Brittany P.

Hooker FRIT 7134 March 12, 2013

Collection Development Evaluation Plan

Description of the site/Environmental scan The Henry County school system is comprised of 50 schools-29 elementary schools, 11 middle schools, and 10 high schools. The enrollment for the district is over 39,500 students, over 5,000 employees, and is the 7th largest district in the state of Georgia. The school I currently work at is Tussahaw Elementary. We have been a Title 1 school for 4 years now and serve students from Kindergarten through 5th grade. Our enrollment is 588 which changes weekly as we are in a very transient area of the county. There are 42 classroom teachers including 5 special education resource teachers, and 1 self-contained K-5 MID teacher. Additionally, we have 10 paraprofessionals, a part time Gifted program teacher, a part time ESOL teacher, 2 academic coaches (reading and math) as well as 2 Instructional Lead Teachers (reading and math), and 5 departmental specialists that include Art, Music, PE, Counselor and Media Specialist. Based on the Georgia K-12 School Report Card, the percentages for students by race/ethnicity are 1% Asian, 5% multiracial, 6% Hispanic, 29% White, and 59% Black. Of this population, 2% are limited English proficient, 2.7% are in the gifted program, 13.8% are in special education, 14% are students with disabilities, 37.1% are in the Early Intervention Program (EIP), and 64% meet the eligibility requirements for free/reduced meals. The school has met AYP for attendance, Reading/English Language Arts and Mathematics since its opening in the year 2008. While Tussahaw doesnt have any local resources where students can learn about weather, there are some out of county field trip ideas if teachers could raise funds to attend. First,

Sensing Nature is an exhibit from the Fernbank Museum of Natural History where students can witness a tornado forming before their eyes and then step into the forecasting station and deliver their own TV weather report. Fernbank Science Center also has an animated musical called Molecularium where students can experience the transformation of matter, explore the water cycle, and find out what they can see in the night sky. They could also tour a local TV station to watch the behind-the-scenes weather report action. If funds are not available, the library media center is located front and center when you walk into the building. The school was built in 2007 and the media center is large enough to accommodate at least two classes simultaneously. Follett Destiny is the circulation system. The circulation data from August to February was 21,009 and the average age of the collection is 2002.The resources that are available include 11,399 books which average around 19 books per student. Also in the collection are 1,675 kits, 10 e-books that are accessible through Follett Shelf, 153 DVD and VHS titles, 1 audio book, and no periodicals. The school has access to online reference tools such as AR Enterprise, Britannica Online, Kids Galileo, and Tumble Book Library from the Media Center homepage. Teachers can access additional subscription resources from their computers such as Discovery Education United Streaming, Renaissance Place, edHelper, Reading A to Z, and Education City. This year, teachers have been allowed access to YouTube and Teacher Tube which were blocked previous years. The school does not have Wi-Fi access but will be in the wireless school pilot program in the next couple of years. There are 10 computer work stations in the media center and 2 computers in each classroom. We have 2 mobile computer lab carts with 20 mini laptops in each, 2 tech carts for each grade level consisting of a projector, mini laptop, document camera, and Activslate. Teachers have access to a Smart Board on their hall. Also, the media center is able to broadcast the morning news show

and movies throughout the school. Finally, there is a computer lab with 32 PCs located right beside the media center.

Curriculum Review/Mapping The topic area chosen for my collection plan is weather/weathering/seasons and is a part of grades 1-3 Earth Science curriculum from the Georgia Performance Standards. Our school has 15 first, second and third grade classes with around 300 students total. Each class has one teacher and may have pull in/pull out services from the K-2 or 3-5 special education resource teachers or the gifted and ESOL teachers. Given the emphasis in the CCGPS standards on reading informational materials, I looked for appropriate materials to meet this need for my topic. The following are the curriculum standards addressed for developing the collection in this area. Georgia Performance Standards: S1E1. Students will observe, measure, and communicate weather data to see patterns in weather and climate. a. Identify different types of weather and the characteristics of each type. b. Investigate weather by observing, measuring with simple weather instruments and recording weather data in a periodic journal or on a calendar seasonally. c. Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes. S1E2. Students will observe and record changes in water as it relates to weather. a. Recognize changes in water when it freezes (ice) and when it melts (water). b. Identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water). d. Determine that water in an open container disappears into the air over time, but water in a closed container does not. S2E2. Students will investigate the position of sun and moon to show patterns throughout the year. c. Relate the length of the day and night to the change in seasons S2E3. Students will observe and record changes in their surroundings and infer the causes of the changes. a. Recognize effects that occur in a specific area caused by weather S3E1. Students will investigate the physical attributes of rocks and soils. d. Determine how water and wind can change rocks and soil over time using observation and research. Standards for the 21st Century Learner: 1. Inquire, think critically, and gain knowledge

3. Share knowledge and participate ethically and productively as members of our democratic society. Skills Indicators: 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects and make the real-world connection for using this process in own life. 1.1.2 Use prior and background knowledge as context for new learning. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. Connection to Common Core Standards: Grades 1-3 RI1: Ask and answer questions about key details in a text. RI2: Identify the main topic and retell key details of a text. RI3: Describe the connection between two events, ideas or pieces of information in a text. RI5: Know and use various text features to locate key facts or information in a text. RI9: Identify basic similarities in and differences between two texts on the same topic. W2: Write informative/explanatory texts in which facts are given W6: Use a variety of digital tools to produce and publish writing, and in collaboration with peers. W7: Participate in shared research and writing projects. W8: Use information from experiences or gather information from provided sources to answer a question.

