CFBISD Grant No. 2005-L02STATE 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 "), 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. 2005 -L02 to provide
funding for three full -time paraprofessional salaries, books, and media material at Riverchase
Elementary School in Coppell (the PROJECT); and
WHEREAS, the CFBISD serves 494 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 the books and media material, 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 Eleven Thousand Two Hundred Dollars and no cents ($111,200.00).
COPPELL EDUCATION DEVELOPMENT GRANT
Page 1
2. CFBISD agrees to utilize the GRANT to fund three full -time instructional support
salaries, books and media material at Riverchase Elementary School in Coppell.
3. CITY agrees to provide the GRANT of One Hundred Eleven Thousand Two Hundred
Dollars and no cents ($111,200.00) funds payable on a quarterly basis with the first payment to
be made in August 2005. 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, 2005 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
Bv:
EXECUTED this / day of
ATTEST:
day of
By:
COPPELL EDUCATION DEVELOPMENT GRANT
Page 3
CITY OF COPPELL, TEXAS
ATTEST:
B
, 2005.
T, CITY MANAGER
Parkway Boulevard
P.O. Box 9478
Coppell, Texas 75019
ANTONI • ALTEMUS, PRESIDENT
255 Parkway Boulevard
P.O. Box 9478
Coppell, Texas 75019
COPPELL EDUC T ON DEVELOPMENT CORPORATION
c Vic• �- ��.-�;
SIGNED this s
l day of Aga 5 4- , 2005.
CARROLLTON- FARMERS BRANCH INDEPENDENT
SCHOOL DISTRICT
STATE OF TEXAS
COUNTY OF DALLAS
My Commission Expires:
ATTEST:
This instrument was acknowledged before me on the day of
2005, by Jim Witt, City Manager of the City of Coppell, Texas, a Texas municipali
said municipality.
COPPELL EDUCATION DEVELOPMENT GRANT
Page 4
) /4 .�..40
DR. ANNETTE GRIF '�'i 47 SUPE
Carrollton- Farmers Branch Ind - t
1445 North Perry Road
Carrollton, Texas 75006
By:
CITY'S ACKNOWLEDGMENT
Notary Public, State of Texas
NDENT
School District
on behalf of
STATE OF TEXAS
COUNTY OF DALLAS
STATE OF TEXAS
COUNTY OF DALLAS
COPPELL EDUCATION DEVELOPMENT CORPORATION
This instrument was acknowledged before me on the f S V day of
2005, by Antonio Altemus, President of the Coppell Education Development Corp ation, on
behalf of said corporation.
CARROLLTON/FARMERS BRANCH INDEPENDENT SCHOOL DISTRICT
Notary Public, State of Texas
This instrument was acknowledged before me on the -',rsi" day of % us/ ,
2005, by Dr. Annette Griffin, Superintendent of Carrollton/Farmers Branch Indepenclnt School
District, on behalf of said district.
My Commission expires:
SHARON A. SCRIVNER `
/ Notary p��
1 : STATE OFT
.................... O� .•'� C�ssioh E flea..,.,.
COPPELL EDUCATION DEVELOPMENT GRANT
Page 5
Notary Public, State of Texas
Coppell Education Development Corporation
Grant Application
Project Title: Improving Literacy K -5
Principal Applicant: Holly Barber
Title of Principal Applicant: Principal
ISD Represented in Application: Carrollton- Farmers Branch
Project Period: August 2005 — May 2006
Total Amount Requested: $111,200
Printed Names & Titles of Grant Approvers; Signatures; and Dates
Sue Danz, Parent
Team Member
Title
(Optional)
Shashawn Campbell, CIC
Team Member
Title
(Optional)
Holly Barber
Principal of School
(Optional)
Annette Griffin
Holly Barber, Principal
Principal Applicant Sign re
Title
(Required)
QShOLU CO
Signature
* *Signifies approval by the School Board of Trustees
„"xe-,1
Date
Date
0_, to - d0-0S
Date
District Superintendent Signature Date
P g
(Required)
John Tepper `,'— 1 t
* *School Board Presi 4it Signature Date
(Required)
os
ze
-)S
Date
6/20/05 12:50 PM 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 30%
qualify for free /reduced meals. In spite of these challenges, 93% of students in grades 3-
5 passed TAKS reading this spring and 38% 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 last year. This lab supplements classroom instruction through a fluency and
comprehension program.
