The document summarizes a school district's media center policies and suggests changes. It analyzes over 30 individual policies on topics like circulation, technology use, and staffing. The analysis finds that many policies need updating, expansion, or adding new policies. Suggested changes draw on sample policies from other districts and libraries to strengthen guidelines in areas like materials selection, volunteers, and evaluating media specialists. The thorough review aims to help the district align their policies with current best practices.
The document summarizes a school district's media center policies. It analyzes each existing policy and suggests improvements. Key policies that are missing include circulation, volunteers, technology problems, paraprofessional duties, and evaluation of the media specialist. The analysis provides examples of model policies from other school districts that could be adapted to strengthen the coverage of issues like selection criteria, reconsideration of materials, and staffing. Overall, the document performs a comprehensive review to develop a more robust set of media center policies.
1. The document provides an overview of developing a corporate social responsibility (CSR) program for Avanade. It analyzes CSR programs of comparable companies and identifies best practices.
2. Key aspects of successful CSR programs discussed include financial contributions, volunteering, skills-based volunteering, and partnered programs. Centralized, decentralized, and regional management models are also covered.
3. The document recommends Avanade start small by piloting a CSR program in one office focused on an initiative with executive support. It suggests growing the program over time using lessons from the pilot.
This document provides information on a unit plan for an 11th grade American Literature class focusing on a women's literature research paper. It includes an analysis of the diverse group of learners, motivational strategies using the ARCS model to gain students' attention, establish relevance and build confidence and satisfaction. Technology resources like the computer lab and Galileo database will be used. Essential questions are provided to guide students' research and writing on how women were repressed in 19th century literature and how to complete a research paper while avoiding plagiarism using reliable sources. State writing and research standards are also addressed.
The document provides a photo tour and floor plan of the Wayne County High School media center. It summarizes the current layout, including the main seating area with 18 computers, fiction and nonfiction book sections, reference and periodical rooms, and teacher workrooms. Teacher and student surveys found that while they like the computer access, they would like quiet study spaces, more audio books, and the ability to check out technology for classrooms. The revised floor plan aims to address these issues.
The media center received an exemplary rating for staffing, access, and resources as it is adequately staffed and resources are easily accessible. It received proficient ratings in areas like student instruction, facilities, administrative support, and staff development. There is room for improvement in displays, student assessments, and involvement of school/system media committees. The summary suggests increasing collaboration between the media specialist and teachers to help move more areas to an exemplary rating.
The document discusses creating a Hardware/Software Policy and improving the Acceptable Use Policy for Davidson County Schools. It suggests splitting the Hardware/Software Policy into sections for hardware and software, including guidance on purchasing and upgrading. For the Acceptable Use Policy, it recommends making it more specific and breaking it down based on student age levels. It also provides examples from other school district policies that provide helpful details and sections.
ANVILL is a learning management system (LMS) designed for Language teachers. In this presentation ANVILL is evaluated against the components of ideal online LMSs as proposed by Davis (2008) Chapter 4.
This document discusses open educational resources (OER), including benefits, challenges, and potential solutions. Some key benefits of OER are lower costs for students and faculty, increased convenience of access, opportunities for collaboration, and ability to customize materials. However, challenges include varying levels of technology skills among users, lack of quality control and standards, and lack of incentive and support for faculty creation of OER. Potential solutions proposed are having colleges recognize OER work equally in tenure decisions, promoting OER through academic organizations, and seeking targeted government and private grants to fund OER development.
The document summarizes a school district's media center policies. It analyzes each existing policy and suggests improvements. Key policies that are missing include circulation, volunteers, technology problems, paraprofessional duties, and evaluation of the media specialist. The analysis provides examples of model policies from other school districts that could be adapted to strengthen the coverage of issues like selection criteria, reconsideration of materials, and staffing. Overall, the document performs a comprehensive review to develop a more robust set of media center policies.
1. The document provides an overview of developing a corporate social responsibility (CSR) program for Avanade. It analyzes CSR programs of comparable companies and identifies best practices.
2. Key aspects of successful CSR programs discussed include financial contributions, volunteering, skills-based volunteering, and partnered programs. Centralized, decentralized, and regional management models are also covered.
3. The document recommends Avanade start small by piloting a CSR program in one office focused on an initiative with executive support. It suggests growing the program over time using lessons from the pilot.
This document provides information on a unit plan for an 11th grade American Literature class focusing on a women's literature research paper. It includes an analysis of the diverse group of learners, motivational strategies using the ARCS model to gain students' attention, establish relevance and build confidence and satisfaction. Technology resources like the computer lab and Galileo database will be used. Essential questions are provided to guide students' research and writing on how women were repressed in 19th century literature and how to complete a research paper while avoiding plagiarism using reliable sources. State writing and research standards are also addressed.
