BP 2006-07-12/kb
Enclosure
T H E• C 1 T Y• O F
COPPELL
MEMORANDUM
Date: June 29, 2006
To: CEDC Members
From: Kathy Bowling, Recording Secretary
Subject: July 12 CEDC Meeting
Enclosed are the following items for your review:
1. Two unsigned grant applications from Carrollton- Farmers Branch ISD;
2. An Agenda for the July 12 meeting; and
3. Draft minutes from the May 10, 2006 meeting.
The fully executed applications along with a copy of the newspaper announcement will be
delivered to the City Manager following Carrollton- Farmers Branch School Board meeting,
and will be available at our July 12 meeting. However, I leave on vacation June 30 and
wanted you to have this information to review.
If you have any questions or if your plans change and you cannot attend the July 12
meeting, please contact Jim Witt at (972) 304 -3618. I will be back in the office July 11.
COPPELL EDUCATION DEVELOPMENT CORPORATION
Meeting Date:
Meeting Time:
Meeting Place:
Wednesday, July 12, 2006
7 p.m. (Open to the Public)
2' Floor Conference Room, Coppell Town Center
Notice is hereby given that the Coppell Education Development Corporation will meet on
Wednesday, July 12, 2006 at 7 p.m. in the 2` Floor Conference Room at Coppell Town Center,
255 Parkway Boulevard, Coppell, Texas. The purpose of the meeting is to consider the following
items:
REGULAR SESSION (Open to the Public)
Item 1: Call to Order.
Item 2: Approval of Minutes: May 10, 2006.
Item 3: Citizens' Appearance.
Item 4: Review and consider approval of a grant application for a Technology Support
Specialist from Carrollton- Farmers Branch Independent School District in the
amount of $39,600.00.
Item 5: Review and consider approval of a grant application for three full -time
paraprofessional salaries from Carrollton- Farmers Branch Independent School
District in the amount of $115,200.00.
Item 6: General Discussion.
Adjournment
CERTIFICATE
I certify that the above notice of meeting was posted at .m. on the bulletin board at the
Town Center of the City of Coppell, Texas, on Friday, July 7, 2006.
Scarlett Hovland, Administrative Support Assistant
COPPELL EDUCATION DEVELOPMENT CORPORATION
May 10, 2006
MINUTES
The Coppell Education Development Corporation met at 7 p.m. on Wednesday, May 10, 2006 at
Coppell Town Center, rd Floor Conference Room, 255 Parkway Boulevard, Coppell, Texas 75019.
In attendance:
Meme Collins - Tabuena, Secretary
JoAnn Schauf, Board Member
Gregory Frnka, Board Member
Brian Letzkus, Board Member
Absent
Antonio Altemus, President
Ron Carpenter, Vice President
Darrell Michiels, Board Member
Also present:
Jim Witt, Staff Liaison
Katherine Bowling, Recording Secretary
Item 1. Call to Order.
Secretary Meme Collins - Tabuena called the meeting to order at 7 p.m.
Item 2. Approval of Minutes: February 8, 2006
Brian Letzkus made a motion to accept the minutes, and JoAnn Schauf seconded. The vote was
unanimous.
Item 3. Citizens' Appearance.
No citizens appeared.
Item 4. Review and consider approval of a library grant application from CISD in the
amount of $126,000.
Brian Letzkus made a motion to approve the grant application, and Gregory Frnka seconded. Paul
Lupia, Lynettte Fortson, Virginia Greene, and Michael Cooke appeared and spoke on behalf of the
library grant. This grant will build on the funds previously provided by CEDC, and they expressed
their appreciation to the Board. The vote to approve funding was unanimous.
Item 5. Review and consider approval of a grant application from CISD for lab equipment
in the amount of $200,500 for the high school and three middle schools.
JoAnn Schauf made a motion to approve the grant application, and Gregory Frnka seconded. Michelle
King, Holly Whiting and Shalone Willms appeared on behalf of CISD and explained that this grant
would provide for new and replacement language lab equipment. The vote to approve was unanimous.
Item 6. Discussion regarding Grant Applications.
This item was requested by JoAnn Schauf, and she agreed to postpone this discussion until all board
members could be present.
Item 7. Distribution of Finance Director's Report on Sales Tax Collections.
