I. Areas of the collection to assess:
Below 1.a) through c) excerpted from the WSWHE SLS CCCD Plan 1/99

    A. Each selects an area/areas (based on Dewey classification) of their resource collection to develop. These would be loanable resources and include all resource formats though emphasis is on monographs and periodicals. The criteria for selection are:

        1. An area that is currently developed above the norm in order to respond to specific district needs. This will provide the school with an exceptional depth of development in one or more areas.

        2. An area targeted for extraordinary growth due to a demonstrable change in the curriculum or teacher needs. This will provide the school with an exceptional depth of development in one or more areas.

        3. Areas chosen should be viewed as moving toward completion of a system wide ‘collection’ of subject areas that are above average in depth so that the successful resource sharing opportunities span a wide breadth of the Dewey subject range. 

II. Two types of assessment:

    A. User-centered collection assessment techniques measure how the library is used by the users and how it meets their changing needs.

        1. Usage Data. (Dynix software users may receive recall statement suggestions from Sharon Hinkle or may use the listserv to share suggestions.)

            a) Circulation Statistics by grade level.

            b) Report of the most circulated titles.

            c) Report of the age of various parts of the collection.

            d) In-library use statistics.

            e) ILL statistics/document delivery usage.

            f) Statistical reports from online, full-text periodical databases.

            g) Counters on homepages.

        2. Learner / user data.

            a) Application to district curriculum initiatives.

            b) Application to NYS Learning Standards http://eservices.nysed.gov/vls/

            c) Relevance, quality and availability of resources.

            d) School / learner profile.

                (1) Ethnic, cultural and economic compositions.

                (2) Types and percentages of special needs students.

                (3) State results on tests (especially reading and writing).

                (4) School report card http://www.emsc.nysed.gov/irts/reportcard/home.html

                (5) Reading levels.

            e) Curriculum audit of resources supporting certain courses or subject areas.

            f) Recommendations or requests from students and teachers.

            g) Student / teacher surveys.

    B. Collection-centered assessment techniques examine the content and characteristics of the collection to determine the size, scope, and/or depth of a collection, often in comparison to an external standard. Example of these techniques include checking lists, counting holdings and expert evaluation.

        1. Ratio of print vs. media vs. electronic.    

        2. Core collection -The essential reference, print, non-print and computerized resources needed by the school library to support the curriculum. Percentage of actual collection varies from 75% to 90%). The collection which is representative of the basic information needs of a library's primary user group, selected in anticipation of demand and maintained on the basis of usage patterns. 

        3.  Suggested reading on core collections:

            a) http://ccbit.cs.umass.edu/vrroom/ some recommended core titles plus standard bibliographic tools.

            b) http://www.bcpl.net/~dcurtis/libraryfacts/ Baltimore County Public Schools presents well-reasoned arguments for revitalizing collections.

            c) http://www.uni.uiuc.edu/library/policies/collectiondevelopment.html University Laboratory High School Library.

        4. Check standard bibliographic works and lists for principal authors, principal works and primary sources.

            a) A few examples of standard bibliographic lists / tools.

                (1) Wilson series—Elementary, Junior High and Senior High School Library Catalog titles. 

                (2) Brodart--Elementary School Library Collection.

                (3) Guide to Reference Materials for School Library Media Centers: 5th Edition Barbara Ripp Safford.

                (4) Recommended Reference Books for Small and Medium-Sized Libraries and Media Centers 2000.

                (5) NYS Learning Standards Resource Guides. Titles are listed here under each area. http://www.emsc.nysed.gov/ciai/pub.html#cat2

            b) Some web lists of children/young adult literature.

                (1) http://www.acs.ucalgary.ca/~dkbrown/ Lists of good literature.

                (2) http://www.cbcbooks.org/html/75authors.html 75 Authors and Illustrators every child should know. 

                (3) http://www.reading.org/choices/  Children’s choice books. 

                (4) http://www.lis.uiuc.edu/puboff/bccb/ Blue ribbon choices.

        5. Guides for rating your subject/curriculum area composition.

            a) Initial Study Level - A collection adequate to support student study of a topic within a course of study in the curriculum. It will include a wide selection of the most significant works on the topic as well as a selection of secondary works. Included will be reference tools, bibliographies, journals, monographs and non print media. It is not sufficient to support courses or independent study.

            b) Instructional Support Level - A collection adequate to support both teacher and student study including materials adequate to maintain knowledge of a subject for general purposes. It will include a wide selection of the most significant works on the topic as well as a selection of secondary works. Included will be reference tools, bibliographies, journals, monographs and non print media.

            c) Enrichment Collection Level - In addition to the materials described above, the collection includes additional materials which add depth to the collection beyond the normal scope of the curriculum.

        6. Visual inspection.

            a) Chronological coverage.

            b) Shelf scanning.

            c) Physical condition.

            d) Missing topics or heavily-used titles.

            e) No longer needed or inaccurate.