SapereS_CollectionDevelopmentPlan

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Steven T. Sapere

Collection Development Assignment

FRIT 7134 Spring 2011

March 8, 2011

Description of Site and Learners

Creekview High School, located in Canton, Georgia, is a grade 9-12 high school of

approximately 1,700 students. It is part of the Cherokee County school system, which consists

of six high schools, seven middle schools, and twenty two elementary schools, as well as two

centers, one alternative school and one night school. The district serves more than 38,000

students in the 29th fastest-growing county in the nation (with a population of 10,000 or more).

The school district is the largest single employer in Cherokee County, with more than 4,500

employees, including some 2,500 teachers. 75.5% of the students served by the district are

white, 12.8% are Hispanic, and 6.9% are African-American. The remaining 4.8% of students are

American Indian, Asian/Pacific Islander and Multi-Racial. 32.6% of the students in the district

are eligible for free or reduced lunch, 13.4% are gifted, 13.3% are classified as students with

disabilities, and 3.4% are classified as ESOL.

Creekview High is staffed by 106 certified teachers, 72% of whom hold a Masters

degree or higher, four administrators, three guidance counselors and thirty five classified

personnel. Demographically, 89% of the students in the school are white, 5% are Hispanic, and

3% are African-American, while the remaining 3% are classified as Asian or Other. 15% of the

student population is eligible for free or reduced lunch, while 11% of all students are eligible for


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special education services. Overall, students in the school perform well on high-stakes testing

measures. In 2010, the average SAT scores of students in the school exceeded county, state and

national averages, while 74% of 408 students taking one or more of twelve Advanced Placement

exams achieved a score of 3 or higher. The school has also received the Platinum Award from

the Governor's Office of Student Achievement. Culturally, the school is an interesting mix of

upper-middle class suburban students and lower-income rural students. What it lacks in ethnic

diversity, it more than makes up for in economic diversity.

The broad focus of this collection development plan is the Career, Technical, and

Agricultural Education (CTAE) curricular area, with a specific focus on the Healthcare Sciences

area. Creekview High School currently offers four of the seven courses in the state curriculum

guide among those included in the Healthcare Science Pathways. The school offers three of the

four courses listed in the Therapeutic Services/Nursing category. These elective courses are

among the most popular courses offered at the school, with a total enrollment of 244 students

across ten sections of the three different courses; over 14% of the current student population is

currently enrolled in courses falling under the broad umbrella of Healthcare Sciences. There are

132 students currently enrolled in Introduction to Healthcare Sciences, the level one course,

including 32 9th

graders, 49 10th

graders, 21 11th

graders and 30 12th

graders. The level two

course, Applications of Therapeutic Services, has a current enrollment of 77 students, including

25 10th

graders, 31 11th

graders, and 21 12th

graders. The current enrollment of the level three

course, Nursing Essentials, is 35 students, including 11 11th graders and 24 12th graders.

Across all sections of Healthcare Sciences elective courses, there are seven special

education students and one ESOL student. Based on an analysis of standardized testing results,

52% (127) of the total number of students in the program read at the level 2 level of


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performance. The remaining 48 % (117) of students in the program read at the level 3 level of

performance or higher. In terms of ethnicity, across all sections in the Healthcare Sciences

program there are 217 Caucasian students, 14 African-American students, 9 Hispanic students

and 4 multi-racial students.

Creekview High School has developed an accountability model focusing on student

achievement. Creekviews vision and mission emphasize five components for exemplary

practice: Planning, Curriculum, Instruction, Assessment and Organization. The goal of

Creekview High School is to consistently and pervasively utilize best practices and instructional

strategies that through research are proven to be effective. The Creekview High School Media

Center, also known as The Unquiet Library, aims to help students become young adults who can

access, evaluate, and interpret information by providing them with a well balanced and rich

collection of print materials, databases, and digital books. Furthermore, as part of its stated

mission, the Creekview Media Center encourages academic excellence by providing service and

instruction to students and staff members and collaborates with staff in designing learning

opportunities with resources, information, and technologies that enhance learning and teaching,

and to promote life-long reading. Through the efforts of an outstanding media specialist, the

Creekview library media program uses technology in creative and innovative ways to teach

information literacy skills and improve student learning and performance across all curricular

areas. The Creekview High School Media Center was honored in 2010 as an Exemplary High

School Media Program by the state of Georgia.

The Creekview Media Center contains 63 desktop computer stations. 32 of these

computers are housed in a separate computer lab, while the remaining 31 units are distributed in

other areas of the media center. Two LCD projectors, one in the presentation area and one


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connected to a SmartBoard in the computer lab, are available for instructional use. Additionally,

another 32 computers are available for student use in the form of laptops stored on two portable

carts in different locations in the facility. The media center has access to over 10 subscription

databases, including products from GALE and EBSCO host. There are currently over 15,000

titles in the media center collection, in addition to those texts already available via K - 12

GALILEO suite. The media center collection is managed using Destiny software.

