THE MASSACHUSETTS SCHOOL LIBRARY MEDIA ASSOCIATION

MODEL SCHOOL RUBRICS

Adopted by the MSLMA Board May 2002
The Massachusetts School Library Media Association has developed this school library program assessment tool to assist
librarians, educators, and administrators in improving school library programs to ensure student' success as life long learner, critical
thinkers and problem solvers. The recent research shows that exemplary school library programs play a significant role in student
achievement. For this reason, the Executive Board is committed to improving school library media programs throughout the
Commonwealth of Massachusetts.

As MSLMA begins its campaign to improve the effectiveness of school library programs, we encourage you to evaluate your
school library program and its effect on student achievement. The Executive Board hopes to work closely with school librarians
and administrators during their library program evaluation and strategic planning process. MSLMA also wants to identify exemplary
school library programs that can serve as models for student achievement and success. Schools with model library programs will
be encouraged to welcome visits by school librarians, administrators, parents, school committee members and legislators.

Resources used in creating this document:

Fitzpatrick, Kathleen A. Program Evaluation: Library Media Services. National Study of School Evaluation. 1998.
0-8389-8134-8
Hartzell, Gary N. Building Influence for the School Librarian. Linworth Publishing Co. 1994. 0-938865-32-3
Loertscher, David V. Information Literacy, a Review of the Research. Hi Willow Research and Publishing. 1999.
0-9315100-72-3
Manual for School Evaluation. New England Association of Schools and Colleges. 1999.
Markuson, Carolyn; Zilonis, Mary Frances and Fincke, Mary Beth. The School Library Media Center Long-Range Planning Guide.
Massachusetts Board of Library Commissioners. 1999.
Nebraska Educational Media Association. Guide for Developing and Evaluating School Library Media Programs.
Libraries Unlimited, Inc. 2000. 1-56308-640-9
A Planning Guide for Information Power, Building Partnerships for Learning with School Library Media Program
Assessment Rubric for the 21st Century. American Library Association. 1999. 0-8389-8073-2

Creators of this document: Donna Guerin, Connie Schlotterbeck, Doris Smith

Copyright 2002 Massachusetts School Library Media Association 1

 MSLMA SCHOOL LIBRARY PROGRAM EVALUATION

TARGET INDICATORS OF TEACHING AND LEARNING

1. Functions as integral part of the teaching and learning process to achieve the standard based outcomes of the
Massachusetts Curriculum Frameworks.
2. Integrates information literacy and technology proficiency standards with curriculum content standards to enable students to
become effective and efficient users of information.
3. Promotes reading for literacy and personal enjoyment.
4. Models and promotes effective collaborative teaching and addresses diverse learning abilities, styles and needs.
5. Fosters individual and collaborative inquiry.
6. Assesses student learning and achievement on a regular basis.
7. Serves as a leader in the school or district professional development committee and in writing the district professional
development plan.

TARGET INDICATORS OF INFORMATION ACCESS AND DELIVERY

1. Encourages intellectual access.

2. Provides physical access.
3. Provides flexible and equitable access.
4. Provides resources that support the Massachusetts Curriculum Frameworks and meet diverse learning styles.
5. Integrates technology in the process of teaching and learning.
6. Provides a user-friendly and student-centered environment.

