AUHSD District Plans








Updated January 01
Goals only.

Site Plans:
A Matrix including the Model Library Program Standards Adopted September, 2010






Anaheim Union High School District



School Library Plan
2005-2010












“School library media centers can contribute to improved student achievement by providing instructional materials aligned to the curriculum; by collaborating with teachers, administrators and parents; and by extending their hours of operation beyond the school day.”

“Close up: NCLB—Improving Literacy through School Libraries,”
NCLB The Achiever, September 15, 2004, Vol. 3 No. 13

ANAHEIM UNION HIGH SCHOOL DISTRICT
Education Division
Educational Resources Department

SCHOOL LIBRARY PLAN – REVISED 1/08

Prepared by:
AUHSD Library Teachers

Anita Diane Buers
Loara High School and Ball Junior High School

Justin Buz’Zard
Cypress High School and Lexington Junior High School

Heather Gruenthal
Western High School and Orangeview Junior High School

Linda Hodgin
Kennedy High School and Alternative Education Sites

Marilyn Konowal
Oxford Academy and Walker Junior High School

Josie Martinescu
Magnolia High School and Dale Junior High School

Hal Morris
Savanna High School and Brookhurst Junior High

Deanna Guzman
Katella High School and South Junior High School

Suzanne Rahn
Anaheim High School and Sycamore Junior High School




SCHOOL LIBRARY MISSION
The mission of the school library program is to instill a passion for reading, to provide adequate materials to enrich and support the content and teaching standards, and to assure that students and teachers are effective users of information.

GOALS AND STANDARDS
Focus Area:
Staffing
Goal #1:
TO PROVIDE THE STAFFING NECESSARY TO IMPLEMENT AN EFFECTIVE, DISTRICT-WIDE LIBRARY PROGRAM.
AUHSD FOCUS AREAS: STUDENT ACHIEVEMENT
HUMAN RESOURCE DEVELOPMENT
Focus Area:
Teaching and Collaboration (Library Media Teacher Professional Standards)
Goal #2:
TO PROVIDE FOR MORE EFFECTIVE STUDENT LEARNING THROUGH A COLLABORATIVE PROCESS FOR PLANNING, TEACHING, AND ASSESSMENT OF STANDARDS-BASED INSTRUCTION.
AUHSD FOCUS AREAS: STUDENT ACHIEVEMENT
COMPREHENSIVE ASSESSMENT
PARENT INVOLVEMENT
Focus Area:
Equal Access
Goal #3:
TO ENSURE THAT ALL STUDENTS HAVE ACCESS TO AN EFFECTIVE LIBRARY PROGRAM
AUHSD FOCUS AREAS: STUDENT ACHIEVEMENT
TECHNOLOGY
SAFE, POSITIVE ENVIRONMENT
HUMAN RESOURCE DEVELOPMENT
Focus Area:
Collection: Print and Electronic Resources
Goal #4:
TO PROVIDE UP-TO-DATE RELEVANT RESOURCES IN A VARIETY OF FORMATS AND TECHNOLOGIES TO MEET THE DIVERSE NEEDS OF ALL LEARNERS AND PRESENT MULTIPLE POINTS OF VIEW ON CONTROVERSIAL TOPICS
AUHSD FOCUS AREAS: STUDENT ACHIEVEMENT
TECHNOLOGY
Focus Area:
Facilities
Goal #5:
TO PROVIDE APPROPRIATE FACILITIES TO MEET THE LEARNING AND TEACHING NEEDS OF AN EFFECTIVE LIBRARY PROGRAM
AUHSD FOCUS AREAS: STUDENT ACHIEVEMENT
FACILITIES
Focus Area:
Parent and Community Involvement
Goal #6:
TO INVOLVE PARENTS AND COMMUNITY MEMBERS IN THE DEVELOPMENT AND SUPPORT OF LIBRARY MEDIA PROGRAMS FOR IMPROVED STUDENT LEARNING
AUHSD FOCUS AREAS: STUDENT ACHIEVEMENT
COMMUNICATION
PARENT INVLOVEMENT
Focus Area:
Program: Information Literacy
Goal #7:
TO ENSURE THAT THE LIBRARY PROGRAM SERVES AS AN ESSENTIAL CATALYST FOR LEARNING THROUGH COMPREHENSIVE PLANS, POLICIES, AND ONGOING ASSESSMENT
AUHSD FOCUS AREAS: STUDENT ACHIEVEMENT COMPREHENSIVE ASSESSMENT
Focus Area:
Communication Technologies and Equipment Resources
Goal #8:
TO ENSURE THAT THE LIBRARY PROGRAM IS SUPPORTED BY ADEQUATE, UP-TO-DATE EQUIPMENT AND TECHNOLOGY.
AUHSD FOCUS AREAS: STUDENT ACHIEVEMENT
TECHNOLOGY