Curriculum Review

As should be apparent from the previous section, I have chosen to focus on the

Healthcare Sciences curriculum for this activity. This elective course of study is offered to high

school students in grades nine through twelve, and consists of three different courses:

Introduction to Healthcare Sciences, Applications of Therapeutic Services, and Nursing

Essentials. The three courses must be taken in sequence, as each course is a prerequisite for the

following course. Even though the three courses are unique, there are certain curriculum

standards that are common themes in all of them. Among these are: infection

control/microbiology/safety procedures, applied anatomy and physiology/pathophysiology,

community first aid and safety, and medical assisting/nursing skills. Following is a sampling of

standards from each of the three courses. It should be noted that for the first standard listed, in

this case the standard covering infection control (HS-HIS-11 from the Introduction to Healthcare

Sciences curriculum), there are corresponding/overlapping standards in the curricula of each of

the other two courses. In this case, those corresponding standards are HS-ATS-4, from the

Applies Therapeutic Services curriculum, and HS-NE-9 from the Nursing Essentials Curriculum.

This same principal of correspondence and overlap among the selected standards from the three

courses applies to all of those listed in the following sampling:


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HS-IHS-11:

The student willutilize the principles of infection control.

a. Evaluate the need for asepsis in the health environment.

b. Differentiate between cleaning, disinfecting, and sterilizing.c. Analyze ways microorganisms are spread using the chain of infection model and analyze

methods to destroy or control the spread of pathogenic microorganisms.

d. Identify risk factors associated with nosocominal infections and evaluate their impact on client

and employee health.

e. Define, demonstrate, and use standard precautions as described in the rules and regulations set

forth by the Occupational Safety and Health Administration (OSHA).

HSATS8:

The student will analyze the anatomy, physiology and basic pathophysiology of each of the

bodys systems and apply knowledge in performance of evaluating,monitoring, and

treatment of client(s) and/or simulations.

a.Analyze anatomical structures in relationship to their physiological functions.

b.Analyze the interdependence of the integumentary, skeletal, and muscular systems as these

relate to the protection, support and movement of the human body.

c.Assess the integration and coordination of body functions and their dependence on the

endocrine and nervous systems to regulate physiological activities.d.Analyze the interdependence of the bodys systems as related to wellness, disease, and

disorders.

e.Discuss the goals of therapy and care rehabilitation.

f.Discuss the etiology of two common diseases in each body system and how to treat and/or

prevent them.

HSATS10:

The student will demonstrate the performance of first aid procedures meeting and/orexceeding all standards of the American Red Cross (ARC) and/or American Heart

Associations (AHA) utilizing personal protection devices and equipment in compliance

with all OSHA regulatory guidelines. Simulations maybe used when necessary.

a.Demonstrate the assessment of a victim requiring first aid, identification of the signs and

symptoms, and how to locate the victims injuries.


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b.Demonstrate the ability to adapt resources at the scene of injury for the provision of first aid

techniques as necessary.

c.Perform basic triage techniques for emergency situations involving multiple victims.

Successfully complete the American Red Cross (ARC) and/or American Heart Associations

(AHA) First Aid Training

HS-NE-12:

The student will performbasic nursing skills within the scope of practice for a nursing

assistant while maintaining resident/patient/client rights. Beginning and ending procedures

(i.e. wash your hands, gather equipment, identify client, provide for privacy, etc) willbe

performed with all resident/patient/client care.

a. Measure and record vital signs including blood pressure using manual and electronic

equipment.

b. Measure height and weight accurately.

c. Care for residents/patients/clients environment.

d. Demonstrate understanding of body systems while recognizing abnormal changes in body

function and reporting changes to supervisor.

e. Assist in maintaining fluid balance.

f. Provide care for various types of urinary catheters.

g. Collect specimens according to facility policy and procedure.

h. Follow facility guidelines for caring for residents/patients/clients with various drainage tubes.

i. Demonstrate the care of the resident/patient/client when death is imminent and post-mortem

care (may simulate as necessary).

j. Provide care for resident/patient/client receiving oxygen therapy.

The following chart offers a sampling of key units of study as well as student tasks, end products

and instructor assessment strategies based on the selected standards:

Standard Concept Sample Tasks/Assessment Strategies/End Products

HS-IHS-11 Infection Control y Explain the need for asepsis in the healthcareenvironment.

y Identify the chain of infection and opportunitiesto break the chain in the clinical setting.


