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Hightower Trail Elementary School Strategic Management Plan
Kayla Smith & Jasmine Swarns
Georgia Southern University
FRIT 7331: Leadership of the Slmp
Dr. Robin Wofford
April 17, 2022

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(Hightower Trail Elementary School, n.d.).
COMMUNITY PROFILE
The suburban town of Conyers, GA has a population of 15,986 (United States Census
Bureau, n.d.). One major employer of the Conyers community is the Rockdale County Public
School system. Conyers also generates careers and employment opportunities in other industries
including Golden State Foods, and Piedmont Rockdale Hospital (Conyers Rockdale Economic
Development Council, 2019). The employment rate was recorded as an increase of 8.92% in
2019 making the median income $44,367 and totaling 7,145 members of the workforce (Data
USA, n.d.). As a leading employer with 19 public schools in the Rockdale County School
District, Hightower Elementary is 1 of 11 elementary schools in the district.
Established in 1988, Hightower Trail Elementary is located just north of the Georgia
International Horse Park. The name Hightower is in honor of the Hightower Trail, which runs
through north Rockdale County and was once traveled by American Indians and pioneers who
inhabited this area. During the Westward Expansion in the 1800s, the trail was used as a trading
path from the Augusta area. It also marked the boundary line dividing the Creek and Cherokee
tribes. The history of the area lives on in the traditions of Hightower Trail Elementary School.
For example, rich in its historic heritage, not only is the school mascot an American Indian

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named Chief Trailblazer, but also the school colors are red and gold. The hues represent the red
Georgia clay and the breathtaking gold colors seen in the area on a beautiful autumn day
(Hightower Trail Elementary School, n.d.).
Hightower Trail Elementary School employs 50 faculty and staff members in the
Pre-K-5th grade setting. 574 students with varying backgrounds and socioeconomic statuses are
dispersed among these grade levels. An administrator, assistant principal, and counselor are
housed at HTES. In the Kindergarten, 1st, 2nd, 3rd, and 4th grade settings the majority are
certified homeroom teachers at each grade level. In the upper elementary, 5th grade is staffed
with 4 teachers that are departmentalized by subject. To support the learning needs of the student
population and special education subgroups, two gifted teachers and two special education
teachers are employed by the school. There are two instructional coaches on staff to collaborate
and support the needs of the teachers (Hightower Trail Elementary School, n.d.).
The library is open from 8:00-2:00 and is staffed with a certified media specialist and a
full time paraprofessional. The library is organized using a flexible schedule where classes are
assigned a day to check out books and listen to a read-aloud. Students are encouraged to use the
online database, Renaissance for additional text and complete an Accelerated Reader test for
comprehension.

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Figure 1
With the population of 15,986 recorded in 2019 in Conyers, GA, Figure 1 shows the
demographics of community members (United States Census Bureau, n.d.).
Figure 2
Figure 2 compares the 2019 College and Career Ready Performance Index for Hightower Trail
Elementary School to the state CCRPI for elementary schools in Georgia. The highest area of

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performance is seen in the progress domain. The progress data represents growth in English
language arts and mathematics with English learners progressing toward language proficiency
(Gadoe, n.d.).
Figure 3
Figure 3 compares the 2021 Georgia Milestones Reading Assessment scores for grades 3-5 at
Hightower Trail Elementary to the state scores (Gadoe, n.d.).

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Figure 4
Figure 4 compares the 2021 Georgia Milestones Mathematics Assessment scores for grades 3-5
at Hightower Trail Elementary to the state scores (Gadoe, n.d.).
Figure 5
The evidence from Figure 5 shows that 56% of Hightower Trail Elementary Schools faculty
members are certified teachers, 3.9% administrators, and 39.5% staff.

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Figure 6
With a population of 576 students, Hightower Trail Elementary School serves many subgroups
including: 59.9% Black, 14.6% Hispanic, 2% Asian/Pacific Islander, 3.7% Multi-Racial, 19.8%
White, 74.1% Economically Disadvantaged, 9.1% English Learners, 14.9% Students with
Disabilities.
Google Document Link-
https://docs.google.com/document/d/1dRxs9RBSXK7f_rHgnqQtvR-csuULeCMszOZF4PEr
Dg0/edit?usp=sharing
Part 2
The Mission of Hightower Trail Elementary School
The Hightower Trail library is committed to developing lifelong learners and users of
information by supporting and providing access to print, electronic resources, media, design
space, and informational services. Our mission is to nurture 21st century learners by creating an
innovative inviting environment to share with the school and community.

