This annual report from the Blue Valley West High School Library Media Center summarizes the 2009-2010 school year. Key highlights include increasing the integration of 21st century skills into lessons, more students completing research papers, and expanding the use of web tools in projects. Library use remained high, with over 1,000 classes using the library. Online database usage increased, though ProQuest sessions decreased. The librarians provided training, led initiatives at the school and district level, and worked to improve students' research and appreciation of literature. Goals for the next year include further curriculum collaboration and increasing community awareness of library resources.
September 2008 Monthly Report, Creekview HS Media CenterB. Hamilton
The document provides a summary of activities and statistics for the Creekview High School Media Center for the month of September 2008. Key activities included celebrating Banned Book Week, adding new resources for researching young adult literature and diseases, and surpassing 65,000 hits on the media center blog. Circulation and database usage statistics are also presented. The media center supported various subject area instructional partnerships by introducing resources for research projects, independent reading, and career exploration.
Studies have shown that students who take four years of arts coursework score higher on the SAT than students with less arts coursework, with a 58 point difference in verbal scores and 38 point difference in math. 21st century skills sought by companies like Microsoft, Intel, and Cisco include critical and creative thinking. The mission of the BVSW Visual Arts Department is to engage students in refining artistic skills and techniques while challenging creative and global thinking and igniting passion for the creative process. The department offers courses for freshmen like Design Fundamentals, Drawing 1, Photography 1, and Digital Imaging.
According to data from the US Department of Education, 1.5 million bachelor's degrees were awarded in the US, with the largest number (328,000) being in business. Business degrees accounted for 1 in 5 of all college degrees. The document then provides information for 9th grade students interested in business, computer, family and consumer science, or industrial technology electives to help them explore career paths and prepare for further coursework. Contact information is provided for the relevant department chairs.
1) Freshmen at Blue Valley Southwest have no required social studies courses but are encouraged to take electives to fulfill graduation requirements.
2) The document describes several 1-semester social studies elective options for freshmen, including Area Studies courses focusing on Asia, the Middle East, and contemporary global issues.
3) These electives are intended to help students build social studies skills and prepare for more advanced courses in later years of high school.
This document provides information about various performing arts and academic programs offered at a school, including band, choir, orchestra, drama, debate, and forensics. It outlines the courses, performance and competition opportunities, honors groups, trips, and benefits of participation in these programs such as scholarship opportunities, resume building, and developing life skills. Research is also cited showing performing arts students tend to score higher on standardized tests.
The document provides information about communication arts classes at BVSW, including what students can expect to learn and options for freshman year classes. Students in either Communication Arts I or Honors Communication Arts I will develop skills as critical readers and writers to prepare them for life after high school. Honors CA is recommended for students with a passion for reading and writing who want more challenging assignments. Advanced Placement courses are also discussed as rigorous options that can earn college credit.
The document provides information about the biology program at Blue Valley Southwest High School. It introduces the biology teachers and lists the biology and honors biology courses offered in the first two years of high school, including Earth-Space, Chemistry, Anatomy, Field Biology, and Zoology. It notes that honors biology has a more rigorous curriculum and deeper exams than regular biology. Successful students in honors biology are strong readers with solid math and science skills from middle school, can devote time to projects, and are well-organized. Contact information is provided for the science department chair.
- The document provides information for freshmen on social studies graduation requirements and course options at their high school. Students must take 4 semesters of social studies and pass American History and constitution tests to graduate.
- While not required, it is recommended that freshmen take a social studies course to keep skills sharp or if they struggle in the subject. Course options are provided for different ability levels.
- Classroom procedures are outlined, emphasizing coming prepared, being on time, asking questions, and practicing reading and homework skills to succeed. Students are invited to ask questions.
September 2008 Monthly Report, Creekview HS Media CenterB. Hamilton
The document provides a summary of activities and statistics for the Creekview High School Media Center for the month of September 2008. Key activities included celebrating Banned Book Week, adding new resources for researching young adult literature and diseases, and surpassing 65,000 hits on the media center blog. Circulation and database usage statistics are also presented. The media center supported various subject area instructional partnerships by introducing resources for research projects, independent reading, and career exploration.
Studies have shown that students who take four years of arts coursework score higher on the SAT than students with less arts coursework, with a 58 point difference in verbal scores and 38 point difference in math. 21st century skills sought by companies like Microsoft, Intel, and Cisco include critical and creative thinking. The mission of the BVSW Visual Arts Department is to engage students in refining artistic skills and techniques while challenging creative and global thinking and igniting passion for the creative process. The department offers courses for freshmen like Design Fundamentals, Drawing 1, Photography 1, and Digital Imaging.
According to data from the US Department of Education, 1.5 million bachelor's degrees were awarded in the US, with the largest number (328,000) being in business. Business degrees accounted for 1 in 5 of all college degrees. The document then provides information for 9th grade students interested in business, computer, family and consumer science, or industrial technology electives to help them explore career paths and prepare for further coursework. Contact information is provided for the relevant department chairs.