6/20/05 12:50 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 $111,200. Sixty -three thousand is for three, full -time
paraprofessional salaries (including benefits). Twenty -one thousand is designated for the
guided reading library. Twenty thousand dollars is designated for the school's main
media center. Seven thousand two hundred is designated for regular classroom libraries.
6/20/05 12:50 PM 3
II. 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
6/20/05 12:50 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. No support of this nature currently exists.
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 $42,000. This would cover salaries
and benefits for two aides.
Part II — Additional printed material
6/20/05 12:50 PM 5
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)
Each year the Carrollton- Farmers Branch ISD publishes figures on the number of
volumes in each school library as well as the age of each collection. Last fall (the most
current data available), 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 2005 -06 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.
6/20/05 12:50 PM 6
The guided reading library currently houses approximately 9,300 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
6/20/05 12:50 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 $20,000
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
6/20/05 12:50 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 last year with CEDC grant funding. Due to a late
start, we were only able to run three sessions. Still, our statistics show an improvement in
students' reading levels. The number of students recommended for retention due to
below level reading ability was reduced from 22 in spring 2004 to 18 this spring. Of the
18, only 7 are recommended for retention pending completion of summer school. In the
spring of 2004, 12 students in grades 3 -5 failed the TAKS reading test. In 2005, 10
failed. Further data is listed below:
Number of 3 graders who completed FoR in 04 -05 15
Number of FoR 3 graders who did not pass TAKS reading 0
Number of 4 graders who completed FoR in 04 -05 21
Number of FoR 4 graders who did not pass TAKS reading 5
Number of 5 graders who completed FoR in 04 -05 15
Number of FoR 5 graders who did not pass TAKS reading 2
Total number of students who completed FoR in grades 2 -5 56
Total number of students who completed FoR who were
recommended for retention for reasons other than TAKS 0
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
6/20/05 12:50 PM 9
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;
• 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 last year 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
6/20/05 12:50 PM 10
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 $21,000 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.
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
6/20/05 12:50 PM 11
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 '05 ( 2005 scores were
53% in 3 grade and 30% in both 4th and 5th grades).
o All TAKS subpopulations will be at a minimum of 90% passing
• 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;
References
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
6/20/05 12:50 PM
12
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.
6/20/05 12:50 PM 13
III. 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 $16.20 in 2004.
6/20/05 12:50 PM
14
Item
Quantity
Unit Cost
Total Cost
Media Center
General
curriculum
books /reference
material
1,235
$16.20*
$20,000
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
$21,000
$63,000
TOTAL
$111,200
III. 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 $16.20 in 2004.
6/20/05 12:50 PM
14
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 2005 -06 school year. All students would
benefit from the grant. The per pupil cost for $111,200 would, therefore, be $278.
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 '05 ( 2005 scores were
53% in 3 grade and 30% in both 4 and 5 grades);
✓ 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.
6/20/05 12:50 PM 15
See chart on next page for implementation steps and measures to be applied to
determine project effectiveness.
