ASSIGNMENT 01
School Analysis & Curriculum Chart

Purpose

THE PURPOSE of this assignment is for you to: (1) conduct a school and community analysis and (2) create a 1-page curriculum chart of the key curricular topics taught by subject area and grade level. Your knowledge of the school community and its curriculum means that you can support the learning of all students. What’s more, by sharing this work with your community, you are demonstrating leadership and collaboration.

NOTE: This assignment meets the following ALA/AASL/CAEP School Librarian Preparation Standards (2019). Save and revise all assignments to use in the SLM 550 Portfolio course.

ALA/AASL/CAEP Components

1.3 Learning Differences. Candidates cultivate the educational and personal development of all members of a learning community, including those with diverse intellectual abilities, learning modalities, and physical variabilities. 4.3 Evidence-Based Decision Making. Candidates make effective use of data and information to assess how practice and policy impact groups and individuals in their diverse learning communities. 5.2 Leadership and Collaboration. Candidates lead and collaborate with members of the learning community to effectively design and implement solutions that positively impact learner growth and strengthen the role of the school library.

Resources

• Candidate Exemplars:
  • School Analysis: Bri Gibson middle school analysis and curriculum, using different instructions and rubric. Follow current instructions/rubric.
  • Curriculum Charts: Megan Frable high school; Lauren McCarron high school; Jess Batten elementary; Rebecca Romero elementary.
    
  • April Ferrell's Assignment 01 (Different instructions!)
• District school curriculum, state curriculum, Common Core.
• Teachers, counselor, principal, and librarian at the school.
• MSDE School Library Media Standards PDF. This PDF includes quality and quantitative standards for library collections and facilities.
• Maryland School Report Cards.
• U.S. Census Bureau Quick Facts United States.
• Data USA.
  

Background

As a school librarian, you must meet the curricular and personal learning needs of all learners in the building. If you can’t identify group and individual needs, this is what happens. You’ll waste precious funding on useless materials. I’m serious. In Module 3, you’ll discover how woefully inadequate school library collections are, and that is because few school librarians purchase highly recommended materials that meet learner needs.

As you’ve already learned in previous courses, our program embeds the national school librarian preparation standards into all assignments. Our assignments are authentic and practical. The ALA/AASL/CAEP components that this assignment addresses are stated above. But let me pull out the key phrases which need emphasis.

For this assignment, you demonstrate that you:

• Cultivate the educational and personal development of all members; (1.3)
• Make effective use of data and information to assess; (4.3)
• Implement solutions that impact learner growth. (5.2)

Assignment 1 is worth every minute of your time. Let the principal and school librarian know what you're doing. They may have suggestions to help.

Your Task

PART 1 SCHOOL ANALYSIS

The biggest mistake I see in the school analysis is that the collected data often does not give candidates a clear picture of the needs of their learners and what kinds of materials the learners need, including recreational needs. If you include all the test scores of the students, then unless you explain how those test scores will help you purchase materials, then you have NOT demonstrated that you effectively use data. What's more, saying you want to purchase books in different languages is admirable but nearly impossible to accomplish.

Create a concise analysis of the learning community. (2 pages, max. ) Wherever appropriate, use graphs, charts, bulleted information, and other means of illustration. But DON'T use graphs or charts when text is easier to understand. The data that you should collect should provide 5-7 characteristics of the learners—and then in your analysis show how these characteristics should affect the collection.

Which criteria will provide the most comprehensive analysis on your community? Consider the factors stated below. Please know that you do not have to include all the bullet points. Let me repeat. Use data that captures the learners in a way that helps you build a quality collection for all the learners.

A. Data Collection

Include essential data from various sources. But remember! Don't use data that doesn't inform you of what to purchase or how to improve library services.

• The Community

Perhaps you identify the location. How many people live here? Is it rural, urban, or suburban? What do the residents do for a living? What kind of career paths are options for your students? Show how this information informs your selection of materials and library services. Possible information to include:

• The makeup of the community
• Socioeconomic status
• Cultural backgrounds
• Languages spoken and read
  

• The School
  • Numbers of students and teachers
• Trends in test scores which can be addressed in the school library
• Subject areas where students are doing poorly
• Primary users and non-users of the library
• Clubs or special school programs
• Recreational and personal information needs
• Parental involvement
• Diversity represented in the school
• Intellectual differences of learners—% of special ed, highly able, etc.
• Student mobility
• School improvement goals—your SIT team may have already identified growth opportunities

B. If your analysis has narrative, then here are suggestions to polish the writing:

1. Write the draft.
2. Paste in ChatGpt, asking it revise for clarity, structure, and rhythm.
3. Adjust the wording because your brain will know something better than AI.
4. Paste this revision in ZeroChatGPT to check for AI wording. If any appear, then revise to delete the AI wording.
5. Make a brief citation on the Works Cited that you used ChatGPT for editing.

