Evaluation Report(s) Dashboard

Exemplary = Blue Recognized = Green Acceptable = Yellow Below Standard =

Red

Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

Learner Centered Learner Centered Learner Centered Learner Centered Learner Centered
Teaching & Learning Program Technology & Library Environment Connections to
Leadership & Information the Community
Management Access
Principle 1: The Principle 1: Principle 1: The Principle1: The design of Principle 1: The
librarian models and Planning: As an library media the school library is librarian, in
promotes collaborative advocate for program provides a aligned with the partnership with
instruction with libraries, the librarian balanced, carefully educational objectives of community
teachers, as determined leads in the selected, and the learning community. organizations,
by the independent development and systematically The library environment develops,
and diverse needs of all implementation of a organized collection is designed for flexible maintains, and
learners, and within the library vision, of print and access and supports all markets the vision,
context of state mission, goals, electronic library educational objectives of goals, and needs of
curriculum standards. objectives, and resources that are the Library program. the school library
__________________ strategic plan that sufficient to meet Educational program to the
____ incorporate sound students’ needs in all specifications for any broadest
Principle 2: The policies and subject areas and renovation or proposed community
librarian works practices. that are continuously new facility will include a constituency to
collaboratively with monitored for description of the promote the library
students, teachers, and ________________ currency and proposed project and student
the community to ____Principle 2: relevancy. expressing the range of success.
promote local, state, Organizing and ________________ issues and alternatives, in _______________
and national reading Staffing: The ____ accordance with 19 Texas ____
initiatives that librarian manages Principle 2: The Administrative Code Principle 2: The
encourage learners to staff, volunteers, and librarian models and (TAC) §61.1036, School librarian is
read, write, view, speak, partners to support promotes the highest Facilities Standards for knowledgeable
and listen for the curriculum, to standard of conduct, Construction on or after about learning
understanding and satisfy learners’ ethics, and integrity January 1, 2004, differences and
enjoyment. diverse needs, and to in the use of the Subchapter CC, ethnically and
encourage lifelong Web and other print Commissioner’s Rules culturally diverse
learning. and electronic Concerning School interests of the
resources. Facilities. Acceptable school and local
Level in Strategy A below community and
is specified in 19 Texas develops a school
Principle 3: The Administrative Code library program
librarian collaborates, Principle 3: Principle 3: The (TAC) §61.1036, School that responds to
designs, and provides Budgets/Funding: librarian employs Facilities Standards for these unique
ongoing instruction for The librarian existing and Construction on or after community
staff and students in advocates for emerging January 1, 2004, characteristics.
the integration of funding and technologies to Subchapter CC, Principle 3: The
information manages school access, evaluate, and Commissioner’s Rules librarian facilitates
technology and library program disseminate Concerning School broad access to
information literacy, budgets to build and information for Facilities. library resources
emphasizing and maintain a program integration into and provides
modeling the ethical with resources and instructional ____________________ opportunities for
use of resources. services that support programs. ___ use for students,
a curriculum Principle 2: The library is faculty and staff,
designed to develop ________________ designed to serve as a families, partners
information-literate ____ flexible, functional, and and community
students who Principle 4: The barrier-free constituents.
achieve success in librarian models simultaneous-use facility _______________
the classroom and information problem for individuals, small ____Principle 4:
function effectively solving processes groups, and classes as The librarian
in the community. while providing described by state and develops a school
________________ formal and informal federal guidelines. The library program
____ instruction about library is also designed to that offers
Principle 4: reference and maximize the use of students, faculty
Research/ research techniques. available space to permit and staff, families,
Assessment/Repor displays of student, partners, and
ting: The librarian faculty, and community
manages a successful community-produced constituent’s
program by materials, and collections. opportunities for
demonstrating the The facility provides all participation and
value of the library members of the learning collaboration in the
program through community opportunities library and
research, data to explore and meet their educational
collection, information and community. The
assessment, recreational needs during librarian
evaluation, and and beyond the school promotes/encoura
dissemination of day. The library provides ges broad school
information about an exemplary level of and
services and safety, security, and an community-based
resources. age-appropriate facility advocacy for the
for all individuals, small school library
groups, and classes. program to
support student
success.
 Standard 6
Learner Centered Information Science & Librarianship
Principle 1: The librarian works collaboratively with other information professionals in support of the library program,
student achievement, and the profession, and understands the role of all types of libraries in an integrated learning
environment.
Principle 2: The librarian creates a school library program that is recognized as the central element in the intellectual life of
the school as evidenced by use of statistical measures to evaluate and improve the program.
Principle 3: The librarian applies and implements the principles and concepts of collection development: evaluation,
selection, acquisition, and organization of information, and employs standard bibliographic and retrieval techniques.
Principle 4: The librarian evaluates and selects existing and emergent technologies to support the library program in
coordination with the Texas Education Agency’s Long-Range Plan for Technology and the campus STaaR Chart.
Principle 5: The librarian communicates effectively with students and staff to determine information needs and applies
knowledge of literature to guide development of independent readers.
Principle 6: The librarian demonstrates ethical behavior in all professional contexts and promotes the principles of
intellectual freedom, information access, privacy, and proprietary rights.
Principle 7: The librarian engages in continuous self-evaluation and self-directed learning for professional growth by
participating and contributing to professional associations and publications.

