Madison Metropolitan School District School Library Media Center Collection Management: Selection, Surplus, Reconsideration, Copyright and Acceptable Use Policies and Guidelines



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Madison Metropolitan School District

School Library Media Center Collection Management:

Selection, Surplus, Reconsideration, Copyright and Acceptable Use

Policies and Guidelines
Draft

August, 2013-14

Acknowledgements


Collection Development Policies of K-12 schools were referred to for guidance and are notated on the Sources page. Format and structure were an amalgamation of many of these sources. Nancy Kieraldo, Teacher Leader MMSD Library Media Services, was main author with direct input from Dylan Pauly, Legal Council for Madison Metropolitan School District and Selection Policy Committee school librarians Monica Millen, Laurie Bauer and Alexandra Phelps and the 2013-14 Library Leadership Team Jim Igielski, Michelle Reis, Sheryl Boser, Lydia Bertram, Jason Anderson and Laurie Bauer.
Table of Contents Page
Introduction, Vision and Mission Statements ........................................................................... 3
MMSD Library Selection Policy and Guidelines ....................................................................... 4
MMSD Surplus Policy and Guidelines..................................................................................... 13
MMSD Reconsideration Policy and Guidelines ..................................................................... 19
MMSD Copyright Policy ......................................................................................................... 20
Appendix ................................................................................................................................ 22
Sources ................................................................................................................................. 25

Introduction and Purpose
The Madison Metropolitan School District policy states that school library media specialists are responsible for the review, evaluation and selection of the school library media collection. Library media collections are developed and maintained to meet both curricular and personal needs and includes current formats in print, electronic, audio and visual materials. To ensure that these needs are met, library media specialists apply selection/deselection criteria and use recommended selection and deselection tools to keep their collections current. These guidelines provide the criteria, processes and tools for library collection selection, weeding, surplus and inventory.
This document also includes Board of Education Policy on Reconsideration of Materials. These Selection and Reconsideration Policies reflects the philosophy and goals of the school system and supports the principles of intellectual freedom described in Information Power: Guidelines for School Library Media Programs, the Library bill of Rights (ALA), Students’ Right to Read and Right to View (NCTE) and other position statements on intellectual freedom from the American Library Association and the American Association of School Librarians. These positions are located in the appendix section.
Vision for Madison Metropolitan School District
As stated in the July, 2013 MMSD Strategic Framework, the vision for MMSD is that “every school will be a thriving school that prepares every student to graduate from high school college, career and community ready”.
MMSD Division of Library Media Services Mission Statement
The mission of MMSD Library Media Division is to “connect learners to literature, resources and technology to discover and achieve”. This is based on the concept of free access to information that reflects the cultural diversity and the pluralistic nature of a global society. This free access is available to all students, staff and families of MMSD.
In support of this concept, the MMSD Library Media Division seeks to foster inquiry and learning by enhancing the instructional program of Common Core Standards and Disciplinary Literacy. School library media centers are the gateway to accessing information and technology through the ability for all learners to locate, evaluate, apply and share information. The MMSD Library Media Division is committed to the responsibility for ensuring that all learners will become discerning and ethical information consumers and thereby perpetuate the joy of personal

discovery and achievement.



I. MMSD Library Selection Policy
Library Media Center Materials Board Policy: 3612 Instruction

It is the policy of the BOARD that library media center materials be selected by the Library Media Specialist in the school and approved by the Principal.



  1. Library media center materials cover a broad range of ideas and information in many formats which are selected to implement, enrich, and support the instructional programs of the schools.

  2. All library media center materials shall be selected according to the selection criteria that have been approved by the BOARD.

  3. The philosophy of selection is to allow free access to a full range of instructional materials which reflect our pluralistic society and which are selected for their strengths and diversity rather than excluded for their weaknesses or viewpoint.

  4. Library media center materials for individual schools are selected by the library media specialist in the school and approved by the Principal.

  5. Titles are chosen from reviews in professional journals, District evaluations, and personal examination. District review committees covering all grade levels preview, examine, and evaluate library media center materials and evaluations of library media center materials. The evaluations are shared with all schools.

  6. Materials for District circulating collections are selected by District preview committees and the Educational Reference and Materials Selection the Librarians professional librarians at the Professional Collections Library and Library Media Services. Professional Collections Librarian.


Implementation Guidelines for the Selection Policy
The objective of the selection policy is to increase the awareness of the skills and considerations that are necessary when librarians make decisions about literature and information resources available for the students, school staffs, afterschool programs and families. The responsibility for coordinating the selection of library materials rests with library media specialists who seeks input from staff, students and parent recommendations for purchase of library media materials. Favorable reviews from professional journals and authoritative selection references should be used when developing library media collections. Wherever possible, direct examination of materials is advisable to ensure that they meet selection criteria. These standards are the same for all formats, book donations, and any grant opportunities for placing books in a library collection.

