Collection Development Plan
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The document describes a high school located in Macon, Georgia that serves a diverse population of students, many from low-income families. It provides details about the school and surrounding area. The author then discusses a Family and Consumer Sciences curriculum focused on eating disorders and nutrition. A review of the media center collection found some outdated books on nutrition and eating disorders that need updating to better serve the curriculum and student population. The author proposes a budget and selections from various vendors to improve the collection.
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![Chiquisha Tomlin<br />Collection Development Assignment<br />FRIT 7134- Spring 2010<br />March 3, 2010<br />DESCRIPTION OF SITE AND LEARNERS<br />I work at Northeast Health Science Magnet High School, which is located in Macon, Georgia. It is one of six high schools in Bibb County. In this school district, there are seven middle schools and 23 elementary schools. At Northeast, there are currently 883 students enrolled. Northeast received its name because of the side of town it is located. There are 63 certified teachers, 3 administrators, and 15 classified staff members. The school is a Title I Distinguished school. This means that our school receives federal monies to supply books, and other teaching materials and resources because of our high percentage of low socioeconomic status. In order for your school to be Title I, fifty percent of the school’s students have to be economically disadvantaged. Eighty-five percent of Northeast students are economically disadvantaged.<br /> Technology is very valuable to our school and our school district. The use of technology helps to enhance learning across the curriculum. Technology is widely used mainly in our middle and high schools; therefore, teachers, staff and students place a great value on making sure that the technology is ran smoothly and is in operation. The media center is convenient located in the middle of the vocational building of our campus, near the main office. The media center currently has 13, 707 books in collection, which means that there are 16 books per student in the media center. The media center has two mobile carts that hold 30 laptop computers in each. Also, there are 2 Promethean Boards, 28 student desktop computers, a LCD projector, and a screen. There is also a room that houses many VCRs and TV monitors for our closed-circuit television which also displays our school announcements.<br />Macon is located in the heart of Georgia, in Bibb County. Bibb County’s total population is 154, 709 as of 2007. The majority of the population is centered in Macon, Payne City, Culloden, and Lizella. Bibb County was incorporated as the 54th county on December 9, 1822, named after Dr. William Wyatt Bibb, who was a physician and later served as a governor of Alabama. Fifty percent of Bibb County’s population is Caucasian, forty-seven percent is African-American, one point eight is Asian, one point thirty-one is Hispanic or Latino and the rest is Native American. The median household income in Bibb County is $34, 532. Bibb County’s top employers include GEICO, YKK Zipper Manufacturing Plant, and Coliseum Health Systems.<br />There is only one Family and Consumer Sciences (FACS) teacher at Northeast and that is me. The FACS classes are usually filled with 10th, 11th, and 12th graders. Usually, special needs students are put into my classes to fill up their schedules. This can be somewhat of a difficult task- especially if I have no co-teacher. This year, I have 2 students who are special needs. One has a learning disability (dyslexia) and the other has cerebral palsy and has the mental capacity of a Kindergarten student. These students are both seniors. At Northeast, we have 87 students are in special education and 2 students who are ESOL or English for Speakers of Other Languages. Therefore, the need for books that are multicultural are dire. <br />CURRICULUM REVIEW<br />For this project, I chose to focus on eating disorders and nutrition. This subject is mainly taught in the high school pathway of Nutrition and Food Science as a part of CTAE or Career Technical Agriculture Education in Family and Consumer Sciences. The following standards are addressed within this unit:<br /> FCS-FNW-2. Students will become aware of the effects of disordered eating. <br />,[object Object]](https://image.slidesharecdn.com/tomlinccollectiondevelopment1-110324101033-phpapp02/85/Collection-Development-Plan-1-320.jpg)
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This document provides a case study and instructions for developing a calorie-based meal plan and SOAP progress note for a client named Tama. It includes details about Tama's medical history, current weight, lifestyle, and goals. Students are asked to calculate Tama's ideal body weight and calorie needs to develop a 1-day meal plan using food exchanges. They are also instructed to complete a SOAP progress note documenting Tama's visit. The document provides worksheets and formulas to guide students through the calculations and development of the meal plan and progress note.
Rubric- Fat Substitue
This rubric evaluates a fat substitutes info project on several elements: inclusion of required elements on the poster, appearance and organization of the poster, the oral presentation, employability skills, and teammate evaluation. The poster will be scored on including key elements, appearance, organization of ideas, and the oral presentation will be evaluated on participation, not reading the poster, eye contact, and answering questions. Employability skills considers time management, respect for others, and turning in materials. Teammates also provide peer evaluation. The total possible points are 200.
Rubric- Fat Substitute
This rubric evaluates a fat substitutes info project on several criteria: inclusion of key elements on the poster, the appearance and organization of the poster, the oral presentation, employability skills like time management and respect, and teammate evaluation. Points are awarded in each category, with a total possible score of 200 points.
fat substitute directions
This document provides instructions for a school group project to create an informational poster about a assigned fat substitute. The poster needs to include 10 required elements of information for adults to make an informed decision about using the fat substitute. These elements include the topic title, group member names, forms the fat substitute comes in, manufacturer, nutrients, pros and cons, usage tips, pictures, storage/safety, and a sample recipe. The document also provides suggested internet resources for research and a scale for group members to evaluate each other's participation level in the project.
AS Rubric
This rubric outlines the criteria and point values for an alternative sweetener project. Students will create a brochure on an alternative sweetener and present it orally. The brochure will be evaluated on inclusion of required elements, appearance, organization, and employability skills. Students can earn up to 200 points total for the group by satisfactorily addressing criteria such as a neat, legible brochure arranged in a logical order and demonstrating time management and respect for classmates.
