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IST 661: Assignment 1

Student Name: Elizabeth Griffin


Date: 2/5/2016
Course Name/Number: IST 661: Managing a School Library
Assignment Title: Vision/Needs Assessment/Goals/Roles

Vision, Mission, Needs Assessment, Goals, Roles

My beliefs about libraries, school librarians, learning, students, and education (5-
10) statements):

It has always been my belief that libraries are meant to be welcoming places for
students to explore their curiosity without fear of backlash. Libraries in schools serve a
vital role as a place where education can continue with or without the input of teachers.
Libraries can be spaces for collaboration, quiet study, research, debate, and so much
more. They, much like librarians, serve many different purposes. I believe:
Libraries are integral to the success of students and preparing them with the
tools they need today and in the future.
Libraries should be welcoming and accessible for all, regardless of capability,
and should be flexible enough to serve different purposes for students and the
larger school community.
The school librarian should empower students to be think both creatively and
critically by offering opportunities for them to do both.
The library should constantly be adapting so that it reflects what the students
want and need through assessment and gaining student input.
The library should support teachers and the librarian should serve as a
collaborator and partner to help teachers achieve their goals for their lessons and
for their students.
The librarian should encourage lifelong learning and a love of literature within the
school community.
The librarian needs to be well versed in the educational standards and guidelines
appropriate for all grade levels, how to use all the technology available at the
library and able to teach about that technology.
The librarian should act as a support system and encourage students to be
successful while offering guidance and help where appropriate to ensure this
happen.

Description of school (Demographics of school I visited):

Johnstown High School in Johnstown New York consist of approximately 600 students
in grades 9-12, all with varying needs and abilities. Johnstown High School serves -
students from different counties, including Fulton and Hamilton Counties. There is very
little diversity within the community and that is reflected in the student population. 93%
of the student population identifies as white while the remaining 7% is divided between
a few other races and ethnicities. Nearly half the student population (47%) is considered
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economically disadvantage and qualifies for free or reduced lunch i. This is slightly below
the state average. Students in Johnstown have access to reasonable resources at
home but there is still a gap to be covered, especially for those students located in the
more rural parts of the community.

Class sizes in Johnstown High School range from approximately 16-21 students per
class. This is slightly below the state overage of 20-22 students. Smaller class could
mean that there is more time for one-on-one instruction with the teacher, which is
important to keep in mind. Suspension rates at Johnstown High School are also aligned
closely with the state average, coming in at 5% in the 2014-2015 school year, which is
only 1% higher than that of the state.

Another statistic that stands out is the annual attendance rate. Last year, in 2015, the
attendance rate for Johnstown High School was 90%, slightly below the attendance rate
for the state which was 93%. Student absences can cause problems if students are
missing important instructional opportunities at the library and could indicate that
students are lacking in consistent instructionii.

Library Media Program Needs Assessment (Summary from LMC 21 Rubric)


[Please attach completed LMC 21 Rubric]:

I talked with Dylan Thomarie who has served as the School Media Specialist for
Johnstown High School for several years. While the program itself is very strong, there
are a few areas of improvement. The full document will be attached as a second file.

Program Strengths:
There are many strengths apparent in the Johnstown High School Media Center based
on my conversation with Mr. Thomarie. One strength that comes to mind almost
immediately is the support the library has from the administration and other faculty and
staff of the high school, which falls into the Programing Administration. While there is
always room for improvement, the library holds a firm place within the school community
and is viewed as integral to the success of students. Teachers are active with the library
and communicate their opinions to Mr. Thomarie frequently. He hopes to have even
more input from teachers in the future, but this is an ongoing work in progress and
overall it has improved over the last few years as Mr. Thomarie develops trusting
relationships with new faculty.

Another area where Mr. Thomarie excels is the Focus on Learners as he always
considers the students when developing new programing and how that might fit into the
overall school mission, vision, and goals.

Lastly, the operations of the library are another area of strength, which falls in the
Operation category. Within the library, work flows with relative ease and there are clear
policies in place. The climate of the library is very welcoming, which is very good, but
the library could benefit from giving students more opportunities to share new ideas with
each other. Otherwise, the library is doing very well with engaging students and
encouraging discovery.
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The Middle:
One area that seems solidly in the middle (at least in comparison to the other sections)
would be the physical resources. While the majority of the subsections are satisfactory,
there are some areas that could use more attention. Some of the books within the
collection are out of date or in need of replacement. The school would benefit from the
weeding out process happening more often. Secondly, though perhaps this suggestion
is a bit of a stretch, the school would benefit from an additional staff person, even if this
position is only a part time position. As it stands now, one certified librarian is serving
approximately 600 students. By adding in a second person, more students would be
served and the burden would not all be placed on one librarian. Additionally, by having a
second librarian, the library would not need to close if the first couldnt be there that day
as the school typically does not put a substitute in the library currently.

