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AASL Online Learning Series: A Planning Guide for Empowering Learners

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Audience Survey

Please select school level…

A. Elementary School

B. Middle School

C. High School

D. University

A Planning Guide for Empowering Learners

Audience Survey

Please select your position…

A. School Librarian

B. Educator

C. Administrator

D. Other



Using the Planning Guide with “School Libraries Count!”:personalized results to advocate for your school library program

Sabrina CarnesiCrittenden Middle SchoolNewport News, Virginia 23606

What You’ve Done So Far…

• Discussed how the Assessment Rubric provides an entry point for developing goals and objectives

• Covered the selection of stakeholders for collaborative planning and continued implementation

• Walked through the planning process using the online module


Today’s Objectives:

• Draw connections between• Planning Guide module’s data results• Personalized reports from “School Libraries

Count!” survey

• Discuss Sharing Information from Program Assessment with Stakeholders


Objective 1:

• Drawing connections between• Planning Guide module’s data results• Personalized reports from “School Libraries

Count!” survey


The Assessment Rubric• Aligned with the national guidelines presented in

Empowering Learners: Guidelines for School Library Programs


The Assessment Rubric• Aligned with the national guidelines presented in

Empowering Learners: Guidelines for School Library Programs


The Assessment Rubric

• 1. Developing Visions for Learning• 2. Teaching for Learning• 3. Reading• 4. Multiple Literacies• 5. Inquiries• 6. Assessment for Learning• 7. Building the Learning

Environment• 8. Staffing

• 9. The Learning Space• 10. Budgeting• 11. Policies• 12. Collection and Information

Access• 13. Outreach• 14. Professional Development• 15. Enpowering Learning• 16. Leadership

• Aligned with the national guidelines presented in Empowering Learners: Guidelines for School Library Programs

• Assesses the program using 16 sets of criteria

Assessment Rubric

Hours per Week meeting w/Teachers to Plan Instructional Units

Hours per Week Delivering Instruction

A Closer Look: Staffing Raw Data and the Assessment Rubric

Teaching for Learning Sectionpages 2&3

The raw data from “School Libraries Count” as well as additional personalized data from Hines MS is used to develop a profile for the school’s library program.

The raw data shows that Hines MS spends an average of 3 hours per week planning instruction with teachers in comparison to the rest of the state’s 3.5 hours and nation’s 3.01 hours.

Exemplary - Proficient - Basic






A Closer Look: Library Expenditures and the Assessment Rubric

Average Spend on Information Resources: print, nonprint, licensed databases, and other

electronic access to information

Building the Learning Environment:

Budget-pages 10 & 11

Library budget for Hines MS is slightly higher than the national and state averages.

Building the Learning Environment:

Budget-pages 10 & 11

The raw data shows that Hines MS spends $15,000 on information resources in comparison to the average for rest of the state at $8,000 and the nation’s $14,000.


Drawing Connections with Data

• Snapshot of library program as it now exists.– Bold and Clear Areas– Fuzzy Areas

• Clarifying the picture– Move from what is to what should be– Identify activities or steps needed to develop picture

• Brainstorm suggestions• Responsibilities carried out by various stakeholders


The Assessment Guide’s Program Snapshot for Hines Middle School


Exemplary 50

Basic 8

Proficient 42



Objective 2: Use Your Data to Advocate for Your Program!

Share Your Plan with the

Stakeholders in Your School Community!

“Library Advocacy” definition

• The establishment of a base of grassroot supporters who are educated about your library and its needs that reach beyond the walls of the library into the local, state and national community.

Ibach, Mark. "Advocavy Defined." South Central Library System. South Central Library System. Madison, WI. Web. 5 Aug. 2010. <http://www.scls.info/pr/advocacy/definition.html>.


Key to Successful Advocacy• Be polite, be prepared, and be persistent. • Educate early -- if you wait until an issue arises it may be too late to garner

the necessary support. • Make it part of your culture, and work at it daily. Every staff member needs

to be involved. • Ensure your library is visible in the community. • Don’t stop doing advocacy because the answer to your request is no. It

often takes time to get the desired results! • Be sure to say thank you, even if you don't get the answer or support you

seek. Ibach, Mark. "Advocavy Defined." South Central Library System. South Central Library System. Madison, WI. Web. 5 Aug. 2010. <http://www.scls.info/pr/advocacy/definition.html>.


How to Order

Orders will be handled by Britannica Digital Learning • www.info.eb.com/aasl • Call 1-800-621-3900

For more information• www.ala.org/aasl/planningguide


http://www.info.eb.com/aasl

http://www.ala.org/aasl/planningguide


Questions? Please type any questions in the Chat box.

Follow-up User Chat: September 22 | 4:30 p.m. – 5:30 p.m. CDT.

Online Learning SeriesHow the assessment rubric informs your planning process September 15, 2010 | 4:30 – 5:30 p.m. CDTOnline Chat Hosts: Donna Shannon, Jody Howard The planning process and getting your school community involved September 22, 2010 | 4:30 p.m. – 5:30 p.m. CDTOnline Chat Host: Hilda Weisburg A Planning Guide for Empowering Learners tutorial September 29, 2010 | 4:30 p.m. – 5:30 p.m. CDTOnline Chat Host: Rebecca Jackman

Visit the AASL Web site to see a complete session listing and to register.

http://tinyurl.com/planningguideresources



www.ala.org/aasl/licensedinstitutes

14 Institutes offered July 2010 – April 2011

Visit the AASL website for application details and

deadlines.

http://www.ala.org/aasl/licensedinstitutes


Thank you!

Education

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