The document provides a photo tour and floor plan of the Wayne County High School media center. It summarizes the current layout, including the main seating area with 18 computers, fiction and nonfiction book sections, reference and periodical rooms, and teacher workrooms. Teacher and student surveys found that while they like the computer access, they would like quiet study spaces, more audio books, and the ability to check out technology for classrooms. The revised floor plan aims to address these issues.
The media center received an exemplary rating for staffing, access, and resources as it is adequately staffed and resources are easily accessible. It received proficient ratings in areas like student instruction, facilities, administrative support, and staff development. There is room for improvement in displays, student assessments, and involvement of school/system media committees. The summary suggests increasing collaboration between the media specialist and teachers to help move more areas to an exemplary rating.
The document discusses creating a Hardware/Software Policy and improving the Acceptable Use Policy for Davidson County Schools. It suggests splitting the Hardware/Software Policy into sections for hardware and software, including guidance on purchasing and upgrading. For the Acceptable Use Policy, it recommends making it more specific and breaking it down based on student age levels. It also provides examples from other school district policies that provide helpful details and sections.
ANVILL is a learning management system (LMS) designed for Language teachers. In this presentation ANVILL is evaluated against the components of ideal online LMSs as proposed by Davis (2008) Chapter 4.
This document discusses open educational resources (OER), including benefits, challenges, and potential solutions. Some key benefits of OER are lower costs for students and faculty, increased convenience of access, opportunities for collaboration, and ability to customize materials. However, challenges include varying levels of technology skills among users, lack of quality control and standards, and lack of incentive and support for faculty creation of OER. Potential solutions proposed are having colleges recognize OER work equally in tenure decisions, promoting OER through academic organizations, and seeking targeted government and private grants to fund OER development.
Welcome to International Journal of Engineering Research and Development (IJERD)IJERD Editor
This document summarizes an article on e-learning recommendation systems. It begins by defining recommendation systems and their use in helping learners identify suitable learning resources. It then provides a brief history of recommendation systems and discusses popular approaches like collaborative filtering, content-based filtering, and hybrid filtering. The document focuses on e-learning recommendation systems, reviewing key works that examine factors like context and setting. It also summarizes specific e-learning recommendation system frameworks and a study measuring learner performance with such systems.
This webinar provided instructions for participants in the NEBHE Developmental Math Demonstration Project Kick-Off Webinar. Participants were instructed on how to access audio, mute their microphones when not speaking, and how to ask questions. The webinar then introduced the presenters and participating institutions. An overview of the Memorandum of Understanding and upcoming training workshop was also provided.
This document discusses value added services on the internet, focusing on eLearning and eCommerce. It defines eLearning as any form of technology-enhanced learning, whether blended learning combining online and in-person elements or fully online distant learning. eLearning can be categorized based on pedagogical assumptions, content model, class size, learner geographical distribution, and internet accessibility. The document also defines eCommerce broadly as using internet technologies to conduct any business process, and classifies it based on participant types (business-to-business, business-to-consumer, etc.). Current trends in eLearning discussed include richer content, learning objects, improved content creation processes, simulations, and feedback mechanisms.
The document provides guidelines for managing equipment, supplies, and media materials in school districts. It outlines procedures for acquiring, selecting, and reconsidering instructional resources to ensure materials are appropriate, representative, and support educational goals. A media and technology advisory committee is responsible for assisting in the selection process and addressing any challenges to materials.
This document provides information on a revised school-based management assessment tool, including:
1) An introduction outlining the four principles of ACCESs (A Child- and Community-Centered Education System) that guide the assessment tool.
2) Basic information sections for the school/learning center being assessed, including enrollment and teacher data.
3) Instructions for users/raters on how to complete the assessment, which involves distributing it to stakeholders, indicating levels of school-based management practice, and convening for consensus agreement.
4) A rating scale from 0 to 3 to indicate the level or evidence of practices and procedures.
The document discusses designing a website to improve the subject selection process for years 11 and 12 at schools. It identifies the current paper-based process as time-consuming for teachers. The proposed website would allow students to access information on available subjects and select their choices online, which would then be sent automatically to coordinators. The document outlines areas of investigation including researching the current process, other schools' methods, surveying stakeholders, and designing website aesthetics, layout, and functionality across different devices. The goal is to create an intuitive online system that streamlines the process and saves teachers time.
Exploring the latest online accessibility suits and compliance findingsRaymond Rose
This document summarizes Raymond Rose's presentation on the latest online accessibility suits and compliance findings. The presentation covers recent cases from K-12 schools, universities, and the Department of Justice regarding institutions' websites and online content not being accessible to people with disabilities. It also provides an overview of key accessibility guidelines and standards, such as Section 508, WCAG 2.0, and common barriers found like images without text alternatives, videos without captions, and color contrast issues. Resources on creating accessible documents, tables and screen readers are also included.