Essential Curriculum and Collection Development
The major emphasis of a library collection should be to provide materials which meet the current curriculum and information needs of the school as well as the recreational reading needs of students. The library media specialist should be familiar with the current curriculum in all content areas and how it affects the library collection. It is highly recommended that links to the current curriculum and/or print copies of the curriculum be available through the library website and/or professional collection at each library.
The goals for collection development include:

  • To provide a comprehensive collection of instructional and reading materials selected in compliance with basic selection principles

  • To provide maximum accessibility to these materials

  • To provide materials that will support the curriculum taking into consideration individual needs, interests, abilities, languages, socio-economic backgrounds and maturity levels

  • To provide materials that encourage growth in knowledge, learning skills, personal and aesthetic development and social responsibility

  • To provide relevant materials that reflect and promote cultural and linguistic diversity

  • To provide a central collections library for community and professional educational needs

  • To provide a written statement of the procedures for meeting the challenge of censorship of materials in school library media centers

  • To provide qualified personnel to maintain professional standards in collection development in order to serve all learners


Teacher Recommendations
Communication with teachers/administrators to assess curriculum needs and recommendations for purchase is an important part of the selection process. Since the library media collection is an integral part of the instructional and learning process, the strength and value of the collection are ensured when teachers are actively involved in the selection process.
Student and Parent Recommendations
Suggestions from students and/or parents is also an important part of the selection process. As students seek information for curricular purposes or use the library media center for personal interests, students and parents are encouraged to make recommendations of specific resources or subject areas where information is needed.
Professional Collections Library at Doyle
In addition to individual school library professional collections, the Professional Collections Library at Doyle provides educational resources & library services to support the MMSD community. Three collections comprise this library: Instructional materials, educational resources including education journal routing and the multimedia collection. Services also include interlibrary loan and MMSD staff reference services.

Selection Tools
The following professional resources are recommended as tools to locate reviews. Most are considered professional review journals (Booklist, Booklinks, School Library Journal); however, some are considered general popular review sources. Also, twice a year, elementary and middle school librarians may view new print materials and hear an interactive book talk on the newest trends and titles of children’s books at the Children’s Cooperative Book Center (CCBC) on the University Madison campus.
(To be added and deleted)

  • The ALAN Review

  • Amazon.com General; Children; Teens

  • Book Links

  • The Book Reporter

  • BookReview.com

  • Booklist Online

  • The BookPage

  • BookWire

  • Boston Book Review

  • Bulletin of the Center for Children’s Books

  • Caldecott Medal Homepage (American Library Association)

  • Carol Hurst’s Children’s Literature

  • Children’s Book Reviews (national Parenting Center)

  • Criticas?

  • Children’s Books

  • Children’s Cooperative Book Center

  • Children’s Literature Web Guide

  • Coretta Scott King Award (ALA)

  • Education Review

  • Educational Software Review

  • Follett TITLEWAVE

  • Library Media Collection (LMC Journal)

  • Multicultural Book Reviews

  • Newbery Medal Award (ALA)

  • Neverending Stories

  • Notes from the Windowsill

  • New York Times Book Section

  • Oyate

  • Teen Reading (YALSA)

  • World of Reading (reviews by children)

  • Young Adult Books



Vendor Catalogs and Online Ordering Tools
Publisher and jobber catalogs (print and online) can be useful in initially seeking ideas for purchase and/or using as a tool with staff members. However, library media specialists should keep in mind that these are marketing tools, not necessarily selection tools. Vendors typically offer ways for librarians to assess their current collection and use it to compare with new published materials. Vendors also offer ways to search, find and order pertinent materials, often with current reviews from other sources attached to the record. Vendors also may offer prepare lists of materials specifically for a librarian or generally through the website. Either way, it is up to the library media specialist to determine the authority of these vendors and understand that ultimately, it will be up to them to understand their unique and specific needs of their library collection.
Selection Criteria for Library Media Materials
The following criteria should be considered when the library media specialist selects materials for the school library media program:


Criteria

Reason

Appropriate for recommended levels

Library Media Materials (LMM) should be accessible to students of varied abilities and meeting informational and interest needs of all students.

Relevant to the curriculum and objectives of the instructional program

LLM should be selected on the basis of assessed curricular needs and reflect the identified learning outcomes of the instructional program

Accurate content

LMM should present facts in an objective manner. Authority of the author, organization, publisher/producer should be a consideration. Materials concerning human development and family life should contain facts which are presented in a manner appropriate to the level of the students.

Reflect the pluralistic nature of a global society

LMM should provide a global perspective and be culturally and linguistically appropriate according to the mission and vision of the school district

Free of bias and stereotype

LMM should reflect the basic humanity of all people and be free of stereotypes, caricatures, distorted dialect, sexual bias and other offensive characteristics. LMM concerning religious, social and political content should inform rather than indoctrinate.

