Current+Rubric+-+The+Working+Document+-+please+do+edits+here.

|| The library program is separate from classroom curriculum. No collaborative planning takes place between LMS and classroom teachers.
 * **TARGET**
 * INDICATORS ** || ** BELOW BASIC ** || ** BASIC ** || ** PROFICIENT ** || ** DISTINGUISHED  ** || ** EVIDENCE / ASSESSMENT  ** ||
 * =** TEACHING AND LEARNING **= ||
 * ** COLLABORATIVE PLANNING AND INSTRUCTIONAL DESIGN **

Use of library resources to support classroom curriculum is occcasional and unplanned. || Teaching in the library is related to classroom curriculum but is not collaboratively planned by LMS and classroom teachers.

The LMS is aware of classroom curriculum and provides resources to classroom teachers. || Many teachers plan collaboratively with LMS to design instructional units that integrate the use of library resources and the teaching of information skills. The LMS and classroom teachers select and purchase resources to reflect the collaboration || Teachers throughout the school plan collaboratively with the LMS to provide learning experiences and instruction for all students. The LMS is a full partner on the school instructional team. Library resources (print, nonprint, and electronic) and information literacy processes are integral to all collaborative instructional planning. Instructional units incorporate 21st century technology, skills and tools. || Scheduled planning time for LMS and teachers to meet. Planned units of study in content areas. LMS involved in school curriculum planning as well as grade-level and subject-area planning. ||  || The LMS and teachers occasionally coordinate their teaching so that lessons are modified slightly to accommodate the needs of the students in the class. || The LMS and teachers plan instruction together so that it is targeted to the needs of individual students in each class.
 * ** Comments ** || || || || || ||
 * ** TEACHING FOR DIVERSE LEARNING ABILITIES AND NEEDS ** || Teaching in the library is focused on skills and curriculum, not on the needs of learners.

Some skills instruction occurs in the library and some in the classroom. || Differentiation of instruction to meet the needs of individual learners is a regular part of the planning and co-teaching.

The LMS and classroom teacher function as a collaborative team, integrating skills instruction throughout the curriculum and accepting mutual responsibility for the teaching of information and technology skills.

|| Learning activities, instruction, and resources targeted to the differentiated needs of learners.

Assignments designed by teachers and LMS that involve authentic learning tasks, use of library resources, and instruction in information and technology skills. ||
 * ** Comments ** || || || || || ||
 * ** ASSESSMENT ** || Expectations for student learning of information and technology skills at each grade level are haphazard and unclear.

Student progress in information literacy skills is assessed only through testing. || Some information and technology benchmarks have been identified for different grade levels. These are used to assess student achievement on final products. <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt">Students are assessed on their content knowledge in library projects, but not on their information skill development throughout the process of information access and use. || The LMS and teachers collaborate to develop coherent grade-level benchmarks on information and technology skill development that are used to assess student skill development (formative assessments) during some instructional units. <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt">Assessment of information skills is a regular part of the assessment of student final products (summative assessment). || The LMS and teachers collaborate to assess information skills as a part of all instructional units, using both formative and summative assessments and a coherent curriculum of information and technology skills.

Students regularly self-assess their own development of information skills and their creation of information products. The LMS participates actively in school-wide analysis of student performance data and the alignment of those data with the information skills assessments to set instructional goals and modify teaching strategies. || Documentation and evaluation by LMS of student performance on formative assessments of information and technology skills.

Assessments based on expectations established in coherent information curriculum with grade-level benchmarks. Assessment of information and technology skills part of summative assessments of students final products <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt">Analysis of alignment of information and technology skills with other school data on student performance. ||
 * ** Comments ** || || || || || ||
 * ** INQUIRY-BASED LEARNING ** || Students rarely or never have an opportunity to pursue learning on their own in the library and go beyond gathering of facts for teacher-directed activities.  ||  Students occasionally have opportunities to direct their own investigations in the library and find information to answer their questions.  ||  Inquiry-based instruction is collaboratively planned by the LMS with some teachers in the building so that students have planned opportunities to  <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt">follow an inquiry process by asking questions and investigating the answers on their own.

