* Add new and diverse collections of animal books (500s)
- I purchased over 50 new titles for the 500s section including animal books and books on food chains and habitats.
* Weed the 500s and 600s of obsolete and aged material
- After reviewing several lists based on different criteria, I did not weed as much as was originally planned. This is also due to an extensive weeding process that I underwent last year.
* Send a notice after two weeks of missing books
- Notices have been sent home within a month of a student missing a book for that duration. Parents were notified at each conference with due slips and some have been sent home more than once.
* Allow all students to check out every visit
- This year I have not been as restrictive with checkout. In only extreme circumstances have I limited a classes ability to check out. This usually results in a better return the following week and check out continues as normal.
* Place no restrictions on student check out based on missing books up to 5
- As stated above, only in certain circumstances have I limited a student's checkout.
* Create more cummulative projects for students to demonstrate understanding.
- Students from k-6th have completed at least 2 cumulative projects this year. Kindergarten & first did a PebbleGo project where they learned about individual animals and their characteristics. First grade also learned about life cycles in the spring and completed a food chain based around an animal they chose. Second grade created their genre poster again this year where they choose their favorite genre and create a poster demonstrating their knowledge. Third grade has created a handprint with each finger representing a portion of a story with the palm being the theme. They are currently working on creating a solar system mnemonic device to help them remember the order of the planets. Fourth grade created their "You Wouldn't Want to Be" posters with some exceptional results this year. They also focused on some research skill using culturegrams and WorldBook. Fifth grade tried their hand at creating a facebook account for historical figures of their choosing. They also chose a Wonderopolis topic and researched it using the website as well library and outside resources. Sixth grade has spent a lot of time working on their senior project as well as learning how to create their own games through coding.
* Work closely with staff to increase my personal knowledge of K-6 curriculum.
- I have worked closely with most of the staff all year in learning what they want in terms of resources and what I can do to assist them. Teachers come to me on a daily basis and ask for technology and resource help. By doing this I have come to better understand their needs and how I can help in their lessons.
* Organize the library in a more easily navigatable fashion for students.
- There is a new section solely for 5th and 6th grade students, a new graphic novel area and the library is divided so that kindergarten and first stay on one side of the library. I also created an easy chapter book section for younger readers.
* Promote ongoing learning outside of school with internet programs.
- Many students are now working on projects from home such as typing, sumdog, and coding.
* Get students more involved with assistance in the library.
- Fifth grade students have come in during their recess time and helped put books away.
- I had two sixth grade students help with the bookfair by dressing as Clifford.
* PebbleGo use
- 2nd grade students researched a specific animal and used one of the printables from the website. Students chose an animal, found basic information such as height, weight, food, habitat and descriptions of an animal to fill in the sheet. We focused on using adjectives to answer the questions and talked about how their separate animals may live in the same habitat.
- 4th grade also used PebbleGo to assist them in a classroom project. Students used their time in library to research their animals if there was not enough printed material. Students used the pictures and descriptions to create their own facimiles.
- Kindergarten used PebbleGo to research animals that are born from eggs. Students were told to choose either a bird or reptile (also a platypus). They wrote down the name of their animal, drew in in an egg and used brackets to create a cracking egg.
- 1-6th grade now have a Sumdog account that they can access from home as well as from school. Students have competed with classmates and students around the world in math competitions which allow them to unlock clothing for their avatars. To date, students have answered nearly 200,000 math questions.
- Students from 3-6th grade continue to practice typing using TypingWeb. Students practice at school as well as at home and those that continue to practice have shown significant improvement as now the majority type at least 20 wpm and several are over 40.
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).