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GREENWICH BOARD OF EDUCATION GREENWICH PUBLIC SCHOOLS

Greenwich, CT

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Board of Education Meeting Agenda Document Cover Sheet Information Only __X__ Action Requested ___ Meeting Date: May 12, 2016 Agenda Item Subject: Pilot Notification: Library Learning Commons Submitted by: Phillip H. Dunn, Chief Information Officer Document Summary/Purpose and/or Recommended Action:

GREENWICH PUBLIC SCHOOLS Greenwich, CT

Office of Curriculum, Instruction and Professional Learning

I. Recommended Course/Program Title:

Library Learning Commons Program

II. Intended Program Participants:

Pre-K – 12 students, instructional staff, administrators and parent community

III. Rationale or Need for this Course or Program:

As first reported in the Library Media Services Monitoring Report, presented to the Board of Education in December 2014, the School Library Media Center is slowly evolving into a Library Learning Commons. The Program Area Goals outlined for the subsequent three years (p. 24), led with a goal to organize the work, structure and management of the LMS staff to best support implementation of the DLE Plan by transforming the School Library Media Center into a Learning Commons. The need for a pilot to implement a Library Learning Commons Program results from the following changes to the service model for our current Library Media Program:

x Curriculum, Assessment & Instructional Changes x Digital Learning Environment x GPS Strategic Plan and its focus on Personalized Learning

A Learning Commons is an instructional model and a whole school systemic change that supports participatory, project-based and resource-rich learning. The Learning Commons is marked by identifiable elements that relate to the changing role of the Library Media Specialist as an instructional partner with teachers, a leader in the integration of emerging technologies and expert curator for innovative programming. The Library’s mission is to serve as the “Learning Hub” of the school and to reflect and support the learning needs of its users. CURRICULUM, ASSESSMENT & INSTRUCTIONAL CHANGES: I. CURRICULUM:

The standards that govern the Library Media Program are changing dramatically. The Library Media curriculum primarily adopts the International Society for Technology Education (ISTE) and American Association for School Librarians (AASL) standards that articulate students in digital literacy and literature appreciation. Both the ISTE-NET-S and AASL standards will be revised by June 2016 and September 2017, respectively.

II. PEDAGOGY/INSTRUCTIONAL MODEL:

As the District has refined its implementation the Digital Learning Environment (DLE) initiative, which has “personalized learning” as one of its four educational goals, the Library Media Program has had to support emerging models of collaborative instruction: o Instructional Partnerships – Co-planning, co-teaching and co-evaluating with the Library Media

Specialist. Skills are taught in context of the subject area rather than in isolation. Mini-lessons based on inquiry/research skills, using technology to communicate, collaborate and create as well as digital media and tools. The Learning Commons is open access, flexible, and conducive to collaborative learning,

PROPOSAL FOR NEW COURSE, PILOT COURSE OR NEW PROGRAM

o Prof Learning Leadership – The Library Media Specialist provides teachers with support and instruction on the best and most appropriate use of new technologies to enhance curriculum.

o Innovative Programming - The Learning Commons is in “perpetual beta” and provides an incubator for innovative practices that can then be mainstreamed into all classrooms. The Innovation or Makerspace marks the most visible change in the traditional library. However, providing shared resources for a school to support systemic, whole school change is part of the mission of a library.

o Instructional DLE Support – The Library Media Specialist provides Help Desk support in the use of digital tools, resources and the devices.

o Literacy Advocate – At the core of the Library Media Specialist’s mission is to advocate, promote and encourage a life-long literacy habit. In today’s world, literacy has expanded from print to digital text, images, videos, and audio. Critical literacies for today’s world, have to include instruction and appreciation for the breadth and depth of all formats of information.

DIGITAL LEARNING ENVIRONMENT (DLE): Library Media staff have played a pivotal role in the implementation and support of the DLE initiative by serving as the first line of contact for students and educators. Specifically, Library Media Specialists provide:

� Access and instruction to students and staff on new DLE tools including Schoology, Google Apps and other power apps

� Digital citizenship courses on the effective and efficient use of all information in an ethical manner � Curated collections of print, video and eBooks, � Instructional support with DLE Devices at the school level � Professional Learning support through Early Release Day presentations, 1:1 and small group sessions. � Access to digital content including eBooks, eResources, and digital tools through our Digital Learning

Environment, both in the traditional “Media Center” and at home and beyond.

GPS STRATEGIC PLAN AND ITS FOCUS ON PERSONALIZED LEARNING: Changes in classroom practices in all subject areas as indicated in the Connecticut Core for English Language Arts and Math, Next Gen Science Standards and the new Social Studies Framework focus on student-centered learning including: Inquiry, project-based, design thinking, discovery, STEM, Genius Hour, and innovative problem-solving. The Library Learning Commons supports all standards through its resources, space, and expertise providing a space and program Including:

o Flexible spaces that allow for small group, individual study, large group instruction and innovative thinking, professionally curated collections of resources selected to meet the ability, skills and interests of a school community gives students choice and voice.

o Future-Ready Programming: Library Learning Commons instructional program reflects skills that provide student readiness for a future that requires flexibility, adaptability and critical thinking.

The changes in furniture relating to the day-to-day needs of replacing outdated, A.D.A. non-compliant shelving, tables and chairs. The furniture updates are not part of the pilot, however, the educational specifications have been included in the appendices to detail changes that will be made over the next few years to both update worn furniture and reflect the changes in instructional model. Modern library design reflects the ways that Librarians provide support and instruction in their spaces.

IV. Greenwich Content Standards and Program Goals Addressed by this Course (Learning objectives):

As a result of the redesigned Library Learning Commons, students will be able to:

● Use technology and information strategies to conduct research, solve problems, think critically and communicate their findings within an ethical digital context. (Research & Information Fluency)

● Use a variety of digital and visual media to imagine, design, and create innovative products, collaborate and communicate. (Design Thinking, Creative Communicator, Collaboration, Critical Thinking)

● Use information and technology skills and processes for pursuing personal interests and independent

learning. (Computational Thinking, Learning with Technology, Literature Appreciation) Standards Addressed

x Greenwich Public Schools Library Media Curriculum x ISTE-NET-S 2008 – and with renewal ISTE 2016 x Connecticut Core Standards for English Language Arts x Connecticut Core Standards for Math x NEXT Gen Science Standards, Social Studies Framework

The Library Learning Environment: The design, furniture and new tools that are part of the Library Learning Commons are the most visible, but in the scope of the transformation, not the most important element. However, the furniture and resources support learning styles, programming and standards. The proposal of the Library Learning Commons pilot is included in the Standards section of the document to emphasize the connection of the physical space to learning. The standards identified include the Greenwich Public Schools Library Media Curriculum (adopted in 2009 by the Board of Education), ISTE-NETS 2009, and AASL 2007. Finally, ISTE-NETS 2016 Standards, currently in draft but scheduled for full release in June 2016 and the American Association for School Librarians (AASL), scheduled for release in September 2017, require changes in the traditional school library to fit the needs of the school community. Furniture accommodates not only learning styles but also practical needs of our digital learning environment - tables have charging stations and some small screens are available for group project collaboration as examples. See appendix E for a chart on the zones, aligned standards or dispositions, purposes and requirements. In addition, an Educational Specifications document is included.