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Analysis of the Mission Statement
Our media center at Hightower Trail Elementary School does not have a mission
statement. Therefore, we wrote our own. The proposed Mission Statement refers to the article
The American Association of School Librarians (2009), which creates a learning environment
that “empowers students to be critical thinkers, enthusiastic readers, skillful researchers, and
ethical users of information.” Schaffhauser (2013) further reminds all libraries that we “ought to
be engaging these kids actively in both cultural and social participation.” His analysis of this idea
generated ideas and reflection about the library’s mission statement. After reading the article, we
realized that the five key components for writing a purpose/mission statment for a school’s
library also focuses on these four guidelines, making it the foundation of a strong purpose driven
library.
The media center’s mission is also supported by the National School Library of the Year
Award Rubric (n.d.), under the explore domain. The rubric says the school library should,
“support learners’ personal curiosity.” When the library supports students' interest, students are
more engaged, which encourages learning. Helping students grow in their interest and learning
through creation and collaboration while cultivating an engaging active learning hub is a top
priority at HTES.
Advocating for both print based literacy and a digitally rich library enables teachers and
students to access a variety of information. Having these resources fosters collaboration among

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students and teachers. It also gives students an opportunity to interact with evolving information
and technology in an ever evolving world.
Furthermore, the rubric suggests that the library should also create an evidence based
learning environment that promotes learning, technology, and innovation, which is noted in the
mission of the library at HTES. The mission also demonstrates a relationship with stakeholders
promoting engagement and interest between the community and the school library. This notion
supports a proactive connection of the school media program to the local learning community
and beyond.
Part 3
Hightower Trail Elementary Library Services
The Hightower Trail Elementary School media specialist serves the school in many
capacities. The media specialist strives to create an environment that “encourages reading for
learning, reading for pleasure, and reading for life.” (GADOE, n.d.) The roles include K-5
instructor, instructional partner, informational specialist, program administrator, and leader. The
media specialist has the role of an instructor when providing students with instructional
strategies on library skills, computer skills, and integrating classroom content with a specific
text.
The media center is designed to meet the needs of various patrons, including space
students who may be in a wheelchair or walker. The library has a designated space for English
Language Learners that is categorized by genre and lexile level, this space has an array of picture
books and materials with spanish and english text. The teacher resource room is housed in the

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library with class sets of guided reading, leveled readers, manipulatives, and games that will aid
in students learning in the classroom setting. The media specialist also services teachers by
programming and distribution of county identification cards.
Instructor:
● Teaching K-5 students library skills
● Teaching K-5 students computer skills
● Teaching K-5 students digital citizenship
Instructional Partner
● Partner with teachers, parent coordinator, and counselor to purchase material to support
students, standards, subgroups and emotional needs
Informational Specialists
● Cataloging material
● Ordering collection material
● Library circulation
● Acting as copyright advisor
● Purchasing school level software material and licensing
● Managing passwords for programs
● Organize and facilitate Chromebook and iPad circulation to students and chrome carts to
teachers

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Program Administrator
● Maintaining purchase orders and an accurate budget
● Maintaining accelerated reader
● Implementing needs presented by the media committee
● Fall and spring book fair
● Title I inventory and documentation
Leader
● Serving on the leadership team
● Forming a media committee with stakeholders, administrators and teachers
● Serving on the district technology committee
● Communicating technology developments and library praises with community, teachers
and students
Circulation Policy
Patrons at Hightower Trail Elementary School adhere to different policies depending on
grade level. The library is organized by lexile and students are encouraged to not checkout above
their lexile range. All grades can flexibly frequent the library. Overdue notices are sent home in
Monday folders every two weeks. Students are only allowed to have two books at a time. If a
book is not returned, the student may not checkout. Students do have access to Destiny Discover,
giving them the ability to search for books online before coming to the library.

