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CFBISD Grant No. 2006-L01STATE OF TEXAS § COPPELL EDUCATION DEVELOPMENT CORPORATION COUNTY OF DALLAS § GRANT AGREEMENT This Educational Development Grant Agreement ( "AGREEMENT ") is made by and between the city of Coppell, Texas ( "CITY "), the Coppell Education Development Corporation ( "CEDC ") and the Carrollton/Farmers Branch Independent School District (the "CFBISD "), acting by and through their respective authorized officers. WITNESSETH: WHEREAS, the CITY is authorized by TEX. LOC. Gov'T CODE § 379A to provide educational development grants to publicly funded institutions through the CEDC for the promotion of literacy, foreign language and career technology for a skilled workforce; and WHEREAS, the CITY seeks to support programs for promoting literacy, foreign language and career technology for a skilled workforce; and WHEREAS, the CFBISD has submitted a grant application No. 2006 -LO1 to provide funding for three full -time paraprofessional salaries and additional printed material for the library at Riverchase Elementary School in Coppell (the PROJECT); and WHEREAS, the CFBISD serves 528 students from the CITY, and has developed the PROJECT in order to raise the literacy levels of all the students; and WHEREAS, CFBISD is in need of funding the three full -time instructional support salaries and provide printed material for the library, and seeks the assistance of the CEDC for such assistance; and WHEREAS, the CITY has determined that making an education development grant to the CFBISD in accordance with this AGREEMENT will further the objectives of the CITY, will benefit the CITY and the CITY's inhabitants and will promote career technology in the CITY. NOW THEREFORE, in consideration of the foregoing, and other valuable consideration the receipt and sufficiency of which are hereby acknowledged on the terms and conditions hereinafter set forth, the parties agree as follows: GENERAL PROVISIONS 1. Subject to availability of funds collected from the 379A sales tax, the CITY agrees to provide the CFBISD an education development grant (the "GRANT ") in an amount not to exceed One Hundred Fifteen Thousand Two Hundred Dollars and no cents ($115,200.00). COPPELL EDUCATION DEVELOPMENT GRANT Page 1 2. CFBISD agrees to utilize the GRANT to fund three full -time instructional support salaries and provide printed material for the library at Riverchase Elementary School in Coppell. 3. CITY agrees to provide the GRANT of One Hundred Fifteen Thousand Two Hundred Dollars and no cents ($115,200.00) funds payable on a quarterly basis with the first payment to be made in August 2006. Funds to be expended in accordance with the budget categories set forth in the GRANT application. 4. On a quarterly basis beginning no later than November 1, 2006 the CFBISD shall submit personnel costs and invoices for this GRANT to the CEDC. The detailed expenditures shall include, but not be limited to, salaries, number of students from Coppell served, grade levels actually served, and any changes in personnel during the period covered by this GRANT, invoices for books and other purchases. 5. In the event the CFBISD breaches any of the terms of this AGREEMENT or fails to use the GRANT for the purposes set forth herein, then the CFBISD, after expiration of the notice and cure period described herein, shall be in default of this AGREEMENT. As liquidated damages in the event of such default, the CFBISD shall, within thirty (30) days after demand, repay to the CITY, the GRANT with interest at the rate of eight percent (8 %) per annum from the date of receipt of the GRANT until paid. The parties acknowledge that actual damages in the event of default would be speculative and difficult to determine. Upon breach by CFBISD of any obligations under this AGREEMENT, the CITY shall notify the CFBISD in writing, who shall have thirty (30) days from receipt of the notice in which to cure such default. If CFBISD fails to cure the default within the time provided herein, or, as such time period may be extended, then the CITY at its sole option, shall have the right to terminate this AGREEMENT without further notice to the CFBISD. 6. The terms and conditions of this AGREEMENT are binding upon the successors and assigns of all parties hereto. This AGREEMENT may not be assigned without the express written consent of CITY and CEDC. 7. It is understood and agreed between the parties that CFBISD, in the use of the GRANT and in satisfying the conditions of this AGREEMENT, is acting independently, and that the CITY and/or the CEDC assumes no responsibilities or liabilities to third parties in connection with these actions. CFBISD agrees to indemnify and hold harmless the CITY and the CEDC from all such claims, suits, and causes of action, liabilities and expenses, including reasonable attorney's fees, of any nature whatsoever arising out of the CFBISD'S performance of the conditions under this AGREEMENT. 