Mandy Fueston Collection Development Plan FRIT 7134Spring 2013 March 25, 2013

Collection Development Evaluation Plan Description of the Site, Faculty Teaming, and Student Demographics I am currently employed as the Library Technology Specialist at Atlanta Heights Charter School located in Atlanta, Georgia. Our Title I school currently serves scholars in kindergarten through seventh grade but will add eighth grade for the 2013-2014 school year. Our present enrollment is 585 students. The faculty and staff is comprised of 24 classroom teachers, 2 special education teachers, 4 academic intervention teachers, 4 connections teachers (music, PE, art, and library/technology), 11 paraprofessionals (special education and academic intervention), 4 deans, and 1 principal. We are not a part of a school district, although we are located within the Atlanta Public Schools district. We are governed by a board of directors and our educational management organization, National Heritage Academies, which is located in Grand Rapids, Michigan. The percentages of students by racial background are: 98% African American and 2% Hispanic. 95% of our scholars receive free or reduced lunches. For the 2010-2011 school year, ACHS did not make AYP with meeting only 7 out of 11 areas.

The media center is located in the center of the school in a building that was built in 2011 and it is a small media center for the population of students. There is a computer lab with thirty student computers attached to the media center and is considered a part of the media

Mandy Fueston Collection Development Plan FRIT 7134Spring 2013 March 25, 2013

center. The resources in the media center included of collection of 3,078 books There are 2,978 books available for student use, which averages 5 books per student. The collection also offers audio books, 5 trade book sets, a set of encyclopedias, 3 student atlases, 5 student dictionaries, and 2 thesauruses. The media center circulation for the previous 12 month period was 4,164. The average age of the entire collection is 2011. ACHS has paid software subscriptions to Encyclopedia Britannica, Discovery Education UnitedStreaming, Study Island, and Follett DESTINY One Search. National Heritage Academy does not many websites including YouTube and TeacherTube, which teachers and students do find valuable resources. There is Wi-Fi throughout the building. In addition to the 30 student computers, there are two mobile laptop carts with 30 laptops in each for a total of 60 laptops. All teachers have a BrightLink projector and an interactive SmartBoard. The computer lab also has a teacher computer, a BrightLink Projector and an interactive SmartBoard. To this date, there are no stationary student computers in the classrooms. There are 10 Elmos for the various classrooms to share and there is one mobile projector that generally resides in the art room. ` The topic area of my collection plan relates to the 5th grade curriculum taught at AHCS.

There are currently 64 fifth grade students. The racial make-up of the fifth grade is 100% African American with 96% qualifying for free and reduced lunches. There are 3 homerooms with one class being the below grade level, one mixture of on grade level and below grade level, and one class above grade level and on grade level. The ELA block is an hour with an hour for writers workshop, Math is 30 minutes, math workshop is 50 minutes, social studies are 30

Mandy Fueston Collection Development Plan FRIT 7134Spring 2013 March 25, 2013

minutes and science is 25 minutes. Often Social Studies and Science are infused into the ELA block. Curriculum Review Grade: Fifth State Standards:
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. Standards for the 21st-Century Learner Goals Standard: 1.1.1 1.1.4 Follow and inquiry-based process in seeking knowledge in curricular subjects and make the real world connection for using this process in life Find, evaluate, and select appropriate sources to answer questions

Content Topic: World War II

Connection to Common Core Standards Grade 5 students will research to build and present knowledge

Activities/Products

Mandy Fueston Collection Development Plan FRIT 7134Spring 2013 March 25, 2013

Standard SS5H6 a. Describe Germanys aggression in Europe and Japans aggression in Asia.

