Background of Strategic Plan Library

Name of Library: Robert Louis Stevenson Middle School library City and State of the Library: Saint Helena, California Name of Team Member working in Library: Sherrill Kelly Library Title of Team Member: Teacher Librarian Name of Director or Librarian contacted for permission to use the Library for LIBR 204

Strategic Plan Project: Sherill Kelly Will your Strategic Plan be shared with the Library? Y N Comments? Ms. Kelly will share the plan with site and district administrators, school staff

and students.

Did Library allow access to documents in the Library (i.e. budget, their strategic plan)? Y N

Or, did you only have access to Library information from Internet resources. Y N Did you use the existing Vision and Mission statements of the Library if so, what

percent did you alter? No

School/Youth #1 School Library/Media Center Team Leader: Justine Kay Assistant Team Leader/Researcher: Trina Bradshaw Action Plan Leader #1: Randy Berner Action Plan Leader #2: Beth Berlin­Stephens Action Plan Leader #3: Sherri Kelly Action Plan Leader #4: Katy Murray

Robert Louis Stevenson Middle School Library Strategic Plan

Submitted for LIBR 204 On April 11, 2016

(Retrived from https://sthelena.haikulearning.com/skelly/rlslibrary/cms_page/view and http://www.springfield.k12.or.us/page/109 , 2016)

Section #1: Overview

The External Environment

Size and type of community. The community of St. Helena houses Robert Louis Stevenson Middle School (RLS), located in the upper Napa Valley, 65 miles north of San Francisco. As described by the City of St. Helena’s website, it is “a world away from the pace and congestion of the cities, yet just over an hours drive from ocean beaches, San Francisco or Sacramento… ringed by mountains and set amidst the vineyards which produce Napa Valley’s famed premium wines” (2016). The main culture of the community is defined by wine­production agriculture and tourism. According to the Visit Napa Valley website, winemaking began in the 1880s and has continued as a tradition in the community, with many well­known wineries producing and selling (2016). The town is four square miles and contains a population of 6,000 (City of St. Helena, 2016). As reported in the School Accountability Report Card (SARC), St. Helena is a predominately white community (about 78%) but also has a fairly large Latino community (33%) (RLS Middle School, 2014). RLS is the only public middle school in the district.

Primary customers. The primary users of the RLS Middle School Library Media

Center are middle school students ranging from sixth to eighth grade and the teachers of the school. In addition, parents also act as users of the library’s resources and technology (S. Kelly, personal communication, March 13, 2016). The library supports the ultimate purpose and goal of the instructional programs at RLS Middle School; to raise academic expectations for all students, close the achievement gap between subgroups, provide a safe and caring environment, and use technology as an integral tool for teaching and learning (RLS Middle School Library/Media Center, 2016).

Size of customer base. RLS has an enrollment of 274 students. There are about

80 sixth graders, 90 seventh graders, and 90 eighth graders. There are also approximately 20 teachers who have access to the library media center’s resources. Therefore, there are almost 300 people who use RLS’s library media center (RLS Middle School, 2014).

Demographics. Based on data from the SARC, the majority of students, 52.2%,

are white, 46.0% are Latino, 0.7% are Asian, 0.4% are African American, 0.4% are Native American, and 0.4% are Two or more races. Of the students who attend the school, 36.10% are classified as socioeconomically disadvantaged, 11.30% are English Language Learners, and 8.4% are students with disabilities (RLS Middle School, 2014).

Age of the organization. According to the Principal’s Message on RLS Middle

School’s website, the site was built in 1954, but has undergone major renovations and upgrades since 2000, including updating the computer connectivity in the library (2014). The Internal Environment

Number of employees. The school site has shifted to a Teacher Librarian model to be more reflective of the current Ed Tech climate in education. This position replaces the RLS classified media specialist position with a certificated media specialist, altering some of

the duties and responsibilities in order to align with district Local Control Accountability Plan (LCAP) goals and priorities. The Library is staffed with a total of three individuals: one Teacher Librarian, one part­time technician and one student teaching assistant, who earns academic credit on a volunteer basis (S. Kelly, personal communication, March 13, 2016). In addition to management of the Library, the Teacher Librarian coordinates all site­based staff and student technology functions, teaches two periods of English language development, and serves as a technology coach and coordinator of English Language Learner program for the school district (S. Kelly, personal communication, March 13, 2016). The library supports technologically advanced instructional programing at RLS. In the spring of 2013, all RLS students in grades 6­8 were issued their own Chromebook to facilitate deep use of technology in the academic environment (RLS Middle School, 2014).

Organizational structure. The Robert Louis Stevenson Library is central on the middle school campus. The SARC states that the library contains over 11,000 books that cover a range of topics and genres. It also has 35 computers with internet access that are available for use (RLS Middle School, 2014). The facility is available for student and teacher use 40 minutes before school, during lunch, and for 30 minutes after school (RLS Middle School Library/Media Center, 2016). According to Collection Circulation Report, 1732 books were checked out last year; over 1,000 of those were fiction (RLS Middle School, 2016a). Based on the small population, students check out multiple books per year. The library is organized with the following items: reference books, fiction, and non­fiction in Spanish and English. Items are available for checkout with a student ID. Kindles are also available for checkout with a signed parent permission slip. E­books are available to read on any Wi­Fi­accessible device. The library also offers computers to use for word processing and homework­related searching. In addition, there are magazines for browsing, research, or current events. Computer printers and a student copier are also available. There is access to online databases through St. Helena Unified School District and St. Helena’s Public Library with a valid library card. In addition, the library organizes the school’s Independent Reading program using Scholastic Reading Counts! (RC) and Scholastic Reading Inventory (SRI) (RLS Middle School Library/Media Center, 2016).

Physical space. The library space is divided into two main rooms, the main library and the adjoining computer lab. The main library is 30’ x 40’ (1200 sq. ft.), and includes a small entrance/checkout area in addition to the larger commons/stacks section. The commons’ ceiling rises from 5­10’ higher than the checkout area. Currently the commons area has stacks sufficient for 11,000 books, with room for an additional 1000­2000 books, including a small periodicals section, and operate by a single staff member, the Teacher Librarian. In terms of furniture inventory, the library has 7 tables (each with chairs for 4 students), 4 work stations, and two teacher work desks, with a total seating for 32 students. There are four student desktop computers, two teacher computers (include one for checkout), a class­size set of Kindles housed in a laptop cart, a printer and copier for student use, and a ceiling­mounted projector. Next to the checkout area is a small storage room, (10’ x 10’), that adjoins to a similarly sized work area room, (10’ x 12’), that then connects with a storage closet, (10’ x 8’). The storage room mainly contains class sets of reading material and reference titles. In total, the square footage for the non­computer lab section is an estimated 1500 sq. ft. The computer lab is 25’ x 35’ (825 sq. ft.), and includes 7 large storage cabinets. The lab contains 24 desktop computers, a projector, and a teacher work area, and newly­updated computer ports (RLS Library/Media Center, 2016).