Designing Programs for Ensuring Access and Equity for Students with Disabilit...Raymond Rose
This document provides guidance on designing accessible online programs and courses to comply with disability laws. It discusses the legal requirements of Section 504, ADA, and Section 508 to provide access to students with disabilities. Guidelines are provided for developing policies, designing accessible courses, and monitoring programs to ensure equitable access. Resources are included to test accessibility and make content perceivable, operable, understandable and robust.
DLF Fall 2012: Institutional OA Policy Implementation: The Joys and ChallengesLisa Schiff
This document discusses the implementation of an open access policy at the University of California, San Francisco (UCSF). It provides details on the terms of the UCSF open access policy, including that faculty grant a nonexclusive license to the university to distribute their scholarly articles and are required to provide an electronic copy of the final published article. It also outlines challenges in implementing the policy at UCSF and across the UC system, such as engaging with publishers, tracking waivers and embargoes, developing a harvesting solution, and ensuring an easy deposit process for faculty. Lastly, it discusses next steps for the implementation, including establishing workflows for manual deposit, evaluating harvesting options, and providing a streamlined waiver and embargo request system.
Another common pitfall we see is the treatment of blended learning as a standalone education program instead of integrated into the costs associated with day-to-day instruction.
Assessing cost trade offs within the ongoing instructional budget will allow blended learning to be both scalable and sustainable.
This report summarizes the findings of a needs assessment conducted by the IT Resource Sharing Group regarding operational and reporting needs for student data at the University of Washington. The assessment found that while Schools share many common information needs, they also have unique needs. It also found a lack of awareness about existing central systems and a proliferation of "shadow systems" developed by individual units. The report concludes there is high frustration over access to and analysis of student data. It recommends acknowledging decentralized systems and creating processes to support secure and productive development across the university.
Digital learners-road-map-presentation-june-10-2011Cyri Jones
The document outlines a proposed digital learners roadmap for the province. Phase I focuses on developing a high-level strategy to determine how digital learning resources can be stored, backed up, discovered, and delivered to students, teachers, and administrators in a scalable and cost-effective manner. It discusses accommodating both free and proprietary content and notes that while the strategy seems simple, it is actually a complex problem with both human and technical challenges. The process involves individual research, a think tank meeting, and gathering initial stakeholder feedback to draft a strategy presented as a 5-minute animated video.
Spotlight on the digital, http://digitisation.jiscinvolve.org/wp/spotlight-on-the-digital/, is a collaborative project between Jisc, RLUK and SCONUL. It sought to assess the discoverability problem in relation to digitised collections and identify practical solutions to improve their discoverability both at national/above campus level and locally at institutional level.
These slides describe a range of above campus or national “solutions” that have been identified by the project and that could support the discoverability of digitised collections.
This document discusses the university's journey in building a culture of flexible online learning. It identified issues with the current bespoke platform and outlined project aims to identify an effective technological solution to meet pedagogical needs now and in the future. The university chose to implement WordPress due to its flexibility, support for responsive design, and large community. Examples of implemented sites include a welcome page and training sites. Future plans include online professional development and linking to other systems.
The document discusses efforts to reduce textbook costs for students in Virginia's community college system (VCCS). It outlines initiatives between 2012-2013 that focused on adopting open educational resources and zero-cost digital alternatives in high-enrollment courses. Task forces and working groups examined policies and made recommendations to formalize adoption processes, leverage digital technologies, and create an institutional culture that embraces openness and resource sharing to lower costs. The goal is to replace textbooks with no-cost materials in 10% of course sections each year across the VCCS.
The document discusses North Carolina's implementation of school performance grades as required by the General Assembly. Key points include:
- The State Board of Education must annually recommend adjustments to the school performance grade elements and scales.
- The General Assembly intends to add a student growth component to school performance grades.
- Elementary/middle school grades are based on a performance composite out of 100 points. High school grades are based on performance composite (100 points), Algebra II/Integrated III (100 points), graduation rate (100 points), WorkKeys (100 points), and ACT (100 points) for a total of 500 points.
- The indicators for high school grades are aligned with college and career readiness expectations.
The document provides a rubric for evaluating library media programs at four levels of proficiency: basic, proficient, and exemplary. It includes 16 target indicators across four categories: 1) student achievement and instruction, 2) staffing, 3) facilities, access, and resources, and 4) administrative support. Each indicator lists criteria for programs at the basic, proficient and exemplary levels of meeting state rules, guidelines, and standards for library media programs.
The March monthly report for Wayne County High School's media center summarizes circulation, overdue items, activities, and additions/lessons for the month. Circulation included 199 checked out items, with most being fiction titles. There were 108 overdue books checked out to 102 students. Activities included 11th grade research papers, 9th grade research units, current events submissions, and displays. The collection was updated and calculators were added to the online catalog. Lessons taught covered Galileo, researching knights, and scientists.
