1. Mission Statement and Long-Range Comprehensive Management Plan
Ganns Middle Valley
Elementary School
Mission Statement and Long-Range Comprehensive Management Plan
Holly Wilson
MLIS 5060
December 1, 2012

2. School Overview
Ganns Middle Valley Elementary is located in Hixson, TN.
Ganns was built in 1937, and an addition was built in 1978.
As of Fall 2012, additional property beside the school was purchased in order to build a new school. There is not a timeline for this build as of now.
Ganns has an ESOL program due to the numerous Hispanic and Japanese students enrolled at the school.

3. Student Demographics
Ganns has 567 students enrolled in grades Kindergarten through 5th grade.
The percentage of economically disadvantaged students at Ganns is 48.3%. This is just below the percentage required to qualify for Title I funds.
72 students receive Exceptional Education services, including Speech Only and Gifted.

4. Faculty/Staff Demographics
29 Certified regular ed. teachers
2 Paraprofessionals
1 librarian
2 music & PE teachers
1 ESOL teacher
1 Literacy Coach
2 Certified exceptional education teachers
2 Part-time Speech/Language Pathologists
1 Principal
1 Guidance Counselor
2 Office staff
2 Part-Time Nurses

5. Percy Grant Library A large rectangular room
large enough for the building’s original student capacity, but currently too small
The shelving sits mostly along the walls, except for nonfiction and an Easy books shelf.
Circulation desk is in the middle of the room
with the librarian’s desk (no office)
Group area on the floor
Tables and chairs area is tight and difficult to walk through.

6. Percy Grant Library Staff Program Technology
1 full-time almost - certified librarian
5th grade student volunteers
Two faithful parent volunteers
Program
Fixed schedule – 7-8 classes/day
Some collaborative lessons, mostly librarian lessons
Open checkout after school Tuesday, before school Thursday
Accelerated Reader
Volunteer State Book Awards
Book Fair
Technology
4 Student computers
Projector and pull-down screens
1 Circulation computer-uses Atrium for automation system

7. Areas that Need Updating
Collection
Collection size: 8,460 items
Average age: 19 years (1993)
Budget for : $0 plus Book Fair profits
Books per student: approx. 15
Areas of Strength
Social Studies
Fiction
History/Geography
Biography
Areas that Need Updating
Reference
General Works
Easy Books
Math

8. Collection

9. GMVES Mission Statement Library Mission Statement*
Mission Statements
GMVES Mission Statement
Library Mission Statement*
The mission statement of Ganns is to be a secure, positive, and caring environment that ensures students will have the knowledge and skills that are the foundation of life- long learning.
The mission of the Percy Grant Library at Ganns Middle Valley Elementary is to be a caring, secure, positive environment where students will learn the Information Literacy skills that are the foundation of life-long learning.
* This mission statement was created by Holly Wilson. The library’s mission supports the school’s mission because if students are learning the Information Literacy skills they need, it will prepare them for all levels of learning and occupations.

10. Collection Goals Objective Timeline Evaluation
Goal: To provide quality materials for all Ganns’ students’ curricular and extracurricular
needs that contribute to their journey in life-long learning.
Objective
Timeline
Evaluation
Purchase more Easy fiction and non-fiction books for grades K-2, aligning them with Common Core Standards and paying attention to Hispanic, Japanese, and individual gender interests.
Years 1-3 (Books purchased each year.)
Add books each year for three years. Survey teachers and students on coherence with the curriculum and interest in new books.
Purchase fiction and nonfiction books for older students at lower reading levels, aligning them with Common Core Standards.
Years 3-5 (Books purchased each year.)
Add books each year for three years. Survey teachers and students on coherence with curriculum and interest in new books and to adjust future purchases.
Add fiction and nonfiction eBooks, selecting nonfiction which align with Common Core Standards.
Years 4-5
Several eBooks will be added each year over a two-year period. Circulation statistics of the eBooks will be used to determine satisfaction and current needs.
ALA-AASL 2010 Standard 2.3 Respect for diversity: Candidates demonstrate the ability to develop a collection of reading and information materials in print and digital formats that support the diverse developmental, cultural, social, and linguistic needs of P-12 students and their communities.
ALA-AASL 2010 Standard 5.1 Collections: Candidates evaluate and select print, non-print, and digital resources using professional selection tools and evaluation criteria to develop and manage a quality collection designed to meet the diverse curricular, personal, and professional needs of students, teachers, and administrators. Candidates organize school library collections according to current library cataloging and classification principles and standards.