Inquiry skills are taught on an as-needed basis. || Inquiry-based instructional units are planned collaboratively by the LMS with teachers throughout the school. The LMS teaches the inquiry process and appropriate skills at each stage of the inquiry process when students are conducting their investigations. Students assume responsibility for pursuing their own learning through inquiry. <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt"> The LMS offers professional development to teachers on the inquiry process and inquiry skills development. || Established inquiry process used school-wide. Inquiry-based units collaboratively planned by teachers and the LMS. <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt"> The skills of inquiry taught as an integral part of every inquiry-based unit.

Critical and creative thinking evident in products of inquiry-based learning.

Reflection by students on both their process and product of learning. ||
 * ** Comments ** || || || || || ||
 * ** INFORMATION LITERACY / FLUENCY ** || The LMS teaches limited “library skills” in an isolated manner independent of any other instruction in the building.  || <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt">The LMS and teacher collaborate on the use of information literacy and technology standards for low-end location, access and selection skills. || <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt">The teaching of information literacy, literacy, and technology skills through the library expands beyond locating information to analysis, synthesis, and evaluation.

Almost all teaching of information literacy and technology skills is conducted in the library, but it is collaboratively planned with classroom teachers to integrate with classroom content. || A formal, written curriculum of information literacy, literacy, and technology skills is integrated as part of the whole curriculum of the school. <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt">The LMS and teachers share the responsibility for teaching information literacy, literacy, and technology skills embedded in subject-area learning experiences. || Articulated curriculum of information literacy, literacy, and technology skills. Information curriculum across the grades and content areasincluded in school curriculum map. || <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt"> Students generally do not use the library for reading materials, either for academic or personal interests. || The library program supports reading through occasional, isolated events. <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt">Few teachers collaborate with the LMS to promote reading in their classrooms. || Reading is a focus of the library program, with careful attention to integrating with classroom activities and motivating students to read on their own.
 * ** Comments ** || || || || || ||
 * ** READING ** || The library program places no particular emphasis on reading.

<span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt">Some teachers collaborate with the LMS to extend reading beyond their individual classrooms and foster independent reading for academic and personal reasons. || The library fosters a school-wide focus on building independent readers and reading motivation. <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt">The school is a reading community with a culture in which all students and adults read.

The culture of reading extends to a broader community, involving parents, community members, public libraries, and other opportunities including the statewide summer reading program. || Students setting and reaching reading goals for the year. <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt">Regular participation in book discussion groups.

Students writing and sharing reviews of favorite books.

Students recommending library book purchases.

All-school book readings. || <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt">The LMS teaches students their responsibility to seek multiple perspectives || Teaching of responsible use of the Internet. Teaching of cyber safety to students, teachers and parents. <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt">. ||
 * ** Comments ** || || || || || ||
 * ** SOCIAL LEARNING ** || The library maintains an atmosphere of absolutely no talking or exchange of ideas.  ||  The library allows students to talk quietly, but provides no venues for students to collaborate or exchange ideas.  ||  The library allows the informal sharing of ideas, but provides no formal opportunities for students to exchange ideas with their peers.  ||  The library provides formal and informal opportunities for the social interchange of ideas, both face-to-face and electronically.  ||  Opportunities in the library for students to exchange ideas responsibly through face-to-face and electronic interactions.  ||
 * **Comments** ||  ||   ||   ||   ||   ||
 * **SOCIAL RESPONSIBILITY** || <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt">The library curriculum and instruction do not include the ethical use of information. || <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt">Students are introduced to the idea of plagiarism. || <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt">The library curriculum includes plagiarism and website evaluation. || <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt">The library promotes the ethical use of information and ideas through policies, instructional planning, teaching and professional development.
 * ** Comments ** || || || || || ||
 * ** CLIMATE CONDUCIVE TO LEARNING ** || Students, parents, and teachers do not feel welcome in the library.

The library is rule-bound or it has no rules.

The library space is disorganized with no comfortable seating.

Library naterials are inappropriate for the students in the school. || <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt">The traditional quiet library is used mainly for class visits. Students work in the library only to fulfill class assignments. Students rarely initiate coming to the library on their own.

The library is clean, functional and fairly comfortable, but there are few displays.