Budget. The RLS Library budget is a subset of the site and district budgets. The school district has historically supported full time staff for each of the four school site libraries. The 2016­2017 SHUSD budget assumptions state: “Continue to provide full time staff at each site. The District belongs to the Napa Valley Consortium for librarian leadership and pays annual fees for library software and resource databases to the Consortium” (St. Helena Unified School District, 2016b). The library budget consists of operating expenses, the Teacher Librarian’s salary and annual collection development expenses. The library is supported by district general fund revenues, and grants totaling approximately $4000 per year (S. Kelly, personal communication, March 15, 2016). Book purchases total approximately $3,000, e­books total approximately $1,500, and periodical subscriptions equal $100 per year. About $1,200 comes from the St. Helena Public Schools Foundation Swanson Grant, while $4,000 come from the RLS Parent Group.

Technology. The Teacher Librarian is responsible for management of site­based

technology for RLS, including Google Apps For Education implementation and 1:1 Chromebook implementation. In addition, the Teacher Librarian is responsible for managing and overseeing core administrative systems including programs for attendance, grades, assessment, and classroom tools (S. Kelly, personal communication, March 13, 2016). In 2014, staff members participated in a Haiku training workshop to train teachers on the use of this district wide Learning Management System. Likewise, information is posted on the RLS website, via Twitter, and as a weekly Principal’s Corner post (RLS Middle School, 2014).

The Teacher Librarian coordinates functions with the IT technician to provide support for staff/students in the daily use of technology as a primary teaching tool. This includes issue and inventory of all instructional media, troubleshooting and coordinating repair of hardware devices, and providing assistance in routine and special use of educational technology by students, staff and community (S. Kelly, personal communication, March 13, 2016).

Communication. Technology is also increasingly the vehicle of communication between members of our school community. Haiku was implemented in 2013 as a district­wide Learning Management System (LMS). Teachers and staff across the campus, including the RLS Library, use it for communication with students, families, and each other. For additional information, the school website is kept up­to­date through daily twitter feeds, a weekly “Principal’s Corner”, and monthly Newslinks (RLS Middle School, 2014). The Teacher Librarian is the main point of contact with students who are using the facilities. She aids those working on homework, conducting research, or if they are looking for a good book to read (RLS Middle School Library/Media Center, 2016). The Teacher Librarian is a leader on campus and is essential in coordinating the efforts of administration, teachers, and staff. She helps to facilitate the use of class sets of reading material and classroom use of the adjoining computer lab. The Library website is a key point of communication for stakeholders (S. Kelly, personal communication, March 13, 2016).

Customer service. The customer service policy at the RLS Library reflects the goals and values of the school community. Student experiences in the Library teach academic and social norms which will apply to students’ future school and life experiences, through the motto “Be safe, be respectful, be responsible” (RLS Middle School Library/Media Center, 2016).

Section #2: Vision and Mission

Vision Statement Our vision is to connect the Robert Louis Stevenson Middle School community to a global society in which every learner can contribute and be successful through innovation, collaboration, instruction, and the utilization of resources.

(Retrieved from http://eded11404dean.weebly.com/society­and­families.html, 2016) Mission Statement The mission of the Robert Louis Stevenson Middle School library is to provide a supportive and inspiring environment where all students can become effective users of information and technology with a lifelong love of learning.

(Alamy, 2016)

Section #3: SWOT

(Retrieved from http://elitemarketingpro.net, 2016)

Internal Strengths 1. Budget $5700, all other expenses paid through school district general fund resources 2. Community/parent support 3. Time for staff collaboration 4. Highly qualified staff members/comfortable with technology 5. Technology available on campus/to students Internal Weaknesses 1. Low number of staff members/multiple jobs for one person 2. Lack of clear district direction ­ no job descriptions for staff, no strategic plan 3. One librarian, no assistant (aside from student staff assistants) 4. Very dated collection of books External Opportunities 1. Local business / community partnerships 2. Partnership with public library 3. District support for library program 4. District support for technology External Threats 1. Push by the district to implement technology at all costs 2. Common Core/California Standards 3. Digital divide and disparity of resources within the community 4. Conflicting politics of strong stakeholder groups 5. Disengagement of subgroups: Latino males, struggling readers and students with IEP’s

Section #4: Strategic Outcomes and Strategies Strategic Outcomes 1. Library services meet the diverse needs of students and the community. 2. Library space will utilize outdoor areas. 3. Collaborative technology and reference centers will be updated to meet the needs of students academically, emotionally, and socially. 4. Equity of access to electronic resources will be provided to all students. Strategies and Support Statements

Strategy Area #1. Utilize Indoor Library Space Supporting Statement. We will reconfigure and reallocate library space,

equipment, and materials in order to foster collaboration, innovation, and instruction. Strategy Area #2. Digital Divide in Technology Supporting Statement. We will place a strong emphasis on the specific needs of

ELLs and students from a low socioeconomic background when allocating technological resources.

Strategy Area #3. Client Engagement Supporting Statement. We will promote client engagement through programs and

events which will increase student and community involvement in the library, particularly for certain subgroups, including Latino males, struggling readers and students with IEPs.

Strategy Area #4. Outdoor Space Supporting Statement: We will create an outdoor library garden area in order to

teach students sustainable gardening practices and provide students with a relaxing open­air space to enjoy reading.

(Retrieved from http://andicahyadi.com/outcome/, 2016)

Section #5: Action Plans

Action Plan #1: Utilize Indoor Library Space Action Plan Leader’s Name: Randy Berner

(Kelly, 2016)

1) Rationale. The Robert Louis Stevenson Middle School library, originally built in

1954, has existed in its present form since the school’s modernization in 2000, when the library space underwent minor renovations (RLS Middle School, 2014). After sixteen years, the library’s configuration needs to be updated and rearranged to align with the school’s instructional­ and technological­learning goals. Candidly, the furniture, layout, and overall feel of the library space is outdated, and this fact adversely affects student attitudes towards the library. However, given the budget constraints of the district, an entire renovation of the library is not an option (Saint Helena Unified School District, 2016). Therefore, some reconfigurations and uses of existing technologies within the library’s budget can, potentially, provide a refreshed space that will transform the library into a more open, colorful, and contemporary space, utilizing a variety of study settings. This transformation will be planned in order to foster greater collaboration, innovation, and instruction, not only within the library, but also throughout our school. To bring this about, we will seek the input of staff, students, and parents.

2) Steps/Timeline/Responsibility

STEP #1. Conduct a teacher survey to determine how often and in what instructional capacity they currently use the library. The survey will have an emphasis on current physical layout, equipment use, and incorporation of the school’s current 1:1 student Chromebook and Kindle use.

Timeline. Spring 2016

Responsibility. Teacher Librarian

STEP #2. Assemble a Library Transformation Team made up of teachers, parents, and students. This committee will review the results of the teacher survey and compile a list of main points to address in the library’s reconfiguration regarding layout, equipment usage, and technology usage.

Timeline. Late Spring 2016

Responsibility. Teacher Librarian and Library Transformation Team

STEP #3. The team will select 3­6 members, to be called the Library Visit Subcommittee, who will visit nearby libraries that have made similar changes to those that are envisioned. The team will meet to draft recommendations to present back to the Library Transformation Team.