Standard I
Learner Centered Teaching and Learning
Principle 2: The librarian works collaboratively with students, teachers, and the
community to promote local, state, and national reading initiatives that encourage
learners to read, write, view, speak, and listen for understanding and enjoyment.

A. Collaborates with reading instructional staff to integrate library resources and

services into at least 90% of the reading activities presented in the library, such as
storytimes, booktalks, reading promotions, etc.

D. Collaborates with members of the learning community and actively engages, directs
and encourages students to develop a lifelong appreciation of literature and other
creative expressions of information through at least 7 methods throughout the school
and community, e.g., formal introduction to program, class book talks, one-on-one with
patrons, promotion of current information in newspapers and periodicals, guest
speakers such as authors, storytellers, journalists, illustrators, etc., and web sites that
support literary and educational objectives.

Principle 3: The librarian collaborates, designs, and provides ongoing instruction for
staff and students in the integration of information technology and information literacy,
emphasizing and modeling the ethical use of resources.
A. Participates in ongoing identification and assessment of staff and students’ learning
needs in areas related to information literacy, ethics, and technology.

B. Continually addresses issues and needs of staff and students identified by librarian,
and other campus and district staff, including administrators through professional
development for staff and curriculum integration of technology and information literacy
for students.

E. Provides and conducts professional development for campus personnel and others,
such as district personnel and parent and teacher groups, at least 5 times annually that
supports the school library program elements found in State-mandated curriculum, the
SBEC guidelines, the STaR Chart at the target technology level, and national standards
for library programs.

F. Develops and promotes online training modules for staff, students, and community
that support the school library program elements found in State-mandated curriculum,
the SBEC guidelines, the STaR Chart at the target technology level, and national
standards for library programs.

The library rates acceptable in this area and could benefit from providing families and
students a better understanding of available resources through our campus and district.
Providing training on how to obtain information and resources from the library is crucial
so that the resources are used effectively. Although our librarian has a website and
discusses resources, a training would benefit to show parents more about what is
available!

Standard V
Learner Centered Connections to the Community
Principle 3: The librarian facilitates broad access to library resources and provides
opportunities for use for students, faculty and staff, families, partners and community
constituents.

B. Designs and initiates training in the use of print and electronic library resources
targeted to families and community partners and community members based on
analysis of community.
C. Designs And Delivers Online Training On the library web page and web-based
community partners and community and using learning resources.
The library rates below standard in the area of training. There is not available training
online provided by the librarian, The librarian will hold trainings if asked but does not
currently hold trainings for families and community and does not plan to implement this
in the library at this time.

