Linda M.

Walker Collection Development Plan FRIT 7134 Spring 2012 February 19, 2012 Collection Development Evaluation Plan

Description of the Site, Faculty Teaming and Student Demographics I currently serve as the Media Specialist at Putnam County Elementary School (PCES) located in Eatonton, Georgia. PCES is the only public elementary school in Putnam County, and is one of four schools that is part of the Putnam County Charter School System. Our Title I school currently serves students in grades 3 5, and our present enrollment is 631 students. Our faculty and staff is comprised of 28 classroom teachers, 10 special education resource teachers, 8 departmental specialists (Art, Music, P.E., Math & Reading Lab, Counselors, Media Specialist), 12 para-professionals, a Talented and Gifted Program teacher, a part-time ESOL teacher, and two academic specialty coaches (Reading/Social Studies and Math/Science). The percentage of students by racial background are: 45% white, 43% African-American, 9.6% Hispanic, and 2.6% other including multiracial. 20.4% of students are identified as having disabilities, 12.6% of students are in Early Intervention Programs (EIP), and 1.3% of students are not proficient in English. PCES is a Title I school as 77% of students qualify for free or reduced lunch. Based on school year 2010-2010 statistics, 65% percent of students met, 25% did not meet, and 10% exceeded Social Studies performance standards tested through the CRCT. In tested reading standards, 54% of the students met state standards, 34% exceeded, and 12% did not meet standards. The overall percentage of Students Meeting and Exceeding Standards in the current year is 86.34%. For the first time the school did not meet AYP last year due to meeting only 11 out of 12 areas criteria.

Putnam County has a population 21,251 and is known as being the home of author Alice Walker and Uncle Remus creator Joel Chandler Harris. The county racial, cultural, and economic demographics are similar to those of our school. The local effects of the current economic recession has impacted both student demographics, staffing, and the funds available to purchase resource materials. The media center is located in the back wing of the school (built in the 1950s), and is of limited size for the population it serves. The resources available in the media center include a collection of 8642 items. There are 8253 books available for student use, which averages 13.5 books per student. The collection also offers over 150 DVD/VHS titles, 30 Playaway MP3 titles, 25 audiobooks, 45 trade book sets, and 47 e-books available through Follett Book Shelf. The media center circulation for the previous 12 month period was 41,608. The average age of the entire collection is 1994, (eight years off recommended latest average age date of 2002). The school has access to GALILEO and Discovery Education UnitedStreaming through the Oconee Regional RESA. In addition, the school has software subscriptions to BrainPop, BrainPop Jr., BrainPop ESL, Tumblebooks, Tumblereaders, World Book Encyclopedia Online, Groliers New Book of Knowledge Online, Follett DESTINY One Search and WebQuest, Study Island, Renaissance Place, Scholastic Reading Inventory, Edhelper, Enchanted Learning, and Thinkgate. My school district does not block YouTube or TeacherTube, and teachers often find relevant resources through these Sites. There is a Wi-Fi access point in the media center and the center provides 8 stationary PCs, two laptops, one netbook, and three Kindle Fires for faculty and student use. The media center has the capability to broadcast locally produced programs, streaming video, and VHS/DVDs throughout the school. All classroom teachers have a Promethean interactive white board, and a video projector with VHS, DVD, PC connection.

Each classroom has a minimum of four stationary PCs, and there is a computer lab available which has 27 PCs and a Promethean board and projector. Students and teachers do avail themselves of the many print and audiovisual resources available through the local Uncle Remus Regional public library system. The topic area of my collection plan relates to the 4th grade curriculum taught at PCES. There are presently 221 fourth grade students. The racial and identified subgroups percentages for the fourth grade students follows the overall school percentages. There are 10 fourth grade homerooms divided into two four teacher and one two teacher instructional teams. Two of the homerooms are inclusion homerooms, and one special education teacher works on each team. The students that have been identified as talented and gifted spend one day per week in separate enrichment curriculum class. ESOL students are serviced through a part-time ESOL teacher twelve hours per week. Depending on the size of the team, some teachers teach a single discipline while other teachers are responsible for teaching multiple subjects. Math and English Language Arts are subject specific while Science and Social Studies are taught by the same teacher daily during a ninety minute block of time. Curriculum Review