Timeline. Early Fall 2016

Responsibility. Library Visit Subcommittee

STEP #4. A second subcommittee, the Spatial Investigative Subcommittee, will gather research from academic and non­academic literature (or any other relevant information sources) pertaining to library spatial design. This committee will also draft and present recommendations to the Library Visit Subcommittee.

Timeline. Early Fall 2016

Responsibility. Spatial Investigative Subcommittee

STEP #5. Library Transformation Team develops a first draft of the reconfiguration of the physical space of the library, combining the recommendations of both subcommittees. The draft includes two lists: Items for removal, and items for acquisition, aligning with a preliminary budget plan. The first draft will include an initial rendering of the new spatial plan. This could be completed professionally, but it could also be produced by students as a school project using rendering software. The spatial plan is then shared with the administration and department chairs in a presentation. In this meeting, feedback in terms of ideas/alternatives are recorded by the Transformation Team on a flip chart.

Timeline. Late Fall 2016

Responsibility. Teacher Librarian and Library Transformation Team

STEP #6. After reviewing the feedback from the meetings, the Library Transformation Team writes a report on their conclusions related to instructional objectives and spatial design. The Team also includes, for the first time, a budget estimate in this report. The team presents the report in a school staff meeting. The report will include the following topics: spatial reconfiguration, furniture/equipment requirements combined with cost analyses based on preliminary vendor quotes, and incorporation of current library inventory. After the presentation, the staff is divided into breakout groups to brainstorm new ideas or voice any concerns.

Timeline. Early Spring 2017

Responsibility. Library Transformation Team

STEP #7. Use staff feedback from the meeting to review, propose, and draft any changes to the spatial plan, furniture/equipment requirements, and the budget. Submit the current plan to administration for review and evaluation. Use the administration’s feedback to make any changes to the final plan. Submit the final plan and budget to the school district and district school board.

Timeline. Mid­Spring 2017

Responsibility. Library Transformation Team

STEP #8. After approval, the final plan for spatial reconfiguration, including a display with renderings, is presented to administration and staff. The display is presented to parents, students, staff, and the general public coinciding with promotion ceremonies and other end­of­school­year events. Begin ordering new equipment and furniture, and arrange for the necessary work force requisitions needed to complete the project during summer recess 2017.

Timeline. End of School Year 2017, Summer Recess 2017, beginning of School Year 2017

Responsibility. Teacher Librarian and School Administration

3) Budget. Although the annual library materials budget is $5200, it is assumed that additional funds from the district buildings budget, the school site budget, and grants can be leveraged for this project. Therefore, the overall budget for the indoor space segment is $25,000.

4) Evaluation. The result of our efforts will be measured by annual surveys sent to the teaching staff by the Teacher Librarian near the end of each school year for at least three consecutive years. The survey will ask teachers questions such as: Overall, how satisfied are you with the library?

How are you using the library differently? How many class visits have you made this year? How has the library improved your instruction? Are their other changes the library can make to improve and enhance instruction?

Similarly, student surveys will be generated and distributed to homerooms once a year for three years.

How often do you visit the library outside of your classes? Have your visits increased? Are you using the library differently, both during and outside of your classes? What is your impression of the new library?

The Teacher Librarian will also record the number of class visits in 2016­17, and compare this baseline with the next three consecutive years, to gauge library usage. In addition,

student equipment log­in data and check­out data (both books and equipment) could be tabulated for year­to­year comparison. Lastly, the Teacher Librarian along with library staff could record anecdotal observations each week in order to record instances of innovative learning and positive change.

Action Plan #2: Digital Divide in Technology Action Plan Leader’s Name: Beth Berlin­Stephens

(Kelly, 2016)

1) Rationale. The goal of the Robert Louis Stevenson Middle School Library is to help

provide 21st century technology and access to all of its students. The RLS library serves a very distinct student population. While the school is fairly small, with less than 300 students, 36% of these students are identified as coming from a low­socioeconomic background. In addition, 11% of the student population is identified as English Language Learners (RLS Middle School, 2014). It is this particular segment of the student population that the library seeks to directly serve.

A huge disparity with access to technology and income level exists in this country. While RLS Middle School is 1:1 with students and Chromebooks, there are still huge gaps in student knowledge related to technology and actual access including internet access at home (S. Kelly, personal communication, March 13, 2016). A New York Times article from February 2016 estimated that five million families in the United States still do not have internet access at home. This means students are depending on free wi­fi either at school, on the bus, or in cafes to get their schoolwork done. This new phenomenon is so widespread, it is now called “the homework gap” and is seen as one of the most stark impacts of the digital divide. Schools need to be able to give assignments online and expect that students can complete the necessary research and online activities. Schools cannot be expected to hold back their use of technology in the classroom because that puts all the students at a disadvantage. Students from all backgrounds need to be prepared and able to compete with the rest of the country. Therefore, it is up to individual towns, districts, schools, and libraries to come up with a direct plan to address this issue. The technological

resources available to the school need to come with a clear and direct purpose and this purpose needs to include a plan to directly address the technology gap.

The RLS Middle School Library needs to serve ALL students with the the best education possible. With over 30% of the school identified as low­income (RLS Middle School, 2014), the library hopes to develop a strategic plan to make sure the digital divide does not continue to occur on this campus.

2) Steps/Timeline/Responsibility

STEP #1. Select members of the school community will form a “digital divide” awareness and planning group.

Timeline. Before each school year (June)

Responsibility. Members of the RLS English Learner Advisory Committee, Parent Group, and other stakeholders meet monthly to plan how to best address the digital divide, to set goals, to monitor these goals, and to hold the school responsible if goals are not being met.

STEP #2. Make contacts and begin meeting with various representatives from internet companies such as Lifeline, Comcast, etc that may be willing to partner with the school and help provide affordable access to all students.

Timeline. July 2016

Responsibility. Members from the committee and administration.

STEP #3. Survey students to find out the percentage of students who do not have internet access at home.

Timeline. At orientation every school year (August) Responsibility. Member from the committee TBD.

STEP #4. Plan budget and form community partnerships. Depending on number of

students who need access the school could provide each of these students with a Dongle or some kind of connectivity device. As well, the school could partner with a program like Lifeline which provides internet service at reduced rates for low­income families.

Timeline. Beginning of every school year (August)

Responsibility. Digital Divide Committee

STEP #5. Work with school staff to make sure assignments are as equitable as

possible. For example, limiting homework that requires internet connectivity and continuing to encourage and train teachers to help students preload necessary items onto their Chromebooks so they can access them without a live internet connection.

Timeline. Throughout the school year

Responsibility. Members of the committee and teachers

STEP #6. Make internet as accessible as possible to all students. Provide free wi­fi around the campus. Make sure the library is open before and after school. Checkout wireless hotspots to students that they could borrow and take home if needed for a certain assignment. Provide students a list of local places and their hours that offer free wi­fi.

Timeline. Throughout the school year

Responsibility. Librarian, administration

STEP #7. Continually monitor accessibility and if the digital divide is being addressed through teacher, family, and student surveys.