V. Career Pathway

Career Technical Education Pathways include: Audio Video Technology & Film: Careers include Audio Systems Technician, Audio-Video Designer and Engineer, Audio-Video System Service. Technician, Technical Computer Support, Videographer: Special Effects, Animation and Video Systems Technician In addition, the Library Media Curriculum integrated approach and emphasis on digital literacy, research/information fluency, creative problem-solving, collaboration, and publishing to the web, when integrated with our curriculum content, will help all students as they embark on careers and jobs that have yet to be created. Positions will apply universally throughout our economy, examples of the types of positions include executive, management, media or social media expert, scholar, programmer, engineer, data scientist, product designer, digital media journalist, web designer and many more.

VI. Method of Evaluating the Program (Measures used to determine Success)

PILOT SCHOOLS & EVALUATION FOCUS: The schools chosen for the pilot will lead the effort to develop the best model for a Learning Commons including rigorous evaluation, alignment of curriculum and support of the District Strategic Plan for personalized learning. Request to develop and implement a full Pilot of the Library Learning Commons in 2016-17 in the following elementary schools: Cos Cob, ISD, North Mianus, Julian Curtiss, and Glenville. It is important to note that all schools will incrementally add or refine components of their Library Media Program aligned with the Learning Commons model in support of new standards, strategic plan vision and digital learning environment. The pilot schools will be provided additional resources, training and the District will monitor progress and evaluate the best practices using several accountability measures including:

1) Rubrics assessing student work based on the Design Process applied to at least one unit per grade level

2) Evaluation of student work using new Library Media rubrics that assess ISTE NET-S Standards 3) 21st Century Skills Assessment and newly identified assessments 4) Pre- and post-staff, student and parent survey 5) Traditional Library metrics including: attendance, circulation of print & non-print resources, digital usage,

collaborative instruction rubric and monthly Library Media Report (operations) 6) Before and after training results from staff using data dashboard to track levels of comfort with using

resources such as coding, 3-D, electronics, robotics, digital media production to integrate within a lesson.

Pilot Summary: Year Schools Description B.O.E. Approval Timeline 2016-17

5 Pilot Schools, All Elementary

1) All elementary schools will implement elements of a Learning Commons model to support DLE, new standards 2) Five pilot schools – ISD, North Mianus, Cos Cob, Julian Curtiss, and Glenville- will be provided with additional training, evaluation to determine the best model for all schools.

May 2016 (Program Proposal) December 2016 – Update through Monitoring Report May 2017 –Results of Pilot and recommendations

2017-18

All Elementary Schools

Based on findings and B.O.E. approval from pilot schools – implement best accepted model for Learning Commons in all elementary schools Pilot one middle school (TBD), pilot components at GHS

May 2017 – Recommendations to BOE September 2017 - Implementation

2018-19

All secondary schools

Based on findings from the pilot middle school & GHS, implement in all middle schools and at GHS (possibly through a two-year phase-in based on costs and changes necessary)

May 2018 – Recommendations to BOE December 2018 – Update through Monitoring Report

2019-20

All schools Continually monitor, evaluate and recommend changes per evidence-based measures.

Updates, progress to BOE via Monitoring Reports

Impact on Practice: ● Instructional Model for the Library Media Specialist (Staffing matrix includes the following elements captured

in one Learning Commons Portal): ● Co-Teaching – Collaboration Rubric ● PD Logs ● Library Learning Commons Data Portal – Usage of digital tools, circulation of books

and eBooks, collection specifics, space usage, innovative programming stats

Impact on Students: ● 21st Century Skills Assessment ● Standards/Targets on SBA (alignment to ISTE NETS-S) ● Rubrics (Inquiry/Research, Design Process, Digital Citizenship, Creativity, Communication) ● DLE Program Evaluation ● Library Statistics (Usage of Print & Online Resources) ● Usage of Space/Facilities

Impact on Professional Learning:

● Comprehensive Professional Learning Plan for LMS Staff to Build Capacity ● Prof. Learning for Teachers on Collaborative Instruction (Planning, Co-Teaching) Process – Grade-Level or

Department Based

● Ongoing embedded Prof Learning for Teachers on Digital Tools & Resources Surveys: x Teacher and student surveys.

VII. Implementation Plan and Timeline:

Timeline: GOAL: 100% of schools will transform their school library based on the guidelines and educational specifications for a Library Learning Commons Model by 2019-20.

Presentation to the Policy, Governance Committee (PGC) Of Pilot Proposal

2/24/16

Presentation to Board of Education 5/12/16 Update % of time per responsibility matrix for LMS, Media Assistant, Media Technical Assistant roles & responsibilities

June, 2016

ISTE-NET-S Standards for Students 2016 Release

June, 2016

Capital Improvement Plan Development FY17 based on Educational Specifications (Furniture)

June, 2016

Curriculum Institute– Begin Draft Curriculum Maps in Aspen based on new Standards.

July-Aug 2016

Develop Virtual Learning Commons (Part of Website Redesign)

July-Aug 2016

Superintendent Budget Development

June – Oct 2016

Parent, student & faculty pre-survey will be implemented in Pilot Schools by September 30.

Fall 2016

Develop metrics including surveys to students, teachers and parents, portfolios, traditional library metrics, rubrics as LMS Data Portal per pilot proposal for administration throughout the year, with touch points for analysis.

9/30/16

Implementation of Pilot of Learning Commons model in elementary schools All elementary schools will implement parts of the model with clear measures.

2016-17

By October 2016, update policies, procedures and guidelines related to Library Services including Selection of Library Materials, Weeding, & Challenged Resources.

October, 2016

Present update to Board of Education through Media Monitoring Report

December, 2016

Professional Learning Plan implemented: 1) All LMS staff will receive 9 hours of Professional Learning on Co-teaching or Collaborative Instruction (three Early Release Days) 2) LMS Staff in Pilot Schools will receive an additional 9 hours training on new areas of instruction including Coding/Computational Thinking, Design Thinking using Resources

2016-17

Monthly collection of metrics – circulation & usage of print/digital, journals and student work in innovation, co-teaching rubric, PD logs, gate counts (see total list in appendix)

Fall-Spring 2016

Recommendation to Board of Education based on Evidence-Based Measures

April/May 2017

Full implementation of Library Learning Commons Instructional Model in elementary schools, pending Board of Education approval.

