|
|
Monthly Reports |
|
|
| School Year '03-'04 | School Year '04-'05 | School Year '05-'06 | School Year '06-'07 | School Year '07-'08 |
|
September 07 March 08 |
We are learning about the reports each day.
| SBISD Monthly Library Report for the Month of | __________________ | |||||||
| School: | _______________________ | Year | _______________ | |||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
| How many days did students attend school this month? | How many days did the Library provide services this month? | How many technology-integrated lessons were directly presented by the Librarian this month? | How many other lessons (not involving technology) were directly presented by the Librarian this month? | How many times did collaborative planning (formal and informal) occur between Librarian and Teachers this month? | How many times was Staff Development directly presented by the Librarian to Staff this month? | How many meetings with curriculum, technology, planning committees, Principal, Library Administrator and Librarians did the Librarian attend this month? | Based on a one-week sample ( ), what is the projected average daily number of people entering the Library this month? total one-wk patrons divided by # of days (5) in the week = | How many materials were circulated this month (AS400)? |
| 2a. Explanation if the two days’ totals differ. | 10. What TEKS Student Expectations tested on the TAKS test were covered by all lessons directly presented by the Librarian this month? | |||||||
| 11. Other comments including other activities occurring in the Library this month: | ||||||||
Other
Instructions for filling in the Report:
Non-negotiable:
1. The report may not be longer than one page one side.
2. The report should include some narrative statements.
3. This one page template is typed on and then sent to principal and copied to me as an attachment with something about monthly report and the month in the subject line.
Suggestions sentences may cover in the Comments section:
1. Broadcasts
2. Unique uses of the Library that support or that do not support the curriculum.
3. Guests to the Library (students, staff, community, etc…)
4. Any extended hours activities.
5. Ordering, receiving, cataloging, processing, inventorying materials.
6. Troubleshooting technology.
7. Anecdotes about students learning to love to read.
8. Reading Motivation program activities.
9. Special student activities like RIF, Author, Book Fair, Trivia Question, Guess the number.
10. Collaboration with other Libraries (Public).
11. Money spent (?).
12. Support from the Library Information Service Department by visit or extended communications.
13. New resources introduced.
14. Summary of user satisfaction survey.
Guidelines:
1. The days should be given in ½ half increments.
2. The comments should be clear, concise statements and either numbered or bulleted.
Explanations:
Box # 3 are lessons that the Librarian delivers. For example, it may be to a whole class for 5 minutes or it may be to a small group for 30 minutes.
Box # 4 are also lessons delivered by the Librarian that do not include technology. For example, reading a story to a class (with not supporting lesson on Meriwether).
Box # 5 includes any face-to-face collaborative planning between teacher and Librarian no matter where it occurs or how long it lasts. However, the planning should be purposeful and impact lessons taught.
Box # 9 - How to count in-house circulation:
For In-House circulation, you may scan books pulled for class research once a day per class up to three times a day for the duration of the project.
Box # 10 – I suggest you concentrate on reporting the TEKS student expectations that are tested on the TAKS to start with. That will narrow your range to the significant ones. Report them in abbreviated form for example: Reading 6.9 (B), 6.10 (F), etc. When lessons cover cross-curricular TEKS be sure to report all covered.
More helps for filling out the report:
Below are some definitions that will help us all be more consistent. Also, I mention DDI (Design and Delivery of Instruction) and the 8 stages of a lesson.
The definitions of each category are beginning to be clearer.
1st item - Days students are in school is simply a matter of counting from the school calendar. A few of you counted 19 or 21 days. During the month of April we had 20 days. I corrected your submission.
2nd item - Days Library provides service. This requires judgment. If the Library as a Library is being used even if you are gone should count. If the Library is closed and used for testing, it should not count. There are various situations in between. If the Library is closed half a day for a parent volunteer luncheon, you should count 1/2 day closed. The purpose is to see if the Library is being closed for reasons not related to Library services and programs. If you close the Library for a day so you can have a Reading Motivation party, then that should count as a day of Library service. Explanations why the Library is closed or does not provide service goes in line 2a.
3rd item - Technology lessons involve lessons given by you where you use technology, where you teach technology (Online resources, PowerPoint, etc...), and where you teach students how to use technology (online resources, evaluating web pages). You and/or students need to use technology in the practice phase and you need to monitor their use of technology. You using an overhead projector does not count.
4th item - Other lessons are lesson that you give to small groups or classes that do not integrate technology. There should not be many and someday should be none. Reading a story only, counts as an other lesson, unless you also tie the story into a lesson of how to use Meriwether to access the story (you must do more than tell). You would need to show and monitor. You are learning the 8 stages of a good lesson (DDI). I am going to suggest that a lesson to count it must incorporate at least 5 of the 8 stages. Leaning over a student's shoulder and telling them to click on the Gale link does not count as an integrated technology lesson (not that anyone would do that. I use it as an illustration).
5th item - Collaborative planning is more than calendaring/scheduling. It must involve two way communications between teacher and Librarian where both contribute to the design of the lesson to improve the lesson delivered by the Librarian or Librarian and Teacher. A teacher asking you to pull books on a subject is not collaboration.
6th item - Staff Development means Librarian teaching teacher something (probably about information access or reading motivation). I have asked that each of you include a few sentences of technology tips directed toward your teachers in your lessons to your students. This does not count as staff development. However, teaching teachers one-on-one, in small groups (grade level or department), or a few minutes before a faculty meeting do count. Good Staff Development should also include most of the stages of the Design and Delivery of Instruction (DDI).
7th item - Meetings attended should be fairly straight forward. If in doubt, read some of the research listed at the link at the bottom of the Library Resources Page entitles " More Library and Student Achievement Studies".
8th item - Most of you did this correctly. The process is that I send an e-mail out on the Friday before the week to count. You are to count everyone coming into your Library. The thinking is that if someone comes into your Library they are gaining some benefit from either the facility, the program, the materials, or you and they should be counted. About the only time you would not count someone coming into the Library is if they are passing through (that I can think of).
9th item - Circulation for the month. This is a simple Gateway report that Liz has trained you on. I believe there is a web page with instructions. The only question is whether you count all things circulated to all people or just books to students or a combination there of. I am leaning toward counting all circulation of all items.
10th item - is a list of the TEKS student expectations covered by your lesson. An observer should be able to tell by watching your lesson that you covered the TEKS student expectations. You may list all the TEKS that you cover, however, the ones tested are the essential ones to list and really for the sake of brevity should be the only ones listed.
I hope that with these definitions we will be moving toward a little more consistency.
Thanks
Barry