Represent different viewpoints on controversial subjects

Students have the right o information on both sides of a controversial issue. By having access to a variety of resources students will have the knowledge base to LMM provides free and equitable access to all information.

Appropriate format for instruction

LMM should be available in variety of formats, e.g., print, non print, electronic, multimedia to meet the needs and learning styles of diverse student population.

Recent copyright date as appropriate to the subject

LMM should be assessed for currency of the the information as it relates to the content and purpose of the item

Acceptable in literary style and technical quality

Literacy quality, technical merit, physical arrangement and aesthetic characteristics should be considered as integral components in the evaluation of all media formats

Cost effective in terms of use

LMM should be evaluated for cost effectiveness in terms of accessibility, projected use and durability

Appropriate for students with special needs

LMM should be provided to meet curricular needs and the individual needs, interests and learning styles of all students at all levels



Additional Criteria by Format
Print

Format

Criteria

Hardcover Books: Higher cost; consider the usage and audience, especially picture books for the younger students

  • Type style and text density

  • Paper quality

  • Durability of bindings

  • Readability and interest levels

  • Text Features: Table of Contents, Index, Glossary, Captions

  • Graphic Features; Color photos, color illustrations, color graphics, resolution, layout

Paperback Books: Lower cost; consider demand, durability, special projects, availability, special editions, duplications, popular fiction

  • Type style

  • Paper quality

  • Durability of bindings (some vendors offer more permanent binding options for paperbacks)

  • Readability and interest levels

Magazines: Weekly, Monthly, Bi Monthly editions: Consider both popular and curricular demand, accessibility, durability, cataloging and processing time, circulation policies

  • Type style and text density

  • Paper quality

  • Durability

  • Readability and interest levels

  • Text Features: Table of Contents, Captions

  • Graphic Features; Color photos, color illustrations, color graphics, resolution, layout

  • Local interest and/or publication

Newspapers: Daily, Weekly, Monthly editions: Consider both popular and curricular demand, free sources, online sources, accessibility, durability, cataloging and processing time, circulation policies

  • Type style and text density

  • Paper quality

  • Durability

  • Readability and interest levels

  • Text Features: Sections, captions,

  • Graphic Features; Color photos, color illustrations, color graphics, resolution, layout

  • Local interest and/or publication

Reference: Encyclopedias, singles or sets; Dictionaries, Thesaurus, Atlases, General Reference, Content Specific Reference: Consider online or electronic options readily available with mobile devices,free sources, sources provided for by Badgerlink, free online with the purchase of print title, language options

  • Cost

  • Durablility

  • Access

  • Copyright

  • Readability and interest levels

  • Text Features: Table of Contents, Index, Glossary, Captions

  • Graphic Features; Color photos, color illustrations, color graphics, resolution, layout

  • Space need on shelf

  • Size/weight need of the patron


Multimedia Materials and Equipment


Format

Criteria

Audio Materials

  • Cost of product

  • Format relevance and durability

  • Copyright

  • Appropriate format for curricular and learning needs

  • Accessibility of product (library, classroom, home access)

  • Access to appropriate and reliable audio equipment

  • Access and cost of peripheral equipment (headphones, multiple access equipment etc)

  • Space needed for storage for product and equipment

Video Materials

  • Cost of product

  • Format relevance and durability

  • Copyright

  • Appropriate format for curricular and learning needs

  • Accessibility of product (library, classroom, home access)

  • Access to appropriate and reliable video equipment

  • Access and cost of peripheral equipment (projectors, projection surface, interactive whiteboards)

  • Space needed for storage of product and equipment

Online A/V

  • Cost of product

  • Format relevance and durability

  • Copyright

  • Appropriate format for curricular and learning needs

  • Passes technical review for network compatibility

  • Accessibility of product (single, multi,simultaneous users)

  • Access and cost of hardware equipment

  • Device dependency or device agnostic

Audio Equipment

  • Cost of equipment

  • Durability

  • Relevant to current audio format needs

  • Accessibility during and out of school hours

  • Meets current industry specs for this type equipment

  • Vendor and equipment availability

Video Equipment

  • Cost of equipment

  • Durability

  • Relevant to current video format needs

  • Accessibility during and out of school hours

  • Meets current industry specs for this type equipment

  • Vendor and equipment availability

Computer Equipment

  • Cost of equipment

  • Durability

  • Relevant to current format needs

  • Accessibility during and out of school hours

  • Meets current industry and MMSD specs for this type equipment

  • Vendor and equipment availability


Electronic Resources
Considerations for Selection of Electronic Resources
The criteria for selection of electronic resources are essentially the same as for print and AV materials. Electronic resources, no matter what format, have the potential for greater access to resources and information as well as multiple language options. Access to these fee-based database services should have 24/7 remote access ability. Considerations of district, level and site-based decisions on electronic resources should include providing the learner with:

  • control through flexible pacing, variable difficulty and optimal branching and linking