2017-18

Full implementation of Library Learning Commons Model in middle schools, pending BOE approval.

2018-19

Library Learning Commons Model implementation district-wide supported by renovation to all Library furniture as detailed in the Ed Specs for the CIP FY18.

2019-20

VIII. Estimated Cost: This model impacts two cost areas:

1) The LMS operating budget 2) The forthcoming Capital Plan

Please note that no new additional funding is being requested; this program represents a philosophy for which existing resources will be distributed. This represents an opportunity for efficiency with which to better target existing resources. The costs directly associated with the changes to the program will be budgeted through the operating budget, School Libraries, Program 40 as indicated in the Superintendent’s Budget – 2016-17. Acct. Acct. Category Description Currently Budgeted 5170-7 Regular Wages – Teachers

PD Institutes for LMS to support integration of digital literacy (4 days, 22 LMS)

$22,000

5131-0 Payment for Sub Services Support for Job-Embedded prof Learning including strategy for increasing collaborative instruction between LMS with content area teachers

$11,000

51397 Payment for Temp Svs – PD PD led by LMS @ building (4 afternoons at each school)

$8,500

51460 Professional Services – Data/Word

Integration of Learning Commons, job-embedded prof. learning, development of webinars, role-based training for LMS, project management for Learning Commons

$60,000

This course has been reviewed and the framework has been developed. It is now ready for notification to the Superintendent of Schools and Board of Education for Approval: ___________________________________________ ______________ Irene E. Parisi Date Signature, Assistant Superintendent For Curriculum, Instruction and Professional Learning _Fran Kompar_________________________ ____5/3/16__________ Signature, Program Coordinator Date ___________________________________________ ______________ Signature, Superintendent Date Presentation to Board of Education ______________ Date

Pilot Programs are defined as modifications of the Board’s approved curriculum utilizing different textbooks, instructional materials and/or instructional technology, which are implemented across more than one classroom (Policy Reference E-001)

Appendix Figure 1: The Transformation adds to the traditional elements of a Library Media Program does not supplant.

Traditional Library Media Program Cutting Edge Adds to Traditional Concentrates on building the love of reading, storytelling as the center of the library media program.

Builds skills and enjoyment including wide reading, digital production and citizenship across many types of media and information formats and devices.

Directs patrons to information in books, magazines and reference sources.

Helps learners take command of connecting to high quality print and digital resources across the global network.

Concentrates teaching on finding, locating and evaluating information for teacher’s assignments.

Co-teaches inquiry projects from beginning to end; facilitates self-directed learning, making and creativity.

Direct teaching of library skills, research and love of reading.

Co-designs engaging learning experiences that combine content knowledge and learning how to learn skills.

Encourages use of a wide variety of technologies. Facilitates the use of the best digital tools to boost learning, creativity and efficiency.

Builds a traditional library program that serves patrons who request services and resources

Contributes expertise to enhance teaching & learning through collaborative leadership throughout the school community.

Appendix Figure 2: Library Learning Commons Six Zones

Zone Standards/Dispositions Purpose Requirements Guidelines Community Learning

Mini lessons related to: Research/Information Fluency; Communication using Digital Media; Digital Citizenship; any co-teaching lesson tied to any content-area curriculum

Class instruction, Faculty Meetings, PTA Meetings, other group meetings

Flexible, movable furniture, A/V projection area. Accommodates several classes at one time.

Mini-lessons, Guided practice for any Standard, Community/global experts, Prof Learning area

Inquiry Learning

Inquiry-based projects, collaborative teams, peer help/feedback

Small group instruction, group work, independent study groups

Comfortable, movable seating, collaboration stations w/screens for digital collaboration

Important to have tables with charging stations, collaboration tables can range from diner booths to regular tables to soft seating groups

Independent Learning

Any individual activity including independent reading, working on assignment – any class and any Standard. Quiet spaces nurture a student’s reflection on what works and what doesn’t, organizational skills and understanding

Quiet study Comfortable soft seating, study carrels and separate study rooms.

Quiet study is included in K-5 but much more prominent space in our secondary Libraries.

Literature Appreciation

ELA Connecticut Core; Literature Appreciation (AASL)

Independent Reading, Storytelling or book talking area

Comfortable setting, bins for primary students, reading nooks or corners, bookshelves that are ADA compliant, moveable and support self-directed and open access. Near OPAC (Online Public Access

All schools need to have updated bookshelves if they have those that were purchased 30+ years ago – prior to OPAC systems and guidelines for accessibility.

Catalog). Innovation Learning

Design Cycle process; Next Gen Science, STEM, Digital Media, 3-D printing, robotics, programming, virtual expeditions, constructing

See attached spreadsheet for elements in an Innovation Space

Tables; Storage cabinets and plastic bins; create separate areas for the different activities

The Innovation Space supports every child and every subject area in the use of innovative high-tech and low-tech tools to imagine, plan, prototype and create.

Help Desk

Reference, Circulation and Technical Support.

Circulation Desks/Reference Desks – Smaller and able to accommodate all the functions. Desks are configured for best supervision of all activities in the Learning Commons.

Circulation Desk (smaller – and easily accessible at entry), Multi-function for technical support. Reference desk may be located in a central point of the Learning Commons.

The Reference, Circulation and Help desks provide individualized support for students, teachers and parents. Students are able to participate in the program and learn important technical, customer service and management skills.

Appendix Figure 3: Standards Addressed by Learning Commons Model The following includes specific Standards addressed by the Learning Commons by subject-area: English Language Arts

x Strand: Reading Standards for Literature Strand: Reading Standards for Informational Text

x Strand: Writing Standards o Cluster 2: Production and Distribution of Writing (Creative Communication) o Cluster 3: Research to Build and Present Knowledge. (Research/Inquiry Process,

Critical Thinking) x Strand: Speaking and Listening

o Cluster 1: Comprehension and Collaboration (Collaboration) o Cluster 2: Presentation and Knowledge and Ideas (Communication)

Math

x Analyze, compare, create, and compose shapes. x Compose simple shapes to form larger shapes. x Measure and estimate lengths in standard units. x Measure the length of an object by selecting and using appropriate tools such as rulers,

yardsticks, meter sticks, and measuring tapes. x Represent and interpret data. x Generate and analyze patterns. x Solve real-world and mathematical problems involving area, surface area, and volume. x Solve real-life and mathematical problems involving angle measure, area, surface area, and

volume. x Solve real-world and mathematical problems involving volume of cylinders, cones, and

spheres. x Use probability to evaluate outcomes of decisions. x Calculate expected values and use them to solve problems.