Students find materials for class assignments, but rarely find resources that engage them.

|| <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt">The library space and staff provide a stimulating and respectful educational environment where users feel welcome and well served to research or read. Students work on projects that allow them to pursue information independently.

The library space is well-organized and easy to navigate.

Special displays of materials motivate and enable students to discover new resources and find new areas of interest. || <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt">The stimulating, supportive and respectful environment in the library makes it the hub of the school.

Students and teachers flow seamlessly between classroom and the library to meet curricular and recreational needs. Students have the opportunity to work independently on projects in the library that are engaging and motivational.

The library has a variety of spaces to accommodate the learning preferences of all students.

The students are drawn to interesting resources that invite them to engage in discovery and independent learning.

The entire educational community feels welcome to use the library and work productively not only during school hours, but also before and after school. || <span style="BACKGROUND-COLOR: rgb(255,97,0)"><span style="COLOR: rgb(0,10,3)"><span style="BACKGROUND-COLOR: rgb(235,250,249)"><span style="BACKGROUND-COLOR: rgb(254,220,228)"> <span style="COLOR: rgb(0,0,0)"><span style="FONT-FAMILY: 'Times New Roman',Times,serif; BACKGROUND-COLOR: rgb(255,255,255)">Student work displayed in the library.

<span style="BACKGROUND-COLOR: rgb(255,255,255)"> <span style="COLOR: rgb(0,0,0)"> Respectful, focused, and friendly interactions among LMS, students, and staff. <span style="COLOR: rgb(0,0,0)"> Resources, programs, and learning opportunities in the library for students with diverse backgrounds and languages. <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt"><span style="COLOR: rgb(0,0,0)">Parent workshops and materials in the library. || LMS neither participates in nor offers professional development. || LMS is aware of school priorities and activities of school leadership team, but makes few changes in library program as a result. LMS occasionally participates in professional development if it is readily available at the school, SLS, or local professional association level. <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt">LMS helps make arrangements for professional development for staff if requested by administrator. || LMS provides regular support to school leadership team and aligns library program with instructional priorities of individual teachers. LMS participates in professional development as it is offered. <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt"> LMS frequently arranges for or collaborates with other teachers in planning professional development opportunities in the use of library resources and technology. || The LMS is a full partner on the school leadership team and in school curriculum planning and aligns library program with whole-school instructional priorities. LMS seeks and regularly participates in professional development to fulfill own improvement goals. <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt">LMS initiates and provides professional development opportunities for staff in the effective use of resources and technology and the integration of information skills instruction to meet the identified needs of the students in the school. || LMS member of School Leadership Team. Professional development to staff offered by LMS. <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt"> LMS included in school-wide curriculum and instructional planning. || <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt">All library and school policies and practices reflect this commitment. || School has an adopted Collection Development and Challenged Materials Policy with clear criteria and procedures. <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt">School culture fosters open debate and intellectual exchange of ideas from all points of view. ||
 * ** Comments ** ||  || || || || ||
 * ** INSTRUCTIONAL LEADERSHIP ** || LMS and library program are disconnected from school priorities and instructional goals.
 * ** Comments ** || || || || || ||
 * ** INTELLECTUAL FREEDOM ** || The concept of intellectual freedom is not addressed.  || <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt">The library staff demonstrates a commitment to the concept of intellectual freedom. || <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Times New Roman','serif'; LETTER-SPACING: -0.1pt">The program and staff support the concept of intellectual freedom and implement it through policies and practices. ||  The school community fully supports and implements intellectual freedom for all students.
 * ** Comments ** || || || || || ||
 * =**<span style="FONT-SIZE: 16pt; COLOR: rgb(222,27,27); LETTER-SPACING: -0.1pt">INFORMATION ACCESS AND DELIVERY **= ||
 * **<span style="FONT-SIZE: 8pt; LETTER-SPACING: -0.1pt; BACKGROUND-COLOR: rgb(255,247,0)">INSTRUCTIONAL RESOURCES FOR A DIVERSE LEARNING COMMUNITY **

