TEM 4.0 For School Librarians Laurie Butler, Library Services Advisor 2014

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TEM 4.0 For School LibrariansLaurie Butler, Library Services Advisor20141ObjectivesReview the evaluation process and the TEM 4.0 librarians framework and rubric.

Look for ways to show evidence with this rubric.

Explore the librarians role in relationship to the new Common Core College Readiness Shifts

Explore a working list of artifacts to support each domain of the TEM 4.0 librarians rubric.

Take a quick look at the process in OASYS

Laurie Butler, 20132Questions to Keep in Mind throughout the Session. . .

How is my role as librarian impacting student achievement?How is my role as librarian supporting the increased rigor of the new Common Core State Standards?Laurie Butler, 20134The Observation ProcessWalk-Through-informalPre-ConferenceObservationSelf-ScorePost ConferenceProfessionalism-ongoingSummative

All observations are announced

The number and type of observations you receive is based on your track. Laurie Butler, 2013.4Library Media rubric - Process MapNOTES:All needed observation documents are located at www.mylearningplan.com.Every observation cycle MUST be completed within 7 calendar days (Per state law).Observations are a form of support and teachers may be observed between formal observationsDocuments that require aknowledgement are highlighted with a yellow box.Librarian uses Learning Loop and Post-conference observations and feedback as guide in choosing growth opportunities. Prior to the scheduled Post - Observation Conference, observer aligns evidence to the evaluation framework.Observer schedules Post - Observation Conference.The Steps of the Librarians Evaluation

www.mylearningplan.com.Observer observes the lesson. After the observation, the librarian completes reflection/score in My Learning Plan.With in seven days of observation, observer conducts a Post - Observation Conference with the educator. During the Post - Observation Conference, the observer will review the librarians reinforcement and refinement.(Score will be submitted. The librarian should acknowledge scores within 48 hours.)FOCUS of Post-Conference:

1.Reinforcement area of strength2. Refinement area to be strengthened3. Recommendations specific, actionable steps to improve practice.

Observer rates lesson and artifacts using the Library Media Specialist Rubric.Observer schedules a pre-conference and observation. Librarian is notified of scheduled observation.Librarian implements strategies in the classroom.Librarian continues to engage in professional development opportunities and grows.Prior to pre-conference, the librarian completes a pre-conference form (may upload artifacts or lesson plan) and provides portfolio to observerObservations are blended Lesson observations and artifacts (portfolio)Process repeats itself for all observations.

6PRE-CONFERENCELibrarians must complete a pre-conference form in OASYS 24 hours prior to their observation

Librarians should submit their portfolio at this time or before!Laurie Butler, 2013Pre-Conference FormExampleLaurie Butler, 2013

Complete the Pre-Conference form prior to the evaluation

Portfolio of artifacts to support all Standards will be due at the time of the pre-conference

8Overview of Librarians Framework and Rubric Has standards with indicators for each standard, unlike the classroom-based teacher rubrics which have domainsIs meant to paint a picture of a librarians practice and is NOT meant to be a check listIs easiest to process starting with Level 3 - Meets ExpectationsAttempts to strike the delicate balance between objectivity and subjectivity.Contains notes and footnotes which must be considered when rating and offer helpful examples of practiceLaurie Butler, 2013TEM LibrariansObservation Expectations and ProcessAll librarians must:submit 3-5 artifacts for each standard per observation. Artifacts may overlap (when appropriate) to cover 2 or more standards and must be noted submit artifacts at the pre-conference before the scheduled observation date for all standards maintain all artifacts in a portfolio to show consistency of practice

Principals/ Observers must:conduct the 1st observationPrincipals/ Observers may:solicit support from supervisors for observations after the first observationLaurie Butler, 20139CHANGES FOR TEM 4.0Observation of PracticeAll teachers will be observed using the TEM 4.0 rubric. Rubrics and/or addenda have been customized for the following teacher groups: Classroom Teachers, School Counselors, Librarians, Instructional Coaches, Social Workers and School Psychologists.Because of the changes to Student Growth weighting, described above, non-tested teachers will now have a larger weight placed on their observation scores. The number of observations will vary by teachers composite score from the previous year. Each observation track is described in detail in the Observation section of the TEM 4.0 manual:The Observation Tracks are: New teachers Teachers with Level 1 2 composite from 2013-14 Teachers with Level 3 4 composite from 2013-14 Teachers with Level 5 composite from 2013-14Laurie Butler, 2013Developing A Sample Artifact CollectionAt the SCS district wide librarians in-service in July & August of 2013, librarians met in grade level groups and again discussed artifacts for the assigned standards. This new list was compiled, sent to librarians, and will be discussed in this presentation.

