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School & Youth Team 1- Strategic Plan for RLS M.S. Library - INFO 204
- 3. 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
- 4. 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).
- 5. 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).
- 8. 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)
- 9.
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
- 10. 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.
- 11. 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,
- 13. 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
- 14. 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)
- 17. 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
- 18. 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.
- 19. 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
- 20. 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
- 21. 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
- 22. 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
- 24. 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.
- 27. 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.
- 29. 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/
- 31. 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.
- 33. 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
- 34. 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.
- 35. 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
- 36. 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.
- 37. 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
- 38. 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.
