Amesbury Public Schools

School Library Media Centers

Long Range Plan

2004-2009

5-Year plan Committee Members

Monica Blondin		Amesbury High School - Chairperson
Jean Brockmyre		Amesbury High School
Robert Day		Student, Amesbury High School
Gerri Fegan		Amesbury Elementary School
Maria Ferrandini		Cashman Elementary School
Nancy Frick		Parent
Ann Fuller		Amesbury High School
Madelyn Gray		Amesbury Elementary School
Maureen Hardin		Amesbury Middle School
Anita Marsh		Amesbury Middle School
Mary Ann McGrath		Cashman Elementary School
Les Murray		Principal, Amesbury High School
Julia Phelps		Administration
Mia Rowlands		Amesbury High School - Secretary
Stan Schwartz		School Committee
Margie Shepard		Amesbury Public Library
Anne Verret-Speck		Administration

Amesbury School Committee

Debra Bibeau
Deborah Comick
Robert Gosselin
David Hildt		Mayor - Chairperson
Charles LaBella
Stanley Schwartz
Darrell Taylor

Administration

Dr. Stephen J Gerber.		Superintendent
Normand R. Sanborn		Business Administrator
Dr. Julia D. Phelps		Coordinator for Curriculum, Professional Development and Grants
Michael F. Curry		Principal, Amesbury Middle School
Peter Hoyt		Principal, Charles C. Cashman Elementary School
Gail M. Korpusik		Principal, Amesbury Elementary School
Leslie R. Murray		Principal, Amesbury High School

Table of contents

I. Description of Plan’s Methodology and Development........................................................................ 7

II. Community Profile................................................................................................................................ 8

III. Mission Statement of the Amesbury School District...................................................................... 10

IV. Mission Statement of Amesbury Schools’ Library Media Centers............................................... 10

V. Current Status of the Library Media Centers.................................................................................. 11

Amesbury Elementary School................................................................................................................ 11

Cashman Elementary School................................................................................................................. 14

Amesbury Middle School....................................................................................................................... 16

Amesbury High School........................................................................................................................... 19

VI. Needs Assessment............................................................................................................................ 22

Student Survey Results........................................................................................................................... 22

Eighth Grade Students........................................................................................................................................................................ 22

Senior High School Students............................................................................................................................................................. 23

Teacher Survey Results.......................................................................................................................... 27

Pre K - grade 4 Schools....................................................................................................................................................................... 27

Middle School...................................................................................................................................................................................... 27

High School.......................................................................................................................................................................................... 27

VII. Five-Year Plan Goals and Objectives............................................................................................. 31

VIII. Action Plan, FY 2004...................................................................................................................... 34

IX. Approval of the governing board...................................................................................................... 39

Appendices................................................................................................................................................ 41

i. Minutes of Meetings

ii. Sample Student Survey

iii. Sample Teacher Survey

iv. Massachusetts School Library Media Association Standards

v. Evaluation of the Amesbury Public Schools’ Library Media Centers based on the Massachusetts School Library Media Association rubrics

I. Description of Plan’s Methodology and Development

The Amesbury Public Schools’ planning process began with Susan Babb, from the Northeast Massachusetts Regional Library System, coming to our high school and meeting with all the library media specialists as well as Dr. Stephen Gerber, Superintendent of Schools, to explain the process of writing a five-year plan. Ms. Babb introduced and explained the School Library Media Center Long-Range Planning Guide: A workbook for Massachusetts School Library Media Centers prepared by Carolyn Markuson, Mary Frances Zilonis, and Mary Beth Finke, published by the Massachusetts Board of Library Commissioners in 1999. This preliminary meeting was held in March 2002 and resulted in a unanimous vote of the Library Media Specialists to devote the time to develop a five-year plan. Superintendent Gerber stated that he supported this effort. The Library Media Specialists next solicited members for the committee and were rewarded with representation that was both broad and highly motivated. Representation included: Library Media Specialists from every school, library media center staff, a public librarian, teachers, parents, a high school student, administration and school committee members. One of the outcomes of this wide representation was that the members now fully understand and support the programs of the four Library Media Centers. We are optimistic that this understanding will help ensure our programs’ survival in these difficult economic times.

The work of this productive and dedicated committee is reflected in the minutes of our meetings which are included in Appendix i. There was much lively discussion and honest debate on the issues of what makes a quality program at every level. The results of the student and faculty surveys demonstrated to us that our work has just begun in making our clients aware of what we do, and what we are able to do for them. Our goals and objectives, as well as our Action Plan for year one reflect those survey finds, and give us direction in what we will accomplish. The results of the Model School Rubrics (see Appendix v) also clarified the direction our programs need to progress to go from being basic or proficient to becoming exemplary in all areas.

On April 16, 2003 we held our ninth meeting and this concluded the work of our committee. In addition to the monthly meetings of the full committee, the library Media specialists met as a group once a month. Their task was to organize and fine-tune the information to be presented at the full committee membership meetings. Overall the Long Range Plan is the culmination of one year of work. The plan will be presented to the school committee in June 2003.

The Community Profile in this report was taken from the Amesbury High School Accreditation Report for the Fall of 2002.

II. Community Profile*

Amesbury is a town of 16,076 people. It is located in the northeastern corner of Massachusetts on the New Hampshire border. At one time Amesbury was a community where most residents spent virtually their entire lives, but more recently it has become an attractive community for new residents, due to affordable housing, exceptional town services, low crime rate, and location at the intersection of two major highways. Although commerce prevails on the periphery and downtown, there are no major industries within its borders. Those who work locally do so mainly in small factories, stores, restaurants, or public service. A revitalization project in the downtown area is attracting artisans and a Super Stop and Shop recently opened on Route 110. The local unemployment rate in 1999 was 3.1%. A second measure of the community’s socioeconomic character is reflected by the 17.1% student body (system-wide) eligible for reduced price school lunch.

Amesbury has five public schools: Horace Mann (preschool), Amesbury Elementary School (preschool-4), Charles C. Cashman Elementary School (preschool-4), Amesbury Middle School (5-8) and Amesbury High School (9-12). In addition, Amesbury has an alternative secondary school, the Academy for Strategic Learning, with students ranging in ages from 13-18. This program is currently in its infancy, housing only one classroom, although plans for expansion are under way.

Amesbury’s total school population is 2,667 students, approximately 800 of whom are in grades 9 through 12. Whittier Vocational Technical High School houses approximately 6% of the town’s 9-12 population. There is also a small percentage (less than 5%) who attend parochial high school in neighboring communities.

