September 16 - Curriculum Day (see details below)
September 28 - Elementary Review Committee Meeting: If you are interested in joining this committee, contact Gwen Jackson in Library Services.
September 28 - High School Team Meeting (Location TBD) (12:00-3:00)
September 29 - Middle School Team Meeting (Location TBD) (12:00-3:00)
October 16 - First Quarter ends
October 19-21 - NLA/NSLA Fall Conference: Libraries Transform. Ramada Conference Center, Omaha.
October 26 - Secondary Team Meeting (Both MS and HS) at Millard Branch of OPL (12:00-3:00)
October 27 - Elementary Team Meeting in TAC Cafeteria (8:30-11:30)
See the attachment to find out which elementary buildings are assigned to which session. If you are a TRAVEL librarian, please let Courtney know which session you will be attending. We have an action packed day planned and will be beginning promptly at 8:00 and 12:30. See you then!
Location: ITC Building on the South Omaha Campus of Metro Community College
Parking: Use the parking lots near the ITC building. No pass needed.
Session 1: High School & Assigned Elementary
Session 2: Middle School & Assigned Elementary
2016-2017 budgets are now open. The budget amount sent to you includes $500 for supplies. Library supplies can be purchased in October and February. The order form for supplies will be published on September 30th and February 1st and will stay open for 30 days.
This year you may spend $500 of your library budget on MakerSpace supplies. The order form for MakerSpace supplies will open on September 16th and close at the end of October. You will be able to order MakerSpace supplies again during the month of February.
Periodical orders will be due during the month of January.
Important Ordering Dates
50% of library budget spent by start of Winter Break (December 22, 2016)
Sherwood Elementary Order by March 31, 2017
Remainder of budget spent by April 14, 2017
Last procurement card purchase by April 14, 2017 (secondary only)
Please send any special order requests or questions about ordering and budgets to Stacy Lickteig
The fastest way to get your questions answered is to contact the right person!
The reformatted Golden Sower Competition is cosponsored by Library Services and Gifted & Talented Education. See below for details. Don't miss out!
We asked, "How do you ensure that your library is not separate from or subordinate to what goes on in the classroom?"
Networking with teachers and communicating what I can add to their classroom content. I can and will teach lessons. Teachers for the most part, embrace the idea of collaboration.
When they see the benefits of a strong school librarian, they don't see you as an "extra" but instead see you as a critical part of the learning environment.
I actively teach lessons when students come to the library, and I sometimes go to the classrooms to teach in there.
I love helping them work on projects they have "always done", giving it a bit of a twist or a stretch that makes it more fun for the teacher and the students.
We ALWAYS refer and make connections to classroom learning during our library lessons.
I have engaging lessons and make sure the students are working toward their learning target.
Each grade level head completes a coordination focus sheet that keeps the specials teachers apprised of what the classroom is learning.
I check with teachers to see what they would like me to teach and what part of the puzzle I can be of help with for them.
I try to attend team meetings.
I go over the NeSA data to see what areas the kids did well on and where they struggled. I also use the the students. They are a fantastic resource, plus they like to fill me in on what they are doing in their classrooms. For our school, grade level meetings are key if I can sneak in for just a minute or two... Long story short...nothing works as well as building relationships with the staff and the kids. I work hard to ensure the library is a safe, warm, loving, and inviting environment. All the other pieces of the puzzle fall into place once that happens.
I talk to each staff member as they pick up or drop off their students, giving specific tie-ins to classroom curriculum.
Tool discovery is often a challenge for teachers interested in finding ways to use technology that will change the way they and their students work. With so much going on in the classroom, many teachers don’t have the time to test out various apps and find the perfect tool to meet their needs. Luckily, several tech-savvy librarians have been curating the apps their colleagues find useful and sharing the all-stars with one another through personal learning communities (PLC) and edWeb webinars.
These educators are paying attention to their own working habits, as well as those of students, to figure out which technology products and trends are here to stay.
Sign up for the Penguin Young Readers and Bookopolis first ever Pen Pal Program with Ursula Vernon! Each month your class will receive an email from Ursula Vernon with a writing tip, activity, or question for you to discuss. You’ll also be able to see sneak peeks into some of Ursula’s upcoming stories and your class will be entered for a chance to win a full set of the Dragonbreath and Hamster Princess series and a Skype visit with her at the end of the year.
8 Digital Skills We Must Teach Our Children
KQED Teach, a new online learning platform, supports educators’ growing media literacy needs by helping them develop the media skills necessary to bring media production to their learning environments. KQED Teach courses are free and self-paced so that educators can learn what they want, when they want. The courses are designed around a simple learning cycle: Participants make a variety of digital media and gain confidence in the role of producer. They share their projects and discuss their experiences integrating their new skills into the learning environment. They then level up and repeat the learning cycle. The courses focus on key digital literacies, including participation in online communities, the ability to decipher and manipulate digital imagery in a variety of forms, and competence in both making original media and sharing it with audiences that matter.
Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).
Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).