Running head: SELECTION POLICY ANALYSIS

Selection Policy Analysis:

Anne Arundel County

Tracy Marie Howse

December 7, 2016
SELECTION POLICY ANALYSIS 2

Selection Policy Analysis

Anne Arundel Public School System (AACPSS) has a thorough, 38 page selection policy,

Procedures for the evaluation and selection of instructional materials. This policy has high

standards and explicit protocol for approving materials. The Department of Curriculum and

Instruction enacted this policy in 2011

Overall Observations

Throughout my analysis, I observed a focus on the protocol and logistics for evaluating,

selecting, and reevaluating materials. There was also a focus on local power; the school-level

committees and curriculum leaders led much of the material evaluations. Access and assistive

technologies were also promoted throughout the policy, however, there was a lack of emphasis

on physical text assistance, physical library access, and overall Universal Design for Learning

(UDL). Finally, the policy does not pay close enough attention to analysis of learners or variety

of students in the school system and globally. Despite these downfalls, the policy has a thorough

criteria which accounts for much of its deficiencies.

Collaborative Leadership

Anne Arundel Countys procedures include collaborative leadership through its

coordinators, committees, and various departments. The policy begins with the importance of

shared responsibility, which is highlighted further in the Legal Responsibility section of this

analysis. The majority of collaborative leadership through this policy occurs in county-level and

school-level committees for material approval.

At the county level, program coordinators and instructional directors select at least three

committee members, which may be school administrators, teachers, department chairpersons,

library media specialists, consultants, citizens, parents (PTA, CAC) and students. The school-
SELECTION POLICY ANALYSIS 3

levels committees are designated into committees for materials of instruction (not library books)

and committees for library books. The selection chairperson in both situations will be the

principal or designee. For approving instructional materials, committees will consist of the same

set of individuals as the county level. For library book approval, the school committee will be

comprised of library media specialists, teachers, and parents.

The school-level committee also designates which departments will be included. At the

conclusion of a school committee meeting for material approval, they must forward their

Materials of Instruction form to the Review and Evaluation Office for final clearance and

processing. The school committees meeting for Inquiry and/or Reconsideration Procedure forms

will notify the Assistant Superintendent for Curriculum and Instruction and forward information

and final decision to the program coordinator. Although the school meets on an as-needed basis,

the county committees must meet at regular intervals. Thus, collaborative leadership is required

frequently for the county-level, but only occurs as needed for the school levels. It is the schools

responsibility to ensure that there is frequent school-level collaboration between library media

specialists and other educators.

Legal Responsibility

AACPSS states that the Board of Education of Anne Arundel County and the

Superintendent of Schools are responsible for the purchase and use of materials and human

recourses and must respond appropriately to the responsibilities vested in them by law

(Department of Curriculum & Instruction, 1). The Assistant Superintendent for Curriculum and

Instruction or designee is responsible for coordinating the selection process. This encompasses

coordinating orientation workshops to acquaint staff with the evaluation process, ensuring that

instructional areas have standing committees, and receiving/disseminating county evaluations

SELECTION POLICY ANALYSIS 4

(Department of Curriculum & Instruction, 2). Finally, the policy further designates responsibility

to the staff, claiming that all staff must work together to ensure that the materials used in the

instructional program comply with the procedures outline in this document and following

copyright law and fair use guidelines (Department of Curriculum & Instruction, 2).

Analysis of Learners

The analysis of individual learners is most prevalent in the selection criteria, but is

lacking in the definitions. The American Library Associations 1998 program, The Information

Power: Building Partnerships for Learning, details literacy standards of learners. ALA organizes

these standards into three categories: Information Literacy, Independent Learning, and Social

Responsibility (American Library Association, 1998).

