How does a responsive library function with a “school within a school” where students use flexible pacing to go as quickly or slowly as they need to go?  A few weeks ago I visited Innovations High School in Salt Lake City, Utah where we witnessed students working at their own pace through all of their core classes then leaving to take dual credit courses at the community college, vocational courses at the technical school, or AP classes at their home high schools.  Students could spend as much or as little time as they needed working through the curriculum for math, English, science and social studies.  They had teachers there to conduct mini lessons, one on one conferring, and to mentor them on their progress.  There were also tutors there to help.  While they did have access to the library at the community college, they did not have a teacher librarian or a library designed to service and support high school students.  Our high school is looking to pilot a small group of students who want to pursue this kind of learning (we are calling it 3PT), and I’m trying to decide where I fit.   Participating teachers will meet regularly to discuss the needs of their students, progress, and planning.  I think I need to attend these meetings and stay closely in tune with the work these students are being asked to do.  Many will use the library as a work place as they work independently or in small groups.  If I’m not careful, I’ll become the babysitter instead of a resource, so I need to stay on top of what they are doing and how it’s supposed to be done.  The possibility for meeting students exactly at their point of need is immense!  I’m excited/terrified by this new learning opportunity our students will have.