We will look at each standard and consider some of the artifacts that a librarian could use to show evidence of addressing each standard.

Remember that these are only examples. It is expected that artifacts will vary from school to school.

Laurie Butler, 201311Artifact Collection Review

examples that may been seen with each standard

expect artifacts to vary from school to school

12

STANDARD 1 - INSTRUCTION: INQUIRE, THINK CRITICALLY, AND GAIN KNOWLEDGE1. A LIS consistently provides meaningful lessons and guidance to the school community on how to1. A. 1 Follow an inquiry-based process in seeking knowledge and making the real-world connection for using this process in real life

Laurie Butler, 2013

STANDARD 1 - INSTRUCTION: INQUIRE, THINK CRITICALLY, AND GAIN KNOWLEDGE1. A LIS consistently provides meaningful lessons and guidance to the school community on how to

Laurie Butler, 2013STANDARD 1 - INSTRUCTION: INQUIRE, THINK CRITICALLY, AND GAIN KNOWLEDGE1. A LIS consistently provides meaningful lessons and guidance to the school community on how to




Laurie Butler, 201318STANDARD 1 - INSTRUCTION: INQUIRE, THINK CRITICALLY, AND GAIN KNOWLEDGE



Laurie Butler, 201321STANDARD 2 - INSTRUCTION: DRAW CONCLUSIONS, MAKE INFORMED DECISIONS, APPLY KNOWLEDGE TO NEW SITUATIONS, AND CREATE NEW KNOWLEDGE







Laurie Butler, 201328STANDARD 3 - ENVIRONMENT: SPACE, RESOURCES, AND ROUTINES






Laurie Butler, 201334STANDARD 4 - PROFESSIONALISM AND PROGRAMMATIC GROWTH






Laurie Butler, 201340CHANGES Student Growth the state approved legislation to reduce the weighting of non-tested teachers Student Growth as measured by School wide TVAAS from 35% to 25%. As a result, the Observation will increase by 10%.

All Observations will be announced.

All announced Observations will include a pre-conference. It is recommended that artifacts be presented in the pre-conference.

Professionalism Rubric This will be for all teachers. All teachers (including librarians) will be observed using the TEM 4.0 Professionalism rubric, which is a revised version of Professionalism domain from the State of Tennessee TEAM Observation rubric.

Laurie Butler, 201341 LIBRARIANSStudent Growth Menu of Options Provided by TN Dept. of Ed25%Student Achievement Menu of Options Provided by TN Dept. of Ed 15%(State Mandated)Observations TEM 4.0 Librarians Rubric 55%Stakeholder Perceptions Not Applicable 0%Professionalism TEM 4.0 Professionalism Rubric 5%Laurie Butler, 2013Library Media rubric - Process MapNOTES:All needed observation documents are located at www.mylearningplan.com.Every observation cycle MUST be completed within 7 calendar days (Per state law).Observations are a form of support and teachers may be observed between formal observationsDocuments that require aknowledgement are highlighted with a yellow box.Librarian uses Learning Loop and Post-conference observations and feedback as guide in choosing growth opportunities. Prior to the scheduled Post - Observation Conference, observer aligns evidence to the evaluation framework.Observer schedules Post - Observation Conference.Forms for observation may be found on www.mylearningplan.com.Observer observes the lesson. After the observation, the librarian completes reflection/score in My Learning Plan.With in seven days of observation, observer conducts a Post - Observation Conference with the educator. During the Post - Observation Conference, the observer will review the librarians reinforcement and refinement.(Score will be submitted. The librarian should acknowledge scores within 48 hours.)FOCUS of Post-Conference:

1.Reinforcement area of strength2. Refinement area to be strengthened3. Recommendations specific, actionable steps to improve practice.

Observer rates lesson and artifacts using the Library Media Specialist Rubric.Observer schedules a pre-conference and observation. Librarian is notified of scheduled observation.Librarian implements strategies in the classroom.Librarian continues to engage in professional development opportunities and grows.Prior to pre-conference, the librarian completes a pre-conference form (may upload artifacts or lesson plan) and provides portfolio to observerObservations are blended Lesson observations and artifacts (portfolio)Process repeats itself for all observations.

