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HomeMy WebLinkAboutReso 116-1985 RESOLUTION N0.116~85 CITY COUNCIL, CITY OF SOUTH SAN FRANCISCO, STATE OF CALIFORNIA A RESOLUTION AUTHORIZING APPLICATION FOR LIBRARY SERVICES AND CONSTRUCTION ACT GRANT FUNDS FROM THE CALIFORNIA STATE LIBRARY WHEREAS, Congress, by enacting Public Law 84-597, as amended, has made avail- able funds in the form of formula grants for library services and construction; and WHEREAS, said funds may be used for books and other library materials, library equipment, salaries and other operating expenses; and WHEREAS, the South San Francisco Public Library has developed a project entitled "Library/School Liaison Project" to assist the 4,822 students and 220 teachers in the elementary schools of South San Francisco to obtain maximum use of the resources of the South San Francisco Library to complement the educa- tional offerings of the schools; and WHEREAS, it appears that said program is eligible to receive Library Services and Construction Grant Act funds; NOW, THEREFORE, BE IT RESOLVED by the City Council of the City of South San Francisco that: 1. The City Librarian is hereby authorized to make application for Library Services and Construction Act Grant funds in the amount of $57,115 to implement the program set forth in the application attached hereto as Exhibit "A" and by this reference incorporated herein as though set forth verbatim. I hereby certify that the foregoing Resolution was regularly introduced and requl ar adopted by the City Council of the City of South San Francisco at a meeting held on the 12th day of June , 1985, by the following Councilmembers Mark N. Addiego, Richard A. Haffey, Gus Nicolopulos; and Roberta Cerri Teqlia None Councilmember Emanuele N. Damonte vote: AYES: NOES: ABSENT: California 1985 LSCA 6 page 1 California State Library Library Services and Construction Act APPLICATION 1. Fiscal year FY 85/86 2. Project title Library/School Liaison Project 3. Applicant South San Francisco Public Library 4. Address 840 W. Orange Ave. South San Francsico, CA 5. Contact Jeanne Goodrich 7. District llth 8. Counties 9. System Peninsula (PLS) 10. 11. Participants South San Francisco Public Library £outh San Francisco Uuified School District 9408O 6. Phone (415)877~-8521 San Mateo Fiscal agent City of South San Francisco serw~c~s to d~sadw~ntaged persons 12. LSCA oriority areas and populations with inadequate services (staffing not responsJv(, ~o community needs; adapting services to meet the parti¢~ar n6~Ig--U]'--~ersons); 13. Client pop. 4822 14. Total pop. 49,393 15. Character: urban; 100%suburban; rural: total 100% 16. Client group: ]]% Economically disadvantaged Blind handicapped Other physically handicapped 6% Limited English-speaking Institutionalized 83% General public Other: specify Total: 100% 17. Age 1~o 14; 15-24; 25-64; 65'~ over: total 100% 18. Ethnic: Native; 27% Asian; 6% Black~3% White; 24% Spanish: total 100% P~*rcentage breakdowns provided by South San Francisco Unified School District. California 1985 LSCA 6 page 2 Applicant South San Francisco P. L. 20. Budget summary LSCA Other (1) (2) Project Library/School Liaison Total State Library use (3) a. Salaries 10,312 10,312 b. Materials c. Operating 45,203 45,203 d. Equipment 1,600 1,600 e. Total $57,1.15 57,115 22. Abstract. (This page only; extension pages will not be considered.) Of the 4822 students and 220 teachers in the elementary sc:hool~ of South ~an Francisco, on]y 11% have access to a staffed school li. brary and only .6% vl~;it tile public library on a regular basis. These students represent a r~ch ethnic and cultural mix, with 57% coming from non-white, mostly non-European baekgrouuds. Many of these students and ~beir parents aren't familiar with free publ i~~ libraries and their services. At the same time, they need every assistance they ~an obtai~ in using th~.se resources to complement the educational ~f tl~e schools. The ~,oal oi: this project is to provide the opportunity for persona] familfarity with the pub]ic library's resources through classroom and teacher visits by a professional 1H~rarian who would serve as a liaison to the schools ]n this city. TI~]:~ coordinator would become known by the 4822 students and 220 teachers and used as a resource by them and as a conduit to public library services. Parent/ student library or:ientat fens &an after-school tutoring program would further ~mbance tile educational/library experience of 50 students :in the,,most disadvantaged ~,;~._~ction of the city and a Saturday Reading Club would provide additiona] stimulation for 200 students through weekly activities and reading encouragement at buth libraries. Note: Applicant prepares pages 3 and 4 according to format: see instructions. Librarg/School Liaison Project I COMPONENT I Librarg/School Liaison SALfl~IES/BENEFiTS Typist/Clerk Library ~ss[. T 8580 0 8580 TOTRL Salaries LIBRAPY MATE~IRLS OPEPBTING EXPENSES Personal S~cs Confrazts OFfice Supplies Programming Supplies Telephone Mileage Postage Design/Prin[ing TOTRL Operating EQUIPMENT G2RNB TOTRL 29728 500 760 500 100 5500 55088 1600 45268 IN-KIND CONTRIBUTIONS Salaries Librarg Makerials Operaking Equipment TOTRL In-Kind 1771 1000 1224 500 4495 IONENT I1 Tutoring 7700 500 100 415 8715 0 8715 4410 1500 100 6010 COMPONENT III Saturdag Reading Club 