Developing a Developing a Standards-driven Standards-driven

Library Media ProgramLibrary Media Program

Aligning Your Resource Collection to Your School’s

Curriculum

Building a collection Building a collection that supports the that supports the

curriculumcurriculum

Program Program Development Development

@ Your @ Your LMCLMC

What factors affect your lib

rary

What factors affect your lib

rary

media program?

media program?

How do you make informed decisions about your program?

Know the standardsKnow the standards

Know Know the the curriculumcurriculum

Know your collectionKnow your collection

Curriculum Mapping is…

• an on-going process

• typically calendar-based

• collaborative

• dynamic, not a multi-year cycle

• a model for higher-level thinking skills

A Curriculum Map...

• tells us what is being taught • provides a framework to evaluate student

work • encourages inquiry-based instruction• facilitates moving beyond the textbook• facilitates collegiality; focuses discussion on

curriculum and not people

• provides a framework for provides a framework for curriculum- resource alignmentcurriculum- resource alignment

Mapping helps you understand the curriculum and identify your place instructionally.

Mapping is a tool for:

• Communicating with all stakeholders

• Planning – curriculum, assessments, reforms, acquisition of instructional resources

• Resource allocation - space, time, materials, personnel, and money

• Staff development

• New teachers

Mapping is a blueprint:

• For aligning content, skills, and assessments

• For pacing instruction over time

• For discovering gaps and repetitions in the curriculum (school and district)

Mapping is a blueprint:

• For deciding what stays and what gets cut from the curriculum

• For identifying areas for integration/ interdisciplinary units or activities

• For focusing on the measurable competencies

• For teaching the skills students need to be successful on PASS, on MAP, SAT/ ACT, and in life

Curriculum Mapping is...

• An occasion for all educators to learn…– what teachers can do; are/should be

doing;– what the LMS can do; is/should be

doing;– how standards are being taught in each

classroom;– how standards can be addressed in the

LMC; and– the implementedimplemented curriculum

Who Should Write the Curriculum Map?

• Teachers

• Administrators

• Library Media Specialist(s)

• Guidance Counselor(s)

• Technology Integration Specialist

• Curriculum Coordinator

WHY USE A CURRICULUM

MAP?

• To expand our understanding of our students’ learning experiences

• To give a curriculum timeline• To give a visual representation of

the curriculum

• To provide a framework for collection development at the school and district level

A Pacing Guide

is an outline of the

iintendedntendedcurriculum

A Pacing Guide

is an outline of the

iintendedntendedcurriculum

A Curriculum Map

is an outline of the

implementedimplementedcurriculum

Collecting information for the curriculum map

Formal collection• Curriculum mapping worksheet• LRPs• Interviews• Collaborative Planning Forms

Informal collection• Student assignments• Index cards• Shared folder on LAN• Reviewing the academic standards

School Library Media Services

Office of Instructional Promising Practices

IMPACT: Teaching and Learning for the 21st Century

Collaborative Planning Guide Title of lesson: Grade level: Subject area: Course: Focus questions for the lesson: Summative assessment for lesson: This is the assessment administered at the end of the lesson. I t should measure the standards-based content and skills in a format appropriate for the learning required. I f the summative assessment is a rubric to evaluate a final product, attach the rubric to this planning guide. Final Product: What culminating product will the student be required to submit as evidence of mastery of the standards addressed in this lesson or unit? Subject standard(s): Insert the specific academic, information literacy, and technology standards relating to the content of the lesson. Specific lesson summary and content:

Lesson objectives: Specific skills for this lesson:

Roles and responsibilities: In this section explain the collaborative component of the lesson. For each instructor involved in the lesson, list what his or her role and responsibilities are for implementing the lesson.

Classroom Teacher

Library Media Specialist

Other Partnering Teacher

Proposed Learning Activities

Include here the proposed teaching and learning activities for this lesson or unit. Include the location for the instruction (e.g., classroom, library, computer lab).

Resources

Include here the list of necessary resources for this unit or lesson (e.g., Web sites, library books, software, videotapes, audiotapes, DVDs, professional books).

Look at your grade level in the Social Studies standards and identify key words, terms, phrases, topics that you could use to complete your own curriculum map.

