1) The collection on magnets for third grade needs updating as the current ratio of students to books is 12.9 to 1, and materials are from 1999-2004. Additional titles in English and Spanish are needed across reading levels. 2) No resources are available in languages other than English despite the school serving ESOL students. New audio/visual materials like DVDs and e-books are also needed. 3) A proposed order of $1,736.36 was made for 46 books, 5 e-books, 4 DVDs, 2 CD-ROMs, 2 science kits, and 2 Spanish books to improve the collection.

1. Lora W. Alligood
Collection Development Plan
FRIT 7134
March 12, 2013
Collection Development Evaluation Plan
Description of Site, Faculty, and Students
Youth Elementary School is located in Loganville, about 30 miles east of Atlanta,
Georgia. It is one of nine elementary schools in the Walton County system. A principal
and one Assistant-Principal oversee 33 regular classroom educators supported by eight
para-professionals. In addition, there are six “specials” teachers including two physical
education coaches, one music teacher, one art teacher, one computer teacher and one
media specialist. There are another twelve teachers of ESOL, EIP, gifted, special
education, and self-contained autism.Youth is both the ESOL and Autism cluster school
for our five area elementary schools, serving approximately nine students in each. There
are 127 gifted students and 100 students in EIP.
Our enrollment this year is just over 800 in pre-K through 5th grades. Eighty-four
percent of the students are white, eight percent are black and four percent are Hispanic.
The remaining students are Asian, multi-racial or “other”. Thirty-four percent of the
students receive free or reduced lunch. Eight percent have disabilities and two percent
have limited English proficiency. Last year, 94.12 percent of the third graders at Y.E.S.
met or exceeded the standards in all five of the areas tested by the CRCT. The countywide average was lower at 76.77 %. The school has always met AYP.

2. The demographics of the Youth community where the school is located are
similar to those of the school, although the African American population is somewhat
lower as several families attend Youth under House Bill 251; most of these provide their
own transportation from the Monroe area. The special needs and limited English
proficiency segment of the general population is also smaller since these children are
brought to Y.E.S. from their regularly districted home school so they can receive special
services.
Walton County was organized in 1819. It was home to and named in honor of
George Walton, one of the three signers of the Declaration of Independence from
Georgia. According to the 2010 Census, Walton County had 83,768 residents. Walton
County residents enjoy several public libraries which are part of the Uncle Remus
Regional Library System which uses the PINES library system. They have access to
many resources outside of the school through these libraries and interlibrary loan.
Youth Elementary School opened in August of 2002. The floor plan includes a
centrally located media center with doors opening onto three of the four surrounding
halls. The current library management software is Surpass with Web-Safari. This has
frequent outages and is being replaced with DESTINY later this month. The library’s
holdings include 23,480 books with 407 of these being declared “missing or lost”. The
county subscribes to several Internet based learning tools including Academy of Reading,
Academy of Math, IXL Math, A+ Learning System, Brain Pop, Learning Village,
Accelerated Reader and STAR Reader. There is also a Follet e-shelf icon on the media
center web-site but a password is required. Students can access Britannica and
Encyclopedia Americana online from any computer with internet connection through the

3. library web-site along with several web-based atlases, almanacs and dictionaries. The
school’s morning announcements are broadcast live from the media center via IPTV into
all classrooms in the form of a student produced show. Student anchors deliver important
reminders as well as daily segments including the pledge and moment of silence,
student/staff birthdays, weather, sports news, and a daily math problem or other brain
teaser. A small storage room has been converted for this purpose and boasts a green
screen, anchor desk with microphones as well as cameras and other equipment needed for
production. The media center contains 15 student computer stations on wedge-shaped
desks arranged in three circles. There is a printer for the librarian; students cannot print
without assistance.
The school is fortunate to have three computer labs and Wi-Fi throughout. One of
these labs has a full-time lab assistant, one is used primarily by the music teacher and the
other is available on a first-come first served basis via a standing sign-up sheet. All
classrooms have three or more networked computers and a ceiling mounted LCD
projector. Each classroom has a “teacher” computer which is used to access e-mail and
Infinite Campus which is used to take attendance and input grades, as well as two or
more internet connected student computers.Teachers can request permanent loan of an
electronic white board and/ or a document camera or can check these items out of the
media center for short-term use. Audio visual materials can be viewed by the entire
school at once through closed circuit TV. However, teachers can also play DVDs and
VHS tapes in their own rooms on the TV or projected through the LCD projector.
Likewise, web-based videos and saved presentations can be shown from the teacher’s
desktop computer and projected using the LCD projector.

4. As a current third grade teacher I will focus on a collection plan for the physical
science curriculum for this grade level. There are 129 total third graders this year in six
classrooms. The classrooms are self-contained with pull-outs for EIP, ESOL and gifted
students. The average size is 21.5 students per class. There is one Para-professional for
the grade level who is assigned to the special education inclusion class. Each teacher is
responsible for the entire third grade curriculum including science/social studies which is
taught in a 50 minute block. The curriculum map calls for science and social studies units
to be taught alternately. Additional time for these subjects has been created by the
absorption of certain social studies curriculum, specifically the biographies of nine
famous Americans, into the reading curriculum. There is also a 30 minute block at the
end of the day that can used to complete instruction or work in social studies or science.
Teachers spend about three weeks on magnets. Hands on experiments include testing
various classroom objects to see if the magnet is attracted to them, creating a floating
magnet, and observing the magnetic field using iron filings. The earth’s poles and
magnetic field are discussed. Students make a temporary magnet and test a magnet’s
strength.
Curriculum Review
Grade: 3, Magnets and Magnetism
State Standards:
S3P2. Students will investigate magnets and how they affect other magnets and common
objects.
a. Investigate to find common objects that are attracted to magnets.
b. Investigate how magnets attract and repel each other.

