The
Virtual School Library Project
Model
Program Proposals
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Student-Run
Library Model Proposal
Student-Run
Library Program Proposal 2002-3
Diamond
Ranch High School - Pomona, CA
David
Bogardus - Librarian
The
student-run library is composed of students from the CSF Club. This
group is required to serve 10 hours of volunteer time per semester.
Students sign up to work before school, at lunch, or after school.
The
time blocks are for 30 minutes before school, one hour after school,
or 30 minutes during lunch. For training purposes, students must keep
to their schedule for the two weeks.
During
these two weeks, the student will work behind the counter checking
out computers, circulating books, assisting patrons in finding materials,
maintaining the library facility, and attending one monthly Library
Board Meeting as a representative. The meeting will be held after
school and will last for 30 minutes. The time served on this
committee will count towards total volunteer time.
Students
may prefer to work with a partner. This would mean the library could
have six students working per day at two week intervals. If the library
is open for 34 weeks in the school year, we could accommodate about
100 students per year.
The
Board's responsibilities will be to set, implement, and evaluate student
library policy and practices. They will also be responsible for at
least two activities during the year; 1. A Drop and Swap Book Drive
and 2. The Spring Book Sale. They may also be responsible for the
assisting in the Accelerated Reader Program. A portion of the Library
Budget will be allotted for their discretionary recommendations.
TOP
Reading
Incentive Program
Accelerated
Reader Program Proposal 2002-3
Diamond
Ranch High School - Pomona, CA
David
Bogardus - Librarian
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Vision
Our campus should be one where every student has a book in their
back pocket ready to read or talk about when they finish an
assignment, lunch, or when getting to class early.
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The 1995 report,
"Every Child a Reader" by the California Reading Task Force
made ten recommendations to address the problem of low reading scores
by our students in California Schools. The following are ones that
apply directly to the high school environment.
Recommendation
1: Every school and district must organize and implement a comprehensive
and balanced reading program that is research based and combines skills
development with literature and language-rich activities.
Recommendation 2: Schools and districts must provide every teacher
with a repertoire of diagnostic tools to monitor and modify instruction
continuously, to ensure every child's optimal development, and to
identify students who need help in reading.
Recommendation 3: Schools must have an effective, rigorous, proven
intervention program as part of their comprehensive literacy plan
for instruction, with an emphasis on early intervention for children
by mid-first grade.
Recommendation 9: The entire community must work together to ensure
that every child can read.
Recommendation 10: The California Legislature, the Governor, the California
Department of Education, and the California State Board of Education
must recognize that reading is the highest priority in California
schools and resources must be allocated to provide the necessary support
to teach reading in every public school.
http://www.cde.ca.gov/cilbranch/eltdiv/everychild1.htm
Objectives:
Initially, all ninth grade students, all ESL, targeted low performing
students, and RSP students and their parents will be involved in our
Accelerated Reader Program. New students will be guided through the
Star Reading Assessment Program. Test results will be sent home with
the student, and will be included in their cumulative record. A cover
letter will accompany the results, describing the program's monthly
meeting dates, suggested strategies for reading as a family, and a
suggested reading list for parents.
Assessment:
Participants will be assessed at the end of each book with the Accelerated
Reader Comprehension Quiz and will be rewarded points for each quiz
they pass. Students will also be asked to participate in other assessments
that promote reading as an experience to be reflected upon, enjoyed,
and shared with others by encouraging them to keep diaries, drawings,
create photo-essays that express the reading experience. These works
will be displayed at the parent meetings.
Parents will
be encouraged to read the book alongside their student. General discussion
questions and Great Book techniques will be given to parents to encourage
comprehension and critical thinking as they work through the book
together. Parents will also be encouraged to take tests on the books
they read each month.
Community
Outreach
Parents and students will meet once-a-month to discuss their readings,
share a book talk, take tests, and recognize star readers with certificates
and incentives. Programs involving counselors and career guidance,
college planning will also be integrated.
This program
will begin with ninth graders and expand continue each year, adding
a new grade every year. Teachers in every curriculum area need to
connect with our parents on a regular basis and the benefits to our
scores, student success, and community relations will extend far beyond
what we are doing now. Contractually, we cannot be held to reach out
to our students and community beyond the hours of the school day,
but hopefully teachers and administration can provide incentives to
encourage us in this direction. If each department could coordinate
one evening meeting, every teacher may only be needed at one meeting.
TOP
Designing
for Print and Technology
Proposal
For Minimal District Information Services Support
Pomona
Unified School District
VISION
Our
libraries are evolving from storehouses of information to
centralized information workplaces. As librarians, we are
committed to offering our students and staff the latest in
database retrieval services and school-wide record keeping
management programs.
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It
is a logical model for the library to be the major network hub for
the school. The library should be the central connection to and from
the District IS department. In addition to a dedicated server at the
District to provide Library Web Services and outside access to each
library and their OPAC, there should be at least one Intranet (campus-wide)
library LAN server for the sharing of information to each of the classrooms.
This will allow each classroom to have its own Electronic Library
Services. This server should support a heterogeneous platform environment
with Windows and MacOS file sharing.
Teachers
should have their own private folders, and students should be able
to store work in an unsecured "Sharefolder" that is accessible
from any computer on the campus network.
There
should also be shared folders on any stations with specialized equipment,
such as scanners, CD-Burners, or presentation stations so that large
files can be moved their quickly and easily for manipulation or temporary
storage.
Librarians
should have administrative privileges so they can conduct searches
for clients, collaborate on lessons and then place the information
into the clients' personal folders.
All
of these network services originate from the library and support the
vision of the library as the Information warehouse as well as a centralized
classroom. Library services such as the OPAC, CD-ROM services, or
Internet-based databases should be delivered to all of the classrooms
so the library is seen as a service that exists campus-wide. When
students visit the library, they can then focus on locating the print
materials they looked for in their classroom OPAC search and the librarian
and teacher can use the library as their classroom.
TOP
Community
Curriculum Forums
Community
Curriculum Forums 2002-3
Diamond
Ranch High School - Pomona, CA
David
Bogardus - Librarian
"Increased
involvement of parents and families often is cited as one of the most
important ways to improve public schools. A variety of studies (Henderson
& Berla, 1994) confirms that parent involvement makes an enormous
impact on students' attitude, attendance, and academic achievement.
" (http://www.ncrel.org/sdrs/areas/issues/envrnmnt/famncomm/pa100.htm)
In
addition, a school's curriculum are becoming more and more complex
with every piece of legislation passed. Think of how many more hours
of inservice training are needed recently to train staff on Standards
Based Instruction,curriculum reform, NCLB Act, and all the rest. We
owe it to our parents to keep them informed of these changes, provide
a venue for their input, and take time to show off how these changes
are affecting their student's classroom experience.
The
Community Curriculum Forum is our attempt to go beyond just an annual
Open House event to keep our parents informed and involved. Each month
a department provides a parent-centered program of student performances,
curricular informational sessions, Accelerated Reader Family Literacy
Activities, and outside speakers to involve our parents in our school
community.
last modified:July
7, 2002