Welcome to International Journal of Engineering Research and Development (IJERD)IJERD Editor
This document summarizes an article on e-learning recommendation systems. It begins by defining recommendation systems and their use in helping learners identify suitable learning resources. It then provides a brief history of recommendation systems and discusses popular approaches like collaborative filtering, content-based filtering, and hybrid filtering. The document focuses on e-learning recommendation systems, reviewing key works that examine factors like context and setting. It also summarizes specific e-learning recommendation system frameworks and a study measuring learner performance with such systems.
This webinar provided instructions for participants in the NEBHE Developmental Math Demonstration Project Kick-Off Webinar. Participants were instructed on how to access audio, mute their microphones when not speaking, and how to ask questions. The webinar then introduced the presenters and participating institutions. An overview of the Memorandum of Understanding and upcoming training workshop was also provided.
This document discusses value added services on the internet, focusing on eLearning and eCommerce. It defines eLearning as any form of technology-enhanced learning, whether blended learning combining online and in-person elements or fully online distant learning. eLearning can be categorized based on pedagogical assumptions, content model, class size, learner geographical distribution, and internet accessibility. The document also defines eCommerce broadly as using internet technologies to conduct any business process, and classifies it based on participant types (business-to-business, business-to-consumer, etc.). Current trends in eLearning discussed include richer content, learning objects, improved content creation processes, simulations, and feedback mechanisms.
The document provides guidelines for managing equipment, supplies, and media materials in school districts. It outlines procedures for acquiring, selecting, and reconsidering instructional resources to ensure materials are appropriate, representative, and support educational goals. A media and technology advisory committee is responsible for assisting in the selection process and addressing any challenges to materials.
This document provides information on a revised school-based management assessment tool, including:
1) An introduction outlining the four principles of ACCESs (A Child- and Community-Centered Education System) that guide the assessment tool.
2) Basic information sections for the school/learning center being assessed, including enrollment and teacher data.
3) Instructions for users/raters on how to complete the assessment, which involves distributing it to stakeholders, indicating levels of school-based management practice, and convening for consensus agreement.
4) A rating scale from 0 to 3 to indicate the level or evidence of practices and procedures.
The document discusses designing a website to improve the subject selection process for years 11 and 12 at schools. It identifies the current paper-based process as time-consuming for teachers. The proposed website would allow students to access information on available subjects and select their choices online, which would then be sent automatically to coordinators. The document outlines areas of investigation including researching the current process, other schools' methods, surveying stakeholders, and designing website aesthetics, layout, and functionality across different devices. The goal is to create an intuitive online system that streamlines the process and saves teachers time.
Exploring the latest online accessibility suits and compliance findingsRaymond Rose
This document summarizes Raymond Rose's presentation on the latest online accessibility suits and compliance findings. The presentation covers recent cases from K-12 schools, universities, and the Department of Justice regarding institutions' websites and online content not being accessible to people with disabilities. It also provides an overview of key accessibility guidelines and standards, such as Section 508, WCAG 2.0, and common barriers found like images without text alternatives, videos without captions, and color contrast issues. Resources on creating accessible documents, tables and screen readers are also included.
Designing Programs for Ensuring Access and Equity for Students with Disabilit...Raymond Rose
This document provides guidance on designing accessible online programs and courses to comply with disability laws. It discusses the legal requirements of Section 504, ADA, and Section 508 to provide access to students with disabilities. Guidelines are provided for developing policies, designing accessible courses, and monitoring programs to ensure equitable access. Resources are included to test accessibility and make content perceivable, operable, understandable and robust.
DLF Fall 2012: Institutional OA Policy Implementation: The Joys and ChallengesLisa Schiff
This document discusses the implementation of an open access policy at the University of California, San Francisco (UCSF). It provides details on the terms of the UCSF open access policy, including that faculty grant a nonexclusive license to the university to distribute their scholarly articles and are required to provide an electronic copy of the final published article. It also outlines challenges in implementing the policy at UCSF and across the UC system, such as engaging with publishers, tracking waivers and embargoes, developing a harvesting solution, and ensuring an easy deposit process for faculty. Lastly, it discusses next steps for the implementation, including establishing workflows for manual deposit, evaluating harvesting options, and providing a streamlined waiver and embargo request system.
Another common pitfall we see is the treatment of blended learning as a standalone education program instead of integrated into the costs associated with day-to-day instruction.
Assessing cost trade offs within the ongoing instructional budget will allow blended learning to be both scalable and sustainable.
This report summarizes the findings of a needs assessment conducted by the IT Resource Sharing Group regarding operational and reporting needs for student data at the University of Washington. The assessment found that while Schools share many common information needs, they also have unique needs. It also found a lack of awareness about existing central systems and a proliferation of "shadow systems" developed by individual units. The report concludes there is high frustration over access to and analysis of student data. It recommends acknowledging decentralized systems and creating processes to support secure and productive development across the university.