Timeline. Throughout the school year

Responsibility. Members of the committee 3) Budget. Since the school is already 1:1, there should not be a huge cost

associated with the work needed to close the digital divide. The formation of a committee requires some money as the committee members should be paid for these additional duties. This would be at the normal hourly rate for certificated staff in the district. As well, extending the library hours would require additional pay for the people holding the library open during the extended time. The other main expense would be purchasing and up­keeping portable internet devices that either could be borrowed by students on an as­needed basis or given to each student who does not have internet based on the beginning of the year survey.

Committee Meetings/Project Planning: $55/hour per person ­ 5 people maximum ­ approximately $5,500/year

Extended library hours: $55/hour per person ­ 3 hours per school day Purchasing of equipment and data plans: $545 per year per connectivity device

­ approx. $50,000/year to provide one for each low income student

Other expenses (including equipment upkeep and unforeseen expenses): $10,000

Total: $75,000

4) Evaluation. As outlined in step #7, the Digital Divide Committee will be the front line for evaluating the efficacy of the program and whether the digital divide is being closed. Comments provided by families, students, and staff will be recorded and reviewed. Teachers will monitor and report homework turn in rates when online resources are necessary. Surveys will be given out bi­monthly to staff and students to address issues and assess the program’s effectiveness. The committee will meet monthly throughout the entire school year and will meet more frequently at the beginning and end of each academic year to plan and make improvements.

Action Plan #3: Client Engagement Action Plan Leader’s Name: Sherrill Kelly

(Retrieved from http://www.teachmag.com/archives/4681, 2016)

1) Rationale. The concept of multiliteracies was proposed by the New London Group

(1996) in an effort to explain conditions in education which lead to inequitable economic, political, and social consequences. They concluded that teaching of literacy must change in order to give all students equitable access in society. The definition of literacy needs to expand to recognize the many ways of creating meaning where the written word is part of a bigger whole, including visual, audio, and spatial media. In addition, the cultural and linguistic variety resulting from local diversity and global connectedness adds to the complex character of literacy today. Stewart (2014) states “literacy is indeed multiple, varies within cultural groups, and is a dynamic concept that transforms with the advancement of technology and the fluidity of culture.”

Alverman (2009) wrote of New Literacies; those that move beyond the in­school reading and writing practices of youth, and include the many ways to make meaning. In particular, Christenbury, Bomer, & Smagorinsky (2009) call for imagination and courage to better understand marginalized youth's literacy practices as precursor to formal educational literacy or as the construction of alternative practices that hold promise to offer a more effective and just education. Stewart (2014) concludes by reminding educators to view all of the literacy practices of students, including their informal language and culture, as funds of knowledge that can be used to develop academic success.

High levels of school belonging, or engagement, have predicted higher levels of academic achievement, even above prior school achievement (Hughes, Im & Allee, 2015). Scholars have suggested that ethnic differences in high school graduation rates have their origin in the gradual process of school disengagement for marginalized students that can

begin during middle school (Janosz et al., 2008). Tween and teen students from marginalized groups, such as Latinos, struggling readers, LGBTQ youth and students with Individual Education Plans (IEP) have many of the same informational, recreational, educational, and literacy needs as students from other socio­economic and cultural groups. However, they often encounter “borderland experiences (Libraries, 2011)”, where they feel as if they do not belong to any culture—the one defined by their ethnicity, social class, gender or age group—nor the one defined by the overall U.S. culture.

Libraries can provide a vital link to literacy and school engagement for marginalized youth by providing targeted programming and collections that include both cultural relevancy as well popular culture components. Fun, cultural incentives, and a positive social network will draw diverse groups of students to the library, beginning with a small Library Teen Council and twice yearly Events, bridging into student informed collection development, ongoing activity spaces and student groups. As a positive association with the library builds, clients will be increasingly drawn into more traditional literacy­based activities.

Ongoing groups. A functioning Library Teen Council Gaming groups at lunch time Manga Drawing/Green Screen Video Club/Artist demos Book Clubs with incentives, including Urban Fiction and LGBTQ in partnership

with the Unity Club Maker center with sewing, crafting, music

Events. Fun, low­cost maker events, such as paper circuits Skateboard Fest: local professional and amateur skateboarders conduct basic

And intermediate level workshops for teens to develop their skate skills, skater movies and media sale

Food, cooking demos, & partnerships for healthy snacks

2) Steps/Timeline/Responsibility.

STEP #1. Send out Google form library survey to student body, with food incentive for response. Survey content is suggested books for collection development, media topics, interest in being on Library Council.

Timeline. Send out survey in early April 2016. Gather feedback to inform collection development, core group for Teen Library Council.

Responsibility. Librarian, English core class teachers.

STEP #2. Organize Teen Library Council group, with community service incentive. Plan Spring event, Paper Circuits Fest, including food incentive for return of overdue books.

Timeline. Mid April 2016

Responsibility. Librarian

STEP #3. To strengthen and expand lunchtime gaming groups, bring donated games into the Library, for loan to student groups. Encourage gamers to participate in Library Council.

Timeline. Mid April 2016

Responsibility. Librarian, possible teacher volunteer

STEP #4. Reorganize the old Library reference section. Surplus outdated books and create a meeting area for student groups. Create an interactive display board for student collaboration and expression, initially bringing in art from the RLS art class, later featuring independently produced student art, such as Anime­style drawings, etc.

Timeline. Late April 2016

Responsibility. Librarian, RLS Art teacher, Teen Council, library student teaching assistant (TA)

STEP #5. Implement Spring Event, Paper Circuits Fest, over a 3 day period, during lunch. Music in the Library quad, whole group and individual paper circuits projects in the library, food incentive for return of overdue books, facilitated by Teen Council students.

Timeline. Early May 2016

Responsibility. Librarian, Teen Council

STEP #6. Pre­plan for the Fall event, a skateboard demonstration, clinic and filmfest, featuring Walker Ryan and local skaters who are RLS alums. Create connections to support Napa County Reads book for Fall 2016, The Outsiders. Arrange for book sale, featuring skateboarding media. Complete all district requirements in preparation for event, sale.

Timeline. Mid May 2016

Responsibility. Librarian, Teen Council

STEP #7. Repurpose existing computer lab workspace and plan for development of video/green screen area for use in Fall 2016, using existing equipment. Library TA to develop a collection of electronic files for backgrounds, and demonstration videos, in preparation for Anime/Manga club and skateboarding feature events in Fall 2016.

Timeline. End of May/June 2016

Responsibility. Librarian, library TA

STEP #8. Plan Teen Council end of year reading awards, book round up. Teen Council to present grade level reading awards (historically, $50 gift cards) at the end of year assembly. Snack incentives during lunch week before last week of school for bringing back library books.

Timeline. End of May 2016

Responsibility. Librarian, Teen Council

3) Budget. Food incentives for book return 500 Gift cards for reading awards 150 Materials for paper circuits 350 Total from RLS parent Group funds 1000 (May fund these items in addition to prior 15­16 grant) *Need to do additional research on skateboard event media sale: partner with local skateshops and/or Walker Ryan organization to conduct media sale.