11. Facility Goals Objective Timeline Evaluation
Goal: To provide a safe, comfortable learning environment where all students and
faculty can access materials needed regardless of ability, gender, or race.
Objective
Timeline
Evaluation
Create an area for leisure reading for patron use.
Years 1-2
Add a colorful rug and small soft seating (floor cushions) each year. Monitor use by patrons to collect data about how often it is used.
Replace current circulation desk with lower, shorter desk for easier accessibility for all patrons, especially young students. Clean out storage room to store materials from prior circulation desk.
Year 3-4
Survey students to determine satisfaction with more accessible circulation desk. Monitor ease of obtaining needed materials from storage room as opposed to retrieving them from circulation desk. Move materials each year as needed for ease of use.
Shift student tables to open floor space to give improved access to Nonfiction shelving.
Year 5
Monitor traffic patterns from main entrance to Nonfiction section to collect data about easier accessibility.
ALA-AASL Standard 2.2 Reading promotion: Candidates use a variety of strategies to promote leisure reading and model personal enjoyment of reading in order to promote habits of creative expression and lifelong reading.
ALA-AASL Standard 3.2 Access to information: Candidates support flexible, open access for library services. Candidates demonstrate their ability to develop solutions for addressing physical, social and intellectual barriers to equitable access to resources and services. Candidates facilitate access to information in print, non-print, and digital formats. Candidates model and communicate the legal and ethical codes of the profession.
ALA-AASL Standard 5.3 Personnel, Funding, and Facilities: Candidates apply best practices related to planning, budgeting, and evaluating human, information, and physical resources. Candidates organize library facilities to enhance the use of information resources and services and to ensure equitable access to all resources for all users. Candidates develop, implement, and evaluate policies and procedures that support teaching and learning in school libraries.

12. Staffing Goals Objective Timeline Evaluation
Goal: To be a life-long learning librarian and provide learning opportunities for staff
and students.
Objective
Timeline
Evaluation
Attend TASL conference.
Years 1-5
Document benefit and use of knowledge gained at conference as applied in library each year.
Provide teachers and staff with training regarding digital resources for diverse students (including teaching different genders, and meeting Hispanic, Japanese, and Exceptional Education student needs) and technology each semester.
Years 2-3
Work with administration to identify training needs aligned with Common Core, develop and document trainings. Survey teachers and staff after each session on quality of trainings, and survey later on for use of training information in classroom.
Develop a student volunteer handbook and training for 5th grade volunteers regarding reading shelves & call numbers, check in and out procedures and assisting patrons.
Years 4-5
Document training, assess student volunteers on their understanding, and monitor application by student volunteers each year to tweak training and handbook as needed.
ALA-AASL Standard 1.3 Instructional partner: Candidates model, share, and promote effective principles of teaching and learning as collaborative partners with other educators. Candidates acknowledge the importance of participating in curriculum development, of engaging in school improvement processes, and of offering professional development to other educators as it relates to library and information use.
ALA-AASL Standard 4.2 Professional development: Candidates model a strong commitment to the profession by participating in professional growth and leadership opportunities through membership in library associations, attendance at professional conferences, reading professional publications, and exploring Internet resources. Candidates plan for ongoing professional growth.