TARGET INDICATORS OF PROGRAM ADMINISTRATION

1. Requires full-time certified LMS and additional qualified staff for library and technology support.
2. Supports mission and goals of school and school district.
3. Communicates the mission, goals and objectives of the library media program to the administration.
4. Utilizes comprehensive and collaborative program planning.
5. Upholds legal and ethical standards in policies, procedures and practices, including a commitment to intellectual freedom.
6. Assesses effectiveness of program on a regular basis.
7. Receives sufficient funding for program implementation.
8. Communicates the mission, goals and functions of the library media program.
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 RUBRICS FOR EVALUATING MODEL SCHOOL SITES: TEACHING AND LEARNING
TARGET INDICATORS
1. Functions as integral
part of the teaching and
learning process to
achieve the standards -
based outcomes of the
Massachusetts
Curriculum Frameworks.
2. Integrates information
literacy and technology
proficiency standards
with curriculum content
standards to enable
students to become
effective and efficient
users of information.
3. Promotes reading for
literacy and personal
enjoyment.
Copyright 2002 Massachusetts School Library Media Association
DEFICIENT BASIC PROFICIENT EXEMPLARY
¨ The library media ¨ The library media ¨ The library media program is ¨ The library media
program is isolated program is integrated to integrated as an essential program is an integral part of
from the curriculum. a limited degree across component across the curriculum. the teaching and learning
the curriculum. process across all areas of
¨ Learning ¨ Some learning activities are the curriculum.
activities are centered ¨ Assignments are designed collaboratively by the
in the classroom and designed to allow LMS and teachers to provide ¨ Curriculum is
are textbook based. students to pursue meaningful learning experiences cooperatively designed by the
learning through through independent investigation LMS and teachers to
research and use of using library media resources. incorporate authentic learning
library resources. tasks, essential questions
and an inquiry process.
¨ The LMS teaches ¨ LMS and teacher ¨ Information literacy and ¨ LMS and teachers share
limited “library skills” collaborate on the use of technology skills expand beyond responsibility for information
independent of any information literacy and locating information to analysis, and literacy skills. Students
other instruction in the technology standards for evaluation and synthesis. learn to make information and
building or by request low-end location, access technology literacy skills an
of the teacher. and selection skills. integral part of their work.
¨ The library media ¨ The library media ¨ Reading is a focus of the ¨ The library media
program places no program supports library media program, with program promotes a
particular emphasis on reading in an isolated careful attention to integrating schoolwide culture of reading
reading. way, offering occasional with classroom activities and and learning, in which all
reading events. motivating students to read on students read.
¨ Students their own.
generally do not use ¨ Few teachers work ¨ The school is truly a
the library for reading with LMS to integrate a ¨ Some teachers collaborate reading community.
materials, either for reading focus with the in expecting students to read for
academic or personal rest of the school. understanding and enjoyment.
interests.
3
 RUBRICS FOR EVALUATING MODEL SCHOOL SITES: TEACHING AND LEARNING (continued)
TARGET INDICATORS
4. Models and promotes
effective collaborative
teaching and addresses
diverse, learning abilities
styles and needs.
5. Fosters individual and
collaborative inquiry.
6. Assesses student
learning and achievement
on a regular basis.
7. Serves as a leader in the
school or district professional
development committee and
in writing the district
professional development plan.
Copyright 2002 Massachusetts School Library Media Association
DEFICIENT BASIC
¨ Teaching in ¨ The LMS and
the library may or teachers occasionally
may not be related coordinate their teaching
to classroom so that what is taught in
teaching. the LMC complements
what is taught in the
¨ The LMS classroom
provides
resources, but is ¨ Teaching methods
not involved in the generally do not take
planning process. advantage of the strengths
of the LMC.
¨ The LMS has ¨ LMS has limited
no opportunity to opportunity to assist students
assist students in in inquiry based learning
inquiry based ¨ Students occasionally
learning. have an opportunity to
pursue learning on their
own.
¨ There are no ¨ The student’s product
benchmarks used is assessed but not the
for assessing effect of the Library Media
student progress Center’s curriculum on
in information student learning.
literacy skills.
¨ Some information
and technology
benchmarks are used to
assess student
achievement..
¨ LMS takes ¨ LMS occasionally
no responsibility takes on responsibility for
for professional professional development.
development.
PROFICIENT
¨ The LMS and teachers
frequently plan their teaching
together. Some skills are
taught in the LMC and others in
the classroom.
¨ The LMS or teacher
individually or together may
prescribe the strategies,
research questions or
assessment methods to be used.
¨ LMS has opportunities to
assist students in their research
by recommending resources
within and outside the school.
¨ Students have
opportunities to developand
pursue their own questions.
¨ The LMS and teachers
collaboratively develop literacy
and technology benchmarks
are used across the curriculum.
¨ LMS colnults with teachers
about the effectiveness of
library/classroom colaborative
units.
¨ LMS frequently participate
in planning or teaching of
professional development
opportunities.
EXEMPLARY
¨ The LMS and classroom
teacher together function as a
collaborative teaching team. This
model encourages mentoring,
creative thinking and authentic
assessment methods.
¨ LMS assists students as
active and independent learners.
¨ Students determine what
they need to know and assume
responsibility for learning it.
¨ The LMS and the teachers
collaboratively assess student
achievement according to the
developed and established
rubrics.
¨ Information and literacy
benchmarks are collaboratively
reviewed and revised.
¨ An action plan based on
assessment continually strengthens
the program.
¨ LMS helps plan professional
development of staff in the
effective use of informational and
technological resources as tools
in the learning process.
4
 RUBRICS FOR EVALUATING MODEL SCHOOL SITES:
INFORMATION ACCESS & DELIVERY
TARGET
DEFICIENT BASIC PROFICIENT EXEMPLARY
INDICATORS

1. Encourages ¨ The concept of ¨ The library staff ¨ The program and staff ¨ The school community
intellectual intellectual freedom is demonstrates a commitment support the concept of fully supports and
access. not addressed. to the concept of intellectual intellectual freedom and implements intellectual
freedom. implement it through policies freedom for all students.
and practices.
¨ All library and school
policies and practices reflect
this commitment.