4) Evaluation. Individual foot traffic in library or computer lab outside of class time (break, lunch), Circulation data from Destiny, Library Teen council meeting frequency, minutes

Action Plan #4: Outdoor Space Action Plan Leader’s Name: Katy Murray

(Kelly, 2016)

1) Rationale. The Robert Louis Stevenson Middle School library will expand the

library area by creating an outdoor library garden on the patio that attaches to the existing library structure. This will give students the opportunity to learn about small space gardening, sustainable food growing practices, and provide students with hands on learning experiences they can apply throughout their lives. Participating in the garden program will help students learn about where their food comes from and promote healthy eating as well as connect students with the local wine growing industry and culinary culture. Garden work will be integrated with literature in library and related to science curriculum.

The garden will have raised planter beds and seating areas for students to enjoy when they visit the library. Students may access the garden during their visits to the library, but it will be available for all school staff and community members to appreciate throughout the day. Maintenance will be taken care of by students and community volunteers and the costs of the garden will be covered by fundraising and grants.

2) Steps/Timeline/Responsibility

STEP #1. Form a steering committee comprised of teachers, administrators, students, parents, Teacher Librarian, and community members. Appoint garden coordinator and brainstorm ideas for garden. Collaborate with existing Garden Club to share resources.

Timeline. August 2016

Responsibility. Teacher Librarian

STEP #2. Begin fundraising and seek donations. Approach local businesses to sponsor seating space and planter boxes. Ask winery partners, V Sattui and Castello de

Amoroso for donations of wine barrels for planters. Apply for California Native Gardens Grant, Lowes Toolbox for Education Grant, and Annie’s Grants for Gardens. Reach out to services groups St. Helena Oddfellows, Masons, and Rotary Club for help with materials. Contact boyscout troop for volunteers. Solicit donations of raffle prizes for community work day.

Timeline. September ­ November 2016

Responsibility. Garden coordinator and selected members of the RLS Garden Committee

STEP #3. Plan and design garden space, including space for raised planters, seating, compost bin, storage for tools, and water system. Survey students and staff for input/ideas.

Timeline. November ­ December 2016

Responsibility. RLS library garden committee

STEP #4. Survey existing garden materials available from the RLS Garden Club. Purchase additional materials and collect raffle prizes for community work day.

Timeline. December 2016

Responsibility. Garden coordinator and selected members of the RLS library garden committee

STEP #5. Organize a community work day. Invite all interested parties ­ students, families, staff, and community members. Host a raffle with donated items for participating volunteers.

Timeline. January 2017 ­ February 2017

Responsibility. RLS garden committee

STEP #6. Develop a work schedule for volunteers to maintain garden. Create a plan for summer and holiday garden maintenance.

Timeline. February 2017

Responsibility. RLS garden committee

3) Budget. The initial costs for creating the garden will be paid for by grants and through the fundraising efforts of the RLS Garden committee. Whenever possible, items will be borrowed from the existing RLS garden club or procured through donations from local businesses.There will be no costs associated with the work hours of committee members because all participants will be volunteers. Wooden planters: $400 Soil: $200 Benches: $500 50 foot hose: $40 Water wand: $10 Compost bin: from RLS Garden Club Garden gloves: from RLS Garden Club Seeds: from RLS Garden Club Tools: from RLS Garden Club Wine barrel planters: donation from partner winery Total: $1,150.00

4) Evaluation. The effectiveness of the garden will be evaluated by a twice yearly survey of students and staff. The survey will address how the garden is serving the needs of the RLS community and provide feedback for the garden committee about areas of improvement.There will also be an ongoing log of how many students use the garden area when not involved in a school project recorded by the Teacher Librarian.

Section #6: Resource List

Section A: Strategic Plan Resources

Articles. Britto, M. (2011). The learning commons in academic libraries as a response to meeting the

dynamic needs of millenials. In C. Ho & M. Lin (Eds.), Proceedings of E­Learn: World Conference on E­Learning in Corporate, Government, Healthcare, and Higher Education 2011 (pp. 1072­1078).

This article goes through what 21st Century Teacher Librarians should be doing. It was Published in 2007, so these things should be present in our school libraries already. It may help give us insights about the current state of the Robert Louis Stevenson Library. Shank, J. & Bell, S. (2006). A_FLIP to courseware: A strategic alliance for improving student

learning outcomes. Innovate: Journal of Online Education, 2(4). This article goes through how one school used strategic planning to bridge the gap between the library and the classroom. It has some clear steps that they followed to make this happen. It seems like a realistic struggle that many libraries go through, putting the progress of the Robert Louis Stevenson over the last few years in perspective. Trends in Office Building Operations, 2011. (2011). Institute of Real Estate Management,

12­19. Retrieve from https://www.irem.org/File Library/IREM Store/Document Library/IESamples/12Samples/2012OfficeBuildTrends.pdf

This article was a key resource in helping the group decide on budgeting matters when it comes to the cost of utilities and facilities. Truett, C., & Lowe, K. (2003, Spring). The School Library Budget: A Study in Power and

Politics of Selected North Carolina School Library Budgets. North Carolina Libraries, 13­29.

Since there was no existing budget that included expenditures by line items, this article was essential in helping us create a current budget for the Robert Louis Stevenson Library. Valenza, J. K. (2007). You know you’re a 21st century librarian if...Teacher Librarian. 35(1),

pp. 18­21. This article goes through the library needs of millennials. Though it is intended for college libraries, there are lots of things that can be incorporated into a middle school library. It goes into detail about the role of the librarian, which will be useful in evaluating the roles and expectations of the current Teacher Librarian.

Websites.

City of St. Helena. (2016). About St. Helena. Retrieved from

http://cityofsthelena.org/content/about­st­helena This website was an extremely useful resource that gives details about both the history and the current state of the city of St. Helena. Robert Louis Stevenson Middle School. (2016c). Community Service. Retrieved from

http://www.rls.sthelenaunified.org/apps/pages/index.jsp?uREC_ID=281781&type=d& termREC_ID=&pREC_ID=530515

This website is a page on the school website that gives students and parents multiple opportunities to complete the required community service. Robert Louis Stevenson Middle School. (2016d). Our vision. Retrieved from

http://ms.sthelenaunified.enschool.org/apps/pages/index.jsp?uREC_ID=296060&typ e=d

This website was a key resource in creating our vision for the Robert Louis Stevenson Middle School Library. Robert Louis Stevenson Middle School. (2014). School accountability report card. Retrieved

from http://ms.sthelenaunified.enschool.org/apps/pages/index.jsp?uREC_ID=296062&typ e=d&termREC_ID=&pREC_ID=links

The School Accountability Report Card contained the most pertinent information about the Robert Louis Stevenson Middle School and Library. This was the document that was used and cited most frequently in the Strategic Plan. RLS Middle School Library/Media Center. (2016). About the library. Retrieved from

https://sthelena.haikulearning.com/skelly/rlslibrary/cms_page/view/16868893 This website was essential in gathering information about the Robert Louis Stevenson Middle School Library’s services and policies. St. Helena Public Library. (2016) eResources. Retrieved from

http://www.shpl.org/eresources/ This website included details about how the St. Helena Public Library partners with the Robert Louis Stevenson Middle School Library. St. Helena. (n.d.). Visit Napa Valley. Retrieved from http://www.visitnapavalley.com/ This website gave insight about how the community of St. Helena fits into the larger community of the Napa Valley region. St. Helena Unified School District. (2016a). Vision, mission, and priorities. Retrieved from

http://www.sthelena.k12.ca.us/apps/pages/index.jsp?uREC_ID=297838&type=d This website was a key resource in creating our mission and vision for the Robert Louis Stevenson Middle School Library. St. Helena Unified School District. (2016b). Local control accountability plan. Retrieved from

http://www.sthelena.k12.ca.us/apps/pages/index.jsp?uREC_ID=281132&type=d The Local Control Accountability Plan (LCAP) was important in helping us understand the district’s overall budget and priorities for future funding.