  • assurance of information accuracy and reliability

  • appropriate and reliable retrieval of information through robust organization, searching capabilities and user-friendly navigation tools

  • options of record keeping and management options, if applicable

  • readable text, attractive graphics and appealing layout

  • reliable, appropriate and user-friendly platform access considering equipment availability

  • easy-to-understand, comprehensive documentation

  • help desk information


Access to Internet Resources

Access to the Internet is a right and privilege granted to all MMSD students. Federal Telecommunications Policy defines use of the Internet for “educational purposes”, outlines expectations for appropriate and acceptable use guides for school, office web publishing and copyright compliance. See Appendix ?? for the MMSD Student Acceptable Use Policy (AUP); Appendix ?? for the MMSD Staff Acceptable Use Policy: and Appendix ?? for the MMSD copyright policy.


Electronic District Selection Committee

Each year, the K-12 Library Leadership Team (LLT) Members reviews renewal decisions around current district/level wide databases using a rubric that identifies quality, need, relevance, technical reliability, price and any available usage statistics. This process is usually done February - April. Input is gathered at face to face meetings and/or online surveys with librarians.

New products are also assessed as possible additions or replacements for the upcoming school year. Typically, LLT members get input from their school staff during this trial time. Librarian staff at the central office also seek reviews of renewal and/or new materials from the different subject content district experts.

After LLT makes their initial decisions (typically in March), any new products that may be considered for purchase, need to be reviewed by technical services, legal/contract services and if necessary, develop a Request for Purchase (if the cost goes beyond BOE threshold - $15,000). New products will need to pass these reviews before being considered as a purchase for the following year. These decisions may or may not affect the amount that each site will have for their site-based Collection Development Fund monies.

In May, librarians have choices on how to spend specific CDF allocation. These Common School Funds typically are spent on print reference, special collections and/or online databases or products needed for their school’s curriculum. Amounts are divided equally among the different levels typically at the following amounts; $1500 for each elementary, $2500 middles schools and $5000 high schools. Trial information and account numbers and amounts are distributed in early May and need to be decided by the end of May by site librarains. These products are then ordered in July, the beginning of the new fiscal year. Most databases and online products are ordered and set up in August for immediate access throughout the school year, Sept-mid. June.
Gifts and Donations

School libraries welcomes gifts, donations and publisher review books, which are considered in two categories:

Solicited Gifts


    • Donations should be chosen from the library’s wish list maintained for this purpose. Other books or materials may be donated after consultation with the librarian to determine the library collection’s needs

    • Publisher review books are often a source of solicited gifts to school libraries. School librarians will periodically get notification from Central Library Media Services of books that can be chosen for additions to their collection.

    • While the wishes and feelings of donors will be respected as much as possible, the final decision on acceptance and retention of donations rests with the librarian

    • Library materials often become worn and out-of-date over the years. As with all library collection materials, the book donation will then be withdrawn from the library collection. Repurposing will be determined by the use, need and condition of the materials.

Unsolicited Donations



    • Unsolicited donations will be reviewed in the light of the selection criteria listed in these guidelines. Materials that do not meet these criteria will be offered to teachers for their classroom, directly to students or donated to other community organizations.

    • When possible, the librarian will inform donors of unsolicited material of this procedure and will offer them the choice of keeping the materials the library does not need.

    • If an unsolicited donation is in new condition and constitutes and exceptionally valuable addition to the library collection, the librarian has the option of acknowledging the donation with a bookplate and/or written note.

II. MMSD Surplus Policy: Library Materials
BOE Surplus Policy 6178: Operation

B. Protocol for Surplus Textbooks



  1. At the conclusion of each school year the building PRINCIPAL or his/her designee and the LIBRARY MEDIA SPECIALIST assigned to each building shall compile a list of textbooks and library books they believe should be discarded.

  2. The PRINCIPAL or LIBRARY MEDIA SPECIALIST (or designee) shall provide a written list to the ASSISTANT DIRECTOR OF CURRICULUM AND ASSESSMENT. An email is sufficient. The ASSISTANT DIRECTOR OF CURRICULUM AND ASSESSMENT or his/her designee shall determine whether the identified materials meet an educational need within another of the District’s schools.

  3. If the identified materials cannot be used in another District school, the ASSISTANT DIRECTOR OF CURRICULUM AND ASSESSMENT or his/her designee shall notify the PRINCIPAL of that fact in writing. Such communication may be made via e-mail. If there is no internal demand for the textbooks and/or library books, the PRINCIPAL and/or LIBRARY MEDIA SPECIALIST (or designee) are responsible for coordinating the disposal of the surplus books.

    1. The first option for disposal of surplus texts is to contact the publisher to inquire into any buy back opportunities.

    2. If no such opportunities exist the PRINCIPAL and/or LIBRARY MEDIA SPECIALIST (or designee) shall contact ACCOUNTING SERVICES in order to determine the value of the surplus texts. ACCOUNTING SERVICES shall use fixed asset standards of accounting to determine the value of the surplus asset.