Alternative Sweetners Sign up
This sign-up sheet assigns students to research and report on 25 different natural and alternative sweeteners, including both artificial sweeteners like saccharin and aspartame as well as natural sweeteners such as honey, maple syrup, and various syrups and sugars. Students are to sign up by writing their name next to the sweetener they will research and report the findings by the given due date.
Brochure Activity
This document outlines an assignment for students to research an alternative sugar substitute and create a tri-fold brochure about it. The brochure must include information like the forms in which the substitute is sold, its manufacturer, nutritional content, pros and cons of using it, tips for using it in recipes, pictures, and a sample recipe. It assigns group roles like leader, graphic artist, and researcher. It also provides suggested internet resources for researching the topic.
Teacher Rubric
This document provides a rubric for evaluating group presentations and PowerPoint slides on the topic of chronic disease in adults. It outlines several elements that will be scored, including the appearance and organization of the PowerPoint, the skills of the group during their presentation, the length of the presentation, a question quiz, employability skills, and evaluation of participation among group members. Points are assigned to each element, with a total of 170 points possible for the group.
Chronic Illness Directions
This document outlines a teaching project assignment where students will be organized into groups and assigned a chronic disease topic. Each group will develop a PowerPoint presentation on their assigned topic to educate their classmates. Presentations should include the disease name, symptoms, risk factors, causes, affected groups, treatment options, and the role of physical activity. Students will take notes during other groups' presentations and be quizzed individually. Group and individual grades will determine the final grade. Peer evaluations will also be completed to provide feedback on group members' contributions.
Dct resume
Chiquisha D. Tomlin has over 10 years of experience as a Family and Consumer Sciences educator in Bibb County and Crisp County, Georgia public schools. She teaches students about food selection, ingredients, preparation, and the cultural and economic impacts of food. Tomlin earned a Master's degree in Instructional Technology from Georgia Southern University and a Bachelor's degree in Infant and Child Development from Fort Valley State University. She is skilled in utilizing technology in the classroom and communicating with students, teachers, administrators, and parents.
Collaboration Lesson
This lesson teaches high school teachers how to use web 2.0 presentation tools like Prezi and SlideRocket. Teachers will learn about the tools through a demonstration by the instructor. They will then practice using one of the tools to create a 6 slide presentation on any topic. Finally, teachers will present their presentations to the class or in small groups to share what they learned. The goal is for teachers to learn how to utilize web 2.0 tools to effectively create and present information to multiple audiences.
My Philosophy
The educator believes that students learn differently and have individual needs that must be addressed through differentiated instruction and multiple teaching strategies. They understand that students' educational experiences are shaped by their backgrounds, cultures, abilities, and lives. The educator values differences among students and feels sharing differences can promote learning. They also believe education is essential for future success and part of their role is emphasizing this value to students and families. Seeking and using information effectively is critical for lifelong learning, and media specialists play a unique role in teaching this skill.
Grant Application2
This 3-sentence summary provides the essential information from the Libri Foundation grant application document:
The document is a grant application form for the Libri Foundation's Books for Children program, requesting funding to purchase new children's books for the Crisp County High School media center in Cordele, Georgia. The application details the library's budget, programming, needs, and plan to publicize and utilize new books if awarded a matching grant of up to $350 to address budget cuts impacting their materials budget.
Grant Application
This 3 sentence summary provides the essential information from the Libri Foundation grant application document:
The document is a grant application form for the Libri Foundation's Books for Children Program that asks for information such as the name and location of the applicant library, details about the area served, circulation and programming information, budget details, plans for local fundraising by sponsors, reasons for needing assistance acquiring new children's books, and agreement to submit a follow up report.
CCHS Media Evaluation
The media specialist conducted an evaluation of the school's media center using a state rubric. The evaluation covered 5 categories: student achievement and instruction, staffing, facilities/resources, administrative support, and staff development. The media center received ratings of proficient or exemplary in most areas. For the few proficient areas, action plans were provided to improve the ratings to exemplary. The evaluation found the media center to be strong overall with no basic ratings.
Tomlinc facilitiesplan
The document provides details about the Northeast Health Science Magnet High School media center facilities plan. It includes background information on the school, a floor plan and descriptions of the media center spaces, current policies for students and teachers, and opinions from students and teachers on what they like and dislike about the current media center facilities and policies. Revisions are proposed, such as reconfiguring the student computers, adding a faux fireplace, and revising some media center policies.
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Collection Development Plan
- 2. Identify health risks associated with Pica [Geophagia (clay), Pagophogia (ice), Amylogpagia (starch), Plumism (paint chips)].
- 4. Choose books that can go as far back as 10 years.
- 5. Choose books that are mostly non-fiction but have some fiction books that may target eating disorders.
- 6. Choose encyclopedias that talk about nutrition and eating disorders since food science and nutrition is a high demand class to take as an elective.BUDGET SUMMARY<br />All in all, through my research I did formulate an opinion about some of the vendors. I felt that it would be beneficial to the media center if food encyclopedias were purchased; simply because the food and nutrition class is in high demand- kids are crazy about cooking! Also, Food Science is another class that is offered and it is offered as a fourth science that is recognized by the Board of Regents of the University System of Georgia. The most costly resource was the multi-volume encyclopedias, which were a little over two thousand dollars. My grand total was $3,785.33. I also purchased some fictional books that centered on eating disorders. I must say that I like the PermaBound vendors the most because they had a lot of resources that you could choose from. The following wiki is a page I created for teachers to use to help guide student projects: http://nutritionwebsources.pbworks.com/FrontPage<br />