Laurie Butler, 2013How to use Data?What are some examples of data?TCAP scoresSurvey dataTRAILS AssessmentSTAR Reading data AR ScoresiStation dataPre-tests and post testsIdentified needsSchool Improvement plans

Laurie Butler, 2013

45Its not enough to look at data. do something with it!Laurie Butler, 2013Tally or graph your survey results to show that you are meeting the needs of your patrons

Make purchases based on patron needs, interests and survey results

Provide resources and instruction to address identified needs

Use identified needs to guide your instruction

Thank you!Please contact Laurie Butler with any [email protected]. Lesson Plans with handouts & connectionsB. Yearly Curriculum PlanC. OPAC Lessons D. Print screen of OCE. Photos of students using OCF. PhotographsG. Students create flow chart of inquiry processH. KWL Charts (photographs)I. Big 6 evidence (posters, handouts, etc.)J. Super 3 Framework K. Thinking MapsL. Research based project M. Student ProductsN. TEL lesson plans O. Literacy NightP. Math & Science NightQ. Dewey Decimal SearchR. Career Week Career research projects* Anticipation guide questions* Internet safety lessons

1. A. 2Develop and refine a range of questions to frame the search for new understanding

A. Big 6 B. Super 3 Framework C. Students create flow chart of inquiry processD. Discovery Streaming questionsE. Lesson Plans that show Higher Order Thinking questions (Blooms)F. Graphic OrganizersG. KWL Charts H. Library Media Center WebsiteI. Questioning (i.e. feel, text direct, thinking)J. Samples of students workK. Guiding questionsL. Student journal entriesM. Detailed lesson plans showing standards and guided questionsN. Copy of professional journal, articles/resources related to instruction

1. A. 3Find, evaluate, and select appropriate sources to answer questions

A. Develop Pathfinders for teacher & student research B. Photographs and/or videos of students using reference materials for researchA. Library WebsiteB. Book Evaluation checklistC. WebQuestD. Graphic OrganizersE. Print & Digital sources for a topicF. Lesson on research sourcesC. Matching Game best resources G. Recommended reading lists for teachers & studentsH. Mysteries of Research Which reference book do I use to solve a mystery?I. Activities using TELJ. Screen shots of websitesK. Checklist for student evaluation of websitesL. Website: Instagrok lessonM. List of various questions or question stems representing range of levels (from lesson script) (Marzano or Bloom)

1. A. 4 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context

A. Utilizing TEL and reliable search engines (teach students about search engines other than Google) B. Library WebsiteC. Book Evaluation checklistD. Comparing & Contrasting resources (i.e. Periodicals, Fiction, Nonfiction)E. Online/Interactive lessons on .org, .edu sitesF. Teacher MaterialsG. Circulation ProceduresH. Confirm/Compare information online with information in booksI. Website evaluation for validity activitiesJ. Students locate articles for both sides of an argumentK. Copy of book/resource review from professional journal

1. A. 5 Read, view and listen for information presented in any format (e.g. textual, visual, audio, multimedia) in order to make inferences and gather meaning

A. Use Discovery Ed StreamingB. Learn 360C. Provide a variety of media for students & teachersD. Anchor ChartsE. PuppetsF. Read-AloudsG. Bulletin boardsH. Pamphlets & FlyersI. Photographs of students using a variety of media for student presentations (i.e. BrainPop, Videos, SMART Notebook, PowerPoints)J. Newspapers/NewslettersK. Student products that show work with various types of referencesL. Samples of PowerPointsM. Photographs and/or videos of students using computersN. Photographs of guest readersO. Read books & then journalP. Student reflectionsQ. Videos of LIS interacting with studentsR. Pre & Post TestsS. Genre cubes/Bio-cubesT. Lessons on evaluating sources

1. A. 6Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias

A. Evaluate a variety of sources (i.e. websites, text, videos)B. Lesson PlansC. Comparing & Contrasting resourcesD. Student JournalsA. Samples of student workB. Student scavenger hunt samplesC. Examples of flawed/misleading websites and focused lesson plan

1. B LIS consistently provides students the opportunity to connect ideas to their own interests, previous knowledge and experience

