DESCRIPTION OF SITE AND LEARNERS In 2001 our district went through a reconfiguration process.

The building of a new high school led to this process. Metter Elementary School (MES) declined in student population because fourth and fifth grades moved to Metter Intermediate School. We were a kindergarten through third grade model. Then later that same year, 2001, a new addition to MES began for preschool. This addition was due to our preschool building being condemned. This addition was complete in 2003 and we are presently a pre-kindergarten through third grade model with seven hundred sixty-two students. The students of Metter Elementary are residents of Candler County, and the county is located in Southeast Georgia, approximately 65 miles from Savannah. The county has two municipalities: Metter and Pulaski. The largest municipality and county seat is Metter and Candler County currently has an overall population of 9,577, according to the Georgia County Guide. The population of Candler County is predominately white. The countys 2001 population reflected 6,868 percent white, 2,598 percent black, and 882 Hispanic. The Hispanic and other minority populations have grown greatly since 1990. MES has thirty-seven regular classroom teachers, nine support personnel including special education personnel, two administrators, one nurse, and one counselor. Candler County addresses the needs of three and four-year-old children through Family Connections, the lottery-funded Pre-K program, a local Head Start program, and the Preschool Intervention Program (PIP). Special programs at Metter Elementary include CCASP (Candler County After-School Program), Vista Book Buddy Program, after school tutoring program, the Outdoor Classroom, and a Character Education Program.

We have seven pre-school teachers, eight kindergarten teachers, seven first grade teachers, seven second grade teachers, and seven third grade teachers. Then there is one social studies/science teachers for each grade level except pre-school.

Metter Elementary Enrollment Data

Metter Elementary Students Girls Boys African American Hispanic Asian White Multi-Racial Pre-school 147 69 78 38 29 1 73 6 Kindergarten 175 80 95 52 38 2 79 4 First 149 73 76 42 29 1 73 4 Second 146 69 77 33 32 2 72 7 Third 145 56 89 50 16 0 74 5

Teacher and Student Data

Pre-school Kindergarten Kindergarten/1st 7 teachers with 20 students (each teacher has a paraprofessional) 8 teachers with 20 students (each teacher has a paraprofessional) 1 teacher and 20 students 2

Multi-age

First Second Third Special Education

(She has two paraprofessionals because a student requires an individual one/no due to missing arms) 7 teachers with 20 students (each teacher has a paraprofessional) 7 teachers with 20/21 students 7 teachers with 20/21 students 4 teachers 2 are Inclusion, 1 serves 13 students and 1 serves 6 students 1 PIP

Learning Analysis
Type of Class ESOL Grade and Total Number Kindergarten-10 First-2 Second-4 Third-5 Kindergarten-0 First Grade-13 Second Grade-20 Third Grade-22 Kindergarten-2 First-2 Second-3 Third-4 Inclusion-19 Kindergarten-11 First-6 Second-2 Third-6

Gifted

Special Education

Retainers

For my collection assignment I will be focusing on the broad topic of economics because I have found that this area needs addressing. While working in the media center, I have noticed a great need for many resources, but have found that the social studies and science teachers request more books than the regular education teachers. We have a modified block model at MES for social studies, science and reading classes. Two

teachers teaching the same grade level group their students for social studies/science, which allows the regular teacher to focus on one-half of her class on reading during this segment. This also allows students to be grouped according to his/her abilities for reading because the teachers work together to form the social studies/science heterogeneously. For example, one of the teachers chooses her high students and the other teacher chooses her middle and low students to send during the first forty-five minute segment, and then in the second segment the roles are reversed. This model has worked well at MES and enables the classroom teacher to better target student needs. The following data show the results from this model being used.

CRCT Data
YEAR 2007 2008 2007 2008 2007 2008 GRADE FIRST FIRST SECOND SECOND THIRD THIRD READING 96 94 86 98 88 89 ELA 85 84 80 92 83 88 MATH 87 91 77 93 89 61

Zone of Proximal Development (ZPD) Reading Range

K-1/Multiage First Grade Second Grade Third Grade 0.6 through 2.6 0.7 through 4.1 0.3 through 5.8 1.0 through 5.8

One rational for choosing the standards for economics in grades kindergarten through third is that all students in each grade will benefit from these resources. For example, we have seven regular classroom teachers in second grade and two of these teachers may

choose to use these resources and the remaining five may not. I have also found since working in the media canter that the social studies/science teachers are the ones that pull resources from the media center on a regular basis. The students will ask for resources on topics he/she is learning.