Grade: Fourth State Standards:

Content Topic: The American Revolution

SS4H4 The student will explain the causes, events, and results of the American Revolution. a. Trace the events that shaped the revolutionary movement in America, including the French and Indian War, British Imperial Policy that led to the 1765 Stamp Act, the slogan no taxation without representation, the activities of the Sons of Liberty, Daughters of Liberty, and the Boston Tea Party. b. Explain the writing of the Declaration of Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power.

c. Describe the major events of the Revolution and explain the factors leading to American victory and British defeat; include the Battles of Lexington and Concord, Saratoga, and Yorktown. d. Describe key individuals in the American Revolution with emphasis on King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, and John Adams. Standards for the 21ST-Century Learner Goals Standard: 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. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. Benchmarks: 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. Connection to Common Core Standards: Grade 4 Students will research to build and present knowledge. 7. Conduct short research projects the build knowledge through investigation of different aspects of a topic 8. Gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. 9. Draw evidence from literary of informational texts to support analysis, reflection, and research. Activities/Products Standard SS4H4.a Trace the events that shaped the revolutionary movement in America. Key Concepts/Topics French Indian War Stamp Act Intolerable Acts Taxation without Representation Sons and Daughters of Liberty Boston Tea Party Activities/Products After studying and discussing events leading to the American Revolution, students complete a cause and effect chart (i.e. French and Indian War/British Imperial Policy; Stamp Act of 1765/Stamp Act Repealed; taxation without Resources Background research using BrainPop, UnitedStreaming, Nonfiction Print Resources, and various recommend Websites

representation/activities of the Sons of Liberty; Boston Tea Party/closing Boston Harbor).

Cause and Effect template

SS4H4.b Explain the writing of the Declaration of Independence;

Declaration of Independence Who? Why? How?

SS4H4.c Describe the major events of the Revolution and explain the factors leading to American victory and British defeat;

Factors leading to American victory Battle of Lexington & Concord Battle of Saratoga Battle of Yorktown

OSS4H4.d Describe key individuals in the American Revolution

King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, and John Adams.

After researching and discussing the document students will pretend to be a colonist in 1776, and write a newspaper article about the writing of the Declaration of Independence. They must include who wrote it, why they wrote it, what did they say, and what does this Declaration of Independence mean for the colonists. Students will work in small groups to research three significant battles of the American Revolution. Teams will draw names of one of the following: Battles of Lexington and Concord, Saratoga, or Yorktown. The K-W-L format will serve as each team's research plan. Students will list what they already know about the battle in the K Column. After sharing this information with their team, students will list five or more questions in the W Column and then collaboratively research the battle. They will then complete the L list of the chart. Fourth grade students will research an event, person, or group related to the American Revolution. Students will create a Glog or slide show to present a summary of their specific

BrainPop UnitedStreaming Online Encyclopedias Nonfiction Print Resources Various recommend Websites Graphic Organizers

Online Encyclopedias BrainPop UnitedStreaming DVDs Nonfiction Print Resources Various recommend Websites K-W-L template

Online Encyclopedias BrainPop UnitedStreaming DVDs Nonfiction Print Resources Various recommend

topic. As an assessment instrument, students will present their summary as a part of an American Revolution timeline class presentation at the conclusion of the activity.