Amesbury High School has a longstanding arrangement to take in students from South Hampton, NH, (approximately 30 students) and is also a school choice community with approximately 40 students, although choice is being limited at the high school due to space considerations. Enrollment has increased significantly in recent years. At the beginning of the 1996 school year there were 611 students attending AHS. The 2000-2001 school year began with 798 students, including 276 freshmen and only 135 seniors. Enrollments are expected to eventually stabilize. Amesbury Middle School is the primary feeder of AHS; however, two private schools, Sparhawk School and Harbor Schools, also contribute minimally to the student body.

There are 63 faculty members at AHS, of which 23 are male and 40 are female. Ninety-two percent of these teachers have majored in their subject area and another 3% have minored in the area they teach. The student/teacher ratio is approximately 19 to 1.

Of the class of 1997-1998, 65.9% went on to four year colleges, 12.7% went on to 2 year institutions, 15.9% went directly to work, and 21.3% dropped out of school. The ethnic composition of the student population is 98.2% Caucasian, which reflects the community’s lack of cultural diversity.

Amesbury High School’s per pupil expenditure in 1997-1998 was $6051. Approximately 63% of the school budget was from local levy and approximately 33% came from federal and state aid. Overall, 49.6% of the local budget is spent on the schools.

The Amesbury area is rich in local history and is close enough to Boston and Salem, MA, to allow for field trips to places like Museum of Science, Fine Arts, Aquarium, Symphony Hall and the Peabody Museum. Local education opportunities include the Public library, dual enrollment through Northern Essex Community College, distance learning, whale watches, Addison Art Gallery at Andover Academy, Fire House Theater in Newburyport, summer music programs at UNH and UMass Lowell, Maudslay Community Orchestra and local historic sites such as Bartlett Museum, Mary Baker Eddy House, and John Greenleaf Whittier Home.

AHS students are active outside the classroom. Over 200 students successfully completed an internship in 1999-2000. All seniors complete 75 hours of community service as a graduation requirement. On average, approximately 200 students compete on athletic teams each season. There are also 13 extra-curricular organizations with membership ranging from 6 to 54.

Students have the opportunity to earn numerous academic and nonacademic awards. An annual Honors Awards night recognizes students who have made the honor roll several times with medals, watches, and dictionaries. The area Chamber of Commerce holds a dinner for the top 10% of the junior class annually. There are chapters of the National Honor Society, the Quill and Scroll Society, and the Tri-M Music Honor Society. Some individual subject areas also give academic awards. In sports each team has an annual awards banquet and students who earn 10 or more varsity letters earn an award blanket from the Booster’s Club. Underclassmen receive awards such as Book Prizes at an assembly in late May and seniors receive many awards at the annual Baccalaureate assembly during senior week. Students who are named to the honor roll during every quarter of high school receive a special award at graduation. Many art students are also recognized by the Boston Globe scholastic art competition and Congressional Art Competition. Over $75,000 in local scholarships and awards are presented annually at graduation. Students have the opportunity to try out for Northeast Junior/Senior band and chorus. The local American Legion sends two students to Boys’ State Leadership Conference each year.

Currently the only performance requirement for graduation is a term paper/presentation in English, although performance assessments are being discussed in other subject areas. AHS tends to rank in the average range in terms of performance on standardized tests such as the SAT and MCAS tests. The latest available MCAS scores show AHS scoring slightly above the state average in all three of the subject areas reported with a total score of 698 as compared to the state average of 683. AHS MCAS scores are in the middle when compared to the four closest area high schools.

Challenges facing the school in the coming years include adjusting to a new administration, and possible administrative restructuring, raising MCAS scores, improving the transition from school to career via articulation agreements, lack of space for both courses and meetings, insufficient courses (especially applied and practical arts and sciences) to meet all students needs due to lack of staff and lack of space, large class sizes in some areas, insufficient special education resources, increased demands placed on classroom teachers to individualize instruction in larger classes for special needs students, and problems associated with block scheduling such as frequency of changing courses every 9 weeks, attention span of some students in a 80 minute period, and retention when students do not have a subject for a semester.

III. Mission Statement of the Amesbury School District

The Amesbury School District is unconditionally committed to every child, ensuring that all students experience success through the development of attitudes and skills necessary for lifelong learning by providing the highest quality staff, meaningful learning experiences, and a vitally involved community.

IV. Mission Statement of Amesbury Schools’ Library Media Centers

The mission of Amesbury Public Schools’ Library Media Centers is to be fully integrated into and supportive of the district curriculum. In addition, the Library Media Centers will ensure that all students and teachers are effective users of ideas and information. This will result in everyone becoming lifelong, independent readers and learners.

V. Current Status of the Library Media Centers

Amesbury Elementary School

1. Describe briefly your library media program as it currently exists.

The library media center serves the school student body and staff to support the district and state curriculum frameworks. Classes are scheduled for lessons on a weekly basis.

· Students in grade Pre-K have the opportunity to attend a half hour class in which they are read stories and participate in question and answer time.

· Students in kindergarten begin each year with a half hour lesson, but increase their time in the library media center to forty-five minutes after February vacation. They enjoy a variety of literacy and basic library and information skill readings and activities as well as circulation time.

· Students in grades one through four visit the library media center on a weekly basis for forty-five minutes in which they participate in a four week cycle of literacy and information research (genre study, Big 6 skills, author study, and non-fiction appreciation), technology and media training (Internet searching, digital camera, overhead projector, audio recording) as well as circulation activities.

2. What special programs does your library media center provide?

The library media center special programs support literacy, community respect, peer leadership, and cultural awareness.

· Amesbury Readers Are Leaders (RAL) is a community/school/family reading program that promotes non-fiction reading and use of the public library as a partner in elementary education. In collaboration with the Amesbury Rotary Club, the library media center sponsors three or four drawings per school year to reward students who have participated in the program. RAL also supplies the source of the materials selected for fiction reading in the summer.

· Amesbury for Africa is also a community project in which students are actively participating in the educational needs of its sister school’s students in Essabalu, Kenya. Families of students at AES donate books for a “swap” in which students can purchase used books for twenty-five cents each. The proceeds are then matched with funds from the Amesbury for Africa organization and sent directly to Ebussamba Primary School in Kenya. Students study Kenya’s culture during the month of January in library media center classes as well.

· Before School Programs

Ø History Kids is one of three new before school programs for grades K-4 to learn about famous events in world history and biography. It meets every Monday. Class size is twenty.

Ø Book Buddies is a simple partner reading program for an older grade/younger grade team. This is also a new before school program. It meets every Tuesday. Class size is twenty.