|| The collection is aged and in disrepair. Average age of non-fiction over 20 years old. No collection analysis has been performed. Selection policy is non-existent. The s election of materials is haphazard and unstructured. Collection does not support NYS learning standards or the local curriculum. Little or no access to electronic or multimedia tools. || Collection is weeded regularly. Collection analysis is done occasionally. Average age of non-fiction materials is less than 15 years old. Collection is built following a district approved selection policy. NYS Learning standards are supported through the collection. Some connections to the building curriculum can be made. Access to NOVEL databases is available. || Collection is up to date with special emphasis on fast-changing curriculum areas such as science and technology, world issues and politics and government. Collection is built on an up-to-date board approved selection policy. Collection clearly supports NYS Learning Standards and the curriculum in the school. Some faculty and student input into purchasing decisions is evident. Access to NOVEL databases is available and the school community is made aware of the availability of these resources both in school at home. || The up-to-date collection includes special depth in curriculum areas relevant to the learning community. Faculty, students and parents have a voice in materials selection. Collection includes NOVEL databases as well as relevant electronic resources provided by the district <span style="BACKGROUND-COLOR: rgb(8,255,0)">.

All electronic resources are made available remotely where licensing permits. || <span style="FONT-SIZE: 8pt; FONT-FAMILY: Arial,Helvetica,sans-serif">Reports from automated systems show an up-to-date collection. Collection analysis tools demonstrates a diverse collection addressing the needs of the local community. Board approved selection policy is current. New York State Learning Standards can be clearly tied to purchases. Local funds are available for purchase of both print and electronic resources. Usage statistics demonstrate use of both local and remote access. || <span style="FONT-SIZE: 8pt; FONT-FAMILY: Arial,Helvetica,sans-serif">Classroom teacher is not present during library instruction because library program provides duty free/preparation time. || LMC is a mix of fixed and flexible times based on student and curriculum or scheduling needs. Library program is beginning to migrate from skills model to collaborative inquiry model.
 * ** Comments ** ||  || || || || ||
 * ** FLEXIBLE AND EQUITABLE <span style="BACKGROUND-COLOR: rgb(255,255,255)"><span style="BACKGROUND-COLOR: rgb(255,255,255)"><span style="BACKGROUND-COLOR: rgb(236,147,24)"><span style="BACKGROUND-COLOR: rgb(85,225,55)">ACCESS    **<span style="BACKGROUND-COLOR: rgb(255,255,255)"><span style="BACKGROUND-COLOR: rgb(236,147,24)"><span style="BACKGROUND-COLOR: rgb(85,225,55)">   || Library schedule is fixed with no open time to meet curriculum needs outside of the schedule.

|| The LMC is a mix of fixed and flexible access based on student and curriculum needs. Most students and teachers have options to use the library at the point of need. Flexibly scheduled program includes time for the LMS and classroom teachers to collaborate on the design, planning and implementation of lessons that integrate inquiry and information fluency instruction. || Access to the library, the learning resources and the expertise of the LMS is fully flexible and equitable. Students and teachers use the library regularly for instructional and recreational reading purposes. .

|| Teachers and students report that they have access to their school library as needed for the creation of knowledge products. Library planning tool clearly demonstrates teacher librarian collaborative planning and a flexible schedule. || No instructions for use of resources is provided. No displays are evident.
 * ** INTELLECTUAL ACCESS ** ||

|| Some basic directional signage helps students navigate for information.

