INTEROFFICE MEMORANDUM

Cleveland Avenue Elementary School

To: CAE Principal and Administrative Sta

From: Rita McGlothin
Subject: Media Center Program Evaluation Summary and Action Plan
Date: Friday, February 27, 2015
CC: Media Center Site Supervisor

The following memo contains the self-evaluative rating for each category of the Media Center
Program Evaluation rubric and a brief summary. Directly following the ratings, there are action steps
to address Basic ratings. Finally, this memo contains an action plan to transition one Proficient
rating to an Exemplary rating.

TARGET INDICATORS
AND CATEGORY

RATING, DESCRIPTION AND EXPLANATION

Category 1 - Student
PROFICIENT: Information literacy skills are integrated into the curriculum through
Achievement and Instruction the collaborative efforts of the Library Media Specialist and teachers. Georgia
Performance Standards (GPS) and Common Core GPS (CCGPS) are used as a basis
for teaching. (See Action-Transitional Plan)
ITEM #1

ITEM #2

PROFICIENT: The Library Media Specialist encourages collaborative planning

among teachers who are teaching units of similar content. The Library Media
Specialist is familiar with the Georgia Standards.org website and the Common
Core standards and encourages teachers to use the resources available on GSO web
page. (See Action-Transitional Plan)

ITEM #3

PROFICIENT: The Library Media Specialist and teachers plan and teach
collaboratively so that the library media program is an extension of classroom
instruction. Explanation: lacking the assessment piece.

ITEM #4

EXEMPLARY: The library media center is a critical element in the the schools
reading program. The library media program meets the needs of both the reading/
language arts curriculum and recreational reading.

ITEM #5

PROFICIENT: The library media staff selects resources and informs teachers of
these resources with recommendations to support students diverse learning abilities
and styles. Explanation: Do not conduct the actual collection of data. Rely solely on
teachers oral feedback and data reviews.

ITEM #6

EXEMPLARY: The teacher and Library Media Specialist use a variety of

collaboratively designed tools for assessing student achievement, e.g., rubrics,
student self-evaluations, and student presentations to peers and/or adult
professionals in a field of study.

2672 Old Hapeville Road, SW Atlanta, GA

T: 404.802.8400

W: atlanta.k12.ga.us

TARGET INDICATORS
AND CATEGORY
Category 2 - Technology
ITEM #7

RATING, DESCRIPTION AND EXPLANATION

EXEMPLARY: The library provides a strong technology infrastructure to support
teaching and learning.The library has an active plan in place for the updating and
replacing hardware (e.g. computers).The library has an active and engaging virtual
environment which highlights student work, advocates for the library program and
provides 24-7 access to additional resources (e.g. website, school library blog)The
school library media specialist consistently promotes and informs to ensure 24-7
access to electronic resources.All subject area teachers are aware that there are
electronic databases available for research and to support the CCSS literacy focus.

ITEM #8

PROFICIENT: The school library media specialist directs teachers and students in
the conventional use of technology tools. He/she encourages adaptation of
technology by allowing students to select a tool and modify its use to accomplish
the task at hand.The SLMS integrates emerging technologies into instruction that
reinforce the skills, dispositions, responsibilities, and self-assessments in AASL
Standards for the 21st-Century Learner and state standards that support student
achievement. The SLMS often recommends technology tools to enhance
instruction. Explanation: The district has implemented the Educational Technology
specialists and Digital learning specialists who are assigned to support regional
schools. They are solely responsible for the above integration.

Category 3-Technology

EXEMPLARY: Full-time Library Media Specialist is employed and is not shared at

any other time with other areas in the school nor does he/she provide services
outside the library media center. Adult supervision by certified personnel is
available for the entire day.

ITEM #9A
ITEM #9B

BASIC: In compliance with state board rule, but the Library Media Specialist may
be required to perform other duties on a daily or frequent basis. Explanation: Daily
Cafeteria Duty

Category 4-Facilities, Access PROFICIENT: Flexible scheduling and library media staff are available throughout
the day to assist teachers and students regardless of ability or disability. The library
and Resources
media center is available either before or after school. Explanation: School schedule
and daily Breakfast/Lunch cafeteria duties limit media staffs availability.
ITEM #10

ITEM #11

PROFICIENT: Based on FTE, the library media center exceeds minimum square
footage requirements and is large enough to accommodate large and small groups
and individuals working simultaneously. Shelving, storage areas, and electric wiring
meet the needs of the collection. Explanation: The estimated square footage is well
over 2600 square feet; however, the electrical wiring, voltage and outlets require
updating and maintenance.

ITEM #12

EXEMPLARY: Streaming video and other technologies are used on a regular basis
to support the curriculum. The Library Media Center has a whiteboard and it is used
on a regular basis. The school has several white boards located throughout the
building and used on a frequent basis. Electronic distribution system meets state
requirements.

ITEM #13

EXEMPLARY: Print and non-print resources, including subscription databases,

access to the Internet, and other library media center resources are available on a
LAN throughout the school. Some library media center resources are accessible via
Internet access outside the school. Students use library media center technology
independently for extended projects and information retrieval.

TARGET INDICATORS
AND CATEGORY

RATING, DESCRIPTION AND EXPLANATION

ITEM #14

EXEMPLARY: The OPAC is available on a LAN throughout the school. All

resources are recorded in MARC format so that access is available on the LAN and
weeding of out-of-date materials can be timely. The OPAC is up-to-date and reflects
the library media center holdings. Some library media center resources are
accessible via Internet access outside the school.