2. Provides ¨ The space is ¨ The space is limited, ¨ The space is adequate ¨ The space is large
physical inadequate. It does but does provide for some with designated areas for at enough to accommodate a
access. not provide for whole simultaneous class least two groups/classes to variety of concurrent learning
class instruction instruction and other work simultaneously in the activities for groups, classes
and/or for a variety of individual and group LMC on a variety of learning and individuals.
other learning learning activities, both of activities.
activities to occur. which are compromised at ¨ The space lends itself to
times. ¨ The arrangement and diverse use and attention has
¨ The floor plan, accessibility of the furniture, been paid to carpeting,
furnishings, shelving ¨ The square footage, shelving, resources and furniture, shelving, lighting
and technology are furnishing, shelving and technology is flexible enough and climate control
inadequate and seating arrangement and to accommodate wide and standards.
adhere to no technology are adequate to diverse use.
standards. service patrons and
implement the program.

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 RUBRICS FOR EVALUATING MODEL SCHOOL SITES: INFORMATION ACCESS & DELIVERY (continued)
TARGET
DEFICIENT BASIC PROFICIENT EXEMPLARY
INDICATORS

3. Provides ¨ The schedule is ¨ Some flexible access is ¨ Flexible access ¨ Access to the library is fully
flexible and fixed. provided. occurs most of the time. flexible and equitable.
equitable
access. ¨ Teacher “duty free” ¨ This flexibility enables the ¨ A flexible schedule ¨ All students use the library
or preparation time is LMS and teachers to collaborate provides time for the LMS regularly and as often as needed.
provided via class on integrating information and teacher to coordinate Students use the library
library time. literacy skills into the curriculum. and collaborate on extensively on projects that the
designing and teaching LMS and classroom teachers
lessons that integrate designed collaboratively and co-
information literacy and teach.
content.
¨ The faculty, school
¨ The flexible schedule administration and central office
is supported by the school strongly support open and flexible
administration and central access.
office.

4. Provides ¨ The average age ¨ The collection is well ¨ The collection, ¨ The collection has these
resources of the nonfiction weeded and has been built developed within the qualities: it reflects the district
collection is more than following the district-approved district selection guidelines, selection policy and the
that ten years old. The selection policy. The collection is up-to-date, supports the Curriculum Frameworks. It is up-
support the collection does not begins to support the Curriculum Curriculum Frameworks to-date, well weeded and diverse
Curriculum support the Curriculum Frameworks. and meets most curricular, and it supports the curricular,
Frameworks Frameworks. learning style and learning style and recreational
and meet ¨ Print and non-print recreational needs of the needs of the students.
diverse ¨ The collection resources are available, students.
includes very limited or however, electronic databases ¨ The collection contains an
learning no access to electronic and the internet are available on ¨ The collection has appropriate balance of print, multi-
needs. or multi-media formats. a limited basis. some diversity and media and electronic resources.
includes resources in a On site information resources are
variety of formats. Inter- regularly supplemented with inter-
library loan, electronic library loans, electronic databases
databases and the internet and the Internet.
are available.

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 RUBRICS FOR EVALUATING MODEL SCHOOL SITES: INFORMATION ACCESS & DELIVERY (continued)
TARGET
DEFICIENT BASIC PROFICIENT EXEMPLARY
INDICATORS

5. Integrates ¨ Availability of ¨ There is some access to ¨ A variety of ¨ Educational technologies and

technology and access to a audio/video equipment, and educational technologies resources are current and
variety of educational computers. are available in the LMC accessible throughout the school.
in the technologies is and throughout the
process of limited. ¨ Technology is used for building. ¨ The library’s resources and
teaching and library management and electronic databases are available
learning. provides access to the library’s ¨ Library operations are via a district network or the
holdings via an electronic completely automated. An Internet.
catalog and some databases. electronic catalog,
electronic databases and
the Internet are available in
the LMC.

6. Provides a ¨ The educational ¨ The LMC staff and the ¨ The LMC space and ¨ The stimulating and
user-friendly community does not LMC environment provide a staff provide a stimulating supportive environment
feel welcomed in the welcoming atmosphere to the educational environment encourages the educational
and student- LMC. educational community. where users feel welcome community to use the facility and
centered and well served. Signs to work productively not only
environment. clearly identify each area of during school hours, but also
the library for ease of use. before and after school.