6/20/05 12:50 PM 16
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 2005
Data sheets
Data sheets
(quantitative)
Survey teaching staff for needs for
classroom library and
paraprofessional support
H. Barber, librarian,
Instructional Specialist
August 2005
Survey results
Survey results
(qualitative)
Create daily schedule for
paraprofessionals
H. Barber, Instructional
Specialist
August 2005
Draft of schedules
Schedules
(quantitative)
Staff development for
paraprofessionals
Instructional Specialist
August/Sep-
tember 2005
Date of trainings /content
covered
Effective implementation of
training (qualitative)
Create committee to oversee
selection of new titles
H. Barber, librarian,
Instructional Specialist
September
2005
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 2005
Training dates /sign -in sheets
Effective use of best
practices in classrooms
(qualitative)
Documented use of library
(quantitative)
Purchase orders
(quantitative)
List of catalogued books
(quantitative)
Place order for books, shelves,
book boxes, book bags
H. Barber, secretary
September 30,
2005
Purchase orders
Catalogue new books when they
arrive
Librarian, Instructional
specialist, staff and
parent volunteers
Upon arrival
List of catalogued books
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
6/20/05 12:50 PM
17
COMPARISON OF C -FB ISD LIBRARY MEDIA CENTERS TO T.E.A. STANDARDS
CRITERION
EXEMPLARY -- 4
RECOGNIZED - 3
ACCEPTABLE - 2
ENROLLMENT=
351-
700
701 -1050
1401 -2100
351-
700
701 -1050
1400 -2100
351 -700
701-
1050
1400 -2100
1
STAFF
1
LMS
1.5AI
DES
2 LMS
2 AIDES
3 LMS
4 AIDES
1 LMS
1 AIDE
1 LMS
1.5AIDE
S
2 LMS
3 AIDES
1 LMS
.5 AIDE
1 LMS
1 AIDES
2 LMS
2 AIDES
2
RESOURCES
20 items per student
18 items per student
15 items per student
3
PERIOIDCALS
E=45
M =50
H_75
E =35
M =45
H =55
E =20
M =40
H =45
4
NEWS SOURCES
1 state, 1 national, 1 full- database
5
DATABASES
Full -text periodical database and full -text news database
6
INTERNET
ACCESS
Real -time access to the Internet
Entry -level or cached access
to the Internet
7
SCHEDULING
Totally flexible access
Mostly flexible access
Mostly scheduled access
8
TEACHER AND
LIBRARIAN
COLLABORATION
AND PLANNING
Collaborative, formal
planning and integration
70+
Mostly collaborative
planning
45 -65
Some collaborative
planning
25 -40
9
STATEWIDE
RESOURCE
SHARING
Full participation
I"' O
ACCESS TO
RECOURCES
Access at point of need to
resources and librarians
beyond the instructional day
on site or electronically
Some access at point of need;
some controlled; access
available beyond the
instructional day on site or
electronically
Controlled access to
resources and librarians
during the day; minimal
access beyond the
instructional day.
T T T N
COLLECTION AGE
CAMPUS STATUS
AVG =
0 - 1959 = %
1960 - 69 = %
1970 - 79 = %
1980 - 89 = %
1990 - 99 =
t a;
APPENDIX A
C -FB ISD District Media Center at the Technology & Learning Center
972 - 277 - 3591; salernoc ctbisd.edu
TECHNOLOGY SERVICES DIVISION
6/20/05 12:50 PM
18
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.
6/20/05 12:50 PM 19
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.)
6/20/05 12:50 PM 20
irday, June 25, 2005 W
3:04 a.m. June 15:
J Burglary of a
building
8. Josey Lane, 1100
block
5:16 a.m. Sunday:
Graffiti
9. Josey Lane, 1200
block
9:23 a.m. June 14:
Graffiti
10. Keller Springs
Road, 1400 block
11:47 a.m. June 15:
Graffiti
11. Lockwood
Circle, 2900 block
7:45 p.m. June 15:
Stolen motor vehicle
12. Old Denton
Road, 3100 block
8:34 a.m. June 13:
Criminal mischief
13. Old Denton
Road, 3900 block
1:02 a.m. Sunday:
Stolen motor vehicle
14. Onyx Drive,
4300 block
3:58 p.m. June 17:
Criminal mischief
15. Rose Hill Road,
3300 block
2:29 p.m. June 14:
Residential burglary
16. Royal Palm
Lane, 1300 block
4:01 p.m. June 15:
Criminal mischief
17. Russell Avenue,
1100 block
$111,920. May 16
6. 2200 block of
Stonebrook Drive:
$142,499. May 6
75010
7. 1600 block of
Thomas Lane:
$298,320. May 13
CARROLLTON POLICE CALLS
6:50 a.m. June 15:
Stolen motor vehicle
18. Sherwood Lane,
1800 block
8:52 p.m. June 16:
Graffiti
19. Staffordshire
Drive, 2900 block
10:46 p.m. June 17:
Criminal mischief
20. Statler Drive,
2300 block
1:58 p.m. Sunday:
Criminal mischief
21. Tarpley Road,
2500 block
7:07 p.m. June 15:
Stolen motor vehicle
22. Trinity Mills
Road, 1200 block
11:23 a.m. Sunday:
Burglary of a
building
23. Trinity Mills
ORTHWEST DALLAS COUNTY HOME SALES
CARROLLTON /HUBBY
TOM SETZER /Staff Artist
Road, 2200 block
7:32 a.m. Sunday:
Residential burglary
24. Walnut Plaza,
1900 block
10:12 a.m. Sunday:
Residential burglary
Mom sentenced to 20 years
Hurst: Woman threw
son in trash, won't get
parole for decade
By DEBRA DENNIS
Staff Writer
FORT WORTH — A Hurst
woman was sentenced Friday to
20 years in prison for throwing
her newborn son into a trash bin,
and prosecutors said they had
hoped for a longer term.