1) Freshmen at Blue Valley Southwest have no required social studies courses but are encouraged to take electives to fulfill graduation requirements.
2) The document describes several 1-semester social studies elective options for freshmen, including Area Studies courses focusing on Asia, the Middle East, and contemporary global issues.
3) These electives are intended to help students build social studies skills and prepare for more advanced courses in later years of high school.
This document provides information about various performing arts and academic programs offered at a school, including band, choir, orchestra, drama, debate, and forensics. It outlines the courses, performance and competition opportunities, honors groups, trips, and benefits of participation in these programs such as scholarship opportunities, resume building, and developing life skills. Research is also cited showing performing arts students tend to score higher on standardized tests.
The document provides information about communication arts classes at BVSW, including what students can expect to learn and options for freshman year classes. Students in either Communication Arts I or Honors Communication Arts I will develop skills as critical readers and writers to prepare them for life after high school. Honors CA is recommended for students with a passion for reading and writing who want more challenging assignments. Advanced Placement courses are also discussed as rigorous options that can earn college credit.
The document provides information about the biology program at Blue Valley Southwest High School. It introduces the biology teachers and lists the biology and honors biology courses offered in the first two years of high school, including Earth-Space, Chemistry, Anatomy, Field Biology, and Zoology. It notes that honors biology has a more rigorous curriculum and deeper exams than regular biology. Successful students in honors biology are strong readers with solid math and science skills from middle school, can devote time to projects, and are well-organized. Contact information is provided for the science department chair.
- The document provides information for freshmen on social studies graduation requirements and course options at their high school. Students must take 4 semesters of social studies and pass American History and constitution tests to graduate.
- While not required, it is recommended that freshmen take a social studies course to keep skills sharp or if they struggle in the subject. Course options are provided for different ability levels.
- Classroom procedures are outlined, emphasizing coming prepared, being on time, asking questions, and practicing reading and homework skills to succeed. Students are invited to ask questions.
March 2009 Monthly Report, Creekview HS Media CenterB. Hamilton
The Creekview High School Media Center monthly report summarizes activities and statistics for March 2009. Key highlights include an increase in book circulation across all grades compared to the previous year. The media center blog received over 10,000 hits and various instructional programs supported multiple subject areas through research guidance and resources. Overall circulation of materials and usage of online databases increased substantially from the previous March.
This course focuses on analyzing children's literature in English and the criteria for selecting works to teach English as a second language. Students will explore the history of children's literature, strategies for engaging young readers, and how literature impacts child development. Assessment is based on exams, assignments analyzing and creating lesson plans using children's books, online research, and mini teaching presentations.
This document outlines a 4-week lesson plan for 10th grade students to create booktalk podcasts. Students will first select books independently in the library. They will then write 1-2 minute booktalks, editing their writing with peers. Finally, students will record their booktalks as podcasts in the library using audio software. The librarian collaborated with the English teacher on this project to develop students' reading, writing, speaking, and technology skills through an authentic experience of selecting books and sharing recommendations with others through podcasts.
November 2008 Monthly Report, Creekview HS Media CenterB. Hamilton
The document provides the November 2008 monthly report for the Creekview High School Media Center. It summarizes instructional highlights including the creation of instructional videos and social media sites. It provides statistics on student visits and database usage. It also lists several class projects that supported state standards, including research on economics, the periodic table, ancient Greeks, and current events.
Living and working in the community unit of workViviana Mat
This document outlines a unit of work for an English as a Second Language (ESL) course focusing on texts used in the community and workplace. It includes details about the module, elective, assessment tasks, and rationale for the teaching approach. The unit explores different types of workplace and community texts, requires students to analyze and compose various text types, and involves a games-based learning activity where students create a PowerPoint presentation. The goal is for students to understand how language and texts communicate within specific social contexts.
April 2009 Monthly Report, Creekview HS Media CenterB. Hamilton
The document summarizes activities and statistics for the Creekview High School Media Center for the month of April 2009. It describes programming highlights including the success of the library blog and celebrations for National Poetry Month. It provides statistics on class sessions, student visits, book checkouts and database usage. Finally, it lists instructional partnerships on research guides created for topics like career research, body systems, juvenile justice and Spanish-speaking country research along with the AASL and ISTE standards supported.
This document describes a two-day lesson plan for a 3rd grade class on adding details to writing. On day one, students brainstorm things they are thankful for and create webs with details. They write rough drafts about three items. On day two, students edit drafts and use computers to type final copies with pictures. Students learn to provide supportive details to describe people and things for which they are thankful.
