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Madison Metropolitan School District
School Library Media Center Collection Management:
Selection, Surplus, Reconsideration, Copyright and Acceptable Use
Policies and Guidelines
Draft
August, 2013-14
Acknowledgements
Collection Development Policies of K-12 schools were referred to for guidance and are notated on the Sources page.
Format and structure were an amalgamation of many of these sources. Nancy Kieraldo, Teacher Leader MMSD
Library Media Services, was main author with direct input from Dylan Pauly, Legal Council for Madison Metropolitan
School District and Selection Policy Committee school librarians Monica Millen, Laurie Bauer and Alexandra Phelps
and the 2013-14 Library Leadership Team Jim Igielski, Michelle Reis, Sheryl Boser, Lydia Bertram, Jason Anderson
and Laurie Bauer.
Table of Contents Page
Introduction, Vision and Mission Statements ........................................................................... 3
MMSD Library Selection Policy and Guidelines ....................................................................... 4
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MMSD Surplus Policy and Guidelines..................................................................................... 13
MMSD Reconsideration Policy and Guidelines ..................................................................... 19
MMSD Copyright Policy ......................................................................................................... 20
Appendix ................................................................................................................................ 22
Sources ................................................................................................................................. 25
Introduction and Purpose
The Madison Metropolitan School District policy states that school library media specialists are
responsible for the review, evaluation and selection of the school library media collection.
Library media collections are developed and maintained to meet both curricular and personal
needs and includes current formats in print, electronic, audio and visual materials. To ensure
that these needs are met, library media specialists apply selection/deselection criteria and use
recommended selection and deselection tools to keep their collections current. These guidelines
provide the criteria, processes and tools for library collection selection, weeding, surplus and
inventory.
This document also includes Board of Education Policy on Reconsideration of Materials. These
Selection and Reconsideration Policies reflects the philosophy and goals of the school system
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and supports the principles of intellectual freedom described in Information Power: Guidelines
for School Library Media Programs, the Library bill of Rights (ALA), Students’ Right to Read and
Right to View (NCTE) and other position statements on intellectual freedom from the American
Library Association and the American Association of School Librarians. These positions are
located in the appendix section.
Vision for Madison Metropolitan School District
As stated in the July, 2013 MMSD Strategic Framework, the vision for MMSD is that “every
school will be a thriving school that prepares every student to graduate from high school
college, career and community ready”.
MMSD Division of Library Media Services Mission Statement
The mission of MMSD Library Media Division is to “connect learners to literature, resources
and technology to discover and achieve”. This is based on the concept of free access to
information that reflects the cultural diversity and the pluralistic nature of a global society. This
free access is available to all students, staff and families of MMSD.
In support of this concept, the MMSD Library Media Division seeks to foster inquiry and learning
by enhancing the instructional program of Common Core Standards and Disciplinary Literacy.
School library media centers are the gateway to accessing information and technology through
the ability for all learners to locate, evaluate, apply and share information. The MMSD Library
Media Division is committed to the responsibility for ensuring that all learners will become
discerning and ethical information consumers and thereby perpetuate the joy of personal
discovery and achievement.
I.
MMSD Library Selection Policy
Library Media Center Materials Board Policy: 3612 Instruction
It is the policy of the BOARD that library media center materials be selected by the
Library Media Specialist in the school and approved by the Principal.
1. Library media center materials cover a broad range of ideas and information in
many formats which are selected to implement, enrich, and support the
instructional programs of the schools.
2. All library media center materials shall be selected according to the selection
criteria that have been approved by the BOARD.
3. The philosophy of selection is to allow free access to a full range of instructional
materials which reflect our pluralistic society and which are selected for their
strengths and diversity rather than excluded for their weaknesses or viewpoint.
4. Library media center materials for individual schools are selected by the library
media specialist in the school and approved by the Principal.
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5. Titles are chosen from reviews in professional journals, District evaluations, and
personal examination. District review committees covering all grade levels
preview, examine, and evaluate library media center materials and evaluations of
library media center materials. The evaluations are shared with all schools.
6. Materials for District circulating collections are selected by District preview
committees and the Educational Reference and Materials Selection the
Librarians professional librarians at the Professional Collections Library and
Library Media Services. Professional Collections Librarian.
Implementation Guidelines for the Selection Policy
The objective of the selection policy is to increase the awareness of the skills and
considerations that are necessary when librarians make decisions about literature and
information resources available for the students, school staffs, afterschool programs and
families. The responsibility for coordinating the selection of library materials rests with library
media specialists who seeks input from staff, students and parent recommendations for
purchase of library media materials. Favorable reviews from professional journals and
authoritative selection references should be used when developing library media collections.
Wherever possible, direct examination of materials is advisable to ensure that they meet
selection criteria. These standards are the same for all formats, book donations, and any grant
opportunities for placing books in a library collection.