A. Interest survey for studentsB. Think, Pair, ShareC. KWL ChartsD. PhotographsE. Interdisciplinary collaborationF. List of Topic ChoicesG. Book Talk activitiesH. Photographs and/or videos of Reading FairI. Student work showing response to pictures or textsJ. Suggestion box, log of verbal suggestions, sample student interest surveysK. Memory box Draw a square. In 2 minutes write or draw what you know aboutL. Venn DiagramsM. Group list 4 items or parts about ___. (any subjectN. Campfire - group names aspects or items for a given subject.(teacher asks name an animal that has fur)O. Book Bingo (Google Book Bingo for cards )P. Book Review Bulletin boardQ. Suggested Reading Lists for students & teachers

1. C LIS consistently provides students the opportunities for students to seek information for personal learning in a variety of formats and genres

A. Allow students to select books for pleasure readingB. Book talks from a variety of genreC. Lessons on a variety of genreD. OPAC LessonsE. Interdisciplinary collaborationF. Extended library hoursG. Thank you notes from students, teachers, parents or communityH. Notes in lesson plans of student choice in medium (web, book, magazine, etc.) in individual discoveryI. Book club minutes with member suggestionsJ. Genre SignageK. Library OrientationL. Library Schedule w/addendumM. Circulation reportsN. Collection analysisO. Book Suggestion BoxP. Student work/copy of assignment for students coming to do researchQ. Students collaborate on questions to ask main character or author

1. D LIS provides opportunities for meaningful student collaboration related to inquiry and critical thinking

A. Evidence of Cooperative student research (work & photographs)B. Inquiry groupsC. Library Flex time for circulation & researchD. Student workE. BrainstormingF. Photographs and/or videos of students discussing/debating a book or topicG. Lesson Plans showing group work, noting group activities and formative assessment(s)

2. A. 1 Apply the critical thinking skills of analysis, synthesis, evaluation, and organization to information and knowledge in order to construct new understanding, draw conclusions, and create new knowledge.

A. Samples of student research workB. Utilize Big 6C. Utilize Super 3 processD. Lesson PlansE. Notes from Collaboration with teachers F. Outlines/graphic organizersG. Differentiated ProjectsH. Compare a fiction & non-fiction book on a topic (picture of product)I. Samples of completed research projectsJ. Photos of student created chartsK. Photos of choice boardsL. Comparison/contrast bulletin boards or posters of a book with its movieM. Collaboration log showing how each student participated

2. A. 2 Organize knowledge so that it is useful

A. Student JournalsB. Graphic OrganizersC. KWL ChartsD. Note taking lessonsE. TEL lessonsF. CyberSmartG. SMART Board lessons how to createH. Resource evaluations I. Book fairsJ. Note taking lesson artifacts K. Note cards & graphic organizers used in projectL. OutlinesM. CommonSenseMedia.orgN. Venn diagrams within lesson planO. Real world inspired lesson plans/activities

2. A. 3 Incorporate scaffolding activities that account for students differentiated learning levels using grade level content

A. KWL ChartsB. Think, Pair, ShareC. Students choose books according to their reading levelD. Use books on same topic but different levelsE. Samples of student workF. Variety of lessons differentiated learningG. Center or Workstation activitiesH. Show different forms of data usedI. Evidence of using materials of different levelsJ. Book displays showing different levels, languages, etc.K. Lesson sample with differentiationL. Lesson plans that show differentiation M. Grouping (assigned groups)N. Common formative assessmentsO. Exceptional Student & ELL modification instructions/suggestions from building level and/or SCS experts

2. A. 4 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations

A. Display student workB. Collaborate with teachers to assist in inquiry lessonsC. Extended lessonsD. Content area studiesE. TCAP test prep lessonsF. PowerPoint Presentations/LessonsG. Samples of text driven questioningH. Lesson PlansI. Creative book report formats, book covers, in character book reports, PowerPoints, brochuresJ. Group activities with discussion and comparison components

2. B LISs practices display understanding of students anticipated learning difficulties and are differentiated based on students needs.

A. Formative Assessment DataB. Student IEPsC. Use Discovery Ed Assessment DataD. All School-wide DataE. Book Displays with different reading levels & complexity of textsF. Differentiated Learning activitiesG. Emails of discussions with teachers for strategies for individuals and classesH. TUMBLEBOOKS Read to non readers and have books in different languages (screen shots)I. Samples of student journalsJ. Learning centers of different levelsK. Focus groupsL. Common formative assessmentsM. Exit ticketsN. Lesson plan notations following collaboration with activity adjustment/choices for anticipated difficulty or frustration

2.C LIS demonstrates how to use technology, social media, and other information tools to analyze and organize information in an ethical and responsible manner.