Displays of resources exist but may not be relevant to student life or curriculum. || Navigation tools are explicit and appropriate to the community. Instructional labels and brochures are presented at a variety of levels. Displays and exhibits correlate to curriculum or content currently relevant to students and teachers. Displays, brochures and labels are available in a variety of languages dependent on the local community for parents, teachers and students. || Special collections include indexes and directions for use. Indexes comply with library standards. Instructional labels brochures are presented at a variety of levels considering all possible users. Universal icons are used where appropriate. Relevant and current displays are available in a variety of formats dependent on the target audience. Student work is displayed where possible. || Students and faculty exhibit ability to work independently due to high quality navigation tools. Special collection indexes exist and comply with accepted industry standards. Library displays. || No selection policy exists. || Most collections are available to all members of the learning community. District selection policy includes language on intellectual freedom. || All collection materials are available to members of the learning community as appropriate for grade level and developmental level. District policies and practices reflect a commitment to the principles of intellectual freedom. || All collection materials are available to members of the learning community as appropriate for grade level and developmental level. District policies and practices reflect a commitment to the principles of intellectual freedom. || Approved and current board policies are available in the library. The learning community demonstrates a commitment to principles of intellectual freedom and the right to read. || Library web presence is non-existent or dated. || There is some access to audio-video and instructional technologies for teachers only. Library automation technology is used for library management (circulation) and to provide access to the library holdings (catalog). Library web presence provides some access to resources for the learning community - students, parents, teachers.
 * ** INTELLECTUAL FREEDOMS ** || Students are strictly limited as to the resources that are available to them.
 * ** TECHNOLOGY FOR INTERACTIVE INSTRUCTION AND <span style="BACKGROUND-COLOR: rgb(107,237,44)">ACCESS ** ||  Availability of instructional technologies in the library is non-existent or dated to the point of dysfunction.

<span style="BACKGROUND-COLOR: rgb(248,229,48)"><span style="BACKGROUND-COLOR: rgb(217,218,73)"><span style="COLOR: rgb(65,27,27)"><span style="COLOR: rgb(23,3,3); FONT-FAMILY: 'Times New Roman',Times,serif"><span style="COLOR: rgb(243,255,0)"> || A variety of current instructional technologies are available for teachers and students through the LMC. Instruction and assistance in use of tools is provided through the LMC. Library operations are completely automated. Library web presence is dynamic and up to date. Technology is used as a learning and literacy platform in multiple content areas. || Current instructional technologies are readily available in sufficient supply to make usage realistic and practical throughout the school. LMC provides technical staff and support to instruct and assist users. Library resources catalog is available to the learning community 24/7 via the internet. Library web presence is up to date and encourages 2.0 interactivity. Technology is actively pursued as a learning and literacy platform across all content areas. || Inventory and circulation records of resources clearly shows that equipment is available, up-to-date and used by the learning community. Students and teachers report sufficient support provided by the LMC for use of tools. Webpage statistics demonstrate currency, relevance and usage.

|| Classroom and curriculum needs are not anticipated or requested. || This library program is a member of regional networks. A limited amount of interlibrary resource sharing takes place. Some faculty members are aware of Interlibrary Loan services. This library occasionally responds to requests for lending.
 * ** Comments ** || || || || || ||
 * ** RESOURCE SHARING ** || This library program is not connected to a local or regional network of resource sharing. Interlibrary sharing does not exist.

Resources are purchased through regional cooperatives such as School Library Systems, BOCES or other regional consortia whenever possible.

|| This library program participates fully in regional networks. Interlibrary loan program is extensive and responds to the needs of the learning community. All faculty members and students are aware of the possibilities of resource sharing. This library frequently responds to lending requests from other libraries in the network. Resources are purchased through regional cooperatives whenever possible. || Unique resources are gathered and shared in response to curriculum needs as well as the interests of a diverse community. Resource needs are anticipated through collaboration with other educators. This library almost always responds to requests from other libraries in networks. Resources are purchased through regional cooperatives whenever possible. || I nter-library loan statistics indicate pro-active borrowing AND lending within networks. Students and teachers report high level of access to resources through a systematic sharing process. ||
 * =**<span style="FONT-SIZE: 16pt; COLOR: rgb(216,24,24); LETTER-SPACING: -0.1pt">PROGRAM ADMINISTRATION **= ||
 * ** PROGRAM PLANNING ** || The Library Media Program operates in isolation and does not have a plan to meet broad goals.

|| The Library Media Center has a short term plan to meet basic library program needs and goals.

<span style="COLOR: rgb(0,114,255)">

|| The Library Media Center has a short range plan for the library program and resources developed each year. This plan takes into consideration the school and district's mission and goals. || The Library Media Center, in coordination with the Library Advisory Committee, has developed a long-range strategic plan for the library program, resources and facility. There is a strong connection between this long-range plan and the school improvement plan and district goals. || Library Media Center mission statement and goals.

Copies of the short-range and long-range plans.