Essential Curriculum and Collection Development
The major emphasis of a library collection should be to provide materials which meet the current
curriculum and information needs of the school as well as the recreational reading needs of
students. The library media specialist should be familiar with the current curriculum in all content
areas and how it affects the library collection. It is highly recommended that links to the current
curriculum and/or print copies of the curriculum be available through the library website and/or
professional collection at each library.
The goals for collection development include:
● To provide a comprehensive collection of instructional and reading materials selected in
compliance with basic selection principles
● To provide maximum accessibility to these materials
● To provide materials that will support the curriculum taking into consideration individual
needs, interests, abilities, languages, socio-economic backgrounds and maturity levels
● To provide materials that encourage growth in knowledge, learning skills, personal and
aesthetic development and social responsibility
● To provide relevant materials that reflect and promote cultural and linguistic diversity
● To provide a central collections library for community and professional educational
needs
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To provide a written statement of the procedures for meeting the challenge of censorship
of materials in school library media centers
To provide qualified personnel to maintain professional standards in collection
development in order to serve all learners
Teacher Recommendations
Communication with teachers/administrators to assess curriculum needs and recommendations
for purchase is an important part of the selection process. Since the library media collection is
an integral part of the instructional and learning process, the strength and value of the collection
are ensured when teachers are actively involved in the selection process.
Student and Parent Recommendations
Suggestions from students and/or parents is also an important part of the selection process. As
students seek information for curricular purposes or use the library media center for personal
interests, students and parents are encouraged to make recommendations of specific resources
or subject areas where information is needed.
Professional Collections Library at Doyle
In addition to individual school library professional collections, the Professional Collections
Library at Doyle provides educational resources & library services to support the MMSD
community. Three collections comprise this library: Instructional materials, educational
resources including education journal routing and the multimedia collection. Services also
include interlibrary loan and MMSD staff reference services.
Selection Tools
The following professional resources are recommended as tools to locate reviews. Most are
considered professional review journals (Booklist, Booklinks, School Library Journal); however,
some are considered general popular review sources. Also, twice a year, elementary and
middle school librarians may view new print materials and hear an interactive book talk on the
newest trends and titles of children’s books at the Children’s Cooperative Book Center (CCBC)
on the University Madison campus.
(To be added and deleted)
● The ALAN Review
● Amazon.com General; Children; Teens
● Book Links
● The Book Reporter
● BookReview.com
● Booklist Online
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The BookPage
BookWire
Boston Book Review
Bulletin of the Center for Children’s Books
Caldecott Medal Homepage (American Library Association)
Carol Hurst’s Children’s Literature
Children’s Book Reviews (national Parenting Center)
Criticas?
Children’s Books
Children’s Cooperative Book Center
Children’s Literature Web Guide
Coretta Scott King Award (ALA)
Education Review
Educational Software Review
Follett TITLEWAVE
Library Media Collection (LMC Journal)
Multicultural Book Reviews
Newbery Medal Award (ALA)
Neverending Stories
Notes from the Windowsill
New York Times Book Section
Oyate
Teen Reading (YALSA)
World of Reading (reviews by children)
Young Adult Books
Vendor Catalogs and Online Ordering Tools
Publisher and jobber catalogs (print and online) can be useful in initially seeking ideas for
purchase and/or using as a tool with staff members. However, library media specialists should
keep in mind that these are marketing tools, not necessarily selection tools. Vendors typically
offer ways for librarians to assess their current collection and use it to compare with new
published materials. Vendors also offer ways to search, find and order pertinent materials, often
with current reviews from other sources attached to the record. Vendors also may offer prepare
lists of materials specifically for a librarian or generally through the website. Either way, it is up
to the library media specialist to determine the authority of these vendors and understand that
ultimately, it will be up to them to understand their unique and specific needs of their library
collection.
Selection Criteria for Library Media Materials
The following criteria should be considered when the library media specialist selects materials
for the school library media program:
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Criteria
Reason
Appropriate for recommended
levels
Library Media Materials (LMM) should be accessible to
students of varied abilities and meeting informational and
interest needs of all students.
Relevant to the curriculum and
objectives of the instructional
program
LLM should be selected on the basis of assessed
curricular needs and reflect the identified learning
outcomes of the instructional program
Accurate content
LMM should present facts in an objective manner.
Authority of the author, organization, publisher/producer
should be a consideration. Materials concerning human
development and family life should contain facts which
are presented in a manner appropriate to the level of the
students.
Reflect the pluralistic nature of a
global society
LMM should provide a global perspective and be
culturally and linguistically appropriate according to the
mission and vision of the school district
Free of bias and stereotype
LMM should reflect the basic humanity of all people and
be free of stereotypes, caricatures, distorted dialect,
sexual bias and other offensive characteristics. LMM
concerning religious, social and political content should
inform rather than indoctrinate.
Represent different viewpoints on
controversial subjects
Students have the right o information on both sides of a
controversial issue. By having access to a variety of
resources students will have the knowledge base to
LMM provides free and equitable access to all
information.