AACPSSs selection policies correspond with these standards in their criteria for

instructional materials. The first item states that the materials should address the needs of

students as life-long learners, which is parallel to the ALAs Information Literacy standards of

accessing, evaluating, and using information (Department of Curriculum & Instruction, 5;

Lanning, 10). The criteria also states the importance of assistive technologies, readability,

appropriate aids, and organization, which corresponds to the Independent Learning standards of

allowing students to independently relate to, seek, and generate information and knowledge

(Lanning, 11). The focus on life-long learners also highlights the importance of the social

responsibility standards. ALA states that students must recognize the power of information,

contribute positively through ethical use of information and technology, and participate in

pursuing and generating information within society (Lanning, 11). Therefore, Anne Arundels

criteria does reflect an analysis of learners through a requirement of materials which teach

information literacy and create life-long learners.

SELECTION POLICY ANALYSIS 5

The importance of these learners is intertwined in criteria, but is not obvious in the

definitions of materials. The Department of Curriculum and Instruction define basic texts as

materials used to develop skills and content specified in curriculum documents related to a

program (3). These definitions describe the materials role in education, but do not focus on

learners. In the same way, the policy states library media books are published for the individual

reader. (Department of Curriculum & Instruction, 12). Although this technically includes

individual learners, it does not highlight books influence on learners and their education.

Evaluative Tools

Kay Bishop writes in The collection program in schools: Concepts and practices that

evaluation of library collections should be based upon how well the collection serves the needs

of its users and the goals/objectives of the library program (139). Anne Arundels policy

contains a variety of evaluative tools through the selection process and material criteria.

The county-level selection committees selection process requires an evaluation of basic,

supplemental, and library media materials. Much of the criteria falls into the categories of

validity, reliability, timeliness, and credibility.

The school-level selection committee must complete the Materials of Instruction (MOI)

Evaluation Form. The form requires the committee to choose Highly Recommended,

Recommended, or Not Recommended for basic, supplemental or library media materials in

accordance with the recommended grade (Department of Curriculum & Instruction, 18). The

form also contains bibliographic information about the material, including media format. If the

committee is reviewing library books, the committee must enter the source reviews; if they are

reviewing software, they must log software test results. The majority of the MOI requires the

committee to state whether the material meets criteria, does not meet criteria, requires
SELECTION POLICY ANALYSIS 6

instructional alternative, or is not applicable (Department of Curriculum & Instruction, 12).

The committee thus compares the source to each criteria item before making a decision. Finally,

there is a Multicultural Diversity checklist which requires analysis of race, ethnicity, regions,

religions, genders, socioeconomic status, age, and disabilities (Department of Curriculum &

Instruction, 19).

The combination of the criteria and process creates a thorough evaluation procedure at

the county- or school-level. This evaluation process is completed by the variety of

administrators, educators, and community members in the aforementioned selection committees,

therefore adding another layer of diversity in the process. The MOI process also requires that

approved resources fulfill COMAR Accessibility Standards, Childrens Internet Protection Act,

and the Childrens Online Privacy and Protection Act, which will be further discussed in the

following sections.

Access and Delivery

Access to information includes both physical and intellectual. Bishop states that physical

access refers to the unimpeded location and retrieval of information whereas intellectual access

addresses students rights to hear, read, and view information; to receive ideas; to express ideas;

and to develop skills to receive, examine, analyze, synthesize, evaluate, and use information

(157). Anne Arundels policies for access is influenced by the U.S. government and state of

Marylands requirement of physical and intellectual access.

United States acts and codes ensure that all government agencies are providing equal

opportunity. The United States Rehabilitation Act of 1973 contains Sections 504 and 508, which

protect individuals with disabilities. Section 504 requires agencies to provide equal opportunity

to participate in programs and benefit from services through appropriate aids (U.S. Department
SELECTION POLICY ANALYSIS 7

of Health & Human Services, 2016). Section 508 requires Federal agencies to make their

electronic and information technology (EIT) accessible to people with disabilities (GSA

Government-wide Section 508 Accessibility, 2016b). Therefore, AACPSS must provide both

physical and intellectual access. This is also outlined in The Americans with Disabilities Act

(ADA) of 1990, which recognizes and protects the civil rights of people with disabilities and

requires access state and local government services through technologies such as

telecommunications (United States Access Board, 2016). Therefore, educational systems in

Maryland must provide access to services, regardless of disabilities.