    3. Once the value of texts have been determined, the PRINCIPAL and/or LIBRARY MEDIA SPECIALIST (or designee) shall submit a written proposal, using the prescribed form, for the sale or repurposing (i.e. use as a trade-in) of the asset to the ASSISTANT SUPERINTENDENT OF BUSINESS or his/her designee. Any proposal for a public sale of a surplus asset shall give equal opportunity to the public and District staff and shall include use of the District’s publications and website as well as any other appropriate methods of notification. The proposal shall also include specific information regarding the pricing of the surplus books.


Implementing the Surplus Policy for Library Materials
Library media specialists are responsible for surplussing library materials based on best practices of deselecting (weeding) materials. Textbook management should be designated by the Principal of each building with the understanding that this is typically a different person other than the librarian.

Surplus Policy 6178 assumes that library materials and textbooks are the same and therefore should be treated the same. However, further examination shows that library materials should be considered different than textbooks because 1) they are selected/deselected from a separate district curriculum committee 2) are bought with funds other than Common School Funds (library funds) 3) are typically housed in another area other than the library 4) are circulated using a different database than the library circulation system 5) are bought in multiple copies 6) have buy back options not available for surplused library materials.

Library materials, on the other hand, are 1) selected by certified library media specialists under the authority of BOE policy 3512 2) are bought with Common School Funds 3) are housed within the school library 4) are circulated using a separate database from the textbook module 5) have MARC records that follow specific cataloging protocols 6) are typically bought as single copies 7) do not have buy back options for surplused materials.

To that conclusion, the BOE Surplus Policy should consider library materials and textbook materials differently. The following rationale and procedures pertain to library materials and librarians specifically and not textbooks, as outlined in BOE Policy 6178.



Deselection (Weeding) of Library Materials
Reasons to Weed the Library Collection

A good school library collection depends upon the act of constant evaluation of what is current, needed, relevant, accurate and useful. Library Media Specialists training includes understanding the needs and mission of the collection and evaluating the selection and deselection of materials. Both of these skills need to be an ongoing process. The following are reasons for continual weeding of a school library collection:



  • Space: a finite space requires room on the shelves for the best and newest materials

  • Access: an uncluttered library offers patrons the ability to access materials easier

  • Attractive: all library patrons want attractive, clean books in good condition

  • Currency: materials should be current and free from unacceptable stereotypes and misinformation


Criteria for Weeding

Trained library media specialists take into consideration many aspects of a viable, current and relevant collection. The acronym MUSTY may be used to remember the criteria for weeding.


M Misleading and/or factually inaccurate materials
U Ugly and worn beyond mending or attractiveness
S Superseded by a newer edition or by much better material
T Trivial with no discernible value
Y Your collection has no use for irrelevant materials
Procedures for Weeding the Library Collection

The best practice for weeding a school library collection is to identify areas that need the most immediate attention. Often, this decision is made on the currency of specific areas of the collection. Library Media Specialists have the ability to use collection analysis tools from the online catalog database as well as circulation records. Identifying criteria as it relates to the various areas of the collection should be part of a rotating plan of deselection with care to make sure that certain areas of the collection age faster than others. Consider the following as a rule of thumb for copyright dates of less than 10 years:



  • Social Sciences (300s) except fairy tales and holidays

  • Science (500s) except most dinosaurs, animals and plants

  • Technology/Health (600s) except many pet books

  • Social Studies (900s) except for war history books

  • Reference books


Surplussing the Weeded Material

Each school library media specialist will need to access the current weeding needs of the library collection. Once a decision has been made to remove an item from the library collection, use the following steps to remove it from the collection:



  1. Identify the material as discarded (can be accomplished using an “officially discarded” stamp)

  2. Cross out any identification labels with marker or remove library labels

  3. Remove record from Destiny catalog using the discard protocol in current catalog (contact district library automation specialist for details)

  4. Consider condition and/or usefulness to decide if the book should be repurposed

  5. If material will not be repurposed, contact school custodian for discarding or recycling procedures

  6. Repurpose materials according to use, relevance, and need. Consider the following options to repurpose:

    • Classroom libraries

    • Give away items to students and families

    • Offer items to other school district libraries

    • Offer items to community centers

    • Consider donation to book organizations:

A. “Rotary Books for the World” Will accept boxed up hardbound, paperback, all ages, fiction and nonfiction, in good condition. Contact: Carol Dombroski, Program Coordinator-Wisconsin, carol.d@charter.net; 608-838-3689 (home); 608-575-1415 (mobile)

B. Madison Public Library or Fitchburg Public Library Friends group



Inventory of Library Materials
Reasons for Inventory of Library Collections

It is considered best practice to inventory existing materials in a library collection to assess the overall collection. The objective of the inventory process is to ensure that the automated cataloging system accurately reflects the collection. This is the key access point for students and teachers to locate information within the library collection. At this time, a systematic inventory schedule for MMSD school libraries is not available. It is desirable to inventory within the next 2 years all collections that have not had an inventory in 10+ years. After this backlog is completed, a rotation of inventory services will be established, taking in account the needs, desire and availability of library personnel.