Jim Witt distributed the estimated sales tax collections as of March 31, 2006. He pointed out that
revenues continue to rise, and the funds available for the four schools continues to increase. He will
have new figures that explain the carryover at the next meeting.
Item 8. General Discussion.
Jim Witt briefly discussed the Streamlined Sales Tax issue, reporting that the recent national meeting
did not produce a consensus.
Adjournment
The meeting was adjourned at 8:15 p.m.
Respectfully submitted,
Katherine Bowling
Recording Secretary
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
Soheila Danz, Parent
Shashawn Campbell, CIC
Holly Barber
John Tepper
Principal Applicant
Title
(Required)
Team Member
Title
(Optional)
Team Member
Title
(Optional)
(Optional)
Annette Griffin
Coppell Education Development Corporation
Grant Application
Signature
Signature
Signature
Principal of School Signature
District Superintendent Signature
(Required)
* *School Board President Signature
(Required)
Instructional Technology Support
Holly Barber
Principal
Carrollton- Farmers Branch
August 2006 — May 2007
$39,600
Date
Date
Date
Date
Date
Date
6/6/06 3:40 PM 1
* *Signifies approval by the School Board of Trustees
6/6/06 3:40 PM
2
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.
Due to continuing budget cuts, Carrollton- Farmers Branch Independent School
District has eliminated the campus -based assignment of Instructional Technology
Specialists. Reinstating site support would permit proactive staff development and
provide for modeling the incorporation of technology into regular classroom teaching.
Riverchase needs additional specialist support in order to take advantage of the resources
on the campus. Bond funds may not be used for personnel and the annual, discretionary,
school budget is not sufficient to hire a technology support specialist. The funding
approved by the CEDC would be used to hire a half -time, instructional technology
support person for one school year (August 2006 through May 2007). The cost would be
$37,500 for salary and benefits. An additional $2,100 is requested to provide substitutes
for 21 days of staff development related to instructional technology. This training would
be provided by the Riverchase Instructional Technology Specialist and /or additional
district personnel.
The Instructional Technology Specialist would support the acquisition of Texas
Essential Knowledge and Skills (TEKS) for all students in kindergarten through fifth
grade through the use of technology. The specific responsibilities would be:
1. Monitor and assist classroom teachers in their use of technology to
introduce /reinforce curriculum.
2. Model lessons for teachers in classrooms using technology.
3. Monitor central computer lab, overseeing flexible sign -up to insure maximum
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use of lab by all grade levels.
4. Provide staff development for teachers.
5. Work cooperatively with teachers and principal to promote the use of
technology.
6. Provide recommendations for technology resources for both students and
teachers.
This project addresses the area of literacy because it supports instruction of TEKS
in the regular classroom and computer lab. It also addresses career technology because
students are taught skills in keyboarding, navigating the interne to aid in problem
solving, using technology to organize information and create presentations, and basic
understanding of troubleshooting technology problems.
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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.
Riverchase will educate about 400 students in grades kindergarten
through fifth grade during the 2006 -07 school year. There are 38 full time staff members
and 6 part time staff members.
An inventory of technology hardware is as follows:
43 teacher /office workstations
145 student workstations, most all with earphones
60 printers
8 scanners
9 digital cameras
3 video cameras
2 digital video cameras
2 digital projectors
21 document /digital projectors
40 presentation televisions
37 v.c.r.'s
8 sets Student Remote Response System consisting of teacher software and 20
remote units
Of the student workstations, 26 are located in a central, main lab, which is available to all
classes on a flexible schedule. The remaining workstations are located in classrooms, in
special education rooms, and in `activity areas' located in first through fifth grade
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hallways. All workstations (student and teacher) are on the wide area network and all
have Internet access.
Teachers and students have access to all the basic Windows programs, including
Word, PowerPoint, Access, and Excel. To further support the curriculum, the following
software programs have been purchased through district or local school funds:
PAWS (touch typing, grade 2 up)
Kidspiration and Inspiration (graphic organizers, writing, all grades)
Leap Frog (math, lower grades)
Riverdeep (math, upper grades)
VITA (TEKS math and language arts, 3' grade)
Lightspan (reading, grades 2 -4)
I Spy (logic, problem solving, grades preK — 2)
ELLIS (ESL, grades 1 -5)
Millie's Math House (math, grades K — 1)
Dr. Seuss series (reading, grades 1 — 2)
LearningPac (reference bundle for language arts and social studies, grades K — 5)
Kid Pix (graphics, all grades)
Intellitools Classroom Suite (all grades)
Carrollton - Farmers Branch Independent School District has made it one of their
priorities to:
CFBISD will integrate technology into the learning environment to improve
student achievement and productivity and prepare all staff and students for the
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21st century.