8. Any notice required or permitted to be delivered hereunder shall be deemed received when sent by United States mail, postage pre -paid, certified mail, return receipt requested, addressed to the party at the address set forth opposite the signature of the party. 9. This AGREEMENT shall be governed by the laws of the State of Texas; and venue for any action concerning this AGREEMENT shall be in the State District Court of Dallas County, Texas. COPPELL EDUCATION DEVELOPMENT GRANT Page 2 10. In the event any one or more of the provisions contained in this AGREEMENT shall for any reason be held to be invalid, illegal, or unenforceable in any respect, such invalidity, illegality, or unenforceability shall not effect the other provisions, and the AGREEMENT shall be construed as if such invalid, illegal, or unenforceable provision had never been contained in it. EXECUTED this 7 day of 2006. EXECUTED this ATTEST: By: day of COPPELL EDUCATION DEVELOPMENT GRANT Page 3 CITY OF C ' ' LL, TEXAS B ATTEST: ITT, CITY MANAGER 5 Parkway Boulevard P.O. Box 9478 Coppell, Texas 75019 B , 2006. COPPELL EDUCATION DEVELOPMENT CORPORATION ANTONIO ALTEMUS, PRESIDENT 255 Parkway Boulevard P.O. Box 9478 Coppell, Texas 75019 s F SIGNED this 3 I J day of `/ y CARROLLTON- FARMERS BRANCH INDEPENDENT SCHOOL DISTRICT STATE OF TEXAS COUNTY OF DALLAS By. ATTEST: COPPELL EDUCATION DEVELOPMENT GRANT Page 4 .•`4 ?. 8P ;'•. My Commission Expires: �tt, -A, el r . r • '•,� TE OF 5 • : • 'i ' • E xp�. • •rc, 4. ' '0,�� ! 09 0 r %'' , 2006. TTE GRIF IN, Carrollton- Farmers Branch 1445 North Perry Road Carrollton, Texas 75006 S By: ( 4 \_/ CITY'S ACKNOWLEDGMENT TENDENT endent School District This instrument was acknowledged before me on the day of 2006, by Jim Witt, City Manager of the City of Coppell, Texas, a Texas municipali said municipality. Notary Public, State of Texas 11/. on behalf of STATE OF TEXAS COUNTY OF DALLAS This instrument was acknowledged before me on the day of 2006, by Antonio Altemus, President of the Coppell Education Development Corpo, ion, on behalf of said corporation. My Commission expires: STATE OF TEXAS COUNTY OF DALLAS My Commission expires: o 'l - • � = SHARON A. SCRIVNER t " ! -6- R Notary Public / STATE OF TEXAS .,,► o' t . Commi E xpires 06/04/09 COPPELL EDUCATION DEVELOPMENT CORPORATION Notary Public, State of Texas CARROLLTON/FARMERS BRANCH INDEPENDENT SCHOOL DISTRICT s �- 1 This instrument was acknowledged before me on the o'1 day of -� 2006, by Dr. Annette Griffin, Superintendent of Carrollton/Farmers Branch Independent Schooi District, on behalf of said district. COPPELL EDUCATION DEVELOPMENT GRANT Page 5 Not . Public, State of Texas Project Title: Principal Applicant: Title of Principal Applicant: ISD Represented in Application: Project Period: Total Amount Requested: Printed Names & Titles of Grant Approvers; Signatures; and Dates Holly Barber, Principal Principal Applicant Title (Required) Sue Danz, Parent S -4"C;) Signature Team Member Title (Optional) Shashawn Campbell, CIC Team Member Title (Optional) Holly Barber Principal of School (Optional) Annette Griffin District Superintendent (Required) Coppell Education Development Corporation Grant Application John Tepper **School Board President (Required) **Signifies approval by the School Board of Trustees 6/6/06 3:40 PM Si Improving Literacy K-5 Holly Barber Principal Carrollton - Farmers Branch August 2006 - May 2007 $115,200 ure I; ge �r (J14._ C 1.l S ignature 1 Signature C� ( :2 Date ln1(pOc Date ‘/i) Date Date 6/ Date 1 I. Abstract of Program /Activity Abstract, not to exceed 300 words, indicating the program/activities to be undertaken with grant funds and a timeline for such program/activities. Please refer to "Guidelines for Required Sections" in the CEDC Grant Application Overview for further details on completing this section. Riverchase serves 400 students in grades K -5. The school has the second highest mobility rate in the Carrollton- Farmers Branch ISD at 31%. The student body is 70% minority. One fourth are designated English -as- Second - Language learners and 36% qualify for free /reduced meals. In spite of these challenges, 92% of students in grades 3- 5 passed TAKS reading this spring and 32% had Commended Performance. As good as this is, it's not good enough. The goal of this grant is to have all students in grades K -5 reading at or above level through three improvements: 1. Increasing direct reading instruction in classrooms through paraprofessional support; 2. Increasing the amount of printed reading material available; and 3. Continuing the supplemental reading program Focus on Reading. Student assessment aligned to student expectations is a critical piece in good instruction. Conducting this assessment, especially when it must be done with individual students, takes a significant amount of time. Paperwork also takes time from direct instruction. This grant would provide one instructional aide for grades K -2 and another for grades 3 -5. These aides would relieve classroom teachers from non - instructional duties, creating more time for direct instruction. The grant would also provide an aide to manage the Focus on Reading laboratory established two years ago. This lab supplements classroom instruction through a fluency and comprehension program. 