AUHSD School Library Plan
VISION

Each school library in Anaheim Union High School District will be an active reading and information center within the learning community.

Central to this vision is a library program where each library facility is up-to-date, projects a welcoming environment, and is staffed by at least one full-time certificated library teacher supported by library media technicians and technology coordinators working as a team to successfully integrate and maintain library and technology services within the school.

The library teacher effectively manages the human, financial and physical resources that undergird a strong library media program. As both teacher and information specialist, the library teacher collaborates regularly with teachers and other members of the learning community to encourage students to become information literate, independent in their learning, and socially responsible in their use of information and information technology. The library teacher has an active role in the education process working with teachers and administrators in the design and implementation of programs that demonstrate success in teaching and learning. In addition the library teacher models and promotes effective uses of technology for learning and teaching. He/She participates in and contributes to on-going staff development needed to maintain professional knowledge and skills in information literacy for teachers and administrators.

A dynamic library program provides all students with equal access to and instruction in the use of a varied, broad and current collection of print and non-print materials. In keeping with the equal access policy, “Library Teachers are encouraged to include, when selecting books for school libraries, materials discussing controversial ideas and viewpoints and materials representative of the diversity of the AUHSD population in terms of religion, race, ethnicity, disability, gender and sexual orientation.” (Billings, 2001). These materials support the curriculum, encourage and engage students in reading, viewing and listening for understanding and instill information literacy for a life-long love of reading and learning. The AUHSD supports the American Library Association’s “Library Bill of Rights” (Appendix A).

The library serves as the essential link to school and community networks of learning and information extending learning beyond the classroom connecting with electronic networks and resource sharing systems that expand the library media center’s capacity to access information globally.

When fully implemented the library program will be the impetus for a school-wide community of capable and avid readers; provide students with the skills needed to affectively practice information literacy standards for student learning (see appendix B); and have a major impact on improving student achievement.

Anaheim Union High School District
Library 5 year plan: 2005-2010

STAFFING
GOALS
YEAR 1 (Planning)
Activities
YEARS 2-5 (Implementation)
Activities
Person(s) Responsible for Activities
Provide staffing necessary to implement an effective library program (Goal #1)
Maintain library staffing at current levels which includes a library technician at each site and a library media teacher assigned to one high school library and its feeder jr. high school library.
As budget permits, phase in staffing to one Teacher Librarian per site as recommended by the California School Library Association (CLSA) starting with Alternative Education.

