Steven Baule's presentation on how to communicate the value of a school library program.

1. Why & How to Communicate
your Library’s Value
Steven M. Baule, Ph.D.

2. WHY

3. [A]s Dr. Koch said, “We are in a world of
trouble for next year FY 11”. There will be no
federal stabilization dollars and we will begin
the year with a $1 billion gap. Next year can be
catastrophic if the legislature does not act to
increase much needed revenue.
LEND Update, July 22, 2009

4. The Background
• ISBE cut $180 million out of the 2010 budget
• Federal stabilization funding paid for five of the
General State Aid Payments last year and will
pay for five this year ( a total of 22%)
• AYP Standards are increasing meaning many
more schools will be “academically failing”
• The doomsday CPI for the 2010 Levy is 0.1%

5. Clearly every non-classroom, non-special
education expense is going to be seriously
considered for reduction from this point
forward until the state’s budget issues are
addressed

6. If school librarians can’t provide they make a
difference, they may cease to exist
Ross Todd, 4/1/2008
When Dennis Donley began his career nearly 35 years ago, he
joined a crew of 40 teachers who staffed every middle and
high school library in the San Diego school district.
As Donley enters retirement, there will be 11 full-time,
credentialed librarians assigned to San Diego secondary
schools next year. Most of the dozens of campuses will share
librarians or employ half-time clerks — a far cry from the
1970s when the district had one of the most progressive
school library systems in California.
San Diego Unified, along with other districts across the state,
has whittled its library staff while struggling with budget cuts.
This year, districts were allowed to use state funds meant for
libraries to help balance their spending plans.
LIS News 7/9/2009

7. Teaching used to be fun; it
was teach, coach, play. It
isn’t that way anymore.
~ Teacher exit interview, 2009

8. HOW

9. Answer These Questions
• How do school libraries impact student learning? How do
they help students learn?
• Do students who have been taught information skills
perform better academically?
• How do we ensure that our school libraries are
sustainable and accountable—in infrastructure,
personnel, resources, and instructional processes—so
that optimal student outcomes are achieved?
• How do we spread the word about the impact of school
libraries on student achievement and demonstrate their
educational, social, and cultural value?
Ross Todd, Evidence Based Manifesto

10. In this Format
0
50
100
150
200
250
300
350
2004 2005 2006 2007 2008
4th Grade ISAT
Scores with Library
Use
4th Grade ISAT
Scores

11. Align to Standards
Align every project to student achievement, state
learning standards, a strategic plan, etc.
 There is no room for fluff in the current
landscape
 Each dollar spent must have a direct positive
impact on student achievement, safety or
another clearly identified student need
 Standards from third parties have little or no
bearing if they are not tested or do not result in
clearly identifiable data points

12. Align to and Support Strategic
Directions
• Ensure any program or project is supportive of
and aligned with the school or district’s strategic
plan
• Involve yourself in any planning efforts to
ensure the library’s needs are addressed in the
process

13. Focus on Students
• Always focus on what the program will allow
students to do.
• Statements in the form of “Students will be able
to….”
Example:
“I need four new computers for the library catalog
system”
“If we had four more computer workstations in the
library, students would be able to …….”

14. Prove your Worth: One
administrator at a time
• Provide information to your administration
• Find out what they are looking into
 Faculty meetings, district goals, SIPs, etc.
• Point out newspaper articles of interest, etc.
• Send links to websites, etc.
• If they are involved in research or graduate
school, offer to help
 Nothing will explain the value of a SLMS like
seeing one in action

15. Make Sure You are the Go-To
Person for Grants
• If the school is about to look to fund a new
program, immediately go find information about
grant opportunities
• Always offer to help proofread grant materials
• Grants are a huge concern. If you can become
the grant rainmaker, you will be beloved by your
administration
• Many federal grant dollars are lost each year or
turned back to a higher level
• Determine what kind of purchases you might be
able to make under the federal and ISBE grants
available to your school
• Make sure your school/district is aware of Illinois
State Library programs

16. Be Informed and Participate
• Committee work
• Faculty meetings
• Professional organizations

17. Learn about the Budget
• When you request
something, have an idea of
where the money can come
from
• Learn your building budget
• Figure out ways to cut
extraneous expenses
• Be willing to cut sacred
cows in your own budget.
Even Delhi is starting to
clear out the cows!

18. • Student Demographics
 Total population
 Ethnic
 SES
 Migration rate
• Test Scores
 ISAT
 PSAE
• ACT
– Scores
– Percentage participation
• Work keys
 PSAT / SAT
 MAP
 AP Exams
• Total exams taken
• Total students participated
• Mean scores
 AIMSweb
 Common assessments / Final Exams
• RTI data collection
 Number of students involved in
individual interventions
Special Services Participation
IEP rate / services provided
ESL / ELL services
Gifted services
Early Childhood services
AP participation
Number of students who exit IEP services
High School Completion
College matriculation
Graduation rate
Dropout rate
Percent of students with college experience (dual
credit, articulated courses, AP courses)
Number of WJHS graduates who matriculate to
WHS
Truancy rate
Class Sizes
Attendance rate
Discipline rates
Suspension rate
Office discipline referrals
Grade distribution
Department
Grade Level
Credits
Credits earned
Failure rate
Extra Curricular participation rates
Staff data
Certification
Degrees
Length of service
Salary information
Attendance
Outside professional recognition

19. AP Exam Scores impacted by
Library Use
• AP History Exam
Scores
 Students who used the
library v. student who
didn’t regularly use the
library
 Teachers who used
library resources or
collaboratively planned

20. Some Additional Potential Data
Points
• Performance on X test by students who
check out leisure reading materials v. those
who don’t.
• Impact of library time v. attendance
• Participation in a book club v. GPA

21. Questions