CURRICULUM REVIEW/MAPPING The key unit of study is listed under social studies; however, many other standards and subject areas are hidden in the listed standards. For example, students will apply many reading skills, math skills, and writing skills throughout their economic study. The students will need to have prior knowledge of recycling, which they will have because each year we have a contest within grade levels and classes. This prerequisite skill is just one of many because these teachers integrate the standards. For example, in first grade standards on historical figures, geography and scarcity are taught in the same unit if study. At MES, teachers collaborate, along with support teachers and the media specialist in order to plan instruction, strategies and assessment. By collaborating we can

enhance the students abilities to link their knowledge. The students always appear surprised in the media center when I make comments like I know this week you are learning about economics and you listened to a story titled, Pancakes for Breakfast. Then in the media center I can take the standard a step farther by allowing students to use information found on the Look-Up Station and determine whether a book is easy fiction, fiction, expository, or biography and how to locate these books in a library. It is our goal is for every student to meet or exceed the Georgia Performance Standards (GPS) taught; however, we know this is not going to happen. Knowing this, our school has in place interventions, which are tiered in order to retry strategies to reach the learners that did not meet the goals that were set. At the end of a nine week period the students in every grade level are administered a benchmark test in order for teachers to see which students have met or exceeded their goals. The first nine week benchmark was administered by paper and pencil and the second one was administered by computer. By varying the way the benchmarks are administered allows for different learning styles. The students also have a reading benchmark every nine weeks using Accelerated Reading, which allows students to read based on their reading level. This level is based on a STAR test which is one strategy to guide the teacher and student when selecting books in the media center. After the student completes the STAR test, the student and teacher identify the Zone of Proximal Development (ZPD), which allows a wide range of choice.

Classroom Teacher Information

Grade Level Prerequisite Skills Georgia Kindergarten Knowledge of money, vocabulary meaning, work habits dealing with working, distinguish between wants and needs SSKE1 The student will describe the work that people do (police officer, fire

Performance Standard Activities related to content Materials/ Resources Assessments Products

fighter, soldier, mail carrier, baker, farmer, doctor, and teacher), Calendar Math, Reading compare and contrast, main idea, cause and effect, interpretation Language Arts Writing skills-drawing, sentences Picture dictionaries, books, videos, overhead projectors, Brainpop Jr. access http://www. Cottoncampus.org & http://www.sheppardssoftware.com Teacher Observations Checklist/Rubric First SS1E1 The student will identify goods and services that people provide for each other. The student will understand that scarcity of all resources forces parties to make choices, and that these choices always incur a cost. The class will discuss the goods and services Benjamin Franklin and George Washington Carver provided. The students will draw pictures of goods and services Benjamin Franklin and George Washington Carver provided, and they create a goods and services chart. The class will discuss how scarcity affected the goods and services the historic figures provided. Constructed Response and Teacher Response Performance Task Periodicals/newspaper, dictionaries, books, videos, overhead projectors, Infocus, Mimio United Streaming and Brainpop Jr. access http://www. Cottoncampus.org & http://www.sheppardssoftware.com Second SS2E3 The Student will explain that people usually use money to obtain the goods and services they want and explain how money makes trade easier than barter. Students need to realize that every decision they make concerning use of resources-NOT JUST MONEY-has costs and benefits. Students in groups are given one can of play-doh. They 7

Grade Level Georgia Performance Standard Key Content Activity

Type of Assessment Materials

Grade Level Georgia Performance Standard Key Content Activity

Type of Assessment Materials

Grade Level Georgia Performance Standard Key Content Activity Type of Assessment Materials

are told that this play-doh represents a natural resource. Their group needs two goods: snakes and donuts. They are responsible for making these goods. The students have 15 seconds to make as many snakes as they can. Repeat process to make donuts. Then give students the same amount of time to make both snakes and donuts. Now the students will be paid with fake money to make snakes and donuts. Now they must make snakes and donuts of different colors. The students must decide how he/she will get other colors if he/she has only one color. They may decide to trade evenly. They may decide to use money to buy snakes and donuts. Constructed Response and Teacher Response Performance Task Periodicals/newspaper, dictionaries, books, videos, overhead projectors, Infocus, Mimio United Streaming and Brainpop Jr. access http://www. Cottoncampus.org & http://www.sheppardssoftware.com Third SS3E3 The student will give examples of interdependence and trade and will explain how voluntary exchange benefits both parties. Students need to realize and understand that services are allocated in the marketplace. The students produce lemonade and consumers purchase the lemonade by establishing a lemonade stand. Constructed Response and Teacher Response Performance Task Periodicals/newspaper, dictionaries, books, videos, overhead projectors, Infocus, Mimio United Streaming and Brainpop Jr. access http://www. Cottoncampus.org & http://www.sheppardssoftware.com

Broad GPS/Economic Understandings

KINDERGARTEN SSKE1 The student will describe the work that people do (police officer, fire fighter, soldier, mail carrier, baker, farmer, doctor, and teacher).