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● Kindergarten and 1st grade students check out books when classroom teachers feel they
are ready, usually depending on sight word evaluations. Some Kindergarten teachers
checkout a class set of books under their name for classroom reading.
● 2nd grade students check out two picture books based on lexile with the exception of the
two advanced content classes. They check out two picture books and a chapter book
based on their lexile level. Other second grade students checkout chapter books when
their lexile level meets that expectation.
● 3rd-5th grades check out one picture book and one chapter book based on lexile
● Teachers can checkout an unlimited amount of books
● There is no circulation policy for parents
● If a book is damaged or lost, students may not check out an additional book until the
book is returned or the fine is paid.
● Teachers are fined for any items that aren’t checked in at the end of the school year.
Scheduling Policy:
The library is open from 8:00-2:30. The media specialist teaches activity classes from
8:20-10:45. Then in the upper grades activity from 12:50-2:25 Monday-Friday. Due to the
number of classes per grade level, the media specialist sees students every 7 days. The lessons
are planned collaboratively with teachers and based on the Georgia Standards of Excellence.
Many students also checkout a new book during their activity time. A paraprofessional is housed
in the library for circulation and shelving. Therefore, the library operates on a is accessible
throughout the entire school day for book checkout, but the media specialist is not always in
attendance. The library is also available for whole class checkout at the teacher’s convenience.

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Ethics and Legal Principles
The copyright and internet usage policies are located in the 2021-2022 HTES Staff
Handbook, which is read and signed by teachers at the beginning of each school year. Copyright
policies are also placed above each copy machine. Under TKES standards 9 & 10, Technology
and Media, the handbook reminds teachers of appropriate technology usage and integration. Not
only are teachers required to sign agreeing to the terms of the HTES handbook, but parents are
also required to sign an internet usage agreement. With internet usage being a daily occurrence, it
is imperative for students to learn early about their digital footprint. Therefore, the media
specialist is responsible for teaching digital citizenship to students K-5 using lessons from
Common Sense Media. With hacks in cyber security being on the rise across the country, the
media specialist is also required to attend cyber security webinars and act as an advocate for
internet safety at the school level. The district purchased GoGuardian two years ago to help
ensure internet safety. GoGuardian is an educational technology company used to help teachers
manage internet usage and track students' daily online activity. The program also alerts
administrators if students are searching inappropriate content.
Assessment of the School Library Media Services
At HTES the media specialists acts as an instructional partner for teachers and
implements instruction that enhances library and research skills. The lessons are engaging and
draw students to the media center. One area of growth would be the integration of Web 2.0 tools
to enhance learning. Students use PebbleGo and GALILEO to research information. Since the
Media Specialist only sees the same class of students every 7 days, following the research with

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an application tool can be challenging. A maker space would be a great next step for this library
to create a 21st century library.
The only e-books used by students are on EPIC. Oftentimes during book checkout
students who are not checking out will explore books on EPIC or EPIC is used to further read
books about a research topic. Integrating more ebook programs and technology would help
create a more virtual space and a complete 21st century library. One simple solution would be
reaching out to Destiny Discover to explore their options for ebooks and audiobooks. The
librarian plans to attend a few conferences next year to help close this gap for learners. Overall
there is an alignment between services offered and services given, but a few adjustments to
digital platforms need to be made.
Adjusting the school’s Accelerated Reader subscription to add ebooks and audiobooks
would also be a great option. The media specialist is the program administrator for Accelerated
Reader. Students are given goals every 6 weeks. Goals are set based on lexile levels. The
librarian places weekly reports in teachers boxes, highlighting students who have met their goal
by points and with an 80% or higher comprehension rate. Students who have met their goal have
an “AR star” placed on a bulletin board with their picture. They are also given a little prize from
the library. Two AR parties are offered for students who have met their goal. One movie party in
December and a party in the park in May. The librarian keeps up with students who have met
their AR goal each 6 weeks and can attend the party. Collaboration between the public library
and school library allows students to sign up for a public library card at the party in May for
summer reading and book checkout. These efforts bring hope to a feeling of success for readers
to promote lifelong learning and higher reading proficiency.