Program Weaknesses / Area of Focus:


There are two areas that could benefit from more attention, and those are Outreach
and Instructional Program. Instructional Program has some strengths, like
collaboration and professional development. Teachers are willing to collaborate with Mr.
Thomarie and he offers many professional development opportunities to his peers. One
area of concern was social responsibility. As it stands now, the library does not reach
out to parents to teach about online safety beyond the open house. Mr. Thomarie also
expressed concern that students were not learning all they needed to about online
safety through the lectures and that he was not reaching all students. Additionally, Mr.
Thomarie would like to see more students reading for pleasure and current methods of
getting students to do so have not been as successful as he hoped. This is an area that
will need additional attention.

As for outreach, the library would benefit from strengthening its efforts in this area.
Currently, they do collaborate with the local public library, but Mr. Thomarie would like to
see more of this. Lastly, Mr. Thomarie would benefit from displaying information about
the library in a wider variety of formats. Updating his website more often could be the
first step in reaching a wider audience and ensuring they are aware of what is
happening in the library. These seem like small suggestions that could only have a
positive impact on the library.

Student Needs Assessment (Summary from student data) [Please attach and
refer to specific student data evidence as necessary]:

There are various factors to keep in mind when looking at the student needs
assessment. Some of the areas I chose to look at were recent test scores and the drop-
out rate.

Test Scores:
One of the key indicators of how successful students will be is to look at recent test
scores. Below is a table that lists the different exams taken last year. These are broken
down into different categories, including math, English, Science, and Social Science.
The test scores are then compared to the state averages for last year. Please note that
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the Johnstown scores are in orangeiii and the state scores are in blueiv.

Math Regents Exams:


55 or Higher 65 or Higher 85 or Higher Number
Tested
Integrated 82% 62% 5% 115,589
Algebra 82% 43% 6% 67
Geometry 85% 72% 22% 151,262
76% 55% 4% 99
Algebra 2 / 76% 60% 24% 112,960
Trigonometry 51% 31% 9% 65

What we can see from these comparisons is that Johnstown High School students tend
to score below the state average. This indicates that students in Johnstown struggle in
math subjects or may need more help in these classes. In all levels, they underperform
the state average. This is a clear indicator that more need to be done to ensure that the
students of Johnstown High School are preforming at their best. When thinking about
student needs, math is a clear area for improvement and consideration.

Science:
55 or Higher 65 or Higher 85 or Higher Number
Tested
Living 88% 77% 33% 237,239
Environment 91% 77% 41% 133
Earth Science 86% 72% 29% 152,622
97% 90% 31% 77
Chemistry 91% 75% 22% 103,194
91% 74% 12% 74
Physics 91% 75% 22% 103,178
100% 83% 33% 12

Overall, the students are on par with the state averages in science. This indicates that
this is not an area for immediate concern. While the library needs to make efforts to
ensure science content teachers are helping their students achieve their goal, the
school is at a satisfactory level of success.

Social Science:
55 or Higher 65 or Higher 85 or Higher Number
Tested
Global History / 81% 67% 29% 255,309
Geography 73% 58% 22% 175
U.S. History & 91% 84% 47% 215,878
Government 95% 88% 55% 139
What these results reflect is that there is a divide. While one subject is outperforming
the state, the other is falling behind. When looking further into these results, it is
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interesting to note that male students did better than female students in the Global
History exam and that female students did better than male students in the U.S. History
exam. Looking into this turn-around could lead to interesting discoveries.

English:
55 or Higher 65 or Higher 85 or Higher Number
Tested
Comprehensiv 91% 83% 38% 189,277
e English 90% 77% 28% 151
In English, students of Johnstown High School align well in comparison to other
students within New York State at first, but as the grades improve, the divide widens.
Based on these results, and the results listed below in the Common Core table, it is
clear that English is another area that could benefit from improvement in order to reach
school and state goals. Library programs should reflect student needs to improve in
their English scores.

Also taken into consideration were the Common Core exams. Those percentages are
listed below.
Level 1 Level 2 Level 3 Level 4 Level 5 Number
Tested
ELA 11% 9% 23% 12% 45% 79,554
20% 11% 21% 13% 34% 127
Algebra I 16% 22% 40% 17% 6% 206,276
28% 38% 33% 1% 0% 146
Geometry 18% 19% 39% 11% 13% 124,657
22% 26% 44% 7% 1% 85
Overall, looking at the Common Core, the students of Johnstown High School on par or
slightly below average. Students in Johnstown did not achieve as highly as other
students in the state in the math exams, indicating again that math is an area of
weakness for Johnstown students.