Procedures for Inventory

Currently, it is possible to inventory sections of libraries without shutting down library services or waiting for summer inventory work. High need school library collections will serve as a model on who, how, when the work of systematic inventory can be done. This will be a collaborative effort with Central Library Media Services and each school librarian.


Surplussing AV Equipment
BOE Surplus Policy 6178: Operation

B. Protocol for General Surplus Assets

The PRINCIPAL or person in charge of the school or department where school property is located is responsible for the periodic review and assessment of such property to determine whether such property continues to serve a useful purpose.



    1. Once a PRINCIPAL or other DEPARTMENT LEADER has determined that an asset is no longer needed, the PRINCIPAL or DEPARTMENT LEADER shall notify the DIRECTOR OF ADMINISTRATIVE SERVICES, in writing, regarding the availability of a surplus asset(s). Such communication may be made via e-mail. The surplus asset(s) shall remain at its current location until such time as it can be reassigned, repurposed or disposed of.

    2. The DIRECTOR OF ADMINISTRATIVE SERVICES shall periodically inform District personnel of the availability of surplus District assets. Such communication may be made via e-mail. All surplus District assets shall be redistributed based on interest and need. If multiple schools or departments indicate an interest in an asset, the DIRECTOR OF ADMINISTRATIVE SERVICES shall, in consideration of all applicable BOARD policies, determine which school or department gets the asset. The DIRECTOR OF ADMINISTRATIVE SERVICES may also perform an initial assessment of the item being offered for redistribution. If the item is deemed to be of no value due to obvious defects in the condition of the surplus asset, such asset shall be handled pursuant to procedures set forth in Section II, below.

    3. If, after being offered by the DIRECTOR OF ADMINISTRATIVE SERVICES, no other school or department wants an asset the DIRECTOR OF ADMINISTRATIVE SERVICES shall notify the PRINCIPAL or director of that fact in writing. Such communication may be made via e-mail. If there is not internal interest in a surplus asset, the asset may be offered for resale as follows:

    4. The PRINCIPAL or DEPARTMENT LEADER or his/her designee shall contact ACCOUNTING SERVICES in order to determine the value of the surplus asset. ACCOUNTING SERVICES shall use fixed asset standards of accounting to determine the value of the surplus asset. ACCOUNTING SERVICES may also consider the following factors when valuing a surplus asset:

      1. repair part availability;

      2. whether the item is obsolete or no longer relevant to and/or pertinent for its intended purpose;

      3. safety and environmental factors;

      4. costs of repairs that exceed replacement value.

    5. Once the value of an asset has been determined, the PRINCIPAL or DEPARTMENT LEADER or his/her designee shall submit a written proposal, using the prescribed form, for the sale or repurposing (i.e. use as a trade-in) of the asset to the ASSISTANT SUPERINTENDENT OF BUSINESS or his/her designee. Any proposal for a public sale of a surplus asset shall give equal opportunity to the public and District staff and shall include use of the District’s publications and website as well as any other appropriate methods of notification. The proposal shall also include specific information regarding the pricing of the surplus asset.

    6. The ASSISTANT SUPERINTENDENT OF BUSINESS or his/her designee shall be responsible for determining the most appropriate method for sale. S/he shall also be responsible for assessing and approving the proposed pricing method.

    7. The PRINCIPAL or DEPARTMENT LEADER or his/her designee shall be responsible for coordinating the sale of any surplus asset, unless otherwise determined by the ASSISTANT SUPERINTENDENT OF BUSINESS.

    8. All proceeds from the sale of any asset shall be forwarded to ACCOUNTING SERVICES. The first $2500.00 netted in the sale of an asset or group of assets (See paragraph 9, below) shall be made available to fund academic or extracurricular services at the discretion of the PRINCIPAL or DEPARTMENT LEADER. Such funds must be used in accordance with the established carryover procedure. All funds received for the sale of an asset(s) in excess of $2500.00 will be placed into the general fund. Upward exceptions to this value must be approved by the ASSISTANT SUPERINTENDENT OF BUSINESS or his/her designee.

    9. Substantially similar assets that are sold in a single transaction or within the same school year to the same purchaser shall be treated as a single asset for the purpose of determining how the funds will be distributed.

Process for Discarding Surplus Assets with No Resale Value



  1. If a surplus asset is not wanted by other schools or departments within the District and ACCOUNTING SERVICES has determined the asset has no, or only a nominal, resale value, the PRINCIPAL or DEPARTMENT LEADER may offer the surplus asset without cost to students, PTO/PTA organizations and/or other non-profit organizations.