Appoint a district level administrator to coordinate library programs and provide leadership for continual improvement
District Administrators
Information Services
Educational Resources
Human Resources

Educational Resources
Ensure all students have access to equally effective library programs (Goal #3)
Update job descriptions and develop process for evaluating library staff based on specific goals and objectives if the library program.
Establish and implement timeline and guidelines for on-going evaluation of library staffing
District/School Administrators

FACILITIES/TECHNOLOGY
GOALS
YEAR 1 (Planning)
Activities
YEARS 2-5 (Implementation)
Activities
Person(s) Responsible for Activities
Provide appropriate facilities (Goal #5)
Expand library program for Oxford Academy as recommended by WASC committee
Implement goals to expand library program for Oxford Academy
District/School Administrators
Library Teacher
Ensure all students have access to equally effective library programs (Goal #3)
Pilot and analyze use of electronic databases district-wide to determine best use of funds for future purchases of a district database program for all schools.
Continue to purchase district-wide databases to ensure equitable access to library resources for all students, faculty and families at all sites.
District/School Administrators
Library Teachers
School Site Councils
Provide up-to-date relevant resources in a variety of formats and technologies to meet the diverse needs of all learners and present multiple points of view on controversial topics. (Goal #4)
Review and identify technology needs for all school libraries

Establish standards for technology use including standards needed to redesign facilities to accommodate technology and maintain district specifications for resources circulating from school libraries
Provide and/or plan for resources, infra-structure and renovation needed to bring all school library facilities up to date including:
Internet Access
Automated Circulation
Automated Card Catalog
Computer Stations needed for
research and word processing
Multi-media presentation systems
Seating area to accommodate at least
two classes of 30 students
Adequate shelving for books
Teaching Area
Work Area
Storage
Display Area
Security System
Networking within and beyond the
School
Site Administrators
Library Teachers
School Site Councils
Ensure that the library program is supported by adequate, up-to-date equipment and technology (Goal #8)
Design and launch websites for each school site to facilitate access to electronic databases.
Evaluate and upgrade library websites as needed.
Library Teachers



COLLECTION
GOALS
YEAR 1 (Planning)
Activities
YEARS 2-5 (Implementation)
Activities
Person(s) Responsible for Activities
Provide up-to-date relevant resources in a variety of formats and technologies to meet the diverse needs of all learners and present multiple points of view on controversial topics. (Goal #4)
Assess print and non-print collections and develop plan for on-going acquisition/updating of resources based on AUHSD Selection Policy, timeline for curriculum development and change in technology

Review current collection and compare with curriculum needs

Continue purchasing resources needed to begin to update collection in all curriculum areas
Implement collection development plan designed to provide students and teachers with resources in both print, non-print, and/or electronic formats that:
· Are up-to-date, relevant and enticing
· Support and extend the curriculum
· Allow access to information within and beyond the school needed to meet educational goals
· Encourage collaboration with subject area teachers and integration into curriculum
· Create a passion for reading, and appreciation of literature and instill a desire for life long learning.
· Are representative of the diversity of the AUHSD population in terms of religion, race, ethnicity, disability, gender, and sexual orientation.
Library Teachers

Include in school library plan a process for involving students and staff in selection of resources
Collaborate with teachers, administrators, and other members of the learning community to build and maintain collections that are appropriate to the learning needs of all students
Library Teachers
School Site Councils
Staff
Students


PROGRAM
GOALS
YEAR 1 (Planning)
Activities
YEARS 2-5 (Implementation)
Activities
Person(s) Responsible for Activities
To provide for more effective student learning through a collaborative process for planning teaching and assessment (Goal #2)

Improve student achievement as measured by standardized text scores

Increase student literacy focusing on
· Essential skills
· Critical thinking skills
· Technology skills
· Information access and use
Review current practices, explore possibilities resulting from increased funding and staffing and develop a complete series of library programs designed to improve student achievement, develop basic literacy, foster information literacy and instill a life long interest in reading.

Programs to include:
· Library Orientation
· Teaching Research skills using both print and electronic resources
· Promoting Reading and Basic Literacy
· Teaching Information Literacy Skills
· Effective management of human, financial, and physical resources required for successful library operation
· On-going staff development both to maintain professional skills and provide instruction for other school staff.
As staffing increases and funding permits, implement library plan based on library program goals and activities as follows:

Create and sustain an environment that encourages information literacy, independent and collaborative inquiry, and life long learning.