Ø Caldecott Club is the third before school reading program that allows students to read Caldecott winners and do simple activity sheets. It meets every Wednesday. Class size is twenty.

3. How do students get access to the library media center?

Classes are on a fixed schedule with the aforementioned time periods, but flexible class and individual visits are available daily in forty-five minute blocks. Circulation of materials occurs mostly during fixed class visits, but checkout and book return are available at anytime during the day. Students use the book drop and write their own paper checkout slips.

4. How do teachers access the services of the library media center and of the library media specialist?

Teachers have a large professional development and curriculum support print and video library available to them at all times for browsing and checkout. Items are checked out on an “as needed” basis with a negotiated due date to accommodate lesson plan use.
The library media center flexible class time can be readily scheduled also on an “as needed” basis so that the library media center resources and the library media specialist can support projects and lessons.
All media needs (audio, video, software, and presentational hardware) are provided in each classroom at the beginning of each school year and serviced during the summer. The library media specialist is responsible for maintaining these services as part of student project support.
The library media specialist is available by phone, personal visit, and through e-mail and the library media center website. Requests for materials, bibliographies, circulation reports, and newsletters are usually transmitted online.

5. Are you working on developing a flexibly accessed library media program? If yes, how?

I currently have a mixture of both. It allows me a structured lesson time as well as an in-class or library media center research support time for student projects. It is quite sufficient.

6. Is the library media specialist involved in cooperative planning with the classroom teachers?

Yes. Teachers and I work together in a variety of ways: materials preparation for class assignments, report writing skills that relate to library media center use (citations, bibliographies, author study), Walk for Literacy kits, Keebook Internet CDs for in-class use, specialist projects, and audio supplements for Special Education reading assignments. Library skills writing assignments are often used for extra grades in fourth grade classes and assessments.

7. Is the library media specialist involved in curriculum development with the classroom teachers?

Yes, but not as much as I would like. Grade level meeting times are not accessible because I am used as the “prep time” during the meeting. I have had successful collaboration through individual meetings, and have been able to support new curriculum changes because the teachers have been very supportive of the library media center’s goals to supply updated material.

8. Describe how technology is integrated into the library media program.

The library media center catalogue and its search capabilities are taught to second grade classes.
The library media center’s website and its links to class work and the curriculum areas are taught to third grade classes.
The Google search engine and online reference materials are taught to fourth grade classes.
Cassette recorders for oral presentation are taught to second graders.
Overhead projectors for oral presentations are taught to second graders.
Digital cameras for written report enhancements are taught to third graders.
Video and (with the technology teacher) PowerPoint presentations are taught to fourth graders.
Videos are shown to enhance library media center and classroom assignments.
The Smartboard will now be incorporated into the information skills and Internet search skills portion of the library media center curriculum.

9. Describe library media center involvement with the reading program and literacy development in the school.

The Bay State Reading Program maintains its own literacy room on the second floor of the building. It contains guided reading materials, audio book group materials, big books, and other items to support the initiative. The library media center supports and enhances this collection by organizing its own materials in a genre enriched environment. In other words, the three sections (non-fiction, readers, and picture book) are organized by genre rather than alphabetical order.

10. What is the budget for the school library media center? (Include breakdown by categories).

The library media center’s budget has had its ups and downs, but it has been generously endowed by the district in times when other communities have downsized library media center materials.

Budget (FY 2002-2003)

School Department Funds

Print materials $2,500

Subscriptions/Periodicals $ 500

Audio/Video Materials $ 500

Other $ 500

Scholastic Book Fair Funds

Print materials $4,000

Walk for Literacy Funds

Literacy Kit materials $3,261

Title V Grant

Print materials $1,000

Cashman Elementary School

1. Describe briefly your library media program as it currently exits.

· The library media center is in a state of updating its collection to meet the district and state frameworks. We are a Pre-k through 4^th grade school and on a fixed schedule. Classes are seen at least once a week depending on the grade level. The library media center has been moved twice because of renovations and materials are still being classified and cataloged. Students receive services relating to the frameworks and teacher selected activities. Research and critical thinking skills are the foundation of all instruction including literacy appreciation and support.

· Students have open access to the library media center and use it appropriately.

2. What special programs does you library media center provide?

Readers are Leaders is a collaborative reading program with the Amesbury Public Library sponsored by the Amesbury Rotary. Children visit the Public Library choose a book from a monthly selected Dewey Category and read the book, fill out a work sheet and return to the school library media center. The worksheet becomes an entry into a raffle.
Cashman’s Fit & Lit is a collaboration with Physical Education Teacher where fitness and literature is targeted for a determined amount of time by the students and staff. Each sheet represents at least 7-8 hours of exercise or reading. When complete, the sheet is returned to a designated area and book and/or foot tokens are rewarded. The goal is to develop and maintain a fit mind and body for students and staff.
The Pottery Project is an afternoon collaboration with a local business and the art and technology teachers. Students have been exposed to A Single Shard during library media center class and integrated into a lesson on ancient civilizations, inventions, and pottery making. This culminates in a final meeting presenting a traditional Japanese Tea Ceremony.
Rotarian Readers visit weekly to read to a selected student determined by their classroom teacher. Materials are provided by the library media center and the Rotarians.
Big 6 Research model is used with fourth graders in a curriculum area designated by the classroom teacher and each class experiences this process of research.

3. How do students access the library media center?

Students in grades 2-4 receive 45 minutes of library media center instruction weekly. First grade receives 2 periods of 30 minute instruction weekly. Kindergarten receives 30 minutes weekly and Pre-k uses the area three times weekly for short periods of time.
Students and staff have open access to the library media center at all times. They drop books and fill out a paper check-out sheet for the needed materials.

4. How do teachers access the services of the library media center program and the library media specialist?

· Teachers enter and sign out materials on an as needed basis and due dates are flexible. This occurs throughout the day to accommodate the needs of the staff.

· New books are put on display for a period of time.

· Training has been given, by allotted staff meeting time, on the use of Alexandria, our automated system.

· The library media specialist is available by phone, e-mail and when a class is not in session.

· The library media specialist delivers books requested and assures that all needs have been met through personal visits to the classrooms requesting materials.

5. Are you working on developing a flexibly accessed library media program? If yes, how/

Currently, there is a fixed schedule but students use the library media center at the discretion of classroom teacher and availability of room in the library media center. Often, there is a class and several students from other classes using the facility.

6. Is the library media specialist involved in cooperative planning with the classroom teachers?

As a member of the Building Literacy Team, collaborative planning has been introduced and discussed for future scheduling of team meetings. Presently, collaboration is done by personal visits to classrooms, quick conversations at lunchtime and in the hallways.