Appropriate format for instruction
LMM should be available in variety of formats, e.g., print,
non print, electronic, multimedia to meet the needs and
learning styles of diverse student population.
Recent copyright date as
appropriate to the subject
LMM should be assessed for currency of the the
information as it relates to the content and purpose of
the item
Acceptable in literary style and
technical quality
Literacy quality, technical merit, physical arrangement
and aesthetic characteristics should be considered as
integral components in the evaluation of all media
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formats
Cost effective in terms of use
LMM should be evaluated for cost effectiveness in terms
of accessibility, projected use and durability
Appropriate for students with
special needs
LMM should be provided to meet curricular needs and
the individual needs, interests and learning styles of all
students at all levels
Additional Criteria by Format
Print
Format
Hardcover Books: Higher
cost; consider the usage
and audience, especially
picture books for the
younger students
Criteria
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Paperback Books: Lower
cost; consider demand,
durability, special projects,
availability, special editions,
duplications, popular fiction
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Magazines: Weekly,
Monthly, Bi Monthly
editions: Consider both
popular and curricular
demand, accessibility,
durability, cataloging and
processing time, circulation
policies
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Newspapers: Daily,
Weekly, Monthly editions:
Consider both popular and
curricular demand, free
sources, online sources,
accessibility, durability,
cataloging and processing
time, circulation policies
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Type style and text density
Paper quality
Durability of bindings
Readability and interest levels
Text Features: Table of Contents, Index, Glossary,
Captions
Graphic Features; Color photos, color illustrations, color
graphics, resolution, layout
Type style
Paper quality
Durability of bindings (some vendors offer more
permanent binding options for paperbacks)
Readability and interest levels
Type style and text density
Paper quality
Durability
Readability and interest levels
Text Features: Table of Contents, Captions
Graphic Features; Color photos, color illustrations, color
graphics, resolution, layout
Local interest and/or publication
Type style and text density
Paper quality
Durability
Readability and interest levels
Text Features: Sections, captions,
Graphic Features; Color photos, color illustrations, color
graphics, resolution, layout
Local interest and/or publication
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Reference:
Encyclopedias, singles or
sets; Dictionaries,
Thesaurus, Atlases,
General Reference,
Content Specific
Reference: Consider online
or electronic options readily
available with mobile
devices,free sources,
sources provided for by
Badgerlink, free online with
the purchase of print title,
language options
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Cost
Durablility
Access
Copyright
Readability and interest levels
Text Features: Table of Contents, Index, Glossary,
Captions
Graphic Features; Color photos, color illustrations, color
graphics, resolution, layout
Space need on shelf
Size/weight need of the patron
Multimedia Materials and Equipment
Format
Audio Materials
Criteria
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Video Materials
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Online A/V
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Cost of product
Format relevance and durability
Copyright
Appropriate format for curricular and learning needs
Accessibility of product (library, classroom, home
access)
Access to appropriate and reliable audio equipment
Access and cost of peripheral equipment (headphones,
multiple access equipment etc)
Space needed for storage for product and equipment
Cost of product
Format relevance and durability
Copyright
Appropriate format for curricular and learning needs
Accessibility of product (library, classroom, home
access)
Access to appropriate and reliable video equipment
Access and cost of peripheral equipment (projectors,
projection surface, interactive whiteboards)
Space needed for storage of product and equipment
Cost of product
Format relevance and durability
Copyright
Appropriate format for curricular and learning needs
Passes technical review for network compatibility
Accessibility of product (single, multi,simultaneous
users)
Access and cost of hardware equipment
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Device dependency or device agnostic
Audio Equipment
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Cost of equipment
Durability
Relevant to current audio format needs
Accessibility during and out of school hours
Meets current industry specs for this type equipment
Vendor and equipment availability
Video Equipment
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Cost of equipment
Durability
Relevant to current video format needs
Accessibility during and out of school hours
Meets current industry specs for this type equipment
Vendor and equipment availability
Computer Equipment
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Cost of equipment
Durability
Relevant to current format needs
Accessibility during and out of school hours
Meets current industry and MMSD specs for this type
equipment
Vendor and equipment availability
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Electronic Resources
Considerations for Selection of Electronic Resources
The criteria for selection of electronic resources are essentially the same as for print and AV
materials. Electronic resources, no matter what format, have the potential for greater access to
resources and information as well as multiple language options. Access to these fee-based
database services should have 24/7 remote access ability. Considerations of district, level and
site-based decisions on electronic resources should include providing the learner with:
● control through flexible pacing, variable difficulty and optimal branching and linking
● assurance of information accuracy and reliability
● appropriate and reliable retrieval of information through robust organization, searching
capabilities and user-friendly navigation tools
● options of record keeping and management options, if applicable
● readable text, attractive graphics and appealing layout
● reliable, appropriate and user-friendly platform access considering equipment availability
● easy-to-understand, comprehensive documentation
● help desk information
Access to Internet Resources
Access to the Internet is a right and privilege granted to all MMSD students. Federal
Telecommunications Policy defines use of the Internet for “educational purposes”, outlines
expectations for appropriate and acceptable use guides for school, office web publishing and
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copyright compliance. See Appendix ?? for the MMSD Student Acceptable Use Policy (AUP);
Appendix ?? for the MMSD Staff Acceptable Use Policy: and Appendix ?? for the MMSD
copyright policy.