Copies of districtand school's mission statement, goals, and school improvement plan.

<span style="COLOR: rgb(0,114,255)"> || assignment of non-certified teacher that is pursuing certification as a Library Media Specialist. || NYS regulations are followed. || Minimum of one full-time, certified librarian per 700 students or per building, whichever is smaller.
 * ** Comments ** || || || || || ||
 * ** PROFESSIONAL STAFF ** ||    None assigned or

Number of certified professional library staff meets state regulations.

Additional Library Media Specialists are assigned as needed depending upon the program and number of students and teachers in the school. || Minimum of one full-time certified Library Media Specialist per 500 students or per building, whichever is smaller.

Number of certified professional library staff exceeds state regulations, reflecting vital instructional needs.

Additional Library Media Specialists are assigned as needed depending upon the program and number of students and teachers in the school. || Library Media Specialist Certificate

Adequate staffing to support the Library Media Program and the students' levels of instruction Professional development records of Library Media Specialists || Differentiated staffing to meet student program needs and support the instructional program ||
 * ** Comments ** || || || || || ||
 * ** SUPPORT STAFF ** ||    No support staff (clerk, aide, etc.) assigned to the library || Support staff assigned to the Library Media Center less than half-time to assist the Library Media Specialist || Support staff assigned to the Library Media Center full time to assist the Library Media Specialist . One per 700 students or per building, whichever is smaller. || One or more support staff assigned to the Library Media Center to assist the Library Media Specialist. Number depends on the needs of the program and the needs of the students however, a m inimum of one full-time support person per 500 students or building whichever is smaller. || Support staff roster
 * ** Comments ** || || || || || ||
 * ** FACILITY ** ||    Not inviting to students.

Library space arranged traditionally with large tables for whole group instruction. No differentiated space.

Positioning of seating, books, and technology is not conducive to learning

Area for processing and circulation of materials is not functional || Library Media Center accommodates whole class. There is limited space and furniture for simultaneous use of the library - whole group, small group and individual use.

Few displays available. Seating, book displays and positioning of technology is functional.

Area for processing and circulation of materials is adequate || Barrier-free, accessible to all. Large flexible Library Media Center facility with space and furniture available for simultaneous whole class, small group, and individual work.

Rotating and up-to-date displays to support the learning and the interests of students and adults in library community.

Inviting, conducive to learning

Area for processing and circulation of materials enables staff to work efficiently and effectively. || Inviting to all. Space is conducive to use by patrons with different learning styles.

Large, flexible Library Media Center with space and furniture to meet the needs of multiple groups and individuals at the same time. Attention has been paid to items that make a Library Media Center welcoming - flooring, furniture, shelving, display areas, lighting and climate control standards.

Motivational displays, that include selections of student work

Setting allows for easy access and for flexible use of the facility. Area for processing and circulation of materials has been designed to meet the needs of the Library Media Specialist, support staff and the needs of the program. || Library Media Center floor plan

Inventory of furniture and technology

Survey of students and teachers regarding appropriateness and ease of use of the facility.

Records of displays ||
 * ** Comments ** || || || || || ||
 * ** BUDGET ** ||    Funding is minimal and only includes the NYS School Library Materials Aid. || Funding goes beyond the minimal aided amount. In addition to print materials, the budget includes software purchases, materials, supplies and equipment.

There is limited input in the budget process by those outside of the administration.

There is limited collaboration with other agencies such as the School Library System. || The funding allows the program to attain the goals and objectives set. There are annual increases to allow for program expansion. Funding is from federal, state, and district sources. Funding covers books for the collection as well as other resources.

There is an equal partnership between the Library Media Specialist and the administration to develop a budget that supports the library program.

There is a collaboration to secure funding and/or resources through partnerships, such as the School Library System, BOCES, etc. || Within the school budget, a long-range development plan is implemented for the library program and for capital development. Funding is secured for innovative planning and programming.

In addition to federal, state, and district sources, the library uses grants and partnerships to provide additional resources. There is a close working relationship with agencies such as the School Library System, BOCES, the local public library. || Budget proposals that are based on library programs and needs

Grant applications

Percentage of grants awarded

Long-range Library Media Program funding plan ||
 * ** Comments ** || || || || || ||
 * ** LIBRARY MANAGEMENT ** ||    The Library Media Center is inefficiently managed. There is little or no management of support staff, facility, and instructional space.