Copyright 2002 Massachusetts School Library Media Association 7

 RUBRICS FOR EVALUATING MODEL SCHOOL SITES: PROGRAM ADMINISTRATION
TARGET
DEFICIENT BASIC PROFICIENT EXEMPLARY
INDICATORS

1. Requires full- ¨ The LMC staff
time certified consists of a
LMS and paraprofessional
without library media
additional certification, who
qualified staff receives limited
for library and supervision from a
technology certified LMS.
support.
¨ The services that
this level of staffing
Refer to provides could include
recommended collection
staffing ratios maintenance,
described in circulation of materials
state and and limited teaching of
information literacy
national skills.
standards.
¨ There is no
coordination between
the library and
technology
programs/departments
¨ The LMC staff
consists of at least one
full-time certified LMS
and one full-time
paraprofessional
¨ The services that
this level of staffing offers
include professional
collection development,
circulation of materials,
some collaborative
development of units with
classroom teachers and
some teaching of
information literacy skills
to students.
¨ There is limited
coordination between the
library and technology
program/departments.
¨ The LMC staff consists of at
least one full-time LMS, one full-
time paraprofessional and
technology support staff.
¨ Services offered include
regular development and
maintenance of the collection,
circulation of materials,
development and coordination of
special reading programs,
preparation of bibliographies and
special collections, assistance
with technology, and collaboration
with teachers in designing
resource-based learning
experiences.
¨ There is moderate
coordination between the library
and technology
program/departments.
¨ An exemplary program complies
with the staffing ratios described in the
MSLMA standards for staffing guidelines.
There is a district library media
coordinator.
¨ The professional staff provides
additional services such as computer
access, media production, special
programs and community outreach.
The library media program is integrated
comprehensively with the school’s
curriculum. The depth of each student's
learning is increased through the
consistent teaching of advanced
information literacy skills and critical
thinking as integral component s of all
research in all subjects.
¨ There is strong communication,
coordination and collaboration between
the library media department and the
technology staff/department.

2. Supports the ¨ The library media ¨ The LMS is aware of ¨ The LMS serves on the ¨ The LMS serves on the decision-
mission and program stands on its the school’s mission and decision-making committee of the making committee of the school and
goals of school own, with its own goals and takes those school and helps to formulate helps to formulate school goals and long-
priorities and goals. into consideration in school goals. The LMS designs range plans that complement the
and school designing the library the library media program to district’s goals. The library media
district. media program. achieve those goals and program is an integral part of curriculum,
participate actively in developing technology and professional
and updating the technology plan. development plans.

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 RUBRICS FOR EVALUATING MODEL SCHOOL SITES: PROGRAM ADMINISTRATION (continued)
TARGET INDICATORS DEFICIENT BASIC PROFICIENT EXEMPLARY

3. Communicates
the mission, goals
and objectives of
the library media
program to the
administration.
¨ The LMS does not
meet regularly with any
school administrator.
¨ The administration
offers no support to the
library media program.
¨ The LMS meets
occasionally with the school
administration.
¨ The administration
offers verbal support to the
school community about the
purpose of the library
program.
¨ The LMS meets regularly
with the school administration
and presents a periodic report of
the status of program goals and
objectives.
¨ The administration actively
supports the integration of
information literacy skills across
the curriculum.
¨ The LMS communicates
the library progams's goals and
objectives to the schoo and
district administartors.
¨ The building administration,
central office and district library
administrator provides strong
support.
There is a district library media
coordinator who guides the
process of integrating
information literacy skills across
the curriculum.

¨ The LMS engages the

school community in ongoing
conversation about information
literacy issues.

4. Utilizes ¨ Planning is done on a ¨ Planning is short-term, ¨ A short-range plan for the
crisis-management basis. to meet immediate program program and resources is
comprehensive developed each year.
needs.
and collaborative
program planning. ¨ A broad-based committee
from the school community helps
to develop the mission
statement, goals and objectives
for the LMC program.
¨ A long-range, strategic plan
for the program, resources and
facility is developed and revisited
each year.
¨ A broad-based committee
from the school community has
developed the mission statement
goals and objectives for the LMC
program. This committee
actively seeks ways in which it
can help the LMC more fully
achieve its goals and objectives.