Science x Identify problems and potential technological/engineering solutions. x Understand the design process, role of troubleshooting. x Understand goals of physical, informational and bio-related technologies.

x Understand and be able to select and use physical and informational technologies. x Understand how all technologies have changed over time. x Recognize role of design and testing in the design process. x Apply research, innovation and invention to problem solving. x Demonstrate an understanding of the relationship among people, technology, engineering

and the environment. x Identify a problem or need, consider design criteria and constraints. x Integrate multiple disciplines when problem solving. x Synthesize technological and engineering knowledge and design in problem solving. x Apply research, development, experimentation and redesign based on feedback to problem

solving. x Build, test and evaluate a model or prototype that solves a problem or a need.

Social Studies

Social Studies State Frameworks:

x Dimension 1: Developing questions and planning inquiry x • Dimension 2: Applying disciplinary concepts and tools (this is where “content” is

absolutely critical) x • Dimension 3: Evaluating sources and using evidence x • Dimension 4: Communicating conclusions and taking informed action

Greenwich Public Schools – Library Learning Commons Educational Specifications

Library Media Services Program

Education Specifications 2016

Library Learning Commons

Office of Digital Learning, Information Technology and Library Media Services

2 Last updated on 5/3/2016

The Office of Library Media Services under the direction of the Chief Information Officer and in consultation with the Office of Curriculum, Instruction and Professional Learning is responsible for implementing and supervising the Library Media Services curriculum. The highly specialized nature of the Library Media Services curriculum requires that facilities be appropriately planned and supervised by certified Library Media Services educators. This publication provides guidelines to help those responsible for space and facilities to direct the planning of safe, active learning environments that will support and promote the goals of the Digital Learning Environment, the CSDE Career and Technical Education Frameworks, the International Society for Technology Education (ISTE), American Association for School Librarians (AASL) guidelines and support all content area standards and literacies including Connecticut Core, NEXTGen Science, National Social Studies Standards and the Greenwich Public Schools Vision of the Graduate.


TABLE OF CONTENTS Part I. The Curriculum & Instructional Program Part I describes the curriculum, relates facilities to learning

objectives, and discusses the components of an effective learning environment.

Part II. The Space Part II presents the characteristics of a suggested space and

facilities plan and offer some general recommendations. Part III. Classroom Furniture and Equipment Part III provides guidelines for furnishing and equipping each

of the instructional areas. Part IV. Laboratory Facilities and Equipment Part IV lists specific equipment and furnishings for each of

the Learning Commons zones (or areas).


THE CURRICULUM & INSTRUCTIONAL PROGRAM

A series of curricular and instructional changes throughout the district have influenced the environmental needs of the modern school library, including:

� Inquiry-based Learning (Research Cycle, Critical Thinking of Online Content) � Computational Thinking & Problem-Solving with an emphasis on Coding � Innovative Thinking (Design Cycle, STEM, Making) � Knowledge Construction (Multiple Sources in many formats) � Digital Citizenship � Creative Communication in a Digital World � District Strategic Plan – Personalized Learning

Changes in the curriculum and instructional program of Library Media Services necessitate changes in the layout and design of the space. Most notably changes in practice include:

� Co-teaching wherein multiple teachers combine classrooms and/or the Library Media Specialist collaborates on planning and co-teaching with other teachers

� Delivery of Professional Learning � Support of DLE including Help Desk i.e., Instructional and Technical Support � Innovative programming such as author Skype visits, community involvement � Resources to support STEM, project-based learning such as programming/coding, robotics

As a result of the redesigned Library Learning Commons and the curriculum framework, students will be able to:

● Use technology and information strategies to conduct research, solve problems, think critically and communicate their findings within an ethical digital context. (Digital Literacy, Research & Information Fluency, Knowledge Construction and Creative Communication)

● Use a variety of digital and visual media to imagine, design, and create innovative products, collaborate and communicate. (Design Thinking, Creative Communication, Collaboration, Critical Thinking)

● Use information and technology skills and processes for pursuing personal interests and independent learning. (Computational Thinking, Learning with Technology, Literature Appreciation)

To reflect the many uses of the space, the Library Learning Commons should be able to be

re-configured easily based on the needs of the users:

● Flexible spaces that allow for small group, individual study, large group instruction and innovative thinking, professionally curated collections of resources selected to meet the ability, skills and interests of a school community gives students choice and voice.

● Future-Ready Programming: Library Learning Commons instructional program reflects skills that provide student readiness for a future that requires flexibility, adaptability and critical thinking.


The Library Learning Commons is an incubator for new ideas, innovative programming and instruction in all literacies – those currently taught and those beyond the horizon. Facility & Learning Zones The current school library facilities will be used to provide the instruction, support and services based on the above curriculum. In addition, the newly designed school library will also provide whole school programming, access to print, innovation/design shared resources and a “common” area for students, teachers and community members to gather for learning, sharing, discovering and quietly studying – based on their personal needs, interests, academic goals. The tenets for the Library Learning Commons space reflect providing the optimal environment for community, collaborative and personalized learning. These require the environment to be:

x User-centric, x Flexible, x Adaptable x Mobile

General Design Recommendations

x Moveable stacks or shelving that are no more than 4 feet tall for easy access and are spaced at least 42” apart to meet Americans with Disabilities guidelines for wheelchair accessibility. Shelving is arranged based on major categories such as biographies, fiction, non-fiction and can be used as dividers for the major learning zone areas.

x Tables and chairs that can be easily reconfigured for various types of groupings, presentations, project-based learning, professional development sessions, lecture-style programming from community experts, Skype guests. Many new types of tables fit together to easily be reconfigured for “u-shaped”, tables for larger groups and separated or stacked to create more space.

x Charging stations incorporated in several areas of the Library Learning Commons including at small group tables or booths.

x Comfortable furniture for reading nooks, storytelling areas and quiet study to encourage and engage students in independent reading and study.

x Smaller circulation desks. x Addition of “Genius Bar” or TechXperts stations for technical support using devices or

troubleshooting and Reference Desks for instructional support on digital tools & resources.

x Separate area for Innovation including digital media production, 3-d printing, Lego construction, circuitry, robotics, programming and low-tech creative projects to include tables with large surfaces for working, a storage facility for technologies to be stored out of sight, space for green screen, Lego wall, brainstorming surfaces.

The Library Learning Commons includes several multipurpose zones designed to provide a specific design and layout for the instructional, learning and exploring activities that will happen simultaneously in the facility.