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y Discuss the cause and effect of nosocomialinfections on the health environment and theimportance of hand hygiene.

y Discuss, observe and practice aseptic techniquesincluding but not limited to hand washing

donning and removing gloves with returndemonstrations.

y Define, demonstrate and utilize standardprecautions as outlined in OSHA guidelines.

y Demonstrate aseptic hand washing and donningand removing non sterile gloves with returnperformance.

y Role-play scenario using standard precautions inclinical setting

HSATS8 Applied Anatomy andPhysiology and

Pathophysiology

y analyze anatomical structures in relationship totheir physiological functions.

y analyze the interdependence of theintegumentary, skeletal, and muscular systems asthese relate to the protection, support andmovement of the human body.

y assess the integration and coordination of bodyfunctions and their dependence on the endocrineand nervous systems to regulate physiologicalactivities.

y Plan Autopsy of a dill pickle to reinforceanatomical terms and directions

y Identify and label anatomical structures on avariety of diagrams/models/cadavers

HSATS10 Community First Aidand Safety

y Identify emergency situationsy Prioritize care for multiple victims based on

assessment results

y Identify equipment/devices used for personalprotection during first aid treatment according toOSHA regulatory guidelines

y Determine first aid treatment based on victimssigns/symptoms

y Demonstrate ability to control bleeding, cleanand dress a wound

y Create a First Aid booklet, encompassing allimportant principles and procedures andaddressing all potential first-aid situations anduse booklet to teach First Aid to elementarystudents

y Demonstrate ability to treat, wrap and splint avariety of bone and joint injuries


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y Successfully demonstrate CPR technique for anadult and use an AED and successfully completeCPR Competency Exam (practical and writtentest)

HS-NE-12 Medical Assisting and

Nursing Skills

y Demonstrate measurement of fluid intake andoutput including documentation

y Obtain blood glucose samples correctly andrecord and report findings to the nurse.

y Demonstrate techniques for urinarycatheterization, catheter care and catheterremoval including documentation.

y Demonstrate techniques for enemaadministration including documentation.

y Demonstrate techniques for collecting urine andstool specimens including documentation.

y Demonstrate ostomy care proceduresy Students will demonstrate advance techniques in

wound care, assessment and associatedequipment, including nonsterile and steriletechniques for dressing changes.

y Monitor vital signs and recognize normal andabnormal vital signs measurements

Collection Review

The first part of my evaluation of the collection was to make a visual inspection of the

media center, with particular focus on the 610 619 section of the non-fiction area (the Dewey

segment containing titles on medical science and medicine), as well as the reference area.

Before going any further, however, it should be noted that we are in a unique situation at

Creekview in that our facility is relatively new, having just opened in 2005. As a result, our

collection is fairly new as well. Materials for our media center were purchased expressly for our

collection, as opposed to being imported or recycled from other district schools.


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All of the non-fiction books in the media center are located on a series of long, low

shelves bordering several sets of tables and chairs in the instructional area. This set of shelving

is clearly marked as the non-fiction area by means of overhead, hanging signage. Each row of

shelving is clearly labeled with the appropriate Dewey range for the materials stored on that

shelf. Reference materials are stored along the wall which is located perpendicular to the non-

fiction shelving, bordering the instructional area on the other side. This creates a convenient

place for students to sit and do research work with easy access to both non-fiction and reference

print resources.

I then set about the task of physically inspecting the books in the collection that related to

my curricular area, Healthcare Sciences. Because the focus of this curriculum is fact-based,

career and technical information, my inspection and evaluation of materials focused on non-

fiction and reference materials, including books, DVD/video and computerized databases. I did

conduct a search of the collection (via the media centers Destiny OPAC software program) for

fiction titles in this curricular area. However, I found only eight titles, each of which dealt

vaguely with some aspect of medicine (one was about a Mayan medicine woman), none of

which fit any of the curriculum standards for this area. Because of this, the focus of my

evaluation switched entirely to non-fiction and reference materials. In visually inspecting and

browsing though a number of the books in this curriculum area, I was not surprised to find them

all in excellent condition. In fact, many of the books appeared not to have been opened more

than a handful of times. At this point in the process, I attributed the excellent condition of the

books more to their chronological newness than anything else.

The next step in my evaluation was to analyze some relevant statistics regarding the

media center collection in general, and the holdings in my curricular area in specific. The total


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number of holdings in the media center is 15,296. This number is reflective of all available

resources including, but not limited to fiction, non-fiction, reference, biography, and audiovisual.

There are a total of 556 non-fiction titles in the 610-619 Dewey range (the range relevant to my

curricular area), representing 3.63% of the total collection. There are only four reference titles in

the collection relevant to the curriculum, a four-volume series of common ailments and their

treatments. In addition, there are a total of 17 DVDs relevant to the curriculum.