1400 552 0 1752 1000 400 1400 0 3132 3552 3552 198578~ OSED 10312 45205 1600 57115 9755 25OO 1224 6O0 14057 Salaries: Typist/Clerk BUDGET-COMPONENT I 8.25 x 1040 : Operating Expenses: Library Liaison Coordinator (pay at Librarian II level) plus 20% differential in lieu of benefits= Office supplies Telephone: installation and monthly charges Mileage Postage Design/Printing of flyers, newsletters, posters Total Operating: Equipment: answering machine 150 two desks 2 @ 125=250 two office chairs 2@I00=200 filing cabinet 125 typewriter 800 typewriter stand 75 8,580 11.91 x 2080:$24,773 2?955 $29,728 500 760 500 100 3,500 35,088 1600 TOTAL FOR COMPONENT $45,268 BUDGET-CORPONENT Il Operating Expenses: Tutor, 20 hrs week at avg school distr~ct pay rate 20 x 11 x 35 Program, craft materials Hileage Flyers for program, printing, design work 1785 x 2 x .06:215 + design work 200= 7,700 50O 100 415 3.B TOTAL FOR COMPONENT II: $ 8,715 BUDGET-COMPONENT III Salaries: Additional Library Assistant hours For Saturday stale'lng 2-5 x I X 33 Sats. of program 3 x 33 x 8.48=84~1 (West Orange) 2 x 33 x 8.48=S60(Grand) i,400 Page hour's to assist 1.5 x 2 x Sats. during actual program 3.35 x 1.5 x 2 x 33= Total For Salaries: Operating Expenses: Materials For activities and programs Printing/design of Flyers 4822 x .06=300 + 100= Total Operating= TOTAL FOR COMPONENT III 332 1,732 1,000 400 1,400 3,132 1N-KIND CONTRIBUTIONS Salaries: Childrens' Librarian's time: 2.5% City Libr'arian's time: 2.5% Grand Avenue Library Assr I 25% West Orange Lib. Asst II, 5 hrs wk Library Materials: Grand Avenue West Orange Operating Expenses: Space/Utilities/Janitorial 300 sq. ft. x $4.27 Equipment: 651 1,120 4,410 3~552 $9,733 1,500 1,000, 2,500 1,224 3.C Use of copy machines, calculat, ors, microcomputer, and so on ~00 TOTAL IN-KIND CONTRIBUTION $14,057 3.D L ! ~'tPARY/SCHL')OI_ L ! A I SON PI~O,JECT The goal of this project is person~]l familiarity with loc.~31 publ lc library resources by all elementary students and teachers i n the South San Franc i sec Un i f i ed Schoo 1 D i str' int through a series of classroom visits From l ibr;:~ry personnel, broch~Jres and flyers For students and te,3chers, meetings with tea,~hers and principals to educate them about the l ibraFy's offerings, ~tnd meetings with parents to ~duqate the l ibr-ary resources avai table to help t.h~ir' yo,~ngsters with school ~ssignments. Additional components would prnvide al-tar-school t~torlng at the Grand Avenue l ibr~ry and school--yeast reading club. There ,'-~rF~ 4F~22 students in the elementary schonls ()f the Routt~ fi;an F'~aneisco Unified School District. (Inly 11% of them (tt~ .~t-~ldents (~t Spruc'e School) have a school l ibr~lry (staffe~t with a paid aide) available to them. An additional thirty ,~'~rtents in the district visit the public l ibr~r'y on a reg~]l,r~r t.-~;]sis during school hours. The vast majority of- element;:~ry stud~,nts and teachers have no ready, immediate, personnel access to the resources of a library o~ to ,~ tr;]ined l ibraria~. This project ~ould bring students, teachers, and 1 ib~,3r'y resources togethe~ in a personat, ~elevant way because the use of 1 i brary mater i a 1 s wou 1 d be act i ye I y t i ed to school assignments and individual ~eading intePests througt~ tt~e project coordinator's visits with tea]chefs and to classrooms, the homewoPk center, and the Saturday reading c 1 ub. South San Fr'aneisco is a city with a rich multi-cult,.~r;~l, multi-ethnic mix. Statistics provided by the school district show that minority students are now in the majority: 27% of the students are Asian and Pacific Islanders, 24% Hispanic, 6% Black, and 43% White. Seven percent of the elernentary student population is enrolled in bilingual classes. While a decrease in school enrollment is moving through the upper grades in the district, the lower grades are now experlencfng an increase in enrollment. School district administrators and the libFary administration both feel that the time is right for this kind of program. The school district believes the time is right because of high concentration of minority students, the number of students For whom English is a second ~anguage, the lack of Full service school libraries or library-personnel, the number of parents who cannot adequately assist their children because of their own lack of Facility with English and knowledge of American curricula, and the parents' lack of time to help their children because of work schedules. With the retirement of the Forty-three year veteran children's librarian, the library has the opportunity to Page 4. l Forge a new, vigorous direction For children's services in the community. Recruitment is underway to hire a new children's librarian. The 85/86 operating budget reflects a 77% increase For children's materials For both libraries. In the meantime, the library has made a committment to undertake preplanning this summer For this project by budgeting up to one hundred hours in the 85/86 budget to hire a person with teaching and library experience to develop a timetable and make intial school contacts before the project librarian is hired in October. This library/school liaison project has three major components: a Formalized, personal liaison with the teachers, students, administrators and parents of the elementary schools of the SSFUSD; an after-school tutoring program For elemer~tar'y students served by the Grand Avenue library; and a school-year reading club. Program Component l: Coordinated Library/School Liaison Each of the eleven elementary schools of the district would be visited initial ly by the liaison coorodinator so that teachers and principa'ls could be informed of tshe program and its purposes. 