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Furthermore the media specialist attends media committee meetings every month to
discuss glows and grows. She currently requested additional Chromebooks for each grade level
due to an increase in student population. She keeps a google doc assigning each kindergarten and
1st grader to an iPad and assigning Chromebook and carts to 2nd-5th grades. The librarian is
often seen checking technology in classrooms for inventory purposes. Our school is having a
Title I audit in the spring and she has checked off and documented all resources for the district.
Last month the library hosted a very successful book fair with over $11,000 in sales. The
media specialist organized volunteers and collaborated with PTO for a Pastries with Parents
event to bring in stakeholders.
These efforts are only possible thanks to the help and collaboration of the
paraprofessional who is full-time in the library. As defined by GADOE (n.d) Library Media
Services, the librarian works on a fixed schedule due to activity classes, which does not align
with the GaDOE expectations for school libraries. Also, under the Flexible Scheduling
Guidelines by the DOE library time should be a, “collaborative teaching experience that requires
the expertise of both the classroom teacher and the library media specialist.” HTES did abide by
these guidelines before COVID, but due to class numbers the school does not abide by these
guidelines today. Thankfully a full time employee occupies the media center all day keeping it
accessible to students and staff. Although unforeseen consequences such as circulation are a
result of not having a certified teacher in the library.

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As mentioned above, one area of concern would be circulation and students access to
books of interest. Lexile levels and risk of loss are two factors hindering student access to books.
Because the media specialist is often fulfilling teaching or other duties, circulation is left to the
paraprofessional. The paraprofessional is a stickler for lexile ranges. Students may only check
out books 100 points below their lexile and 50 points above. She often asks for their lexile and
sends them to reshelf books that are not in their range. Many teachers notice students developing
a frustration with finding a book. The media specialist has also noticed a decrease in students
meeting their AR goal in 3rd-5th grades. Perhaps this is because they did not develop a love for
reading in the primary grades due to parameters placed on book checkout. The article, Reading
by Grade Three: How Well Do School Library Circulation Policies Support Early Reading?'
(2012) The authors highlight the idea that access to books increases achievement. The article
further explains that, “access is not dependent on age or reading ability.” To develop a love of
reading children must have a free choice in what they read. Adding e-book and audiobooks as an
option for 3rd-4th graders using programs they're already familiar with like Accelerated Reader
and Destiny Discover would also increase access to students.
Lastly, to better promote reading for pleasure our attitude about checkouts must change.
One major change would be going back to a flexible schedule so that the media specialist and
classroom teachers can together promote appropriate development and interest for library books.
Another change suggested by Johnson and Donham (2012) would be revisiting our loan policies
and the number of books students can checkout in kindergarten through 2nd grades.

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As you can see, the school librarian is adhering to her role as instructor, instructional
partner, program administrator and leader. HTES aligns with the Georgia Department of
Education’s vision for school libraries to, “promote collaborative library media environments
that empower library media specialists to be innovative and build relationships.” (GADOE, n.d.)
To complete a 21st century media center areas such as scheduling, circulation, and the addition
of e-books must be addressed.
Part 4
Hightower Trail ES Facilities
At Hightower Trail Elementary School the library is placed in the center of the school
with windows along the hallways. Due to the location of the library many students and teachers
use it as an intersection from one hallway to the other. The library is cheerful with vibrant colors
and book displays. The library is housed with comfortable seating to promote leisurely reading.
There is a section of the library for story time. This area has a smartboard and sound system with
area surround sound. The 25 ipads in this area of the library are used for research and digital
exploration. Eight tables for student production stations are spread throughout the library. Facing
the workstations is a projector and screen with a sound system. Students are often seen working
on their chromebooks or ipads in these areas.
The organization of the library is very kid friendly. All easy fiction books are organized
by lexile. Paperback books are placed in bins by lexile. Fiction chapter books are organized in
the fiction section and nonfiction books are organized by the Dewey Decimal System. There are
two circulation stations for students to checkout books. The circulation desk is appropriate for
this age. Students place books to return in a black basket. They line up on “feet” to scan their

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library card and books. The circulation desk is uncluttered, organized and clearly labeled. The
area has a copier for library staff/teachers, which also increases traffic in the library. The media
center does not have an office for the library staff, instead the staff uses the circulation desk. The
resources in the library are very accessible to all students. The shelves, tables and books are
wheelchair accessible, not crammed and the overall area is a great size.
The district and school uses clever, which allows students to connect to digital resources
at home. Using this tool, students are also able to access Destiny from home. Every student and
teacher uses a single sign on log-in and password to search the catalog. Follett Destiny is our
media center's Online Public Access Catalog. In destiny students do not have access to ebooks or
e-readers using this OPAC. Students can put books on hold, search for books of interest or by
lexile and start a favorites collection. Further students can explore recently added books and
popular titles based on circulation. Patrons can look at their current checkouts, checkout history,
and book fines. At school, students have wireless internet making the internet accessible for all
learners. As mentioned, all learning apps used at school are housed on students' Clever page and
can be accessed from home using a computer, phone or tablet. Destiny can also be accessed
using these devices. Unfortunately, of all the apps used, Accelerated Reader can be accessed
from home, but students may not take tests at home. Tests may only be taken during school
hours.
Analysis:
The overall library has a positive learning environment. The cheerful colors, size,
location and furniture attracts students and teachers. The facility is conducive for learning. For