I then conducted an analysis of my chosen segment of the collection by age sensitivity,

using five years as my acceptable age range. Not surprisingly, given the fact that we are in our

fifth year of operation since opening, the majority (554 out of 556) of the books in this area fell

into this age sensitivity range. The oldest title found was 1995 (there was only one), while the

most recent title found was dated 2005. As far as making purchasing decisions for improving

this segment of the collection, the age of current holdings is important relative to their

connection to the curriculum. For example, the anatomy of the human body has not changed

since man first walked the Earth. As such, the age of books dealing with human anatomy may

not be a significant factor. However, in terms of medical treatments, healthcare careers and

nursing techniques, these are topics that change and evolve daily. Updating dated holdings on

these topics is a more likely possibility.

In addition to age, I did an analysis of circulation totals for the total collection as well as

for titles in my chosen Dewey range. For the current school year (2010-2011) to date, there have

been a total of 7,191 circulation transactions. By comparison, since the Creekview Media Center

opened in August of 2006, there have only been a total of 471 transactions of non-fiction titles in

the Dewey range I have selected for this assignment. Additionally, the 17 DVDs in this range

have only been circulated a total of 17 times in this same time frame. This is a


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disproportionately small number of transactions relatively speaking, and it probably does a better

job than chronological age of explaining the like new condition of this part of the collection.

This number is best explained by the manner in which the courses in the Healthcare Sciences

curriculum have been administered here since the opening of the school. This instructional

methodology has not taken advantage of the media center and its resources as an integral partner

in effectively meeting curriculum standards, promoting student inquiry in the broad field of

medicine, or improving the information literacy skills of students in this course of study relative

to their course of study. Current administrative plans are to change this situation in this and

other curricular areas in the school.

Another factor I considered as part of my analysis was how well the current collection in

this Dewey range covered the curriculum in a comprehensive manner. I found the current

holdings of the media center to be lacking in a few key areas, while other facets of the

curriculum were well-covered. Of the total number of media center resource holdings in this

range of the collection, only fifteen of them (ten books and five DVDs) covered the topic of

anatomy. Even though (as was previously mentioned) the age of these holdings is not reason for

replacement, the low number of these items makes this an area where supplementing the current

collection is a valid option. Age of titles is a factor, however, with many of the only eighteen

titles that deal with medical and healthcare careers. This information is constantly changing, and

in light of current changes to our nations healthcare system, more change is likely imminent.

Updating materials in this area is a must. In the area of nursing and nursing practice/technique (a

major focus of the curriculum), there is a dearth of holdings only five. This is clearly an area

of the collection that needs to be improved. Another area in which there is a notable lack of

holdings is topic of first aid. There are currently only four titles that remotely relate to this key


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area of the curriculum, making this another need area. Finally, in the area of pathophysiology

(infections, diseases, illnesses, etc.), the collection currently contains numerous and varied

holdings. While this is the strongest area of this segment of the collection, there are still some

gaps to fill, as well as some updating of information that needs to be done.

The final component of my review focused on how well and to what degree current

library holdings in my curricular area met the needs of a diverse group of learners. Even though

the actual number of ESOL students at Creekview is quite small (currently there is only one

ESOL student enrolled in the Healthcare Sciences program), there are currently no Spanish

language holdings in this curricular area of the media center collection. This is an area that

needs to be addressed, even if only at a minimal level. In addition, the needs of our special

education population, which represents 11% of our total student body, should be addressed.

Knowing that a great many of our special needs students perform better when presented with

materials in multiple formats, especially visual media, improving the DVD/video holdings of the

collection in this curricular area is another priority. Augmenting the collection in this area will

undoubtedly benefit the schools special needs and ESOL population alike.

Budget Summary

Finding resources for this curricular area that were suitable for a high school library

media center proved to be a challenge. A great many of the sources I found were geared toward

an adult or professional audience, or at least a post-secondary audience. It took quite a bit of

searching through a number of vendors. Ultimately I feel that I was able to find resources in a

number of formats, including books, DVDs and CD-ROMs that will enhance the collection and

make up for any current deficiencies. I was able to find multiple sources covering the primary


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need areas I had identified, including anatomy, nursing, nursing practice/technique, and first aid.

The total cost of the resources I have selected is $3,928.88. The listing of resource titles,

organized by vendor, can be viewed on the Excel spreadsheet, which is the second of the two

files I have submitted for this assignment. In addition to the print and audiovisual resources I

selected, I have also found a number of reputable websites that are excellent resources to use in

conjunction with this curricular area. I have listed these at the following Delicious link:

http://www.delicious.com/stevesapere/healthcarescience

SapereS_CollectionDevelopmentPlan

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