Electronic District Selection Committee
Each year, the K-12 Library Leadership Team (LLT) Members reviews renewal decisions
around current district/level wide databases using a rubric that identifies quality, need,
relevance, technical reliability, price and any available usage statistics. This process is usually
done February - April. Input is gathered at face to face meetings and/or online surveys with
librarians.
New products are also assessed as possible additions or replacements for the upcoming school
year. Typically, LLT members get input from their school staff during this trial time. Librarian
staff at the central office also seek reviews of renewal and/or new materials from the different
subject content district experts.
After LLT makes their initial decisions (typically in March), any new products that may be
considered for purchase, need to be reviewed by technical services, legal/contract services and
if necessary, develop a Request for Purchase (if the cost goes beyond BOE threshold $15,000). New products will need to pass these reviews before being considered as a purchase
for the following year. These decisions may or may not affect the amount that each site will have
for their site-based Collection Development Fund monies.
In May, librarians have choices on how to spend specific CDF allocation. These
Common School Funds typically are spent on print reference, special collections and/or online
databases or products needed for their school’s curriculum. Amounts are divided equally among
the different levels typically at the following amounts; $1500 for each elementary, $2500 middles
schools and $5000 high schools. Trial information and account numbers and amounts are
distributed in early May and need to be decided by the end of May by site librarains. These
products are then ordered in July, the beginning of the new fiscal year. Most databases and
online products are ordered and set up in August for immediate access throughout the school
year, Sept-mid. June.
Gifts and Donations
School libraries welcomes gifts, donations and publisher review books, which are considered in
two categories:
Solicited Gifts
○ Donations should be chosen from the library’s wish list maintained for this
purpose. Other books or materials may be donated after consultation with the
librarian to determine the library collection’s needs
○ Publisher review books are often a source of solicited gifts to school libraries.
School librarians will periodically get notification from Central Library Media
Services of books that can be chosen for additions to their collection.
○ While the wishes and feelings of donors will be respected as much as possible,
the final decision on acceptance and retention of donations rests with the
librarian
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○
Library materials often become worn and out-of-date over the years. As with all
library collection materials, the book donation will then be withdrawn from the
library collection. Repurposing will be determined by the use, need and condition
of the materials.
Unsolicited Donations
○ Unsolicited donations will be reviewed in the light of the selection criteria listed in
these guidelines. Materials that do not meet these criteria will be offered to
teachers for their classroom, directly to students or donated to other community
organizations.
○ When possible, the librarian will inform donors of unsolicited material of this
procedure and will offer them the choice of keeping the materials the library does
not need.
○ If an unsolicited donation is in new condition and constitutes and exceptionally
valuable addition to the library collection, the librarian has the option of
acknowledging the donation with a bookplate and/or written note.
II.
MMSD Surplus Policy: Library Materials
BOE Surplus Policy 6178: Operation
B. Protocol for Surplus Textbooks
1. At the conclusion of each school year the building PRINCIPAL or his/her designee and
the LIBRARY MEDIA SPECIALIST assigned to each building shall compile a list of
textbooks and library books they believe should be discarded.
2. The PRINCIPAL or LIBRARY MEDIA SPECIALIST (or designee) shall provide a written
list to the ASSISTANT DIRECTOR OF CURRICULUM AND ASSESSMENT. An email is
sufficient. The ASSISTANT DIRECTOR OF CURRICULUM AND ASSESSMENT or
his/her designee shall determine whether the identified materials meet an educational
need within another of the District’s schools.
3. If the identified materials cannot be used in another District school, the ASSISTANT
DIRECTOR OF CURRICULUM AND ASSESSMENT or his/her designee shall notify the
PRINCIPAL of that fact in writing. Such communication may be made via e-mail. If there
is no internal demand for the textbooks and/or library books, the PRINCIPAL and/or
LIBRARY MEDIA SPECIALIST (or designee) are responsible for coordinating the
disposal of the surplus books.
a. The first option for disposal of surplus texts is to contact the publisher to inquire
into any buy back opportunities.
b. If no such opportunities exist the PRINCIPAL and/or LIBRARY MEDIA
SPECIALIST (or designee) shall contact ACCOUNTING SERVICES in order to
determine the value of the surplus texts. ACCOUNTING SERVICES shall use
fixed asset standards of accounting to determine the value of the surplus asset.