The requirements include six (6) unique zones in a Learning Commons – but adaptable to change size and place at any given moment based on the school, user or community needs. Zones may be unique areas in a Learning Commons but often they mold to the need – expand or decrease. For this reason % of space is a general guideline only: Zone Purpose Requirements Learning Activities General Guideline

(of total space) Community Learning

Class instruction, Faculty Meetings, PTA Meetings, other group meetings

Flexible, movable furniture, A/V projection area. Accommodates several classes at one time. 25% of space total

Mini-lessons, Guided practice for any Standard, Community/global experts, Prof Learning area

25%

Team Learning

Small group instruction, group work, independent study groups

Comfortable, movable seating, collaboration stations w/screens for digital collaboration

Important to have tables with charging stations, collaboration tables can range from diner booths to regular tables to soft seating groups

10%

Quiet Study Quiet study Comfortable soft seating, study carrels and separate study rooms.

Quiet study is included in K-5 but much more prominent space in our secondary Libraries.

10%

Literature Appreciation

Independent Reading, Storytelling or book talking area

Comfortable setting, bins for primary students, reading nooks or corners, bookshelves that are ADA compliant, moveable and support self-directed and open access. Near OPAC (Online Public Access Catalog).

All schools must update bookshelves if they have those that were purchased 30+ years ago – prior to OPAC systems and guidelines for accessibility.

30% (Furniture for reading & shelving)

Innovation Learning

See attached spreadsheet for elements in an Innovation Space

Tables; Storage cabinets and plastic bins; create separate areas for the different activities

The Innovation Space supports every child and every subject area in the use of innovative high-tech and low-tech tools to imagine, plan, prototype and create.

20%

Help Desk Reference, Circulation and Technical Support.

Circulation Desks/Reference Desks – Smaller and able to accommodate all the functions. Desks are configured for best supervision of all activities in the Learning Commons.

Circulation Desk (smaller – and easily accessible at entry), Multi-function for technical support. Reference desk may be located in a central point of the Learning Commons.

5%


Innovation Learning Developing a community around shared use of space and equipment, a tenet of the Makerspace movement, fits squarely into the libraries mission. The Innovation or Maker Space is the Learning Commons zone that provides a multitude of learning opportunities that align to Standards STEM (Science, Tech Ed, Math), STEAM (addition of the Arts), Digital Literacy/Media. These opportunities may include:

x Before and Afters programming on 3-D design, Robotics, Coding/Programming, General Design/Making (Current practice at several schools as enrichment programming)

x Passport to the Innovation Space – Small groups of students engaged in the classroom projects are sent to Learning Commons to work with shared resources with personalized plan and supervised by the Library Media Specialist (LMS).

x Workshop Model – Mini-lesson, guided instruction and independent work based on specific unit of study identified through Grade Level planning – co-taught with the classroom/content area teacher and LMS.

x Independent/Genius Hour Projects – Year-long school effort with Genius Hour or Passion-based learning provides schedule for Innovation Space (as Computer Lab was scheduled in the past)

x Virtual Maker spaces – Open Educational Resources (OER) and district-provided tools within the Virtual Learning Commons provided for enrichment and exploration beyond the school walls.

Community, Collaborative and Independent Learning The learning spaces in a modern library provide spaces for collaborative work groups, large group areas to quiet study or reading areas. Resources are everywhere. Access to relevant, quality information can be found on the easy-to-access bookshelves, on the Virtual Library and through community and global outreach. The collaborative environment reframes shifts in teaching - and multimodal ways of learning that best meet the needs of the individual learner. The change in this area is how the spaces are used (physical and virtual). Quiet Study, Reading An exemplary Library Learning Commons includes a current, professionally curated collection of print books that appeal to a variety of interests, align to curriculum, are a good mix of fiction and non-fiction, popular and classics are the basis of any Library Learning Commons. In fact, research shows that with the incorporation of the Learning Commons model, circulation and reading increases. Reading areas include comfortable furniture, easy-to-access shelving. Traditional literacy advocacy comes alive through the use of an expert storytelling, book talking, author visits, school-wide reading events, peer book reviews – and the freedom to get “lost” in reading for enjoyment. The experience is enriched through the use of additional resources to include digital storytelling, online peer book reviews, student-published books, PSA’s and access to a global community of writers and readers through Skype or Mystery Skype Authors, Poets, Book Editors, participation in Global Read-Aloud programs and integration of tools to reach all learners such as QR book reviews, drawings and a robust collection of eBooks. Due to the nature of all programs, the availability of a wide variety of instructional media, technology, and computer equipment will greatly enhance the effectiveness of instruction and support the GPS Digital Learning Environment through technical, professional learning, innovative programming and curation of digital collections of tools, resources, tutorials and best


practices. The Library Learning Commons should be the facility that supports the digital transition in every way. Effective Learning Environment Factors Influencing Space Planning Whether or not a Library Learning Commons facility can provide an environment conducive to

learning depends upon three interdependent factors:

x the relative time to be devoted to teaching strategies; x equal access for all students; and x the use of the space to multiple, simultaneous classes, open, flexible access for

individual students, small groups and classes to ensure instruction of skills happen when and how are most effective; and

x the ability to extend learning beyond the physical walls and school day through a Virtual Library including online learning modules on skills, screencasts or tutorials on digital tools use and dynamic interface for tech questions.

Learning Modes The three typical learning modes – individual learning, interactive/collaborative learning, and reactive learning are included in the various teaching strategies. Each of these modes requires a different kind of space.

x Individual learning requires adequate space as dictated by the learning activity. Students learn by active involvement in the application of processes. The teacher assists and acts as facilitator.

x Interactive learning requires small group space and lab space. Students learn by interacting with one another and with the teacher, as the teacher encourages all of the process skills.

x Reactive learning requires large group space. Students learn primarily by listening, observing, and writing. The teacher or guest presents information to the entire class using a variety of instructional media, technology, and other teaching aids to enhance instruction. The large group space in a Learning Commons is also our “Community Learning” space where several classes can meet to benefit from outside experts.

It is important when planning facilities for the Library Media Services curriculum to keep to a minimum the amount of space assigned to one specific use. Use of portable equipment and multipurpose space allows much more flexibility. Flexibility is of greatest importance in the space to maximize the breadth of experiences involved.


Part II

THE SPACE

The facilities should ensure safety, exemplify the principles of good management and convey an immediate visual impression of logical order and planned arrangement. They should represent standards that are attainable in the community, while reflecting new developments and innovation in technologies, print and digital resources and furnishing. Hands-on experiences must be incorporated into the curriculum at each level and encouraged in the areas planned. In addition, quiet space for reflection, reading and study must be provided. When designing multipurpose space that will accommodate all three modes of learning, consideration should be given to the following points:

1. The media staff should be able to supervise the area being used at all times, for safety as well as instructional reasons.

2. Teachers may hold classes in the Learning Commons to access resources, provide space for project-based learning and/or co-teach with the Library Media Specialist.

3. Barriers such as tall shelving should be avoided to the greatest extent possible to provide view of students throughout the Learning Commons spaces.