  2. If there is no interest in the surplus asset, the ASSISTANT SUPERINTENDENT OF BUSINESS or his/her designee shall determine the most efficient means by which to dispose of the item.

  3. Only assets that cannot be reused in the District, resold or given away may be destroyed. No asset that has a current value of greater than $200 (pursuant to the valuation processes contained herein) may be destroyed unless written permission is granted by the ASSISTANT SUPERINTENDENT OF BUSINESS or his/her designee.

  4. Surplus electronic devices must be handled in accordance with Wis. Stat. sec. 287.07(5) and must either be recycled or managed as hazardous waste.

Disposal of Surplus Assets Originally Purchased Using Federal Funds

  1. Before any surplus asset may be sold or given away, the PRINCIPAL or DEPARTMENT LEADER must determine whether the surplus asset was originally purchased using Federal funds (i.e. Title I, Special Education, CTE). If a PRINCIPAL or DEPARTMENT LEADER is unsure of the original source of funds, he/she should contact ACCOUNTING SERVICES to determine whether Federal funds were used to purchase the item.

  2. Federal disposition standards shall be followed for all surplus assets purchased with Federal funds. All assets purchased using Federal funds must be sold separately from any assets purchased using local funds.

ACCOUNTING SERVICES must be notified, via email, when a fixed asset tagged item is disposed of.

It is expected that all assets being offered for use, sale or donation pursuant to Sections I, II and III, above, will be in their original, working condition. If an asset has been modified in any way beyond that which is anticipated and/or permitted by the product manufacturer (i.e. removal of guard from saw), the PRINCIPAL or other DEPARTMENT LEADER shall contact LEGAL SERVICES to determine whether there is any liability attached to the offering of the modified surplus asset. All items being offered for sale or donation are being sold/donated “as is.” There is no warranty or guarantee.


Reasons for Surplussing A/V Equipment

A good school library collection also depends upon the act of constant evaluation of what is current, needed, relevant, accurate and useful in AV equipment. Library Media Specialists training includes understanding the needs of the school according to current audio and visual needs. The following are reasons for continual evaluation of a school’s AV equipment:



  • Space: finite space in a school or library requires that the storage of AV equipment is safe, accessible and relevant to current AV needs

  • Access: an uncluttered library offers patrons the ability to access materials easier

  • Condition: old, broken and unrepairable equipment is useless and should be removed

  • Currency: AV equipment needs to run the current needs of the AV materials in the school


Criteria for Surplussing AV Equipment

Trained library media specialists need to consistently evaluate AV equipment to decide:




  • Does the current AV equipment meet the needs of the current AV material formats

  • Is the current AV equipment in good working condition

  • Is the current AV equipment reliable and user-friendly for the school users

  • If broken, is it worth the cost and inaccessibility of the repair

  • If broken, is it able to be repaired locally and a timely fashion


Surplussing AV Equipment

Usually, once the usefulness of AV equipment has met its lifetime, there is little opportunity to sell or give away to others. Follow the procedures of the MMSD Surplus Policy by contacting the school principal and/or school building custodian for options to recycle or discard equipment.



III. Reconsideration of Library Materials
Library Media Center Materials Policy: 3612 Instruction

It is the policy of the BOARD that library media center materials be selected by the Library Media Specialist in the school and approved by the Principal.

Library media center materials cover a broad range of ideas and information in many formats which are selected to implement, enrich, and support the instructional programs of the schools.


  1. All library media center materials shall be selected according to the selection criteria that have been approved by the BOARD.

  2. The philosophy of selection is to allow free access to a full range of instructional materials which reflect our pluralistic society and which are selected for their strengths and diversity rather than excluded for their weaknesses or viewpoint.

  3. Library media center materials for individual schools are selected by the library media specialist in the school and approved by the Principal.

  4. Titles are chosen from reviews in professional journals, District evaluations, and personal examination. District review committees covering all grade levels preview, examine, and evaluate library media center materials and evaluations of library media center materials. The evaluations are shared with all schools.

  5. Materials for District circulating collections are selected by District preview committees and the Educational Reference and Materials Selection Librarians.

3/27/89
Implementing the Reconsideration Policy
When a concern is expressed about instructional materials or library media resources, the library media specialist needs to consider both the citizen’s “right” to express an opinion and the principles of Intellectual Freedom. School library media specialists support the right of students, parents or legal guardians to reject the appropriateness of materials for themselves or their child /ward.
Responding to a Reconsideration Request

  • Listen calmly and objectively

  • Explain briefly selection criteria/procedures established by MMSD BOE Policy

  • Request the complainant to complete the Request for Reconsideration form (See Appendix ??)

  • Contact Central Library Media Services for protocols and procedures of a challenge.

  • Research and gather the purpose and use of the resource, professional reviews and the selection criteria/procedures. The Children’s Cooperative Book Center (CCBC) on the US campus is a great resource for challenged materials as well as the American Library Association’s Banned Book section

  • Notify appropriate administration about the concern. It is recommended that the item not be removed from the collection until the Materials Reconsideration process is completed.