This document provides a course design and instructional plan for a 2-credit English for Communication course offered in the first semester of the 2011/2012 session. The 14-week course aims to help students develop strong reading and writing skills for communication. It integrates listening, speaking, reading and writing skills, with an emphasis on reading and writing. The course objectives, topics, learning activities, assessments and references are outlined in detail across 14 weekly schedules. The course aims to develop students' communication skills and ability to apply critical thinking.
This document provides a course design and instructional plan for a 2-credit English for Communication course offered in the first semester of the 2011/2012 session. The 14-week course aims to help students develop strong reading and writing skills for communication. It integrates listening, speaking, reading and writing skills, with an emphasis on reading and writing. The course objectives, topics, learning activities, assessments and references are outlined in detail across 14 weekly schedules. The course aims to develop students' communication skills and ability to apply critical thinking.
The newsletter summarizes the opening of a new state-of-the-art Digital Media Center at the campus library. It features cutting-edge technology for students including Mac workstations, Adobe software, and audio/video production equipment. A student commented that the hands-on experience will benefit their career prospects. The library dean stated the goal is to provide resources enhancing students' academic success. Additionally, the newsletter announces staffing changes and awards received by library employees.
This document provides an instructional unit resource guide created by Jean Stanford for a 9th grade English class. It covers a unit on non-fiction literature that aligns with state standards and principles of universal design and differentiated instruction. The unit includes works by Maya Angelou, Richard Wright, Alex Haley, Sebastian Junger, Tony Hillerman, and Bill Cosby. It provides an overview of the standards covered, planning considerations for the unit, and recommendations for additional teacher resources.
Integrating Inquiry: Student Centered Approaches for Inspiring Lifelong Lear...Rebecca Kate Miller
Presentation delivered at the 3rd Annual Conference on Higher Education Pedagogy in Blacksburg, VA on February 3, 2011. Speakers included: Rebecca K. Miller, Carolyn Meier, Margaret Merrill, Heather Moorefield-Lang, and Lesley Moyo.
The specific expectations that will be addressed are:
- identify and compare various polygons (triangles, quadrilaterals, pentagons, hexagons, heptagons, octagons) and sort them by their geometric properties (number of sides, side lengths, number of interior angles, number of right angles)
- explain the relationships between different types of quadrilaterals (e.g. a square is a rectangle because a square has four sides and four right angles; a rhombus is a parallelogram because opposite sides of a rhombus are parallel)
Maurice Sendak's life experiences influenced the illustrations in his books. He grew up in Brooklyn during the 1930s and 1940s and had a Jewish upbringing. His illustrations often reflected his childhood memories and experiences. The document provides resources for learning about Sendak's life and analyzing how his life experiences were expressed through his book illustrations. Activities are suggested for having students explore Sendak's books and create their own illustrations and stories.
This document summarizes a research study on the impact of electronic teaching technologies in secondary schools in Peshawar, Pakistan. The study used questionnaires to gather data from school heads, secondary school teachers (SSTs), and students in grades 9 and 10 on the availability, usefulness, and status of electronic teaching technologies. The responses indicated support for introducing more electronic technologies in schools. However, training for teachers on using technologies and establishing computer labs was still needed. The study found that most science and language teachers did not integrate computers into their teaching. Overall, the study revealed a gap between the current technologies available in secondary schools and modern teaching methods.
This document provides details of a lesson plan for a 4th grade class on research skills. The purpose is to review key parts of information books like the table of contents, index, glossary, and taking notes using a graphic organizer. During the 30 minute lesson, students will use books about planets to identify these parts and their functions. The teacher will guide a discussion reviewing each part and have students locate examples. By the end, students should recall how to use various parts of books to find information on topics.
This monthly report from the Larned Middle School library summarizes activities for Banned Book Week in September. The library displayed exhibits and had discussions with students about challenged books and censorship. They highlighted state standards about freedom to read. Circulation totals nearly 2,000 items and the card catalog had over 1,700 searches. The librarians organized books by genre and taught library skills through a scavenger hunt.
This document outlines a pen pal project between 4th grade students and high school cadet teachers. Over the course of 8 weeks, the students and cadet teachers will exchange a minimum of 3 letters to discuss their reading interests. In the first lesson, the cadet teachers will learn about the average 4th grader and how to write their introductory letter. In the second lesson, the cadet teachers will learn how to find book information and make recommendations based on the students' letters. The 4th grade students will then write their first letter sharing what they like to read. Throughout the project, the groups will exchange feedback on their letters to help strengthen their writing skills.
The document discusses READS, a statewide reading motivational and instructional scope and sequence for school librarians. It is designed to formalize the librarian's instructional role and provide a structured approach to lesson plans, skills, and activities that support reading. The READS framework aligns with Sunshine State Reading/Language Arts standards and Common Core standards. It offers advantages like supporting reading initiatives, providing value-added services, and potentially improving student achievement.