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example, the space allows for teachers to work daily with students at tables in small groups
throughout the library. The librarian uses the story time area for interactive read alouds then
transitions to the work areas. Students can also be found leisurely reading throughout the library
in comfy chairs or couches. It helps that the organization of the library is developmentally
appropriate for students. They know the success criteria for finding and checking out a “just
right” book. For students with special needs the librarian has them partner with other classmates
for help with circulation. She also designs lessons such as book talks and storytelling that is
carefully designed to suit the interests and developmental levels of children with learning or
intellectual/developmental disabilities. The library has higher lexile books to accommodate the
needs of students who are gifted and talented.
A few barriers exist between learners and equitable access to resources and services.One
hindrance is the production area. The school has 1:1 technology and students bring their device
and headphones to the library for use. Therefore making the production area not just virtual, but
conducive to research using ipads/chromebooks and paper pencil type work. However, there are
no maker space opportunities for students using Web 2.0 tools. When watching the video Library
to Learning Commons Aaron Mueller (2014) mentions a library gives kids different ways to
demonstrate their learning through collaboration and program development. Aaron Mueller is a
secondary librarian, but this same approach applies to elementary students making this a great
goal for the library at Hightower Trail Elementary. One idea for applying this is seen in Johnston
Heights Learning Commons - Virtual Tour video (2013) Johnston Heights has a casting studio.
At the elementary level a casting studio may be adding an area with a green screen for
production of research projects and book reviews. The library does a great job incorporating the

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use of ipads/chromebooks using search engines such as GALILEO, PebbleGo, and EPIC, but
adding e-books and e-readers for all students would aid in research projects and 21st century
learning.
Another goal for the library at HTES accommodates our subgroups. With our diverse
population of students increasing, a suggestion would be actively inviting students’ language and
cultures into the library with book selections, celebrations, and displays. Using the OPAC system
to add e-books and e-readers in their language would also help close language barriers in the
library. These small steps would make diverse students feel comfortable and excited about
coming into the library.
As you can see, the library at Hightower Trail is on the right track to becoming a learning
environment that meets the needs of all 21st century learners.
Hightower Trail Elementary Library Photos
https://prezi.com/view/iTcNV2f8hPGnjD6lou6T/
Part 5
Hightower Trail ES Media Budget
The Hightower Trail Elementary budget varies from year to year based on the number of
students enrolled. The Hightower Trail Elementary 2022 budget is totaled at $9,357 from the
district paired with $4,000 from book fairs and PTO fundraisers equaling $13,357. The media
specialist is allotted $448 for periodicals, $1,000 for books, $250 for computer supplies, $250 for
general supplies, and $7,409 for web based subscriptions/licenses. See figure 1 below.

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Hightower Trail Elementary is partially funded by book fairs and PTO. The librarian
hosted two book fairs this school year. The book fair is planned around events such as Pastries
with Parents and Spring Lunches to promote more involvement amongst the parents. Thanks to
stakeholders’ participation in the book fair, $2000 has been deposited to the library account this
school year. Additionally, PTO raised $2,000 for library updates. Based on the current needs of
the library these funds will adequately support the library at HTES. The goal of the current
money and money granted by stakeholders and administration is to support the school’s initiative
for student book choice during library checkout. However, the librarian requested additional
funds from the district level technology department for a makerspace area in the library. These
funds would purchase a chrome cart with 24 chromebooks and a set of 30 headphones for the
library. Furthermore, based on the goal to make HTES equipped for 21st century learners, the
librarian also proposes adding e-books to the library using Follett and Accelerated Reader. Follett
is currently paid for by the district, the librarian is further inquiring with the district liaison about
adding ebooks to our Follett account.