For Maryland specifically, the COMAR 05.02.02 Maryland Accessibility Code: Building

and Material Codes requires buildings to establish minimum requirements that will provide for

the accessibility and usability of buildings and facilities by individuals with disabilities

(COMAR 05.02.02 Maryland Accessibility Code 1975). Therefore, not only must the information

be accessible, but the materials within the library must be available to the students.

In the AACPSS policy, the MOI and Internet/WWW Materials Evaluation forms require

the committee to check whether there is a multicultural diversity factor of disability in the text,

which focuses on representation of disabled students. If it is present, the students would have

intellectual access to information pertinent to their personal life. The Software Applications and

Operating Systems (Technology-Based Instructional Product Accessibility Checklist) also asks

about the accessibility features; it states that the applications shall not disrupt or disable

activated features of other products that are identified as accessibility features (Department of

Curriculum & Instruction, 21). Therefore, the selection committee must ensure that accessibility

is possible with software applications.

SELECTION POLICY ANALYSIS 8

While the policy does focus on representation and access to technology, it lacks

information about physical access to texts. The MOI forms or criteria have no details of access

for text materials, such as braille or large print. Adding a section to the MOI forms which asks

the committee about other editions for increased accessibility would improve students access to

physical texts.

Assistive Technologies

The Department of Curriculum and Instruction must maintain these requirements of the

previous section, which is achieved with assistive technology required in the Assistive

Technology Act of 1998. This act supports grants to states which address the assistive

technology needs of individuals with disabilities purposes (GSA Government-wide Section 508

Accessibility, 2016). GSA also states that Disability is a natural part of the human experience

and in no way diminishes the right of individuals to benefit from an education, including full

inclusion and integration in mainstream education (2016).

As previously stated, Anne Arundels selection policy and criteria focuses on assistive

technologies more than it focused on access to print materials. The MOI and Internet/WWW

Materials Evaluation forms require the committees to consider equivalent access for users of

assistive technology for every technology-based instructional product (Department of

Curriculum & Instruction, 19). The Software Applications and Operating Systems form also

requires adaptable software features, such as color and contrast settings, requirements about

flashing/blinking objects or texts, and software compatible with assistive technology. The Web-

Based Internet Information and Applications (Technology-Based Instructional Product

Accessibility Checklist) form has the most criteria for assistive technologies; It requires that

pages utilize scripts for displaying content, or that they create interface elements, so that the
SELECTION POLICY ANALYSIS 9

assistive technologies can read the text aloud (Department of Curriculum & Instruction, 25). The

document then continues to detail the appropriate scripting languages and difficulties with

rollover texts. The form finally requires the committee to consider the influence of time in

these applications, such as increasing wait for timed responses for individuals who require

additional time. Anne Arundels commitment to assistive technologies is evident in every feature

of material evaluation.

Web Filtering and Intellectual Freedom

Similarly to physical access to materials, there are many policies which require public

school systems to grant intellectual access and intellectual freedom to students. AACPSS

balances intellectual freedom and internet safety through their technology standards. The policy,

however, lacks explicit information about web filtering and intellectual freedom.

The Childrens Internet Protection Act (CIPA) was enacted in 2000 and states that

schools and libraries will not receive discounts for services and products unless they certify they

have technology protection measures in place. The schools and libraries must implement policies

addressing access by minors to inappropriate matter on the Internet, the safety and security of

minors using electronic communication, hacking, unauthorized use of personal information

(Childrens Internet Protection Act, 2001). The Childrens Online Privacy Protection Rule

(COPPA) of 1998 is more focused on the websites and online services, in that it requires

operators of websites or online services, and is designed to protect childrens personal

information (Federal Trade Commission, 2016). Therefore, school systems such as AACPSS

must use some sort of web filtering and protect a childs personal information.