Other. Robert Louis Stevenson Middle School. (2016b). Collection circulation report. [data file]

Retrieved from Destiny. This data file allowed us to view the number of books that had been checked out during a specified time range. This was essential in understanding the Robert Louis Stevenson Middle School library user habits. Robert Louis Stevenson Middle School. (2016a). Collection age report. [data file] Retrieved

from Destiny This data file allowed us to view the ages of the books that are currently in the RLS Library collection categorized by the Dewey Decimal call number range. RLS Library/Media Center. (2016). [Blueprint] Retrieved from

https://docs.google.com/drawings/d/15eEcmHv1aiU1UKQayk4VZih3k7wWNkwZOO iPUZ4u6Nc/edit

This blueprint graphic of the Robert Louis Stevenson Library was crucial in understanding the layout of the library. The precise measurements were particularly useful.

Section A: Action Plan Resources

Action Plan 1.

Articles. Harper, M. (2013). Savvy school library design to facilitate 21st century literacy skills and the

common core. Ohio Media Spectrum, 65(1), 34­43. Retrieved from http://connection.ebscohost.com/c/articles/99053094/savvy­school­library­design­fa cilitate­21st­century­literacy­skills­common­core

This article goes into detail about how libraries can and should be designed to help students and teachers meet the demands of 21st century learning and the Common Core. Nelson, B. & McConachie, L. (2011). Space matters: Designing a high school library for

learning. Educational Facility Planning, 44(1), 21­24. Retrieved from http://media.cefpi.org/efp/EFP44­1Nelson.pdf

This article discusses the elements of good library design. It gives practical application strategies for use of space for specific purposes, such as learning vs. storage, and aesthetic design. Sullivan, M. (April 1, 2011). Divine design: How to create the 21st­century school library of

your dreams. School Library Journal. Retrieved from http://www.slj.com/2011/04/sljarchives/divine­design­how­to­create­the­21st­century ­school­library­of­your­dreams/

This article gives overarching suggestions for priorities and reminders as libraries are evolving to accommodate 21st century learners. An, Y. & Reigeluth, C. (March 19, 2014). Creating technology­enhanced, learner­centered

classrooms. Journal of Digital Learning in Teacher Education, 28(2), pp. 54­62. doi: 10.1080/21532974.2011.10784681

This article describes a study in which teachers were asked about their perceptions of integrating technology for student use. It can be used to inform how libraries present technology for teacher and student use.

Other. AASL Idea Lab 2015­Physical Spaces [powerpoint presentation] (2015). Retrieved from

https://docs.google.com/presentation/d/1EeL2h­UsJnUpywgr972X1dMgxWslPv6fZT McvebHEPw/edit#slide=id.g3df5da26c_0193

This powerpoint gives photos depicting the ways that one school district designed the libraries at various sites in order to better serve students and teachers.

Action Plan 2 Articles.

Johnson, D. (2015). Power up!/helping to close the digital divide. Educational Leadership, 72 (5), 81­82. Retrieved from

http://www.ascd.org/publications/educational­leadership/feb15/vol72/num05/Helping ­to­\Close­the­Digital­Divide.aspx

Doug Johnson gives evidence to suggest that the digital divide is still a significant problem in the United States and gives suggestions on how to overcome barriers to giving all students access. Kang, C. (2016). Bridging a digital divide that leaves schoolchildren behind. The New York

Times. Retreived from http://www.nytimes.com/2016/02/23/technology/fcc­internet­access­school.html?_r= 2

Celia Kang uses a personal approach to addressing the difficulties of the digital divide by describing real students and their solutions to their lack of access. Risen, T. (2015). Bridging the digital divide. US News and World Report. Retreived from

http://www.usnews.com/news/articles/2015/07/16/obamas­connecthome­aims­to­bri dge­digital­divide

Tom Risen reports on the White House’s initiative to help bridge the digital divide by calling industry to action by lowering prices and offering more options. Steele­Carlin, S. (2000). Caught in the digital divide. Education World. Retreived from

http://www.educationworld.com/a_tech/tech041.shtml Sherril Steele­Carlin discusses ways to bridge the digital divide by addressing the demographics of those are “caught in it” and how those specific communities might be served.

Websites. What is usb internet? (2016). Retreived from

http://www.uswitch.com/broadband/guides/what_is_a_mobile_broadband_stick/

This website defines how internet access can be provided in a way that is mobile, easy to use, and for variable amounts of time.

Action Plan 3 Books.

Alvermann, D. E. (2009). Sociocultural constructions of adolescence and young people’s

literacies. Handbook of adolescent literacy research, 14­28. New York: The Guilford Press.

This chapter discusses common beliefs about adolescents and literacy. It then gives suggestions on how to meet students in their preferred mode of communication and how to use digital flexibility to engage them. Molaro, A., & White, L. L. (2015). The library innovation toolkit: Ideas, strategies, and

programs. Chicago, Illinois: American Library Association. This book discusses the need for libraries to have purposeful change. It suggests ways in which leaders can make sure that they are meeting the user needs. Schadlich, M. E. (2015). Cooking up library programs teens and 'tweens will love: Recipes

for success. Santa Barbara, California: ABC CLIO, LLC. This book contains plans for creating programs that will engage teen users. These programs are meant to entertain and meet developmental and social needs.

Articles. Hughes, J. N., Im, M. H., & Allee, P. J. (2015). Effect of school belonging trajectories in

grades 6–8 on achievement: Gender and ethnic differences. Journal of school psychology, 53(6), 493­507. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/26563601

This article reported on the results of a study in which youth were asked to rate their sense of belonging over several years. Their answers were analyzed to look for conclusions based on gender and ethnicity. It also discusses implications on how to reach these subgroups. Libraries bridging the borderlands: Reaching Latino tweens and teens with targeted

programming and collections (2011). Young Adult Library Services, 9(4), 13­20. Retrieved from https://labibliotecautil.wordpress.com/2015/06/20/libraries­bridging­the­borderlands­ reaching­latino­tweens­and­teens­with­targeted­programming­and­collections/

This article details a few nontraditional approaches to programs being offered to youth at libraries in California and Arizona. It gives suggestions on how to risk at risk subgroups including Latino youth and LGBTQ youth. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard

Educational Review, 66(1), 60­92. Retrieved from http://newarcproject.pbworks.com/f/Pedagogy%2Bof%2BMultiliteracies_New%2BLo ndon%2BGroup.pdf

This article defines multiliteracies and discusses how the changing social environment requires overcoming the limitations of traditional approaches to literacy. Stewart, M. A. (2014). "I don't want to write for them.": An at­risk Latino youth's out­of­school

literacy practices. NABE Journal of Research and Practice. 5(1). Retrieved from https://www2.nau.edu/nabej­p/ojs/index.php/njrp/article/view/72

This article describes a case study of a single young Latino male and how he has learned to disconnect from his academic work. It goes into detail about his use of literacy outside of school and encourages educators to incorporate more of his established practices. Torres, M. (2015). An exploratory study of the academic engagement and beliefs of Latino

male high school students. Race Ethnicity and Education, 1­15. doi: 10.1080/13613324.2015.1121221

This article discusses to results of surveys and interviews with young, male minorities. They were asked their beliefs about education and how they engage in school for academic success. There are suggestions for how to design and implement programs to meet their needs.

