District Library Plan

District Library Plan 2016-2019 2016-­‐‑ 2019

SELMA UNIFIED SCHOOL DISTRICT Department of Instructional Services

TABLE OF CONTENTS

I n t r o d u c t i o n ................................................................................................................. 6 R e s e a r c h ............................................................................................................................. 7 E d C o d e ................................................................................................................................ 9 P r o g r a m .............................................................................................................................. 9 P r o g r a m O b j e c t i v e s .......................................................................................... 10 L i b r a r y C o l l e c t i o n s .......................................................................................... 11 L i b r a r y C o l l e c t i o n O b j e c t i v e s ............................................................ 12 D i s t r i c t P u r c h a s e d O n l i n e D a t a b a s e s ....................................... 13 T e c h n o l o g y ................................................................................................................... 16 T e c h n o l o g y O b j e c t i v e s ................................................................................. 17 F a c i l i t i e s ........................................................................................................................ 18 F a c i l i t y O b j e c t i v e s ............................................................................................ 19 S t a f f i n g ............................................................................................................................. 20 S t a f f i n g O b j e c t i v e s ........................................................................................... 20 A d m i n i s t r a t i o n P o l i c i e s ............................................................................. 21 A d m i n i s t r a t i o n O b j e c t i v e s ...................................................................... 21 E r i c W h i t e C o l l e c t i o n S n a p s h o t ....................................................... 23 E r i c W h i t e O b j e c t i v e s .................................................................................... 24 G a r f i e l d C o l l e c t i o n S n a p s h o t .............................................................. 25 G a r f i e l d O b j e c t i v e s .......................................................................................... 26 I n d i a n o l a C o l l e c t i o n S n a p s h o t .......................................................... 27 I n d i a n o l a O b j e c t i v e s ...................................................................................... 28 J a c k s o n C o l l e c t i o n S n a p s h o t ................................................................ 29 J a c k s o n O b j e c t i v e s ............................................................................................ 30 R o o s e v e l t C o l l e c t i o n S n a p s h o t .......................................................... 31 R o o s e v e l t O b j e c t i v e s ...................................................................................... 32 T e r r y C o l l e c t i o n S n a p s h o t ...................................................................... 33 T e r r y O b j e c t i v e s .................................................................................................. 34

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W a s h i n g t o n C o l l e c t i o n S n a p s h o t .................................................... 35 W a s h i n g t o n O b j e c t i v e s ................................................................................ 36 W i l s o n C o l l e c t i o n S n a p s h o t ................................................................... 37 W i l s o n O b j e c t i v e s ............................................................................................... 38 L i n c o l n C o l l e c t i o n S n a p s h o t ................................................................. 39 L i n c o l n O b j e c t i v e s ............................................................................................. 40 S e l m a H i g h C o l l e c t i o n S n a p s h o t ...................................................... 41 S e l m a H i g h O b j e c t i v e s .................................................................................. 42 H e a r t l a n d C o l l e c t i o n S n a p s h o t ......................................................... 43 H e a r t l a n d O b j e c t i v e s ..................................................................................... 44 W o r k s C i t e d ................................................................................................................ 45

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SELMA UNIFIED SCHOOL LIBRARIES

Mission Statement The library media center will empower students to be critical thinkers, enthusiastic readers, skillful researchers, and ethical users and creators of information. This will be accomplished through direct instruction with students, collaboration with staff and a media program that provides a variety of services and resources.

Vision Statement The Selma Unified School Library Media program seeks to create an innovative 21st century environment that evolves with the changing world and is the center of collaborative learning. The library media center strives to be a space beyond the four walls that reflects students’ needs and provides the best of technology and research tools in a state-­‐‑of-­‐‑the-­‐‑art, well-­‐‑funded facility. The program encourages lifelong learning by creating students who are proficient and responsible users of information and critical seekers of ideas with an appreciation of literature, and a respect for self and others.

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SELMA UNIFIED SCHOOL DISTRICT Mission Statement “The mission of the Selma Unified School District is to provide a student-­‐‑centered instructional program which allows students to reach their highest potential as contributing members of society.”

Vision Statement The Selma Unified School District will be the premier district in California, providing excellence in academics through Challenging, Rigorous, and Relevant instruction. Equity in access and excellence will be achieved in 21st century learning environments that support multiple pathways to college and career success for every student.