Digital learners-road-map-presentation-june-10-2011Cyri Jones
The document outlines a proposed digital learners roadmap for the province. Phase I focuses on developing a high-level strategy to determine how digital learning resources can be stored, backed up, discovered, and delivered to students, teachers, and administrators in a scalable and cost-effective manner. It discusses accommodating both free and proprietary content and notes that while the strategy seems simple, it is actually a complex problem with both human and technical challenges. The process involves individual research, a think tank meeting, and gathering initial stakeholder feedback to draft a strategy presented as a 5-minute animated video.
Spotlight on the digital, http://digitisation.jiscinvolve.org/wp/spotlight-on-the-digital/, is a collaborative project between Jisc, RLUK and SCONUL. It sought to assess the discoverability problem in relation to digitised collections and identify practical solutions to improve their discoverability both at national/above campus level and locally at institutional level.
These slides describe a range of above campus or national “solutions” that have been identified by the project and that could support the discoverability of digitised collections.
This document discusses the university's journey in building a culture of flexible online learning. It identified issues with the current bespoke platform and outlined project aims to identify an effective technological solution to meet pedagogical needs now and in the future. The university chose to implement WordPress due to its flexibility, support for responsive design, and large community. Examples of implemented sites include a welcome page and training sites. Future plans include online professional development and linking to other systems.
The document discusses efforts to reduce textbook costs for students in Virginia's community college system (VCCS). It outlines initiatives between 2012-2013 that focused on adopting open educational resources and zero-cost digital alternatives in high-enrollment courses. Task forces and working groups examined policies and made recommendations to formalize adoption processes, leverage digital technologies, and create an institutional culture that embraces openness and resource sharing to lower costs. The goal is to replace textbooks with no-cost materials in 10% of course sections each year across the VCCS.
The document discusses North Carolina's implementation of school performance grades as required by the General Assembly. Key points include:
- The State Board of Education must annually recommend adjustments to the school performance grade elements and scales.
- The General Assembly intends to add a student growth component to school performance grades.
- Elementary/middle school grades are based on a performance composite out of 100 points. High school grades are based on performance composite (100 points), Algebra II/Integrated III (100 points), graduation rate (100 points), WorkKeys (100 points), and ACT (100 points) for a total of 500 points.
- The indicators for high school grades are aligned with college and career readiness expectations.
The document provides a rubric for evaluating library media programs at four levels of proficiency: basic, proficient, and exemplary. It includes 16 target indicators across four categories: 1) student achievement and instruction, 2) staffing, 3) facilities, access, and resources, and 4) administrative support. Each indicator lists criteria for programs at the basic, proficient and exemplary levels of meeting state rules, guidelines, and standards for library media programs.
The March monthly report for Wayne County High School's media center summarizes circulation, overdue items, activities, and additions/lessons for the month. Circulation included 199 checked out items, with most being fiction titles. There were 108 overdue books checked out to 102 students. Activities included 11th grade research papers, 9th grade research units, current events submissions, and displays. The collection was updated and calculators were added to the online catalog. Lessons taught covered Galileo, researching knights, and scientists.
This document contains titles of books related to the Great Depression and 1920s eras. There are over 50 titles listed from various publishers including Enslow, Delacorte Press, Scholastic, and Compass Point Books. The books cover topics such as the stock market crash of 1929, Franklin D. Roosevelt, the Dust Bowl, and life during the 1920s. Many of the books are recommended for grade levels between 5-8 but some are aimed at young adult and adult readers.
This document provides information about Wayne County High School and outlines a collection development plan focused on standards about the Roaring Twenties and Great Depression taught in 11th grade US History and Language Arts classes. It describes the student population and resources at Wayne County High School. The plan analyzes standards and instructional approaches used to teach about the causes and consequences of the Great Depression, Franklin Roosevelt's New Deal programs, and relates literary works to the time periods. The goal is to build the media center collection to support teaching and learning about these eras.
This document is a reference materials order form for the Jesup Elementary School reference section. It lists 14 reference titles being ordered, including biographies, almanacs, dictionaries, atlases and a book on writing research papers. Details provided include title, publisher, publication date, recommended grade level, review sources, price and source for each item, as well as totals. The order contains reference books on various topics for grades K-6.
The document is a reference materials order form for Jesup Elementary School's reference section. It lists 17 reference books from various sources such as TitleWave/Follet, Amazon, and individual publishers. The books cover topics like biographies, dictionaries, almanacs, and atlases. It provides details on each book such as title, publisher, publication date, grade level, review sources, price, and number needed. The total cost of all the reference books on the order is $566.86.
Evaluation of the reference collection at jesup elementary schoolNicole Wingate
The assistant evaluated the reference collection at a local elementary school library. They observed that the reference section was very small compared to other sections of the library and was extremely dusty, showing it was seldom used. Most of the reference materials were over 10 years old on average and desperately needed updating to better serve the broader range of grade levels the school now contains from Pre-K to 5th grade.
