Collection Development Evaluation Plan FRIT 7134-Spring 2013 Brenda Walker Alston March 12, 2013

Description of the Site, Faculty Teaming, and Student Demographics I am presently employed with the Savannah Chatham County Board of Education in Savannah, Georgia. I serve as a second grade teacher at Largo Tibet Elementary (LTE). Our school is centrally located on Savannahs south side. LTE is a Title 1 school serving 787 students in grades P-5. Our Largo family consists of 37 classroom teachers, 5 Special Education teachers, 5 specialty teachers (Art, Music, P.E., Spanish, Science), 4 EIP resource teachers, 15 paraprofessionals , 3 gifted resource teachers, 1 counselor and 1 sign language interpreter. Largo Tibet is an International Baccalaureate (IB) candidate school. As an IB candidate school, we must create and implement the curriculum using the following profiles: Risk taker, knowledgeable, caring, principled, communicator, thinker, balanced, open minded, reflective, and an inquirer. As a candidate school, teachers have to use the profiles, plus IB attitudes: confidence, empathy, independence, cooperation, appreciation and integrity to create planners (units). These units must be aligned with the Georgia Common Core Standards and Georgia Performance Standards (Science and Social Studies). By using the IB frameworks, students are able to guide their own learning and become global thinkers. At the beginning of next school of year, IB officials will visit the school and evaluate the planners before granting full International Baccalaureate status. Largo Tibets demographics include 586 African Americans, 96 Caucasians, 50 Hispanics, 16 Asians, 1 American Indian, and 38 Multi-Racial students. Sixty two students are identified in the special education program and 90 students are in the Early Intervention Program. We also have 4 students who are in the Deaf and Hard of Hearing program. Over 95%

of our students receive free or reduced lunch. In 2011, Largo Tibet made AYP with increases in math and reading scores. According to the U.S. census data as of 2011, Savannah has a population of 139,491. The racial breakdown of Savannah is 53.1% Caucasian, 40.2 % African American, 3.0% Hispanic/Latino, 2.11% Asian and 1.1% Multiracial. Savannah has gained national notoriety for tourism, Tybee Beach, numerous movies, and Paula Deans restaurant, Ladys and Sons. Largo Tibet Elementary School is one of the oldest schools in Chatham County. Last year, a K-1 wing was built using EPLOST funding. The media center is located in the front of the school next to administrative offices. Because of the growing number of students, several changes have taken place. First, part of the media center was converted into our second computer lab. This lab contains 30 computers, 1 promethean board, and a printer. Now Largo Tibet has two computer labs with a total of 60 computers. Each teacher has been assigned 1ipads for student use. Each classroom has a promethean board and projector for interactive teaching and learning. In addition, our school has two COWS (Computer on Wheels) with a total of 60 laptops. For my collection, I selected life cycles for the second grade level. I chose life cycles because, this topic is not only a Science standard, but it coincides with state required Reading/L.A. unit entitled, Life Cycle Investigators. Its also one of our IB planners. At LTE we have 7 Gifted Certified second grade teachers, 1 Special Education teacher and 1paraprofessional. We have 4 regular education classes that have EIP students in each class. EIP students go out for reading for 45 minutes a day during our flex time. Flex time is used for enrichment and remediation for math and reading. Second grade students are only served for EIP Reading. Second graders must score 255 higher on the Scholastic Reading Inventory test in

order to be promoted to the third grade. Students are given three opportunities to pass the SRI. The optimal score for a second grade student is 440. At LTE there are a total of 130 second grade students with the same racial make- up as the schools population. Second grade teachers are responsible for teaching all subjects. We have 1 inclusion class with 6 identified as special education students, with three more in the process of being tested for some type of learning disability. Regardless of the class make up, each teacher is required to teach the planners created on each grade level. This year we have the task of teaching the Science standards, IB planner and the Reading ELA units. Our school was built in 1969. In 2012, a portion our media center was transformed into our second computer lab and parent center. Because of this, space in the media center has been cut into almost half. Our media center collection consists of 8768, which averages 11.5 books per students. This collection consists of 10 E books, 18 VHS tapes, 12 music CDs, 10 audio books, and 7 book sets. The average age of our media center collection is 1997. In 2012, our school circulation record was 53, 787. Our school programs are as follows: GALILEO, Discovery Education Unitedstreaming, Learning Odyssey, Renaissance Learning, Kidspiration, Storybook Weaver, Video Furnance, American Biographies, Brainpop. Some teachers have personal accounts for Edhelper, Enchanted Learning, abcteach, and Readworks.