Web Sites. Ruhlmann, E. (2014). Connecting Latinos With Libraries. American Libraries. Retrieved from

http://americanlibrariesmagazine.org/2014/05/19/connecting­latinos­with­libraries/ This website give recommendations by experts can reach out to Latino patrons and gives examples of libraries Illinois that are using these strategies with great success. Trouem­Trend, K. (2012). Teens on the Platform: YALSA’s national teen space guidelines.

Young Adult Library Services. 11(1), 4­6. Retrieved from http://www.ala.org/yalsa/guidelines/teenspaces

These guidelines on creating physical and virtual space were created by a task force of the Young Adult Library Services Association (YALSA) along with feedback from the library community and the public.

Action Plan 4. Articles.

Dyment, J. E. (2005). Green school grounds as sites for outdoor learning: Barriers and

opportunities. International Research in Geographical & Environmental Education, 14(1), 28­45. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com.libaccess.sjlibrar y.org/login.aspx?direct=true&db=a9h&AN=19047792&site=ehost­live

This article describes research conducted on green school grounds in Canada. It goes into detail about barriers that impede instruction and how opportunities for teaching and learning can be maximized. Lynch, G. H. (2014). Dig it! School Library Journal, 60(8), 24­24. Retrieved from

http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com.libaccess.sjlibrar y.org/login.aspx?direct=true&db=lih&AN=97276431&site=ehost­live

This article discusses how gardens have been used in the United States for outdoor learning. It gives multiple ways that gardens and outdoor learning spaces can be tied into a school’s curriculum. Sullivan, M. (2011). Divine design: How to create the 21st century school library of your dreams.

School Library Journal, Retrieved from http://www.slj.com/2011/04/sljarchives/divine­design­how­to­create­the­21st­century ­school­library­of­your­dreams/

This article gives overarching suggestions for priorities and reminders as libraries are evolving to accommodate 21st century learners.

Websites.

School Garden Wizard Retrieved from http://www.schoolgardenwizard.org/ This website provides information about proposing, planning, creating, and maintaining a school garden. The site also has garden related lessons and activities. Steps to a School Garden Retrieved from http://www.csgn.org/steps This website goes through the steps that a school site should take in planning, gathering resources, teaching using the garden as well as promoting and networking with others based around the garden.

Section #6: Resource List Section B: SWOT Data Sources

Internal Strengths.

1. Budget $5700, all other expenses paid through school district general fund resources. S. Kelly, personal communication, March 15, 2016

Sherril Kelly is the Teacher Librarian in the RLS Middle School Library. Though the Local Control Accountability Plan (LCAP) includes general budget information about technology and facilities, it did not include specific dollar amounts for the Library. In this case, having access to the Teacher Librarian was invaluable in gathering this information.

2. Community/parent support. Robert Louis Stevenson Middle School. (2014). School accountability report card. Retrieved

from http://ms.sthelenaunified.enschool.org/apps/pages/index.jsp?uREC_ID=296062&t ype=d&termREC_ID=&pREC_ID=links

The School Accountability Report Card (SARC) gives details about the many ways that parents and community members support the middle school. RLS Middle School relies heavily on technology to connect to parents and community members. Businesses such as the V. Sattui and Castello de Amoroso wineries provide funding and partnerships. St. Helena Unified School District. (2016b). Local control accountability plan. Retrieved from

http://www.sthelena.k12.ca.us/apps/pages/index.jsp?uREC_ID=281132&type=d The LCAP includes information about how all District committees incorporate parent groups and community organizations. Forums and parent panels were bilingual, and participation was made possible through extensive outreach, (personal phone calls, written correspondence, parent training, parent forum and personalized invitations). The district has recently added a position that is designed to be a community liaison and increase community engagement.

3. Time for staff collaboration. Robert Louis Stevenson Middle School. (2014). School accountability report card. Retrieved

from http://ms.sthelenaunified.enschool.org/apps/pages/index.jsp?uREC_ID=296062& ype=d&termREC_ID=&pREC_ID=links

Included in the SARC is information explaining how teachers have a daily prep period and a collaboration period build into their workday. The collaboration period is used for

cross­curricular integration, site parent meetings, study­trip/experience planning, data review and discussions.

4. Highly qualified staff members/comfortable with technology. Robert Louis Stevenson Middle School. (2014). School accountability report card. Retrieved

from http://ms.sthelenaunified.enschool.org/apps/pages/index.jsp?uREC_ID=296062&t ype=d&termREC_ID=&pREC_ID=links

According to the SARC, many staff members engaged in a train­the­trainer Haiku workshop, in order to get more staff trained toward the use of Haiku as our newly adopted district wide learning management system (LMS). As a result, teachers and staff across our campus use Haiku for regular communication with students, families and each other. St. Helena Unified School District. (2016b). Local control accountability plan. Retrieved from

http://www.sthelena.k12.ca.us/apps/pages/index.jsp?uREC_ID=281132&type=d In the LCAP, it gives details about the staff including the fact that 100% of the teachers are appropriately credentialed and no teachers are misassigned. This means that the entire staff is highly qualified.

5. Technology available on campus/to students. Robert Louis Stevenson Middle School. (2014). School accountability report card. Retrieved

from http://ms.sthelenaunified.enschool.org/apps/pages/index.jsp?uREC_ID=296062&t ype=d&termREC_ID=&pREC_ID=links

In the SARC, details are given about the process of going 1:1. The Chromebook Pilot Evaluation was written in the fall of 2013 to assess our district and site’s potential to roll out a one­to­one Chromebook initiative. In the spring of 2013, all RLS students (grades 6­8) were outfitted with their own Chromebook for deep use in the academic environment. The school is considered technologically advanced.

Internal Weaknesses.

1. Multiple jobs for one person. S. Kelly, personal communication, March 13, 2016

According to the Teacher Librarian, in addition to management of the Library, she coordinates all site­based staff and student technology functions, teaches two periods of English Language Development, serves as a technology coach and coordinator of English Language Learner programs for the school district. Since she is involved in so many different areas, she may not have the adequate time to be able to devote to the library as she should.