6/6/06 3:40 PM 2 Books would be added to the library, Guided Reading Library, and each classroom. Increasing the number of volumes would benefit students through better direct reading instruction and provide a larger student selection for research and pleasure reading. This request is for a total of $115,200. Seventy -two thousand is for three, full - time paraprofessional salaries (including benefits). Twenty -one thousand is designated for the guided reading library. Fifteen thousand dollars is designated for the school's main media center. Seven thousand two hundred is designated for regular classroom libraries. 6/6/06 3:40 PM 3 IL Description of Proposal & Nature of Request Description of the purpose of and the educational need and importance for the proposed program/activities, including the relevance to one or more of the three approved funding areas: literacy, foreign language, and/or career technology for a skilled workforce. This grant proposal for literacy improvement is divided into three sections. The first section addresses support for classroom teachers in the form of paraprofessional help. The second addresses increasing the number of books available to students to read. The third addresses a supplemental program to increase students' fluency and comprehension in reading. Part I — Paraprofessional support Time each day for oral reading, shared reading, and direct reading instruction are non - negotiable parts of our district's `best practices'. Children learn to read by reading and to become powerful readers, children need exposure to many books, many words, and quality time with his/her teacher. While not all experts agree upon the best type of reading instruction, they do agree upon the importance of direct interaction between the teacher and child. (Taylor, 1990; ASCD, 2003) While the minutes in a school day have not changed, the demands placed upon teachers have. One of the changes, while providing valuable assessment data, has had the detrimental effect of reducing instructional time. The state reading assessment, Texas Primary Reading Inventory, requires up to twenty minutes per student of individual administration. This is conducted three times a year. Multiply that by 20 — 22 students per classroom, and a significant amount of `teaching time' is lost. Similar reading assessments exist at intermediate grades. Add to that comparable mathematics assessments conducted three times a year, district benchmark tests given approximately every nine weeks, other standardized tests such as Otis Lennon, Stanford Achievement, TAKS, and everyday assessments to 6/6/06 3:40 PM 4 evaluate student progress, it is clear that much of a teacher's time is devoted to gathering data. While the data is important, a better alternative would be to have a trained paraprofessional assist in either obtaining the data or, if appropriate, continuing the small group instruction in the classroom, freeing the teacher to conduct the assessment while not slowing the rest of the class. This type of support was first provided last year through a CEDC grant. This grant requests funds to hire two, full -time paraprofessional aides. One aide would be assigned to assist all teachers in grades K -2. The other would assist all teachers in grades 3 -5. The aides would carry out their duties under the direct supervision of our Instructional Specialist, classroom teacher, assistant principal, and /or principal. Depending upon the needs of the individual classroom and students, the aide's responsibilities could include: • Conducting individual or small group assessments such as TPRI; • Conducting small group classroom instruction; • Tutoring individual students or small groups; • Completing paperwork; and • Assisting in non - instructional duties which would free teacher for additional instructional time. The assistance of an aide in any of the jobs listed above would increase the time of student /teacher interaction each day. The cost for this portion of the grant would be $48,000. This would cover salaries and benefits for two aides. 