Test scores can be an easy indicator that reflects how well students are doing in school,
though I firmly believe they should not be the only indicator. While tests can often
sometimes show how well students are understanding content and taking tests, they
should not be the only piece considered when conducting assessment. These test
scores indicate that academically, there is plenty of room for improvement within
Johnstown High School. Looking back briefly a few years shows similar patterns that
Johnstown is not achieving the same scores as the rest of the state. In some subjects
while achieving a passing level in others. The grades vary from year to year and it is
possible recent shifts in educational standards and new tests led students to be less
successful than they otherwise might have been.

Drop-Out Rate:
One of interest was the drop-out rate for Johnstown High School, especially in
comparison to the state averages. Below is a table that compares the two for the last
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five years.
Johnstown High School New York State
2010-2011 4%v 2.7%vi
2011-2012 4%vii 3.5%viii
2012-2013 3%ix 3%x
2013-2014 3%xi 3%xii
2014-2015xiii 4% 3%

What this shows me is that Johnstown High School is on par with the state average for
students who dropped out, if not slightly above it some years. This indicates to me that
students are very likely to complete their degree program while attending Johnstown
High School and very few students drop out.

Post-secondary plans for the students of Johnstown High School vary. While large
portions of the student populations do continue on to accredited 4-year institutions, a
larger portion of students continue on to 2-year programs instead. Small numbers enter
right into the work force and very few enlist in the military. Looking back in recent years,
and this trend remains the same. Understanding that large portions of the graduation
students do carry on with their education is important to keep in mind.

Based on this collected data, Johnstown would benefit from many improvements.
However, as student surveys were not conducted, this is only part of the puzzle. Student
needs are also dependent on what students want or additional resources students need
to be successful that cannot be determined based on test grades and drop-out rates.
Additionally, with the recent changes to educational standards, students may still be
adjusting to the new rules and methods of doing their work. With all that in mind, I could
not make conclusions on what the students on Johnstown High School truly need and
could only determine some areas that might benefit from additional programming.

My vision statement for the school library:

The Johnstown High School Media Center seeks to create an environment that
promotes learning for all student by teaching literacy skills, encouraging lifelong
learning, and providing access to information. The library aims to be a place of
collaborative success and creative and critical thinking while teaching students to be
respectful of themselves and others and encouraging a love of reading.

My mission statement for the school library:

The mission of the Johnstown High School Media Center is to provide a welcoming and
supportive environment for the students, faculty, and staff of Johnstown High School.
The library will do so by collaborating with teachers, educating students on literacy
skills, and developing programs that are reflective of student needs and wants.

4-5 Goals with Objectives for school library program (based on Beliefs, Vision,
Mission, Library/Student Needs Assessments):
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While the Johnstown High School Library does an excellent job at supporting both
students and staff as they seek information, there are areas that can be improved upon.
While not everything can happen overnight, and some of the improvements are
dependent on third parties, I have come up with a short list of goals for the Johnstown
High School Media Center. These goals may not always have measurable outcomes,
but even slight improvements would simply mean an already sufficient program is that
much better.

1. Gaining more student input so that the library is truly student driven.
a. Putting out an idea box so students can leave anonymous suggestions for
programs, questions for the librarian, and concerns about the library that
will then be addressed for all to see.
b. Having students make recommendations for other students based on
books theyve read and then featuring those books and putting them on
display.
c. Sending out surveys for students to complete asking them their thoughts
on recent programs offered at the library and offering incentives to get
them done.
2. Ensuring that the library is a creative space for students.
a. Featuring student creations throughout the library and showcasing student
works.
b. Beginning a program that would allow students to share their thoughts in
opinions through blogging and sharing those thoughts on the library
website.
c. Featuring books about art or creativity for students to see when they come
into the library.
3. Ensuring that students and parents understand recent changes to the state
educational standards.
a. Offering a town hall style meeting in the library where answers about new
education standards can be answered for those who are still confused.
b. Creating a document for students that explains why these new changes
have happened, what that means for their education, directing them to
where they can learn more, and informing them of their rights as students.
4. Bring more people into the library or bring the library to them.
a. Offering a wider variety of programs to encourage students who may not
typically come to the library to do so.
b. Collaborating with teachers to bring their classes to the library. This can
include typical collaborations and unusual collaborations like partnering
with the physical education teachers and the math teachers to help
educate students on useful tools.
c. Bringing in parents and other stakeholders so they can see how library
services are utilized by offering a few open houses throughout the school
year.
5. Ensuring that the library is inclusive and tuned in to meet all students need
regardless of ability levels.
a. Working with teachers to identify what areas of the library need
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improvement
b. Ensuring that all parts of the library are accessible to all.