ITEM #15

PROFICIENT: Instruction and promotion of GALILEO will be in an organized

manner and conducted on a frequent basis. Students, faculty, and staff will be given
instruction and professional development in the use of GALILEO. Explanation:
Professional Development has not been conducted this year.

Category 5-Administrative
Support

EXEMPLARY: The SMCP maintains communication among Library Media

Specialists in the district. District level administrators facilitate the communication
among the SMCP, Library Media Specialists, and themselves. The SMCP
understands the role of the Library Media Specialist and encourages opportunities
for Library Media Specialists to meet regularly. The district encourages links on
school and district websites for library media center announcements and services.

ITEM #16

ITEM #17

BASIC: The school principal provides support to the library media program and
makes time to meet with the Library Media Specialist occasionally.

ITEM #18

NOT RATED: ITEM NOT ACTIVE THIS SY2015.

ITEM #19

PROFICIENT: A library media policy exists is implemented consistently. The

Library Media Specialist recommends periodic revisions. Explanation: the advisory
committee is non-existent for this school year.

ITEM #20

BASIC: The library media program receives an allocation for expenditures every
year. This amount meets the minimum expenditure tests. Explanation: No profit or
extra money generated. Had to be creative with implementing Scholastic dollars
to provide for certain resources/materials.

Category 6-Staff Development PROFICIENT: Library Media Specialist seeks to enhance his/her professional
skills, particularly technology skills, beyond those required for recertification or by
ITEM #21
the school district. Library Media Specialist provides occasional formal staff
development instruction and informal instruction during collaborative planning with
teachers. The school system makes staff development options available for library
media support staff. The Library Media Specialist is knowledgeable of the district
professional development services. Explanation: this area is currently under
revision; in the process of reconstructing how staff development options are offered
and presented.

Basic Rating Action Plan

We rated ourselves a Basic for Target Indicator #9B & Proficient for #10. These
two indicators fall under Category 3: Staffing and Category 4: Facilities,
Access, and Resources. The Basic standard for #9B rating reads, In compliance
with state board rule, but the Library Media Specialist may be required to perform other
duties on a daily or frequent basis. The Basic standard for Target Indicator #10 reads,

Flexible scheduling makes resources and assistance available at the time of learning
need, but school schedules may override this preferable flexibility. Library media staff is
available to teachers and students for most of the school day.
Currently, the media specialist has been assigned Hall and Breakfast cafeteria duty in the
mornings, until 8:00 am. She has also been assigned lunch cafeteria duty for the first
segment of classes, fives days per week. In addition, she is assigned to the Fruits and
Vegetables distribution, once-per-week for a 45-minute afternoon session in the cafeteria.
The aforementioned duties have a strong impact on the reasoning behind the Basic
rating. On many occasions, students and teachers are in need of media specialist
assistance during those times, however rescheduling is necessary. Additionally, the
media specialist has to rearrange her class, check-out and inventory schedule to
accommodate the extra, external duties.
It is essential that we alleviate the media specialist from the various external duties. This
will give her the opportunity to concentrate on the school-wide improvement plan
initiatives that relate to Reading and Language Arts. How can we do this:
1. Evaluate the schedules of Enrichment Teachers and Paraprofessionals to possibly
rotate these employees for the cafeteria duties and responsibilities.
2. Select and Train the intermediate students to independently (under the P.E. teachers
supervision) sort and distribute items during the Fruits and Vegetables weekly
program.
3. Allow for community volunteers and interns to fulfill community service hours by
encouraging library/media specialist volunteerism at the school.

Proficient Rating Action Plan

Proficient Rating Transition to Exemplary Plan comes from the following:
Category 1 - Student Achievement and Instruction; Item #1 and Item #2
Item #1 Proficient reads: Information literacy skills are integrated into the curriculum
through the collaborative efforts of the Library Media Specialist and teachers. Georgia
Performance Standards (GPS) and Common Core GPS (CCGPS) are used as a basis for
teaching. We will move from Proficient to Exemplary by aligning our practices with
the exemplary descriptor and standard, which reads: The library media program fosters
critical thinking skills and independent inquiry so students can learn to choose reliable

information and become proactive and thoughtful users of information and resources.
The Library Media Specialist and classroom teacher collaborate using CCGPS and GPS
to plan and teach the units of study. The library media program uses the AASL standards
to help shape the learning of students in the school.
Item #2 Proficient reads: The Library Media Specialist encourages collaborative planning
among teachers who are teaching units of similar content. The Library Media Specialist is
familiar with the Georgia Standards.org website and the Common Core standards and
encourages teachers to use the resources available on GSO web page.
Exemplary reads: The Library Media Specialist actively plans with and encourages every
teacher to participate in the design of instruction. Learning strategies and activities for
all students are designed with all teachers who are willing to plan collaboratively. All
students with diverse learning styles, abilities, and needs are included in collaborative
plans.
The Plan: Attack one grade level at-a-time. Increase collaboration with homeroom
teachers, if schedule permits and external duties are decreased. Join and sit-in on
more grade-level team meetings, vertical planning and common planning time.
Evaluate the media specialists schedule to avoid conflicts. Also, align the content of
common planning time meetings with the media specialist support and extension
initiatives.