6/6/06 3:40 PM 5 Part II — Additional printed material Quantity counts when it comes to reading. (Anderson, Hiebert, Scott, & Wilkinson, 1985) The amount of out -of- school reading is also important and consistently relates to gains in reading achievement. (Anderson, Wilson, & Fielding, 1988) When all out -of- school activities were analyzed, the number of minutes per day a child spent reading was the best predictor of a student's reading comprehension and vocabulary. Other studies confirm that independent reading correlates highly with reading growth. (Taylor, Frye, & Maruyama, 1990) To further underscore the value of well stocked and up -to -date general circulation libraries, a study in Colorado demonstrated how school librarians help students reach higher academic achievement standards. This second Colorado public school study found that well staffed, well stocked, and well funded library media programs are an essential component of successful schools. (Lance, 2000) Carrollton- Farmers Branch ISD publishes figures on the number of volumes in each school library as well as the age of each collection. The most current data available shows Riverchase had 8,000 copies of books and 18% of these were older than 1990. Fifty -six percent were published in the 1990's. Public school libraries operate under Texas Education Agency guidelines which list the minimum number of 18 volumes per student to achieve a `Recognized' rating. (See Appendix A.) For the higher Exemplary rating, 20 volumes per student must be available. For the 2006 -07 school year, district projections show that Riverchase will serve 400 students in grades K -5. To keep our collection current and to maintain an exemplary number of books, we need to cull those that are worn or outdated and add new volumes. 6/6/06 3:40 PM 6 The guided reading library currently houses approximately 12,600 volumes. While this sounds like a large number, over 2,120 would be checked out school -wide at any one time. In good reading instruction, a classroom teacher in grades K -2 would use 3 -4 leveled books per student weekly. In addition, the same student would have 3 -4 leveled books in a take -home bag to keep for the evening or week to use for reinforcement of taught skills. This would mean each student should have access to 6 -8 books weekly in the lower grades. The number for middle and upper grade students would be fewer because their instructional books tend to be longer, but two per student (one for classroom instruction, one for home) would be a minimum. (See Appendix B for a brief description of guided reading instruction.) This would give the following total number of books in use weekly: Number of students in grades K -2 220 Number of books for students in grades K-2 1,760 Number of students in grades 3 -5 180 Number of books for students in grades 3 -5 360 Total number of books checked out weekly K-5 2,120 Teachers return read selections on a weekly basis and need new titles to select from. A variety of titles at each level is necessary so students have reinforcement at that level in order to progress. Therefore, teachers need new titles for each week during the school year, or, 35 times the number checked out each week. Because some teachers would be returning titles that could then be checked out by someone else, the ideal number of volumes would be between 20 and 30 times the 2,120 checked out weekly. This would make the eventual goal of the guided reading library to be between 42,400 and 63,600 6/6/06 3:40 PM 7 volumes. While this grant will not achieve the ultimate goal, it will significantly impact current numbers. In addition to the funds from this grant supplementing the general circulation library and guided reading library, funds would also be allocated to each classroom to purchase a variety of books or periodicals for students' personal reading time and /or for cross - curricular instructional work. This printed material would cover a variety of levels and subjects to accommodate varying needs and interests. Three hundred dollars per classroom would purchase approximately 75 —100 books (per room). There are 24 general classrooms at Riverchase. The cost of this section of the grant is as follows: Media Center books $15,000 Guided Reading Library books $20,000 Guided Reading Library shelving/book boxes $ 1,000 General classroom books (24 sets) $ 7,200 Part III — Focus on Reading Focus on Reading (FoR) is a comprehensive reading improvement program that provides evidence -based instruction in the critical elements of reading - fluency, vocabulary development, and comprehension. Selected students in grades 2 -5 participate in 80 minute daily sessions for 7 weeks. The goal is 200% improvement in the child's initial reading rate. The program is delivered through the computer via a software program that individualizes to meet each