These rules are important for the protection of children and continued funding of the

school system, but AAPCSS also wants to promote intellectual freedom. Paul Sturges argues in
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Intellectual freedom, libraries, and democracy that intellectual freedom includes freedom of

opinion; freedom of expression; and freedom of access to information (168). AACPSSs six

technology standards promote intellectual freedom through technology systems for learning and

collaboration, communication and expression, problem solving, and decision making. The

standards also promote using and managing information and digital citizenship. Therefore,

AACPSS promotes intellectual freedom of opinions, expression, and access to information.

Although it is evident AACPSS promotes intellectual freedom, the balance between

freedom and safety for students is not explicit in the selection policy. Throughout this policy,

there is no evidence of web filtering itself. AACPSS has various websites describing the

importance of internet safety, including cyberbullying policies and resources for internet safety,

but does not list such details in the selection policy. And, while web filtering is not evident in the

overall policy, their online procedures for Electronic Resource Evaluation describes that, once

the MOI process is complete, materials must be evaluated for compliance with the Childrens

Internet Protection Act and the Childrens Online Privacy and Protection Act (Anne Arundel

County Public Schools, 2016). Thus, AACPSS is obviously following the requirements for the

school funding and child protection, but does not explicitly state so in the selection policy.

Deselection

AACPSS library media deselection occurs through inquiry/reconsideration and weeding.

Throughout this policy, Anne Arundels policy only describes the inquiry/reconsideration

process, but the Library Media Services Collection Development Program also has guidelines

for weeding library materials.

The Inquiry and/or Reconsideration Procedure begins with a resident, parent, student, or

staff member discussing their inquiry or reconsideration with the principal. If they cannot find a
SELECTION POLICY ANALYSIS 11

resolution, the individual will complete the Request for Reconsideration of Instructional

Materials/Library Media form which asks for the materials bibliographic information, some

information for contacting the individual, questions about the use of the material, and why the

individual finds it objectionable. The school-level Materials Evaluation and Selection Committee

makes a decision and if the individual may appeal the case to the county-level committees if they

remain unsatisfied. After the county-level committee comes the Superintendent of Schools and

finally the Board of Education. If at any point the committees deem the material unfit for the

schools, then the resources will be removed. This is the only description of deselection or

removal of materials in the selection policy.

AACPSSs Library Media Services also has a Collection Development Program which

describes the various stages and reasons for weeding. It states that library media specialists are

solely responsible for weeding, which should occur continually through a weeding schedule. The

Library Media Services also recommends weeding consideration if the material falls under one

of the following categories: poor condition, minimal circulation, outdated content or accuracy,

poor quality, old editions, unattractive, or nonfiction without a table of context/index (Library

Media Services, 2016). This procedure also explains disposal of weeded materials. Therefore,

while the AACPSS policy has the logistics of reconsideration of materials, this form outlines the

daily procedures for weeding. Although weeding is not necessarily a part of the initial selection

policy, a statement explaining weeding and importance of selecting quality replacements would

make the selection policy more thorough.

Universal Design for Learning

David E. Robinson and David R. Wizer state that Universal Design for Learning (UDL)

is a set of principles for curriculum development that give all individuals equal opportunities to
SELECTION POLICY ANALYSIS 12

learn (Robinson, 17). UDL is important in the selection policy because quality and diverse

materials allow for these equal opportunities. Flagg-Williams claims that educators must be

flexible and include as many different types of students as possible in the learning process

(Flagg-Williams, 165). Therefore, the selection committees and library media specialists must

approve of adaptable material which will serve a variety of students. The AACPSS selection

policy, however, lacks UDL policies in its criteria.

The material selection criteria highlights the importance of access, as seen in the previous

sections. However, just as the policy lacks an analysis of learners, it does not focus on the needs

of the various types of learners. The criteria includes engaging student learning, but this does not

describe the importance of variety in materials for individuals. The selection policy should

include a greater analysis of the learner and require variety in resources, which would guarantee

students more equal opportunities and reflect the diversity of learners within the school system.

