Hit: Elem: time schedule, etc

[Pat Wang <patw@UMD5.UMD.EDU>]

Hello LM_Netters
        In July I posted a Target asking elementary Media Specialists 10
questions. As promised, I am posting a hit. I received 34 responses, many
of them with additional comments, ideas, and an expressed desire for more
ideas to keep from reinventing the wheel. Most who responded were
Librarian/Media Specialists. Two were aides. I couldn't tell the
difference by the work they described. As this began to stretch out to 35
pages, I decided to tally and just print comments without the source,
just to save space.  Many thanks for your help and for taking time to
answer. This has proven most useful to me and I hope to others. Media
people are quite amazing.
1. Do you have more than one school?
        1 - 21
        2 - 9
        3 or more - 2
        didn't say - 1
        3 days a week - 1

2. What grades are in your school?
        preschool or K or 1 to 3 - 4
        preschool or K or 1 to 4 - 3
        preschool or K or 1 to 5 - 26
        preschool or K or 1 to 6 - 6
        preschool or K or 1 to 8 - 1
        K to 12 - 1
        3-5 or 6 - 3
        middle - 3
        high - 1
This adds up to more than 33 because several people had more than one
school. Several of these Library /Media Centers seem to share a building,
but others must spend a lot of time on the road.

3. # of students?
        less than 200 - 8
        200-250 - 3                     250-300 - 1
        300-350 - 1                     350-400 - 3
        400-450 - 6                     450-500 - 4
        500-550 - 6                     550-600 - 4

        600-650 - 3                     650-700 - 1
        700+ - 9

4. # of those students who are in Kindergarten?
some gave # of classes and some gave # of kids, so to make it somewhat
uniform, I figured 20-25 per class. Some schools had no K classes.
        1-3 - 18
        4 - 8
        5 - 2
        6 - 2
        7+ - having more than one school  - 1
        preschool or Head Start classes - 3