child's needs. An instructor oversees the appropriate implementation and analyzes students' daily work to make decisions 6/6/06 3:40 PM 8 regarding subsequent lessons. Ten students per session are considered the maximum enrollment. Up to three sessions could be scheduled each day and enrollment changes each seven weeks. This means up to 120 students could be served during the year. Riverchase began a FoR lab in 2004 -05 with CEDC grant funding. Statistics on students who have been through FoR are encouraging. The number of students recommended for retention due to below level reading ability was reduced from 18 in spring 2005 to 12 this spring. Of the 12, none are recommended for retention pending completion of summer school. Ninety -four percent of the below level readers who went through the FoR program passed their spring state assessment in reading. The seven week program begins with a check of the efficiency of each student's eye movements. The student reads a computer screen while wearing special goggles called a Visagraph. The Visagraph traces the pupil movement 60 times per second using infrared sensors and detects if there are any visual difficulties. Following the reading, a comprehension check determines whether or not the subject read with reasonable comprehension. The students' fundamental reading efficiency is then measured against national norms. The system prescribes and evaluates corrective instruction in the form of visual discrimination and reading fluency training. Each daily lesson follows a specific format with content and duration of components individualized for each student. Each guided reading lesson provides: • Key vocabulary introduction and word recognition practice; • Preview strategies as preparation for more comprehension reading; • Self -paced reading to introduce the new selection and author's style; 6/6/06 3:40 PM 9 • Timed left to right reading to change basic reading skills; and • Comprehension skill questions and directed rereading if errors occur. Literature from National Learning Systems cites numerous studies in Oklahoma, Arkansas, and Texas which demonstrate significant improvement in standardized reading test scores after FoR was employed in schools. Among those was Blair Intermediate School in Carrollton - Farmers Branch ISD. There the lowest performing students gained 2.3 reading levels in a 6 week target program. At -risk students in Duncanville increased 2.2 reading levels and 1.8 vocabulary levels in summer school. The program is implemented by a trained paraprofessional. The paraprofessional hired two years ago through this grant would return and has already had the necessary training. Without this grant, the paraprofessional could not be hired and the only way to continue the FoR program would be to sacrifice in another area, such as reassigning the librarian for part of the day. The cost of this portion of the grant is $24,000 for the paraprofessional salary and benefits. The hardware and software are already in place. The district will provide any on -going training that is required. Project Goals All children deserve to have every minute of every day at school provide quality instructional experiences. External demands on teachers, and sometimes good practices such as individual assessment, do not permit this to happen. Additional personnel will provide the gift of time for our students to have improved student- teacher interaction. 6/6/06 3:40 PM 10 All children deserve abundant reading materials at school and at home. Unfortunately, many of Riverchase students' homes do not have any reading resources available. For some disadvantaged students, holding a book on the couch in their home is a unique event. It need not be, however. Through the weekly use of take -home book bags for all Riverchase students, this grant will provide the gift of literature and literacy. Funding for the acquisition of additional reading material for instruction and student check -out will provide a long -term resource for the students at Riverchase. Increasing the number of books in the media center will provide students with content area references for classroom study as well as the freedom to select from a wide variety of pleasure reading. It will also allow the school to evaluate the 18% of books in the library that are pre -1990 to weed outdated material more freely. Increasing the number of books in the guided reading library will give teachers invaluable classroom instructional materials and parents the loan of good books to have at home. Additional books in the classroom will encourage students to read for pleasure. This project will benefit all students as well as all staff members for many years into the future. No Child Left Behind and professional practice dictate that all children perform at