7. Is the library media specialist involved in curriculum development with the classroom teachers?

The library media specialist collaborates with grade level teachers for development of the library media program. Presently, the health and physical education benchmarks are being re-evaluated. When an applicable committee is reconvened, I hope to be involved.

8. Describe how technology is integrated into the library media program?

Alexandria, the automated library media center catalogue.
Internal link for database page is being developed by technical staff.
Yahooligans is used as a search engine.
A Smartboard has been purchased and introduced to staff and will become a tool for information literacy skills.
Videos are for teacher sign-out and related to curriculum.
Digital cameras are used throughout the building.
Development of a library media center web page is a goal.

9. Describe library media center involvement with the reading program and literacy development in the school.

The library media center houses the literacy closet that supports our Guided Reading Program. The library media specialist coordinates with the Literacy Specialist on materials acquisitions. The library media specialist is also a member of the Literacy Team.

10. What is the budget for the school library media center?

Budget (FY 2002-2003)

School Department Funds $3500.00
Walk for Literacy (PTA funds) $3260.00
Title V Grant $1800.00

Amesbury Middle School

1. Briefly describe your library media program as it currently exists.

The library media center and its collection support the curriculum and literary needs of our school community. The library media center staff is actively involved in promoting print and non-print resources and in teaching students and staff how to access and use those resources. Teachers reserve time to bring their classes to the library media center in a variety of ways: by stopping by to talk with the library media center staff, by phoning us or emailing us. Some teachers book research or book talk visits months in advance. With our flexible schedule, the library media center services an average of 100 students a day who visit the library media center from a class or study hall to use a computer, do research, or browse for a book independently. (These students are in addition to the students who come in with a teacher for book talks or research projects).

2. What special programs does your library media program center provide?

· 5^th Grade Orientation – a series of 6 lessons which introduce the students to policies and procedures, the library media center collection and the automated catalog. Each team visits the library media center with their Language Arts teacher 6 different times in September and October to complete the series.

· Team Meetings – The library media specialist meets with each team of teachers during the fall to distribute and review the library media center handbook which the library media specialist updates yearly. The handbook contains information about library media center policies and procedures, research databases, the professional library and library media center resources.

· BookTalks – book talk programs are offered for grades 6 – 8 throughout the year. The library media center staff promotes new books, award winners, high interest books for reluctant readers and old favorites. Many Language Arts teachers bring their classes to the library media center for book talks once each quarter.

· AMS Reads – This parent and child book discussion program is held in the evening twice a year: once in the fall for grades 5 and 6 and once in the spring for grades 7 and 8. Students who register for the program receive a copy of the book to be discussed from the library media center staff. The student and a parent or guardian are expected to read the designated title. A book discussion program is led by the library media specialist and several teachers.

3. How do students get access to the library media center?

There is limited access before school. If a student asks the library media specialist for a special library media center pass on the previous day, he or she will be allowed into school before school to use the library media center.
There is flexible access to the library media center during the entire school day. Students may visit the library media center with a pass from class or from study halls. Teachers usually call the library media center first to check for availability of seating or computers.
Any student may visit the library media center with a pass during the last 20 minutes of the day (2:00-2:20). This time period is reserved for silent reading and/or academic advising and students are in their homerooms. This policy of allowing students to visit the library media center during silent reading time is new and has been very effective. The library media center is very busy during those 20 minutes as students use computers, do research or borrow books. Students who do not have access to the library media center at any other time of the day are assured of access at 2:00 any day.
Students visit the library media center with teachers throughout the school year to borrow books, do research or participate in book talk programs. Library media center instruction is offered depending on the assignment. Students are introduced to and encouraged to use a wide variety of print and non-print resources to complete their assignments.
Students and staff members may access our in-school research web page in their classrooms. The library media center staff is available to troubleshoot computer problems when our patrons have trouble accessing our in-school web page. Students in grades 6-8 are taught how to access the research databases from home.

4. How do teachers access the services of the library media center and of the library media specialist?

· Teachers phone or email the library media specialist to check for availability of library media center services. Many teachers stop by to meet with the library media specialist during a prep period or before or after school. Teachers may want to bring their students in for research or to borrow books. Some teachers want to borrow a cart full of books about a specific topic. Some teachers want to reserve a section of the library media center to use the Smartboard with their students. Some teachers want to reserve time in room 209, the library media center’s minilab.

· Teachers who are planning research projects in the library media center meet with the library media specialist to collaborate on the assignment and identify print and non-print resources to be introduced and information literacy skills to be taught.

5. Are you working on developing a flexibly accessed library media program?

We have had a flexible schedule for the last 15 years.

6. Is the library media specialist involved in cooperative planning with the classroom teachers?

The library media specialist is involved in cooperative planning with Language Arts and Social Studies teachers for the most part. A few Science teachers work with the media specialist but most of them do not. Science teachers tend to ask for a cart of books on a topic.

7. Is the library media specialist involved in curriculum development with the classroom teachers?

The library media specialist has been a member of the Social Studies Curriculum Planning Committee in the past and plans to serve on future curriculum committees.

8. Describe how technology is integrated into the library media program.

Our catalog is automated and can be accessed at each computer station in the library media center and in room 209. When students work with the library media specialist on research projects, they are taught how to use research databases (that pertain to the assignment), how to cite computer sources for a bibliography, how to check websites for authority of the author or organization and currency of the information. Students are also taught how to access the research databases from home. Since January 2003, the library media specialist has been using a Smartboard and data projector to teach students about the computer sources. The entire class can now clearly see the database and webpage screens. Our in school webpage allows students and staff to access MVLC, research databases and websites that the library media center staff has bookmarked, in addition to the internet in general. Students are encouraged to use Google as a search engine though they are allowed to use other search engines. The library media center has 2 scanners which are used often to print out color pictures for reports or for inserting graphics and pictures into power point presentations.

Our video and audio book collections are very small due to lack of funds.

9. Describe library media center involvement with the reading program and literacy development in the school.

There is a great demand for novels in the middle school for book reports and for promoting literacy and love of reading. Due to budget cutbacks, it has been difficult to provide the necessary materials for a wide variety of reading levels and also to be able to purchase multiple copies of popular fiction titles or titles to be used in the classroom for literature circles. Our book talk programs have been very successful in promoting reading among middle schoolers. There is a need for multiple copies of those titles (which include recent award winners). Budget cutbacks combined with curriculum changes have made it difficult to purchase the necessary non-fiction titles in recent years. Middle school students need variety of print and non-print materials in a range of reading levels for research projects. Our reference collection is beginning to suffer as well since there have been insufficient funds to update our reference collection in most areas.