Curriculum Review Grade: 2 Content Topic: Life Cycles S2L1. Students will investigate the life cycles of different living organisms a. Determine the sequence of the life cycle of common animals in your area: mammal such as cat or dog or classroom pet, bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly. b. Relate seasonal changes to observations of how a tree changes throughout a school year. c. Investigate the life cycle of a plant by growing a plant from a seed and by recording changes over a period of time. d. Identify fungi (mushroom) as a living organism

Example of Reading/ELA Common Core Curriculum Task: Fish Life Cycle EQ: How do I decide what to believe and what not to believe when reading a non-fiction books? Standards: ELACC2RI1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ELACC2RI2: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. ELACC2RI3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. ELACC2RI4: Determine the meanings of words and phrases in a text relevant to a grade 2 topic or subject area. IB concepts Life Cycle Unit: Form, function, and change Standards Key Activities/Pro Resources Concepts/To ducts pics S2L1a.Deter Form, Whole Group mine the Function, Activities: Unitedstreaming.com sequence of and change Youtube.com KWL Chart the life cycle Teacher-Made Teachertube.com of common Related Pre-Test/Post Butterfly Garden animals in Concepts, Promethean Planet Test your area: Patterns, Double mammal Systems, Bubble such as cat or and cycles Thinking Map dog or comparing classroom ourselves to pet, bird such other as a chicken, organisms an amphibian Tree map such as a categorizing frog, and an listing as insect such many seasons as a as they know butterfly. and characteristics of our seasons Rubric for Life Cycle Graphic Organizers

b. Relate
seasonal changes to observations

Winter Spring Summer Fall

Student teams should construct an environment

Magic School Bus Leaf Hunt Graphic Organizers KWL

of how a tree changes throughout a school year.

c. Investigate the life

cycle of a plant by growing a plant from a seed and by recording changes over a period of time.

as a large poster showing the four seasons as a cycle. Within each season, students should include drawn and colored examples of the appropriate stages for the life cycles of plants, animals, and fungi that might be found in that environment. Each student should construct a What I Have Learned About book that accompanies the poster and includes written descriptions (e.g. expository, poems, and/or songs) and sketches for each organisms life cycle. The book should be constructed using the students

Thinking Maps Websites Brainpop Non fiction Print Fiction Print

Various websites: North www.learner.org/jnorth National Gardening Association www.kidsgardening.org Georgia Aquarium: hmes.shtml Okefenokee National Wildlife Reserve: http://www.fws.gov/okefenokee/ The State Botanical Garden of Georgia: http://www.uga.edu/~botgarden/ Zoo Atlanta: http://www.zooatlanta.org/home.htm National Wildlife Federation http://www.nwf.org/keepthewildalive/lifecycles.cf m http://esd.iu5.org/LessonPlans/LifeCycle/animals. htm All About http://www.internet4classrooms.com/skills_2nd_s cience.htm#life http://www.rusd.k12.ca.us/4teachers/science/scien ce2.html sheppardsoftware.com/science lifecycle.htm

d. Identify Organisms Fungi fungi (mushroom mushroom ) as a living organism

Research Journal notes on activities and experiments performed during the Life Cycle and Seasonal science units. Student teams DVD should Websites construct an environment as a large poster showing the four seasons as a cycle. Within each season, students should include drawn and colored examples of the appropriate stages for the life cycles of plants, animals, and fungi that might be found in that environment. 2. Each student should construct a What I Have Learned About book that accompanies the poster and includes written descriptions (e.g. expository, poems, and/or songs) and

sketches for each organisms life cycle. The book should be constructed using the students Research Journal notes on activities and experiments performed during the Life Cycle and Seasonal science units