4. Traffic patterns should be planned to ensure safe and orderly passage. 5. Space should be planned considering varied size of students, physical needs, and any special

space requirements for physical aids. The American Association of School Librarians minimum guidelines for American with Disabilities (A.D.A.)

General Planning Guidelines Given the nature of the Digital Literacy & Library Media curriculum, a number of basic underlying assumptions can be made about the space and facilities necessary for the implementation of this curriculum.

1. Educational objectives and student safety should dictate the nature of the space and facilities to be provided.

2. Facility accessibility must accommodate the diverse and varying special needs of all students.

3. If every teaching station cannot be totally equipped, accessibility to specialized support facilities and services should be provided.

4. Physical arrangements should facilitate cooperative planning among appropriate staff members.

5. Mobile, multipurpose equipment and furnishings should be selected to allow flexibility in planning and instruction.

6. Accessible and convenient storage space for equipment, supplies, and student projects should be provided since it contributes to effective and efficient use of space.

7. Space and facilities should be considered within the context of the total educational program. 8. Sufficient accommodations for recycling and disposal of waste materials must be used. 9. Adequate safety features must be considered, specifically in the Innovation Space.


Floors Safety and sanitation, as well as aesthetics and economics, should be important factors in the selection of flooring. Carpeting is recommended because of the high-traffic and acoustics considerations. A good commercial grade carpet is the preferred flooring for Library Learning Commons to minimize noise. Walls Walls may include taller shelving, storage cabinets. In addition, walls provide backgrounds for charts, posters, projection screens, displays, etc. Wall finishes should be washable. Schools must strictly adhere to fire codes. To subdivide space, shelving that are movable are practical and more flexible than permanent walls. A four-foot tall stack on casters provides a visually-appealing and versatile option versatile option that creates usable wall space as well as serving to partition off areas for small group or individual study. Work Surfaces There are several considerations when selecting the appropriate height for the variety of tables and other surfaces required for different activities in a Learning Commons. A 34-inch height is maximum for ADA accessible workstations. Furthermore, portable equipment, such as computers and other technologies may be used more comfortably at heights lower than 36 inches. It is recommended that an innovation space area include work surfaces of both the 36-inch height counter and work table and the 34-inch height counter and work table to make the room accessible. Utility Systems Coordination of basic systems such as heating, ventilation, windows, exhaust fans, air conditioning, and lighting is essential at the design stage. Architects and engineers should ensure maximum efficiency, convenience, and safety as well as compliance with the applicable codes. In the majority of cases, facilities can determine if there are any upgrades needed to utilities in a Library Learning Commons. The one consideration is to have adequate power in areas for charging and for use of a variety of technologies. Safety and convenience must both be served in providing power for areas where there will be high equipment use. Consider all small and large appliance amp/volt ratings to dictate the spacing, location, and number of outlets per circuit. The high power requirements of certain technologies need to be planned for and located even more carefully. Standards and codes dictate placement of outlets to some extent; however, placement of equipment and heavy furniture should also be considered. Easy access to outlets is essential. This especially applies to wall shelving. If at all possible, avoid placing outlets in the floor. In redesigning the space even with relocation of furniture, heating, ventilation, and air conditioning, year round use as well as seasonal use must be considered. Clearance for vents from the heating and cooling system must be maintained at all times. Equipment, furniture such as shelving and other large objects should not block the passage of air. Special attention must be given to areas in which an excess of heat, fumes, and/or moisture is produced and exhaust fans are used. This would also include the


range area. These areas will need auxiliary ventilation. Input from teachers and other users on matters of effective lighting and the convenient placement of outlets, etc., is essential in the design and planning phase. The quality and quantity of natural and artificial light must be adequate for specialized work areas as well as for general illumination. Consider a mix of color and quality of fluorescent, incandescent, and natural sources for adequate nonglare, shadowless light. Classrooms with unusually high ceilings and tall windows will have more natural light and will need less artificial light than will rooms with the nine-foot standard ceiling and smaller windows. Lighting requirements should be considered in the planning of location, spacing, and switching of the room lighting system. Special lighting for displays and dimming capabilities for audiovisual areas are also significant factors to include in planning.


Part III

FURNITURE AND EQUIPMENT The type of equipment found in homes and businesses in the community provides a useful standard for selection of furnishings for the school facility. In addition, classroom equipment must demonstrate a reasonable range of current technological possibility. The quality should be good enough to ensure ease of operation and maintenance and the ability to withstand the wear and tear of heavy use.

x There should be harmony in the total plan, but a variety of styles, models, materials, finishes, and features should be used to illustrate alternative choices.

x The keys to good selection are versatility, simplicity, and functional design. x Ease and cost of upkeep, including renovation and repair, should be considered in addition to

the original cost. x Traffic flow and activity patterns should be considered in the placement of permanent fixtures

and in the location of storage. x Permanent heavy equipment and cabinets should be arranged against a wall, with a minimum of

fixed installations projecting into the classroom. x Portable furniture and equipment should be both lightweight and durable.

The Instructional Area The instructional area or classroom is made up of four work centers: the presentation/demonstration center, the instructional media center, the teacher work center, and the laboratory facilities and equipment. The presentation/demonstration center should be convertible for large or small group activities. This area should be furnished with heavy-duty, multipurpose tables with laminated tops, hard edges, and straight legs. Chairs should provide the correct seating height for the tables and encourage good working posture. Chairs with tablet arms are not appropriate for this area if space is limited.

x Storage units and shelves should be provided in this space if they are not planned for in an auxiliary space.

x A continuous counter around the room at a convenient and comfortable height for equipment use is an option that may work for some programs.

The instructional media center provides for demonstrations in preparation for laboratory experience, as well as for audiovisual presentations. The area should be equipped for display and projection. Adequate provisions for audio and/or visually enhanced instruction include:

x eight to ten feet of Smart Board or whiteboard; x permanently installed projection display (LCD TV); and x capability for the use of a full range of current teaching/learning technologies, and new

instructional technology as it becomes available. The furniture and equipment should include a desk with locking drawers, four-drawer file cabinet, bookshelf unit, desk chair, conference chair, and standard office supplies. The laboratory facilities and equipment are described in detail in Part IV of this document.


Shelving Adequate space and functional design of storage should be one of the most carefully considered aspects of the facilities plan for the Library Learning Commons. Convenient and well-planned shelving that meets the requirement of user-friendly and easy access to all resources is critical. The location of general shelving units is an early planning decision that must be made.

x Open, adjustable shelves for books and print resources; x Shelving accommodates all collection materials with at least 25% extra shelf space for growth. x Average collection sizes are as follows:

o Elementary – 12,000 o Middle – 17,000 o High School – 35,000

x Display shelves for promoting new books, a theme, current curriculum unit or other. x Portable mobile equipment for flexible and multi-use facilities; x Storage cabinets which can be locked and moved as needed;

Shelving Features

The wall-mounted and freestanding, moveable shelving are most prominent in a Library Learning Commons. All shelving must be adjustable to maximize flexibility. Wall shelving should be safe but also provide the ability to be reconfigured with changes needs of the space. Here are a few recommendations:

o Horizontal/flat shelves can be used for a variety of resources including non-fiction, reference, fiction and picture books.

o If space allows, shelves should allow for face-out displays and signage. o Canopy shelves on top of some of the shelving units will allow for additional displays and

student work. o Mobile browser bins should be used for picture books.