SSKE2 The student will explain that people earn income by exchanging their human resources (physical or mental work) for wages or salaries. SSKE3 The student will explain how money is used to purchase goods and services. a. Distinguish goods from services. b. Identify various forms of U.S. money (coins, currency). SSKE4 The student will explain that people must make choices because they cannot have everything they want.

FIRST SS1E1 The student will identify goods that people make and services that people provide for each other. SS1E2 The student will explain that people have to make choices about goods and services because of scarcity. SS1E3 The student will describe how people are both producers and consumers SS1E4 The student will describe the costs and benefits of personal spending and saving choices. SECOND SS2E1 The student will explain that because of scarcity people must make choices and incur opportunity costs. SS2E2 The student will identify ways in which goods and services are allocated (by price; majority rule; contests; force; sharing; lottery; command; first-come, first served; personal characteristics; and others,).

SS2E3 The student will explain that people usually use money to obtain the goods and services they want and explain how money makes trade easier than barter. SS2E4 The student will describe the costs and benefits of personal spending and saving choices. THIRD SS3E1 The student will describe the four types of productive resources: a. Natural (land) b. Human (labor) c. Capital (capital goods) d. Entrepreneurship (used to create goods and services) SS3E2 The student will explain that governments provide certain types of goods and services in a market economy and pay for these through taxes and will describe services such as schools, libraries, roads, police/fire protection, and military. SS3E3 The student will give examples of interdependence and trade and will explain how voluntary exchange benefits both parties. a. Describe the interdependence of consumers and producers of goods and services. b. Describe how goods and services are allocated by price in the marketplace. c. Explain that some things are made locally, some elsewhere in the country, and some in other countries. d. Explain that most countries create their own currency for use as money. SS3E4 The student will describe the costs and benefits of personal spending and saving choices.

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COLLECTION EVALUATION The four collection techniques using both quantitative and qualitative for this assignment are collaboration, an analysis using Title Wise, physically viewing the collection, and previewing books using book reviews. In order to determine the quantitative collection I ran a Title Wise Collection Analysis. This collection analysis revealed that only 81.64% of our holdings are recognized with 14,400 recognized call numbers out of 18,264 records, and 17,639 holdings.. The average age of our entire collection is twenty-three years old. This analysis also averaged each Dewey section by 10s, and lists the number of items in each section. I have found that all of the books are not shelved according to one specific section or by the authors last name. For example, all of the character books are together and all of the Easy Accelerated Reader books (0.1-1.9) are shelved together as well. I was surprised to view that our collection has thousands of books the age of 1960, 1970, 1980, and 1990. In the Dewey range we have very little books acceptable due to age, according to this analysis. I also used the Look-Up a Library Book in order to locate books relating to this broad standard and found that many of our titles are found in the following areas: 153, 332.1, 332.4, 332.024, 338.5, 339.4, 513.2, 650.1, 954.7, as well as Fiction (Easy & Chapter). In order to determine the qualitative collection, I physically and visually viewed the collection in the following areas: 153, 332.1, 332.4, 332.024, 338.5, 339.4, 513.2, 650.1, 954.7 in both chapter and easy fiction and character education. I found that the books look appealing and are in good shape, but there are not many multicultural books. I also realized that we need books on Benjamin Franklin and George Washington Carver because the social studies teachers teach a unit that incorporates other standards. The

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rational behind this is to complete all of the standards before the state test. I will admit that our collaboration skills are improving by meeting on a weekly basis. I found it difficult searching for resources equaling the large amount of funds on one broad standard because I did not want to purchase too many books. I tried to purchase resources of quality rather than quantity, as well as not overdue on similar titles we already obtain. BUDGET SUMMARY The consideration file reveals titles of informational, fiction, audio visual, multicultural, and e-books to support Georgia Performance Standards in the area of economics; however, many of the resources do not appear to go with the broad standard because the social studies teachers incorporate other standards when teaching these specific ones. For example, George Washington Carver is taught in first grade with the standard relating to scarcity. By supporting the choices selected, the students and teachers have an opportunity to relate the standards as a whole because they are woven together as a whole. The students and teachers also have an opportunity to use more than one learning style during the learning and teaching process. The resources were selected from online resources, book reviews and catalogs. The following table shows the total cost of each type of resource and the total amount in each category. A consideration file has been prepared, which contains all relevant information needed to obtain the summarized items.

Summary of Consideration File

Type of Resource Informational Fiction

Number of Items 21 5

Total Amount $350.82 $74.74

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e-books Audio-Visual Multi-cultural

4 11 10

$65.35 $308.51 $75.86

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