning will be set to
quarterly face-to-face meetings in order to revisit the plan and determine if
there are any necessary changes that need to be made. In between,
everyone can communicate via e-mail. This will be the process until the end
of the school year. By the end of year five the SLMS plans to collaborate with
at least ten teachers using this process.
Advocacy:

All goals and objectives will be communicated at the initial stakeholder

meeting and at the first faculty meeting of the school year, the SLMS will
share the details of the strategic plan, goals, objectives, proposed budget,
and timeline to all stakeholders at Harlem Middle School. Each stakeholder
will be provided with a copy of the strategic plan and also given the
opportunity to ask questions regarding the plan. Throughout the year, at

quarterly faculty meetings, the SLMS will update stakeholders of the

continued progress of the strategic plan. Information will be provided using a
detailed report of the previous three months operations, changes, and
progress of goals. In between quarterly progress reports, a brief
newsletter/flyer will be distributed electronically to promote the amazing
things that are happening in the media center. A calendar of learning
workshops, displays of student work from collaborative lessons, and tech tips
will also be included in the newsletter/flyer. The Media Specialist will continue
to encourage all stakeholders to support the efforts of the SLMS and promote
the goals of the HMS Media Center to improve student learning and
achievement within the school library.

Section VIII: References

American Association of School Librarians. (2009). Empowering Learners: Guidelines for

School Library Programs. Chicago, Ill., American Library Association.
Brodart. (2015). Joy Carpets Jazzy. Retrieved from
http://www.shopbrodart.com/furnishings/carpets-and-floor-mats/contemporarydesigns/_/Joy-Carpets-Jazzy/
Columbia County School District Site. (2015). CCBOE Collections Policy. Retrieved from
http://www.ccboe.net/pages/Columbia_County/Curriculum/Media_Centers
Demco. (2015). Leather-Look Lounge Furniture. Retrieved from
BLS184562&ALL0000&es=20151108011040698880

http://demco.com/goto?

Eldorado Intermediate School. (2015). Eldorado Library Media Center. Retrieved from
http://www.eram.k12.ny.us/education/components/scrapbook/default.php?
sectiondetailid =41830
Georgia Department of Education. (2015). FAQ for Media Specialists. Retrieved from
https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-andInstruction/Pages/FAQ-for-Media-Specialists.aspx
Georgia Library Media Association. (2015). Our Funding History and its Impact on Georgias
Media Centers. Retrieved from http://www.glmainc.org/wpcontent/files/advocacy/FundingHistory Chart for School Libraries.pdf
Hajo, S. (2015). Classroom of the Future: The Need for Fusion in Furniture. Retrieved from
http://www.ibigrouptexas.com/news/classroom-future-need-fusion-furniture/
Harlem Middle School. (2015). Retrieved from
http://www.edline.net/pages/Harlem_Middle_School
Kincaid, K., & Pfau, P. (2015, April). Creating Ever-evolving, School-specific Learning
Commons. Teacher Librarian, 42(4) p8-14.
Moore, S. (n.d.). Harlem Middle School Media Center. Retrieved from
http://shanmoore630.wix.com/harlemmiddleschool
Myles, V. (2015). All About Those Books Lyrics. [YouTube]. Retrieved from
https://www.youtube.com/watch?v=xiHv_mS56Zo&list=RDxiHv_mS56Zo#t=0
Nelson, A. (2013, July 1). Going to a Speech Therapist. Retrieved from
http://kidshealth.org/kid/feel_better/people/speech_therapist.html
New York Department of Education. (2015). Collaborative Planning. Retrieved from
http://schools.nyc.gov/NR/rdonlyres/D0544E4C-45EC-4038-BA78616DB87C193A/33406/Section24.pdf

Pender County Schools. (2015). Instructional Services. Retrieved from

http://www.pendercountyschools.net/departments/instructional_support_services/
Pinterest. (2015). Reverie Design Studio. Retrieved from
https://www.pinterest.com/source/reveriedesignstudio.com/
Reitz, J. (2014). Online Dictionary for Library and Information Science. Retrieved from
http://www.abc-clio.com/ODLIS/odlis_c.aspx
Saint Barnabas High School. (2015). Faculty Meeting. Retrieved from
http://www.stbarnabashigh.com/apps/events2/event.jsp?
eREC_ID=1503909&d=2015-36
School Outfitters. (2015). ECR4Kids Ladder Back Chair. Retrieved from
https://www.schooloutfitters.com/catalog/default/cPath/CAT6_CAT109?
page=2&
Shalhoub, S. (2014) STEM SHIFT: STEM standards shifting. Faculty workshop on changes in k12 STEM standards. Retrieved from http://wp.wpi.edu/dailyherd/2014/04/02/stem-shift/
TownCharts. (2015). Columbia County, GA Demographics Data. Retrieved from
http://www.towncharts.com/Georgia/Demographics/Columbia-County-GADemographics-data.html
TownCharts. (2015). Harlem, GA Demographic Data. Retrieved from
http://www.towncharts.com/Georgia/Demographics/Harlem-city-GADemographicsdata.html