Needs+Assessment

Information for the needs assessment was gathered using the following methods: interviews with the library media specialist, informal conversations with faculty, information found on the school’s website and promotional materials, articles in //Trinity Traditions// (the school’s annual magazine publication), a collection report in Destiny, a self-study report for SACS/SAIS dual accreditation, and the attached needs assessment survey.
 * Methods**

The //Checklist for School Library Programs// tool was used to help determine priorities for the library and technology program.



**Results**

//Community//

Trinity Presbyterian School is located in Central Montgomery, Alabama in a middle class neighborhood. It is located across the street from Eastwood Christian School and Eastwood Presbyterian Church. Trinity is currently home to 660 families who attend 25 different churches within the River Region. Students attending the school come from middle to upper income homes. Many of the parents and alumnae are doctors, accountants, architects, teachers, attorneys, engineers, judges, musicians, politicians, writers, and actors (Trinity Presbyterian School, 2010a). Trinity receives a great deal of its funding from community members and alumni (TPS, 2009a).

In 2009, the school demographics were as follows: Trinity graduated 72 students from the 2009 senior class. Over their forty year history, Trinity has graduated twenty National Merit
 * **Total** || **White** || **Black** || **Other** || **Male** || **Female** ||
 * 941 || 923 || 2 || 16 || 461 || 480 ||

Scholars, twenty-four semi-finalists, and twenty-one commended students. All Trinity graduates are excepted to attend

post-secondary institutions (TPS, 2009b).

//School History//

Trinity was founded on February 1, 1970 by families and individuals who felt there was a need in Montgomery for a quality

educational program that supported student preparation for college along with support for the Christian perspective. The first classes

were held at Trinity Presbyterian Church. The school consisted of 192 students in grades one through nine. In 1971, the tenth grade

was added and a site was purchased for a permanent school building. In 1973 the first kindergarten class was enrolled and by 1978,

Trinity was a K-12 institution with 622 students. In 1989, Trinity spent $1,500,000 to expand its facilities. A multi-purpose facility was

built to house the fine arts programs and serve as a cafeteria. They gym was also renovated with this funding. In the 1990s, Trinity

continued to expand its facilities and student population. By 2009, there were more than 900 students and Trinity began renovations

to its high school library (TPS, 2009b). A new lower school facility is currently under construction and will house the library, computer

lab, and fine arts classrooms.

//School Goals//

**Mission:** To glorify God by providing for students the highest quality college-preparatory education, training them in the biblical world and life view, thus enabling them to serve God in spirit, mind, and body. In support of this mission, Trinity’s faculty has created the following goals to be reached by the time students graduate from the upper school. Trinity’s graduates will exhibit the following: Trinity proposes to implement the school’s mission through the following means: A. To base Christian training on the inerrant Word of God. B. To work with home and church in developing each child’s unique God-given gifts and talents and to equip students in understanding and implementing the Christian faith. C. To provide an educational foundation that will ultimately enable students to achieve success at the college level, recognizing that all learning styles and special needs cannot be met. D. To provide a qualified Christian faculty, staff, and Board, each of whom professes and exhibits a personal relationship with Jesus Christ and a calling to ministry with students. E. To be good stewards of the resources God has entrusted to us. (TPS, 2011)
 * love and serve Jesus Christ;
 * have the best academic preparation for any further education they choose;
 * are teachable and exhibit a love for learning;
 * are well-read;
 * effectively communicate in speaking and in writing and persuasively present their point of view;
 * can think critically, work on teams cooperatively, and solve problems;
 * experiences foster understanding of the diversity of the human race and prepare them for a life of evangelism reflecting the grace and truth of Christ to all people;
 * commit to a life of loyal, servant-leadership in the local church;
 * participation in athletics (interscholastic or intramural) equips them with a Christian approach to wellness and who are capable of exhibiting their faith and Christian character in competitive situations;
 * apply biblical principles to their family, church, and work;
 * work ethic, skills and loyalty demonstrate that Christians are to be relied on for the integrity of their work and the quality of their thinking;
 * actions reveal genuine Christian character; and
 * live as disciplined, culturally different men and women, and as Christian leaders, engage their world and change it. (TPS, 2010c)