The document provides information and instructions for Nicole Wingate to apply for a Dollar General Back to School Grant. It outlines the application process, including sections on contact information, school details, project overview and goals, budget, and compliance. It notes a maximum request of $5,000 and that impact reports will be required if funding is received.
This document provides a list of literary works that have been referenced on the Advanced Placement (AP) Literature exams from 1971 to 2009. It is organized alphabetically and includes the title of the work, author, and specific years it appeared on exams. There are over 250 entries spanning various genres, time periods, and countries of origin. The list serves as a guide for students and teachers of works commonly assessed on the AP Literature exams.
Sample mla 7 paper w annotations from owl at purdue universityNicole Wingate
This document provides a summary of a paper analyzing three 19th century farming handbooks in historical context. It begins by introducing the paper's goal of examining the handbooks and connecting them to important events in 19th century agricultural history. It then outlines the paper's organization into sections on historical context, analyses of the three handbooks, research questions, and importance of the project. The document provides context on population growth and technological advances impacting 19th century farming before discussing how new agricultural knowledge was distributed through periodicals and handbooks. It notes the influence of printed information on education and the rise of agricultural colleges.
This document provides a template for students to fill out when reviewing a novel or play. It includes spaces to identify the title, author, main characters, setting, symbols, genre, and quote. It also lists several topics for analysis and asks students to check off which topics apply and take notes on each selected topic.
This document provides over 30 open-ended essay prompts for the Advanced Placement English Literature and Composition exam from 1970 to 2005. The prompts cover a wide range of topics and ask students to analyze characters, themes, symbols, and other elements in recognized works of literary merit. They require explaining how various techniques, devices, or elements contribute to an author's purpose or the meaning of a work as a whole, rather than merely summarizing plots.
The document appears to be a library catalog listing books available for checkout. It includes the book title, author, reading level, number of pages, and location for over 150 books. The books are sorted by reading level (grade 9-12, honors, and advanced placement) and include both novels and plays from various periods. Locations listed include the bookroom, computer lab, and conference room.
This document outlines the English department policies and guidelines for Wayne County High School. It provides details on:
1. Grading protocols and categories for tests, quizzes, homework, and exams across 9th-12th grade English classes.
2. Requirements for syllabi, textbooks, novels, and supplementary materials. Summer reading is also required for accelerated and AP classes.
3. Resources for GHSGT/EOCT test preparation, SAT prep courses, and scope and sequence outlines.
4. Pacing guides, research guidelines, and curriculum notebooks for each grade are available to teachers. Accelerated and AP course information is also included.
This document is a summer reading form from Wayne County High School's English Department. It requires students and parents to select and sign for approval of at least two reading selections for the student's upcoming grade level. The form explains that students must read the selections over the summer and be tested on their choices in the fall. It lists four titles of reading material for each grade level (9th-12th) for students and parents to choose from and sign next to. It notes that parents and students should obtain copies of the texts early since stores and libraries may have limited availability of the popular titles.
This document provides information about a professional development lesson for teachers on screencasts. The lesson was designed for all teachers at Wayne County High School, but focuses particularly on the English department. The lesson uses the ARCS model of motivation to grab teachers' attention with the lesson topic and make screencasts relevant to their work. Teachers will learn how to create screencasts through resources provided and have opportunities to try it themselves. Assessments include answering essential questions and participating in discussion about screencasts.
This unit was designed for kindergarten students to learn about rhyming words through reading the book "I'm a Duck!" over multiple lessons. Students will identify rhyming words in the story, create rhymes of their own, and write a narrative paragraph imagining what their named duckling did the next day. Formative assessments include identifying rhyming words, matching rhyming word cards, and pre-writing a cluster diagram. The summative assessment has students illustrate their duckling, write a sentence with its name and rhyme, and create 3 rhyming word pairs from their paragraph scored on a rubric.
The document discusses a survey conducted at Wayne County High School to identify technology needs. Based on teacher and student surveys, a prioritized list of needed technology items was created: [1] Classroom response systems to enhance instruction, [2] Read aloud software for students who require material to be read aloud, and [3] MP3 players with headsets so students can listen to read aloud material without interrupting class. Several product options are provided for each identified need.
This annotated bibliography summarizes 10 research articles on collaboration between media specialists and secondary teachers to implement technology and information literacy in schools. The articles discuss the benefits of collaboration, provide models and strategies for effective collaboration, and emphasize the media specialist's role in teaching information literacy skills. Several articles highlight increased student achievement outcomes from collaboration between teachers and media specialists.
The document summarizes and critiques an Acceptable Use Policy (AUP) from the ***** County School System. It finds that the AUP has several strengths, including clearly stating that internet access is for educational purposes only, acknowledging the risk of inappropriate content online, providing detailed lists of acceptable and unacceptable uses, and requiring signature pages. However, it notes that the AUP is missing a definition section to clarify key terms, as recommended by experts. Overall, the document analyzes the components and effectiveness of the ***** County AUP based on industry standards for AUP policies.