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Introduction Planning for the future is an essential role for a successful library program. Annual review of school and library data and collaborative input from the school community is part of developing a plan of action for continuous quality improvement.

Future ready, highly effective school library programs provide lifelong learning opportunities while supporting all schools as they strive to improve student achievement and prepare students for 21st century success. School libraries are reinventing themselves as content becomes more accessible online and their role becomes less about housing items and more about connecting learners and constructing knowledge.

Printed books still play a critical role in supporting learners, but digital technologies offer additional pathways to learning and content acquisition. Students and teachers no longer need a library simply for access. The libraries of the 21st century provide a welcoming common space that encourages exploration, creation, and collaboration between students, teachers, and a broader community.

They bring together the best of the physical and digital to create learning hubs.

The Selma Unified School District (SUSD) Library Plan reflects the state adopted Model School Library Standards for California Public Schools, Kindergarten through Grade 12 as well as the California Common Core State Standards. Through the use of these standards, the Selma Unified library programs will help students learn and work with 21st century skills. These rigorous standards are designed to prepare our students for success in the hyper competitive global economy that is powered by information and technology.

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Research Data about school libraries is derived from the 2016 edition of School Libraries Work! A Compendium of Research Supporting the Effectiveness of School Libraries.

Research shows that quality library programs support ELA achievement and foster 21st-­‐‑century skills. As more and more states and associations dedicate resources to understanding the role and impact of school libraries and credentialed teacher librarians, several recent reports highlight key trends. According to the National Center for Education Statistics (NCES) nationwide data for states on school librarian positions and National Assessment of Education Progress (NAEP) New research shows that more credentialed teacher librarians means higher reading scores.

Schools that gained credentialed teacher librarians between 2005 and 2011 had significantly higher advanced reading scores (49%) than schools that did not have a credentialed teacher librarian (33%).

In 2012 the state of Colorado did an impact study on “The Impact of School Library Media Centers on Academic Achievement” in which the researchers found a positive and statistically significant impact between reading levels and credentialed teacher librarian staffing trends.

In 2013, the South Carolina Association of School Libraries (SCASL) commissioned a first-­‐‑of-­‐‑its-­‐‑kind study on “How Libraries Transform Schools by Contributing to Student Success: Evidence Linking South Carolina School Libraries” and state assessment results. Instead of relying on overall writing and English Language Arts (ELA) results, this study included test results for specific standards. In every instance, the findings revealed that students were more likely to show strengths and less likely to show weaknesses on the

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Assessment of State Standards in writing if their school libraries were staffed with a full-­‐‑time teacher librarian along with a full or part time assistant. These trends generally held for both Hispanic students and those with limited English proficiency as well.

In 2015, the state of Washington commissioned a study on “Library Quality and Student Achievement in Washington State Public Schools.” One of the major findings of the study were students who attend schools with certified teacher librarians and quality library facilities perform better on standardized tests and are more likely to graduate, even after controlling for school size and student income level. The presence of a certified teacher librarian on staff has a particularly high relationship to a school’s five-­‐‑year graduation rate.

Students who attend schools with on-­‐‑staff certified teacher-­‐‑librarians have more equitable access to technologically advanced and accessible library facilities.

All the data from the research studies adds to the evidence that all K– 12 students need and deserve quality school library programs with credentialed library staff as well as full time library technicians.

Students are more likely to succeed when they have library programs that are well staffed, well funded, technologically well equipped, well stocked, and accessible.

And, the neediest learners may benefit the most from credentialed librarians and high quality library programs.

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Ed Code

The California Education Code (EC) reinforces the integral role of school libraries by requiring school districts to provide school library services and requiring the State Board of Education to adopt standards, rules and regulations for school libraries. The relevant EC sections are as follows:

Section 18100. The governing board of each school district shall provide school library services for the pupils and teachers of the district by establishing and maintaining school libraries or by contractual arrangements with another public agency.

Section 18101. The State Board of Education shall adopt standards, rules and regulations for school library services.

Program

The school library program reflects the district'ʹs goals and vision and the ongoing needs of students and staff. Library staff will incorporate the California Model School Library Standards K-­‐‑12 as well as the California Common Core State Standards and the SUSD Technology Plan into their library program.