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c. Once the value of texts have been determined, the PRINCIPAL and/or LIBRARY
MEDIA SPECIALIST (or designee) shall submit a written proposal, using the
prescribed form, for the sale or repurposing (i.e. use as a trade-in) of the asset to
the ASSISTANT SUPERINTENDENT OF BUSINESS or his/her designee. Any
proposal for a public sale of a surplus asset shall give equal opportunity to the
public and District staff and shall include use of the District’s publications and
website as well as any other appropriate methods of notification. The proposal
shall also include specific information regarding the pricing of the surplus books.
Implementing the Surplus Policy for Library Materials
Library media specialists are responsible for surplussing library materials based on best
practices of deselecting (weeding) materials. Textbook management should be designated by
the Principal of each building with the understanding that this is typically a different person other
than the librarian.
Surplus Policy 6178 assumes that library materials and textbooks are the same and therefore
should be treated the same. However, further examination shows that library materials should
be considered different than textbooks because 1) they are selected/deselected from a separate
district curriculum committee 2) are bought with funds other than Common School Funds (library
funds) 3) are typically housed in another area other than the library 4) are circulated using a
different database than the library circulation system 5) are bought in multiple copies 6) have
buy back options not available for surplused library materials.
Library materials, on the other hand, are 1) selected by certified library media specialists under
the authority of BOE policy 3512 2) are bought with Common School Funds 3) are housed
within the school library 4) are circulated using a separate database from the textbook module
5) have MARC records that follow specific cataloging protocols 6) are typically bought as single
copies 7) do not have buy back options for surplused materials.
To that conclusion, the BOE Surplus Policy should consider library materials and textbook
materials differently. The following rationale and procedures pertain to library materials and
librarians specifically and not textbooks, as outlined in BOE Policy 6178.
Deselection (Weeding) of Library Materials
Reasons to Weed the Library Collection
A good school library collection depends upon the act of constant evaluation of what is current,
needed, relevant, accurate and useful. Library Media Specialists training includes understanding
the needs and mission of the collection and evaluating the selection and deselection of
materials. Both of these skills need to be an ongoing process. The following are reasons for
continual weeding of a school library collection:
● Space: a finite space requires room on the shelves for the best and newest materials
● Access: an uncluttered library offers patrons the ability to access materials easier
● Attractive: all library patrons want attractive, clean books in good condition
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●
Currency: materials should be current and free from unacceptable stereotypes and
misinformation
Criteria for Weeding
Trained library media specialists take into consideration many aspects of a viable, current and
relevant collection. The acronym MUSTY may be used to remember the criteria for weeding.
M
Misleading and/or factually inaccurate materials
U
Ugly and worn beyond mending or attractiveness
S
Superseded by a newer edition or by much better material
T
Trivial with no discernible value
Y
Your collection has no use for irrelevant materials
Procedures for Weeding the Library Collection
The best practice for weeding a school library collection is to identify areas that need the most
immediate attention. Often, this decision is made on the currency of specific areas of the
collection. Library Media Specialists have the ability to use collection analysis tools from the
online catalog database as well as circulation records. Identifying criteria as it relates to the
various areas of the collection should be part of a rotating plan of deselection with care to make
sure that certain areas of the collection age faster than others. Consider the following as a rule
of thumb for copyright dates of less than 10 years:
● Social Sciences (300s) except fairy tales and holidays
● Science (500s) except most dinosaurs, animals and plants
● Technology/Health (600s) except many pet books
● Social Studies (900s) except for war history books
● Reference books
Surplussing the Weeded Material
Each school library media specialist will need to access the current weeding needs of
the library collection. Once a decision has been made to remove an item from the library
collection, use the following steps to remove it from the collection:
1. Identify the material as discarded (can be accomplished using an “officially discarded”
stamp)
2. Cross out any identification labels with marker or remove library labels
3. Remove record from Destiny catalog using the discard protocol in current catalog
(contact district library automation specialist for details)
4. Consider condition and/or usefulness to decide if the book should be repurposed
5. If material will not be repurposed, contact school custodian for discarding or recycling
procedures
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6. Repurpose materials according to use, relevance, and need. Consider the following
options to repurpose:
○ Classroom libraries
○ Give away items to students and families
○ Offer items to other school district libraries
○ Offer items to community centers
○ Consider donation to book organizations:
A. “Rotary Books for the World” Will accept boxed up hardbound, paperback, all
ages, fiction and nonfiction, in good condition. Contact: Carol Dombroski, Program
Coordinator-Wisconsin, carol.d@charter.net; 608-838-3689 (home); 608-575-1415
(mobile)
B. Madison Public Library or Fitchburg Public Library Friends group
Inventory of Library Materials
Reasons for Inventory of Library Collections
It is considered best practice to inventory existing materials in a library collection to assess the
overall collection. The objective of the inventory process is to ensure that the automated
cataloging system accurately reflects the collection. This is the key access point for students
and teachers to locate information within the library collection. At this time, a systematic
inventory schedule for MMSD school libraries is not available. It is desirable to inventory within
the next 2 years all collections that have not had an inventory in 10+ years. After this backlog is
completed, a rotation of inventory services will be established, taking in account the needs,
desire and availability of library personnel.