Dana Wilson, 25, will not be
eligible for parole for 10 years.
Her infant son, Christopher,
suffered physical and develop-
mental injuries when he was
found inside a Dumpster on Nov.
14, 2003.
DallasNews.com
The boy had been placed in-
side two plastic bags.
"We're very, very pleased with
the verdict," said Assistant Tar-
rant County District Attorney
Phelesa Guy. She had asked the
jury for a life sentence.
"They felt that 20 years was
appropriate for this, and we ac-
cept that," Ms. Guy said. "Death
could have been one of the out-
comes. This child will require
treatment all of his life."
Ms. Wilson did not react when
the sentence was read.
Defense attorney Ward Maed-
gen had hoped to persuade the ju-
ry to give his client probation.
He said Ms. Wilson did not in-
tend to harm the baby and has dif-
ficulty accounting for her actions.
the ntta5 Alumina tus
"She's a very good person," Mr.
Maedgen said. "She feels deeply
about this case and about Chris-
topher. The lack of emotion may
be more a reflection of her tem-
perament and emotional state.
She has different reactions. It
takes her a lot longer to process
things."
On Thursday, the same jury re-
jected defense claims that Ms.
Wilson shouldn't be found guilty
because of mental illness.
Her mother, former Tarrant
County Judge Delbra Wilson,
told jurors that she is seeking cus-
tody of Christopher.
The boy lives with his paternal
grandparents.
E -mail debdennis @dallasnews.com
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) on June 30,
2005, at 7 p.m. in the Board Rm., 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.cfbsid.edu.
AGENDA
BOARD OF TRUSTEES
CARROLLTON- FARMERS BRANCH I.S.D.
June 30, 2005
Board Room /Administration Building — 7:00 p.m.
5:45 p.m. — Information Session Regarding Items Listed on the Agenda Below — Board of
Trustees — Personnel /Board Conference Room
1. Board Organization and Operation
1.1 Consider Approval of All Matters Relating to the May 7, 2005 Election and June 11,
2005 Run -off Election of Members to the Board of Trustees Including Swearing in of
Board Members
ACTION 1.2 Board Reorganization
ACTION 1.3 Consider Adoption of Resolution
1.4 Welcome and Recognition of Special Guests
1.5 Report by Superintendent
A. Acknowledgments of District, Campus, Staff and Student Recognition
B. Announcements of Upcoming Events
C. Report on District, Campus and Student Events
D. Update on Legislative Activities and TEA Activities
1.6 Audience for Guests
ACTION 1.7 Consent Agenda
ACTION *A. Termination of Personnel
ACTION *B. Election of Personnel
ACTION *C. Consider Approval of Out of State Trip for DeWitt Perry Robotics Club to
Attend the National Conference on Educational Robotics in Jacksonville,
Florida, July 14 -17, 2005
ACTION *D. Financial Report for May, 2005
ACTION *E. Tax Office Report for May, 2005
ACTION *F. Consider Approval of Appointment of Tax Assessor, Laura Pendill, to
Calculate Rollback Tax Rate, and Publish Notice of Public Meeting to Discuss
Budget and Proposed Rate
ACTION *G. Consider RFP #05 -05 -311 -2 for Workers Compensation Third Party
Administration and Specific and Aggregate Stop Loss Insurance
ACTION *H. Consider RFP #05 -06 -022 -2 for Student Nutrition — Ice Cream
ACTION *I. Consider RFP #05 -06 -051 -2 for Student Athletic and Voluntary Insurance
ACTION *J. Consider RFP #05 -06 -091 -2 for Printing Services
ACTION *K. Consider RFP #05 -06 -101 -2 for Student Nutrition — Groceries
ACTION *L. Consider Purchase of Scientific Instruction Materials
ACTION *M. Consider Purchase of Reading Assessment Materials
ACTION *N. Consider Exercising the Extension Option
1. RFP #03 -05 -201 -2 for Paint Supplies and Equipment
2. RFP #03 -05 -221 -2 for Painting Services
3. RFP #04 -05 -141 -3 for Teacher Presentation Carts
4. RFP #04 -05 -041 -2 for Groceries and Catered Foods
ACTION *O. Consider Transfer of Assistive Technology Device and Software to Coppell
ISD fora Fee
ACTION *P. Consider Declaring Furniture, Audiovisual Equipment, and Technology
Equipment Surplus and Authorizing Them for Disposal
ACTION *Q. Consider All Matters Related to the Participation in the National School Lunch
Program Including Amendment of Policy Statement
*Indicates agenda items to be considered for approval together with one action as part of 1.4 Consent Agenda.