'Teachers would be encouraged ~o call upon the coordinator ~o make .classroom visits and/or to provide materials s~ppor"~ive of ~he classroom activities. Classroom visits would en~ai I a presentation (s~ory, booktalk, puppet st~ow, flann~-~l board presentation, etc.) either upon a pre.-s~l~:mted by L~le teacher to complement a teaching unit or of t-~:~ coordinator's own choosing. The coordina~:or would also use the time to emphasize the materials available at the publ ic I ibr'ary, ~o pass out flyers publ icizing chi ldren's activities and programs a~ the library, and to clarify borrowing rules and procedures. Unless specifically request-ed, these classroom visits would no~ en~ai 1 1 ibrary skills lessons. Such lessons could be arranged wi~h ~he coordinator, however. The coordinator would communicate wi~h %he teachers, students and parents throughout the s~hool year ~hrough newsletters, special program flyers, and a packet del ivery system u~i 1 izing school distric~ couriers. OBJECTIVES: 1. All 220 elementary teachers in the district will have me~ and talked with a library representative at a faculty meeting by the end of the school year. , Activities: 0 N D J F M A M J J A S Recruit and hire school liaison coordinator Set up dlstibution mechanism within school district to get Page 4.2 info to and from students and teachers Develop teacher contact letter Send out contact letter Implement pre-planned schedule oF initial teacher contacts O N D J F M A M d J A S 2. All 4822 elementary students in the district will have seen a library representative in their classroom talk about public library services and use library materials to give a presentation related to their school work or leisure reading, by the end of 85/86 school year. 0 N D J F M A M d J A ,S Activities: Based upon intial teacher contacts, design schedule of classroom visits Implement schedule of classroom visits 3. 80% of the PTA's will have had a representative of the library speak to them about the library/school program by the end of:' the school year. Activities: 0 N D d F M A M d .I A S Obt~in Iist oF district PTA's and Distric't PTA Counci 1 contacts Set up dates to make PTA presentations, in cooperation with school principals Develop flyers and presentations Implement presentations 4. Coordinated public relations program will tie together project brochures, flyers, newsletters and poster with a poser with a common design theme. Activities: Page 4.3 0 N 0 J F H A M ,J J A % Develop theme and logo or common design For all printed material Develop contents approach (ie, level and tone) For newsletter to teachers and students Design and print posters to publicize program in each school 5. Twice during the school year a special parents' newsletter telling oF the program and public library resources will be prepared and distributed to each students' pa rent s. Activities: 0 N D J F M A M J J A S Write, print and distribute newsl~)tt(?r to parents oF 4822 sl'~Jctents 6. Eact~ oF the the 4822 students in the district will receive a newsletter about library services, programs anti activities in December, February, April and ,lune. Activities: 0 N D d F M A M J J A S Write, print and distribute newsletter to 4822 students ........ '7. Library orientation nights or Saturdays will be held twice in each library during the school year, For 80 students and parents to learn library skills and how to use the library for school assignments. Activities: 0 N D J F M A M J d A S Plan orientation sessions with Grand and West Orange reference and children's staFF. Publicize orientation sessions to students, teachers and parents through Flyers - (early November) Hold orientation sessions Page 4.4 both 1 ibraries, using bott~ projec, t and regular O N D J F M A M J J A ~ -( late Nov(?mb~'r) FI. A I..ik~rary/..%'ctx)ol advisory comrnitte, e will he Formed by Dot:ember', to provicte a Forum f:or discussing imF;lemontL~tic~r~ oF this program, resource requirements of tlqe schools and st(]denfs, problems encountered by the library in meptin[] t-he::.o n[eeds, and so on. Teachers, parents, schc~al administrators, public Iibrary personnel , anti st~ldents wi 1 1 be r~apresented on this committee. Once est. abl ished, it wi I 1 meet bi-mon?hly during the school year. Activities: O N D d F H A M J J A % Coordinator wi 1 1 confer with principals, teachers, pe~r'ent~-) (:]nd students to d0velop interest in the cotu~c i I Parents' newsletter 'wi 1 1 De ,ls~)~J to $ot icit interested ¢]:~ordin.'~tor wi 1 1 so. leer 't ell Fbt~)l'~ I e ~c'c~r ~]OLJn~] i 1 (:o~jflr:' i I w i 1 1 meel' on a life oP t'he pro]eot 9. A t'wenty--hour a week clerical assistant will provide c lerif',al backup for the project and keep records of- teacher contack~ mode, classroom visits, types of request, PTA (.-'.ofil',=:](7. l',]; made, and so on. ActiviLies: O N D J F H A H d d A S ~ Coordin~-.