Principle 4. The librarian, in partnership with community organizations, develops,

maintains, and markets the vision, goals, and needs of the school library program to the
broadest community constituency to promote the library and student success.

B. Designs and implements a strategy for effective communication/marketing of library

vision, goals, services, and needs with school and community partners, public
decision-makers, and the profit and non-profit sectors. The library rates acceptable in
this area.

I propose a presentation to be prepared for our campus and emailed with the campus
newsletter as well as teacher newsletters to ensure teachers, parents, and families are
aware of the resources available. This would include how to login to student personal
classlink page to see available online library resources, hours of the library, the library
contact info, Destiny search and more.

Teachers will also be sent this training. Teachers will be sent a google form asking if
they would be interested in additional training for available resources. Also, a weekly
blurb from the library will be attached to the Hoffmann Lane FaceBook Page.

The library could benefit from periodic trainings on new resources for parents and
teachers. These could even be an online training sent to parents as a blurb about what
resources our campus has available.

Standard VI

Learner Centered Information Science & Librarianship

Principle 1: The librarian works collaboratively with other information professionals in
support of the library program, student achievement, and the profession, and
understands the role of all types of libraries in an integrated learning environment. The
Hoffmann Lane Library is below standard in the area of providing training.
C. Assumes a leadership role in determining opportunities to collaborate with curriculum
specialists and professional staff to develop and provide continuing professional
education opportunities.
Principle 2. The librarian creates a school library program that is recognized as the
central element in the intellectual life of the school as evidenced by use of statistical
measures to evaluate and improve the program. The Hoffmann Lane Library is rated
acceptable in this standard.

D. Creates and convenes a library advisory committee twice a semester to review

statistical data. Works with the advisory committee using statistics to update and create
goals for a long-range library plan. Goals, objectives, and minutes of the committee
meetings are reported to students, staff, parents, and administrators. Annual reports are
made to the school board.

The proposed online presentation above will also help assist in this standard for training
purposes. There will be more data to view during advisory meetings. Trainings can be
shared through our classlink. Through these trainings, brochures/blurbs and marketing,
there will be even more communication between what the patrons of the library need!

The impacts made from this project will be determined by informal and formal
observations, collaboration with teachers and families, as well an anonymous google
survey asking if the information was helpful and what else may be helpful in the future.

Hoffmann Lane Elementary Library aims for excellence. To help the library rate
exemplary, a training video/lesson plan was created for our school community. This
video promotes our school library as well as informs the school community on the
available resources that the library has to offer available to view online. This
presentation also gives a short training on how to use the resources. This video will be
shared in school newsletters and the technology teacher will incorporate this into her
lesson planning to ensure that all students are aware of the available resources and
how to use them. The impacts made from this project will be determined by informal and
formal observations, collaboration with teachers and families, as well an anonymous
google survey asking if the information was helpful and what else may be helpful in the
future.
The video will explain the resources from the school library available through the district
app classlink.

Technology Lesson Plan- Library Resource Training

The teacher will present a video lesson prepared by the librarian to explain to students
the different library resources available through classlink. The teacher will present the
lesson while students are following along in their classlink, pausing along the way for
questions, to give feedback, and checking for understanding. This lesson will help
students understand what is available to them at school and at home. Students will be
encouraged to access this information at home as well. A link will be sent out by the
teacher.

The lesson covers the following library resources:

● Follet Destiny- to search for books by title, author, and subject, check availability,
how to correctly write the call number, where to locate books, how to hold and
reserve a book, show what items that are checked out to you
● Tumblebooks (an online resource for students to access book at home and to
read for research or enjoyment)- to search for books, take quizzes, read alouds,
selecting favorites and playing learning games

After the explanation of the resources, allow time for students to explore the resources
and ask questions.