Websites Web 2.0 Tools

Collection Evaluation One of the primary reasons I choose a Social Studies topic was because my school does not have Social Studies textbooks, which means my students and teachers must have readily available print, A-V, and Online resources. Although I have not conducted a formal collection evaluation for material to support this standard prior to this assignment, material to support all Social Studies standards are prominent in my consideration file. The layout of the Media Center contributes to student and faculty use when selecting books and conducting research. The DESTINY OPAC is available throughout the school and students receive on-going tutorials on how to utilize the catalog. The nonfiction shelves are located against the back and right wall of the center. These shelves are each labeled by Dewey Decimal number and a poster indicating the appropriate Dewey category and which subjects can be found in the classification is posted above the coordinating shelves. Biographies, autobiographies, and collective biographies are located on a double-fronted shelf next to the 900s. Fiction books are located on three double fronted shelves centrally located in the rear of the media center. Picture fiction titles are placed on the bottom shelves of the three fiction shelves. Both fiction and easy fiction are arranged in alphabetical order by the authors last name. These shelves are clearly labeled by alphabetical order both on the ends of the shelving

units and on each shelf. Caldecott Award winners and honor books as well as Newbery Award winning books are placed on separate shelves within the fiction area and these shelves are appropriately labeled. All Accelerated Reader test books are indicated by a colored dot on the spine of the book. The dot color refers to specific recommended reading range. Posters indicating the level color are posted throughout the media center. Reference books are found against the left wall of the media center between two banks of computers. All shelves are of an appropriate viewing level for 3rd 5th grade students, and the space between the shelving units allows for wheelchair accessibility and the free flow of traffic. There are eight tables available to students and staff for research. In order to determine what the collection offered by way of print and A-V materials in support of the 4th grade Social Studies GPS, CCS on the American Revolutionary period, I located all available media material related to the Standard by way of a DESTINY Power Search. I used the following as keywords and subjects in my search; Revolutionary War or American Revolution and U.S. History, Declaration of Independence, Constitution, Bill of Rights. Furthermore, I did a Dewey Classification search using the call numbers 973.3, 342, and 320324. I then created a resource list and annotated bibliography using the results of the search through DESTINY that included all of the local materials that I located on topic. After I identified all the print resources available, I physically investigated the items. I found the material to vary in condition and copyright age. Most of the fiction titles showed wear and had older copyright dates. The nonfiction books in 973s and 300s were in better condition, but were dated. The biographies also showed use and had older copyright dates. Books in these classifications were, on-the-whole, classic, well reviewed titles. The biographies included the Jean Fritz Revolutionary series, and the fiction books include titles such as Newbery winner

Johnny Tremain, Ben and Me, My Brother Sam is Dead, most of the American Girls Felicity series, and The Fighting Ground. The circulation stats for these titles indicates that Key Revolutionary Figures biographies and collective biographies account for a majority of all books circulated for materials that support the standards. Biographies of Paul Revere, Ben Franklin, Betsy Ross, George Washington, and Thomas Jefferson frequently circulate. I took into consideration that Paul Revere is also covered in the third grade standards. Books in the 973.3 and 342 classification are seldom checked out by either students or teachers. I believe the reason for this is the books are unappealing in appearance, and on too high of a reading level to be of much interest or use to my students. Most importantly, the books available dont necessarily cover the specific curriculum content focus topics. There is only one book dealing with the battles of the Revolutionary War, and no material addressing the Intolerable Acts, and Stamp Act. Furthermore, we havent any material on the French Indian War. The only resource that mentions the Boston Massacre is an older edition of a biography on Crispus Attucks. Overall, there were an insufficient number of good quality, age and reading level appropriate, print and nonprint resources that are in good condition available to patrons in support of the targeted curriculum. I located 68 nonfiction book resources on topic; 39 of the books were biographies. Overall these books were written on an average reading level of 5.0+/800+ Lexile or above. These books do not fill the resource needs of my 4th grade teachers or students, (20% of who read below grade level). There are only a few fiction titles and three nonfiction biographies that address or represent multicultural or female influences in the Revolutionary War. There arent any materials available highlighting the English Loyalists point-of-view. There is not any material at hand in a Spanish language format to address the needs of the 4th grade ESOL students. In addition there werent any books available on Benedict Arnold and only one about