grade level expectations. Current practice has not yet met this goal. The program will be deemed successful if • All students in grades 3 -5 pass reading TAKS. o Number of students receiving Commended Performance on TAKS increases a minimum of 10% from spring '06 ( 2006 scores were 45% in 3 grade, 27% in 4 and 23% in 5th grade). o All TAKS subpopulations will be at a minimum of 90% passing 6/6/06 3:40 PM 11 References • All students who participated in FoR increase their reading levels by a minimum of one year. • Riverchase Elementary reduces the number of recommended retentions due to reading difficulties by two thirds. • Per pupil, there are increased check -out numbers from the general circulation library. • Increased teacher check -out from guided reading library. • Every student takes home books to read for reinforcement of skills; ASCD Research Brief (June 10, 2003). Teaching Children to Read. Volume 1. Anderson, R., Hiebert, E., Scott, J., & Wilkinson, I. (1985). Becoming a nation of readers: The report of the Commission on Reading. Washington, DC: National Institute of Education. Anderson, R., Wilson, P. T., & Fielding, L. (1988). Growth in reading and how children spend their time out of school. Reading Research Quarterly, 23, 285 -303. Halford, Joan Montgomery. (1997) Focusing the Debate on Student Achievement. Reading Instruction. Retrieved June 17, 2005 from http://www.ascd.org/portal/site/ascd/template Lance, Keith. (2000) The Status of Library Media Support of Student Achievement. Denver, CO: Library Research Service, Colorado Department of Education. Taylor, B. M., Frye, B., & Maruyama, G. (1990). Time spent reading and reading growth. American Educational Research Journal, 27, 351 -362. 6/6/06 3:40 PM 12 I1I. Detailed Budget Outline proposed expenditures for resources and personnel requested in the proposal. Actual costs are not to exceed this estimate. Budgets should account for current/future price fluctuations as well as salary/benefits increases. The cost of this project is in the table below. Any staff development required will be provided through current district personnel. No additional funding sources are supplementing this proposal. *Library Research Service (CO Dept. of Educ.) article ED3 /110.10/No. 172 on March 6, 2001 projects the average hard cover price for public libraries to be $1 6.20 in 2004. 6/6/06 3:40 PM 13 Item Quantity Unit Cost Total Cost Media Center General curriculum books /reference material 926 $16.20* $15,000 Guided Rdg. Library Leveled student reading books 3, 333 $6.00 $20,000 Metal shelving units 5 $140.00 $700 Book boxes organize books 375 $.80 $300 Classroom Libraries Trade /reference books for each classroom 24 $300 $7,200 Personnel Paraprofessionals 2 Instructional Aides 1 Focus on Reading Aide 3 $23,000 $72,000 TOTAL $115,200 I1I. Detailed Budget Outline proposed expenditures for resources and personnel requested in the proposal. Actual costs are not to exceed this estimate. Budgets should account for current/future price fluctuations as well as salary/benefits increases. The cost of this project is in the table below. Any staff development required will be provided through current district personnel. No additional funding sources are supplementing this proposal. *Library Research Service (CO Dept. of Educ.) article ED3 /110.10/No. 172 on March 6, 2001 projects the average hard cover price for public libraries to be $1 6.20 in 2004. 6/6/06 3:40 PM 13 IV. Project Measurements and Evaluation This section should include a detailed description of expected outcomes, numbers of students served and measures to be applied to determine overall project effectiveness. All students in grades K -5 will be served. The school district predicts Riverchase Elementary to have 400 students during the 2006 -07 school year. All students would benefit from the grant. The per pupil cost for $115,200 would, therefore, be $288. Desired outcomes include: ✓ Increased reading levels of students as determined by PRI/IRI levels to a show a minimum of one year's growth from August to May. ✓ Improved TAKS reading scores, o All subpopulations will be at a minimum of 90 %; o Number of students receiving Commended Performance to increase a minimum of 10% from spring '06 ( 2006 scores were 45% in 3 grade, 27% in 4 and 23% in 5 grade); ✓ Increased check -out numbers per pupil from general circulation library; ✓ Increased teacher check -out from guided reading library; ✓ Every student taking home books to read for reinforcement of skills; ✓ Increased reading levels of a minimum of one year for all students completing FoR; and ✓ Reduced number of recommended retentions due to reading difficulties by two thirds. 6/6/06 3:40 PM 14 See chart on next page for implementation steps and measures to be applied to determine project effectiveness. 