Work collaboratively with other teachers to design, develop and implement programs that
· Integrate a variety of resources and information literacy skills into the curriculum
· Encourage reading for enjoyment and for information

Orchestrate access by both teachers and students to information resources within and beyond the school

Promote relationships with external information sources, such as public libraries, government agencies, and business organizations in support of learning.
Library Teachers
Certificated Teachers
To ensure that the library program serves as an essential catalyst for learning through comprehensive plans, policies, and ongoing assessment (Goal #7)
Incorporate a School Library Plan component into each site’s School Plan including action plans for allocation of Block Grant and other funds
Review and revise School Library Plans yearly in coordination with the site’s School Plan.
Library Teachers
School Site Councils
To involve parents and community members in the development and support of library programs (Goal #6)
Promote library programs in parent communications and solicit involvement through parent volunteer programs and donations.
Expand network of library supporters and increase on-going communication with students, staff, and community
Library Teachers
Parent Volunteers

School Site Councils




Library Planning Resources

PRINT MATERIALS

1. Check it Out! Assessing School Library Media Programs:
A Guide for School district Education Policy and
Implementation Teams. CDE 1998 (1-800-545-2433)

2. Information Power: Building Partnerships for Learning.
AASL, 1998. (1-800-545-2433)

3. From Library skills to Information Literacy: A Handbook for
the 21st Century. CSLA 1997 (1-800-83-3043)

4. Reinvent Your School’s Library in the Age of Technology.
Hi Willow 1998 (1-800-83-3043)

5. Standards and Guidelines for Strong School Libraries. California School Library Association (CSLA) www.schoolibrary.org

WEBSITES

1. http://www.cde.ca.gov
California department of Education

2. http://www/ala/org/aasl/
The American Association of School Librarians

3 . http://www.schoolibrary.org
CSLA Library Advocacy Toolkit

4. Librarian’s listserv CALIBK-12: calib 12@listproc.sjsu.edu

APPENDIX A

Library Bill of Rights

The American Library Association affirms that all libraries are forums for information and ideas, and that the following basic policies should guide their services.

I. Books and other library resources should be provided for the interest, information, and enlightenment of all people of the community the library serves. Materials should not be excluded because of the origin, background, or views of those contributing to their creation.

II. Libraries should provide materials and information presenting all points of view on current and historical issues. Materials should not be proscribed or removed because of partisan or doctrinal disapproval.

III. Libraries should challenge censorship in the fulfillment of their responsibility to provide information and enlightenment.

IV. Libraries should cooperate with all persons and groups concerned with resisting abridgment of free expression and free access to ideas.

V. A person’s right to use a library should not be denied or abridged because of origin, age, background, or views.

VI. Libraries which make exhibit spaces and meeting rooms available to the public they serve should make such facilities available on an equitable basis, regardless of the beliefs or affiliations of individuals or groups requesting their use.

Adopted June 18, 1948.
Amended February 2, 1961, and January 23, 1980,
inclusion of “age” reaffirmed January 23, 1996,
by the ALA Council.

Available Online at: http://www.ala.org/work/freedom/lbr.html#rights


APPENDIX B

Information Literacy Standards for Student Learning

Information Literacy

Standard 1: The student who is information literate accesses information efficiently and effectively.

Standard 2: The student who is information literate evaluates information critically and competently.

Standard 3: The student who is information literate uses information accurately and creatively.

Independent Learning

Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.

Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.

Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.

Social Responsibility

Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.

Standard 8: The student who contributes positively to the learning community and to society is information literate practices ethical behavior in regard to information and information technology

Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.


APPENDIX C
SCHOOL LIBRARY PROGRAM GOALS

To teach lessons related to library orientation, basic library/research skills and information literacy.

To promote literacy and the enjoyment of reading, viewing and listening.

To encourage the use of learning resources and information technology to enhance essential skills and facilitate learning in the content areas.

To help users identify and apply a wide range of educational technologies to conduct research, communicate information and ideas, create original works, organize data, and solve problems.