5. Do you take the K  classes?
        If so, do you:
        Read to them?
        Check out books?
        Other?
   Of those that have K classes in the school, all but 4 let K check out
books. Many of these also do a story or a craft. Those that do extra are
often in smaller schools, but a few larger schools squeeze them in. In a
couple of cases, the assistant does the honors or the teacher comes, too
since Media time is not planning time for the teacher.
____
yes, do some story extensions that the classroom teacher doesn't have
time for and that tie in with what we are doing in the library.
     Parent volunteer checks out to the teacher,  a box of 35 books which
she takes to the kindergarten room.  A child can check out one book at a
time every day if they so desire, as long as they have brought back the
previous one.  We take a new box of books to the room every month or so.
By May, the newness wears off except for a few, but otherwise the
interest is high and the kids are very very good about returns. We
started this after the first two weeks of school.
              My kindergarten teachers go through the year with the
alphabet for the most part, so I can follow along with what they are
doing and tie in my stories accordingly.
____
storytelling occasionally
____
During that time I read to them, teach skills, allow them turns @
computer & listening center.  We color and do crafty things, too, and we
play games, do finger plays, read quietly, enjoy the occasional video or
filmstrip as well.  I am @ the PK-2 school on Tues. & Thurs. only.
____
Kindergarten participates in all library programming.
____
Only the first time they check out, after this, they come with passes
from their class whenever they want, or the teacher allows. I do many
skills (fiction/non-fiction, parts of a library media center, etc. from
our county curriculum)
____
1 book per week. Book care, library expectations, nonfiction vs. fiction.
____
no time for other
____
I plan with the teacher to see what she is teaching / emphasizing that
week ( I do take K. on a reg. basis) and I find
a book/video... which supports what she is teaching (zoos, alphabet
letters, safety, food pyramid...) if there's time we do some kind of
activity, mostly some drawing/coloring activity to reinforce what we
talked about, I'd like to do more varied activities than what I've been
doing though.  Before I read to them we go over the parts of a book and
talk about the title page each time.  I ask if the story was
fact/fiction...that kind of thing.  We do not check out books when we are
together.  They come in the MC when I'm at my other building to check out
books.
____
 Book care & very basic things - author, title, illustrator, etc.
____
We do research periodically and also storytelling.
____
Each class comes for a scheduled library class once/week.  We have story
time, flannelboard stories, puppets, etc. each 20 min. class visit.
Around October 1st (or whenever the K teachers feel students are ready),
they begin to check out
books.  Each student is allowed one book per visit, due the next
scheduled visit.  As the year progresses, students are allowed to come
during homeroom any day of the week, to return their book and check out
another, if they finish before the next scheduled library day.  This was
the first year that Kdgn. students were allowed to check out books as the
former LMS did not allow it.  We had positive feedback from their
parents, teachers, and the students themselves--they were so proud to
check out books like the big kids!  We also sent home the parent letter
the first time they checked out a book which stated their scheduled
library day, responsibility for loss/damages, establishing a safe place
at home for the library book, etc.  I think we only lost 2 or 3 books out
of those 6 classes.
____
 The kindergarten comes weekly for story time, and stay usually about 1/2
hour depending on how long the story, or activity is.  They check out 1
book and can keep it for 2 weeks.
The teachers have asked that they start checking out books after winter
break so that is what we do.
____
videos (rarely), storytelling, very basic library lessons
____
support curriculum
display work
let them read to me or others
have volunteers read to them
____
I check out books to K's two weeks after school starts.  (Many of them
have been in public libraries checking out.  I use the Mr. Wiggle books
about the care of books and what it means to check out a book.  The kids
love him  (he is a big bookworm).  On checkout day we give bags,
bookmarks and a letter from Mr. Wiggle (with an activity to do with their
parents) telling the parents about our program.  Students checkout books
daily.  This puts pressure on the parents to read the book so they can
come back and get another book for the parents to read.  I hear some
really cute stories about what happens at home!
We use Broderbund's Living books; we have lessons; we do projects.
____
I have two sections of kindergarten.  I read to them or do puppet
activities, etc. once in each six day cycle (we operate on an A - F day
cycle) I try to coordinate the theme for the class with something going
on in the classroom. YES, they check out books.  I am amazed at the
amount of time spent on this question on LM_NET. Many of these kids have
taken books from public libraries and bookmobiles as preschoolers...why
step back?
____
Teach book care, book parts, easy arrangement
____
care of books;  different kinds of books in library
____
TEACHING LIBRARY SKILLS

6. Do you have scheduled classes or flexible scheduling?
        flexible scheduling - 6
        fixed with younger, flexible with older - 4
        fixed - 21     Most of these indicated additional classes were
welcome as time allowed and that kids are free to come in  as needed as
long as they didn't distract from scheduled classes.
        fixed story & check out time-flexible everything else - 1
        both - 8

7. How many classes do you see per week?
        15 - 2                  16 - 2
        17 - 2                  18 - 2
        20 - 1                  21 - 1
        25 - 4                  30 - 5
        35 - 1                  40 - 1
Those with flexible scheduling indicated the number of classes varies per
week. One person has A and B weeks, another has a 6 day rotating
schedule, while another in a school of over 1400 takes 15 or so classes a
week

8. How long do these classes last?
        for scheduled classes:
        primary  30 min.    intermediate 40 or 45 min. -  3
        25 min. - 1
        30 min. - 10
        40 min. - 1
        45 min. - 4
        55 min. - 1
        70 min. - 1
The last two were in smaller schools
        for flexible schedules, class times ranged from 15 or 20 min. up
to 2 hours, depending on the lesson, the schedule, etc.

9. Does this time include book check out?
        yes - 13
        no - 3
        yes for primary and no for intermediate - 3
The rest indicated it depends on the circumstances.