~tor recruits and hires r.'lerical, assistant Coordinator works with clerical assistant to develc',p contact logs and ot:her necessary record keepin!.] devir:es Page 4.5 Program Component II: AFter-school tutoring at Grand Avenue The Grand Avenue library serves 37% of the target pop~.~l~;iti©n. This neighborhood is lower income (75% of the city avprafl~'), predominantly Hispanic (40%), and is characterized by hnving a I(~rge number (30%) of Foreign-bo~n pa~ents. Many students have no place to go after school beea~se bott~ parents work or because there is only nne parent .~nd th~]t works. The Grand Avenue library is currently staf'l:'ecl by a branc'h head (Librarian I I l) who is also responsible For supervi,~, the 'lec%nical Services fun(?tion for both libraries, a I_ibrarian I, who is ~lso responsible For selecting and developino services for the Spanish-speakino citi thirty-hour a week I ibrary assistent, and two p~ges. An additional f'ul I time I ibrary assistant position is oFmn and wi II ~e f:illed within two months. This positir)n t:r','],:.titional ly assisted with chi ldren's program~.; and ~]nder the direction ot: the chi ldren's I ibrarian. Ih direction, in the past, has been neither focus~rl nor vigorous. Because of the heavy use made of the l ibra~'y during after-s(~hool hours and the number of yn~ngster-s conlgreoat'e at the I ibrary, the library staff have not bee~ abl~ t,:~ provide any.sort of individualized service, they t'~,:~ve been able to take a more positive approach to beh~vi(:,ral problems d~ring the last two years. S(?t~ool ~ctministrators and teachers in the area confirm that hc, mewor I( c'enter is needed by their students and is not pray i d(-,rt ~y the school s. I t i s appropr i ate for the 1 i brary to fill this need, because it is consistent with the comple~.ent:ary educational function of a public 1 ibrary and provides the youngsters with the skills necessary to better perform their sehool assigments through util ization library materials and personnel. A homework center would provide a positive 1 ibrary experience For youngsters who need additional assistance and encouragement to succeed in their schooi work. It would also reinforce and expand upon skil ls acquired in school, but This component would provide a library tut~'r (a credentialed teacher) to assist elementary level students, from 3 pm until 6 pm, five afternoons a week at the Grand Avenue library. * The tutor would work with existing library personnel tn the branch to integrate homework assis'tanc~ with the use of library materials, to suggest additional,, library resources required to meet student needs, and to plan one afternoon program a week. These programs would be designed to actively involve the youngsters in some sort of learning or crafts activity (making a.pinhole camera or kaleidoscope, for instance). In addition to the fifteen tutoring hours a week, the tutor would be allocated five additional planning hours. Page 4.6 Assistance would be provided on a drop-in basis, with a project goal of reaching fifty students during the course of the project. A ful Itime library assistant would be assigned to assist the tutor in carrying out the above outl ined activities. Additional assistance, particularly in col lection development, would be provided by the iibrary's childrens' librarian and the Librarian I assigned to the branch. The South San Francisco Publ ie Library t~as already committed itself to a 77% increase in the chi Idrens' materials budget to further develop the collection to be drawn upon by this project. OBdECTIVES: 1. 50 elementary students will be involved in the after- school tutoring program at the Grand Avenue library by the end of the 85/86 school year. Activities: O N O d F M A M J J A S Recruit and hire tutor Define t(~tor program objectives and activities, involving project coordinator, tutor, 6rand Avenue staff, local te(~chers and principals Project coord i nator and tutor visit local school to talk about program Develop flyer about program For students and parents Coordinate tutor program with Grand Aver~ue or i entat i on Plan weekly program schedule with Grand Ave. sf~]ff Print Flyers publicizing program on monthly basis Develop tutor log form to record students and activities for later evaluation Page 4.7 Program Component III: Saturday Reading Club Summer reading programs have traditionally provided a supportive, Fun Focus For keeping youngsters reading during the non-school months. Parents, youngsters, and library board members have repeatedly requested a similar sort of program during the school year as a way to keep elementary school youngsters interested in reading and to draw them to the library through a Formalized, Focused series of "club" activities. This c:omponent would provide For a Saturday Reading Club program, complete with theme, activities, Formal registration, and a celebratory Final program event. It could segue naturally into the Following summer reading club program. The .