Tiffany M Robbins

Collection Development Plan

Frit 7134-Spring 2013
March 12, 2013


Collection Development Evaluation Plan


Description of Site/Environmental Scan
I am currently a pre-kindergarten teacher at Smoke Rise Elementary Charter School in
Stone Mountain, Georgia. Smoke Rise is one of many public schools in the DeKalb County
School District. Smoke Rise is a P-5 school and there are currently 450 students enrolled in our
school. We have about 35 staff members which include teachers, 1 principal, 1 assistant
principal, 1 school counselor, 1 teacher librarian, 1 media center clerk 1 ESOL teacher, and 1
Discovery teacher. From the main entrance of the school, the media is located to the right of the
main office. The media center has 12 student computers, 1 MAC computer, 1 Promethean board
and 5 work tables. The book shelves are located against the walls. When entering the media
center the 000s 900s are located to the left along the wall. The fiction books are located on the
right side of the media center along the wall. Reference books are located on the left side of the
media center, near the 900s and near the back center of the library the books for everybody are
located in that section. There is also an IPAD cart that the teachers get to check out. The
circulation desk is located near the entrance of the media center and directly behind the
circulation desk is the room where equipment and audio visual materials are stored. The Smoke
Rise Live morning announcements are streamed live from the media center onto the televisions
in all of the classroom in the building. Through the media center, all of the classrooms have one
cable channel. We currently only have Wi-Fi access in the media center only. According to the
collection analysis that was completed in January 2013, we currently have 13, 263 items in our
media center. 1048 of those items are audio visual materials. The average year age of all
material in the media center is 1997. The number of items per student is 26.53. In addition to
GAILEO, the media center has access to DeKalb Public Library Overdrive (e-books &
audiobooks), Education Place, Follett Shelf, Think Central and Tumble-books. We also have
online magazine subscriptions with Apple-seeds, Boys Life, Current Health 1, Popular Science,
Pumped Magazine for Kids, Sports Illustrated for Kids and Zoo-books.
The content standard that I chose is a fifth grade standard and there are currently three
fifth grade teachers and 64 fifth grade students. The students all rotate teachers for different
subjects, so they all visit one teacher, Mrs. Williams-Walker for social studies. The percentages
of fifth grade students by racial background are, 37% African American, 20% Caucasian, 18%
Hispanic, 6% Asian, 3% Multiracial. I learned that there are 18 gifted students that rotate
through the 5
th
grade social studies classroom daily, 4 ESOL students and 3 students that have
been identified as having learning disabilities. After speaking with the 5
th
grade teachers, I
learned that this years group of 5
th
graders are lagging behind in their reading skills. Most are
reading below grade level, so this means that it is difficult for most of the fifth graders to read the
books that they are supposed to be reading in fifth grade. The students do not seem to have an
interest in reading and there are many behavior problems due to lack of motivation and poor
reading skills. After speaking with the 5
th
grade social studies teacher one on one, I learned that
the social studies textbook that she uses is outdated. There are not many professional resources
for social studies in the media center, so Mrs. Walker often buys supplemental materials for
herself.
Curriculum Review and Mapping
Content Topic: The Age Of Civil Rights Grade: Fifth
State Standard: (That was chosen by me)

SS5H8 The student will describe the importance of key people, events, and developments
between 1950-1975.
a. Discuss the importance of the Cuban Missile Crisis and the Vietnam War.
b. Explain the key events and people of the Civil Rights movement; include Brown v. Board of
Education (1954), the Montgomery Bus Boycott, the March on Washington, Civil Rights Act,
Voting Rights Act, and civil rights activities of Thurgood Marshall, Rosa Parks, and Martin
Luther King, Jr.
c. Describe the impact on American society of the assassinations of President John F. Kennedy,
Robert F. Kennedy, and Martin Luther King, Jr.
d. Discuss the significance of the technologies of television and space exploration.

Other Unit Standards/Common Core

CCGPS Reading for Informational Text K-5:
ELACC5RI1: Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences form the text.