This document provides a rubric for evaluating iPad apps for use in classroom settings. The rubric assesses apps across 6 components: relevance of content, feedback provided, user engagement, customization options, usability, and reviews of the app source/vendor. Each component is scored from 1 to 3, with 3 being most desirable. The rubric is intended as a guide to determine how well apps support academic instruction, engage users, allow customization, can be easily navigated, and are from well-reviewed developers.
This document provides instructions for using the online presentation tool Prezi. It outlines how to create an account, build a presentation using templates and frames, add text, images, videos and other media, customize colors and styles, present and share the presentation with others, and set privacy settings for the presentation. The instructions are broken into sections with step-by-step details on how to use each feature in Prezi.
March 2009 Monthly Report, Creekview HS Media CenterB. Hamilton
The Creekview High School Media Center monthly report summarizes activities and statistics for March 2009. Key highlights include an increase in book circulation across all grades compared to the previous year. The media center blog received over 10,000 hits and various instructional programs supported multiple subject areas through research guidance and resources. Overall circulation of materials and usage of online databases increased substantially from the previous March.
This course focuses on analyzing children's literature in English and the criteria for selecting works to teach English as a second language. Students will explore the history of children's literature, strategies for engaging young readers, and how literature impacts child development. Assessment is based on exams, assignments analyzing and creating lesson plans using children's books, online research, and mini teaching presentations.
This document outlines a 4-week lesson plan for 10th grade students to create booktalk podcasts. Students will first select books independently in the library. They will then write 1-2 minute booktalks, editing their writing with peers. Finally, students will record their booktalks as podcasts in the library using audio software. The librarian collaborated with the English teacher on this project to develop students' reading, writing, speaking, and technology skills through an authentic experience of selecting books and sharing recommendations with others through podcasts.
November 2008 Monthly Report, Creekview HS Media CenterB. Hamilton
The document provides the November 2008 monthly report for the Creekview High School Media Center. It summarizes instructional highlights including the creation of instructional videos and social media sites. It provides statistics on student visits and database usage. It also lists several class projects that supported state standards, including research on economics, the periodic table, ancient Greeks, and current events.
Living and working in the community unit of workViviana Mat
This document outlines a unit of work for an English as a Second Language (ESL) course focusing on texts used in the community and workplace. It includes details about the module, elective, assessment tasks, and rationale for the teaching approach. The unit explores different types of workplace and community texts, requires students to analyze and compose various text types, and involves a games-based learning activity where students create a PowerPoint presentation. The goal is for students to understand how language and texts communicate within specific social contexts.
April 2009 Monthly Report, Creekview HS Media CenterB. Hamilton
The document summarizes activities and statistics for the Creekview High School Media Center for the month of April 2009. It describes programming highlights including the success of the library blog and celebrations for National Poetry Month. It provides statistics on class sessions, student visits, book checkouts and database usage. Finally, it lists instructional partnerships on research guides created for topics like career research, body systems, juvenile justice and Spanish-speaking country research along with the AASL and ISTE standards supported.
This document describes a two-day lesson plan for a 3rd grade class on adding details to writing. On day one, students brainstorm things they are thankful for and create webs with details. They write rough drafts about three items. On day two, students edit drafts and use computers to type final copies with pictures. Students learn to provide supportive details to describe people and things for which they are thankful.
This document provides a course design and instructional plan for a 2-credit English for Communication course offered in the first semester of the 2011/2012 session. The 14-week course aims to help students develop strong reading and writing skills for communication. It integrates listening, speaking, reading and writing skills, with an emphasis on reading and writing. The course objectives, topics, learning activities, assessments and references are outlined in detail across 14 weekly schedules. The course aims to develop students' communication skills and ability to apply critical thinking.
This document provides a course design and instructional plan for a 2-credit English for Communication course offered in the first semester of the 2011/2012 session. The 14-week course aims to help students develop strong reading and writing skills for communication. It integrates listening, speaking, reading and writing skills, with an emphasis on reading and writing. The course objectives, topics, learning activities, assessments and references are outlined in detail across 14 weekly schedules. The course aims to develop students' communication skills and ability to apply critical thinking.
The newsletter summarizes the opening of a new state-of-the-art Digital Media Center at the campus library. It features cutting-edge technology for students including Mac workstations, Adobe software, and audio/video production equipment. A student commented that the hands-on experience will benefit their career prospects. The library dean stated the goal is to provide resources enhancing students' academic success. Additionally, the newsletter announces staffing changes and awards received by library employees.
This document provides an instructional unit resource guide created by Jean Stanford for a 9th grade English class. It covers a unit on non-fiction literature that aligns with state standards and principles of universal design and differentiated instruction. The unit includes works by Maya Angelou, Richard Wright, Alex Haley, Sebastian Junger, Tony Hillerman, and Bill Cosby. It provides an overview of the standards covered, planning considerations for the unit, and recommendations for additional teacher resources.