10. What is the budget for the school library media center?

Budget (FY 2002-2003)

$8,900.00 – books, supplies, videos, audiobooks, periodicals, reference books,

$ 1,500.00 - textbook rebinding

$499.00 – Alexandria service contract

$3,000.00 – grant money

$600.00 – donations from students and their families (AMS Gift Book Fund)

Amesbury High School

1. Describe briefly your library media program as it currently exists.

The library media center and its collection supports the district and state curriculum frameworks. We are a teaching center and accessed by all departments. Classes are scheduled by teachers signing-up in advance and filling out an “Assignment Alert” sheet to help us understand the assignment so that we may provide assistance and direction. Attached is a sample sheet.

2. What special programs does your library media center provide?

Special programs we provide include:

Teacher orientation, by department, where we demonstrate how our databases and our homepage fit in the context of the specific curriculum of each department;
Freshman Orientation to make new students aware of what the library media center has for resources for their assignments and how to access that information;
A New Book Brunch to make the staff aware of our new books via a display and refreshments;
Senior Term Paper Orientation where senior classes come to the library media center for a refresher class and to be made aware of the enhancements to our homepage and database collection in order to aid them with this major assignment.

3. How do students get access to the library media center?

Students access the library media center in several ways:

· They come as they choose between 7:15 a.m. and 8:15 a.m. This time period is used for homework. It is a very busy time for the library media center. They can also choose to come between 2:30 p.m. and 3:30 p.m. after classes are over;

· Students also are brought as an entire class to use library media center resources and/or get formal instructions on the use of specific resources to begin a project;

· Students can access the library media center with a pass from their teacher to do work for a specific class or project on an individual or small group basis;

· Access to the databases is available in the classrooms and from home with the use of a public library card.

4. How do teachers access the services of the library media center and of the library media specialist?

Teachers access the services of the library media center staff by stopping by and meeting with us as their schedule allows.[mr1] Library media center projects are planned with the library media center staff and the teachers working collaboratively. Teachers are shown appropriate materials in the collection (subject media-ographies are offered), and which databases or web sites will provide the best information. We provide inter-library loans (ILL) from the public library if an assignment is such that we cannot meet all of the demand. We will also borrow from other library media centers in our system. We provide bookcarts of materials for classroom use and communicate with teachers via email and their mailboxes to keep them current on library media center matters.

5. Are you working on developing a flexibly accessed library media program? If so, how?

We have a flexibly accessed program.

6. Is the library media specialist involved in cooperative planning with the classroom teachers?

The library media specialist is widely involved in cooperative planning, but not with all teachers. We are used heavily by the English and Social Studies Departments. We are beginning to make connections with the Science and Foreign Language teachers. We are striving to do cooperative planning with all Departments, as is reflected in our goals.

7. Is the library media specialist involved in curriculum development with the classroom teachers?

Library media specialists were represented on the Curriculum Planning Committees system-wide.

8. Describe how technology is integrated into the library media program.

Technology is an integral component of our library media program. We have 16 computers in the library media center, all with internet access. Our homepage provides access to the MVLC and NMRLS databases, we well as a Local History Collection. We are using a data projector to instruct classes in the use of our homepage. Our card catalog is on-line and all facets of our library media center operations are automated. We have just received a Smart Board and will begin giving student instruction using this new technology. We provide materials in videorecording and audio book format to accommodate differing learning and teaching styles.[mr2]

9. Describe library media center involvement with the reading program and literacy development in the school.

The library media center has suffered a blow in our support of pleasure reading and literacy when our entire fiction collection was moved from the library media center to a classroom adjoining the library media center. Students have access to this classroom before and after school and we have noticed a decided drop-off of students choosing fiction books from our collection. This situation will be remedied when we move into our new library media center, scheduled to open September 2004, and we will again have our entire collection in one area.

10. What is the budget for the school library media center? (Include breakdown by categories).

Budget (FY 2002-2003)

Circulation books / reference books /

professional books / Periodicals &

newspapers $17,000.00

Bindery / staff training / memberships / consortiums $1,350.00

A-V (books on tape / VCR tapes / DVDs /

blank disks / A-V supplies / DVD players $2,350.00

Service contract for Alexandria $750.00

Title V grant $1,700.00

VI. Needs Assessment

Rob Day, the student representative to the Long Range Planning Committee, volunteered to do a statistical report and analysis from the results of our student and staff surveys. He was just completing a statistics course at the Amesbury High School and wanted to use this report as a final project. (See Appendices ii and iii for sample surveys.) His task was to use the percentages to reflect where changes might be useful to improve our programs. The committee used his findings for discussion and for prioritizing our needs. The Goals and Objectives were a direct result of these findings.

Student Survey Results

Eighth Grade Students

These students were quite thrilled with their library media center. There were 78 responses, and it was almost a perfect record. The biggest problem was that many students did not have enough time to use the library media center. 25 out of the 78 students said that they did not have time to use the library media center; that is 32%. Only 6% of the students did not usually find what they were looking for. This is excellent. The most impressive statistic is that 96% of the students felt that the staff was helpful and approachable. Students who responded no to that question did not seem to take the survey seriously, which was evident in some of their comments. Another positive response was that only 14% felt that the "information" specialist did not offer guidance with research. Only 12% were not confident with the library media center resources. Only 10% were not confident with the electronic databases. Only 15% did not have adequate information skills. The worst thing was that 62% could not find something that they looked for in the library media center. 68% of the students use other library media centers. Yet another impressive statistic is that 96% of the students thought the library media center was a comfortable place to visit. On a more humorous note, one student thought we could improve the library media center by "Getting more computers, pool, hot tub, bathrooms, helicopter pad, statues, a great white shark in the fish tank, a water fountain, and a stereo system". There is a good Christmas list for the Middle school library media center to look into. On the other end of the spectrum there was a student who was very enthusiastic. She thought "everything" was the best part of the library media center. She thought that the only possible improvement would be to air condition room 209. She also thought the rules were "very fair". I cannot suggest anything to improve from these surveys, because everything was extremely positive. Keep up the good work!

Overall none of the library media centers were disastrous. Aside from many of the things being addressed in the renovations there is clearly very little for the staff and students to complain about. The staff comments and rating were also unbeatable. Nice Job!

Senior High School Students

All of these results are based on the response of 59 members out of 165 students of the class of 2002. More surveys were given out, but this is all that was returned.

The first questions was in regards to when students visit the library.

Option: Percentage

With class 76%

Before school 20%

During lunch 37%

After School 8%

Many of the students who did not visit the library very often only went with classes. The students who visit the library on their own time, and of their own choosing, do it during lunch or a study.