Lesson Plan for elementary students for Follett Destiny

Title: Exploring the Library with Follett Destiny

Grade Level: Elementary school (grades 3-5)

Objectives:

● Students will be able to log in to Follett Destiny and navigate the homepage.
● Students will be able to search for and locate a book in Follett Destiny.
● Students will be able to identify different genres of books in Follett Destiny.
 ● Students will be able to understand the importance of checking out books and returning
them on time.

Materials:

● Computers or tablets with internet access

● Access to Follett Destiny website
● Library cards or student IDs

Introduction (5 minutes):

● Ask students if they have ever visited the school library before and what they enjoy doing
there.
● Explain to students that Follett Destiny is a tool that will help them find books they want to
read and borrow them from the school library.

Activity 1: Navigating the Homepage (10 minutes):

● Have students log in to Follett Destiny and navigate to the homepage.

● Explain the different sections of the homepage, including the search bar, new arrivals, and
top books.
● Have students explore the homepage and ask any questions they may have.

Activity 2: Searching for a Book (15 minutes):

● Have students use the search bar to find a book in the school library.
● Demonstrate how to use different search terms and filters to narrow down search results.
● Once a book is found, explain how to view more information about the book, including its
availability and location in the library.

Activity 3: Exploring Genres (10 minutes):

● Explain to students that books in the library are often organized into different genres, such as
mystery, fantasy, or biography.
● Have students browse through the different genres in Follett Destiny and identify books they
are interested in reading.

Activity 4: Checking Out Books (10 minutes):

 ● Explain to students the importance of checking out books and returning them on time.
● Demonstrate how to check out a book in Follett Destiny and how to see when it is due back.
● Remind students to take care of the books and return them on time so that other students
can enjoy them too.

Conclusion (5 minutes):

● Recap what was covered in the lesson and answer any remaining questions.
● Encourage students to use Follett Destiny to find and check out books from the school
library.
● Remind students to always ask for help from the librarian or teacher if they have any
questions or need assistance.

Title: Introduction to TumbleBooks

Grade Level: Elementary (2nd-4th grade)

Objective: Students will learn how to use TumbleBooks to read and explore different books

independently.

Materials:

● Access to TumbleBooks
● Computer or tablet
● Internet connection
● Headphones (optional)

Procedure:

Introduction (5 minutes):

1. Start the lesson by asking the students if they enjoy reading books. Ask them what their
favorite books are and why.
2. Introduce TumbleBooks and explain what it is and how it works. You can show them a demo
or a short video to make it more engaging.
Exploration (15 minutes):

1. Provide students with their login details and direct them to TumbleBooks.
2. Ask them to choose a book to read independently. You can provide some suggestions or let
them choose freely.
3. Encourage them to read the book and explore its features such as the narration, animations,
and sound effects.

Guided Reading (10 minutes):

1. Choose a book from TumbleBooks and read it together as a class.

2. Stop at different points in the story and ask students to share their predictions, observations,
and reactions.
3. Encourage them to participate actively by asking questions and making connections to their
own experiences.

Wrap-Up (5 minutes):

1. Ask students to share their thoughts about TumbleBooks and what they enjoyed about using
it.
2. Remind them to use TumbleBooks to read independently and encourage them to explore
different books regularly.

Assessment:

1. Monitor students' progress by checking their reading logs or tracking their usage of
TumbleBooks.
2. Evaluate their participation in the guided reading activity by assessing their comprehension,
critical thinking, and participation.

Extension Activities:

1. Ask students to create their own book review or book summary using TumbleBooks.
2. Provide them with writing prompts based on the books they have read in TumbleBooks.
3. Encourage them to share their favorite TumbleBooks titles with their classmates and
recommend books to each other.
Overall, this lesson plan aims to introduce elementary students to TumbleBooks and teach them how

to use it to read independently and participate in guided reading activities.