ACTION *R. Consider Approval of Minutes of Board of Trustees Regular Meeting Held
June 9, 2005
ACTION *S. Consider Approval of Minutes of Board of Trustees Special Meeting Held June
21, 2005
ACTION 1.8 Public Hearing to Review and Consider Approval of Coppell Education Development
Corporation Grant Application for Instructional Technology Support and Focus on
Reading
ACTION 1.9 Consider All Matters Related to Wealth Equalization Pursuant to Subchapters A, D,
and E, Chapter 41, Texas Education Code (TEC) and rules Adopted by the
Commissioner of Education in Accordance with Chapter 41 TEC Including a
Resolution, Which Authorizes the Board President, Secretary and Superintendent of
the Carrollton- Farmers Branch ISD to Execute Any Documents Necessary to
Accomplish the Purpose of Reducing the Wealth of Carrollton- Farmers Branch ISD
by Contracting to Educate Non - resident Students Under Chapter 41, Subchapter E
of the Texas Education Code for the 2005 -2006 School Year
ACTION 1.10 Consider Time, Place and Location of a Public Meeting to Discuss Budget and
Proposed Tax Rate for the 2005 -06 Budget Year
ACTION 1.11 First Public Hearing — Child Care
2. Report by Assistant Superintendent for Administration /Personnel
2.1 Combined Fine Arts and Athletic Reports
3. Report by Assistant Superintendent for Curriculum /Instruction
4. Report by Assistant Superintendent for Student, Family and Community Services
5. Report by Assistant Superintendent for Support Services
5.1 Preliminary Report on the 2005 -06 Budget
6. Comments from Board Members
6.1 Comments Regarding Posted Agenda Items
7. Closed Meeting as Authorized Under Texas Government Code, Including but not
Limited to Section 551.071 — Consultation with Attorney; 551.072 — Real Property;
551.074 — Personnel Matters; 551.076 — Security Devices; 551 -082 — School
Children /District Employees /Disciplinary Matter or Complaint; 551.084 —
Investigation
ACTION 7.1 Consider All Matters Related to Purchase, Exchange, Lease, or Value of Real
Property
ACTION 7.2 Superintendent Evaluation
ACTION 8. Reconvene Public Meeting to Vote on Matters Considered in Closed Meeting
ACTION 9. Adjournment
*Indicates agenda items to be considered for approval together with one action as part of 1.4 Consent Agenda.
Saturday, June 18, 2005 W
ssian hockey coach lining up his best shot at a green care
'need from Page IB
U.S. and eventually ob-
ianent residency. But
can apply for a green
lust clear up a techni-
the State Department.
tt has proved more dif-
scoring a hat trick.
;olukov's problem be-
t visit to Arlington in
State Department 24-
ge program. His J Visa
tat he return to Russia
mum of two years to
he learned in Ameri-
eturned to the U.S. 5'/2
?,r on a tourist visa. He
ded to stay, but while
k, he fell in love with a
t during a basketball
dison Square Garden.
by his seat, and he
peaking in his native
two struck up a con-
st like the stars put us
said of his wife, Ma-
he married last Au-
ed I can be with that
I to be close to her."
dence, Mrs. Tugolu-
.om the former Soviet
Moldova, was study-
; and finance at the
f Texas at Arlington.
:ov returned to Ar-
ay 2001, obtained a
t and enrolled in
,h Learning Institute
r.