C. Analyze the data you collected and create and create a chart to improve the library. Identify 4-5 learner characteristics that you learned from the data you collected and identify ways to improve (a) material selection and (b) library services.

Learner Information	Improving Library Services
1.	Material Selection Library Services
2.

Sources (Cite sources used, including names of staff consulted: counselor, principal, social worker, teacher)

PART 2 CURRICULUM CHART CRITERIA CHECKLIST

Examine and learn the curriculum at your building level and create a chart on these topics. Make the chart richer in social studies and science topics. (One-page maximum.)

Content

1. Does the chart reflect the district curriculum at the elementary, middle, or high school level?
2. Has the chart been prepared for a specific school and faculty?
3. Do the selected topics help the librarian purchase suitable materials to meet the needs of the curriculum and learners?
4. Is the chart richer in social studies and science topics?
5. Does the chart avoid educational jargon? Are vague and unnecessary topics deleted—such as “Language Experience” or “Problem Solving?”
6. Are the subjects listed briefly, and do they make sense?
7. Does the most important word appear first?
8. Do the phrases begin the same—with noun or verb?
9. Is the chart of use to teachers when planning school wide curriculum and to parents in supporting students’ learning?
10. Does the phrasing of the subjects allow them to be linked to grade level appropriate resources?

Aesthetics

1. Is the overall design pleasing and professional, with appropriate-sized fonts and with plenty of white space?
2. Does the candidate include their name, date (month/day/year), and source of the information in a small font? Is the chart 1 page on an 8 ½ by 11 layout?
3. Are the subjects listed—not grouped in paragraph form? Is the chart free of typos, spaces, or misspelled words? Is there consistency in capitalization?
4. Is there consistency in punctuation—either using commas or slashes? Is there consistency in either using the word "and" or the ampersand?
5. If chart is in color, does it look professional when printed in black and white? Can text be easily read? (Don't use bold background colors because they make text hard to see.)
6. Is it in a format that is easily distributed via email or the web?

Sources (Cite sources used, including names of staff consulted.)

PART 3 Reflection Reflection is 1/2 to 3/4 page in length and includes:

1. The obstacles you encountered.
2. The significant things you learned.
3. What more do you need to learn?
4. How the analysis and the curriculum chart meet school needs.
5. How does the assignment meet ALA/AASL/CAEP Components?
1. Cultivate the educational and personal development of all members; (1.3)
2. Make effective use of data and information to assess; (4.3)
3. Implement solutions that impact learner growth. (5.2)
6. Uses polished writing, precise word choice, correct grammar, spelling, punctuation, capitalization, and/or formatting; 0-2 minor errors.

Upon Completion

The assignment is due at the end of Module 1, on Sunday night at 11:59 p.m. On or before the due date, post it in Blackboard by clicking on the Menu Bar's "Turn In Assignment" and following the instructions.