1. Mary “Nicole” Wingate
Policy Strong Points ***** Last Acceptable Needs Needs to Suggested Changes
BOE Updated Updating be
Adopted Added
Policy
Committees
System and School -Definition of X 4-11-05 X
Media Committees Committee Purpose
– Purpose and -Directly states who
Makeup will comprise
committee
Materials
Lost or Damaged -Fines will be charged X 4-11-05 X Policy does not give criteria for assessing fines.
Material for media materials or This should be included so there are not
textbooks that are lost discrepancies about how much a student owes.
or damaged
-Person in charge of
charging fines is
established
Weeding of -Gives criteria for X 4-11-05 X Policy should provide a detailed process that
Materials disposing resources should be followed for disposing of outdated
materials. This policy is not specific enough.
A good, detailed policy can be found on the
following site:
http://www.bcps.org/offices/lis/office/admin
/selection.html
Reconsideration of -Materials accepted by X 4-11-05 X Policy should give more detail about criteria and
Materials school personal for process for community members to question
adoption can be accepted materials.
questioned by
community members The following website gives a process for
reconsideration of materials, along with a form to
be filled out by the person filing the complaint.
http://www.bcps.org/offices/lis/office/admin
/selection.html
Materials Returned X No written policy could be found on this issue.
Late The following website gives a detailed description
of late fees charged for various items checked out
2. from a college library. Though the amounts would
have to be modified to fit a high school student
income, the overall idea would be the same.
http://www.valdosta.edu/library/make/media/
late_fee_return_policy.shtml
I would also suggest offering incentives to
students who return their materials on time.
Access To Media
Center
Scheduling -Media centers should X 4-11-05 X
have flexible
scheduling throughout
the school day
Hours of Operation -High School Media X Spring 08 X
Center open 7:30 –
3:30 daily
Student Access -Students must have X Spring 08 X
pass and student ID to
use media center
Construction of -Media centers follow X 4-11-05 X
Media Center guidelines for their
construction from A
Guide for Planning and
Construction of Public
School Facilities in
Georgia: Media Center
Facilities
Media Specialist
Duties
Collaboration -Responsibility of X 4-11-05 X Skills are still being referred to as “information
media specialist to access skills.” Terminology should be updated to
work with teacher to ensure all teachers and staff are “on the same
insure students learn page.”
information literacy
skills and practice
them
Student Instruction -Media Specialist’s X 4-11-05 X Skills are still being referred to as “information
responsibility to teach access skills.” Terminology should be updated to
students information ensure all teachers and staff are “on the same
3. literacy skills page.”
Teacher Instruction -Media Specialist’s X 4-11-05 X Skills are still being referred to as “information
responsibility to make access skills.” Terminology should be updated to
sure staff are current ensure all teachers and staff are “on the same
with information page.”
literacy skills
Professional X Professional Development for the media specialist
Development is important in order to ensure that instruction
stays current. This policy is needed to ensure that
the media specialist is able to fulfill policy
expectations for teacher and student instruction.
The following website gives a detailed description
of professional development goals and procedures
for a school media specialist.
http://www.dese.mo.gov/divteachqual/leadership
/profdev/LMS.pdf
Collection &
Development
Basis for Selection -Criteria for selecting X 4-11-05 X Policy does not state the process followed for
material is clearly selection of media center materials.
stated
The following website has a very detailed selection
policy that is based on ideas from several credible
sources, like Information Power.
http://www.bcps.org/offices/lis/office/admin
/selection.html
Use of Materials
Copyright Issues - Media centers abide X 4-11-05 X
by Copyright law of US
(Title 17)
- Policy also references
Copyright: A Guide to
Information and
Resources
Non-school Owned - Any materials used at X 4-11-05 X
Materials school that are not
school property must
abide by copyright
policy and selection
4. policy
-Materials must be
approved by
administrator for
instructional use if not
school material
Information Use -Community Resources X 4-11-05 X Policy is unclear and confusing.
Outside of School Guide made available
-Principal must
approve
Availability of -Materials Available X 4-11-05 X Policy should address who can use these materials
Materials through media center (students, teachers, community members).
Loaning of -Principal considers X 4-11-05 X This policy should be combined with the above
Resources request of outside stated policy to create one full, complete policy.
sources to borrow
media or equipment
Use of Materials -Materials made X 4-11-05 X
Outside of available to media
Instructional Time specialist when
instruction is GBOE
approved and outside
of normal instructional
hours
Circulation X A circulation policy is crucial in every school to
ensure that students and teachers are aware of
the ways in which they are to checkout materials,
and what materials are available for checkout.