Communication between library staff and teachers is imperative to a successful program that reflects and supports classroom instruction.

Effective collaboration between teacher librarians and classroom teachers improve instructional strategies and develop more innovating teaching strategies. The model that will be used by all SUSD teacher librarians in their collaborations is the guided inquiry approach. Guided inquiry is an approach, which allows students to

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seek and engage with a variety of ideas to increase their understanding, knowledge and awareness. This approach fosters engagement and reflection that builds on what learners already know to make sense of the world and for deeper understanding.

An exemplary library program runs on a flexible schedule or a fixed and flexible schedule that allows classes and students to use the library during times other than weekly class visits. The library is staffed with a credentialed teacher librarian as well as a full time library technician. The library is well funded each year, technologically well equipped and has hours that make the library accessible to students, teachers, and the community.

School libraries have maximum impact when they: provide collaborative programs for reading instruction; select and provide resources to meet the learning needs of all students; assure seamless integration of technology, teaching, and learning; provide resources to support state and national standards; offer resources that enhance leveled classroom collections; and encourage students to independently seek, access, and use information.

Program Objectives: 1. Teacher librarians will attend a 4-­‐‑day workshop on Guided Inquiry Design with Leslie Maniotes.

2. Digital Citizenship will be incorporated in all collaborative lessons.

3. Continue implementation of flexible scheduling in grades 4th – 6th.

4. The library staff will provide regular reading promotion and incentive activities for students.

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5. The library staff will participate in one Family Literacy event per year.

6. The library programs will promote reading for pleasure and lifelong learning as part of the library’s core program.

7. The library programs will advocate and communicate with community stakeholders through the use of social media.

Library Collections

The district library coordinator, teacher librarians and the library technicians are responsible for the review, evaluation, and selection of the school library media collection. They are guided by the board approved selection policy that embodies the philosophy and procedures set forth for the Selma Unified School libraries. Library staff works cooperatively with administrators and teachers to provide resources that represent diverse points of view, stimulate growth in thinking skills, and promote the overall educational program. Library media collections are developed to meet both curricular and personal needs of all students. To ensure that these needs are met, library staff applies selection criteria and use recommended selection tools. All purchases, including gifts, should meet the same selection standards.

The library collection and resources include print and digital materials (e.g., databases, audiobooks, e-­‐‑books) that align with the curriculum and are accessible to all students. According to the Model School Library Standards for California, the minimum goal for each school library is to have at least four online databases that can be

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accessed from school and home. The goal is to have 5 to 10 print magazines in addition to those available electronically. The collection should also include a minimum of 28 books per student, with at least two thirds of the collection less than 15 years old.

On-­‐‑going collection maintenance includes analysis of the library’s needs, purchasing and de-­‐‑selection (weeding), all of which are essential in assuring accuracy and relevance for existing resources. A weeding plan with sufficient time for implementation will be scheduled every year for libraries. Inventory will be scheduled each year for the high school and the middle school and every other year for the elementary schools.

Library Collection Objectives

1. Funds will continue to be allocated to site libraries each year through district and or site funds for the purchase of new library resources.

2. Each site will work towards the goal of 28 books per student at the elementary sites, 16 books per student at the middle school and 10 books per student at the high school. This is to include digital content.

3. Each site will work towards increasing the publication dates of the collection by 3 years.

4. Increase the number of online databases in the upper grades.

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District Purchased Online Databases Destiny Library System (K-­‐‑12)

Pebble Go (K-­‐‑4) • Science • Animals • Biographies • Social Studies • Dinosaurs

Encyclopedia Britannica (K-­‐‑12)

Marshall Cavendish Digital (7-­‐‑8)

• America in the 20th Century • Civil War • Colonial America • Diseases and Disorders • Drugs and Society • Earth and Physical Science • Exploring American History: 1550 to 1877 • Exploring Ancient Civilizations • Exploring Earth and Space Science • Exploring Life Science • Exploring the Middle Ages • Family Health • Gods, Goddesses, and Mythology • Great American Writers • Great World Writers • Habitats of the World • Inventors and Inventions • Life Science

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• • • • •

The Old West Open for Debate Popular Contemporary Writers Renaissance and Reformation World War II