Statements Representative of Diversity in Collection Development

Although UDL and student analysis is not prevalent throughout this document,

representation of diversity is evident in the criteria recommended book lists. In the criteria, the

committee must check whether the material reflects population diversity wherever applicable

and must check that multicultural diversity factors are represented (Department of Curriculum &

Instruction, 19). Therefore, on every text and web page, the committee will analyze the

representation of the student population. At the beginning of the recommended book list,

AACPSS states that the sources provide a beginning point in your search for appropriate

multicultural materials (Department of Curriculum & Instruction, 27). Anne Arundel is

promoting the diversity in source materials and encouraging library media specialists to seek out

pre-approved resources that are diverse.

SELECTION POLICY ANALYSIS 13

This is a positive depiction of diversity in the school system, but exempts some of the

positive outcomes that result in accessing multicultural texts. The criteria states the materials

should reflect population diversity wherever applicable, which implies that these sources

should be representative of the student population. However, J. C. Naidoo writes in The

importance of diversity in library programs and material collections for children that children

need to see their own culture represented in conjunction with other cultures. Since libraries are a

place to connect to the larger world, students must encounter groups not necessarily represented

in their individual schools so they can make cross-cultural connections and develop the skills

necessary to function in a culturally pluralistic society (Naidoo, 5). Therefore, although the

committees are analyzing the diversity of each material, it should be revised so that they are

looking for global diversity, rather than just student representation.

Conclusion

This selection policy clearly states the protocol for material evaluation, approval, and

reevaluation. AACPSS has created a policy which outlines the details of these materials, but the

policy could benefit for a more student-focused approach. This policy is applicable to the library

media program through its strengths and weaknesses. Analyzing a fictional, flawless policy is

would not present the complexities in creating a policy for all educators, staff, and students.

Analyzing a policy which a school system is continually working on improving shows the

importance of learning about students, materials, and the educational system. Towsons library

media program specifically teaches the importance of access, assistive technology, UDL, and

student analysis throughout policies and material selection. Thus, analyzing this policy was an

effective tool in understanding the need for these concepts in a larger selection policy.
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References

Anne Arundel County Public Schools (2016). Electronic resource evaluation: Procedures.

Retrieved from

https://sites.google.com/a/aacps.org/electronicresourcesevaluation/procedures

American Library Association (1998). Information power: Building partnerships for learning.

Retrieved from

http://www.ala.org/PrinterTemplate.cfm?Section=informationpower&Template=/Content

Management/ContentDisplay.cfm&ContentID=19935

Bishop, K. (2013). The collection program in schools (5th ed.). Santa Barbara, CA: Libraries

Unlimited

Childrens Internet Protection Act (2001). Retrieved from

http://transition.fcc.gov/cgb/consumerfacts/cipa.pdf

COMAR 05.02.02 Maryland Accessibility Code (1975). Retrieved from

http://dhcd.maryland.gov/Codes/Documents/AccessibilityCode/Maryland%20Accessibili

ty%20Code%20-with%202010%20ADA%20Standards%2011-18-2011.pdf

Department of Curriculum & Instruction (2011). Procedures for the evaluation and selection of

instructional materials. http://www.aacps.org/admin/articlefiles/1167-

ProceduresDocumentConvertedJuly2011.pdf

Federal Trade Commission (2016). Childrens online privacy protection rule (COPPA).

Retrieved from https://www.ftc.gov/enforcement/rules/rulemaking-regulatory-reform-

proceedings/childrens-online-privacy-protection-rule
SELECTION POLICY ANALYSIS 15

Flagg-Williams, Joan B., & Bokhorst-Heng, Wendy D. (2016). Classroom audio distribution in

the postsecondary setting: A story of universal design for learning. Journal of

Postsecondary Education & Disability, 11 (2), 165-177. Retrieved from

http://www.ahead.org/publications/jped.htm

GSA Government-wide Section 508 Accessibility (2016). Assistive technologies act of 1998.

Retrieved from https://www.section508.gov/assistive-technology-act-1998

GSA Government-wide Section 508 Accessibility (2016b). Section 508 law and related laws and

policies. Retrieved from http://www.section508.gov/content/learn/laws-and-policies

Lanning, Scott & Bryner, John. Essential reference services for todays school media specialists

(2nd ed.). Santa Barbara, CA: Libraries Unlimited.