Activities/Products Resources After discussing and Various digital sources: studying UnitedStreaming, BrainPop, Youtube, various websites Non-fiction Print Resources SS5H6 b. Describe Battles in North Africa After discussing and Non-fiction print major events in the and Europe studying the major resources war in both Europe Battle in the Pacific events in the war, Graphic organizer for and the Pacific; Pearl Harbor, students will create a the newspaper article include Pearl DDay time line Harbor, Iwo Jima, VE and VJ Days Students will also D-Day, VE and VJ Holocaust create a newspaper Days, and the article about the Holocaust. Bombing of Pearl Harbor. SS5H6 c. Discuss Atomic bomb Students will create a Websites about Sadako President Trumans Nagasaki blog where they Non-fiction resources decision to drop the Island battles discuss Sadako and Sadako and The atomic bombs on The Thousand Paper Thousand Paper Cranes Hiroshima and Cranes, as well as Nagasaki. Trumans decision to drop the bomb. SS5H6 d. Identify Roosevelt Students will create Various websites, nonRoosevelt, Stalin, Stalin trading cards of the fiction print resources Churchill, Hirohito, Churchill Roosevelt, Stalin, Truman, Mussolini, Hirohito Churchill, Hirohito, and Hitler. Truman Truman, Mussolini, Mussolini and Hitler. The Hitler students must include the name, their position in their government, their country, what their role was in the war. SS5H6 e. Describe Impact on home front Students will chose a BrainPop the effects of American Culture during topic and work in UnitedStreaming rationing and the WWII small groups to Various websites changing role of Japanese Internment address impact on Non-fiction print

Key Concepts/Topics Causes of WWII Bombing of Pearl Harbor Why US entered war Growth of Nationalism

Mandy Fueston Collection Development Plan FRIT 7134Spring 2013 March 25, 2013

women and African- Americans; include Rosie the Riveter and the Tuskegee Airmen.

Tuskegee Airmen Rosie the Riveter

SS5H6 f. Explain the International U.S. role in the organization formation of the peace United Nations.

the home front, American culture, Japanese internment camps, Tuskegee Men. Students will create a Prezi to discuss their topic. Students will share their Prezi to the class After learning about the UN, the class will be divided into two groupsone group will be a group that belongs to the UN and the other represents undecided countries. The group of undecided countries will develop a list of questions for the UN group. The groups will conduct a Q and A between the two groups.

resources

Non-Fiction Resources, various websites YouTube

Collection Evaluation I chose to do this Social Studies topic because we are required to have authentic learning take place at our school. Meaning teachers must use the textbooks minimally. Teachers rely on books from the media center and online resources. Prior to this assignment, I had not done a formal evaluation on this topic but I am aware there are print resources available but I feel that my collection is lacking.

Mandy Fueston Collection Development Plan FRIT 7134Spring 2013 March 25, 2013

The layout of the Media Center makes is ideal for student research and book selection. The Follett Destiny OPAC is available throughout the entire school and I have provided instruction to students on how to use the catalog. The non-fiction section is located on the back wall and the books are organized by the Dewey Decimal System. There are posters above each section of the non-fiction section to indicate what books can be located there. In addition, there is a general Dewey Decimal Poster located on the wall. Biographies are located to the right of the non-fiction section. In the middle of the Media Center, there is an Everybody Book section, where picture fiction books are located. These books are organized in alphabetical order by authors last name. The Fiction Book section is located to the right of the Everybody Books and along the wall. These books are typically chapter books and are organized in alphabetical order by authors last name. On the opposite wall, the Reference Books housed there. There are seven tables with chairs for students to enjoy reading or to conduct research. To determine what the media centers collection offered as far as print resources to support the Fifth grade Social Studies GPS and CCS for the World War II topic, I used a Power Search on Destiny. I used the following key words and subjects in my search: World War II and US History, Home Front, United Nations, Atomic Bomb, Japan, Germany, Holocaust. Additionally I did a Dewy Classification Search using the call numbers 920 and 325. I created a resource list and an annotate bibliography using the results of the search through Destiny. After I found the print resources available, I physically investigated the items. I found the material to be in good condition and copyright age. Most of the fiction titles showed a little