The second question was in regards to how often the students visit the library.

Number of Times Per Month: Percentage:

0 5%

1-5 59%

6-10 14%

11-15 8%

16-20 2%

21-25 2%

26-30 0%

30+ 2%

Most students fell in the 1-5 range because they would only go when the class went. Students who visited of their own choice tend to go between 5 and 15 times per month. Only three students went to the library more than 15 times per month.

The third section was in regard as to why students use the library.

Option: Percentage:

Find materials for assignment 86%

Find materials for pleasure 20%

Do homework 63%

Meet friends 22%

Socialize before school 12%

Study before school 24%

Study after school 8%

Word process 36%

Prepare multimedia presentation 2%

Read magazines and newspapers 29%

Email 2%

Internet 3%

Most students are using the library for school related reasons. This is easily seen in the fact that most students use it for finding materials for assignments, and homework. This third most popular option was for word processing, which is likely for school reasons. The top three reasons students use the library are clearly dominated by school related activities. As far as choice goes, the newspapers and magazines are very popular with about one third of the respondents reading them.

The next questions regarded whether the students had the time to visit the library. 78% of the respondents said that they had ample time to visit the library. Some students commented that it should open earlier, and that outside of the school day they rarely have the opportunity to visit the library. One student commented, “I get frustrated when teachers use it for classes or it is closed.”

The next questions asked if students found what they were looking for while in the library. 88% of the respondents said they could find what they were looking for. Students said that the virtual card catalog was very helpful, and so were the librarians. Some students thought it was sometimes hard to find what they wanted.

Question six asked if the staff was approachable and helpful. Only 5% of the students thought that the staff was not approachable. This is quite impressive, but a few students thought the staff was sometimes rude or moody. Other students commented that the staff is always happy to help, and they are courteous and kind.

The next question asked if the library information specialist offered guidance with research. A very high 78% of the respondents said that they were helpful, but 14% thought they were not helpful. 5% did not even know what the question was asking.

One of the most definite answers came from question eight. 95% of the respondents said that they were confident using library resources. Some people thought the information was outdated, but many students thought the reference room was helpful. 83% of the students were confident using the electronic databases. Some of the students thought they were hard to use and unreliable. 97% of the respondents thought they had adequate information skills. This shows that students are pretty confident in their own abilities to use the library and its resources.

The next question had an interesting response. It asked if students have previously looked for materials that the library did not have. This was pretty close with 56% saying they had looked for materials that they did not have, and 36% said that they did not look for anything that the library did not have. This question also allowed students the opportunity to write down some book authors or genres that they would like to see in the library.

· Dean Koontz

· Up-to-date encyclopedias

· More variety of magazines

· Skateboard stuff

· Better books

· Updated books

· Scientific/paranormal research

· Cosmetic surgery

· Biographies

· More classics

· Newer books

· More fiction

· Music literature

Question 12 asked if students used other libraries. 85% of the students do use other libraries, and of that 85% 100% of them use the Amesbury Public Library. 14% of them used college libraries, and 6% used Newburyport’s Public Library.

Question 13 asked if the library was pleasant and comfortable. 86% of students thought that the library had a good environment, and only 10% thought that it did not. Of those that did not think the environment was good several said that it was too loud or the rules were too strict.

The next question was open ended and asked what students thought was the best thing about the library. The environment was a popular option, as were the computers, resources, location, and the Internet. Mrs. Blondin and Mrs. Rowlands each got a vote for the best thing about the library.

Students were also asked what could be improved about the library. Students thought the computers could be improved, and the library should get more books, and more space. Many students thought that they should be allowed to eat as long as they were not at the computers, or possibly that eating in the library should be a senior privilege. Two students thought that the Macs should be taken out of the library as well.

Surprisingly 64% of the students thought that the rules were fair, and only 29% thought that they were not. Of those who replied that the rules were not fair many cited not having computer games, food or talking as their reasons. One student thought some of the rules were tedious like having screen saver passwords and having to ask to use the iMac mouse.

The next section inquired what rating students would give to various parts of the library based on a 1-5 scale; 1 being poor and 5 being excellent. The facility got an average of 4.32 with 4 being the most common response. As for access it was given the lowest rating of 3.28 with a 3 being the most common response. Assistance rated 3.74 with 4 being the most common response. The library collection rated a 3.66 with a 4 being the most common response. Overall they all scored above average which means things are going pretty well.

There was also a section for students other comments, but few students replied in this part. The only comment that stood out was “Clone Mrs. Blondin for other libraries.”

Conclusions: This survey had a pretty low return. It was given to the entire graduating class and less than half of them replied. This has an effect on the results, but hopefully these results will reflect the thoughts of the rest of the school population. Some things I can definitely conclude is that most students come to the library with classes instead of individually. It is also evident that students use the library relatively little. It is also quite obvious that students usually visit the library for schoolwork, but the magazines and newspapers are also popular. Most students have time to go to the library and most of them find what they are looking for. The students seem to enjoy the staff, and gain much from them. Most students thought that they were well equipped and confident to use the library resources. The electronic database could be improved, but the other resources scored very high. There are a lot of things that students would like to see in the library that are not currently there, but there is a decent

collection right now. Most students use other libraries, but most of them use the public library. A few of them have used other city’s libraries as well and, even, college libraries. The library is thought to be quite a pleasant and comfortable place to study and work. There are a lots of things that students like about the library, and there are some things that the students listed that should be improved. The rules seem to be fair to the students, but there are always going to be people who do not like the rules. Overall the library is in pretty good condition and students seem happy with it.

Teacher Survey Results

Pre K - grade 4 Schools

These library media centers brought in rave reviews.

10% felt that the library media center did not have sufficient materials

21% believed the library media center did not promote student and staff use of information resources

19% felt that they were not comfortable using the CD-ROM's

17% felt that they were not comfortable using the automated card catalog

14% felt that the library media center did not have enough computers

12% felt that there was not enough space in the library media center

There were 58 responses to this category, and these were the topics that stood out most.

This library media center also seems to be in good favor with its staff, and there are few real complaints.

Middle School

The Middle School was most impressive. There were only 14 responses, but within these 14 responses there were only 3 complaints. They were three separate complaints so this means that each complaint only represents 7%. They included: The teachers were not informed about new materials; they did not feel comfortable with the card catalog, and there were not enough hours to meet staff needs. It was a low return, but it seems that the library media center is in excellent condition. Nice Job!