5. National Standards (NETS):
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.
2. Communication and Collaboration
Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and
contribute to the learning of others.
1.3.3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and
operations.
Benchmarks:
Gravity is weak compared to electric and magnetic forces.
Students have a sense of electric and magnetic force fields (as well as of gravity) and of
some simple relations between magnets and electric currents.
Students can explain what conditions produce a magnetic field.
Diagrams of magnetic fields promote some misconceptions about "lines of force,"
notably that the force exists only on those lines. Students should recognize that the lines
are used only to show the direction of the field.
Collection Evaluation
I searched our collection from the library center web-site which students can do
from school with an icon right on the desk top or from any computer with internet
connection thorough the library’s web-page. I used magnetism and magnet as my search
keywords. There are 10 non-fiction books about magnets available for student check
out.The levelof the books ranges from 1.9 – 5.5 with three on level 3.5. There are three
videos on VHS with running times of 20 minutes, 14 minutes and 47 minutes. There is
one item in the professional collection for teacher check-out only which contains teacher
created activities for electricity and magnetism. My search also resulted in two craft

6. books, a ten volume science encyclopedia set, and a book about football at the University
of Georgia. The average copyright of the books was 1999 with none newer than 2004.
The scientific encyclopedias were the 2001 edition. The professional resource was from
2002, while the copyright of the videos ranged from 1996-2000. All but one of these
resources was available despite the fact that six teachers are currently teaching the
magnets unit. This shows that the resources are not being used by the students or
faculty.There are no resources concerning magnets in any language other than English. I
found this odd since we have been the ESOL cluster school for the nine years I have been
there. There were no DVDs or CD-Rom sources.
The non-fiction shelves are along two of the outside walls of the library. They are
labeled by Dewey Decimal number and dividers separate items on the shelves by number.
Larger posters above each shelf also indicate topics that can be found below. Magnets are
found in 531 and 538.
Summary of Collection Needs
1. The current ratio of students to books on the subject was magnets is12.9 to 1.
Items need to be added to the collection. Though some are older than most
suggested guidelines, they are in good shape. Additional titles should be acquired
with a median reading level of 3.0. The STAR report for fall 2012 indicates that
approximately 40% of this year’s third graders are reading below grade level, 30
percent are on grade level and 30 percent are above grade level.
2. There is a need for books both below and above grade level due to the wide range
of reading levels in the third grade.

7. 3. There are no titles in Spanish despite the fact that we are the ESOL cluster school
and all of our ESOL kids are Hispanic. Items should be available in Spanish.
4. There are three VHS videos but no DVDs or CD-Roms. Newer audio/visual and
computer items should be added to the collection.
5. The technology plan includes the purchase of e-readers for next year. In
preparation for this, e-books should be available when those units arrive.
Materials Order and Budget Summary
I searched multiple vendors including Amazon, Bound-to-Stay-Bound,
FolletTitlewave and Permabound using magnet, magnetism, compass, lodestone, and
Chinese for key words.Amazon only had paperbacks available which do not hold up very
well. Pemabound had the most titles available. I was able to find books in English and in
Spanish, e-books, DVDs, and CD-Roms. However, I did not come close to spending the
$4,000.00 allotted for this project. My total for materials alone without processing and
other fees was $1736.36. I searched other sites including National Geographic looking for
science videos but did not find anything appropriate. There are fiction titles related to
“magnets”, for example Geek Magnet by Kieran Scott, but these are not truly on the
topic; not having a non-fiction component limits the types of materials needed to support
these standards. I was able to find 4 DVDs, 1 digital audio book, 2 CD-Roms, 5 e-books,
2 science sets, 2 book titles in Spanish, and 46 books. Several titles were available as ebooks or in Spanish so the distribution could easily be changed. As listed, only 14% was
spent on non-print sources which is far below the recommended amount. Some the
regular print books should be changed to e-books. See the Table below.

8. The book lists and the web resources can be viewed at
http://alligoodlwfrit7134.weebly.com
books
11
Spanish
CD
Rom
29.99
Permabound 28
584.04
BtSB
e-books
1
$88.29
Sets
Digital
audio
Amazon
DVD
2
2 w/ 32
5
2
49.99
639.68
105.43
32.41
4
90.39
Titlewave
3
1
1
2
55.26
19.95
8.95
31.98
total
817.98
99.93
639.68
105.43
32.41
8.95
31.98
Percentage
47 %
6%
39%
6%
2%
Less
2%
of total
spent
than 1%

9. Resources:
Bound-to-Stay-Bound Books.www.btsb.com
Bradley, K. Youth Elementary School Library. Retrieved from:
http://www.wcpsteacher.org/education/staff/staff.php?sectionid=4194&
Follett Titlewave www.titlewave.com
Nahar, N. “Georgia’s Educational Scoreboard”. The Governor’s Office of Student
Achievement. Retrieved from: www.gaosa.org/Index.aspx
Permabound Books.www.permabound.com
Science Standards Georgia Department of Education. Retrieved from:
https://www.georgiastandards.org
Walton County Chamber of Commerce. Retrieved from: http://www.waltonchamber.org/