Memorandum

To: Dr. Lisa Harris, Principal, Beauregard Elementary School

From: Shea Hurst

Date: February 24, 2017

Subject: School Library Media Program Evaluation

Mrs. Vordenbaum and I have completed an evaluation of the school library media program at
Beauregard Elementary School using the guidelines the 2015 Judy Serritella Exemplary Library
Media Program Self-Evaluation Rubric. This rubric breaks down the library media program into
four categories: student achievement and instruction, technology, staffing, and facilities access
and resources. Each of these four categories is measured using levels of proficiency that range
from basic to proficient and on the exemplary. In addition, 22 indicators of the three levels of
proficiency, including basic, proficient, and exemplary, are utilized to formulate a judgement
about the effectiveness of a library media program.

After evaluating the program at Beauregard Elementary School using this rubric, we found that
three indicators were at the basic level of proficiency, six were proficient, and thirteen were
exemplary. As you will see in the attached report, we have formulated a plan of action to move
the three basic indicators into the proficient range. Furthermore, we have also included a
suggestion for moving a proficient indicator to the exemplary level.

Please see the completed rubric for more information about the categories, indicators, and
levels of proficiency which were used to evaluate the BES library media program.
 Library Media Program Evaluation Report
The following indicators of the school library media program received a basic rating on the
evaluation rubric. Action steps for moving these indicators to the proficient level are
included.
Category 1- Student Achievement and Instruction
Indicator
1. Information Literacy
Standards are integrated into
content instruction
2. Collaborative planning
includes both the Library
Media Specialists and
teachers to ensure use of
library media center
resources that support on-
going classroom instruction
and implementation of state
curriculum and the GPS and
CCGPS.
3. Professional library media
staff are engaged in active
teaching role/s.
Basic Level Definition
Information Literacy Skills
curriculum is comprised of
basic library media
orientation skills and
instruction on how to find
information.
The Library Media Specialist
participates in collaborative
planning when initiated by
the teacher.
The Library Media Specialist grade level collaborative
makes recommendations to
students for class projects and LMS is only available to
pleasure reading. The Library meet with classroom teachers
Media Specialist provides
basic orientation and
instruction on information
location skills.
Action Steps
In order to move these three
indicators from the basic
level to the proficient level,
collaborative planning time
needs to be available for the
LMS to meet with the
classroom teachers. Although
information literacy standards
are incorporated into the
curriculum, the LMS is not
included in instruction or unit
planning. Due to the media
center being used as a
specials rotation class, the
LMS is unable to join
classroom teachers during
planning time. As of now, the
on an individual basis when
the teacher can come in to
talk to the LMS, or on a grade
level basis when there is a
parent volunteer. This does
not happen often and is not
on a set schedule to meet with
all grade levels. This set up
does not allow the LMS to be
continuously included as an
important part of the planning
process. I propose looking at
the title 1 budget to see if
there is money that can be put

The following indicator of the school library media program received a proficient rating on
the evaluation rubric. A suggestion for moving to the exemplary level is included.
Category 2- Technology
Indicator
8. Technology Integration
The school library media
specialist integrates the
use of emerging
technologies as a means
for effective and creative
teaching and
to support P-12 students'
conceptual understanding,
critical thinking and
creative processes.
Proficient Level Definition
The school library media
specialist directs teachers
and students in the
conventional use of
technology tools. He/she
encourages adaptation of
technology by allowing
students to select a tool
and modify its use to
accomplish the task at
hand.
The SLMS integrates
emerging technologies into
into hiring a full or part time
paraprofessional for the
LMC. This way the LMS
would have time to meet with
each grade-level on a regular
basis (weekly, bi-weekly, or
monthly) for collaborative
planning. Another option
would be to rearrange the
schedule so that the LMS is
not being utilized as a
specials rotation every day.
This would also give the
LMS more time to meet with
classroom teachers. Adding
collaborative planning time
for the LMS and all grade
levels would move these
indicators from the basic
level to proficient and even
possibly exemplary.
Action Steps
In order to move this
indicator from the proficient
level to exemplary, there
needs to be more technology
resources available for all
students to utilize while in the
media center or for teachers
to check out for their
students. The LMS also needs
to be up to date on the latest
web 2.0 tools and resources
available. I propose that a
grant or donorschoose project
be written in order to gain the
materials needed for at least
instruction that reinforce one classroom set of devices
the skills, dispositions, for the LMC and/or for
responsibilities, and self- teacher checkout. The LMS
assessments in AASL should also attend several
Standards for the 21st- technology
Century Learner and state workshops/training classes
standards that support throughout the year to learn
student achievement. new ways to incorporate
technology into the
The SLMS often curriculum and share with the
recommends technology tools teachers.
to enhance instruction