High School

The strengths of the high school program as reflected by the staff survey are as follows:

80%-100% gave favorable marks to such categories as:

· They could get help at any time

· Staff was helpful and approachable

· Were comfortable using the card catalogue and databases

· The library media center was a comfortable environment

· The library media center promotes student learning

· The collection was adequate

· They had ample time to make purchase suggestions

· The library media center has sufficient professional materials

· The library media center was a good work environment

· The library media center did promote use of professional materials

· Bibliographies were prepared at their requests

· The library media center staff did have good rapport with the public librarians

· The library media center staff did have good rapport with the community

· Believed the library media center keeps them informed of new materials

· Feel the library media center was a place where they and their students feel welcome

· Believe their requests for materials were met in a timely fashion

When looked at on the whole, the library media center, and its staff, received overwhelmingly high marks. There were about 25 questions on each survey, and on average fewer than 4 complaints per survey. This proves that the library media center is doing well. However, since this survey was intended to tell us what we are looking to improve, I took a different approach to it than the others. I searched all of the surveys for ratings of less than three (3), which was average. I then found the percentage of people who thought unfavorably of each topic in their specific stata. If a topic from the survey is not addressed that means that it received no rating less than three. The results are as follows:

Foreign Language

· 40% of the foreign language department believed that we did not have enough computers

· 20% believed that they could not get help at any time, were not satisfied with the way their students used the library media center, the library media center staff did not keep them informed, believed that the staff was not accessible for students and teachers; believed that the library media center did not have enough space and was not open long enough.

These numbers do seem large, but there were only 5 responses from the FL department so that a 20% is only one negative response.

Specialists

· 66% believed that there were not enough computers

· 66% believed that there were not enough hours

· 33% believed their requests for materials were not met in a timely fashion.

There were only 3 responses from this department so these numbers are highly inflated.

History

· 43% believed the library media center did not keep them informed of new materials

· 29% did not feel the library media center was a place where they and their students felt welcome

· 14% believed that they did not have ample opportunity to make purchase suggestions

· 14% believed the staff was not approachable for staff

· 43% thought that bibliographies were not prepared at their request

· 14% believed that staff was not approachable for students

· 14% felt their requests were not met in a timely fashion

· 14% felt that reserve collections were not set aside at their requests

· 43% thought the library media center did not have enough space

· 29% felt that there were not enough hours for students and staff

There were 7 replies from this department.

SPED

· 80% felt that there were not enough computers

· 20% felt that the library media center did not have sufficient materials

· 20% felt the library media center staff did not provide suitable help for students

· 40% felt that there were not enough hours for students

· 20% felt there were not enough hours for staff

· 20% felt that there was not enough space

There were only 5 responses from this department

English

· 66% felt that there were not enough computers

11% agreed on the following:

· The library media center staff was not approachable for students

· The library media center staff was not approachable for staff

· Bibliographies were not prepared at their requests

· The library media center staff did not have good rapport with the public librarians

· The library media center staff did not have good rapport with the community

· Did not feel comfortable using the databases

· The library media center was not a place where they and the students felt welcome

· The library media center did not have sufficient hours for staff and students

There were 9 responses from this department

Math

· 38% felt that they were not comfortable with the databases

· 38% felt that there were not enough computers

13% Agreed on the following:

· The collection was not satisfactory and up-to-date

· The library media center did not promote use of professional materials

· They are not satisfied with the way their students use the library media center

· The library media center does not support student learning

· The library media center was not a “work” environment

· The library media center did not have enough space

· The library media center did not have enough hours for students and staff

There were 8 responses from this department

Technology

There were only 2 responses from this department and neither had a single complaint

Science

· 33% agreed that the library media center staff did not demonstrate a strong team-teach approach with teachers, and that there were not enough computers

22% agreed:

· There were not enough computers

· The collection was not sufficient

· The library media center does not provide materials to encourage a variety of learning

· They were not satisfied with the way their students use the library media center

· 11% agreed:

· They were not given ample opportunity to make purchase suggestions

· The library media center does not have ample professional materials

· Students and staff cannot always get help

· The library media center does not support student learning

· The library media center does not have enough hours for students and staff

There were 9 responses from this department

Overview and Analysis

There were not too many things that really stood out from this survey. It is kind of a small group to survey, but it was able to highlight some key things. 49% of the respondents believed that there were not enough computers to support the curriculum. This does seem to be the key complaint and it is likely to be legitimate, and not an isolated event.. It also seemed a common trend that the teachers were not happy with the way students use the library media center. Teachers also raised concerns about the space in the library media center and the hours of the library media center. Most of the teachers seemed quite pleased with the library media center. Some of the other responses were only due to isolated events or the teachers’ own lack of use of the library media center. The staff had great reviews, and many comments as to being the best part of the library media center. When asked about the best part of the library media center a teacher responded, “The librarians, they are so friendly and helpful”.

VII. Five-Year Plan Goals and Objectives

1. Goal:

Library Media Center facilities will be spacious, visually inviting environments where students can feel safe and supported. The environment will encourage students to independently and collaboratively find and use information and to enjoy literature. The standards of the Massachusetts School Library Media Association will be adhered to when new library media center facilities are planned.

See appendix for the Massachusetts School Library Media Association standards

Objectives:

The District will:

A. Provide cutting edge technology to enhance student learning

B. Provide sufficient space to house a collection of resources in a variety of formats that supports the curriculum

C. Provide sufficient space to support and promote all learning and teaching styles.

The Library Media Specialist will:

D. Provide a comfortable space where students and teachers feel cared about, nurtured, and welcomed.

2. Goal:

Collaboration will be increased between the teaching staff and library media center staff to provide students with meaningful research experiences to attain mastery of information literacy skills.

Objectives:

The Library Media Specialist will:

Expand teacher collaboration and resource sharing in order to foster a program that is dynamic and motivating
Increase collaboration within the school and throughout the community
Develop a form to be filled out during collaborative meetings between the library media specialist and the classroom teacher
Develop an information literacy skills curriculum K-12 to be used to teach lessons in context with the curriculum.

3. Goal:

Library media center staffing should be increased to meet the Massachusetts School Library Media Association recommended level so that effective services can be provided to all students and staff.

Objectives:

The District will:

Establish a level of staffing that is consistent with state standards and each school’s size and needs

Maintain a full-time system-wide professional certified school library media center director with equal status to other system-wide administrators
All schools will maintain a full-time certified Library Media Specialist
Elementary school will increase support staffing to one full-time support staff with broad based skills to support the library media specialist in compliance with the D.O.E. Library Media Standards
Middle School will increase support staffing to 2 full-time support staff in compliance with the D.O.E. Library Media Standards
High School will increase support staffing to 2 full-time support staff in compliance with the D.O.E. Library Media Standards

Provide technical support so a response time is within twenty-four hours.

