Franklin-Essex-Hamilton

Commissioner's Regulations 90.18 set forth the requirements for School Library Systems. One of these requirements states that at least once during the five-year period of each Plan of Service, each school district and nonpublic school, shall file with the system a plan which shows how district and building library media resources and programs meet the needs of students and teachers and describe the ways in which it proposes to make effective use of the system. Such plan shall include:

< (I) a description of existing library resources and services, in a format established by the school library; (pages 2-7)

< (II) procedures for prompt and efficient communication among school library media specialists and reporting to other members of the school community regarding system policies, procedures and services; (page 8)

< (III) provisions for periodic reporting, at least annually, to the governing body of the school district or nonpublic school and to the administration, regarding participation of the member in system services;

< (IV) assurance by the member and its participants that adequate qualified staff is available to organize and administer the library media program and fulfill system responsibilities; (pages 12-13)

A. Goal: To have a current collection with the scope to meet the curriculum needs of students and faculty.

1. Take your school's curriculum and mentally review your collection. Rate each Dewey Classification area in the column for Librarian as to how you feel that area supports particular curriculum areas: 0=Out of Scope: The library does not collect in this area. 1=Minimal Level (Not able to support curriculum): A subject area in which few selections are made beyond very basic or introductory works. 2=Basic Information Level (Minimal support of curriculum): A collection of up-to-date general materials that serve to introduce and define a subject and to indicate the varieties of information available elsewhere. It may include dictionaries, encyclopedias, selected editions of important works, in the minimum number that will serve the purpose. (A basic information collection is not sufficiently intensive to support any courses or independent study in the subject area involved).

3=Instructional Support Level (Able to support class assignments): A collection which is adequate to support instruction and maintain knowledge of a subject required from limited or generalized purposes. It includes works of more important writers, historical surveys, bibliographies, periodicals, in the minimum number that will serve the purpose. 4=Research Level (In-depth support can be provided): A collection which includes important reference works, a selection of specialized monographs, works of major and secondary writers, collection of journals and other information useful to researchers. (This level of collecting intensity is one that maintains a "special collection". Older material is retained for historical research).

2. Ask faculty members to do the same for the part of the collection that pertains to their particular academic programs. You should have at least one teacher in each applicable area participate in this collection evaluation.

Since the Dewey categories overlap, a teacher in a specific subject area might be able to review more than one category. For example, a Science teacher would be able to review at least a portion of the 500's. Additionally, the same teacher might also be able to review portions of the 900's, possibly biographies of scientists and the history of science.

Serials

Fiction

Reference

000-

099

General

Works

100-

199

Philosophy

and

Psychology

200-

299 Religion

300-

399

Social

Science

400-

499

Language

500-

599

Science

600-

699

Tech-

nology

700-

799

Fine

Arts (Art, Music,

Sports)

800-

899

Literature

900-

999

History

Bio-

graphy

Librarian

Science

Social Studies

Reporting

A. Please check as appropriate for your library.

Services and Programs	Yes	No	N/A
Interlibrary Loan
< Borrows
< Loans
Sends Catalog Cards to SLS
< Additions
< Deletions
Sends Serial Titles to SLS
< Additions
< Deletions
Automation
Coordinated Cooperative Collection Development
NewsBank
ProQuest Direct
Electric Library
Book Reviews
Consultation with SLS Staff
Information about the library is included in the faculty/student handbooks
There is a written integrated program of instruction in information skills/literacy.
Instruction in information skills/literacy is (mark all that apply):
< Provided by a library media specialist through regularly scheduled classes
< Provided by a library media specialist on request to classes (flexible scheduling)
< Provided by the library media specialist through individual instruction.
< Provided by a library media specialist and classroom teacher working as a team.
The library media instructional program is involved with the implementation of the New York State Learning Standards (mark all levels that apply):	Yes	No	N/A
< Level 1: Beginning to plan with teachers
< Level 2: Integrating standards/assessments into curriculum units collaboratively with teachers
< Level 3: Implementing standards/assessments in most subject areas and grade levels.
Other (specify):

Facilities	Yes	No	N/A
Adequate Seating Capacity (10% of building enrollment)
Adequate Shelving (shelves not more than 75% full)
Classroom Instructional Area
Quiet Reading Area
Quiet Research Area
Story Area
Computer Area

Policies and Procedures	Yes	No	Last Update
Materials Selection
Weeding
Collection Development
Library Procedures Manual
Internet Access
Challenged Materials

B. Library Media Specialist Responsibilities

Please check as appropriate.