Cavendish Square (9-­‐‑12) • Animal/Plant Anatomy • Earth/Physical Science • Life Science

EBSCO (9-­‐‑12) • Student Research Center -­‐‑ General Reference, Periodicals, Current Events, Health & More • Periodicals, General Reference, Current Events, Health & More • Buscar en Espanol (Spanish Interface) • Professional Journals for Teachers

GALE (9-­‐‑12) • Opposing Viewpoints

Rosen (9-­‐‑12) • Teen Health and Wellness

Discovery Education Streaming Video (K-­‐‑12)

TumbleBook Library (K-­‐‑12)

OverDrive (K-­‐‑12)

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SELMA UNIFIED SCHOOL DISTRICT COLLECTION STATISTICS 2016

Site

Size of Books print per collection student

Average Age Average of 500 Age of the (Science) Percent Collection Collection Fiction

Eric White

7547

15.08

2003

2003

48%

Garfield

6227

22.94

2005

2007

45%

Indianola

5953

11.85

2003

2004

47%

Jackson

10303

14.76

2004

2004

49%

Roosevelt

7311

9.84

2004

2005

53%

Terry

6105

27.25

2004

2007

44%

Washington

4617

19.65

2006

2008

42%

Wilson

7316

17.13

2004

2005

53%

ALMS

13045

13.96

2003

2001

41%

Heartland

2572

38

2004

2006

67%

SHS

11775

7

1999

1999

27%

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Technology

Teacher librarians lead, teach and support the future ready goals of their school and district in a variety of ways through their professional practice, programs and spaces. They are well positioned to be at the leading edge of the digital transformation of learning and technology leaders at their schools. “Future ready librarians can and should help students develop into responsible digital citizens. “

In the document from the Office of Educational Technology titled, Future Ready Learning -­‐‑ Reimagining the Role of Technology in Education, they state the importance of teaching our students to become responsible users of technology.

Increased connectivity also increases the importance of teaching learners how to become responsible digital citizens. We need to guide the development of competencies to use technology in ways that are meaningful, productive, respectful, and safe. For example, helping students learn to use proper online etiquette, recognize how their personal information may be collected and used online, and leverage access to a global community to improve the world around them can help prepare them for successfully navigating life in a connected world. Mastering these skills requires a basic understanding of the technology tools and the ability to make increasingly sound judgments about the use of them in learning and daily life. For the development of digital citizenship, educators can turn to resources such as Common Sense Education’s digital citizenship curriculum or the student technology standards from the International Society for Technology in Education (ISTE).

(Future Ready Learning, 9)

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The library serves as a model classroom for current, effective and meaningful use of technologies. Future ready school libraries are becoming maker-­‐‑spaces, giving all students access to devices with fast processing speed, adequate memory, software for video and photo editing, music production, voice recordings, computer programming, multimedia composition and 3-­‐‑D printers.

As digital access moves from computer workstations to mobile devices, the physical library needs a robust wireless network infrastructure. Also essential are numerous electrical outlets to power and recharge mobile devices.

School libraries have traditionally contained presentation areas for librarians to read stories and to create puppet shows and skits.

Today'ʹs libraries need to expand these spaces as electronic presentation areas for students and staff. Student demonstrations and presentations that take advantage of multimedia enhancements (such as video, computerized slideshows, and sound) need good audio amplification, video projection systems, interactive whiteboards and audience response systems.

Technology Objectives: 1. All libraries will have their own set of devices for class and individual use housed in the library.

2. Libraries will incorporate the use and check out of Kindles.

3. Increase the use of digital texts and online databases with students and staff.

4. Libraries will incorporate maker spaces, coding, green screens, and robotics into the library program.

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5. The library staff will seek opportunities to educate parents, students and the community on Digital Citizenship.

6. Library infrastructure will be updated to allow the library to be the technology hub of the school.

Facilities School libraries as a “place” will continue to be important, but library staff will expand programs beyond the library walls and create virtual libraries capable of reaching and serving students wherever they are, both at and away from school.

The future ready school library focuses on school curriculum, but it is also known as a place for experimenting, playing, making, doing, thinking, collaborating and growing. The library'ʹs resources are changing, but not its mission: to teach students to be critical thinkers, enthusiastic readers, skillful researchers, and ethical users and creators of information through direct instruction.