To facilitate the development of skills necessary to locate, evaluate, interpret, and synthesize information from print, non print and electronic sources.

To guide the use of effective and efficient strategies for directing one’s way through an information-rich and technology-rich environment to gain knowledge, deepen understanding and solve complex problems.

To promote and support the integration of library/technology skills into all academic areas.

To enable users to become self-directed learners who take an active role in their learning as they pursue and explore areas of interest.

To collaborate with professionals to develop educational experiences which revolve around significant issues and recognize students’ varied interests and strengths.

APPENDIX D

AUHSD STANDARDS FOR LIBRARY TEACHERS

KNOWLEDGE

Standard 1: Knowledge of LearnersCredentialed library teachers draw on their knowledge of learning styles and of human growth and development to foster learning among students and adults.

Standard 2: Knowledge of Teaching and LearningCredentialed library teachers know the principles of teaching and learning that contribute to an active learning environment.

Standard 3: Knowledge of Library and Information Studies – Credentialed library teachers know the principles of library and information studies needed to create an effective and integrated school library program.

SKILLS AND RESPONSIBILITIES

Standard 4: Integrated InstructionCredentialed library teachers integrate the teaching of information literacy by collaborating to plan, implement, and assess learning.

Standard 5: Access and Delivery to the Library Media ProgramCredentialed library teachers provide equitable access to and foster effective use of new technology and innovations to enhance learning.

Standard 6: Library Media Program AdministrationCredentialed library teachers plan, develop, implement, manage, and evaluate an effective school library program to ensure that students and staff effectively use ideas and information.

PROFESSIONAL ATTITUDE AND LEADERSHIP

Standard 7: Reflective PracticeCredentialed library teachers engage in reflective practice and continually explore ways to strengthen their effectiveness.

Standard 8: Professional GrowthCredentialed library teachers model a strong commitment to the goals of lifelong learning and continue to develop and expand their expertise and knowledge.

Standard 9: Ethics, Equity and DiversityCredentialed library teachers uphold professional ethics and promote equity and diversity.

Standard 10: Leadership and AdvocacyCredentialed library teachers take the lead in advocating for the development of the school library program.

APPENDIX E

How Does YOUR School's Library Check Out?

A Quality School Library is Student-Friendly and Student Focused

Access is provided on a flexible schedule so that learning takes place continuously and when needed.

Collaboration takes place between classroom teachers and library staff.

Hours of access are provided before, during and after school.

It's the hub of the school.

Enough professional and technical staff are on hand to meet the needs of students.

Varied collection that reflects the curriculum and society in general.

Energetic, inviting library atmosphere creating a learning laboratory that includes:
*a reference area

  • a storytelling/booktalking area
  • an instruction area
Multiple, up-to-date technologies supporting:
*Internet access
*automated circulation and catalog
*multimedia production capabilities
*access to an area for group instruction in technology

Enthusiastic, kid-loving librarian who encourages and supports reading and learning.

New books and other print materials of a wide variety that encourage and support reading and learning.

Teacher-Librarian who:
*teaches the information
*understands and uses a wide variety of material
*work in partnership with classroom teachers to utilize materials, information and
information technology

Works Cited

American Association of School Librarians (AASL). “Your School Library Media Program and No Child Left Behind.” 2004.
Billings, Janice; Superintendent Anaheim Union High School District. Memo dated April 5, 2001.
California Department of Education (CDE). Library Planning Information – School Libraries. 2003. Online. Available: http://www.cde.ca.gov/ci/cr/lb/lpinfo2003.asp. [May 3, 2005].
California School Library Association. Background Information: The School and Library Improvement Block Grant. Online. Available: http://www.schoolibrary.org/res/pdf/Background.pdf [May, 19, 2005].
Orange County Department of Education (OCDE). Libraries Lead Learning: Ensuring the Three Literacies: Reading Information, and Technology. Orange County School Library Media Program Guidelines 2000. May 16, 2000.