Mandy Fueston Collection Development Plan FRIT 7134Spring 2013 March 25, 2013

wear but still in very good condition. The nonfiction books in the 920s and 300s were in good condition and recent as far as copyright dates. The biographies were also in good condition with little wear with the copyright dates being recent as well. The biographies included Anne Frank: Life in Hiding, Sadako and the Thousand Paper Crane, Franklin Delano Roosevelt, and Four Perfect Pebbles: A Holocaust Story. The fiction books include titles such as Number the Stars, The circulation stats for these titles indicates that fiction books account for the majority of all books circulated for materials that support the standards. I believe that most of the nonfiction books are not checked out on this topic because students have no interest in the topic and the reading level is too advanced for most of the fifth graders. I located .non -fiction books on topic; --- of the books were biographies. Overall these books were written on an average reading level of ___Lexile or above. These books do not fill the resource needs of my 5th grade students. There are a few fiction titles and four biographies that represent multicultural or female influences of World War II. There are not any materials that highlight the home front during WWII, the United Nations, Rosie the Riveter, Pearl Harbor, the battles, and VE and VJ Days. There are not individual biographies on the leaders of World War II but rather a book that briefly mentions the various leaders. There are no DVDs or VHS tapes on the topic, as NHA does not believe in purchasing such materials. Most of the teachers who use videos do so through UnitedStreaming, TeacherTube, BrainPop, YouTube and various other websites when teaching this unit. There are no audiobooks available to teach this topic. As we move forward with Common Core Georgia Performance Standards, Social Studies will be taught

Mandy Fueston Collection Development Plan FRIT 7134Spring 2013 March 25, 2013

cross-curricularly, in particular in Reading. There will be novel tie-ins being used to teach this unit. There is one book set, Number The Stars to teach about the Holocaust. The chart below indicates what my search revealed. Subject & Standard Dewey Class Average Date Average Reading Level Number of Titles Circulation over 12 month Period

GPS SS5H6 a Describe Germanys aggression in Europe and Japans aggression in Asia SS5H6 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. SS5H6 c. Discuss President Trumans decision to drop the atomic bombs on Hiroshima and Nagasaki.

Mandy Fueston Collection Development Plan FRIT 7134Spring 2013 March 25, 2013

SS5H6 d. Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler. SS5H6 e. Describe the effects of rationing and the changing role of women and AfricanAmericans; include Rosie the Riveter and the Tuskegee Airmen. SS5H6 f. Explain the U.S. role in the formation of the United Nations.

Summary of Collection Needs: 1. Purchase materials that have an appropriate Reading Level. This includes purchasing 25% of materials belwo reading level to accommodate struggling readers. And 10% for those students who are above grade level.

Mandy Fueston Collection Development Plan FRIT 7134Spring 2013 March 25, 2013

2. Purchase books to fill the present collection holes for the topic. Purchase items within the interest levels but above reading levels if they are the only available resources. Purchase materials that have good reviews from trusted sources or materials that have been requested by colleagues. 3. Choose fiction and non-fiction resources that address the curriculum from the multicultural and womens perspective. 4. Locate and purchase resources that have been published win the last ten years, with the exception of any classic fiction or nonfiction. 5. Purchase audio and E-books to support the curriculum that can be used as a listening center or whole group. This will help with differentiating instruction. Material Orders and Budget Summary I used three vendors: Mackin, Titlewave, and Follett Library Resources. I selected materials that were offered in a variety of sources, E-Books, print and audiobooks. I selected books that received good reviews but I also chose books that I was familiar with that would support the curriculum. The final total for all of my materials was..The list were created on an Excel spreadsheet from the three vendors above and the budget summary is in another file and will be attached to an email. I have a list of web resources including websites and Webquests that support the key concepts of World War II and the standards I addressed. You may access the information at:

Mandy Fueston Collection Development Plan FRIT 7134Spring 2013 March 25, 2013