Integrating Inquiry: Student Centered Approaches for Inspiring Lifelong Lear...Rebecca Kate Miller
Presentation delivered at the 3rd Annual Conference on Higher Education Pedagogy in Blacksburg, VA on February 3, 2011. Speakers included: Rebecca K. Miller, Carolyn Meier, Margaret Merrill, Heather Moorefield-Lang, and Lesley Moyo.
The specific expectations that will be addressed are:
- identify and compare various polygons (triangles, quadrilaterals, pentagons, hexagons, heptagons, octagons) and sort them by their geometric properties (number of sides, side lengths, number of interior angles, number of right angles)
- explain the relationships between different types of quadrilaterals (e.g. a square is a rectangle because a square has four sides and four right angles; a rhombus is a parallelogram because opposite sides of a rhombus are parallel)
Maurice Sendak's life experiences influenced the illustrations in his books. He grew up in Brooklyn during the 1930s and 1940s and had a Jewish upbringing. His illustrations often reflected his childhood memories and experiences. The document provides resources for learning about Sendak's life and analyzing how his life experiences were expressed through his book illustrations. Activities are suggested for having students explore Sendak's books and create their own illustrations and stories.
This document summarizes a research study on the impact of electronic teaching technologies in secondary schools in Peshawar, Pakistan. The study used questionnaires to gather data from school heads, secondary school teachers (SSTs), and students in grades 9 and 10 on the availability, usefulness, and status of electronic teaching technologies. The responses indicated support for introducing more electronic technologies in schools. However, training for teachers on using technologies and establishing computer labs was still needed. The study found that most science and language teachers did not integrate computers into their teaching. Overall, the study revealed a gap between the current technologies available in secondary schools and modern teaching methods.
This document provides details of a lesson plan for a 4th grade class on research skills. The purpose is to review key parts of information books like the table of contents, index, glossary, and taking notes using a graphic organizer. During the 30 minute lesson, students will use books about planets to identify these parts and their functions. The teacher will guide a discussion reviewing each part and have students locate examples. By the end, students should recall how to use various parts of books to find information on topics.
This monthly report from the Larned Middle School library summarizes activities for Banned Book Week in September. The library displayed exhibits and had discussions with students about challenged books and censorship. They highlighted state standards about freedom to read. Circulation totals nearly 2,000 items and the card catalog had over 1,700 searches. The librarians organized books by genre and taught library skills through a scavenger hunt.
This document outlines a pen pal project between 4th grade students and high school cadet teachers. Over the course of 8 weeks, the students and cadet teachers will exchange a minimum of 3 letters to discuss their reading interests. In the first lesson, the cadet teachers will learn about the average 4th grader and how to write their introductory letter. In the second lesson, the cadet teachers will learn how to find book information and make recommendations based on the students' letters. The 4th grade students will then write their first letter sharing what they like to read. Throughout the project, the groups will exchange feedback on their letters to help strengthen their writing skills.
The document discusses READS, a statewide reading motivational and instructional scope and sequence for school librarians. It is designed to formalize the librarian's instructional role and provide a structured approach to lesson plans, skills, and activities that support reading. The READS framework aligns with Sunshine State Reading/Language Arts standards and Common Core standards. It offers advantages like supporting reading initiatives, providing value-added services, and potentially improving student achievement.
This document provides a rubric for evaluating iPad apps for use in classroom settings. The rubric assesses apps across 6 components: relevance of content, feedback provided, user engagement, customization options, usability, and reviews of the app source/vendor. Each component is scored from 1 to 3, with 3 being most desirable. The rubric is intended as a guide to determine how well apps support academic instruction, engage users, allow customization, can be easily navigated, and are from well-reviewed developers.
This document provides instructions for using the online presentation tool Prezi. It outlines how to create an account, build a presentation using templates and frames, add text, images, videos and other media, customize colors and styles, present and share the presentation with others, and set privacy settings for the presentation. The instructions are broken into sections with step-by-step details on how to use each feature in Prezi.
The document discusses various ways that QR codes can be used in the classroom, including linking from signs, trophy cases, and books to additional online resources; creating learning stations around the classroom that direct students to activities and information through QR codes; using QR codes for research projects, checking answers, tutorials, and showcasing student work and portfolios. It also provides examples of implementing QR codes for scavenger hunts, games, and describing student artwork.
This document discusses how technology can impact tasks in different ways, including allowing for the creation of new tasks, acting as a direct substitute for existing tools with functional improvements, acting as a substitute with no functional change, and not being used at all. It provides examples of how Google Earth has redefined tasks like locating and measuring distances between places, enhanced research abilities through added layers and functions, and enabled the creation of new tasks like online guided tours.
The document discusses expanding a K-5 Innovation Spaces program in 7 elementary schools for the 2013-14 school year. The program aims to provide technology-rich classrooms where teachers seamlessly integrate technologies like SMARTboards, iPads, and netbooks into their instructional strategies. Teachers will receive professional development on using the various devices and applications to enhance student learning. More details about the program can be found online.