In our libraries, single teaching spaces need to be replaced by multiple and flexible learning spaces. The library space needs to be able to change according to the needs of the students and classes.

Quiet is replaced by varying noise and activity levels. There should be a plethora of high and low tech production tools. Tables and chairs should be on wheels and be able to be easily moved. This reality means that flexibility allows continuous change as the needs of the students change.

Libraries work to make our books and magazines more attractive (and more visible!) to students by taking advantage of displays,

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mobile fixtures, signage and lighting. Correct library shelving is necessary to house books properly, magazine racks allow students easy access to magazines and large easy to read signage is necessary as patrons search for materials.

Instead of looking institutional, the decor should be aesthetically pleasing and inviting, carrying a visual message that welcomes students.

Facility Objectives: 1. Complete the updating of shelving to allow for a flexible learning space.

2. Purchase kid-­‐‑friendly mobile tables, chairs, and furniture.

3. Update library décor to create a kid friendly atmosphere.

4. Create teaching spaces in each library.

5. All libraries will have large signs to denote the major areas of the collection: fiction, nonfiction, biography, reference, magazines and newspapers and any other special collections.

6. All libraries will have shelf labels identifying major areas of the Dewey Classification System and subjects of interest.

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Staffing

The library team provides the foundation for student learning. The most important thing a strong school library program can have is a full time credentialed teacher librarian as well as a full time library technician who has completed the Library Technician certification.

Teacher librarians lead, teach and support their school and/or district’s future ready school goals through their professional practice, programs and spaces. Teacher librarians’ content knowledge also supports teachers’ efforts to develop lessons using the most effective resources, including research materials or books often considered to be part of the school librarian’s domain, as well as other digital resources (such as databases and e-­‐‑books), tools, and applications. Teacher librarians collaborate with classroom teachers to develop lesson plans, assist with integrating digital content into lessons, and model and support teachers’ efforts to utilize classroom technology.

The library technician is a skilled library professional trained to perform the day-­‐‑to-­‐‑day functions of the library. The library technician oversees the library, provides assistance to the staff and students in finding materials or resources, works with students on library skills, facilitates reading incentive programs and activities, develops and maintains the library collection and manages the circulation system.

Staffing Objectives: 1. Hire two full time teacher librarians for Selma High School, Heartland, and Abraham Lincoln Middle School.

2. Explore the possibility of funding all library technicians out of district funds.

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Administration Policies Universal rules and regulations will be used to run all Selma Unified school libraries.

Administration Objectives: 1. All district libraries will have a Policy and Procedures Manual that is updated each year.

2. All libraries will have a budget binder that will include purchase orders and their book fair account information.

3. All elementary libraries will conduct collection inventory biannually; all secondary schools will conduct inventory annually.

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Site Objectives

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Eric White Collection Snapshot:

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Eric White Objectives:

1. Purchase cart of chromebooks for library use.

2. Purchase 20 Kindles.

3. Create a makerspace.

4. Complete shelving renovation.

5. Create an aesthetically pleasing space with student friendly décor.

6. Purchase mobile tables, chairs, and furniture.

7. Provide funding to increase and update the library resources.

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Garfield Collection Snapshot:

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Garfield Objectives:

1. Finish the building of the new library.

2. Purchase a cart of chromebooks for library use.

3. Create an aesthetically pleasing space with student friendly décor.

4. Purchase mobile tables, chairs, and furniture.

5. Provide funding to increase and update the library resources.

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Indianola Collection Snapshot:

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Indianola Objectives:

1. Purchase chromebooks and cart for library use.

2. Purchase 25 Kindles for checkout.

3. Create an aesthetically pleasing space with student friendly décor.

4. Purchase mobile tables, chairs, and furniture.

5. Provide funding to increase and update the library resources.

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Jackson Collection Snapshot:

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J a c k s o n O b j e c t i v e s :

1. Explore options to obtain a larger library space.

2. Purchase 25 Kindles for checkout.

3. Create an aesthetically pleasing space with student friendly décor.

4. Purchase mobile tables, chairs, and furniture.

5. Provide funding to increase and update the library resources.

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Roosevelt Collection Snapshot:

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Roosevelt Objectives:

1. Complete shelving renovations.

2. Purchase 25 Kindles for checkout.

3. Create an aesthetically pleasing space with student friendly décor.

4. Purchase mobile tables, chairs, and furniture.

5. Provide funding to increase and update the library resources.

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Terry Collection Snapshot:

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Terry Objectives:

1. Purchase mobile circulation desk.

2. Purchase a technology bar.

3. Purchase 25 Kindles for checkout.

4. Create an aesthetically pleasing space with student friendly décor.

5. Purchase mobile tables, chairs, and furniture.

6. Provide funding to increase and update the library resources.

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Washington Collection Snapshot:

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Washington Objectives:

1. Purchase 25 Kindles for checkout.

2. Create an aesthetically pleasing space with student friendly décor.

3. Purchase mobile tables, chairs, and furniture.

4. Provide funding to increase and update the library resources.

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Wilson Collection Snapshot:

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Wilson Objectives:

1. Finish the shelving renovations.

2. Purchase chromebooks and cart for library use.

3. Purchase 25 Kindles for checkout.

4. Create an aesthetically pleasing space with student friendly décor.

5. Purchase mobile tables, chairs, and furniture.

6. Provide funding to increase and update the library resources.

7. Create a library schedule that allows teachers to come to the library with their classes each week.

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Lincoln Collection Snapshot:

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Lincoln Objectives:

1. Hire Teacher Librarian.

2. Increase number of databases provided to students and teachers.

3. Purchase Kindles for students to access e-­‐‑books and audiobooks.

4. Purchase additional e-­‐‑books and audiobooks for student use.

5. Increase the fiction section to 42% of the collection.

6. Purchase chromebooks for student access in the library.

7. Replace security gate.

8. Provide funding to increase and update the library resources.

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Selma High Collection Snapshot:

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Selma High Objectives: 1. Hire a Teacher Librarian.

2. Purchase 50 more Kindles.

3. Purchase Kindle charging station.

4. Create a makerspace.

5. Complete shelving renovation.

6. Create second teaching space.

7. Create an aesthetically pleasing space with student friendly décor.

8. Purchase mobile tables, chairs, and furniture.

9. Replace security gates.

10. Increase the use of the library with scheduled classes.

11. Provide funding to increase and update the library resources.

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Heartland Collection Snapshot:

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Heartland Objectives: 1. Hire a Teacher Librarian to work part time at Heartland.

2. Purchase 25 Kindles for checkout.

3. Raise the percentage of non-­‐‑fiction to 50% of the collection.

4. Create an aesthetically pleasing space with student friendly décor.

5. Purchase mobile tables, chairs, and furniture.

6. Provide funding to increase and update the library resources.

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Works Cited

2016 Edition of School Libraries Work! A Compendium of Research Supporting the Effectiveness of School Libraries. Rep. N.p.: Scholastic, 2016. Print.

Holland, Beth. "ʺ21st-­‐‑Century Libraries: The Learning Commons."ʺ RSS. N.p., 2015. Web. 29 Sept. 2016.

Coker, E. Certified Teacher-­‐‑Librarians, Library Quality and Student Achievement in Washington State Public Schools. Edmonds: WA: Washington Library Media Association, 2015.

Holland, Beth. "ʺ21st-­‐‑Century Libraries: The Learning Commons."ʺEdutopia. EDUTOPIA, 14 Jan. 2015. Web. 02 May 2016.

Future Ready Learning Reimagining the Role of Technology in Education (2016): 1-­‐‑106. Office of Educational Technology. Web. 9 Sept. 2016.

Lance, K., L. Wellborn, and C. Hamilton-­‐‑Pennell.(1993). The Impact of School Library Media Centers on Academic Achievement. Denver: Colorado State Dept. of Education, State Library and Adult Education Office, 1993.

Lance, K., B. Schwarz, and M. J. Rodney. How Libraries Transform Schools by Contributing to Student Success: Evidence Linking South Carolina School Libraries and PASS & HSAP Results. Columbia: SC: South Carolina Association of School Libraries, 2014.

"ʺPower Up! / The New School Library."ʺ Educational Leadership:Leveraging Teacher Leadership:The New School Library. N.p., n.d. Web. 09 May 2016.

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Valenza, J. K., & Johnson, D. (2009, October). Things that keep us up at night. School Library Journal, pp. 28–32.

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