2. Lack of clear district direction ­no job descriptions for staff, no strategic plan. Robert Louis Stevenson Middle School. (2014). School accountability report card. Retrieved

from http://ms.sthelenaunified.enschool.org/apps/pages/index.jsp?uREC_ID=296062&t ype=d&termREC_ID=&pREC_ID=links

The site has shifted the Teacher Librarian position to be more reflective of the current ed tech climate in education. This position replaces the RLS classified media specialist position with a certificated media specialist, altering some of the duties and responsibilities associated with the position. Since this is a new person in a new position, there is still some ambiguity in duties. In addition, with multiple positions incorporated into one person, duties can overlap.

3. One librarian, no assistant (aside from student staff assistants). S. Kelly, personal communication, March 13, 2016

According to the Teacher Librarian, the Library is staffed with a total of three individuals: one Teacher Librarian, one part­time technician and one student teaching assistant, who earns academic credit on a volunteer basis. Since the Teacher Librarian herself holds several other positions, there is no one working full time in the Library.

4. Very dated collection of books.

Robert Louis Stevenson Middle School. (2016c). Collection age report. [data file] Retrieved

from Destiny This data file allowed us to see the age of the collection in the Robert Louis Stevenson Library. It gave us the information that the newest part of the collection was 9 years old and the oldest was 33 years old. It is essential to keep popular, new fiction in the collection so that students will be engaged in reading and in the library.

External Opportunities 1. Local business / community partnerships.

Robert Louis Stevenson Middle School. (2016c). Community Service. Retrieved from

http://www.rls.sthelenaunified.org/apps/pages/index.jsp?uREC_ID=281781&type= d&termREC_ID=&pREC_ID=530515

According to the school website, students at RLS Middle School have a community service requirement, which brings the students, school, and community together. S. Kelly, personal communication, March 13, 2016

The Teacher Librarian also reports that the schools have immense community support in the form of parent organizations and business partnerships. V. Sattui and Castello di Amorosa are only a couple of the local wineries that support the programs at Robert Louis Stevenson Middle School.

2. Partnership with public library.

St. Helena Public Library. (2016) eResources. Retrieved from

http://www.shpl.org/eresources/ There are multiple ways that the Robert Louis Stevenson Middle School Library and the St. Helena Public Library support each other. On the eResources page, there are multiple link to sources that will interest students in completing school work and for recreational purposes. Likewise, a link to the public library is included on the RLS Middle School Library page.

3. District support for library program. Robert Louis Stevenson Middle School. (2014). School accountability report card. Retrieved

from http://ms.sthelenaunified.enschool.org/apps/pages/index.jsp?uREC_ID=296062& type=d&termREC_ID=&pREC_ID=links

The district has recognized the need for a trained, professional person to be in the Teacher Librarian position. In accordance with this, RLS has replaced the classified media specialist position with a certificated media specialist.

4. District support for technology. St. Helena Unified School District. (2016b). Local control accountability plan. Retrieved from

http://www.sthelena.k12.ca.us/apps/pages/index.jsp?uREC_ID=281132&type=d This district LCAP has a clear emphasis on technology. A goal is have 100% of District teachers using the Haiku learning management system. They also plan to continue to work on upgrades to our infrastructure related to technology. It is important to the district that all students will have access to wireless technology. In accordance with this plan, it is paramount that sites have support staff necessary to support technology. S. Kelly, personal communication, March 15, 2016

According to the Teacher Librarian budget, the district allocates the funds to support the projects that the Librarian would like to undertake, especially if it supports their vision of incorporating technology into library infrastructure and/or classroom practice.

External Threats.

1. Push by the district to implement technology at the expense of other effective teaching strategies. St. Helena Unified School District. (2016b). Local control accountability plan. Retrieved from

http://www.sthelena.k12.ca.us/apps/pages/index.jsp?uREC_ID=281132&type= d

It is clear in the LCAP that technology is a priority for the district. Some of the areas of focus are to work on upgrades to infrastructure related to technology to ensure that all students will have access to wireless technology. There is also a plan to refresh student devices as needed in accordance with a three year replacement cycle. The LCAP includes plans to create scope and sequence guides for digital literacy by grade level and to evaluate digital literacy programs, but there is no budget or responsible persons. In addition, the predicted lifespan of laptops was shorter than projected, resulting in quicker replacement. There were multiple hardware and connectivity issues with laptops. The District had to sell the laptops and replace them with a system that better meets needs of students. This resulted in an additional $400,000 in technology related products.

2. Common Core/California Standards. St. Helena Unified School District. (2016b). Local control accountability plan. Retrieved from

http://www.sthelena.k12.ca.us/apps/pages/index.jsp?uREC_ID=281132&type=d The LCAP also gives emphasis to the implementation of the Common Core State Standards (CCSS) and the Next Generation Science Standards (NGSS). In addition, the district wants to implement the Gradual Release of Responsibility instructional model. Principal observations and and Professional Learning community notes are being used to measure multiple priorities including the aforementioned as well as adherence to curriculum guides and benchmarks, use of school wide writing rubrics, and incorporating strategies for struggling readers.

3. Digital divide and disparity of resources within the community. Robert Louis Stevenson Middle School. (2014). School accountability report card. Retrieved

from http://ms.sthelenaunified.enschool.org/apps/pages/index.jsp?uREC_ID=296062 &type=d&termREC_ID=&pREC_ID=links

The SARC reports that 35.4% of the student body at Robert Louis Stevenson Middle School are socioeconomically disadvantaged. Though students have access to wireless internet at school, around a third of the student body is at an income level in which they struggle to pay for internet at home. Though students and parents are given a list of places in the community that offer free wifi and teachers aid students in making sure that they have resources saved offline for use at home, it is still a significant problem.

4. Political opposition to funding, etc. St. Helena Unified School District. (2016b). Local control accountability plan. Retrieved from

http://www.sthelena.k12.ca.us/apps/pages/index.jsp?uREC_ID=281132&type=d Components of the LCAP plan were vetted in parent forums, various District committees, and by site and district leadership teams, along with the Strategic Planning Steering Committee. Thus, the entire school community of parents, students, school employees, and the community at large were engaged in the process. In addition, the District has a technology committee comprised of central office and site administrators, teachers, and technology staff and library media specialists that meet on a monthly basis. This committee is charged with making recommendations on hardware, software, and policies regarding the use of technology in our schools. With so many stakeholder opinions, it can be a challenge to ensure equality and weight of voice.

5. Disengagement of subgroups: Latino males, struggling readers and students with IEP’s. Robert Louis Stevenson Middle School. (2014). School accountability report card. Retrieved

from http://ms.sthelenaunified.enschool.org/apps/pages/index.jsp?uREC_ID=296062 &type=d&termREC_ID=&pREC_ID=links

The SARC reports that the Hispanic or Latino subgroup is 46.2% of the student body and the socioeconomically disadvantaged subgroup is 35.4% of the student body. Only 62% of Hispanic are testing at proficient and 57% of socioeconomically disadvantaged are testing at proficient. Additionally, CELDT scores show that only 53.6% of EL’s possess the English proficiency to engage in the rigor of the CCSS. These subgroups must be engaged in order to succeed.