In conjunction with the district goal, the objective of this program is:
To increase use of technology in classrooms to improve student success in
alphabetic, numeric, and tool literacy.
The proposed funding would be used to continue a project begun during the 2002-
03 school year with funding through the Coppell Education Development Corporation.
For three years these funds hired an Instructional Technology Specialist who assisted
students and staff. As a result of her efforts, computer lab usage has increased 75%
overall. Under her direction, all students in first grade through fifth grade learned and
practiced keyboarding skills. First graders spent 30 minutes a day for two weeks learning
home row keys. All other grades spent 30 minutes a day for 6 — 8 weeks working on the
PAWS keyboarding program. Other examples of projects accomplished as a result of
additional technology support included:
✓ 15 full days of training for representatives from each grade level
✓ Regular meetings with grade level teams to discuss technology integration
✓ 2" grade project in HyperStudio
✓ Newcomer students in grades 3 -5 produced iMovies
✓ Newcomers in grades 1 -2 used Kidspiration to organize information on
animals
✓ Kindergarten reinforced beginning sounds by doing alphabet book in
KidPix and turned it into a slide show presentation
✓ Teachers had staff development session on Kidspiration or Inspiration
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✓ Art students created and produced game boards in the computer lab
A survey of teachers indicates they have improved their skills and confidence and
have increased the use of technology in classroom instruction by 60% since 2002 -03.
While these results are gratifying, there still exists a continuing need for
instructional technology support. New staff members and new students will need to be
brought up to standard. And, without a skilled person available to troubleshoot as
problems and questions arise, opportunities will be lost, frustrations with technology will
mount, and ground will be lost.
In addition, as a result of district bond money, Riverchase will be receiving
additional carts of hardware and software for classroom use. The presence of an
instructional technology specialist will greatly improve the benefits of this opportunity.
This CEDC grant connects to both career technology and literacy, whether you
use the traditional definition of literacy (reading and mathematics) or an expanded view.
The expanded definition of literacy was the focus of the October 1998 issue of
"Educational Leadership ". One author suggested the 38 types of literacy could be
considered as three broad categories: (1) traditional text - based, or alphabetic, literacy, (2)
representational literacy, and (3) tool literacy. (Tyner, 1998) Tool literacy is defined as
the knowledge of how to use hardware, software, and Internet connections to gather, read,
interpret, evaluate, critique, and use information. (Rafferty, 1998) But the benefits of
technology are not limited to the development of tool literacy. Technology can also be
used to support the ongoing development of the more traditional, critical reading and
numerical literacy skills. (Rafferty, 1998)
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The world is rapidly changing. Information is increasing exponentially. Learners
of the present and future must discern the fastest, most credible sources and become
skilled at organizing and evaluating collected data. The efficient use of technology will
meet this need. "Future generations will value the ability to use information technology
as highly as we value the abilities to read and write today." (Walker, 1998) In addition,
competence in the use of technology will create a skilled workforce. "Statistical,
computer, interpretive, and technical communication skills are the staples of modern
business." (Steen, 1998)
In February 1999, integrating technology into the curriculum was the focus of
"Educational Leadership ". An article in the journal recounted the transformation of an
elementary school when technology was incorporated into everyday learning. The
authors cited significantly improved test scores (implying a higher level of literacy).
Specifically, students used technology to produce consistently higher quality writing.
Technology- assisted reading diagnosis and instruction led to appreciably higher reading
scores for all students, but especially for those with low reading ability. (Conyers, 1999)
Our school district has also acknowledged the importance of technology by
specifying one of its goals as the integration of technology (see page 5). The state of
Texas has acknowledged the importance of technology by specifying state curriculum
objectives, which must be met at each grade level. It is essential to note that our district
has integrated these objectives into other subject areas, underscoring the need for
technology to support learning throughout the curriculum, thereby supporting literacy.