ELACC5RI3: Explain the relationships or interactions between two or more individuals, events,
ideas, or concepts in a historical, scientific, or technical text based on specific information in the
text.

ELACC5RI7: Draw on information from multimedia print or digital sources, demonstrating the
ability to locate an answer to a question quickly or to solve a problem efficiently.

CCGPS Writing Standards K-5:

ELACC5W1: Write opinion pieces or texts, supporting a point of view with reasons and
information.

ELACC5W2: Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.

Standards For The 21
st
Century Learner Goals:

1. Standard 1: Inquire, think critically, and gain knowledge.
2. Standard 3: Share knowledge and participate ethically and productively as members of
our democratic society.



Formative/ Summative Assessments:

Skills A2-A3: Students will read about the Civil Rights Movement and watch Rosa Parks and
the Civil Rights Movement on United Streaming. Students and teacher may also navigate through
several websites. Discuss the importance of each event and individual involved in the Civil
Rights Movement. After gaining information, students will make a trading card on a key event or
person from the Civil Rights Movement. On an 8 X 11 sheet of paper, students will draw a
picture with title on the front of the paper and at least 5 facts about the significance of the event
or person on the back of the paper. The facts should be directed toward how the event or person
influenced the Civil Rights Movement. The teacher will then copy the trading cards to ensure
each student has a trading card on each influential event or person from the Civil Rights
Movement. (SS5H8, ELACC5RI3, ELACC5RI7, ELACC5W1.) Students will also create a
brochure about space exploration, do a report on John F Kennedy Jr, and have a discussion and
debate over the Cuban Missile Crisis and Vietnam War.

Other Resources:
Here are some additional resources for this standard and unit:
PBS Teacher PreK-12
http://www.curriculum21.com/clearinghouse
Common Sense resources
K-8 Access Center
Carol Ann Tomlinson
Article and Examples

Collection Evaluation

For my collection evaluation, I chose social studies because social studies is my favorite subject.
While in the media center I used DESTINY OPAC to help me locate the books on the topic of
the standard that I chose. I located 64 books, 4 videos and 1 e-book. While using the DESTINY
OPAC to search for books and other materials, I used key words such as; civil rights movement,
Vietnam war, space exploration, Rosa Parks, Martin Luther King Jr, etc. Most of the books were
on the 5
th
and 6
th
grade reading levels, while some were a little lower. After printing off the lists
of books and materials related to this standard, I went around and examined the books. Many of
the books had ware and tare, while others where in pretty good shape. Most of the books that I
located for my standard where located in the biography and applied science sections. A few titles
that I located in the Biography section are: Meet Martin Luther King Jr, by Melody S. Mis
(2008), and A Picture Book Of Rosa Parks by David A. Adler (1993). Both of these books are a
3
rd
grade reading level which is the current reading level for some of the 5
th
grade students at our
school. A few books that I located in the Applied Science section were, All About Space
Missions, by Miriam J. Gross (2009) and Rockets and Spacecraft, by Robert Snedden (1998).
Those books are on the 5
th
and 7
th
grade reading levels. Other books were located in the fiction,
geography and history and social sciences sections. The nonfiction shelves are labeled by
Dewey Decimal numbers. The media specialist has decorated half sized posters with the Dewey
decimal numbers located above the shelves. The books are also color coated for the Accelerated
Reader program. In our audio visual room I located the four videos that were supposed to be
related to the social standard that I chose. Three of the videos where made in the 2000s while
one was made in 1984, which is a bit outdated. Upon further investigation, I found that one of
the videos was not related to the standard at all, it was for music and movement. I was very
disappointed that I could not find in videos on civil rights leaders, the Cuban Missile Crisis, the
Vietnam War or any videos related to the significance of the technologies of the television. There
were no multicultural resources located in the media center that would go along with this
standard. I did a circulation report of our media center for 2 weeks and I found out that 40% of
materials checked out of the media center are fiction books. In the everybody section (E), 30% of
these types of books were checked out regularly,10% of the books in the math and science books
were checked out and 5% of the books were checked out were in the applied science section. The
percentage of biographies that are checked out is .67% which is the area where most of the books
that are related to the standard that I chose are located. The materials that I located met the social
studies standard that I picked. There were just not a wide variety of material available for this
topic. Many of the books that I located were books on the civil rights movement which is the
strength of the collection. There were not a lot of fiction stories located for this topic. I found
only 6 fiction books related to the standard that I chose. The different assessments that I used to
conduct my collection evaluation were; a circulation study, examination of materials directly,
age analysis, making a checklist of the formats of material and I gave the 5
th
grade students a
questionnaire. The questionnaire simply asked the students how they felt about coming into the
media center and checking out materials, what was their favorite type of book to read (Fiction)
and how often they visit the nonfiction side of the media center. I really wanted to see if the
students really enjoyed their time in the media center and if they knew what sections to look for
books in for specific books. After talking with the media specialist, I learned that the DESTINY
OPAC is located on all of the computers throughout the school building. I think that this is great
so that students can search for books through the system before they get to the media center and
some can even locate books by their Dewey Decimal numbers.
The graph below shows the format of materials that I found in the Smoke Rise Elementary
Charter School Media Center:

The table below shows the kinds of books that were found in the Smoke Rise Elementary Charter
School Media Center:
Range Number Of Books Found
Everybody (E) 3
Fiction (F) 6
300s 6
500s 8
600s 12
900s 6
Biographies 20
Magazines 2
E-Books 1

0
10
20
30
40
50
60
70
Books Audio Visual ebooks Magazines
Column1
Column2
Column3

Summary Of Collection Needs:
I will focus on purchasing items that are grade level appropriate and that are related to the
social studies standard that I chose. I will chose some items that are above the fifth grade reading
level and some that are below the fifth grade reading level since we have students who are
currently reading on a second or third grade reading level at this time. I will be sure to purchase
some more fiction books. I have realized that students love fiction books. I was disappointed that
there were no multicultural resources available, so I will purchase multicultural items. I think
that because my school has a big Hispanic population in general, there should be more bilingual
books available for students to read. There are only a limited amount of bilingual books that are
available and they are e-books.
I will also focus on purchasing more audio visual materials. I think that the fifth grade
students would benefit from watching videos or films related to the civil rights leaders. Since
reading is not of interest to most of the fifth grade students, I think that more videos may be a
plus. I will also purchase more e books for students to read on the different topics related to the
content standard since I could only locate one e book for this standard. I also think that
purchasing audio books would be great for the fifth graders at my school since they are having a
bit of trouble with reading.
I really want to focus on purchasing materials that are related to the Cuban Missile Crisis,
Vietnam War, Space Exploration and the television. The number of items that I located for these
topics were really low. Since the average age of all material in the media center was 1997, I want
to focus on ordering materials that were published since 2005.
Lastly, I want to purchase a few professional resources for the social studies teachers
since there are not a lot of books located in the media center are our school.

Materials Order
The vendors that I used for my consideration file are Titlewave, Bound To Stay Bound Books
and Perma-bound. The vendor that I ordered the most material from was Titlewave. I ordered 27
books, 12 e-books and 12 audio visual materials related to the topic. I made sure that I purchased
books above and below grade level. I read reviews on all of the materials that I purchased. I read
some real people reviews and some professional reviews. With Perma-bound, I ordered 24 items:
3 Social Science, 1Natural Sciences and Mathematics, 2 Technology (Applied sciences), 1
Literature and Rhetoric, 7 Geography and History, 1 Fiction and 9 Spanish books. With Bound
To Stay Bound Books, I purchased 25 titles. The consideration file lists all of the materials that I
would purchase. Pages 1-4 of the consideration file lists the Titlewave order, pages 5-8 are for
the Perma-bound order and pages 9-12 is the order for Bound To Stay Bound Books. Please find
the consideration file in the next attachment that I uploaded. I feel that I purchased material that
will help foster learning with the standard that was chosen. The all meet all of the standards that
are in the curriculum review. Please feel free to check out a list of resources on:
http://websourcescdep-tiffanyrobbins.weebly.com/