The following website is a circulation policy for a
college in New Jersey. It gives very detailed
criteria for circulation for students, teachers, and
student teachers. Though the policy would have
to be tweaked to work for a high school media
center, it is very in depth and well-organized.
http://intraweb.stockton.edu/eyos/ page.cfm?
siteID=62&pageID=6
Technology
Web Page -Detailed policy that X 4-11-05 X
states criteria for
creating and publishing
5. a web page in the Long
Co. School System
Internet Usage -Technology must be X 4-11-05 X
used in support of
education
-Lists criteria for
acceptable use and
student supervision
Technology X This policy is needed to ensure all other policies
Problems can be met regarding the technology needs of
students. The following website states that
anyone who finds a problem with school software
or hardware should report it immediately.
http://www.prendie.com/s/669/prendergast.
aspx?sid=669&gid=1&pgid=1090
I also want to suggest using an online technology
problem report service. At Wayne County High
School, all technology problems have to be
reported by teachers using this service. The
problems will then be addressed by the media
specialist and technology specialist. There is no
URL to link to because WCHS does not have their
policies online.
Policy Issues
Implementation of -Long Co. School Board X 4-11-05 X
Policy and Superintendent
have final say in
implementation of
policies
Policy Revisions -Policy is reviewed X 4-11-05 X
yearly and revised
when needed
-Policy is filed with GA
DOE at least once
every three years, or
after revision
Policy Development -Board of Education in X 3-14-05 X
charge of policy
development
6. -Detailed description
of procedures for
policy development
Faculty
Volunteers X A policy on volunteers is needed to ensure that
parent and community volunteers are aware of
the other policies in the media center, and exactly
what is expected of them. The following website
is an in-depth policy addressing volunteers in the
school system. The website also has a link to the
“Volunteer Handbook” which supplies a very
detailed account of how people can volunteer,
what volunteers can do, and other basic guidelines
for volunteering.
http://www.brf.org/partnership/volunteer
/volpolicy.htm
Staffing of Media -Policy references X 4-11-05 X Policy does not give specific criteria for staffing.
Centers Roles in Media
Program Development:
School and Community
-Staffing according to
BOE Policy GBB
Media Para-Pro X All policies mention the media specialist, but her
Duties paraprofessional is not mentioned at all. The
following website gives the job description for a
media center paraprofessional, as well as job
qualifications. This could be modified to best
meet the needs of a policy outlining the duties of
a media paraprofessional.
http://my.simmons.edu/gslis/archives/2008/
09/library_media_p.shtml
Budget
Spending -Annual budget is X 3-14-05 X
approved by Long BOE,
no changes can be
made without their
approval
Other Policies
Media Center -To provide a learning X 4-11-05 X
7. Mission Statement environment that
helps all students
reach their full
potential.
Evaluation of Media X It is crucial that a policy for evaluation the media
Specialist specialist is established and understood so that
she knows exactly what is expected of her and
how those expectations will be “graded.” The
following website gives a detailed description of
evaluations for school library media specialists,
both tenured and non-tenured.
http://www.dese.mo.gov/divteachqual/leadership
/profdev/LMS.pdf
Confidentiality -General X 5-9-05 X Confidentiality that is specific to media center
Policy Confidentiality is records is not addressed in the school’s policy.
addressed through the This should be directly addressed. A good
mention of FERPA and example of a policy concerning library
PPRA confidentiality can be found at the following
website:
http://www.library.vanderbilt.edu/access/
confidentiality.shtml
8. References
Archbishop Prendergast High School. (2008). Acceptable Use Policy for Technology. Retrieved November 25, 2008, from:
http://www.prendie.com/s/669/prendergast.aspx?sid=669&gid=1&pgid=1090
Baltimore County Public Schools. (2008). Selection Criteria for School Library Media Center Collections. Retrieved November 24, 2008, from:
http://www.bcps.org/offices/lis/office/admin/selection.html
Missouri Department of Elementary and Secondary Education. (2000). Guidelines for Performance-Based Library Media Specialist Evaluation.
Retrieved November 24, 2008, from: http://www.dese.mo.gov/divteachqual/leadership/profdev/LMS.pdf
My Simmons. (2008). Library Media Para-Professional – Boston Latin Academy (Dorchester, MA). Retrieved November 29, 2008, from:
http://my.simmons.edu/gslis/archives/2008/09/library_media_p.shtml
Richard Stockton College Center for Instructional Media & Technology. (2008). Circulation Policy. Retrieved November 25, 2008, from:
http://intraweb.stockton.edu/eyos/page.cfm?siteID=62&pageID=6
School District of Black River Falls. (2008). Volunteer Policy. Retrieved November 24, 2008, from:
http://www.brf.org/partnership/volunteer/volpolicy.htm
Valdosta State University. (2008). New Late Fee and Return Policy Implemented. Retrieved November 25, 2008, from:
http://www.valdosta.edu/library/make/media/late_fee_return_policy.shtml
Vanderbilt. (2006). Confidentiality of Library Records. Retrieved November 30, 2008, from:
http://www.library.vanderbilt.edu/access/confidentiality.shtml