//Instructional Program//

Middle school students are on a seven period schedule in which they focus on the core subject areas while also learning Christian studies, computer science, Spanish, Latin, and French. Middle School English courses place an emphasis on Accelerated Reader, a program which is managed by the library media center. Students are placed in the appropriate math class based on ability. In sixth and seventh grade students take general math while in eighth grade they may take Pre-Algebra or Algebra I. A survey science course is offered to sixth graders while seventh graders focus on life science and eighth graders learn Earth science. Students in sixth grade take a geography course while seventh graders learn civics and economics and eighth graders learn United States History (TPS, 2010b).

Trinity is currently accredited by Southeastern Association of Independent Schools (SAIS) and Southeaster Association of Colleges and Schools (SACS). While Trinity’s main focus in on the academic disciplines, this learning is supported with Christian values and the inerrant word of God. All upper school students complete four years of math science, history and English and participate in extracurricular activities including athletics, foreign language, digital photography and the arts. The school currently offers 20 Advanced Placement and honors courses including AP Biology, AP Art History, and Honors Chemistry (TPS, 2010a). Students are exposed to an authentic, cross-cultural education through international trips to Spain, London, Greece and France. While students in the lower grades learn a historical perspective of the bible, upper school students study personal Christian philosophy (TPS, 2009b). Students are exposed to an authentic, cross-cultural education through international trips to Spain, London, Greece and France. This year the upper school has 30 students involved in Forensics and Debate and five students were selected to participate in the South Eastern United States Honor Band at Troy University (TPS, 2010a).

//Teaching Methods and Technology Use//

Trinity has an experienced faculty. A teacher’s average years of experience is approximately 19 years (TPS, 2009a). While the faculty consists of knowledgeable individuals who are well-practiced in their profession, they have not received the latest training in teaching methods and technology. Ms. Shelley, the lower school principal, stated in regards to the transition to a computer project based curriculum that some of the teachers will be on board while others will not. She said several teachers are making an effort through such means as starting classroom blogs. Many of Trinity’s classrooms are equipped with Smartboards and Mac books or desktop PCs. For classroom instruction that requires each student to use a computer, teachers come to the Mac lab. This lab is primarily used by the middle and upper school science and English teachers. Many of the teachers for the upper school utilize direct instruction as well as some constructivist approaches such as group learning. While the upper school students mostly come to the lab to conduct research for term papers, I have observed one science teacher attempt to use Google Docs for a collaborative student assignment. This, however, did not go as planned since several of her male students chose to write some inappropriate words for all of their classmates to see. While the school is holding an iSummit this summer to train the middle and upper school teachers to use Web 2.0 tools, this series of workshops will not instruct teachers on how to monitor students in a 1:1 laptop setting.

//Access to the Library and Mac Lab//

The library is currently operated on a fixed-flexible schedule. Students in grades K-5 visit on a fixed schedule while teachers in the middle and upper schools sign up to use the library. All patrons are allowed open access to the library with teachers, students, and community members coming and going as they please. The Mac lab is run on a flexible schedule and teachers sign up for the lab as needed. The Mac lab will be more accessible next year when grades 7 and 9 begin the 1:1 laptop program since these grades will not need to use this space anymore. Currently the only library staff is the library media specialist, Ms. Hastey, and the lower school’s teacher-librarian, Mrs. Osmer. They are dependent on a group of parent and community volunteers to assist in the circulation and processing of materials. Hiring a fulltime lower school library aide and an upper school technology specialist has been budgeted into the 2011-2012 school year.

//Acceptable Use Policy//

The following Computer Use Contract details Trinity’s policies regarding student computer use. It should be noted that students

often violate this contract by changing computer settings.