Collection Evaluation and Development Plan

Rachel Thompson FRIT 7134 Fall 2012 September 30, 2012

Description of the Site/Environmental Scan

I work at Hamilton Crossing Elementary School in Cartersville, Georgia. HCES is one of 12 elementary schools in Bartow County. There are four middle schools and three high schools also in Bartow County. Currently, there are 732 students and 49 faculty members at Hamilton Crossing Elementary. Hamilton is a Title 1 school serving grades P-5. This is the first year having Pre-K classes in the building. The following slide breaks down the schools demographics by race, gender, and grade level.

Student Demographics

Student Population by Race

Student Population by Gender

Student Population by Grade

New Technology at Hamilton Crossing!

Bartow County just received a Striving Readers Grant which brought many new forms of technology to the schools that participated. Because of this grant, HCES received interactive projectors for every classroom that didnt already have some sort of projection system/board. The grant also provided document cameras for each classroom. Three new desktop computers have been given to K-3 classes, while grades 4-5 will be receiving laptops for every student in the classroom. Having this new technology has definitely changed how teachers present lessons and how students are expected to respond.

Fifth Grade
There are four 5th grade teachers at Hamilton Crossing. Each class serves approximately 25 students. There is one special education inclusion class, two regular education classes, and one Gateway (advanced) class. There are students in the 5th grade that receive ESOL, special education resource room settings, and speech services. Fifth grades previous years CRCT results are below. (The number noted is a percentage of passing and exceeding students.)
2009 2010 2011 2012 State Avg. for 2012 91 94 84 78 77

Reading ELA Math Science Social Studies

95 95 86 88 76

92 94 80 79 71

93 94 92 75 75

95 95 92 83 81

The Media Center

Hamilton Crossings media center is located in the center of the school. Our media specialist sees each class weekly for a lesson and book checkout. There are eight desktop computers inside the media center for students to use for research or for the card catalog. There is one computer available for check out and one available for checking in books. Teachers have the opportunity to checkout a projector/laptop cart that is located in the media center. There is also a Promethean board located in the media center.

Curriculum Review/Mapping
I chose two social studies standards for this project. These standards focus on the time period that begins with the Great Depression and going throughout World War II. The Georgia Performance Standards are listed below. Social Studies Georgia Performance Standards Addressed:
SS5H5 The student will explain how the Great Depression and New Deal affected the lives of millions of Americans. a. Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens. b. Analyze the main features of the New Deal; include the significance of the Civilian Conservation Corps, the Works Progress Administration, and the Tennessee Valley Authority. c. Discuss important cultural elements of the 1930s; include Duke Ellington, Margaret Mitchell, and Jesse Owens. SS5H6 The student will explain the reasons for Americas involvement in World War II. a. Describe Germanys aggression in Europe and Japans aggression in Asia. b. Describe major events in the war in both Europe and the Pacific; include Pearl Harbor, Iwo Jima, D-Day, VE and VJ Days, and the Holocaust. c. Discuss President Trumans decision to drop the atomic bombs on Hiroshima and Nagasaki. d. Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler. e. Describe the effects of rationing and the changing role of women and African- Americans; include Rosie the Riveter and the Tuskegee Airmen. f. Explain the U.S. role in the formation of the United Nations.

What are 5th grade students expected to know about this time period?
After studying the time period from the Great Depression until World War II, students should be able to:

Recognize the impact of the Great Depression, Understand the cultural developments of the early 20th century. Show how the United States moved from a policy of isolationism to becoming a dominant economic, military, and diplomatic world power. Understand how the aftermath of the second World War resulted in America maintaining a permanent presence in Europe, closer economic and political ties to Europe, and the beginning of social changes in American society. Understand the impact a person has on society and the consequences of that persons actions. understand how location and production, distribution, and consumption supports businesses and American interests during war time efforts.

Collection Evaluation
Media Center Set-Up
Our media center is organized so that students can easily locate the materials that they need. All non-fiction books are located along the outer wall of the library, easy books are in the center, and fiction books are located on the opposite wall from the non-fiction. The Dewey decimal system is used in our media center, and is taught to all grade levels. Labels on each shelf clearly indicate what can be found there. The media specialist has also placed relevant items on top of the shelves that help students locate things of interest. Fiction books are organized by the authors last name, from A to Z. Reference books are located in a separate section in the media center. Students are not allowed to check out these books, and oftentimes do not have enough time during their scheduled weekly visit to look in this section. Most students do not use this section of the media center.

What did I find?

When searching for books in our media center I used keywords in my card catalog search. I kept the keywords simple, using words that students might actually use when they are searching. The keyword world war II brought up 71 results. Most of these results were teacher resources and books located in the reference section that cannot be checked out. There were not many nonfiction books available on this topic. Dust bowl resulted in one book. The keyword great depression resulted in 21 matches, again most of which were teacher or reference resources. Many of the books and resources that came up during my searches were very old and outdated. Not that the information changed over the years, but the formats were not the most appealing to todays students. The average years of the books that were found were in the 1990s. After my keyword searches I found the books that came up as matches. I wanted to see if the books that we had in the media center actually addressed our specific standard. Most of the parts of the standards were included, however they did not fully cover the topics. One example is one of the books that came up on the world war II. This was a book that discussed all previous wars that the United States was involved in. World War II only had two pages dedicated to it. This book did not fully address the standards. We had a handful of books that touched on the Great Depression, and those were significantly above fifth grade level. I also looked at how many multicultural books our media center had on the chosen standards. We did not have any items that discussed the various nationalities that were involved in the war. There were no books that covered our standards that were in another language, or looked at the events from another point of view (i.e. Pearl Harbor from a Japanese perspective).

So what did we need?

Books that show events from other points-of-view. Books that address other nationalities. Books that are non-fiction, but will not be housed in the untouchable reference section. Books that are fiction, that will draw in students who are not necessarily interested in the time period. Some sort of video representation of the events addressed in the standards (for the visual learners).

Materials order, including budget summary

Be sure to address the need for multicultural materials and materials in other languages. Highlight purchases/resources in this area on your budget summary. . Budget summary which should show how you spent the budget, broken down by format.

BUDGET SUMMARY
I enjoyed the challenge of finding materials that addressed my specific standards. I purchased books from several online vendors:
Mackin Educational Resources www. mackin.com Follett Library Resources www. titlewave.com Perma-Bound www.perma-bound.com Bound To Stay Bound www. btsb.com

Total spent: $3,999.70 Books are included that address all parts of the chosen standards. Most titles are non-fiction. The attached Excel spreadsheet lists the books from each vendor. Link to website that provides helpful resources related to chosen standards http://guest.portaportal.com/yesthelibraryrocks