TOM FOX /Staff Photographer
Stan Tugolukov played for 11 years in a Russian league with
several players now in the National Hockey League.
sa limits his ability to earn money
to low- paying campus jobs. His
coaching jobs are volunteer, and
he and his wife live off his sav-
ings, money sent by his father
and Mrs. Tugolukov's pay as a tu-
tor.
With the birth in May of their
son, Slava Nicholas, Mr. Tugolu-
kov wants work that will better
support his family in Arlington.
He has asked for a waiver on his
visa's two -year limit, arguing that
he has brought Russian hockey
teams to Texas for tournaments
and that they in turn reach more
people in Russia than he can
alone.
"If the U.S. government spon-
sors the exchange program, they
want you to go home and share
the experience," Mrs. Tugolukov
with extraordinary ability proba-
bly will make it easier to obtain
ECO SAl i& SPA
Authorized
AVEDA
Retailer
Father's
Day
Gift
Certificates
AvaiCabCe
Packages
or A la Carte
972- 42 -AVEDA
NORTH TEXAS
the waiver. But she said he'll have
to apply for it at the U.S. Embassy
in Russia — advice also given him
by immigration services officials
and at least one lawyer.
And that's the problem. If he
returns to Russia and the waiver
request is denied, he'll be sepa-
rated from his wife and son.
"And I don't know how to ex-
plain that to my kids," said Mr.
Tugolukov, referring to the hock-
ey teams he hopes to coach this
fall.
Mr. Tugolukov's hockey play-
ers and their parents also said the
coach's absence would hurt the
sport in North Texas. Jason Ma-
gusiak, who played on his Colley-
DallasNews.com
ville Heritage team, called Mr.
Tugolukov a great coach.
"I don't think I've had any oth-
er coach even come close to him,"
said Jason, 16. "He knew what he
needed to teach us, and was able
to see what needed to be worked
on and the best way to do it."
Keller resident Susan Smith
said her son's skating improved
100 percent under Mr. Tugolu-
kov's guidance. Clayton Smith,
15, played for an Ice Jets boys
team last season.
"He's a lot more disciplined
than coaches we had in the past,"
Ms. Smith said. "He's far above
the norm, just a true profession-
al."
Zhe Oallao Morning
The Tugolukovs hope
State Department will grant
waiver before August. If not,
Tugolukov can remain a stuc
and lose the opportunity to g
green card, or risk returning
Russia to sort out the problen
Perhaps his best guide
what to do is advice he gave
girls team he helped get to
tionals.
"When we started, I told
girls, `Do your best, try hard, t
it doesn't matter what the res
will be,' " he said. "Life will
them the chance. Life will rew
them."
E -mail kgoolsby @dallasnews.con
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) on June 30,
2005, at 7 p.m. in the Board Rm., 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.cfbsid.edu.
SCHOOL BRIEFS
Board to have hearing
on grant proposals
The Carrollton- Farmers
Branch school board will hold a
public hearing at 7 p.m. Thurs-
day in the boardroom of the Ad-
ministration Building, 1445 N.
Perry Road in Carrollton. The
hearing will be on two grant
proposals from Riverchase Ele-
mentary to the Coppell Educa-
tion Development Corp. The
grant proposals, "Instructional
Technology Support" and "Im-
proving Literacy K -5," can be
viewed from 7 a.m. to 5 p.m.
Monday through Thursday in
the administration building, or
visit www.cfbisd.edu.
Newman Smith senior
takes 5th at tourney
Newman Smith High debate
team member Bijal Mehta won
fifth place in the nation in the
National Forensic League's
2005 National Championship
Tournament in Philadelphia.
Bijal, who will be a senior this
year, reached the final round in
the Extemporaneous Commen-
tary Speaking category. She also
• reached the elimination rounds
in the Expository Speaking cat -
egory.
Newman Smith High has
been in the elimination rounds
seven of the last eight years.
This is the first time since 2000
that a student has made the
tournament's final round.
It's like being in
the locker room.
Get the inside scoop
with Tim Cowlishaw
insijie SportsPay.
of gift certificates from local busi-
nesses.
Throughout the year, library
staff members have been busy
coming up with tough questions
to stump even the most erudite of
trivia players. Teams have been
hard at work as well, honing their
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