10. Do you do any special programs with any of the grades, or do you work
your special things into the classes?
____
...   the "rest" of the time is filled in three ways--unscheduled blocks
of anywhere from 10 minutes to 90 minutes used by individuals for
research or book selection, small groups for the same or for working on a
project with me, or whole
classes,                                                                            
                                                                                    
                                   in which case the classroom teacher comes along 
too, since it is not a chance to get an extra prep time that other teachers would 
not have. The second set of times are 2 1/2 hours per week of administrative time 
which means that although I am in the library and can help individuals as the needs 
arise, I am supposed to be working on the collection as a whole, with my 
educational assistant, gathering materials for a teacher or helping someone with 
computer problems or 1001 other
things.  The third time is 2 1/2 hours per week of my prep time which is
sacred (sort of :)) which is used for instructional preparation as it is
for any certificated staff person in the district.  These last two kinds
of time, I have told my staff can be shifted around anywhere on the
schedule to accommodate their times so that those "flex" times get used
well. It is essential to document how these times are used somewhere (I
use my plan book) so that if there is ever a question, you can say
....well, last week the flex time was used for a small group studying
space on M, T, Wed, and for Canada for the 6th etc. etc. without having
to sound like you are defending yourself. My district has essential
learnings for library media centers and I use those essential learnings
to guide what I teach.  However, I almost always try to attach those
essentials to the timing of what is being covered in the classroom so
that there is reinforcement for both class and the library. Otherwise the
learning doesn't stick.
____
I try to tie research skills into the curriculum as much as possible.
I've been doing Big Six units during open times.
    Next year my schedule will change to a modified flex schedule. I'll
still do 30 minute fixed periods for k-2, but will be doing flex with
3-5, with 10-15 minute checkout periods for
those grades (otherwise I know there are some classes I'll
never see!).  I'll see the 3-5s for class only when they have
specific skills the teacher and I will team teach, using the
Big Six.  I'm really looking forward to it.
____
I have done special programs in the past such as a Pet Show (stuffies,
every pet wins)w/Keats' Pet Show title, etc.  Please post a hit.  19 yrs
in the business--need all the new ideas I can get!
____
Both, depending on the project.  RIF would be done both within the class
time and during special times for speakers and choosing books. Book Fair
is both during class time and whenever students/classes can and need to
come otherwise.
Storytelling, Poetry Reading. Reader's Theatre, and internet/email groups
are all done in class but groups meet for those with special interest in
the area.
____
Will be doing with individual teachers, I hope!! I do many
lessons in which I team with teachers, to teach library skills,
computer skills, or use technology (example, I do many
videodisk lessons on science topics with teachers and their
classes)