Collection Evaluation Because of the limited space and outdated textbooks, teachers have to be more creative when creating and implementing the curriculum. Because life cycle is such a popular topic for students, I felt it was necessary to evaluate our schools collection. Georgia Department of Education has mandated that teachers teach four units in Reading/ELA and math based on the Common Core Standards. One of the units that we are required to teach is Life Cycle Investigator. Some of the required readings for this unit were not a part of our Media Centers collection. For example, Gooney Bird on the Map was the main book for this unit and it was not in our media center. Teachers had to purchase this book on their own. Our school uses Destiny for our school collection resource search. When I typed in the topic life cycles, it gave me the search results of 0. I then decided to search by each category separately. For instance, I inputted life cycle and e books and the results were the same, 0. Then, I put in videos and life cycles and got 2 results, Reading Rainbow, Life Cycle of A Honey Bee and How Plants Grow. Next I

determined that we have 86 books in our media center relevant to life cycles. This collection was on various grade levels. Out of this collection, only 11 books are on second and third grade levels. After looking over some of the titles in the collection, I realized that some books are not pertinent to my topic. For example, when I typed in seasons, books on football and baseball came up. I also noticed that there is only 1 copy per title. With 7 teachers teaching the same unit, it would be a great help to teachers to have at least 2 copies per book. Another area that needs to be address is the lack of bilingual texts. At our school, students go to Spanish classes weekly. There are not any books on life cycles in Spanish. Our collection needs to include books on CD for below level readers. There are a limited amount of fiction books relevant to life cycles. There were books that had torn pages with notations from previous media specialist. Some of these books need to be weeded. Most of the books have a copyright date of 1995 or higher. I found most of the books for evaluation by searching for animals and plants. The results of my search are listed below:

Subject & Standard

Dewey Class

Average Date

Average Reading Level 2.4 1.7

Number of Titles

S2L1a.Determine 597.8 the sequence of 595. the life cycle of common animals in your area: mammal such as

1999 1998

36 24

Circulation Over 12 month period 2 11

cat or dog or
classroom pet, bird such as a chicken b. Relate seasonal changes to observations of how a tree 223.3 307.2 508.1 577.1 1996 1995 1997 1998 4.2 3.9 1.2 (210) 4.2(690) 26 22 10 14 22 7 12 2

changes throughout a school year c. Investigate the life cycle of a plant by growing a plant from a seed and by recording changes over a period of time d. Identify fungi (mushroom) as a living organism

1996

2.8

581.3 595

1997 1998

3.1 3.9

3 9

6 10

583.3

1997

2.5

Basically, I noticed that second grade students are not selecting the books with the Dewey Decimal numbers of 500 and higher. This may be due to the fact that those books are on a higher shelf. Younger students have to stand on stools to browse these books. Another reason for this is that students are usually looking for books by the dots. Second graders are usually looking for red, green, or blue dots. Our media center does not have a poster with lexile scores correlating to Accelerated Reading levels. Students are not often aware of the location of the non- fiction books relating to plants and animals. Summary of Collection Needs: 1. Purchase materials (books, e books, CD, website subscriptions) for multiple grade levels. Teachers must meet the needs of every student. For examples, students who are special ed. would benefit from CDs and books on CDs. 2. Purchase materials that have a copyright date of at least 2008 and weed books that do not meet with the collections present need. 3. Purchase multiple copies of books and book sets, so teachers can work in small groups. Possibly start book clubs.

4. Purchase more fiction books, especially any award winning books to gain student interest. 5. Purchase materials that are in Spanish to increase language skills. 6. Create a chart comparing lexile and AR levels. 7. Purchase more DVD to increase students interests

Order Summary I selected three vendors for my collection. They include Perma-Bound, Title Wave, and Bound to Stay Books. My favorite was Perma-Bound, because it was very accessible. It also notified you if you ordered multiple copies of the same items. In my collection, I order book sets so teachers can work in small groups. My collection includes more DVDs and books in Spanish. Some of the books have favorable reviews and a few do not. Sometimes, its best to take a chance with a less than favorable review, because it may be a favorite to others. I also selected books with no reviews. This will allow me the student body to evaluate the collection. I also added some upper grade level texts to meet the needs of the advanced reader. View resources relevant to life cycles at http://www.netvibes.com/brenbren43#websites_for_life_cycle_unit

Resources

Bound to Stay Bound Georgia Department of Education Follette TitleWave Savannahgov.com Teacher Tube Youtube U.S Census

PermaBound.com