Joyce Reid

2009-2010 Budget Review

The following is a proposed budget plan, projected from the student FTE count and supplemental funds received from book fair profits, library fundraisers, school store profits, and library fines/fees. Grants will be applied for when there is a great need for an expense or project that cannot in any way, shape, or form, be supported by the standard budget and would immediately and directly benefit students and staff, and bring positive attention to the media program within the community.

There are four parts to this plan: 1. 2. 3. 4. 5. Projected Revenue Actual Revenue Determining Needs and Developing A Vision Setting Long-Range Goals Fiscal Reporting and Justification

PART ONE: PROJECTED REVENUE The following projections were calculated after interviewing and studying the revenue figures of five other media specialists at different levels (elementary, middle, and high). These are estimates of a what a standard media center budget looks like (with fluctuations and budget cuts taken into account). This particular budget assumes the following: State funds will fluctuate and (ideally) maintain or grow with student body count and a successful program. Budget cuts have been taken into account for this sample. Cash fund and fines/fees will continue to grow as circulation increases. Book fair profits and fundraising profits will grow and be maintained through active student participation. Received grant money will not replace state allotted funds as state funds are needed to maintain day to day operations, and grant money is set aside for improvements which will benefit the school as a whole (and cannot be planned for within in the current media center budget). Year 1 Budget Categories: Alloted from State: 6,500 Book Fair Profits: 500 Cash Fund: 400 Year 2 Budget Categories: Total: 7,400

Allotted from State: 8,000 Book Fair Profits: 1,000 Cash Fund: 500 Year 3 Budget Categories: Allotted from State: 6,500 Book Fair Profits: 1,200 Cash Fund: 600

Total: 9,500

Total: 8,300

PART TWO: ACTUAL REVENUE In the event of annual revenue fluctuation, the following questions will be considered when balancing accounts, allocating funds, and justifying expenditures. 1. How will revenue be increased? 2. How will expenditures be reduced (i.e. consolidated, eliminated)? 3. How will curricular support be affected by these increases or reductions in the budget? 4. Can collaboration between departments serve to increase or reduce the budget in order to address any affected services? 5. How will budget information be publicized in order to maintain accountability and justify specific needs which are in accordance with the librarys long term goals and schools mission and vision? PART THREE: DETERMINING NEEDS AND DEVELOPING A VISION In order to determine the needs of the media program, the following will take place annually: An inventory of all materials. A needs analysis (which will determine the strengths and weaknesses of the collection based on GPS standards). Survey of media center stakeholders (including administrators, faculty, students, volunteers, and parents). Surveys will be posted on the media center website and sent out through the schools e-mail network. Stakeholders will be asked: How much they use the media collection What they tend to use it for Positive and negative experiences using the media center How the media program and media center materials can best be used to support teachers and students in the classroom and at home.

 Strengths, limitations, and current needs for available technology (including training needs and help with meeting the 21st century classroom requirements). Putting It Into Practice: For this project, a survey was given to approximately thirty administrators, teachers, paraprofessionals, and students. Participants were selected to represent different faculty and student groups within the school hierarchy. After administering the surveys (some face to face and some via e-mail), the overwhelming response gathered from all stakeholders was the need to move towards a 21st Century classroom. Administrators pointed out that any integration of technology must be aligned with state standards and curriculum goals. Students expressed an interest in using more of the technology in the media center including ipads, laptops, and e-readers. Teachers felt like they needed more help in integrating this technology particularly with the push towards pre-planned lessons, and the overwhelming workload which detracts from their ability to creatively adapt lessons to meet student needs. Newer teachers felt that they would like to find easy and novel ways of using newer Technologies to teach reading and academic skills while older teachers wanted a stronger and more centralized Accelerated Reading program with emphasis on goal setting and skill-building. The Special Needs Department (both faculty and students) said they might benefit from an audiovisual center in the library which would allow students to make use of adaptive technology to meet reading goals and view supplementary textbook material. PART FOUR: SETTING LONG RANGE GOALS In response to the survey results and other curriculum goals, it is my hope that over the next three years, the media center can work towards the following: 1. Purchase both print and audiovisual materials to support GPS standards in all curriculum areas (particularly Science and Language Arts), Any new materials purchased will focus heavily on reading across the curriculum. The media specialist will make it a priority to purchase both fiction and nonfiction e-books, audiovisual, and print materials that appeal to high interest standards in both Science, History, and Language Arts. Cross-curriculum reading lists will be compiled with different genres to cover different subject areas. Media specialists will collaborate with the various Curriculum Departments to find what books teachers would be willing to use in terms of purchasing for integration with curriculum.