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Figure 1
Budget Plan
Based on ideals expressed by parents, students, teachers, and administrators, updated
book collections will be purchased for the library using $3,000 raised by PTO and the book fair
paired with the $1,000 from the district budget. According to the Follett circulation summary
report, the average age of the books at HTES is 22 years old. Current ways HTES promotes
student engagement include Accelerated Reader, which is funded under web based subscriptions
and is part of the 55.5% of the budget. This percentage of the budget is conducive to adding
ebooks to the Accelerated Reader database. The librarian is also responsible for funding prizes
for students that meet their AR goals. These prizes have included fidgets, ice cream, ring pops
and fruit roll ups. 7.5% of the budget will go toward purchasing these items. When adding books

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to the collection, seeking student input is key to determining books of interest to promote reading
and student engagement.
To meet goal 1, update book selections, the librarian surveyed students in grades K-5. See
figures 2 through 4 for the survey questions and results:
Figure 2

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Figure 3
Figure 4
Based on student survey results, the librarian will present administration with purchase orders
with the following genres/topics:

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1. Humor
2. Scary
3. Jokes
4. Sports
5. Graphic novels
6. Mystery
7. Holiday
8. Wild animals
9. Pets
Based on goal 2, using the library as a space for collaboration to create an evidence-based
media program, 3.7% of the budget is allocated to buying supplies to implement a student led
data wall. Students will have the opportunity to set goals based on pre-test that will allow staff to
“be a reflective and positive contributing member of our professional learning committee.”
(Hightower Trail Elementary School, n.d.) They will chart their standards that need remediation
and enrichment to monitor student progress and will be used for reference in planning.
The library is already physically equipped for a makerspace. The furniture and layout of
the library adheres to student-led lessons. However, the equipment is lacking, but wouldn’t take
much to produce this 21st century idea. To obtain goal 3, creating a makerspace for students in
the library, the librarian already has 24 iPads, but proposed adding a chrome cart and 24
chromebooks with headphones. The technology department accepted her request. The next step

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is using these devices to add a green room to the library in hopes of enhancing students'
engagement with research projects and creating a space for book talks. To do this the librarian
would use 7.1% of the budget to create the space. The chromebooks will also be useful for
teaching database usage for our web based subscriptions PebbleGo, Brainpop, Accelerated
Reader, Follett, and GALILEO.
All of these budgeting measures support the ideas presented in Making the Case for
Evidence Based Practice (2010), which credits an increase in book circulation, database usage, or
foot traffic in the library to students’ achievement. As you can see, the library at HTES is
adequately funded to meet the goals toward becoming a 21st century library.
Part 6
Planning
The Hightower Trail library is committed to developing lifelong learners and users of
information by supporting and providing access to print, electronic resources, media, design
space, and informational services. Our mission is to nurture 21st century learners by creating an
innovative inviting environment to share with the school and community.
Goals and Objectives
We have developed three goals to support the above mission statement adopted by the
Hightower Trail Elementary School media committee that will be implemented over the next 3-5
years.

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The first goal is to increase book selection and circulation among students at Hightower
Trail Elementary. Advocating for both print based literacy and a digitally rich library enables
teachers to meet the learning needs of all students. The Georgia Department of Education
encourages all media specialists to, “create an environment that “encourages reading for
learning, reading for pleasure, and reading for life.” (GADOE, n.d.) Additionally the article,
Reading by Grade Three: How Well Do School LIbrary Circulation Policies Support Early
Reading?' (2012) The authors highlight the idea that access to books increases achievemnet.
These objectives will aid in meeting goal one at HTES. Within this goal, accommodating our
subgroups is valued at HTES. With our diverse population of students increasing, inviting
students’ language and cultures into the library with book selections will be researched and
considered by the committee based on demographics. Adding updated content and selections in
addition to ebooks to the library will support this vision and research behind book circulation.
Furthermore, evaluating the circulation policy will aid in an increase in circulation. Currently
students may only check out two books. If they lose a book, they may only check out one book.
Therefore the media committee will evaluate the circulation policy based on evidence from the
article, Reading by Grade Three: How Well Do School LIbrary Circulation Policies Support
Early Reading?' (2012). The research highlights the idea that access to books increases
achievemnet. The article further explains that, “access is not dependent on age or reading
ability.” To develop a love of reading children must have a free choice in what they read making
this objective fitting to improve the library at HTES.
Our second goal is to use the library as a space for collaboration to create an
evidence-based media program. One objective to meet this goal would be to create a data wall in