Copyright 2002 Massachusetts School Library Media Association 9

 RUBRICS FOR EVALUATING MODEL SCHOOL SITES: PROGRAM ADMINISTRATION (continued)
TARGET
DEFICIENT BASIC PROFICIENT EXEMPLARY
INDICATORS

5. Upholds legal ¨ There are no ¨ Some written ¨ Written policies have been ¨ Policies addressing legal and
written policies within policies about copyright, developed and approved for ethical issues such as copyright,
and ethical the school district about intellectual freedom, information issues such as intellectual freedom, confidentiality,
standards in issues such as confidentiality and copyright, intellectual freedom, acceptable and responsible use of
policies, copyright, intellectual acceptable use of confidentiality, and acceptable resources have been developed in
procedures and freedom, confidentiality information resources use of resources. collaboration with the school community
practices and acceptable use of exist; however, their and have been approved as district
information resources. implementation is ¨ The LMS has taken policy.
including a irregular and the
commitment to responsibility for implementing
community is not those policies, but the ¨ These policies are carefully
intellectual generally aware of the community both inside and followed in procedures and practices in
freedom. underlying issues. outside the school has not the library and throughout the school.
addressed the underlying issues District board policy includes these
and has not accepted the issues as well as procedures for
policies as their own implementation.
responsibility.

6. Assesses the
effectiveness of
the program on a
regular basis.
¨ No assessment of
the library media
program is conducted.
¨ Assessment of the ¨ Assessment of the library ¨ Ongoing assessment of the library
library media program is media program is conducted by media program is based on established
conducted sporadically the LMS on a fairly regular basis, goals and criteria for success. The
and is based on input looking at statistics (number of effectiveness of the program is based
criteria, such as the resources, circulation statistics, on student achievement of both content
number of materials number of classes taught), but standards and information literacy
added, circulation also with some attempt to standards.
statistics, the number of assess the quality of learning
classes taught and the that occurred during these ¨ The LMS develops an action plan
number of units designed. activities. to strengthen the program continually.

¨ The LMS begins to develop

rubrics to assess the
effectiveness of the program.

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 RUBRICS FOR EVALUATING MODEL SCHOOL SITES: PROGRAM ADMINISTRATION (continued)
TARGET
DEFICIENT BASIC PROFICIENT EXEMPLARY
INDICATORS

7. Receives ¨ Funding is minimal ¨ Funding allows for ¨ Funding allows the program ¨ A long-range development plan for
sufficient funding and allows only for the addition of some new to attain its goals and objectives. the library program, as well as funding
replacement of lost or resources. Grant opportunities are sought to for capital development, is incorporated
for program damaged resources. enhance the program. into the school budget.
implementation ¨ The LMS has limited
input into the budgetary ¨ The LMS develops a ¨ Grants and partnerships may
process. budget with justifications to provide additional resources.
support the library program.

8. Communicates ¨ The staff functions
the mission, as a service provider
without establishing
goals and clear goals and
functions of the missions.
library media
program. ¨ There is no
communication about
the library media
program to the school
community.
¨ The LMS ¨ The LMS often ¨ The LMS conducts a public
communicates the goals communicates the effectiveness relations campaign to communicate the
and objectives clearly to of the library media program to effectiveness of the library media
the school community. the school and the community at program to the school and the
large. community at large.
¨ The LMS does not,
however, go beyond ¨ When offered the ¨ The LMS seeks opportunities to
communication to opportunity, the LMS will Advocate for the program to
advocate for the advocate for the program to administrators, parents, school board
effectiveness of the administrators and school board members, legislators and other
library media program. members. decision-makers.

Copyright 2002 Massachusetts School Library Media Association 11

 THE MASSACHUSETTS SCHOOL LIBRARY MEDIA ASSOCIATION

MODEL SCHOOL LIBRARY PROGRAM APPLICATION

Models for Student Achievement and Success

Today's school library media program plays an integral role in educating children for the future. It is where students learn to find,
analyze, evaluate, interpret and communicate information and ideas -- skills they will need as adults to live and work in an
information-based society.

The Massachusetts School Library Media Association encourages schools and districts to use this assessment tool as a way to
evaluate and improve school library media programs. The Association, along with the Massachusetts Board of Library
Commissioners and the Massachusetts Regional Library Systems, recommends that schools evaluate their library programs and
develop a long-range strategic plan.

Evaluation and planning is a process have to do with determining…

Where you want to go

Where you are now

Ways to get from "now" to "then"

School Library Media Program Planning Guide, p. 5

Exemplary Program Application

Schools/districts that have a desire to apply to MSLMA for school library media program exemplary status in one or more program
areas may submit this rubric and an application. The application, directions and exemplary status criteria can be located at the
MSLMA website @ http://www.mslma.org

Copyright 2002 Massachusetts School Library Media Association 12