Procedures for Inventory
Currently, it is possible to inventory sections of libraries without shutting down library services or
waiting for summer inventory work. High need school library collections will serve as a model on
who, how, when the work of systematic inventory can be done. This will be a collaborative effort
with Central Library Media Services and each school librarian.
Surplussing AV Equipment
BOE Surplus Policy 6178: Operation
B. Protocol for General Surplus Assets
The PRINCIPAL or person in charge of the school or department where school property is
located is responsible for the periodic review and assessment of such property to determine
whether such property continues to serve a useful purpose.
a. Once a PRINCIPAL or other DEPARTMENT LEADER has determined that an
asset is no longer needed, the PRINCIPAL or DEPARTMENT LEADER shall
notify the DIRECTOR OF ADMINISTRATIVE SERVICES, in writing, regarding
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b.
c.
d.
e.
f.
g.
the availability of a surplus asset(s). Such communication may be made via email. The surplus asset(s) shall remain at its current location until such time as it
can be reassigned, repurposed or disposed of.
The DIRECTOR OF ADMINISTRATIVE SERVICES shall periodically inform
District personnel of the availability of surplus District assets. Such
communication may be made via e-mail. All surplus District assets shall be
redistributed based on interest and need. If multiple schools or departments
indicate an interest in an asset, the DIRECTOR OF ADMINISTRATIVE
SERVICES shall, in consideration of all applicable BOARD policies, determine
which school or department gets the asset. The DIRECTOR OF
ADMINISTRATIVE SERVICES may also perform an initial assessment of the
item being offered for redistribution. If the item is deemed to be of no value due
to obvious defects in the condition of the surplus asset, such asset shall be
handled pursuant to procedures set forth in Section II, below.
If, after being offered by the DIRECTOR OF ADMINISTRATIVE SERVICES, no
other school or department wants an asset the DIRECTOR OF
ADMINISTRATIVE SERVICES shall notify the PRINCIPAL or director of that fact
in writing. Such communication may be made via e-mail. If there is not internal
interest in a surplus asset, the asset may be offered for resale as follows:
The PRINCIPAL or DEPARTMENT LEADER or his/her designee shall contact
ACCOUNTING SERVICES in order to determine the value of the surplus asset.
ACCOUNTING SERVICES shall use fixed asset standards of accounting to
determine the value of the surplus asset. ACCOUNTING SERVICES may also
consider the following factors when valuing a surplus asset:
i. repair part availability;
ii. whether the item is obsolete or no longer relevant to and/or pertinent for
its intended purpose;
iii. safety and environmental factors;
iv. costs of repairs that exceed replacement value.
Once the value of an asset has been determined, the PRINCIPAL or
DEPARTMENT LEADER or his/her designee shall submit a written proposal,
using the prescribed form, for the sale or repurposing (i.e. use as a trade-in) of
the asset to the ASSISTANT SUPERINTENDENT OF BUSINESS or his/her
designee. Any proposal for a public sale of a surplus asset shall give equal
opportunity to the public and District staff and shall include use of the District’s
publications and website as well as any other appropriate methods of notification.
The proposal shall also include specific information regarding the pricing of the
surplus asset.
The ASSISTANT SUPERINTENDENT OF BUSINESS or his/her designee shall
be responsible for determining the most appropriate method for sale. S/he shall
also be responsible for assessing and approving the proposed pricing method.
The PRINCIPAL or DEPARTMENT LEADER or his/her designee shall be
responsible for coordinating the sale of any surplus asset, unless otherwise
determined by the ASSISTANT SUPERINTENDENT OF BUSINESS.
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h. All proceeds from the sale of any asset shall be forwarded to ACCOUNTING
SERVICES. The first $2500.00 netted in the sale of an asset or group of assets
(See paragraph 9, below) shall be made available to fund academic or
extracurricular services at the discretion of the PRINCIPAL or DEPARTMENT
LEADER. Such funds must be used in accordance with the established carryover
procedure. All funds received for the sale of an asset(s) in excess of $2500.00
will be placed into the general fund. Upward exceptions to this value must be
approved by the ASSISTANT SUPERINTENDENT OF BUSINESS or his/her
designee.
i. Substantially similar assets that are sold in a single transaction or within the
same school year to the same purchaser shall be treated as a single asset for
the purpose of determining how the funds will be distributed.
Process for Discarding Surplus Assets with No Resale Value
1. If a surplus asset is not wanted by other schools or departments within the District and
ACCOUNTING SERVICES has determined the asset has no, or only a nominal, resale
value, the PRINCIPAL or DEPARTMENT LEADER may offer the surplus asset without
cost to students, PTO/PTA organizations and/or other non-profit organizations.
2. If there is no interest in the surplus asset, the ASSISTANT SUPERINTENDENT OF
BUSINESS or his/her designee shall determine the most efficient means by which to
dispose of the item.