King George III. In looking through the multi-media resources I noticed there are no DVDs, and most of the VHS titles were produced in the 1980s with high school students as the target audience. My teachers do depend on UnitedStreaming, TeacherTube, BrainPop, and specific Internet sites as vital audiovisual resources when teaching this unit. There arent any audiobooks in any format available to support the fourth grade Social Studies curriculum. And finally, it is anticipated with the transition to Common Core Georgia Performance Standards, Reading and Social Studies curriculum will be taught as comprehensive units with novel tie-ins being heavily used. There are currently no appropriate book sets or E-books available in the collection to meet this need. The chart below indicates what my investigation revealed. I have included related fiction titles under the corresponding nonfiction subject and standard, but as there is subject overlap in the fiction titles, I included total circulation numbers for the books for each standard. Subject & Standard Dewey Class Average Date Average Reading Level Number of Titles
Circulation over 12 month Period

GPS.04.SS.SS4H4.a Events that Shaped GPS.04.SS.SS4H4.b Declaration GPS.04.SS.SS4H4.c Major Events GPS.04.SS.SS4H4.d Key Individuals GPS.04.SS.SS4H5. a-d Challenges of a New Nation

973.2 &F 973.3 973.3 & F B & 920 &F 973.3 320 342

1991 1986 1993 1989 1994

6.0 Lexile 900 4.8 Lexile 780 5.3 Lexile 835 5.8 Lexile 875 5.2 Lexile 825

4 (6) 6 7 (7) 39 (7) 12

23 (5) 14 18 (5) 87 (5) 9

Summary of Collection Needs: 1. Focus on purchasing materials on appropriate Reading/ Lexile levels. This includes purchasing twenty percent of materials below reading level to accommodate special needs students and struggling readers as well as 10 percent of materials above grade levels for students needing more challenging text. 2. Purchase books to fill the present collection gaps for the targeted curriculum. Be sure to include material on Benedict Arnold, King George, and British Loyalists. Purchase items within interest levels but above reading levels if they are the only available resources. Purchase only favorably reviewed materials unless Im familiar with the resource or they have been specifically requested by faculty. 3. Choose both fiction and nonfiction resources that address the curriculum from Womens and multicultural points-of-view. Also select resources on primary curriculum concepts that are available as Spanish Language titles to accommodate ESOL students. 4. Locate and purchase resources that have been published within the past ten years. Exceptions to this may include classic fiction and standard nonfiction titles that have been reissued in the past ten years. Consider purchasing fiction titles that may be used as unit novel tie-ins. 5. Purchase a variety of material to include audiobooks and E-books for students to use individually or teachers to use in small group or whole class instruction. Keep in mind teachers need to differentiate instruction to meet all of their students learning styles.

6. Include video resources that arent available through UnitedStreaming, TeacherTube, SlideShare, or Promethean Planet. Material Orders and Budget Summary I used three vendors; Permabound, Follett Library Resources, and Bound-to-Stay-BoundBooks to order the materials I selected. Follett and Bound-to-Stay-Bound both offer specific limiters when conducting materials searches and Permabound offers a wide variety of resource material that may not be available from the other two vendors. I attempted to select materials that were offered in a variety of resource formats to include E-books, print, and DVDs and audiobooks. Although I was successful in selecting material that had been favorably reviewed, due to specific curriculum support needs, I did select some that did not have reviews. The final total for all my materials was $ not including processing costs. I feel that I have an

outstanding resource list of Websites and Webquests that support the range of key concepts and topics targeted in the Standards I addressed. The list may be accessed at Web link to resources used:

https://docs.google.com/document/d/1d80SK47aUYZqWUXreHOaLnILXKqgs YvAdK4hVZe5pSQ/edit?hl=en#