This document provides 10 tips for teachers to utilize instructional tools and technology in the classroom, including visiting the TechSource page for ideas and step-by-step guides, collaborating with the library media specialist, providing examples and expectations to students, taking technology classes, reviewing copyright guidelines, and asking for help from the Ed Tech Team when unsure.
All Aboard!: Implementing Common Core offers school librarians an opportunity to take the lead in supporting the Common Core State Standards. School librarians can help with CCSS by teaching students how to research, evaluate different types of sources, and access databases. They can also evaluate their collections and collaborate with teachers on nonfiction reading, availability of resources, and using technology and digital tools to support CCSS implementation. However, librarians will need adequate time, supervision, training, and the ability to implement new technologies in order to take a leading role in supporting CCSS.
Teachers participating in the Innovation Spaces project, which provided iPads and Netbooks to students, were asked to rate student engagement on a scale of 1 to 5. For 3rd through 5th grades, all teachers rated student engagement at a high level of 4 or 5 for questions about participation, working with others, and asking for help. A few K-2 teachers gave ratings of 2 or 3 for participation and asking for help. Overall, the teachers reported that the technology increased student engagement at all grade levels.
Students in grades 3-5 provided feedback about using new technology like iPads, apps, and netbooks in their classrooms. Survey results showed that most students always or sometimes like using iPads and netbooks in class. The most popular apps were Rocket Math and Stack the States. Students reported using the devices for a variety of classroom assignments, projects, and subjects, with math being the subject most helped by the iPad.
Parents of students in the Innovation Spaces classrooms were surveyed about their experiences. Most parents strongly agreed or agreed that the Innovation Spaces project has positively impacted their child's education. Many students communicate excitedly with their parents about using technology like iPads, netbooks, and document cameras for lessons and activities. Parents are enthusiastic about the opportunities that technology provides their children.
The document summarizes feedback from administrators involved in Innovation Spaces schools about the current status and opportunities to improve technology training for teachers. Administrators reported that students are actively engaged in class, work well with others, ask for help when needed, and are able to work independently using iPads. When asked how to improve teacher training, administrators suggested providing more collaboration time and expectations around technology use. They noted that summer training helped teachers start planning how to integrate technology into instruction by providing an introduction and iPads to experiment with over the summer. The most successful training topics, according to administrator feedback, included iPad overview and organization as well as the iPad Café sessions.
Students in K-2 Innovation Spaces classrooms provided feedback about their experiences using new technologies like iPads, apps, and netbooks. Several charts show the results of student surveys: most students said they liked using iPads and netbooks in class, with the iPad helping most with language arts. Over half of students did not have an iPad or laptop at home but wanted to continue using iPads in the classroom.
This survey asked teachers to rate student engagement when using technology tools on a scale of 1 to 5, with 1 being the least engaged and 5 being very engaged. The majority of teachers rated their students' engagement at a 3, seeing them as averaging engaged. A few teachers rated students at either end of the scale as either least or very engaged.
The document summarizes the results of a teacher survey about student engagement using iPads at different grade levels. It shows that most students across all grade levels actively participate in class, work well with others, ask for help when needed, and are able to work independently using the iPad. Teachers reported being able to differentiate their instruction using the iPad, although to a slightly lesser degree than the other measures of student engagement.
The document discusses the benefits of using online databases for research rather than general search engines or free websites. It notes that online databases are edited by experts, allow searching of specific academic journals without distracting ads, and provide tools for students like reading supports and educator guides. Password protection and curriculum relevance are also highlighted as advantages of online databases that make them better sources than open search engines for school research.
During the 2011-12 school year, Education Services developed an innovation technology project that would create technology rich classrooms where teachers would demonstrate seamless technology integration into classroom instruction. The project was designed to provide students with instructional activities to increase engagement, application and personalize their learning.
This document provides tips for proper etiquette when communicating on Edmodo. Key points include using proper spelling and avoiding all capital letters or excessive punctuation. Students should post questions to the whole group if it relates to assignments, but direct messages to the teacher for personal issues. Discussions should stay on topic without teasing, bullying or inappropriate content, and teachers should be notified if anything violates the guidelines.
This document provides instructions for downloading text from Bookshare and converting it to Microsoft Word format for use with Premier software:
1. Create a folder called "Bookshare" on your desktop and search for books on the Bookshare website.
2. Download books in DAISY or BRF format and save them to the Bookshare folder.
3. Open the downloaded file, select all text, copy and paste into a new Microsoft Word document to create a copy for the student in Word format.
The document provides instructions for turning on closed captioning when using a projector. It instructs the user to select a channel that supports closed captioning, hold the auto setup button on the projector remote for 10 seconds to display "CC1" in the upper right corner, indicating closed captioning is on, and to cycle through additional CC options by repeating this step to turn captioning off.