3. Only assets that cannot be reused in the District, resold or given away may be
destroyed. No asset that has a current value of greater than $200 (pursuant to the
valuation processes contained herein) may be destroyed unless written permission is
granted by the ASSISTANT SUPERINTENDENT OF BUSINESS or his/her designee.
4. Surplus electronic devices must be handled in accordance with Wis. Stat. sec. 287.07(5)
and must either be recycled or managed as hazardous waste.
Disposal of Surplus Assets Originally Purchased Using Federal Funds
1. Before any surplus asset may be sold or given away, the PRINCIPAL or DEPARTMENT
LEADER must determine whether the surplus asset was originally purchased using
Federal funds (i.e. Title I, Special Education, CTE). If a PRINCIPAL or DEPARTMENT
LEADER is unsure of the original source of funds, he/she should contact ACCOUNTING
SERVICES to determine whether Federal funds were used to purchase the item.
2. Federal disposition standards shall be followed for all surplus assets purchased with
Federal funds. All assets purchased using Federal funds must be sold separately from
any assets purchased using local funds.
ACCOUNTING SERVICES must be notified, via email, when a fixed asset tagged item is
disposed of.
It is expected that all assets being offered for use, sale or donation pursuant to Sections I, II and
III, above, will be in their original, working condition. If an asset has been modified in any way
beyond that which is anticipated and/or permitted by the product manufacturer (i.e. removal of
guard from saw), the PRINCIPAL or other DEPARTMENT LEADER shall contact LEGAL
SERVICES to determine whether there is any liability attached to the offering of the modified
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surplus asset. All items being offered for sale or donation are being sold/donated “as is.” There
is no warranty or guarantee.
Reasons for Surplussing A/V Equipment
A good school library collection also depends upon the act of constant evaluation of what is
current, needed, relevant, accurate and useful in AV equipment. Library Media Specialists
training includes understanding the needs of the school according to current audio and visual
needs. The following are reasons for continual evaluation of a school’s AV equipment:
● Space: finite space in a school or library requires that the storage of AV equipment is
safe, accessible and relevant to current AV needs
● Access: an uncluttered library offers patrons the ability to access materials easier
● Condition: old, broken and unrepairable equipment is useless and should be removed
● Currency: AV equipment needs to run the current needs of the AV materials in the
school
Criteria for Surplussing AV Equipment
Trained library media specialists need to consistently evaluate AV equipment to decide:
●
●
●
●
●
Does the current AV equipment meet the needs of the current AV material formats
Is the current AV equipment in good working condition
Is the current AV equipment reliable and user-friendly for the school users
If broken, is it worth the cost and inaccessibility of the repair
If broken, is it able to be repaired locally and a timely fashion
Surplussing AV Equipment
Usually, once the usefulness of AV equipment has met its lifetime, there is little opportunity to
sell or give away to others. Follow the procedures of the MMSD Surplus Policy by contacting the
school principal and/or school building custodian for options to recycle or discard equipment.
III.
Reconsideration of Library Materials
Library Media Center Materials Policy: 3612 Instruction
It is the policy of the BOARD that library media center materials be selected by the
Library Media Specialist in the school and approved by the Principal.
Library media center materials cover a broad range of ideas and information in many
formats which are selected to implement, enrich, and support the instructional programs
of the schools.
1. All library media center materials shall be selected according to the selection
criteria that have been approved by the BOARD.
2. The philosophy of selection is to allow free access to a full range of instructional
materials which reflect our pluralistic society and which are selected for their
strengths and diversity rather than excluded for their weaknesses or viewpoint.
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3. Library media center materials for individual schools are selected by the library
media specialist in the school and approved by the Principal.
4. Titles are chosen from reviews in professional journals, District evaluations, and
personal examination. District review committees covering all grade levels
preview, examine, and evaluate library media center materials and evaluations of
library media center materials. The evaluations are shared with all schools.
5. Materials for District circulating collections are selected by District preview
committees and the Educational Reference and Materials Selection Librarians.
3/27/89
Implementing the Reconsideration Policy
When a concern is expressed about instructional materials or library media resources, the
library media specialist needs to consider both the citizen’s “right” to express an opinion and the
principles of Intellectual Freedom. School library media specialists support the right of students,
parents or legal guardians to reject the appropriateness of materials for themselves or their child
/ward.
Responding to a Reconsideration Request
● Listen calmly and objectively
● Explain briefly selection criteria/procedures established by MMSD BOE Policy
● Request the complainant to complete the Request for Reconsideration form (See
Appendix ??)
● Contact Central Library Media Services for protocols and procedures of a challenge.
● Research and gather the purpose and use of the resource, professional reviews and the
selection criteria/procedures. The Children’s Cooperative Book Center (CCBC) on the
US campus is a great resource for challenged materials as well as the American Library
Association’s Banned Book section
● Notify appropriate administration about the concern. It is recommended that the item not
be removed from the collection until the Materials Reconsideration process is completed.
