Timberwolf Library Goalsand Strategic Plans2011-2012
Library Usage Goal
Support student achievement by increasing the amount of library usage (both computer usage and collection usage) by at least 30% through collaborative teaching, book talks and other implemented programs.
Rationale: The 2010-2011 school year's goal focused more on creating an inviting, engaging atmosphere for the library. Now it is the desire of the LAC and the library staff that the focus be placed on the educational aspect of the library. It is our goal to increase collaboration between the library staff and the faculty, and therefore increase the use of the library for educational purposes. It is our belief that by increasing the amount of instruction given in the library as well as the amount of instruction given by the teacher librarian we will not only impact student achievement, we will reinforce the idea that the library is an integral part of the school community and teach students to utilize its resources. We will continue to use data collecting methods established last year in order to maintain continuity/integr of data collected.

Monthly - make short presentations at in-services and staff meetings about possibilities of library usage as well as collaboration procedures and ideas.
Summer - collect and analyze data from previous year in regards to usage and collaboration. Analyze CDE content standards and CSAP benchmarks and CSAP scores for 21st Century Skills that can be taught in the library and create suggestions for staff.
Fall - meet with each subject area VAT (vertical alignment team) to discuss analysis of content standards and benchmarks and ways to integrate the library/teacher librarian into curriculum. Using collaboration plans from previous year, discuss possibilities of teaching the same or modified lessons in the current school year.
Winter - Collect collaboration and library usage data from first semester, create plan for second semester, analyze NWEA Maps scores for 21st Century skills data and create list of suggestions for content area teachers. Continue to meeet with VATs to discuss collaboration possibilities.
Spring - Collect data and evaluate success of strategic plan and goal. Create plan for next year.

Collection Development Goal
Weed and develop the non-fiction section so that the average ages (based on copyright dates and circulation records) fall within accepted guidelines established by the Crew Method, as well as Table 10.1: Age and Circulation Guidelines (from The Collection Program in Schools: Fourth Edition by Kay Bishop).
Rationale: During the 2010-2011 school year, the fiction section of the Timberwolf Library was thoroughly weeded and a majority of the budgeted funds spent on developing that section. Because the non-fiction section of the library has not been weeded nor developed with student interests and curricular needs in mind, it is imperative that attention be given and funds be allotted to the development of this section. Also, during the 2010-2011 school year, grants were found and applied for that - should the funds be awarded - would suppliment the budget enough to cover the higher cost of non-fiction materials.

Summer - gather age and circulation data from district and analyze for major issues (insufficient materials to support curriculum, areas in need of extra heavy weeding, and possible implications of heaving weeding on upcoming school year
Fall- begin weeding non-fiction; using accepted standards (CDE content standards), identify areas of greatest need and create booklist to fill in gaps. Meet with VATs to identify overlap and need in each subject area/content area.
Winter - place book order and continue to weed, identifying books for replacement and further areas of need. Meet with content area teachers as well as LAC members to decide which needs have been met and which have not. Look for and apply for possible grants - esp. if grants are available for non-fiction and or/content specific materials.
Spring - collect and analyze circulation statistics of non-fiction collection. Meet with LAC to evaluate strategic plan and success of goal and discuss/create action plan for next year.

21st Century Skills Goal
In conjunction with Library Usage Goal, Teacher Librarian will analyze Colorado State Content Standards, CSAP Benchmarks and district-wide content specific adopted curricula to create a document that identifies 21st Century Skills within each of these documents and overlap between these documents and the Standards for the 21st Century Learner as well as work with teachers to create collaborative lessons that teach these skills.
Rationale: Because 21st Century Learner Skills are not taught in isolation, but are ingrained in each content area, and content area teachers are often not in-serviced about these skills and/or how to teach them, it is important that the Teacher Librarian and the library staff make the 21st Century Learner Skills accessible for both the staff and the students and be willing to not only show their importance, but be willing to help teach these skills through collaboration. This goal ties in very closely with the Library Usage Goal.

Summer - analyze CDE content standards, CSAP Benchmarks and adopted curricula for 21st Century Learner Skills and create documents for each content area that show the overlap as well as brainstorm ideas for teaching/integrating skills.
Fall - Meet with VATs to discuss which of the 21st Century Learner Skills/Standards. Discuss areas of strength and weakness, analyze CSAP and NWEA data to identify levels of proficiency and create collaborative lessons to address student and staff needs.
Winter - Using mid-year NWEA data, assess time-line of goal and create next steps for second semester. Analyze collection (including online resources and previous collaboratively taught lessons) for effectiveness and support in teaching skills needed.
Spring/Summer - collect and analyze CSAP and NWEA data to evaluate the success of strategic plan and goal. Create action plan and discuss next steps (strenghts and weaknesses, etc.) for next year.

*During the summer of 2011, strategic plans for goals will become more detailed and likely contain monthly tasks. However, until the school year is current, it is difficult to make montly tasks because of significant variables (ie staff turnover, budget changes, SIPPA, etc.)

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