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the media center. A data wall gives students the opportunity to set goals based on pre-test that
will allow staff to “be a reflective and positive contributing member of our professional learning
committee.” (Hightower Trail Elementary School, n.d.) Teachers will chart their standards that
need remediation and enrichment to monitor student progress and will be used for reference in
planning. Another short term objective to meet this goal focuses on going back to flexible versus
fixed scheduling for the Media Specialist. As defined by GADOE (n.d) Library Media Services,
the librarian works on a fixed schedule due to activity classes, which does not align with the
GaDOE expectations for school libraries. Also, under the Flexible Scheduling Guidelines by the
DOE library time should be a, “collaborative teaching experience that requires the expertise of
both the classroom teacher and the library media specialist.” Flexible scheduling gives teachers
and teacher librarians an opportunity for full collaboration and implementation of 21st century
learning.
The National School LIbrary of the Year Award Rubric suggests that the library should
also create an evidence based learning environment that promotes learning, technology, and
innovation, which is noted in the mission of the library at HTES. Therefore goal three, to create a
maker space for students at HTES enables students’ innovation development using technology,
research and other creation tools. When watching the video Library to Learning Commons Aaron
Mueller (2014) mentions a library gives kids different ways to demonstrate their learning through
collaboration and program development. Aaron Mueller is a secondary librarian, but this same
approach applies to elementary students making this a great goal for the library at Hightower
Trail Elementary. Three objectives will help meet this goal at HTES. One objective for applying
this is seen in Johnston Heights Learning Commons - Virtual Tour video (2013) Johnston

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Heights has a casting studio. At the elementary level a casting studio may be adding an area with
a green screen for production of research projects and book reviews. Other ideas for a maker
space in the library include maker space kits with some of our most popular circulated books.
Additionally our school purchased google expedition headsets that are rarely used. Incorporating
these into library lessons to support content would create a unique virtual space for students.
Lastly, adding a makerspace club for grades 3-5 will aid in promoting the makerspace among
students.
Evaluation
The goals and objectives will be monitored by the media specialists and the media
committee to ensure that the three goals and objectives have been met in the time frame
presented below.
Timeframe Evaluation Evaluator
Spring 2022 Survey Students to evaluate
book interest
Media Specialist
Purchase diverse books based
on subgroups
Administrator pull data for
subgroups
Use title 1 money to purchase
books
Administration
Media Committee
Media Committee review
circulation policy
Media Committee
Summer Makerspace Kits Media Specialist
Monthly Check circulation stats Media Specialist
Incorporation of google
expedition with virtual
goggles
Media Specialist
Makerspace club Media Specialist
Every 9 weeks Data Wall Media Specialist, teachers

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and administration
Yearly Flexible Scheduling Administration
Summary
The below table is a summary of the goals, objectives and evaluations for HTES.
Goals Objectives Evaluation
Goal 1
Goal: To increase book
selection and circulation
among students at Hightower
Trail Elementary
Objective 1a:
-use Title I money to add
printed books to the library
Evaluation
Students will aid in book
selection, the media
committee will review books
selected before purchasing
Objective 1b:
-add ebooks to our OPAC
system
Objective 1c:
-have the committee review
subgroups and add diverse
titles to the selection
Objective 1d:
-have the committee edit and
review the circulation policy
Goal 2
Goal: to use the library as a
space for collaboration to
create an evidence-based
media program.
Objective 2b:
Going back to flexible
scheduling versus fixed
Evaluation: Administration
will adhere to flexible
scheduling.
Administrators, teachers and
the teacher librarian will
create and implement the data
wall.
Objective 2c:
Creating a data wall
Goal 3
Goal 3: To create a maker
space for students at HTES
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Objective 3a:
-a makerspace library club
will meet after school
monthly
Evaluation
Media specialists will
evaluate productivity of the
makerspace club and will
survey students in regards to

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effectiveness. Media
Specialists will also evaluate
circulation among
makerspace kits. The media
specialists will embed google
expeditions in curriculum
maps across grade levels.
Objective 3b:
-makerspace kits with popular
circulated books
Objective 3b:
-use virtual goggles for
google expeditions in already
developed lessons

32
References
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