Shelf Capacity Guidelines Standard shelf base depths are 10 inches (most common) and 12 inches (for Reference, Easy picture books & flat periodical storage). Average volume size and recommended shelf depth for various media types have been calculated to aid libraries in their calculations: Volume Type Recommended Depth (inches) Volumes per Linear Foot of Shelf Encyclopedias 12 6 Fiction 10 8 Non-Fiction 12 10 Paperbacks 8 to 10 16 Picture Books 12 20


Using the average units per linear foot of shelf for fiction (8), the equation for the capacity of a single facing shelf is: 8(volumes per linear foot) x 3(linear feet) x 7(shelves) = 168 volumes of fiction Collection Guidelines All Library Learning Commons should have a minimum number of books based on enrollment; however, it is not necessary for any Learning Commons to have over 30,000 books. The following is a guideline: Unacceptable Acceptable Exemplary Fewer than 15 books per student that also meet collection guidelines.

20 books per student that also meet the collection guidelines.

A minimum of 25 books per student that meet the collection guidelines.

� Collection Guidelines: Books counted in these statistics should be: � Aligned to standards and local curriculum needs; � Reflect student interests; � Culturally diverse; � Age and developmentally appropriate. � Meet age guidelines Special Notes � # Of books should not include multiple copies (titles with over 5 copies); encyclopedias count as

one title � With additions of eBooks and eResources – flexibility is necessary in the interpretation of this

guideline. Innovation Space Guidelines The Innovation Space, also referred to as the Makerspace, is a component of the Modern Library. Providing access to shared resources that allow students to explore, create and innovate is clear in the new learning standards and specifically supports STEM, Digital Literacy and the Arts across all content areas through project-based learning. The stations or types of resources typical to an Innovation Space are as follows (these are suggestions to provide a starting point for those building an Innovation Space). PLEASE NOTE THAT RESOURCES ARE A SUGGESTED STARTER LIST – ONLY THE STATIONS OR TYPES OF PROJECT-BASED LEARNING ARE EXPECTATIONS. THE PRICES ARE ALSO SUBJECT TO CHANGE.

Station Resources Description Approx MSRP Digital Production/ Fabrication

3-D Printer Makerbot Replicator 2 $799

3-D Scanner Makerbot Digitizer Desktop

Scanner

$669

Dedicated workstation

(desktop computer)

Contemporary desktop

computer (per current

specs)

Dedicated

software/programs

123D Design, 3DSlash,

FreeCAD, TinkerCad,

Free


Station Resources Description Approx MSRP for 3-D printing Thingiverse

Digital Media Creation

Desktop/Laptops

Contemporary desktop or

laptop computer

Per current IT specs

Touchcast Touchcast – considered TV

Studio in a Box – for iPad

only

Free

iMovie Editing iPad and Mac

desktops/laptops

Free

Final Cut Program for

Editing

Sophisticated Editing

Program

$300

WeVideo Software (Chrome

Book)

District subscription (DLE

Toolbox)

Inc. in DLE Toolbox

Dedicated iPads (basic

video)

iPad dedicated to

Innovation Space for video

creation

Per IT specs

Retractable Green Screen

with Lighting Kit

Fancier Studio Green

Screen Kit

$150

Recording studio Podcast booths

Use study carrels for

privacy

See furniture specs

Desktop Computers

Dedicated stations (1-2) for

podcasting work – or within

computer or Innovation

Labs

Per IT specs

Microphone Recording

Package

Rode NT1-A Cardioid

Condenser Microphone,

Pop Shield, Shockmount

$289

Extra Microphones Logitech ClearChart USB

Headset

$26

Voicethread Multimedia program for

podcasts, text and feedback

DLE Toolbox

Audacity, Garageband,

Screencastify

Programs for Podcasting

options

Free

Displays Whiteboard wall

Markerboards or

Whiteboard – sizes based

on need.

$249

Idea Paint White Dry Erase Paint (can

be used to convert a wall or

table into brainstorming

space)

$225/gallon

Electronics

Arduino / Arduino Board Arduino is an open-source

electronics platform based

on easy-to-use hardware

and software.

Software – free

Board - $30/each


Station Resources Description Approx MSRP The software powers the

Arduino Board

Makey Makey (circuits) Free software and Kit –

Makey Makey Classic,

Makey Makey Go

Free software,

$49.95/each for

classic or $24.95 for

Makey Makey go

Little Bits Invention Kits Build using science, tech

and math.

$199.95 (various

prices for kits)

Build & Take Apart

Disassembling Tables Can be anything that can be

taken apart

Free

Lego Walls/ Legos Various

Robotics

Bee Bot Programmable robots $149/bundle

Ozobot Starter Programmable robots $60/each


Part IV

Appendix Specifications The following pages provide possible furniture for each of the Zones presented in these Educational Specifications. The prices, manufacture and contract # are subject to change based on competitive bids and purchasing procedures. The specifications are provided ONLY as guidance for type, purpose and planning time needs for types of furniture that align to the function of each of the Learning Zones described in this document. PLEASE CONTACT THE PURCHASING OFFICE AND/OR THE COORDINATOR, LIBRARY MEDIA SERVICES PRIOR TO BEGINNING A PURCHASE PLAN.