To enable closed captioning in Windows Media Player, open the program, click on "Play" on the toolbar, select "Lyrics, Captions and Subtitles" from the dropdown menu, and choose the "On if available" option. This will turn on closed captioning if it is available for any videos played through Windows Media Player.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
1. BLUE VALLEY WEST HIGH SCHOOL
Library Media Center
Annual Report
2009-2010
Becca Munson Kathy Morefield
Library Media Specialist Library Paraprofessional
Amanda Davis Debbie Mallinckrodt
Library Media Specialist Library Paraprofessional
Judy Troester
Library Paraprofessional
2. Highlights of 2009-2010
Continued progress integrating 21st Century Skills
Senior Research Papers in Communication Arts IV sections including Advanced
Placement
Research Argumentative Papers in 75% of CAIII classes
Integrated Web 2.0 tools into projects (Wiki, Podcasting, Vodcasting, iGoogle).
Incorporated Libguides as a instructional tool (http://libguides.bvwlmc.com)
Rearranged library fiction section by genre
The Library Media Program continually strives to meet the needs of all students and staff.
We continue to focus on how to best impact student learning by integrating 21st century literacy and
college readiness skills into the curricular areas which is dependent upon the quality and consistency
of the collaboration between the library media center and the classroom.
Kansas State Reading Assessment
Indicator # of classes
1st semester 2nd Semester
1.3.1 Context Clues 30 65
1.3.4 Figurative Language 30 *
1.4.2 Text Features to gain meaning 26 55
1.4.5 Inferences/Conclusions 28 60
1.4.6 Authors use text structure 1 4
1.4.7 Persuasive tech, literary devices, ideas & concepts, viewpoints, 18 24
cause-effect
1.4.8 Cause-effect relationships 17 41
1.4.9 Paraphrasing, summarizing, organization 30 72
1.4.10 Topic, main idea, support details 22 39
1.4.11 Author’s style & purpose 1 5
1.4.14 Persuasive text, credibility of information 11 18
1.4.15 Fact vs. opinion, propaganda, bias, stereotypes 18 30
2.1.2 Historical, social, cultural context influence characters, setting 1 9
2.1.3 Plot elements analysis & evaluation 1 7
*1.3.4 – did not emphasize second semester
Blue Valley West Library Media Center
3. Total classes using the LMC
Number of
Classes
August/September 198
October 131
November 146
December 98
Total Classes: 573
January 103
February 104
March 139
April 145
May 132
Total Classes: 623
Total classes in LMC: 1196
Usage Patterns
The LMC continues to strive to meet the needs of all curricular areas. Our usage remains high as
the LMC averaged 132 classes each month (increase from last year – 105). The Communication
Arts Department remains the most frequent users of the LMC.
Blue Valley West Library Media Center
4. Web Page Statistics http://www.bvwlmc.com
1st Semester 32,013 Visits
2nd Semester 26,093 Visits
LibGuides http://libguides.bvwlmc.com/
99 guides created
18,978 hits on guides
Senior Research Paper – 1798 hits
U.S. History Paper – 1779 hits
What is a Libguide?
Specific to an assignment, librarians create a web page includes links to credible sources and helpful instructional tools.
Additional tabs take you to web
pages with more links specific
to an area of the assignment.
For this example, students
would find a
video created by the librarians
about how to arrange note
cards for an outline along with
links to online note cards.
Handouts for class
assignments, research
guides, and how-to
Meebo Widget – Instant Message a librarian
from anywhere/anytime to get additional
Search boxes to credible sources (ebooks, assistance.
magazines, newspapers, essays) from our
databases
Blue Valley West Library Media Center
6. Online Subscription Databases
Our subscription databases provide access to credible scholarly sources with a variety of reading levels to meet the
needs of all learners. Students can access these databases from school or home 24/7. As noted in the chart,
database usage has increased again from 2008-2009 in all areas except ProQuest and Testing & Reference Center .
Database usage is consistent with content areas that collaborate with the library media specialists.