The presence of technology in a building does not guarantee its appropriate
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implementation, however. Students need to be instructed in the use of these tools. But
who will instruct the teachers? A pair of researchers determined that between one -third
and two - thirds of all teachers do not take full advantage of the computers available to
them for instruction because they do not feel confident of their own abilities. (Rosen,
1995) Training for staff as well as students is a critical aspect of this grant. If teachers'
levels of ability and confidence are raised, then the benefits for students will last long
after the next school year. Release time is also need to provide staff development for
teachers to learn how to seamlessly incorporate technology into daily lessons.
The instructional technologist works on a flexible schedule. Her responsibilities
include scheduling classes (all classes K -5) into the computer lab on an as needed basis,
coordinating the district required trainings such as keyboarding for grades 2 -5, and
assisting classroom teachers in instructional design and delivery. This assistance can
occur in the computer lab or in the classroom where additional computer stations and
other technology is used. She also oversees the implementation of district benchmark
testing which occurs every two months. Maintaining an accurate inventory of technology
software and hardware is also her responsibility as well as seeing that current equipment
is used as efficiently as possible. As school budgets become smaller each year, it is even
more critical that we learn how to creatively reconfigure and maintain our current
resources for future use.
If the technology specialist is not present, the responsibilities listed above must
still be accomplished. The tasks would fall upon the classroom teacher, librarian, and/or
school office staff. All of these people currently wear multiple hats. Time does not exist
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to fulfill the technologist's role in addition to other roles. The result would be a
significant decline in the current standards and regression in use of technology by
students and teachers.
Project Needs
This grant request is for a half time personnel unit for the 2006 -07 school year.
The person would be on campus for two and a half days per week. Her responsibilities
have been previously outlined. Additional funds are requested to provide substitutes so
classroom teachers can receive staff development in instructional technology. Each
classroom teacher would have the equivalent of 3 /4 day of training during the year, totaling
21 substitute days. This project does not depend upon any other funding sources.
Projected number of students served:
K 65
1 70
2 70
3 60
4 60
5 55
(Newcomers 20)
References
Conyers, J. G., Kappel, T., and Rooney, J. (1999) How Technology Can Transform a
School. Educational Leadership, 56(5).
Rafferty, C. D. (1998) Literacy in the Information Age. Educational Leadership,
57(2).
Rosen, L.D., and Weil, M. M. (1995). Computer availability, computer experience,
and technophobia among public school teachers. Computers in Human Behavior,
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11
Steen, L. A. (1998) Numeracy: The Literacy for a Data - Drenched Society.
Educational Leadership, 57(2).
Tyner, K. (1998). Literacy in a digital world: Teaching and learning in the age of
information. Mahway, NJ: Erlbaum.
Walker, D. (1998) Technology and Literacy: Raising the Bar. Educational
Leadership, 57(2).
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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 total cost of this proposal is $39,600. This is broken down as follows:
• $37,500 for the salary of a half time, instructional technology specialist for the
2006 -07 school year
• $2,100 for twenty -one substitute days (3/4 day for each full time classroom
teacher)
This is a fixed sum and there is no additional funding source.
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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. The per pupil cost for
$39,600 would, therefore, be $99.00.
The project will be evaluated based on:
• Staff surveys (both quantitative and qualitative data)
• Use of computer lab (quantitative)
• Maintenance of current equipment (quantitative)
• Student TAKS scores (quantitative)
• Examples of student work produced with the assistance of technology
The project will be deemed successful if:
• Staff surveys show-
• increased level of teacher confidence in the use of technology
• increased level of teacher knowledge in software
• increased use of technology to support classroom instruction
• increased number of hours students are engaged in use of
technology
• Use of computer lab by classes continues to increase
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14
• Current hardware and software inventory is maintained
• Student TAKS scores continue to increase, esp. for subpopulations and the
percentage of students reaching commended status
• Teachers' lesson plans include the regular use of technology.
See Implementation Schedule on following page.