13. Technology Goals Objective Timeline Evaluation
Goal: To support student learning by providing necessary digital tools that help them
prepare to be life-long learners.
Objective
Timeline
Evaluation
Add a Promethean Activboard to the library.
Years 1-2
Raised money by end of year 1 and installed by the end of year 2. Survey students on satisfaction of lessons taught with Activboard.
Add a printer for student use with student computers.
Year 3
Student printer installed by the end of year 3.
Purchase 5 e-Readers or iPads to meet the needs of lower socioeconomic students.
Years 1-5 (Add 1 e-Reader each year.)
Survey students and parents to gauge satisfaction with and usability of e-Readers/iPads each year. Revise purchase schedule as surveys and monies deem necessary.
ALA-AASL Standard 3.3 Information technology: Candidates demonstrate their ability to design and adapt relevant learning experiences that engage students in authentic learning through the use of digital tools and resources. Candidates model and facilitate the effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research, learning, creating, and communicating in a digital society.
ALA-AASL Standard 5.3 Personnel, Funding, and Facilities: Candidates apply best practices related to planning, budgeting, and evaluating human, information, and physical resources. Candidates organize library facilities to enhance the use of information resources and services and to ensure equitable access to all resources for all users. Candidates develop, implement, and evaluate policies and procedures that support teaching and learning in school libraries.

14. Programming Goals Objective Timeline Evaluation
Goal: To offer as many opportunities as possible to complement the school’s
curriculum and to assist students in their pursuit of life-long learning.
Objective
Timeline
Evaluation
Collaborate with at least 1 teacher per grade level each semester to teach a collaborative lesson.
Years 1-5
Assess students to validate success of collaboration. Meet with/survey teachers collaborated with for input on positives and negatives following lesson. Add additional teachers to the collaborative effort each year.
Schedule a Family Literacy Night twice per year to assist lower socioeconomic families with reading activities.
Years 3-4
Review attendance of Family Literacy Night and survey parents for usefulness of information and activities learned there. Revise as needed.
Coordinate an author visit.
Year 5
Attendance of author for visit. Survey students and teachers on quality of visit and pertinence to curriculum and reading promotion. Ask for suggestions on future authors to visit.
ALA-AASL Standard 1.2 Effective and knowledgeable teacher: Candidates implement the principles of effective teaching and learning that contribute to an active, inquiry-based approach to learning. Candidates make use of a variety of instructional strategies and assessment tools to design and develop digital-age learning experiences and assessments in partnership with classroom teachers and other educators. Candidates can document and communicate the impact of collaborative instruction on student achievement.
ALA-AASL Standard 2.1 Literature: Candidates are familiar with a wide range of children’s, young adult, and professional literature in multiple formats and languages to support reading for information, reading for pleasure, and reading for lifelong learning.
ALA-AASL Standard 2.2 Reading promotion: Candidates use a variety of strategies to promote leisure reading and model personal enjoyment of reading in order to promote habits of creative expression and lifelong reading.

15. Bibliography
Chance, R. (2010). Family literacy programs—Opportunities and possibilities. Teacher Librarian, 37(5), Retrieved from .ebscohost.com.library.trevecca.edu/login.aspx?direct=true&db=llf&AN = &site=ehost-live
Harris, C. (2012). How to get started. School Library Journal, 58(4), 28.
Retrieved from /login.aspx?direct=true&db=llf&AN= &site=ehost-live
McNair, E. (2012). Print to digital: Opportunities for choice. Library Media Connection, 30(6), Retrieved from .com.library.trevecca.edu/login.aspx?direct=true&db=llf&AN = &site=ehost-live
Nelson, Jeanne. (2010). Library staffing benefits Latino student achievement. CSLA Journal, 34(1), Retrieved from .com.library.trevecca.edu/login.aspx?direct=true&db=llf&AN= &site=ehost-live
Simonyi, S. (2007). Time for a change. Knowledge Quest, 35(3),
Retrieved from /login.aspx?direct=true&db=llf&AN= &site=ehost-live