IV.
Copyright Policy
BOE Copyright Policy: 6500 Operation
Compliance With Copyright Law
The BOARD of EDUCATION of the Madison Metropolitan School District intends that
employees of the District abide by the provisions of the Copyright Law, Title 17 of the United
States Code.
Compliance With Copyright Law
1. The procedure relative to copyright materials is set forth in the District copyright manual
entitled, Copyright and You.
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2. In accordance with provisions in the manual, exclusive rights of reproduction,
distribution, adaptations, performance, and display will be granted to the creator of a
work unless:
a. Fair Use (Section 107) or Educational Exclusions (Section 110) apply;
b. Licensing agreements are obtained;
c. Written permission is granted by holder of copyright; or
d. Materials are exempt from exclusive rights specifications.
Appendix
Acceptable Use Policies
MMSD Student: 3721
MMSD Staff: 3720
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Library Bill of Rights : ALA
Students Right to Read : National Council of Teachers of English
Students Right to View : ALA
Request for Reconsideration of Materials
REQUEST FOR RECONSIDERATION OF INSTRUCTIONAL MATERIALS
Madison Metropolitan School District
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Type of Material (Book, AV, Website etc)
____________________________________________
Author: _______________________________
_____________________
Publisher (if known)
Request for reconsideration initiated
by:_____________________________________________
Telephone:_________________ Address:
___________________________________________
Complainant represents:
______ Own opinion
______ Spokesperson for an Organization or Group
Organization or Group
Name______________________________________________________
1. To what in the material do you object: (Please be specific….. cite pages, for example)
2.
Did you read, view, or listen to the entire materials? _______ If not, what parts did you
examine?
3.
What do you feel might be the result of reading, viewing, or listening to this material?
4.
For what age group would you find this material appropriate?
5.
What do you believe is the theme of this material?
6.
Is there anything positive about the material? If so, what?
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7.
In its place, what work of equal quality would you recommend that would convey as
valuable a picture and perspective of the subject treated?
8.
Would you like a review of the professional judgments used in recommending the
questioned selection for purchase? ________Yes _______ No
9.
What would you recommend be done with this material?
________ do not assign or recommend to my child
________ have it re-evaluated
________ other (specify)
Date: __________________ Signature of Complainant:
________________________________
The School Board shall:
1)
Make available to all pupils a current, balanced collection of books, basic reference
materials, texts, periodicals, and audiovisual materials which depict in an accurate and unbiased
way the cultural diversity and pluralistic nature of American Society, and
Wis. Adm. Code PI 8.01(h)
2)
Provide adequate instructional materials, texts and library services, which reflect the
cultural diversity and pluralistic nature of American Society.
Wis. State. Sec. 121.02(1)H
Last Update (draft): August, 2013
Sources
Last Update: August 2, 2013
24
Allen, Melissa. Weed ‘em and Reap: The Art of Weeding to Avoid Criticism. Library Media
Connection. May/June 2010. 32-33p
American Library Association .Office of intellectual freedom (1990).Students right to view.
Retrieved August 2, 2013 from
http://www.ala.org/advocacy/intfreedom/statementspols/freedomviewstatement
American Library Association: Office of intellectual freedom (1996). Library Bill of Rights.
Retrieved August 2, 2013 from http://www.ala.org/advocacy/intfreedom/librarybill
Baltimore County Public Schools. (2001). Selection Criteria for school library media center
collections. Retrieved August 2, 2013 from
http://www.bcps.org/offices/lis/office/admin/selection.html
Bruce Guadalupe Elementary and Middle School. (2006). Library Collection Development
Policy. Retrieved July 30, 2013 from
http://www.bgcsedu.org/BGFilePile/BGLibraries/LibraryDocuments/SelectionPolicy.pdf
Brearley School Library. (2011). Collection Development Policy. Retrieved July 30, 2013 from
http://www.brearley.org/library/CollectionDevelopmentPolicy2011.pdf
Caboolture State School. (2006). Library Collection Policy- Resource Selection and Selection
Criteria. Retrieved July 30, 2013 from
http://cabooltuss.eq.edu.au/wcms/images/stories/ourschool/documents/library_resource_sel
ection_policy.pdf
National Council of Teachers of English. (2012). Students right to read guidelines. Retrieved
August 2, 2013 from http://www.ncte.org/positions/statements/righttoreadguideline
New York City. (2006). Collection Development Policy Example. Retrieved July 30, 2013 from
http://schools.nyc.gov/NR/rdonlyres/2D2B8535-3691-4207-9740051CC5AF7549/20858/313NewYorkCityCollectionDevelopmentPolicy.pdf
Pine View High School Library. (2010). Collection Development Policy. Retrieved July 30, 2013
from
http://www.pineview.org/uploads/3/8/6/3/3863562/pvhs_library_collection_policy_updated_
oct-2010.pdf
Last Update: August 2, 2013
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Last Update: August 2, 2013