6/6/06 3:40 PM 15 Strategy Person Responsible Timeline Formative Evaluation Summative Evaluation Gather current data on categories of books in library and levels of books in guided reading library H. Barber, librarian, Instructional Specialist August 2006 Data sheets Data sheets (quantitative) Survey teaching staff for needs for classroom library and paraprofessional support H. Barber, librarian, Instructional Specialist August 2006 Survey results Survey results (qualitative) Create daily schedule for paraprofessionals H. Barber, Instructional Specialist August 2006 Draft of schedules Schedules (quantitative) Staff development for paraprofessionals Instructional Specialist August/Sep- tember 2006 Date of trainings /content covered Effective implementation of training (qualitative) Create committee to oversee selection of new titles H. Barber, librarian, Instructional Specialist September 2006 List of committee members List of meeting dates, agendas (quantitative) Staff development for teaching staff on guided reading and other `best practices' and use of guided reading library Instructional Specialist Fall 2006 Training dates /sign -in sheets Effective use of best practices in classrooms (qualitative) Documented use of library (quantitative) Place order for books, shelves, book boxes, book bags H. Barber, secretary September 30, 2006 Purchase orders Purchase orders (quantitative) Catalogue new books when they arrive Librarian, Instructional specialist, staff and parent volunteers Upon arrival List of catalogued books List of catalogued books (quantitative) Monitor teaching of guided reading, best practices, and use of take -home books H. Barber, Instructional specialist Monthly Lesson plans, classroom observations, report cards Final report cards, retention list, TPRI/IRI /TAKS scores (quantitative) Monitor use of circulation library Librarian End of each semester Number of items checked out per student PRI, IRI, report card grades, TAKS scores (quantitative) Implementation Strategies 6/6/06 3:40 PM 16 APPENDIX A C -FB ISD District Media Center at the Technology & Learning Center 972 - 277 -3591; salernoc @cfbisd.edu TECHNOLOGY SERVICES DIVISION COMPARISON OF C -FB ISD LIBRARY MEDIA CENTERS TO T.E.A. STANDARDS 1 2 4 5 6 7 8 9 1 0 CRITERION ENROLLMENT= STAFF RESOURCES PERIOIDCALS NEWS SOURCES DATABASES INTERNET ACCESS SCHEDULING TEACHER AND LIBRARIAN COLLABORATION AND PLANNING STATEWIDE RESOURCE SHARING ACCESS TO RECOURCES 1 COLLECTION AGE AVG = 1 EXE P ARY- -4 351 - 700_ AS 1.5AI DES E =45 701-1050 2LMS 2'AIDES 50 4 AIDES 20 ite per student H = 75 Totally 1 exible access m al ation Collaborativ Plan nin g and irate 70+ Access at point of need to resources and librarians beyond the instructional day on site or electronically 0 -1959 = % RECOGNIZED - 3 351- 700 1 LMS 1 AIDE E = 35 701 -1050 1 LMS 1.5AIDE S M = 45 Full participation 1960 -69 = % 1970 - 79 = 1400 -2100 2 LMS 3 AIDES 18 items per student H = 55 1 state, 1 national, 1 full database Full -text periodical database and full -text news database Real -time access to the Internet Mostly flexible access Mostly collaborative planning 45 -65 Some access at point of need; some controlled; access available beyond the instructional day on site or electronically 1980 -89 = % 1990 -99 = 6/6/06 3:40 PM 17 APPENDIX B Guided Reading Guided Reading is at the heart of the elementary literacy program in Carrollton- Farmers Branch I.S.D. It is the format for reading instruction designed to give students strategies and behaviors to create independent readers with strong comprehension skills. Guided reading begins with a careful evaluation of each student's current strengths and needs to determine an appropriate level of instruction. This instructional level is crucial, for it provides enough reinforcement of previously learned vocabulary and skills to build confidence yet enough challenge to keep the student accelerating. Instructional levels are constantly adjusted to match the student's growth. Teachers meet with students individually or in very small groups (no more than 5). Groups are based on common needs (strategy usage) and /or ability (instructional reading level). During a guided reading lesson, students may review a previously read text to build confidence. A new text is then introduced following a prescribed method. It is very important that the new text be at each student's instructional level, the level that can be read with an accuracy rate of 90- 94%. It should also be a text that provides the teacher with the opportunity to teach for a strategy or a needed concept. With the teacher's guidance, students investigate the text, building upon what they already know, heading towards what they need next. Guided reading builds upon expressive and receptive language, observation, thinking, rethinking, more talk and more reading. Always teacher - directed, the skills of literacy are developed, practiced and reinforced in the context of actual reading. The goal of guided reading is for students to learn and use independent reading strategies successfully. 