2. Purchase popular and up-to-date reading materials that will encourage students to both meet their Accelerated Reading goals and see reading as something enjoyable and exciting. Students and teachers will also have an opportunity to participate in an online poll on the media center website to give input on which books the media center should purchase. This will allow the media specialist to determine ahead of time which books will receive the most usage and generate enthusiasm for new purchases. Every effort will be made to focus on contemporary cultural and ethical issues in regards to cross-curriculum reading material so that it is relatable and relevant to todays student. Cross curriculum lists will be put together for students to choose from when meeting Accelerated Reading goals for Reading Across The Curriculum. 3. Make the most of current technology while still keeping up to date with the changing needs of the classroom and adapting to the diverse needs of both students and teachers. My initial plan to fit the library program into the curriculum begins with keeping a catalogued list of websites which can be integrated with specific standards and lessons. This is in addition to promoting online resources and databases such as GALILEO, Encyclopedia Britannica, newspapers.com, Get A Podcast.com, ejournals.org, etc. and student friendly search engines (such as Nettrekker, and IPL2). I would also like to work on getting teacher suggestions for a few relevant up to date i-pad apps which would be utilized along with some beneficial software for the media center computers. I feel these would particularly benefit our special needs, esol, and gifted student populations who need additional support and stimulation to keep focused. Finally, I would like to move towards integrating ebooks, and eventually e-readers into the media center.

4. Build a budget for library events and incentives to generate patron participation and invest stakeholders in the media program. By working to integrate library resources with the curriculum through the use of a centralized Accelerated Reader program, funds are needed to offer tangible incentives and motivators to boost student and teacher support. Classroom competitions and visible tracking (through the use of bulletin boards or media center displays) are essential student motivators. It is my hope that the library will be seen as having a vital place in the heart of the school. It is also my hope that it will pave the way for more collaboration opportunities (both formal and informal).

PART FIVE: FISCAL REPORTING AND JUSTIFICATION Please note the following: *Possible cuts include places where money can be reallocated if necessary. *Grant money will only be sought out if available funds are needed elsewhere, and money cannot be generated during subsequent years to account for the need.

TOTAL BUDGET

YEAR ONE: 7,400

YEAR TWO: 9,000

YEAR THREE: 8,300

PRINT COLLECTION
Fiction:

Total Spent:
Section Amount: Justification:

Total: 3,700
1,200 Older books with little circulation will be replaced with more relevant up-todate high interest reads

Total: 4,500
1,500 Materials will be purchased for reading across the curriculum and GPS supporting genres such as historical fiction and science fiction. 1,500 Add practical books (i.e. science fair and science experiments for all grade levels. Also add DK type books with visually appealing information concerning state specific

Total: 4,150
1,250 Continue to build a GPS centered collection with student and teacher imput via polls and suggestions. Purchase class sets of materials. 1,250 Add materials to coincide with book talks (i.e. poetry collections, or world cultures collections) and other curriculum and library promotions

Section Amount: Nonfiction: Justification: Nonfiction needs will be determined by an annual collection analysis.

1,200 Current analysis shows a clear lack of appropriate social studies and science materials (particularly in the 600s section which corresponds with Life Science human body,

bacteria viruses, and healthy living Section Amount: Reference and Periodicals: Justification: Because there is a wealth of material online, the librarian will first emphasize free and reliable online sources (such as GALILEO) and possibly purchase one expensive print reference material as the need arises and expenses allow. Students and teachers have been requesting more periodicals. Many of our special needs readers and curriculum teachers prefer periodicals because theyre easier to comprehend and shorter. Section Amount: Professional Learning Justification: Teachers have requested remedial activities (particularly in math) that will help them work with students in diverse and mixed-ability classrooms. Determine a popular series of professional learning materials. Purchase set based on area of greatest need. 300 Maintain current periodical titles such as National Geographic, Popular Science, and Sports Illustrated for Kids. Media Specialist will promote articles to teachers for use with classes.

standards which receive higher circulations 1000 Purchase print reference material for 8th Grade Georgia Authors project Discontinue periodicals which receive infrequent circulation

800 Purchase a class set of DK atlases/workboo ks for use with 6th grade and 7th Grade World Cultures classes. Add requested periodical titles for students such as Stone Soup, Odyssey, and Sports Illustrated for Kids.