____
I read aloud "Volunteer State Book Award" nominations to 1st grade,
(they vote for their favorite book out of 20), 2nd grade learns parts of
a book, using nonfiction "First Start" books from Steck-Vaughn and then
we do a storytelling unit; 3rd and 4th grades read a whole-language novel
with me called "Booker's Bunch", book 1 for 3rd, book 2 for 4th; and 5th
grade learns reference book use and then we review all library skills in
cooperative learning groups (Library Quest) during the 2nd semester.
____
Mostly I have to do the special things worked into the classtime, some
enlightened teachers will plan with me and we'll do research skills
related to their unit of study, several times during the duration of
their unit.  Mostly I have to do special things during the time that the
teachers are scheduled to come. I've only been in the building for two
years and am trying to change to flexible scheduling, but am mostly
running into a brick wall.  I would love to hear how others have done it,
and WHAT they've taught during these times.
____
Normally I have been working my special things into the classes because
there is no time to do anything else. I cover planning times (along with
art, music, and gym) Next year the state of Delaware is putting T-1
routers in to all the libraries and connecting the state "on-line" - I'm
just trying to figure out how, with 35 classes per week, I'm going to
have time to train students and faculty to use this wonderful new
resource.
____
I have a storytelling club after school once a week at one school for 4th
and 5th grades.  I teach square dancing to the third graders when they do
their Pioneer unit.   I get everyone involved in the Georgia Children's
Book Award voting.  I listen to book reports from the 3rd, 4th, and 5th
graders every morning.  They have a requirement of approximately one book
a week.  All reports are done orally, and I'm the ear.
____
Whatever I teach I work it into the classes.  Sometimes I have teachers
who have students who finish their work faster then the rest of the class
so they asked if there's anything I could do with them in the library, so
I do have special research groups who come in and work on "Enginuity
Cards" or special research projects.  Most of these kids have been 1st
and 2nd
graders.  I have had a couple K students in the past do this too.
____
        IMC Special programs:
                Battle of the Books, grades 4-5
                Boscars (Book Oscars), grades K-5
                Writing Conference, grades 4-5
                Book Fair, grades K-5
                Author visits, grades K-5
____
Ongoing reading programs that we have each year are Texas Reader's Club
and Texas Bluebonnet Books.  Last year we had an author visit and two
book fairs.
____
Yes I try to work special lessons into my time, but it usually depends
upon the cooperation of the teacher, and I usually do not get that.
____
We do some of each - types and grade levels vary depending on the current
topics, school theme, time permitted.  Nothing permanent etched in
stone.  The *supposed* integrated info. skills are virtually non-existent
due to the absence of common planning time and my schedule between two
schools.  We are looking, again, at our roles, especially at being
technology mentors and being leaders at training teachers to integrate
technology into their curriculum.  I am hoping that this will be the MS's
foot in the door.
____
I have my own agenda for things to do at each level based on NYS
curriculum guides, but I work with the teachers regularly to compliment
or support what they are doing in the classroom.  They fill out a monthly
form that keeps us posted as to what they will be doing.  It works very well.
____
I work my special programs into class time.  I HAVE LEFT SOME time in my
schedule to try some flexible scheduling this year, I hope it works.
____
it depends on what is going on in the classroom; I'm trying to plan
collaborative sessions with classroom teacher
____
reading programs, contests, and storytelling.
____
No time for special programs; I work as much as I can into the curriculum.