IV. Copyright Policy
BOE Copyright Policy: 6500 Operation
Compliance With Copyright Law

The BOARD of EDUCATION of the Madison Metropolitan School District intends that employees of the District abide by the provisions of the Copyright Law, Title 17 of the United States Code.


Compliance With Copyright Law

  1. The procedure relative to copyright materials is set forth in the District copyright manual entitled, Copyright and You.

  2. In accordance with provisions in the manual, exclusive rights of reproduction, distribution, adaptations, performance, and display will be granted to the creator of a work unless:

    1. Fair Use (Section 107) or Educational Exclusions (Section 110) apply;

    2. Licensing agreements are obtained;

    3. Written permission is granted by holder of copyright; or

    4. Materials are exempt from exclusive rights specifications.


Appendix
Acceptable Use Policies

MMSD Student: 3721

MMSD Staff: 3720
Library Bill of Rights : ALA
Students Right to Read : National Council of Teachers of English
Students Right to View : ALA
Request for Reconsideration of Materials

REQUEST FOR RECONSIDERATION OF INSTRUCTIONAL MATERIALS


Madison Metropolitan School District


Type of Material (Book, AV, Website etc) ____________________________________________
Author: _______________________________ Publisher (if known) _____________________

Request for reconsideration initiated by:_____________________________________________

Telephone:_________________ Address: ___________________________________________

Complainant represents:

______ Own opinion

______ Spokesperson for an Organization or Group

Organization or Group Name______________________________________________________

1. To what in the material do you object: (Please be specific….. cite pages, for example)

2. Did you read, view, or listen to the entire materials? _______ If not, what parts did you examine?

3. What do you feel might be the result of reading, viewing, or listening to this material?

4. For what age group would you find this material appropriate?

5. What do you believe is the theme of this material?

6. Is there anything positive about the material? If so, what?
7. In its place, what work of equal quality would you recommend that would convey as valuable a picture and perspective of the subject treated?

8. Would you like a review of the professional judgments used in recommending the questioned selection for purchase? ________Yes _______ No

9. What would you recommend be done with this material?

________ do not assign or recommend to my child

________ have it re-evaluated

________ other (specify)


Date: __________________ Signature of Complainant: ________________________________

The School Board shall:

1) Make available to all pupils a current, balanced collection of books, basic reference materials, texts, periodicals, and audiovisual materials which depict in an accurate and unbiased way the cultural diversity and pluralistic nature of American Society, and

Wis. Adm. Code PI 8.01(h)

2) Provide adequate instructional materials, texts and library services, which reflect the cultural diversity and pluralistic nature of American Society.

Wis. State. Sec. 121.02(1)H

Last Update (draft): August, 2013
Sources

Allen, Melissa. Weed ‘em and Reap: The Art of Weeding to Avoid Criticism. Library Media Connection. May/June 2010. 32-33p


American Library Association .Office of intellectual freedom (1990).Students right to view. Retrieved August 2, 2013 from http://www.ala.org/advocacy/intfreedom/statementspols/freedomviewstatement
American Library Association: Office of intellectual freedom (1996). Library Bill of Rights. Retrieved August 2, 2013 from http://www.ala.org/advocacy/intfreedom/librarybill
Baltimore County Public Schools. (2001). Selection Criteria for school library media center collections. Retrieved August 2, 2013 from http://www.bcps.org/offices/lis/office/admin/selection.html
Bruce Guadalupe Elementary and Middle School. (2006). Library Collection Development Policy. Retrieved July 30, 2013 from http://www.bgcsedu.org/BGFilePile/BGLibraries/LibraryDocuments/SelectionPolicy.pdf
Brearley School Library. (2011). Collection Development Policy. Retrieved July 30, 2013 from

http://www.brearley.org/library/CollectionDevelopmentPolicy2011.pdf
Caboolture State School. (2006). Library Collection Policy- Resource Selection and Selection Criteria. Retrieved July 30, 2013 from http://cabooltuss.eq.edu.au/wcms/images/stories/ourschool/documents/library_resource_selection_policy.pdf
National Council of Teachers of English. (2012). Students right to read guidelines. Retrieved August 2, 2013 from http://www.ncte.org/positions/statements/righttoreadguideline
New York City. (2006). Collection Development Policy Example. Retrieved July 30, 2013 from http://schools.nyc.gov/NR/rdonlyres/2D2B8535-3691-4207-9740-051CC5AF7549/20858/313NewYorkCityCollectionDevelopmentPolicy.pdf
Pine View High School Library. (2010). Collection Development Policy. Retrieved July 30, 2013 from http://www.pineview.org/uploads/3/8/6/3/3863562/pvhs_library_collection_policy_updated_oct-2010.pdf



Last Update: August 2, 2013


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