There are no written policies or procedures. || The Library Media Center has operating procedures for processing and checking out materials and equipment, management of support staff, use of technology, and individual and class use of the library.

The Library Media Center has some written, informal, or dated policies. || The Library Media Center has clearly defined written operating procedures for management of the library.

The Library Media Center has written and approved policies for selection of materials, material challenges, copyright, intellectual freedom, confidentiality, and acceptable use of information resources. || The Library Media Center's operating procedures are reviewed and updated yearly or as needed.

The Library Media Center policies addressing legal and ethical issues have been developed in collaboration with the Library Advisory Committee and approved as district policy. These policies are modeled and taught throughout the school. || District Policies on Copyright, Selection, Challenges, Intellectual Freedom, confidentiality, and acceptable use of information resources. <span style="COLOR: rgb(0,114,255)"> Lesson plans showing lessons on ethical use of information and intellectual freedom. <span style="COLOR: rgb(0,114,255)"> Procedure manuals

Minutes of library staff meetings ||
 * ** Comments ** || || || || || ||
 * ** ADMINISTRATIVE COLLABORATION ** || There are no meetings between administration and the library media specialist.

The administration offers no support and does not demonstate an interest in maintaining or advancing the Library Media Program. || There are occasion meetings between administraion and the library media specialist to discuss the library program.

Administration demonstrates a basic understanding of Library Media Program's goals and impact on student achievement and offers some verbal and fiscal support. || There are regular meetings between school administrators and the library media specialist to discuss of the status of program goals and objectives.

The administration actively collaborates with the LMS and supports the program fiscally, verbally and programatically.

The administration actively supports the LMS role in integrating 21st century information literacy skills across the curriculum. || There are regular meetings between building and district administrators and the library media specialist to review the library media program goals as an integral part of the building and district goals.

The building and district administration collaborates with the LMS to actively support and promote the library media program and encourage collaboration with classroom teachers for integration of 21st century information literacy skills across the curriculum.

There is a district library media coordinator who guides the process of integrating information literacy skills across the curriculum. || Agendas of staff meetings

Budget documents

Records of meetings of LMS and administrators ||
 * ** Comments ** || || || || || ||
 * ** LIBRARY ADVISORY COMMITTEE ** ||    There is no Library Media Program Advisory Committee. || An informal Library Media Program Advisory Committee meets as needed to discuss emergent or crisis situations. || The Library Media Program Advisory Committee which includes administrators, teachers, students, parents, and library staff meets regularly to assist in developing short-term plans for an effective library media program, a mission statement, goals and objectives. || The Library Media Program Advisory Committe, a broad- based committee from the entire school community, has developed the mission statement, goals, objectives, and a long-range strategic plan for the Library Media Center program. This committee actively seeks ways in which it can help the LMC more fully achieve its goals and objectives. || Library Media Program Advisory Committee meeting agendas and minutes.

Copies of mission statement, goals, objectives and short and long-range plans.

Copies of newsletters, print and online articles and other evidence showing committee's active support and advocacy for the LMC program. ||
 * ** Comments ** || || || || || ||
 * **Communication and Advocacy** ||    There is no communication about the library media program to the school community. || The goals and objectives of the Library Media Program are clearly communicated to the school community. || There is regular communication about library media center opportunities, new resources, and program information to the school community through various venues (e.g., newsletter, Website, bulletin board, e-mail, presentations).

There is a plan in place to regularly assess the needs of the school community and address how the library resources and services answer those needs.

Opportunities to advocate for the library media program to administrators and the school board are welcomed when offered. || Administrators, staff, and students work together to communicate the effectiveness of the Library Media Program to the community at large.

Opportunities to advocate for the library program to and by administrators, parents, school board members, legislators, and other decision-makers are actively pursued. || Copies of newsletters, photos of bulletin boards, examples of webpage, minutes of parent, administrator and school board meetings. ||
 * ** Comments ** || || || || || ||