1000

500 Promote purchased materials and buy professional learning titles related to school improvement goals.

850 Add 2-3 professional learning periodicals such as Education Weekly, or Learners based on school improvement plan, in addition to requested titles such as ADDitude or Writers Journal

TECHNOLOGY

Total Spent:
Section Amount:

Total: 2,500
500 Update and purchase ipad apps for library ipad cart (as funds become available)

Total: 3,000
400 Purchase Tumblebooks to be used for middle grades media center lessons in response to GPS related content and the need for assistive reading technology. 300 TV/VCR/DVD combo

Total: 2,000
400 Maintain Tumblebooks license and determine usage statistics (for specific student populations).to make a decision whether to renew. *Possible Cut

Software Licenses Justification: Collaborate with instructional coaches to obtain instructional i-pad applications and software which will be used to target specific academic weaknesses

Section Amount: Audio Visual Center Justification: This need was ranked 80 percent by all survey participants. A computer has already been set aside for watching and online stories with assistive reading technology.

250 Radio/Cassette /CD player with headphones

400 Cds and instructional kits to support curriculum.

Section Amount: VHS, DVDs, CDs Justification: Teacher have requested more DVD and Audiovisual material which coordinate with GPS standards to use with classes.

1,000 Purchase upto-date instructional videos like season 1 of Mythbusters and Bill Nye as requested by science teachers.

800 Purchase instructional videos for core classes per teacher request. A list will be compiled and a survey sent out via e-mail to confirm usage.

600 Purchase set of remedial tutorial videos for small groups and classes to use in the media center *Possible cut OR

Section Amount: Expendable Equipment And Repairs Justification: E-book licenses E-readers Flipcameras

750 Determine current repair needs. Possibly purchase ebooks to download off media website.

1,500 Purchase ebooks to download off media website as well as ereaders for the media center.

600 Purchase 2 flip cameras Have students shoot their own tutorials and post to a wiki with link from media center website or e-learn page.

*Possible cut with Grant money sought out if need be.

LIBRARY PROGRAM
Accelerated Reader

Total Spent:

Total: 300

Total: 500

Total: 800

Bought by District

N/A

N/A

N/A

AR Quizzes AR Reading Materials

Accounted for in Print Collection) Section Amount: N/A N/A N/A

50 Purchase 2 movies that can be used throughout the school year and broadcast through the closed circuit network.

50 Purchase two movies for back to School Summer Reading kickoff

100 Purchase 1 additional movie plus soda and/or popcorn for students who passed AR test before viewing.

AR Movies

Justification: Educational movies that coordinate with popular AR books and can be shown at the end of each semester.

AR Incentives

Section Amount: Justification: Financially supporting the Accelerated Reading Program means financially supporting student participation and providing motivation by valuing achievement.

*Possible Cut 100 AR prizes and incentives students.

200 AR prizes and incentives for students and teachers.

300 AR Party (food, prizes for AR points raffle)

Enrichment and Sponsored Events Helen Ruffin Reading Bowl/Book Club (Enrichment)
Section Amount: Justification: Financially supporting these events means investing in student achievement and participation. Our students need multiple copies of HRRB books so they can read and study from more than one book at a time in order to work efficiently and compete effectively. 150 HRRB sponsored books (extra copies). 250 HRRB sponsored books (extra copies) 400 HRRB sponsored books, and materials for val-o-grams.

*Extra copies are in addition to HRRB books bought with Print Collection: Fiction money *Possible Cut

*Extra copies are in addition to HRRB books bought with Print Collection: Fiction money

Poetry Slam
Event will be hosted by HRRB enrichment class and expenses (food, coach, etc.) will be covered by Val-O-Gram fundraiser)

OFFICE SUPPLIES
Laminate Copy Paper Butcher Paper Ink cartridges Book Tape and Book repair materials Processing materials AR Stickers and Tape General office Supplies

Total Spent:

Total: 1,200
Lump estimate:

Total: 1,500
Lump estimate

Total: 1,350
Lump estimate

Section Amount: Justification: Office supplies are a priority for day to day operations. While this estimate will be adhered to as strictly as possible, funds from other areas will be subject to reallocation if necessary.