%outh San Francisco Publ ic Library summer reading program of' 1984 enjoyed a 400% increase i n enrollment over the 1983 program. This increase was due in large part to a more person,al recruitment effort (that is, flyers sent to each individual student at each school) and a Ful 1 eight weeks of: sch~-~dLJled activities. Observation showed a wide range of etJ~nic backgrounds of participants and a great deal of enthusiasm For reading and being read to (a new category of r)rogram participant in 1984) on the part of participants and th~:? i r [),'.]rents. The publ ic library's role in stimulating a love For reading and books must be emphasized even more heavi l y when the service population is so heavily (32%) non-European in background. These parents have a high regard For education and the opportun f t i es whi ch educat ion can open tJp to their ct li Idren. However, the concept of a Free publ ic 1 ibrary and its large variety of services and materials is often unf',.~mi 1 iar to them. A school-year reading club would provide an additional, low- key reinforcement of the enjoyment, that the use of library materials carl provide. Programmed activities and the structure of the "club" would add regularit)y to library use. An additional benefit For many parents and youngsters is that the club activities could provide a healthy, no-cost activity For "weekend daddies" and their chi ldren. * OBJECTIVES: ~ 200 elementary students enrolled in a Sa'turd~y Reading Club, held at both libraries. Page 4.8 Activities: O N D J F M A M J J A % Children's librarian and project coordinator plan Saturday Reading Club Plan reading club programs For school year Develop publicity Flyers and distribute to all 4822 students Begin registration Carry otJt weekly program of activities Plan Final event, tie in with summer reading program Continuation: Once proven, the Saturday Reading Club could L)e ir~tegratect into the on-going operating budget: of l:he SSFPL children's department. The Library Administration believes that a strong case could be made once the demonstration has ~een m/::~de and the program des i gn estab I i shed. The s,?~me i s tr~l~~ tF,r the 1 ibrary/school 1 iaison program. City Admini~:./;ration and the City Council are a~are o~ the npw dir~)~:l ions that; children's services a~e slated to take. ]hey haw~ t~F.~,n responsive during the last t~o years to requests ~01" L~i~,F)~!-'t ~or ne~ servlce~ and have made a commlt, tment to suppo~'l- ing a rev ira I i zed 1 i bracy program For South San Framc i SK'O. The F~ i~?nds of the Library would be asked to contribute $1000 For s~[¥~l les For' the Saturday Reading Club and the homework c'~rd:{.~'. [)tiring the project year, alternatives sources of FlJn{J ing, i ne 1 ud ing a partnersh i p w i th the schoo 1 d i str i ct, foun(tation f'~lnding, and the establishment of a volunteer tutor t-raining program, would be investigat?d. Evaluation: The project will be evaluated on the basis of ti'l(' ;.l,"tli~vent~)nt of si:cited activities within timetables ~ curl in~¢t and the meeting of quantitative targets. Contact logs f,-m 'tt~e classroom anct teacher visLts, tutor logs, Sat~jr,i,-~y Readi ng Program attendance stat, i st i cs and program ptar~nir~g notes will provide additional information ~hlch can be used to evaluate the ongoing effectiveness of the program. Circ~.~lation "windows" provided by the statistics generated by the G~,ac circulation system indicate that circulation by the target group accounts For 16% of the total library circ~lation. Activities of this project are targeted to stimulate a 25% increase in this Figure by the end of the Page 4.9 project period. Circulation lC|gures wi 1 1 be periodical ly monitored to access progress towards meeting that target f'i gure. The City Librarian views this project as a demonstration project. She is convinced that its success will provide the basis for both an analysis of staffing priorities so that project components can be continued within the present operating budget and a basis for increased staffing to continue the services of the project. She also sees it as ,~ way to provide a bridge from the current children's services phi losophy to the new one which will develop under new staff. Page 4.10 LIBRARY/SCHOOL LIAISON COORDINATOR DEFINITION Under general direction, coordinates the development oF an eFFective liaison program between the public library and the public elementary schools of South San Francisco. EXAMPLES OF DUTIES Coordinates the Formation of a liaison program between the publie library and the elementary schools through teacher ami pr i nc i pa I contact s, presentat tons at Facu 1 ty meet i ngs, and classroom visits. Develops presentations to parents' grolJps and PTA's. Develops contacts within parents' and teachers' groups to Find o~t needs and meet them. Oversees design writes Flyers and newsletters For teachers, students and parents. Develops library orientation programs witt~ Orange and Grand Avenue chi l drens' and reference staff F~nd presents them. Recruits and hires after-school tutor for Grand Avenue. Designs tutor program in consultation with tutor and Grand Avenue staff. Publictzes tutor program schools and p;-~re~t's in area served by Grand Avenue. Devises, implements, ~]nd implements report and records Forms to contant t~ours, attendance at presentations, and so on For all components of the project. Develops Saturday Reading Club pror.]re]m, in consultat:ion with chi ldrens'l ibrarian.' Monitors pro.<~re,:;s of project, col leers necessary report statistics, writes all req~ired reports. Supervises clerical staff, tutor, and Saturday read ing c 1 ub ass i starts and pages. Meets regul~]rly with Advisory Council and with City Librarian. _D E__ S_~ _R _A_ B_L.?