A. Internet Safety Lessons (Cyber Safety curriculum)B. Artifacts from Plagiarism lessonsC. Discovery StreamingD. GaggleE. Blog Usage LessonsF. Common Sense MediaG. OPAC usage lessonsH. Book Reports & ReviewsI. Book sharing sessionsJ. Copyright & Plagiarism lessonsK. Student Products using Web 2.0 toolsL. TEL (Tennessee Electronic Library)M. Evidence of SMART board useN. Photos of technology useO. Real world connections guided questions (accountable talk)P. Acceptable use contractQ. Modeling examples/products from lessons with classes, sample step-sheet examples provided to studentsR. Screen shots of computer programs/websites used by students

2.D LIS consistently provides opportunities for students to respond to literature and creative expressions of ideas in various formats and genres.

A. BlogsB. Book ClubsC. Book TalksD. Book ReportsE. National Poetry Month (April)F. Facebook Like Tags for book recommendationsG. QR Codes for book talks by studentsH. Create poems, about literatureI. PhotographsJ. Analyze different parts of a storyK. JournalsL. Form to allow students to rate books that they read or that were read to themM. Role-playing activities where students change the endingsN. Notations in lesson plans with choices available to students, photos or copies of student work that reflects individual interests

3. A LIS consistently enhances the library media center environment by collaborating with administrators, teachers and others to seek additional resources that will support improving students literacy achievement (this may include but not be limited to district, local, and state grants and other fiscal and human capital).

A. Teacher Survey & ResponsesB. Log Books of Media Center useC. Utilize resources such as grants, community & volunteersD. Teacher Materials Request FormsE. Use Pink Palace SuitcasesF. Copies of Teacher MemosG. Collaboration with teachers about lessons/curriculumH. Guest readers & authorsI. Meeting & Collaboration minutesJ. E-mails & letters requesting resourcesK. Teacher Wish ListsL. Grants (seeking & received list, allocation, etc.)M. Public Library collaborationN. Any website documentationO. Copies of InvoicesP. Fundraising documentationQ. Newspaper articles about events at your media centerR. Student requestsS. Suggestion boxT. Student interest surveysU. Participation in Read Across America and other reading programsV. Kick-off events for large project/focused studiesphotosW. Emails and notes from meetings with/from administratorsX. Students projects displayed-photos

3. B The LIS consistently ensures that library media center resources are available for all, regardless of ability, and at all appropriate times with flexibility and creativity within and beyond the school day, including extended hours and parent and community involvement programs.

A. Annual Library PlanB. Reading PromotionsC. Before & After school media center hoursD. Open circulation times for all studentsE. Parent VolunteersF. Book FairsG. BoxtopsH. Authors VisitsI. Little Free Library/Book SwapsJ. RIF (Reading Is Fundamental)K. Read For the RecordL. Read Across AmericaM. National Library Card Month (September)N. Sign In sheets for teachers, students, and communityO. Extended Hours Request FormsP. Library Usage LogsQ. Photographs of the library media centerR. Flyers & Handouts advertising Open/Flex HoursS. Library Media Center WebsiteT. Book ItU. Circulation ReportsV. SchedulesW. Library FlyersX. Card catalogue or parents resource centerY. Parents resources on school/library websitesZ. PTA Newsletter articlesAA. Reading Literacy DayAB. Photos of wide aisle and listed measurements for handicapped accessibilityAC. Programs from community programs, Open Houses, PTA meetings, etc.AD. Photos of student projects, art works, etc. on display in the libraryAE. Extended hours posted in brochures, signs, webpages, blogs, etc.

3. C Routines, procedures and behavioral expectations are evident and consistent to the extent of creating a culture of accountability and responsibility for the LIS, students, and staff.

3. C. 1Written procedures have been established to prioritize needs of the school community.

A. Library Media Center Rules/Expectations are postedB. Photographs of Library Media Center Rules/Expectations posted in libraryC. Student copy of Library Media Center Rules/ExpectationsD. Library Media Center ScheduleE. Students Library Monitors & HelpersF. e-mailsG. Library WebsiteH. Library Behavior Management PlansI. Email to faculty with procedures/policiesJ. Procedures posted on school/library websiteK. Challenged books committee & policiesL. Parent resource computerM. Parent resources on library webpageN. Copies of signs, brochures, webpage info., requests for purchases, etc.