	School Analysis & Curriculum Chart Rubric
	Exemplary	Proficient	Developing	Unsatisfactory
PART 1 Analysis Content ALA/AASL 4.3 Evidence-Based Decision Making	4.5-5 Points (1) The sections on community and school present data that comprehensively capture users and their needs; (2) Collected data and the analysis will transform practice in the library; (3) 4-5 learner characteristics result from the important data and analysis; (4) Excellent data sources (including interviews with librarian, counselor, principal school personnel, and AI) are correctly cited.	4 Points Meets 80% of exemplary criteria.	3.5 Points Meets 70% of exemplary criteria.	0-3 Points Meets 60% or less of the exemplary criteria. Candidate does not collect data and information about groups and individuals in their diverse learning communities.
Aesthetics & Writing	4.5-5 Points (1) Polished writing engages the reader, resulting in a strong understanding of learners and their environment; Precise word choice, correct grammar, spelling, punctuation, capitalization, and/or formatting; 0-2 minor errors. (2) Stunning and professional design that is organized, concise, and visually engaging that uses graphs, charts, and bulleted information; 1-2 pages.	4 Points 3-4 minor errors in sentence construction, grammar, word choice, spelling, punctuation, capitalization, and/or formatting; Design is visually engaging, organized, and uses appropriate methods of presenting information; Easily understood graphics present important information.	3.5 Points 5-6 errors in sentence construction, word choices, grammar, spelling, punctuation, and/or capitalization; Feedback notes issues with graphic design, or data that isn’t essential.	0-3 Points 7 or more errors in grammar, spelling, punctuation, capitalization, and/or design.
Analysis Content ALA/AASL 5.2 Leadership & Collaboration	2 Points Analysis demonstrates that candidate (1) leads and collaborates with members of the learning community (2) to effectively design and implement solutions that positively impact learner growth. Candidate (3) strengthens the role of the school library by (4) embedding the school library services and resources in curriculum and teaching.	1 Point Meets 80% of the exemplary criteria.	.5 Points Meets 70% of the exemplary criteria. Not clear what how the library will be strengthened.	0 Points Meets 60% or less of the exemplary criteria. Candidate does not collaborate and/or provide little or no leadership in improving instructional practice.
Analysis Content ALA/AASL 1.3 Learning Differences	2 Points Analysis ensures that the library can provide materials that are engaging, relevant, and equitable for all by addressing intellectual abilities, learning modalities, and physical variabilities. Candidate (1) cultivates the educational and personal development of learners (2) by designing, implementing, and evaluating strategies and resources (3) that address intellectual abilities, learning modalities, and physical variabilities.	1 Point Meets 80% of the exemplary criteria.	.5 Points Meets 70% of the exemplary criteria.	0 Points Meets 60% or less of the exemplary criteria. Candidate does not demonstrate understanding of the educational and personal development of all members of a learning community.
PART 2 Chart Content	4.5-5 Points Meets content criteria stated above in instructions: (1) Chart reflects a specific school curriculum, (2) phrasing of topics captures subjects clearly, (3) all topics aid in purchasing decisions; (4) Has 1-4 minor terms to correct.	4 Points 5-10 things to correct.	3.5 Points 11-14 more items to correct.	0-3 Points Meets 60% or less of exemplary criteria.
Chart Aesthetics	4.5-5 Points (1) Stunning design;(2) None or few spacing or punctuation errors; (3) Format can be digitally viewed with ease.	4 Points Strong design; 5-10 minor errors in formatting, spacing, or punctuation.	3.5 Points Fine beginning effort that shows promise; Background colors of chart hinder reading of text; 11-14 formatting inconsistencies.	0-3 Points 15 or more formatting inconsistencies.
ALA/AASL 4.3 Evidence-Based Decision Making	2 Points Candidate (1) collects, assesses, and applies data and information (2) to transform practice and policies in school libraries to positively impact groups and individuals in their (3) diverse learning communities.	1 Point Meets 80% of the exemplary criteria.	.5 Points Meets 70% of the exemplary criteria.	0 Points Meets 60% or less of the exemplary criteria. Candidate does not collect data and information about groups and individuals in their diverse learning communities.
ALA/AASL 5.2 Leadership & Collaboration	2 Points Candidate (1) leads and collaborates with members of the learning community (2) to effectively design and implement solutions that positively impact learner growth. Candidate (3) strengthens the role of the school library by (4) embedding the school library services and resources in curriculum and teaching.	1 Point Meets 80% of the exemplary criteria.	.5 Points Meets 70% of the exemplary criteria.	0 Points Meets 60% or less of the exemplary criteria. Candidate does not collaborate and/or provide little or no leadership in improving instructional practice.
PART 3 Reflection	3.5 4 Points Reflection: (1) identifies the obstacles encountered; (2) two or more significant things learned; (3) what more needs to be learned;(4) How the assignment meets school needs; and (5) How the assignment meets ALA/AASL/CAEP Components? (A) Cultivating the educational and personal development of all members (1.3), (B) Making effective use of data and information to assess (4.3), and (C) Implementing solutions that impact learner growth (5.2); and (6) Uses polished writing, precise word choice, correct grammar, spelling, punctuation, capitalization, and/or formatting; 0-2 minor errors.	3 Points Meets 80% of the exemplary criteria.	2.5 Points Meets 70% of the exemplary criteria.	0-2 Points Meets 60% or less of the exemplary criteria. Candidate does not collaborate and/or provide little or no leadership in improving instructional practice.

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