4. Goal:

The school library media program will be funded at 5% of the district’s school budget in order to maintain all aspects of the existing program and provide the funds for expanding enrollment and evolving curriculum initiatives.

Objectives:

The Library Media Specialist will:

Collaborate with teachers and administrators to develop a budget that maintains and improves materials and services
Maintain current information about the costs of library media center materials and services and be aware of school budget changes and/or limitations
Investigate and use financial resources within the district and community to meet the library media center materials and services needs.

5. Goal:

The Library Media Center staff will participate in ongoing staff development both to maintain professional knowledge and skills and to provide instruction in information literacy for teachers, administrators, and other members of the learning community.

(American Association of School Librarians. Information Power. Chicago: ALA, p. 109-110.)

A. Elementary and Cashman Schools – begin attending the free training offered by Northeast Massachusetts Regional Library System to keep current on technology

B. Middle and High School – continue attending the free training offered by Northeast Massachusetts Regional Library System to keep current on technology

C. All schools – continue attending regional conferences, seminars and workshops to maintain awareness of new books and trends

D. All schools – Library media specialists will offer workshops and training to their staff on

1. Print sources

2. Electronic sources including databases

3. Utilizing information literacy skills in content areas

4. Smart board use

5. Automated catalog searching

VIII. Action Plan, FY 2004

1. Goal:

Library media center facilities will be spacious, visually inviting environments where students can feel safe and supported. The environment will encourage students to independently and collaboratively find and use information and to enjoy literature. The standards of the Massachusetts School Library Media Association will be adhered to when new library media center facilities are planned.

See appendix for the Massachusetts School Library Media Association standards

Objectives:

B. Provide sufficient space to house a collection of resources in a variety of formats that supports the curriculum

· Elementary School – Replace shelving to address the safety issues presented by overcrowding

· Cashman School – make the space more functional by moving shelves and tables for better programming options

· Middle School – expand shelving to allow for continuing growth of the collection to support the curriculum

Timelines: Completed September, 2004.

Measures to determine progress: Observation followed by written report.

C. Provide sufficient space to support and promote all learning and teaching styles.

· High School – continue planning for the new library media center by continuing to meet with the Principal, and building architects

Timelines: May 2004 to June 2005.

Measures to determine progress: Dates and minutes of meetings.

The Library Media Specialist will:

D. Provide a comfortable space where students and teachers feel cared about, nurtured, and welcomed.

Timelines: September 2004 - ongoing.

Measures to determine progress: Reports on surveys completed by students and staff.`

2. Goal:

Collaboration will be increased between the teaching staff and library media center staff to provide students with meaningful research experiences to attain mastery of information literacy skills.

Objectives:

B. Increase collaboration within the school and throughout the community

· Begin attending grade level meetings once a month at the elementary levels to promote integration of library media centers with the curriculum

Timelines: Begin January 2004.

Measures to determine progress: Log of meetings.

· Public library staff will offer workshop on the MVLC automated catalog

Timelines: Begin January, 2004.

Measures to determine progress: Evaluation of workshop by the library media specialists.

D. Develop an information literacy skills curriculum K-12 to be used to teach lessons in context with the curriculum.

· Begin examining models of information literacy skills curricula – pre K through grade 12 – so that the skills can be embedded in the Amesbury Public School System’s curriculum

Timelines: January 2004 to January 2005.

Measures to determine progress: Log of meetings and timelines.`

3. Goal:

Library media center staffing should be increased to meet the Massachusetts School Library Media Association recommended level so that effective services can be provided to all students and staff.

Objectives:

The District will:

Establish a level of staffing that is consistent with state standards and each school’s size and needs

A. Maintain a full-time system-wide professional certified school library media center director with equal status to other system-wide administrators

· Appoint a new director of library media centers upon the retirement of the current director in 2004

Timelines: September 2004.

Measures to determine progress: Personnel reports.

B. All schools will maintain a full-time certified Library Media Specialist

Timelines: September 2004.

Measures to determine progress: Personnel reports.

C. Elementary school will increase support staffing to one full-time support staff with broad based skills to support the library media specialist in compliance with the D.O.E. Library Media Standards

· Share a para-professional between the Elementary and Cashman schools

Timelines: September 2004.

Measures to determine progress: Personnel reports.

4. Goal:

Objectives:

A. Collaborate with teachers and administrators to develop a budget that maintains and improves materials and services

Timelines: September 2004.

Measures to determine progress: Log of meetings with administrators.

B. Maintain current information about the costs of library media center materials and services and be aware of school budget changes and/or limitations

Timelines: September 2004.

Measures to determine progress: Log of meetings with administrators.

C. Investigate and use financial resources within the district and community to meet the library media center materials and services needs.

· Investigate community, state and federal resources and grants

· Investigate collaborative grant writing opportunities with the Public Library.

Timelines: September 2004.

Measures to determine progress: Minutes of meetings and report on the investigation.

5. Goal:

(American Association of School Librarians. Information Power. Chicago: ALA, p. 109-110.)

Objectives:

Elementary and Cashman Schools – begin attending the free training offered by Northeast Massachusetts Regional Library System to keep current on technology

Timelines: September 2004 - ongoing.

Measures to determine progress: Professional Development Points and certificates from NMRLS.

Middle and High School – continue attending the free training offered by Northeast Massachusetts Regional Library System to keep current on technology

Timelines: September 2004 - ongoing.

Measures to determine progress: Professional Development Points and certificates from NMRLS.

All schools – continue attending regional conferences, seminars and workshops to maintain awareness of new books and trends

Timelines: September 2004 - ongoing.

Measures to determine progress: Professional Development Points and certificates from NMRLS.

All schools – Library media specialists will offer workshops and training to their staff on

1. Print sources

2. Electronic sources including databases

3. Utilizing information literacy skills in content areas

4. Smart board use

5. Automated catalog searching

Timelines: September 2004 - ongoing.

Measures to determine progress: Workshop evaluations by staff.

IX. Approval of the Governing Board

The undersigned have reviewed and approved the attached Long Range Plan for the library media centers of the Amesbury School District.

Signature of the Superintendent of Schools Date

Signature of the School Committee Chairperson Date

Appendices

i. Minutes of Meetings

ii. Sample Student Survey

iii. Sample Teacher Survey

iv. Massachusetts School Library Media Association Standards

v. Evaluation of the Amesbury Public Schools’ Library Media Centers based on the Massachusetts School Library Media Association rubrics

* From the report presented to New England Association of Schools and Colleges at the conclusion of the self-evaluation phase of the accreditation procedure.