Activities/Products Standard(s) S1E1. a. Identify different types of weather and the characteristics of each type. b. Investigate weather by observing, measuring with simple weather instruments and recording c. Correlate weather data to seasonal changes.
S1E2. a. Recognize changes in water when it freezes and melts. b. Identify forms of precipitation such as rain,

Key Units & Topics

Activities & Assessment Products Research to Complete a Venn Diagram comparing two types of weather. Create a collaborative class book on types of weather with facts about each type. Record weather data in a periodic journal or on a calendar seasonally. Read a fictional story and write about when a character from a story experienced weather and what they did (i.e. it was snowing so she made snow angels and a snow man). Incorporate writing across the curriculum to describe the effects of what happened when the students freeze water and let it thaw out. Students will complete a KWL then play with Oobleck and describe if they think it

Available Resources Graphic Organizers: KWL Venn Diagram Cause/Effect

weather types

rain gauge wind vane thermometer temperature precipitation sky conditions weather events freezing ice melting water rain snow

Print Resources: Print Encyclopedias Nonfiction Texts Fiction Texts Non-Print Resources: Online Encyclopedias DVD/VHS videos

snow, sleet, and hailstones as either solid or liquid.

sleet ice water solid hailstones liquid

is a solid or a liquid. Then they will sort pictures of precipitation into either solid or liquid categories.

d. Determine that water in an open container disappears into the air over time, but water in a closed container doesnt

evaporation

S2E2. c. Relate the length of the day and night to the change in seasons

seasons Earth sun

S2E3. a. Recognize effects that occur in a specific area caused by weather S3E1. d. Determine how water and wind can change rocks and soil over time using observation and research.

debris/damage flood/drought

Participate in an experiment with two containers of water-one open and one Recommended closed to see which loses/contains it water. Websites: Record observations & measurements in a journal over time. http://weatherwizkids Students will examine the positions of the .com/ sun and earth in relation to one another to create a model of the sun and the earth in http://www.weather order to demonstrate knowledge of the .gov/ earths position in orbit during each season and how our concepts of time correspond http://www.theweathe to these movements. Students will write a rchannelkids.com/ brief report describing the length of the day and night in each season. http://www.eo.ucar.ed u/webweather/ After researching types of weather and the effects of weather, create a cause and effect http://www.scholastic chart. Write a script for a weather report .com/kids/weather/ describing how you will explain the possible effects (and safety) of a certain http://www.nws.noaa. type of weather you will forecast. Watch time-elapsed videos of weathering to see the change on the environment. Go on a picture hunt for evidence of erosion around the school.
gov/om/reachout/kids page.shtml http://www.sciencesp ot.net/Pages/kdzweat her.html

United Streaming Smart Board Activities Promethean Planet Digital Camera Computer Lab Education City

weathering erosion

Collection Evaluation I chose a science topic for my collection development and evaluation plan because our school is a performance-based school where students demonstrate their knowledge through performance type activities and not through worksheets. We do not have any textbooks at all so the use of any available resources is very important to ensure student success. I made sure to include materials in the consideration file that will support teacher and student success in teaching and learning the Georgia Performance Standards (social studies and science), Common

Core Georgia Performance Standards (English/Language Arts, Math, and embedded technology and research standards), and the AASLs Standards for the 21st Century Learner that the school focuses on. The quantitative and qualitative evaluation techniques I chose to use in my collection analysis are collection-centered measures such as the number of copies in the collection, age of books by decade, circulation figures, and the number of items per student, copyright dates, and the diversity of reading levels. I also conducted a physical inspection which allowed me to note the condition and how well the materials matched the standards. First, I will describe the layout of the library media center which is conducive to the uses by the patrons of the school in that the bookshelves are of appropriate height for students K-5, and are wide enough apart and labeled with signage to accommodate students with physical impairments. The nonfiction shelves are labeled with corresponding Dewey numbers on the front of each shelf and on the sides of the bookcases which are located on the left side of the media center adjacent to the biographies and reference sections. The biography bookcases line the far left wall beside the nonfiction cases and are arranged in ABC order by the subjects last name. The reference section is to the left of the circulation desk and contains 9 tables for classes to conduct research. Posted on the front side of the circulation desk are the colorful Dewey posters. Though they are kid-friendly, they are not near the nonfiction section. This makes them hard to access when students are lined up in front of them at the checkout line. The fiction books are located on bookcases to the right of the nonfiction books. They are situated for easy viewing of students and the books are arranged in alphabetical order by authors last name just like the everybody books. These bookcases begin on the far right of the center, wrap around the story area, and continue across the back wall until they meet the biography section. These shelves are not labeled well. There are no displays for books anywhere throughout the media center.