Social Studies Key Terms

3rd grade

South Carolina Geography DeSoto J ean Ribault J uan Pardo Henry Woodward William Hilton Native Americans Cherokee Catawba Yemassee Lords Proprietors West Indies Slavery Gullah Tea Act Intolerable Acts Declaration of Independence Revolutionary War Thomas Sumter Andrew Pickens Francis Marion Battle of Cowpens Battle of Kings Mountain SC state government Cotton gin Antebellum South Carolina Abolition movement States’ rights Secession Convention Ft. Sumter Blockade of Charleston Sherman’s march to the sea William Tecumseh Sherman Reconstruction Public education Race relations Textile industry J im Crow Great Depression New Deal Desegregation Briggs v. Elliott World War I World War I I

8th grade Native Americans of the Eastern Woodlands

Catawba

Cherokee Cherokee War Yemassee Yemassee War Deer trading San Miguel de Gualdape Charlesfort San Felipe Albemarle Point Slavery Gullah culture Stono Rebellion Regulator movement Rice planting Eliza Luca Pinckney Indigo planting Mercantilism Stamp Act Tea Act Christopher Gadsden Sons of Liberty Edward Rutledge Arthur Middleton Thomas Lynch, J r. Thomas Heyward, J r. Tories Loyalists Battle of Camden Thomas Sumter Andrew Pickens

Connecting the LMC and the Connecting the LMC and the CurriculumCurriculum

Collection Mapping• Sometimes referred to as “resource

alignment”• Facilitates creating a collection

tailored specifically for your school• Facilitates building the collection in

pieces as needed• Divides the collection into a number

of small but manageable segments matched to various parts of the curriculum.

Collection mapping

• Gives a visual representation of the collection in relation to the curriculum

• Provides both a qualitativequalitative and quantitativequantitative picture of the collection

• Facilitates evaluating the collection• Encourages ownership of LMC

resources by all faculty members

Mapping Your Collection

1. Use the curriculum map as a guide

2. Search the OPAC for each main topic and sub-topic included on the curriculum map

3. Count the total number of items in the collection available in each Dewey Decimal Class (Reference, 000, 100, 200, etc.) that will support each of the topics and sub-topics

Mapping Your Collection

4 Calculate the average age for each Dewey Decimal classification area noted in Step #3.

5. Divide the number of items in each broad category (i.e. fiction, non-fiction, reference) collection by the number of students noted on the curriculum map and note the result on the collection map.

David Loertscher, Taxonomies of the School Library Media Program

Mapping Your Collection

6. Finalize your map.

7. Publish your map.

8. Revise as needed.

9. Re-publish as revised.

Sample Collection Maps

Curriculum Map 8th Grade South Carolina History

Date(s) of

Unit/Lesson Unit/Lesson

Title Standards No. of

students Assessment Final

Project Assignment(s)s Library

Resources Technology Resources

August Describing

our state SS..6.1, 6.2.3, 7.1 ELA..7.1, 7.2.4

100 Rubrics – presentation; brochure

Department of Travel & Tourism brochure

1. Identify and describe the major areas of SC.

2. Identify and describe the major landforms of SC

3. Draw a map of SC – label the mountains, rivers, major cities, major areas

4. Identify the major tourist areas and activities

5. Describe the climate in SC

6. Using your research create a brochure for prospective visitors to SC

Non-fiction books: Reference books: Periodicals: Other:

Productivity software: - - MS Word/ Publisher - Inspiration - Atlas - Encyclopedia Web sites: DISCUS www.maps.com

Curriculum Map 8th Grade South Carolina History

Date(s) of

Unit/Lesson Unit/Lesson

Title Standards No. of

students Assessment Final

Project Assignment(s)s Library

Resources Technology Resources

August Describing

our state SS..6.1, 6.2.3, 7.1 ELA..7.1, 7.2.4

100 Rubrics – presentation; brochure

Department of Travel & Tourism brochure

1. Identify and describe the major areas of SC.

2. Identify and describe the major landforms of SC

3. Draw a map of SC – label the mountains, rivers, major cities, major areas

4. Identify the major tourist areas and activities

5. Describe the climate in SC

6. Using your research create a brochure for prospective visitors to SC

Non-fiction books: Reference books: Periodicals: Other:

Productivity software: - - MS Word/ Publisher - Inspiration - Atlas - Encyclopedia Web sites: DISCUS www.maps.com

Curriculum-Collection Map– U.S. History 1850 to the Present Timeline Content Skills/Activities Assessment # of