ZONE: COMMUNITY LEARNING

Item #

Purpose

Picture

Pricing

Manufacturer

State Contract Vendor

Specifications

Warranty Information

Lead Time

Special Notes

Discover Chair –

Size B

Student/staff

seating

$46.42

Artcobell

Contact #

11PSX0257AC

16" Hard

Plastic

Limited

Lifetime

8-12 Weeks

Elementary

Discovery – 4 leg

Student/staff

seating

$51.80

Artcobell

Contact #

11PSX0257AC

18" Hard

Plastic

Limited

Lifetime

8-12 Weeks

Middle School

Rise – 2 tier

Comfortable

seating

$1,554.38

All Steel

0605

Limited

Lifetime

8-12 Weeks

All grade levels

Rise – 3 tier

Comfortable

seating

$1,656.88

All Steel

0605

Power Ready

Limited

Lifetime

8-12 Weeks

All grade levels

Boomerang

Table

Varies by

Size

Artcobell

Contact #

11PSX0257AC

10 Years

8-12 Weeks

Nebula

Table

$350.02

Artcobell

Contact #

11PSX0257AC

15 Years

8-12 Weeks

Elementary

Nova Table

Table

$498.02

Artcobell

Contact #

11PSX0257AC

10 Years

8-12 Weeks

Boomerang

Table

Varies by

Size

Artcobell

Contact #

11PSX0257AC

Light Weight

Different

Shapes Easy to

Move

10 Years

8-12 Weeks

Activity Table Table

$172.42

Artcobell

Contact #

11PSX0257AC

30 x 60

10 Years

8-12 Weeks

Middle School

Greenwich Public Schools – Library Learning Commons Educational Specifications ZONE: COLLABORATIVE INQUIRY

Item #

Purpose

Picture

Pricing

Manufacturer


Specifications


Lead Time

Special Notes

Belong

Student/staff

seating

$513.86

All Steel

0605

16” wide

Limited

Lifetime

8-12 Weeks

Middle and High

School

Belong

Student/staff

seating

$657.25

All Steel

0605

32” wide

Limited

Lifetime

8-12 Weeks

Middle and High

School

Discover Chair –

Size B

Student/staff

seating

$46.42

Artcobell

Contact #

11PSX0257AC

16" Hard

Plastic

Limited

Lifetime

8-12 Weeks

Elementary

Discovery – 4 leg

Student/staff

seating

$51.80

Artcobell

Contact #

11PSX0257AC

18" Hard

Plastic

Limited

Lifetime

8-12 Weeks

Middle School

Flock Stool

Bar height

Stool with

flock table

$380.01

HON

Foot ring

Limited

Lifetime

6-8 Weeks

High School and

Middle School

Flock Mini Round

Comfortable

seating

$219.42

HON

Fire redundant

fabric/Light

Weight/Easy to

Move

Limited

Lifetime

6-8 Weeks

Grade A Fabric

Flock Mini Square

Comfortable

seating

$219.42

HON

Fire redundant

fabric/Light

Weight/Easy to

Move

Limited

Lifetime

4-6 Weeks

Priced at a Grade 1

Fabric, other

fabrics available

Scooch

Comfortable

seating

$471.88

All Steel

0605

Limited

Lifetime

8-12 Weeks

All grade levels

Cafe Table w Base

Table

$484.58

HON

Café Height,

writable surface

(marker board)

Limited

Lifetime

8-12 Weeks


ZONE: COLLABORATIVE INQUIRY

Item #

Purpose

Picture

Pricing

Manufacturer


Specifications


Lead Time

Special Notes

Boomerang

Table

Varies by

Size

Artcobell

Contact #

11PSX0257AC

10 Years

8-12 Weeks

Nebula

Table

$350.02

Artcobell

Contact #

11PSX0257AC

15 Years

8-12 Weeks

Elementary

Nova Table

Table

$498.02

Artcobell

Contact #

11PSX0257AC

10 Years

8-12 Weeks

Boomerang

Table

Varies by

Size

Artcobell

Contact #

11PSX0257AC

Light Weight

Different

Shapes Easy to

Move

10 Years

8-12 Weeks

Activity Table Table

$172.42

Artcobell

Contact #

11PSX0257AC

30 x 60

10 Years

8-12 Weeks

Middle School

Flock Table

Table

$1,205.75

HON

High Table.

Foot ring

Limited

Lifetime

6-8 Weeks

Must purchase

foot ring and top

separately

Mindshare

Table/Seating

$1,875.63

All Steel

0605

Limited

Lifetime

8-12 Weeks

All grade levels.

Grade A Fabric

Greenwich Public Schools – Library Learning Commons Educational Specifications ZONE: QUIET STUDY

Item #

Purpose

Picture

Pricing

Manufacturer


Specifications


Lead Time

Special Notes

Belong

Student/staff

seating

$513.86

All Steel

0605

16” wide

Limited

Lifetime

8-12 Weeks

Middle and High

School

Belong

Student/staff

seating

$657.25

All Steel

0605

32” wide

Limited

Lifetime

8-12 Weeks

Middle and High

School

Flock Round

Lounge Chair

Comfortable

seating

$897.82

HON

Fire Redundant

Fabric

Limited

Lifetime

4-6 Weeks

Priced at a Grade 1

Fabric, other fabrics

available

Flock Mini Round

Comfortable

seating

$219.42

HON

Fire redundant

fabric/Light

Weight/Easy to

Move

Limited

Lifetime

6-8 Weeks

Grade A Fabric

Flock Mini Square

Comfortable

seating

$219.42

HON

Fire redundant

fabric/Light

Weight/Easy to

Move

Limited

Lifetime

4-6 Weeks

Priced at a Grade 1

Fabric, other

fabrics available

Scooch

Comfortable

seating

$471.88

All Steel

0605

Limited

Lifetime

8-12 Weeks

All grade levels


ZONE: READING

Item #

Purpose

Picture

Pricing

Manufacturer


Specifications


Lead Time

Special Notes

Belong

Student/staff

seating

$513.86

All Steel

0605

16” wide

Limited

Lifetime

8-12 Weeks

Middle and High

School

Flock Round

Lounge Chair

Comfortable

seating

$897.82

HON

Fire Redundant

Fabric Limited

Lifetime

4-6 Weeks

Priced at a Grade 1

Fabric, other fabrics

available

Flock Mini Round

Comfortable

seating

$219.42

HON

Fire redundant

fabric/Light

Weight/Easy to

Move

Limited

Lifetime

6-8 Weeks

Grade A Fabric

Flock Mini Square

Comfortable

seating

$219.42

HON

Fire redundant

fabric/Light

Weight/Easy to

Move

Limited

Lifetime

4-6 Weeks

Priced at a Grade 1

Fabric, other

fabrics available

Linger

Comfortable

seating

$1,059.38

All Steel

0605

Limited

Lifetime

8-12 weeks

High School

Scooch

Comfortable

seating

$471.88

All Steel

0605

Limited

Lifetime

8-12 Weeks

All grade levels

Mobile Shelving

#81.8315

Shelving

$953.16

Fleetwood

36” w x 48” h x 24” d/Easy to Move

5 Years

8-12 Weeks

Other sizes

available

Stationary

Shelving #81.5611

Shelving

$656.12

Fleetwood

36” w x 82”h x 12” d

5 Years

8-12 Weeks

Other sizes

available


Conclusion The environment created by physical facilities is a significant factor in learning. This document is

designed to assist chief school administrators, school business administrators, building level

administrators, Library Media Specialists, advisory committees, and architects in planning and selecting

space and equipment best suited to the Learning Commons in each building to serve school and

community needs. For further information, contact the Office of Library Media Services, Curriculum,

Instruction and Professional Learning or the Chief Information Officer.

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