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.