Students LMC

Resources © Date

August/ September

Slavery, Civil War, and Reconstruction - How blacks were treated in the

Union army - The Missouri Compromise - Where the slaves came from - The reasons why slavery

flourished in the South - The compromise of 1850 - The importance of the Dred Scott

Case - How the Lincoln/Douglass

Debates helped Lincoln - What happened at Fort Sumter,

Bull Run, Antietam, Gettysburg, Appomattox

Projects - bulletin board, - tour brochure - models

Unit test Quizzes Daily assignments

350 “Black Soldiers” 900s: 1 Total: 1 “Missouri Compromise”: 0 “Slavery”: 300s: 4 900s: 10 Bio: 1 Fic: 11 Total: 26 “Dred Scott”: 0 “Lincoln/ Douglas Debate”: 0 “Compromise of 1850”: 0 “Battles of the Civil War”: 900s: 2 Total: 2 “Civil War”: 200s: 2 300s: 8 800s: 2 900s: 43 Bio: 10 SC: 1 Ref: 14 Fic: 37 Total: 120

1982 1982 1987 1983 1988 1990 1987 1973 1973 2001 1971 1944 1964 1973 1957 1959 1948 1973

.34 books per student Average Copyright Date: 1973

Month Content & Essential Questions

Skills/Benchmarks Activities Assessment Media Center Resources

August InquiryPhysical ScienceWhat are some properties of a gas?

*Observe interactions between air and objects.*Sort objects according to interaction.*Communicate interactions.*Ask questions about interactions.*Examine properties of air, a gas.

FOSS Air and Weather, Investigation 1, Exploring Air – Students investigate how air interacts with objects, what happens when air is pushed into a smaller space

Teacher Observation of student investigations, teacher-made written assessments, district science kit benchmark

10 Non-fiction1 General Encyclopedia1 Science Encyclopedia1 Science Dictionary4 PeriodicalsITV- Science is ElementaryDISCUSKnow-It-All

September InquiryEarth ScienceHow does weather change from day to day and over the seasons?How can weather be described in measurable quantities?

*Observe weather daily.*Make records of observations.*Measure components of weather.*Communicate findings.*Ask questions about weather and seasons.*Define components of weather.*Create and use symbols to represent weather conditions.*Describe and sequence the seasons.*Identify safety precautions to use during severe weather conditions.*Investigate and describe changes in wind direction and the motion of due to the wind.*Make simple charts and graphs of observed weather data.*Identify the importance of measuring and recording weather data.*Compare drought and flood conditions.*Investigate and describe how weather affects water supply and conservation.

FOSS Air and Weather, Investigation 2, Observing Weather – Students make and record daily weather observations, including temperature, clouds, rain.FOSS Air and Weather, Investigation 3, Wind Explorations Students make instruments to investigate wind direction and speed.FOSS Air and Weather, Investigation 4, Looking for Change Students graph weather observations and look for changes as related to seasons.Students will use weather-related websites to monitor weather conditions and locate information about weather.

Teacher observations of student investigations and recordingsTeacher-made assessmentsDistrict science kit benchmarks

43 Nonfiction7 Fiction1 General Encyclopedia1 Science Encyclopedia1 Science Dictionary7 PeriodicalsITV Science Is Elementary Backyard SafariVHS Enemy WindDISCUSKnow-It-All

School Library Media Services Office of Instructional Promising Practices

South Carolina Department of Education

Dr. James H. Rex, Superintendent

Curriculum Map Template (To be completed collaboratively by the classroom teachers with the library media center professional staff)

Collection Map Template (To be completed by the library media

center professional staff)

Timeline

Standards Content, Information Literacy, Technology

Essential (Focus) Questions

Questions that drive the instruction and facilitate student understanding of the unit/lesson concepts (Ex: SS – Immigration: Whose country is this anyway?)

Skills

What skills will students learn and use as a result of this unit/lesson?

Activities The instructional and learning activities implemented to facilitate student learning. Include here any major research projects.

Assessment How will student learning be assessed? If using rubrics, attach a copy to the completed map.

Number of

students

LMC Resources Arranged by unit/lesson topic and sub-topic in Dewey order

Average Copyright Date of LMC Resources

Arranged by unit/lesson topic and sub-topic in Dewey order

8-2.1 Explain the interests and roles of South Carolinians in the events leading to the American Revolution, including the state’s reactions to the Stamp Act and the Tea Act; the role of Christopher Gadsden and the Sons of Liberty; and the role of the four South Carolina signers of the Declaration of Independence – Edward Rutledge, Arthur Middleton, Thomas Lynch, Jr., and Thomas Heyward, Jr.