Reflection on roles you will have to assume to achieve goals and objectives:

Librarians are people of many hats. At any given moment, they may need to be more
than one person to ensure that the members of the community theyre serving are
getting the help and information they need. While you cannot truly anticipate the
different roles you may need to take on in order to adequately serve your community,
there are some you will take frequently.

1. Teacher
This is one of the primary roles I will take on as a librarian. I am a teacher. I am
tasked with ensuring that students are properly prepared for the next steps in
their education or careers and have all the tools they need in order to be
responsible information seekers and content creators. I will also educate my
fellow teachers on new practices they may not be familiar with, how to properly
use technology if they do not have experience with it, and will be well versed in
the educational standards in guidelines we will all need to produce the best, most
well-prepared students we can.

2. Advocate
As the librarian, I am the advocate for the library. I am the biggest cheerleader. It
is my job to ensure that the library continues to be seen as an integral resource
to the success of students. I will educate important stakeholders on the
importance and need of the library. I will advocate for programming and library
funds. I will advocate for students and their needs as well as the needs of the
larger school community.

3. Facilitator
I will serve as a facilitator in many different ways. Through programming, it will be
my goal to engage students and encourage them to participate. I will also
facilitate knowledge creation in my library by making it a welcoming and safe
environment.

4. Supporter
As the librarian, it is my job to provide a safe space for students independent of
their content courses. The library is an everything classroom and the students
need to feel like they can pursue any interest without fear. As the supporter, I will
encourage students to pursue their interests and share what they learn. I will
offer guidance to struggling students and help where I can so that all students will
have equal opportunities to succeed.

Reflection:
This assignment helped me understand more of the logistics that go into developing
successful school libraries. Writing your goals, your vision and mission, and the roles
you will be taking on puts into perspective the amount of thought that goes into running
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your school media program. While school librarians are often overlooked for the work
they do, there is so much thought that goes into each step. I am more confident now
than ever that I am pursuing the right career with me. My beliefs and my vision on what
a library should be for students truly impacts how the program is overall, and I am very
excited to put this into action.

References (use APA style to list the resources you used to help you construct
the document):
Please Look Below

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i JOHNSTOWN SENIOR HIGH SCHOOL - SCHOOL REPORT CARD DATA [2014 - 15]. (n.d.).
Retrieved February 12, 2016, from https://data.nysed.gov/reportcard.php?instid=800000051655

ii JOHNSTOWN SENIOR HIGH SCHOOL - SCHOOL REPORT CARD DATA [2014 - 15].
https://data.nysed.gov/reportcard.php?instid=800000051655

iii JOHNSTOWN SENIOR HIGH SCHOOL - SCHOOL REPORT CARD DATA [2014 - 15].
https://data.nysed.gov/reportcard.php?instid=800000051655

iv REPORT CARD DATA [2014 - 15]. (n.d.). Retrieved February 12, 2016, from
https://data.nysed.gov/reportcard.php?instid=800000081568

v The New York State School Report Card Comprehensive Information Report 201011.
(n.d.). Retrieved from http://data.nysed.gov/files/reportcards/archive/2010-11/CIR-2011-
170600010006.pdf

vi The New York State Report Card Comprehensive Information Report 201011. (n.d.).
Retrieved from http://data.nysed.gov/files/reportcards/archive/2010-11/CIR-2011-
800000081568.pdf

vii The New York State Report Card 2011-12. (n.d.). Retrieved from
http://data.nysed.gov/files/reportcards/archive/2011-12/RC-2012-170600010006.pdf

viii The New York State Report Card 2011-12. (n.d.). Retrieved from
http://data.nysed.gov/files/reportcards/archive/2011-12/RC-2012-800000081568.pdf

ix JOHNSTOWN SENIOR HIGH SCHOOL - School Report Card Data [2012 - 13]. (n.d.).
Retrieved February 12, 2016, from http://data.nysed.gov/reportcard.php?instid=800000051655

x NY STATE - School Report Card Data [2012 - 143]. (n.d.). Retrieved February 12, 2016,
from http://data.nysed.gov/reportcard.php?instid=800000081568

xi JOHNSTOWN SENIOR HIGH SCHOOL - School Report Card Data [2013 - 14]. (n.d.).
Retrieved February 15, 2016, from http://data.nysed.gov/reportcard.php?instid=800000051655

xii NY STATE - School Report Card Data [2013 - 14]. (n.d.). Retrieved
February 12, 2016, from http://data.nysed.gov/reportcard.php?instid=800000081568

xiii REPORTCARD COMPARISON | NYSED Data Site. (n.d.). Retrieved February 12, 2016, from
http://data.nysed.gov/comparison.php?type=reportcard

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