=' ~l IAL I F l CAl-I ONS Knowledge of: Children's literattJre and library services Methods and techniques of elementary teaching and curriculum development Ability to: Principles of management an~.supervision Work effectively with school administrators, teachers, students and parents as well as with regular library staff. Analyze situations accurately and take effective independent action. Plan and carry out coordinated program activities. ,Speak and write effectively and to communicate effectively with school administrators, Page 4.11 teachers, students and parents. Bestgn eFFective promotional materials. Work irregular hours. EXPERIENCE Two (2) years oF increasingly responsible proFessiona! library experience, preferably in children's services. EDUCATION Equivalent to graduation from an accredited four year college or university and completion of one additional year oF graduate study in an accredited library school (Hasters Library Science). LICENSE Possession of the appropriate, vslid Operator's License issued by the State oF California. Page 4. ! 2 AFTER-SCHOOL TUTOR DEFIN]TION Under the direct supervision of the Library/School Liaison Coordinator, assists youngsters with school assignments, the use of library resources at the Grand Avenue library, arid programming. EXAMPLES OF DUTIES Assists elementary school youngsters with school assignm~.,nts after school at the Grand Avenue library. Helps students Find and use appropriate library materials For class assignments and for pleasure reading. Works with coordinator and regular staff to select additional materials not in the col lection. Works with coordinator arid regular staff to plan and implement weekly programs after school. Keeps logs of student contacts, types of assistance given, and program activities and attendance. Assists with community relations activities and publicity regarding the project. Explains project to parents as required. DESIRABI. E QIJALIFICATIONS Knowledge of: Elementary education theory and practice t~asic library organization and useage Abi I il y C'.ommLir~ i cate el'Feet i ve 1 y w I th youngsters, p,:~rents and co-workers Explain the use of library materi.!]ls [)evelop programs Evaluate collection and service needs based on tutoring interaction with students Streak and write effectively EXPER 1 i(NCE hl,]intoin acct]rate records W~rk irregular hours. One year of elementary teaching experience. experience as.a tutor highly desirable. Additional E o u (ZA.ir~ ! O_N_N Equiv(alent to graduation From an accredited, four year Page 4. 1 3 college or university. L|CENSE Possession o~ a valid elementary education teaching certificate issued by the State o~ California, Possession o~ the appropr~ate~ valid Operator's L~(~ense issued by the State o~ California. Page 4. 1 4 City of South San Francisco March 1981 LIBRARY ASSISTANT I DEFINITION: To perform a variety of basic library clerical duties; to assist pa[rons in locating books and other library materials; and to oversee the work of part- time personnel performing routine duties. Tile supervision exercised over positions in the class will range from close to general, depending upon the assignment. EXAMPLES OF'DUTIES' Charges library books and other materials in and out; assists patrons in becomi.ng familiar with the general arrangement and location of materials in the library; prepares and maintains circulation statistiCs; prepares notices for overdue books; answers inquiries from patrons regardi.ng books and other library materials or refers them to the appropriate source; oversees the work of part-time employees. DESIRABLE QUALIFICATIONS: Knowledge of' Basic library terminology and services; Modern office methods, practices and procedures. and Ability To: Learn standard library practices and procedures, and the location of materials in the library; Effectively perform a variety of library clerical work; Type at a speed of 40 w.p.m, from clear copy; Understand and carry out oral and written directions; Give assistance to, and deal courteously with, library patrons; Work irregular hours. and Experience: One year of general clerical experience involving public contact, preferably in a library system. and Educati on: Equivalent to completion of the twelft~ grade. Page 4.15 City of South San Francisco January 1970 ~fPI ST. CLERK DEFII~.ITION Under general supervi,ion, to perform varied and moderately difficult clerical work; and to do related work as required. DISTINGUISHING C]~HIICTEI[ISTICJ Incu~abe. nts ~hose positions are assigned to thio class wo~:k un'dar general supervisf, on, and within a framework of established procedures are expected to perfor~..n a wide variety of typing and genera], clerical duties with only occasional instruction or assistance. Adequate per- for~_~auce at this level requires a l'mowlcd,%e Of departm?.ntal p~-ocedures and precedence, aud the ability to choose an~ong a limited nu~.ber of altcrnatlvco in $o3. vfng routine problc~ns. Employees J.n thit; class may often have contact with the public, answering a variety of pro- cedural quc~stiono or give out infor~natJ, on.fro:.n established records. EXAMI'LES OF DUTIES I'erfor~.~.q a wide variety of clerical v'ork including thc t~plng of various ~.~::terials froh~ rough draft copy, ~arginal notes, verbal instruc- tton~;, or transcribing uachinc records, illc].udJ.