Rubric: Graphic Organizer Rubric: Multimedia presentation Test

100 Books: American Revolution 900s: 45 800s: 12 Christopher Gadsden 920s: 1 Declaration of Independence: 900s: 4 300s: 1 Edward Rutledge 920s: 2 Arthur Middleton 920s: 2 South Carolina 900s: 20 Books per student:

.87

DVD/VHS

1979 1980 1972 1990 2000 1998 1998 1983

Evaluating the collection• Were diverse formats (books, electronic

media, others) available?

• Were the materials relevant to the needs of the unit of study?

• Were there enough duplicate materials for the number of students being taught?

• Were the reading/viewing/listening levels of the materials appropriate to all students?

David Loertscher, Taxonomies of the School Library Media Program

Using the Collection Map

• Identify target areas

• Identify key words, topics, etc., relevant to your curriculum map

• Examine MARC records for key words

Using the Collection Map• How many books do you

need to weed?

• How many books do you need to add?

• Approximate cost of one book? – Reference– General Collection

Using the Collection Map• Build a budget to reflect your

collection map

• Advocate for your budget request– LMCAC– Principal– Faculty– Other organizations

• SIC• PTO• District• Community Organizations

Using the Collection Map

• Acquire resources– Curriculum map– Teacher requests– Student requests– Professional

expertise

• Redo collection map

• Look at number of resources for a lesson/unit/ topic

• How many students will be using these resources?

• What is the average number of usableusable resources per student?

• What is the average age of these resources?

How you answer these How you answer these questions will determine how questions will determine how well your collection supports well your collection supports your school’s instructional your school’s instructional program.program.

• Communication– LMCAC– Principal– Teachers– Parents– SIC– PTA

• Collection Development• Budget

• Accountability• Collaboration – aligning

your program with the curriculum

Using the Collection Map

How well does your collection support the curriculum?

• Collection Map

• Teacher Requests

• Student Requests

• Other Library Statistics

How does your collection support the curriculum?

• Circulation statistics – Check-out circulation– In-house circulation

• Number of curriculum requests met with– Print resources– Internet/web-based

resources– Subscription databases

Students: 31 books per week

Faculty: 20 books per week

How does your collection support the curriculum?

• Number of teacher requests– Met as presented– Met with modification– Not met

• Number of student requests

– Met as presented– Met with modification– Not met

Building Your BudgetBuilding Your Budget

Budget Request

• Recommend 1 book per student for major curricular topics (e.g., World War I, Civil War, Reconstruction, Habitats).

• Recommended circulation average is one book per student per circulation period.

• Review your curriculum AND collection maps.• Identify areas that you will target for collection

development.• Identify what resources you need to add.• Build your budget.

Budget Request

• How do you determine which resources to purchase?– Professional expertise– Requests from teachers and students– Teacher survey– Peer (LMS) recommendations– Book selection guides; review sources

Budget Line Item Unit Price ExtensionRequested

for 20__-20__Budgeted for

20__-20__ JustificationPurchased Services

Account Number

Follett/Destiny Tech Support

Photocopier Service Contract

Database Subscription

Account Number

Equipment Repair

Professional DevelopmentAccount Number

Supplies

Account Number

General Library SuppliesHardware and equipment supplliesEquipment and Misc. Hardware

Books

Account Number

Fiction (No. of titles)Non-fiction (No. of titles broken down by Dewey Decimal Category, e.g., 300s, 400s, 900s)

PeriodicalsAccount Number

Grand Total % of change

Anywhere Elementary School

Budget Proposal for 20__-20__

"Of all the expenditures "Of all the expenditures that influence a school’s that influence a school’s effectiveness...the levels effectiveness...the levels of expenditures for of expenditures for library and media library and media services have the highest services have the highest correlation with student correlation with student achievement."achievement."

—William Bainbridge, President/CEO of School Match June, 1998

http://www.msjhs.org/libraryplan/fusdlp.html

Martha Alewine

Consultant, School Library Media Services

864-229-4230

malewine@ed.sc.gov

http://martha.alewine.googlepages.com