3. C. 2Flow of the library rarely impeded inappropriate or off-task student behavior.

A. Library Media Center procedures are establishedB. Copy of Discipline LogC. Copy of Parent Contact LogD. Discipline/Rules/Expectation LessonsE. Photographs of students behaving in a manner that meets expectationsF. Photos of students on taskG. Copy of student sign-in logH. Library rules posted on table markersI. Photos of ample spaceJ. Library map

3. C. 3All students know and adhere to their roles and responsibilities and self-manage their behavior.

A. Library Media Center procedures are establishedB. Photographs of students on taskC. Student reflections of behaviorD. Library Media Center Orientation Lesson Plans & PresentationE. Map of room arrangement showing traffic flowF. Charts/maps showing various emergency drill locations (fire, tornado, lockdown, etc.)Copies of procedures and consequences (signs, brochures, webpage)Copy of SCS discipline referral

3. DCirculation procedures have been established to maximize use of library resources.

A. Library Media Center procedures are establishedB. Students check out a variety of genreC. Copy of Circulation proceduresD. Circulation ReportsE. Renewal options postedF. Hold/reservation system establishedG. Circulation allows multiple items out per personH. Open Floor or Flex SchedulingI. Copy of schedulesJ. Library HandbookK. Overdue lists emailed to teachers to encourage item returnsL. Use of fines to encourage item returnsM. Challenged books committee & policiesN. Adding photos of patrons to circulation systemO. Calendars for faculty check-out of laptop carts and other media (online or paper)P. Statistical information concerning class numbers, individual library patron visits, books circulated per month, etc.

4. ALIS consistently completes, in an effective manner, all administrative responsibilities related to managing the library media program.

A. Adheres to & performs all library responsibilitiesB. Monthly reports and/or program reports to Library Services highlighting date due and date submittedC. Monthly reports to school administration of library circulation, programs & library newsD. Policy ManualE. Library Media Center Program PlanF. Library Inventory highlighting date due and date submittedG. AMSI Inventory/Fixed Assets Inventory highlighting date due and date submittedH. Copy of Book orderA. Media Releases about the media centerB. Magazine ordersC. Audio-Visual orderD. AV maintenance procedures (acquisition/disposal

4. BRecords are turned in on time and are completely accurate.

A. Circulation ReportsB. Copy of dated reportsC. Copy of faxed reportsD. Collection AnalysisE. Library InventoryF. AMSI Inventory/Fixed Assets InventoryA. Book OrdersB. Volunteer LogC. Magazine/newspaper logsD. Purchase orders

4. CLIS continuously enhances the library media center environment by collaborating with administrators, teachers and others to seek additional resources that will support improving students literacy achievement (this may include, but is not limited to district, local, and state grants and other fiscal and human capital).

A. Notes from PLC and collaborative meetings B. Bibliographies and book lists created for teachersC. Literacy hourD. Teacher communicationE. Bulletin Boards (Photographs)F. Book DisplaysG. Promotional Activities H. Copies of requests & notes to and from teachers and administratorsI. Teacher Request FormsJ. Grants wonK. Donors Choose programA. Grant applicationsB. Awards receivedC. Create a Series list for libraryD. Library newsletter specifically for teachers

4. DLIS uses several formal and informal evaluation techniques on a regular basis in making decisions related to improving promotional activities incorporated in the library program.

A. Book Reports (evidence of understanding of books)B. Book Talks (evidence of understanding of books)C. Surveys (student, teacher)D. Discovery Ed dataE. EvaluationsF. Book suggestions for grade levelsG. TRAILS assessmentH. STAR assessmentI. Common Formative AssessmentsJ. Observation feedbackK. Suggestion boxes/lists

4. EPromotional activities incorporated in the library program consistently support students mastery of standards.

A. Link promotional activities to reading standardsB. Read for the Record evidenceC. Book Fair evidenceD. Read to Achieve evidenceE. Book It evidenceF. Professional journals

G. Library flyersH. Library newsletter highlighting promotional eventsI. Invitations to library eventsJ. Library Caf for studentsK. Read Across AmericaL. Book Fairs

4. FLIS consistently purchases a wide variety of genres and multicultural materials.

A. Collection Analysis Report B. Copy of Book OrderC. Requests/suggestions for book purchasesD. Monthly reportsE. Printout from circulation system of foreign language titles, titles in large print, books on tape, etc.F. Collaboration with ELL teacher & studentsG. Copies of signs noting translation services via online resourcesH. Photos of displays of books on different genres and multicultural materials