6/6/06 3:40 PM 18 In addition to books used in class, several books on each student's level are sent home for practice and reinforcement. These books are then exchanged weekly for a new set. Guided reading instruction is totally dependent upon a wide selection of books available for teacher selection. Several books are needed weekly for each child in order for that child to have multiple experiences with text at his instructional level. Levels can be organized numerically (1 through 40) for first through third grade and /or alphabetically (A through T) to encompass first through fifth grade. For example, if a first grader's instructional level was Level 12, his daily lesson might include a previously read Level 11 and a Level 12 book for review and a new Level 12 book which introduces a new concept such as ` -ed' endings. At home, he may have a Level 10 and two Level 11 books for independent reading. (Independent reading level is lower than instructional levels.) All of these would be different titles. (Majority of this text taken from Best Practices for Literacy Instruction: Grades PreKindergarten through 12 published by Carrollton - Farmers Branch ISD.) 6/6/06 3:40 PM 19 Citizens' pfrocate • SCHOOL • JUNE 16, .2006 C -FB ISD NEWS For Citizens' c Atifioratt readers whose children attend Carrollton- Farmers Branch Independent School District C-FBISD to Hold Hearing on Coppell Grant Requests By Jane Moore The Carrollton - Farmers Branch ISD School Board will hold a public hearing on two grant proposals _'. =from Riverchase Elementary to the Coppell Education Develop- ment Corporation (CEDC) dur- ing its meeting on June 29 at 7 p.m. in the boardroom of the C -FB administration building, 1445 N. Perry Rd., Carrollton. Riverchase Elementary, lo- cated in Coppell but zoned in the C -FB school district, has re- quested $115,20.0 in grant money for a reading program that includes 926 general cur - riculum/reference books, 3,333 leveled student reading books and three instructional and reading aides. According to the grant application, Riverchase serves 400 student's and has the highest mobility rate of C -FB elementaries (31 percent.) The money would enhance ongoing literacy programs at the school as well as provide at- home_ reading materials for students, many of who are economically disadvantaged, according to the grant application. The second grant request includes $39,600 for a half -time instructional` . 'technology specialist's salary; Complete texts of the grants are posted online "Instructional Technol- ogy Support" and "Instructional Technology Support" can be viewed in the Administration Bldg., Monday through Thurs- day, 7 a.m. to 5 p.m; or on the Web site, www.cfbsid.edu.. Click on C -FB news, then Press Releases. Neighbors • Carrollton June 17, 2006 PUBLIC HEARING NOTICE CARROLLTON- FARMERS BRANCH ISD The Carrollton- Farmers Branch ISD. School Board will hold a public hearing on two grant proposals from Riverchase_ Elementary to` the Coppell Education Development Corporation (CEDC) during its meetin on June 29, 2006, at 7 p.m. in the Board Room, Administration:: Bldg: 1445 N. Perry Rd., , Carrollton. The grant proposals, "Instructional Technology Support" pport ".and "Improving Literacy K -5," can be viewed in the Administration Bldg., Mon.-Thurs., 7 a.m. to 5 p.m. or on the website, www.cfbisd.edu., Neighbors • Coppell • Valley Ranch - The Carrollton- Farmers "Branch ISD School, Board will hold a public hearing on two grant proposals from Riverchase Elementary to the Coppell Education Development Corporation (CEDC) during its meeting on June 29, 2006, at 7 p.m. in the Board Room, Administration Bldg., 1445 N. Perry Rd., Carrollton. The grant proposals, " Instructional - technology. Support" and "Improving Literacy K -5," can be viewed in the Administration Bldg.,` Mon'; - Thurs., 7 a.m. to 5 p.m. or on the website, www.cfbisd.edu. June 24, 2006 June 17, 2006 Neighbors • Coppell • Valley Ranch . PUBLIC HEARING NOTICE CARROLLTON- FARMERS BRANCH ISD The Carrollton- Farmers Branch ISD School Board will hold a public hearing on two grant proposals from Riverchase Elementary to the Coppell Education Development Corporation (CEDC) during its meeting on June 29, 2006, at 7 p.m. in the Board Room, Administration Bldg., 1445 N. Perry Rd., Carrollton. The grant proposals, "Instructional Technology Support" and "Improving Literacy K -5," can be viewed in the Administration Bldg., Mon. - Thurs., 7 a.m.'to 5 p.m. or on the website, www.cfbisd.edu.