EBSCO PROQuest SIRS Gale eBooks Britannica TERC
Session Searche Session Searche Session Searche Session Searche Session Searche Session Searche Session
s s s s s s s s s s s s s
Aug-
Sept 112 1,718 300 1,834 168 801 3,966 12,597 1,459 1,618 1,411 1,555 76
Oct 61 801 139 741 1,501 7,893 1,609 7,510 380 53 985 918 40
Nov 202 3,881 330 1,609 1,410 12,096 5,528 24,082 1,105 6,589 980 1,665 7
Dec 68 1,245 107 480 574 4,288 1,901 9,618 733 3,093 140 276 19
Jan 20 432 24 131 628 5,778 288 1,109 182 201 115 205 37
Feb 52 806 243 1,559 797 4,584 1,236 3,703 578 1,305 1,277 453 20
March 46 645 135 678 946 7,797 735 3,068 357 605 1,966 1,096 7
April 38 780 84 346 563 3,497 2,291 4,398 3,243 3,841 1,553 1,642 75
May 32 563 50 157 319 1,570 331 318
TOTALS 631 10,871 1,412 7,535 6,906 48,304 17,554 66,085 8,037 17,305 8,758 8,128 281
Libguides ABC-CLIO Total
Guides Views Sessions Searches Sessions Searches
Aug-
Sept 7,492 20,123 Increase usage from previous year
Oct 4,715 17,916
Nov 9,562 49,922
Dec 58 13,939 3,073 21,150 3,542 19,000
Jan 1,294 7,856
Feb 4,203 12,410
March 4,192 13,889
April 7,847 14,504
May 18,978 732 2,608
TOTALS 99 32,917 3,073 21,150
- -
46,652 179,378
*District funded: Ebsco, SIRS, Ebooks, Gale (includes Global Issues & Galenet)
*BVW Library funded: ProQuest, Britannica, TERC, ABC-Clio, and Libguides
Blue Valley West Library Media Center
7. Beyond the Walls of the Library
Presentations:
Becca and Amanda presented twice at the state library conference, Library 2.0 and
Working with Widgets.
Becca presented at District I, Working with Widgets.
School Leadership:
Amanda serves as the Blue Valley Educational Foundation Faculty Fellow.
Amanda serves on the AVID Site Team.
Becca serves on the Leadership Team and as PDC rep.
Becca and Amanda supervised an Emporia State University graduate student in Library Information Management.
District Leadership:
Becca serves on a district committee addressing Cyber-bullying through the use of social networking tools and the
district Web 2.0 Committee
Amanda presented twice at the October 9th Staff Development Day, Online Resources for Social Studies.
Becca presented twice at the October 9th Staff Development Day, Web 2.0 Applications and Putting Technology to Work
in Social Studies.
National:
Amanda received National Board for Professional
Teaching Certification.
Becca authored a lesson in the American Library Association Choose Privacy publication.
Becca nominated for Partners for 21st Century Skills Summit Representative.
Amanda and Becca each nominated for the Salem Press Library Blog Awards.
Blue Valley West Library Media Center
8. SMART Goals
2009-2010
1. By the end of 2009-2010 school year, the library media specialists will integrate 21st Century Skills into 50% of
the lessons collaborated.
Initiatives:
Training for teachers
New knowledge of Web 2.0 tools
Integration strategies
Based from the collaboration model, the library media specialists collaborated with classroom teachers on
57% of the lessons in the library (33% in 2007-08 and 53% in 2008-09). Of those lessons, 75% of the
lessons integrated Web 2.0 tools and 21st Century Skills.
2. By the end of 2009-2010 school year, the library media specialists will develop and implement assessment for
learning strategies for the library curriculum and reading assessment indicators for 50% of the school population in
communication arts, social studies, and science courses.
Initiatives
Create database of 9th & 10th grade students with indicators
Use the database as AFL tool
Based off of the district curriculum mapping initiative, we are currently analyzing how the Rubicon
mapping software can aide us in the endeavor. For 2010-2011 school year, this goal will reflect the future
plan of action.
3. By the end of 2009-2010 school year, 80% of students will indicate that they have a greater appreciation of
literature.
Initiatives:
Semester Surveys
Funds provided for literature
Web page promotion of books
Podcast/Vodcast – BV West Reads
Novelist resource (cut by state for 2010-2011)
Rearrange fiction be genre to improve browsing experience
Circulation statistics show an increase in book checkout from 2008-2009 to 2009-2010 by 2%. Although
not a significant increase, we can attribute the increase to the rearrangement of the fiction section due to
student feedback. Through Polldaddy and other survey tools, students have a greater appreciation of
literature by 85%.
Blue Valley West Library Media Center
9. 4. By the end of 2009-2010 school year, 50% of students utilizing the library will have completed a rigorous
research project and utilize specific reading strategies.
Rigorous – research not reports
Initiatives:
Utilize and further enhance Essential Question Guide
Collaborate with classroom teachers
Utilize various databases (ProQuest, Gale, Ebsco, etc.)
Integrate technology effectively to further enhance engaging projects
49% of the projects completed were research specific involving specific text type reading strategies and
not reports of only information gathering. This is a 1% increase from 2008-2009 and an 11% increase
from 2007-2008.
5. By the end of 2010-2011 school year, all parents/community members will have greater awareness of library
resources provided to the BV West community.
Although specific data cannot be collected at this time, specific initiatives provide opportunities to meet
the needs of our community. Such instances include West Works podcasts, attending the BOE meeting
for projects, promoting the Testing database in JagWire and working with PTO on numerous projects.
In addition, setting up equipment for banquets and other community events (92) also impacts the school
community.
Blue Valley West Library Media Center