Library Media Services (2016). Collection development. Retrieved from

http://www.aacps.org/admin/articlefiles/1167-

Collection%20Development%20Program%20Preamble%202012-13.pdf

Naidoo, Jamie Campbell (2014). The importance of diversity in library programs and material

collections for children. Association for Library Service to Children. Retrieved from

http://www.ala.org/

Robinson, David E., & Wizer, David R. (2016). Universal design for learning and the quality

matters guidelines for the design and implementation of online learning events.

International Journal of Technology in Teaching & Learning 12 (1), 17-32. Retrieved

from http://www.sicet.org/

Sturges, Paul (2016). Intellectual freedom, libraries and democracy. Libri: International Journal

of Libraries & Information Services 66 (3), 167-177. Retrieved from

http://www.degruyter.de/journals/libri/detailEn.cfm
SELECTION POLICY ANALYSIS 16

United States Access Board (2016). Americans with disabilities act (ADA) of 1990. Retrieved

from https://www.access-board.gov/the-board/laws/americans-with-disabilities-act-intro

U.S. Department of Health & Human Services (2016). What is section 504 and how does it

related to section 508? Retrieved from http://www.hhs.gov/web/section-508/what-is-

section-504/
SELECTION POLICY ANALYSIS 17

Appendix I
Collection Development Policy Criteria Table
Criteria Included in Policy Not Included in Policy Suggestions
(What are they missing
that is in some district,
state, national policy?)
Collaborative
leadership occurs in the
county- and school-
level committees for
material approval. Local school systems
These committees must ensure
Collaborative include staff, teachers, collaboration of their
Leadership specialists, citizens, committee between
parents, and students. evaluations and
The policy also reevaluations.
includes collaboration
between various
branches and
departments.
The Board of Education
for AACPSS and the
Superintendent for
Curriculum are
responsible for the
overall purchase and
Legal
use of materials and
Responsibility
resources.
The policy also outlines
the responsibility of all
educators to review
technology and monitor
use.
The analysis of learners
The policy should be
occurs in the criteria of
more student-focused.
Analysis of picking instructional
The definitions of
Learners materials, but is not
materials should focus
evident throughout the
more on learners.
policy.
This policy has a
wealth of evaluative
tools for materials. It
Evaluative
outlines the selection
Tools
process and criteria for
the county and school
level.
SELECTION POLICY ANALYSIS 18

Criteria Included in Policy Not Included in Policy Suggestions

(What are they missing
that is in some district,
state, national policy?)
The United States
The policy should state
Rehabilitation Act of
their overall plan for
The material approval 1973 (Sections 504 and
access and delivery.
Access and and evaluation forms 508), COMAR
The policy needs
Delivery mention accessible Accessibility
criteria or checklist on
materials. Standards, Americans
MOI for accessible
with Disabilities Act
physical texts.
(ADA) of 1990
Assistive Technologies
are covered in the
Assistive Assistive Technology
evaluation forms for
Technologies Act of 1998
instructional and
assistive technology.
This policy should have
a description of their
Childrens Internet balance between Web
Alludes to intellectual Protection Act of 2000 Filtering acts and
Web Filtering freedom. No specific and Childrens Online intellectual freedom.
and Intellectual details about Web Privacy Protection Act It should describe their
Freedom Filtering. of 1998, 15 U.S.C. web filtering system so
6501-6506. that individuals know
what websites are
automatically off limits.
The policy should have
The deselection focuses AACPSs Library
a statement about
on the Inquiry and/or Media Services:
Deselection weeding and how to
Reconsideration Collection
select quality materials
Procedure. Development Program
as replacements.
The policy should
require a greater variety
Universal The policy does not
of resources. It should
Design for have a strong enough
also have a statement
Learning focus on UDL.
explaining the
importance of UDL
Instead of focusing on
The policy lists the
Statements materials being
importance of diversity
Representative representative of the
in community
of Diversity in school population, it
leadership, committees,
Collection should require materials
and materials for
Development to be representative of
student use.
global diversity.