	Yes	No
Uses scheduled time for collaborative planning with teachers and/or other staff?
Participates in curriculum planning on a regular basis?
Teaches information skills?
Provides library-related computer instruction?
Provides reference services and reading guidance?
Performs collection development and maintenance on a regular basis?
Organizes resources to support curricular units?
Manages and administers library budget?
Processes new print and nonprint resources?
Evaluates and selects new resources to support the curriculum?
Organizes, promotes, and/or provides activities to encourage reading and literacy?
Provides orientation for students?
Provides orientation for staff members?
Presents staff in-service programs?
Provides guidance for media production in a variety of formats?
Develops bibliographies?
Maintains displays, bulletin boards, showcases, etc.?
Maintains reserve shelf for class readings and assignments?
Maintains a vertical file?
Inventories and maintains equipment, resources, and supplies?
Chairs or sits on committees/council? Please list:


Other (please specify):

IV. Staffing

Please complete for your library.

District: Library:

Staff

Name

NYS Certification

# Years

Experience

Full-time

If Part-time,

# hours

per day

Grades

Enrollment

Teaching Assistant

Teacher

School Media Specialist

School Media Specialist (Library)

School Media Specialist

(Ed. Comm)

(including this year)

Yes

Library Supervisor

School

Library Media Specialist

Teacher in Charge of Library

Paraprofessional

in Charge of Library

Support staff:

Teaching Assistant

Aide

Clerk

Other*

(please

specify)

*Do not include student aides

IV. Staffing

B. Professional Development and Continuing Education

Please complete the following for this school year.

Title	Attendance
	Yes	No
SLS Council Meetings
SLS Liaison Meetings
Book Review Sessions
Coordinated Cooperative Collection Development Workshop
Automation Training
Automation User Group Meetings
Regional Workshops (specify):
Professional Association Conferences/Meetings:
ALA
NYLA
SLMS
NASLMS
NALA
BOCES/Teacher Center Workshops (specify):
College/Graduate Courses (specify):
Other (specify):

V. Goal Setting

The goals you set for the previous school year are attached for your reference.

3. For goal #1 did you:

� Accomplish the goal completely.

� Accomplish the goal partially.

� Not accomplish the goal at all.

4. For goal #2 did you:

� Accomplish the goal completely.

� Accomplish the goal partially.

� Not accomplish the goal at all.

B. Goal Setting for next school year

Goal setting is an important part of a library program. The following is a sample

goal with proposed actions.

Sample Goal: I will find ways to increase daily circulation.

< For elementary grades, the daily circulation will equal 50% of the enrollment.

< For secondary grades, daily circulation will equal 10% of the enrollment.

Sample Proposed Actions:

< Involve students and faculty in selecting library resources.

< Keep a daily count of how many students and faculty members use the library and for what purposes.

< Review budget expenditures to see if reallocation is necessary.

< Develop at least two instructional units each year with different faculty members.

Please list two of your goals with proposed actions for the coming year on the following page.

Goals

Library:

Goal 1:

Proposed action:

Goal 2:

Proposed Action:

B. What would you like your library media program to be next year; in the next three years?

How can the School Library System assist your district in improving its library media program?

MEMBER PLAN AGREEMENT

We have reviewed the Member Plan for this library and will try to achieve the goals as stated in the plan on page 15.

Date Superintendent/Headmaster

[your library name here]

Goals