Diversifying FCPS Library Media Collections: FCPS Selection Guidelines

In selecting a book, three primary considerations must be made: 

1. What is the purpose, theme, message of the book? 
2. How well is this purpose accomplished?  
3. For whom is the book intended? 

After answering these three questions, the chart found on page two of the Guidelines for Selection and Approval of Instrutional Materials must be used as guidelines for the selection of instructional materials. A curriculum specialist will follow appropriate procedures for adoption when instructional materials conform to a majority of the applicable criteria for selection.

Library media materials shall be selected from standard, authoritative,  bibliographic references using the criteria established in the guidelines. Those materials vary in level of difficulty, format, title, and subject, and usually are purchased in single copies. It is impractical to provide copies of these materials for preview before purchase because of a lack of space for display, time, staff required, and cost of additional preview copies.

Representative List of Bibliographic Sources and Review Journals. A favorable review or listing of any title in one of the reviewing journals or bibliographic sources found on page NINE of the Guidelines for Selection and Approval of Instructional Materials constitutes approval of the title for addition to media center collections in the Frederick County public schools.

Graphic novels and manga may be purchased at the elementary and middle school level if they have a positive review OR are nominated for a Black Eyed Susan award OR are rated “All Ages” or “Y” by the publisher if it is Manga or Graphic Novel.

Exceptions - if an individual wants to consider a book that doesn’t fit these criteria, he/she can request it be reviewed by our group.

General Standards: Any school-sponsored productions which is deemed as follows, shall not be presented: 

1. Lewd, vulgar, obscene;  
2. Libelous or slanderous;  
3. Constitutes an unwarranted invasion of privacy or has the intent to harass, threaten or intimidate;
4. Violates federal or state law;
5. Incites students to create a clear and present danger of the commission of an unlawful act;
6. A violation of any Board policies or FCPS regulations;
7. A substantial disruption of the orderly operation of the public school.
8. Principals shall make known to students system-wide guidelines for school sponsored productions. Such information shall be included in the student handbook given to each student.
9. The instructor shall provide a student contract outlining rehearsal/set construction/production dates and times. The contract shall include procedures for missed rehearsals/productions. The contract should be signed by student and parent/guardian. Additional rehearsals may be added as needed, but students can not be penalized if they are not available.
10. The school principal, or designee, in consultation with the teacher and appropriate curriculum specialist, will review productions that may be deemed in violation of standards as outlined in Board Policy 436 and take action accordingly. Such decision may be appealed in accordance with Board Policy 105. 

Considerations

1. The play should have a worthwhile theme, be sincere and true in its interpretation of life, and accurate in its reflection of customs and manners.
2. It should have literary value, be written in acceptable language and in accordance with accepted standards of play writing and, be emotionally and intellectually stimulating.
3. It should be within the capacities of the students to understand, interpret, and appreciate. The influence of vicarious experience and the students' natural interests should be taken into consideration.
4. It should challenge the highest creative and artistic abilities of all who are associated with its production, thereby affording rich opportunities for study, analysis, and experimentation.e)  It should be quality theatre, which affords opportunities for sincere acting, satisfying entertainment, growth in theatre appreciation, and expansion of perceptions and knowledge.
5. Is the play adaptable to the physical equipment and schedule of the school in which it will be produced?
6. Does the play make unreasonable demands upon the play production budget and personnel?
7. Does the play fit in well with the plays which have preceded it and those which will follow it, so as to offer variety to the year's production schedule?
8. Does the play afford opportunities for participation of students based on the educational goals as determined by the instructor?
9. Does the play come within the interests and qualifications of the teacher upon whom the responsibility for producing it is placed?

Procedures

1. Each school administration, working with the instructor, should read and review the play to ensure appropriateness for that school community.
2. If administration and instructor deem it appropriate, an appeal may be submitted to the Secondary Visual and Performing Arts Curriculum Specialist for approval.

CTE teachers are asked to contact the CTE Supervisor or Coordinator when considering the incorporation of new curricular materials that will significantly impact instruction. Due to the vast differences in CTE programs and program standards, the following criteria may be used for evaluation.   

1. Alignment to curricular standards.
2. Systemic compatibility 
3. Recommendations from the Program Advisory Committee.  
4. Absence of sex-role stereotyping, racial discrimination, and occupational denigration.
5. Ease of reproduction and use by teachers with a minimum of additional in-service preparation.

Areas Delineated by the Public School Laws of Maryland. According to Bylaw 13A.04.05.01-03, the Maryland State Department of Education (MSDE) has developed and distributed to all local school systems Guidelines for the Evaluation and Selection of Instructional Materials Which Will Insure Proper Recognition of Ethnic and Cultural Minorities.

In Bylaw 13A.04.01.02 the MSDE requires each local school system to establish procedures for evaluating and selecting printed and audiovisual materials to be used in all phases of Family Life and Human Development programs. The Maryland State Department of Education has also developed procedures "for ensuring the elimination of sex stereotyping in print and nonprint materials of all Ethnic and Cultural groups" as directed by the resolution 1974-48.