~lg letters, reports, requisitions, warrants, vouchers, file cards, and various forths and stati~tical d~:ta; givcm out information personz~lly, over the counter, the teJephone,'or by letter; ~aay act as office receptionist, receiving callers and providing nece~:sary Information-or referring to proper party; receives, atm~ps, and distributes mail; checks and tabulates si~ple st:atistical or accounting data; sorts, indexes, and files nmtertals alphab~:tically, 'nuzacrica!].y, or by other predeter~ained category; maintains vr~rJ, ous files, listings and records used in connection with assigned office activities; arran,les, rout:Jne ~:mt:erial for tvnln,,'~,, o, praofreads copie~; lnaV. c. pcrate adding, copying, calculating, and other office nachines. · DESIRABLE QUALIFICATIONS Kno,~J eo.qe of: Hodern office r.:ethods, practfccs, and procedures. Page 4.16 and Ability to: Perform a wide variety of clerical work involving l~',d:~pcmdc.'c~t Jud,q~,~cnt: and requiring accuracy and speed; Spell correctly and use good English; Hake arithnetica! cornputationz;; Type at a ~p~ed of l~5 wordr; a ~:~inute from clear Underst:c, nd and carry out oral and writt('n E~tabll. r;h and ~ml_ntain cooperative relationr~hfps wtth those contactc:d tn the cours:e of work; Typist clerk - 2 E:<p~r!ence: work, One year of expe~tence in typing and general clerical and Education: Equivalent to completion of the twelfth grade, ~ncluding or supplemented by courses in typing and office practices. Page 4.17 LIBRARY PAGe_ .D~£initio. Under ~upervision, does varied clerical work, shelving of books, some typing and related york as required. ~x~mples of Duties Shelve library materials and circulate those materi~ls to patrons; collect fines and fees; ~ccept applicatiousl direct patrons, read shelves and all related duties in the department, Emplol~ent Standards Any ~combination of education equivalent to attendance at high 8chool w~th clerical classes or some work experience, Ability'to type at the rate of approximately 30 vorde per minute, follow tnotructtono, do clerical work under supervision~ and maintain good workin~ relationshipo in the library and vith the publico ge, 4.18 ORGANIZATION CHART -City Librarian ] ~Library/school Liaison CoordinatorJ I Typist/.Clerk I t Part Time Library Asst. I (when on project timT~ Pages (when on project time) ~ Page 4-19 California IApplicant prepares pages 3 and 4 I according to format: see instructions. 1985 LSCA 6 page 1. Duririg'the performance of this contract, the recipient, contractor and its subcontractors shall not deny the contract's benefits to any person on the basis of religion, color, ethnic gro{~p identification, sex, age, ph('sicai or mental disa- bility, nor shall they discriminate unlawfully against any elnt~lovee or aDt~licant for employment because of race, religion, cblor, national ori~in:ancestr~'~phvsi- cai handicap, mental disability, medical condition, marital status, aec (bret ~0) or sex. Contractor shall insure' that the evaluation and treatment df employees and applicants for emplo)'ment are free of such discrimination. 2. Contractor shall comph' with the provisions of the Fair Employment and itousing Act (gov. Code, S6ction 12900 et seq.}, the regulations prbmulgated thereunder (Cal. Admin. Code, Tit. 2, Sections 72.S,5.0 et seq.), the provisions of.^rtiele 9.5, Chapter 1, Part 1, Division 3, Title ~ of the Government Code {Coy. Code, Sections'l 1135-.11139.5}, and the regulations or stand:~rds adopted by the ax~'arding state agency to implement such article. 3. Contractor or ~recipient shall permit access by representatives of the De- partment of Fair Employ,ne,~t and ltousing a,d' the axv:srding state agency upon reasonable notice at any ti,ne during the normal b,siness hours, but in no case less than '24 hours nolii:e, to such of its books, records, ilccotmt$, other sources of information and its facilities as said Department or Agency shall require to ascertain complia,ce with this clause. 4. Recipient, contractor and its subco,~tractors shall give written notice o!' their obligatio,~s under this clause to labor organizations with which they have a collective b.,rgaining or other agreement. ' 5. The co,lr:~ctor shall include tlie nondiscrimination and compliance provi- sions of this clause in ali subcontracts to perform work under the eo,tract. Cali£ornia 1985 C I V I L R I G H T R C E R T I F I C A T E LSCA 6 page 6 · 'ASSURANCE OF COMPLIANCE WITH TITLE Vl QFTHE CIVIl. RIGHTS ACT OF 1964, SECTION OF THE REHABILITATION ACT OF 1973. TITLE IX OF THE EDUCATION AMENDMENTS OF 1972. · AND THE AGE QISCRIMINATION ACT'OF 1975 T aOOllca~c ~rov~des this usuranca in consideration of and for' the ;~uroe..~e of obtainincj Federal gra~ts, loans. (~ Dpt c~ntrac~ of insurance or ~Jaranty), ~aoerty. discount~, or ,other Federal financiai a~istanc~ m educaoon prc~jrams or activitie~ from the Oepartment of Education. The .aO0t;carrt u~res that it will c~m01y with: 1. ~fle VI of ~e ~vil R;~ A~ of lg~, ~ ~, 4Z U.~ 200~ ~ ~., ~a ~s of ~, ~lor, or nafion~ oH~n in ~ms ~ ~vifi~ r~ivi~ F~er~ b~s of h~i~p in p~s ~d ~vid~ r~iv;n~ F~ fl~al ~ ~de IX of ~ ~u~ ~dm~ of 19~ ~ ~de~ ~. U.~ 1681 4. The A~e 0;rm~iminatio~ Act af 197S, a~ amended, 42 U.~.C. 61Q1 er se~., which prohibits dis~iminafion baJis of a~ Ln procjrams or activities rec~v;ng Federal financial as~istaflc~. 