and a few essays where I tallied the numbers, but they speak volumes

   In our district, media people provide prep time for the classroom
teacher. If we didn't budget cuts would have zapped us a long time ago.
Six years ago we were cut in half and now elementary media people go
between at least two schools. (Some go to more than two in an effort to
even out class loads.) Our classes are 30 minutes long once a 5 day cycle
and of course are scheduled. We are not required to service Kindergarten,
but many of us do because it lessens the works load if the kids are
supervised early. Each school has one paraprofessional who works 5 1/2
hours per day and fills in when the media person is not in building. Our
building sizes range from 600-900 kids and cover K-5, just K, or 1-5.
Supposedly we get the same 3 hours a week prep as teachers but you can
well guess how that goes. By the end of the school year our elementary
people are fried. Big concession is that the district gives us a paid
extra duty day for each school we service fully. (Big fat hairy deal!)
The talk is more cut backs and larger class loads. Last year people
serviced 37 classes a week, excluding K; this year it will be 40-42. so
much for extra programs, services, etc.
_________________________________________________
I have 25 scheduled classes each week that meet for 45 minutes each. This
includes, check-in, check-out and computer time .( We have our computers
in our school library!- no computer lab!)
   There is  a 20 minute period in the morning before homeroom starts
when students can check -in or check -out books or use computers.
   I also have a 30 minute lunch duty daily and arrival and dismissal
duty of all "Walkers".
   We are trying to switch to a 2-week rotating schedule to teach
thematic Units.  Our principal in not convinced cause this will mess up
the music teachers evening programs! I would have to schedule additional
time for book exchange but look forward to meeting students in a more
intensive period of time.
    I coordinate things like the MS Readathon, and a monthly reading
incentive program.
   I have no other help and most parent volunteers drop off or can only
work from home.
     We have occasional special programs with authors or guest
booktalkers, but usually teachers prefer that special things be worked
into their regular schedule.
_________________________________________________
I am the only LMS for grades K-6, approx. 630 students.  K-3 library is
on one side of the building, 4-6 is on the other side.  I cannot afford
to duplicate many materials, and the staff - one assistant, and one aide
- is the same for both libraries, so I encourage students and staff to
use both libraries as appropriate.  All classes come to "their" library
on a fixed schedule, once per week.  4-6 library classes are in the
mornings, and K-3 are in the afternoon---thus, I switch locations with my
assistant at lunch time.  I teach the classes, and she is in the opposite
library to provide reference service to students and staff.  If you're
getting this, you can see that each library is open to all for half of
each day, and booked with
classes for the other half. (The only exception is when we have to close
the library to students so that we can do our cafeteria duty - something
I hope to change this year!) Each week I have 30 scheduled classes.  Last
year I also had 5 15 min. cafeteria duties as well.  K-3 classes are 30
min. long; 4-6 classes are 40 min. long.  Class time does usually include
time for checking out books, but students may also exchange books every
morning before school starts, or during any other time the library is
open without a class.  (If they come when I have a class but don't
disturb us, then I let them then also.)  I have
not yet done any special programs that were not part of the regularly
scheduled classes, but I do try to coordinate topics with the classroom
teachers when I can.  I have had parents come in to read and we have a
book fair each year, but I try not to mess with the schedule too much
because it is too complicated ( I do cover teacher preps...)   When
Kindergarten classes come for library class, I usually read them a
story.  I also work in lessons on book care, how to behave in libraries,
etc.  They begin checking out books to the classroom by October.  In the
past they have started taking books home in January, but this year we may
try it sooner.  We are going to have a kindergarten orientation on the
first two days of school where the parents will come also - they will
ride the busses and everything - so I will feel better about sending
books home after I have had a shot at explaining the responsibility to
the parents in person.  (I might even get them to sign something before
they leave, if I can do it in a positive way....still
thinking about that).  I also started putting out Caldecott puzzles for
kids to do after they finish checking out their books if they have time
left before their teacher picks them up.  They loved it, and handled it
well even though they often had to pick up before they could finish.  I
plan to put out
more game-like learning centers for next year.  Card games that reinforce
lib. skills such as alphabetizing, using guide words, etc.  I have made
some that are simple enough for Kinders, and some that progress in
difficulty for the older students.  If interested in this, people could
see "Library Media Skills: Strategies for Instructing Primary Students",
by Alice R. Seaver.  I got the basic strategies from her, and have
adapted other games and worksheets to the formats she recommends.
 _________________________________________________
I am a library "aide" in a K-5 school with 430 students. There are 2 K's
with about 32 students each. This past year I had each K class in for one
story. I was also asked to provide a box of 35 books for each of the K's
and the teachers then rotated the books through the class. The other
grades come in 1/2 half of a class at a time while the remaining half
goes to computer lab. They have 25-30  minutes in each room. I see every
class every week. During this time I read to the class, then students
check out books. I did a series of library skills lessons with the 5th
graders instead of reading to them for several weeks. I am paid for 15
hours a week so seeing the students takes all
of my paid time. The rest of the task I do are on my time -approx.
another 20-25 hours a week.
    I pretty much followed the format that had been  set last year.
However, I am hoping to do some more creative and flexible scheduling
this coming year in order to make better use of my paid time. I'd like to
have perhaps one week per month when the entire week would be flex time.
Teachers would sign up on a first come first served basis for 1/2 hour
slots. Time could be used for special research, lessons, projects to be
mutually agreed upon by the teacher and myself. Not sure that the staff
will go for it as they depend upon me and the computer lab to provide
them with their prep time :(   I also want to change the K format. The 2
classes end up eating 40-45 minutes of my time just for a story. Go to
their rooms to read? Read to them together? Read every other week??? I am
hoping to make some gradual changes in the program. Wish me luck!