Accelerated Reader books are tagged with a specific reading levels colored strip above the call letters on the spine of the book. There are small posters on the ends of each bookcase row that shows the reading level for each color. Directly in front of the circulation desk is the 10 computer work station. Each computer in the workstation and throughout the school has access to the DESTINY OPAC. I was not able to search specifically by Dewey classification numbers so I began my search to uncover all print and non-print resources available at the media center for my chosen topic by performing a search of the OPAC using the keywords weather, meteorology, and seasons. Next, I created a resource list using the search results and began physically investigating each item. The average age of the materials in the 550 section was 2002. This was about what I expected as the school is not very old. The books did show some wear from being used by students such as dog-eared pages, scuffs and scrapes on the spines and covers, random marks on pages, 5 with drawings, and 13 with questionable stains or mold. 1 book looked like a page had been torn by a pet. The chart below shows a breakdown of the print resources I found. Average Date 2006 2004 2008 2000 2001 1998 Average Reading Level 3.7 3.9 5.2 2.2 6.5 6.4 Number of Titles 13 NF 21 NF 2 FIC 8 NF 17 NF 2 FIC 16 NF 7 NF Circulation
(over 12 month period)

Standard S1E2. a. changes in water b. Identify forms of precipitation d. evaporation S2E2. c. seasonal changes S2E3. a. Recognize effects of weather d. weathering

28 19 5 4 9 3 25 12

The books had drawings and photographs of types of weather and seasons, some had individual chapters with and without subtitles, table of contents, picture captions, indexes, glossaries and pages offering additional information. A few read through more like a narrative. All 86 texts contained some facts that were appropriate for the intended audience though readability differed and 9 texts also contained facts about other earth science topics such as rocks and minerals or the water cycle. There were however, nearly half written at a reading level that was too high (grades 6-8). While it is good to have resources above reading level for those who read at those levels, there also needs to be a good balance of resources that are at and below the reading level of the standard to accommodate all students. Folletts Titlewise collection analysis showed the library had 2,757 books from the 1930s to 1990s and 9,914 books from the year 2000 to 2012. Of these, the earth sciences section makes up 0.72% of the entire collection. Also, there are not any books with experiments or activities nor are there any professional resources for teachers on this topic. There are not any Spanish language books for our ESOL population and there are only 4 fiction texts as well and it is recommended with the new CCGPS units, to have fiction texts available for content standards because some are already paired with nonfiction in the units. There arent any audio books, but there are 2 e-books available through Follett Shelf online though only one matches the standards. The other just has rain in one of the pictures. In looking at the non-print resources, I found only 1 video that actually addressed part of the standard and it was published in 1996 and does not have every type of weather listed in the standards. This is why the teachers depend on our online resources like UnitedStreaming for videos and trusted websites for audiovisual enhancement of the curriculum. I focused on finding resources for the 1-3 grade levels on my chosen topic. This is to meet the needs of my students who are reading below, on target, and above grade level and in order to assist teachers with the need to differentiate instruction based on student needs and

modalities. I took into account the interest levels, formats of texts, and searched for materials that have a copyright date from 2002-present. To accommodate the CCGPS, I focused on nonfiction and fiction items for use in units of study. In addition to print resources I selected audio books, ebooks, video resources and available Spanish language materials to meet students needs and to complete the collection and replace damaged/out of date items. In addition, most of the materials were reviewed by authoritative agencies. Those few that were not, I looked up online reviews and previewed the texts. Materials Order The vendors I used were Follett Library Resources, Bound-to-Stay-Bound (BTSB), and Perma-Bound. I really liked how easy it was to use Follett to search for resources that were not currently in the collection based on the Titlewise report they conducted for me. The BTSB site had ways to search by common core standards. I tried to use the search filters and limiters to narrow my searches to find what I needed. The materials totaled $3, 999.50 and would have included a directive not to exceed $4,000.00 if it were actually going to be purchased. Resource List My resources that support the selected topic can be found on the Weather Unit Resources webpage I created which is located at http://weatherunitresources.weebly.com. Consideration File My consideration file is in a separate Microsoft Excel document and will be submitted along with this paper. Budget Summary (NOTE: this amount does not include processing fees) Books $3,103.73 E-Books $633.13 Audiovisual $262.64 Total $3,999.50

References

Bound To Stay Bound Books http://www.btsb.com/index.php Common Core Georgia Performance Standards https://www.georgiastandards.org/Common-Core/Pages/default.aspx Education City (Subscription Site) www.Educationcity.com Follett Destiny Library Manager http://www.follettsoftware.com/library-automation-software Georgia DOE School Report Card http://www.doe.k12.ga.us/Pages/Home.aspx Georgia Performance Standards https://www.georgiastandards.org/Standards/Pages/BrowseStandards/BrowseGPS.aspx Henry County Schools Fast Facts http://schoolwires.henry.k12.ga.us/cms/lib/GA01000549/Centricity/Domain/5838/HCS% 20Fast%20Facts%206%2018%2012.pdf Microsoft Excel http://office.microsoft.com/en-us/excel/ Perma-Bound Books http://www.perma-bound.com/library/ Weebly http://www.weebly.com/