5. All re~juJafi~s; guidelines, ~nd st~ncfm~ts lawfully ad~oted under the' above ~:atutes by the Unit.-,d Oeoar~ment of Ed,_,__~-~cion. a ~, and ~c it is ~ng up~ ~o aopl;~ im ~~ ~d~ and ~i~ for ~e a~v/~es am not dh~im~na~nq ~n v~oiafi~n ~ ~ a~e ~. ~iadons, ~idet;ne~. and ~ndar~ a~in~ ~ose E~d~ m~ at i~ ~edon t~k a ~ ~r r~nq ~Ol;~ ~ ~e ~s of ~ ~ran~.or a~Odam judi~al relief. The ~.J'~o~r or ~er~ons who~e sic~n~ture{s} a0oear(s) beto~ ;s/~. aut~loHzed t~ rJgn this aoolic~tion, and to commit applicant ~o ~e above INQUIRIES TO BE ADD~{E$SEL TO: Department of Education Off__ice for Civil Rights 3 C Street, S. W. S~ tzer Building, Room 5046 W~aington, D. C. 20201-2516 Jeanne Goodrich Name of Al~plicant or Recioient '840 W'. Orange Avenue · Strea. t South San Francisco, CA 94080 ~ty. Sore, 7;0 Code For further infomnation please contact Area Code 202/245-8097. California 1985 LSCA 6 page 7 Applicant South San Francisco Public Bib. Project Library/School Liaison Project Signatures of representatives of agencies participating in this project. "I have read the proposal presented on the preceding pages and approve participation in the proposed project." Name Library/Agency (typed) South San Francisco UnSfied School District, District Library Coord. Date Director of Elementary Education, South San Francisco Unified School District AD. MINIS]RATION · /~ ........ ,Y,. "';,'//";v ADMINISTRATION BUILDING, 398 "B" STREET SOUTH SAN FRANCISCO, CALIFORNIA 94080 (415) 877-8700 May 29, 1985 BOARD OF TRUSTEES Mr. Gary E. Strong State Librarian California State Division of Libraries P.O. Box 2037 Sacramento, California 95809 Dear Mr. Strong: I have read the library/school liaison project proposal written by Jeanne Goodrich, South San Francisco City Librarian, and am pleased to add my endorsement to it. The proposal meets a need in our district to bring our elementary studm~ts and library materials together and should provide an effective way for students, t:eachers and pare.nts to become more familiar with the resources available at our public libraries. I'm particularly pleased to see the homework center and Satuday reading club facets of the proposal. Both of these activities will complement the work of the schools and pro. vide even more st:imulation and incentive to our youngsters. While schools and libraries are natural allles in the educational process, it is often difficult to follow through in communicating upcoming assignments, resource needs, and so on, on any sort of formal basis. The personal inter- action afforded by this proposal should foster a feeling among teachers that the library representative can be turned to for assistance and used as a conduit to communicate resource needs. Parental involvement is another feature of the project which is very 4mportant. I note that parents are involved in each of the project components and would also be represented on the advisory council. Ms. Coodr.ich has conferred with district staff in developing this project. The statistics presented show the diverse nature of our student population and indicate the challenge facing us all. This proposal provides a positive, exciting approach to this challenge and would certainly benefit the students of this district and the community at large, through sharing libary resources and services with so many additional people. ' Sincerely, -,, , L ,, I '~,< ,. I ~,: . ,~ · ~ddy R~gers-BJanchi, Ed.D. Director of Elementary Education JRB:sb cc. Mr. Thomas J. Gaffney, Superintendent, SSFUSD AVl 1 Al! ALTA LOMA JUNIOR HIGtl S¢ ,IIOOL 5OUTH SAN FNANCISCO UNIFIED SCHOOL DIs'rf~ICI' 116 ROMNEY AVENUE SOUTH SAN FRANCISCO, CALIFORNIA ~080 (415) 877-8797 May 29, 1985 Gary St~o ng California State Librarian Dear Mr. Stcwng.' I ~ve read the Library/School Ldai~on Project and, ds Dis.~y~,t'.ct l. ib:;ary Coor~'~tor of (,/ev~.n ~2emen~ry schoo~ in the Dlstyt~,et, I fe,~. ,there ~ a need for a l~on coor~nator to ~ke cl~sroom v~ and/or to prow[de s uppo~v~ of .the classroom activl~e~. Th~ last y~r, the D~tric:l: Library book budg;~Z ~ts c~ $5,000.00. Th~;e are pen~ng changes in the Dist,~dc~t Lib~ry pe~onn~ which w~ r~t in limited S~Lvic~ ~O:~ the ch.~en and s~ff ~ing the Juror High ~b~. T~ ~ one more re, on why w~ need a clos~ ld;~i~on be~een the Pubic Lib:fury and the ¢lemen~ry schoo~ 2n'~-~o~[~- F:~anc~co U~fied School Dis2y;ict. I have in an ~emen~ry school and see a gr~t need to ~k.~ch ou~ ch~8~;en a~(; a young age. A5 ~ ~o:uncy~ Jundo:~ H2gh Schoo.8~ Counselor of ten years, a~ tuto:uing pytogram" could be a great asset in assisting th~se studet,i~ who hav.ing a difficult time in school. Many parents are not equipped, nor the. y have the time and energy, to help the~'A chdldren academicalSy. A wu:~k ec,.ntc,~ and tuto:~'.ng he~p wooed give the student the. assi4.tane(, and encouctagement needed to succeed in their school worl,,. I fe¢£ that the statistics for the San Francisco Pubgic Libra:Ly summuL reading 1)rogaam are outstanding. A 400 per cent increase in e~u~.o~ment in the above reading program for 1984 ova; the 1983 program shows exceptional response to a needed program. The. students in the South San Francisco Ur~Lfied' School Dis~.ct world be e~.cl~ed by the pruposed prug~m i~ted by the South San F~Ineiseo Pubic Library. ~ Yours trL~y, , Corinne Merwin District Lib~ry Coordinator and A8ta Loma Jr. High School Libra~an