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Strategy
Person
Responsible
Timeline
Formative Evaluation
Summative Evaluation
Orientation/training of ITS
H. Barber, current
ITS staff
August 2006 — May
2007
Log of training schedule
Log of training schedule
Staff assessment on knowledge
of/use of/comfort level re:
technology (Appendix A)
H. Barber /ITS
August 2006
Preassessment results
Preassessment results
Make full use of main lab through
use of flexible scheduling
ITS
Weekly
Weekly lab schedule from
year
Percentage of time lab was in
use over year; TAKS scores
Schedule required student
trainings, i.e. keyboarding
ITS
September 2006 -
March 2007
Log oftraining schedule
Log oftraining schedule;
results of students'
assessments
Staff development for teaching
staff
ITS
August 2006- May
2007
Training dates /topics /sign -in
sheets
TAKS scores/Lesson plans
Model technology integration in
classrooms
ITS /H. Barber
August 2006- May
2007
Dates /location/curriculum
Walk - throughs
TAKS scores/Lesson plans
PDAS Evaluations
Monitor teachers' lesson plans for
inclusion of technology
H. Barber
Weekly
Lesson plans
Student products
Meet with grade level teachers to
discuss concerns
ITS
Minimum of once a
month
Log of meeting dates /topics
discussed
Teacher responses on post
evaluation
Oversee benchmark testing
H. Barber, ITS
Sept. 2006 - Apr.
2007
Log of classes /dates of
assessment
TAKS scores
Maintain software and hardware
inventory
ITS
August 2006, May
2007
Inventory list
Maintenance of all current
equipment
Staff post - assessment on
knowledge of/use of/comfort level
re: technology
H. Barber, ITS
May 2007
Post - assessment results
Post - assessment results
Implementation Schedule and Evaluation
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16
1. Approximately how many hours a week did you take your class to the main computer lab this year?
0 '/2 1 2 3
2. Below is a list of technology hardware items available for classroom instruction. Indicate in the blank the number
of times each item has been used by you as the instructor during the year.
i.e. 3 Television This would mean you had used the t.v. on three separate occasions to support
classroom instruction during the course of the school year.
3. List ways you have used technology to support the educational process during non - instructional times (i.e.
develop lesson plans, record keeping). Use back if necessary.
4. Use the following scale to indicate your degree of knowledge and comfort level in using the software programs
listed:
0 = No knowledge 1 = Awareness only 2 = Some knowledge, very limited use
3 = Moderate degree of knowledge, have used several times
4 = Extremely comfortable, used extensively
Name
televison digital projector scanner
v.c.r. computer student remote
response system
digital camera printer video camera
PAWS
APPENDIX A
Riverchase Staff Survey
Technology Pre /Post Assessment
Lightspan ELLIS
Kidspiration/
Inspiration I Spy Word
Leap Frog Millie's Math PowerPoint
House
Riverdeep Access
Dr. Seuss reading
VITA c.d.'s Excel
5. Indicate the approximate number of hours each month the average student in your class used each of the
following technology items for guided or independent learning:
televison digital projector
v.c.r. computer
digital camera printer
Grade Date
scanner
video camera
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APPENDIX A
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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 2006 — May 2007
Total Amount Requested: $115,200
Printed Names & Titles of Grant Approvers; Signatures; and Dates
Holly Barber, Principal
Sue Danz, Parent
Shashawn Campbell, CIC
Holly Barber
John Tepper
Coppell Education Development Corporation
Grant Application
Principal Applicant Signature Date
Title
(Required)
Team Member Signature Date
Title
(Optional)
Team Member Signature Date
Title
(Optional)
Principal of School
(Optional)
Annette Griffin
Signature Date
District Superintendent Signature Date
(Required)
* *School Board President Signature Date
(Required)
6/6/06 3:40 PM 1
* *Signifies approval by the School Board of Trustees
6/6/06 3:40 PM
2
1. 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
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and comprehension program.
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.
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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,
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district benchmark tests given approximately every nine weeks, other standardized tests
such as Otis Lennon, Stanford Achievement, TAKS, and everyday assessments to
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.
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The cost for this portion of the grant would be $48,000. This would cover salaries
and benefits for two aides.
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
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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.
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
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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
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
6/6/06 3:40 PM 9
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
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
6/6/06 3:40 PM 10
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 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
6/6/06 3:40 PM 11
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 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.
6/6/06 3:40 PM 12
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 rd grade, 27% in 4th, and 23% in 5th grade).
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
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.
6/6/06 3:40 PM 13
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 14
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.
6/6/06 3:40 PM
15
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
$1 40.00
$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
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.
6/6/06 3:40 PM
15
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 3r grade, 27% in 4th and 23% in 5th 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 16
See chart on next page for implementation steps and measures to be applied to
determine project effectiveness.
6/6/06 3:40 PM 17
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)
Implementation Strategies
6/6/06 3:40 PM
18
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)
6/6/06 3:40 PM
19
APPENDIX A
C -FB ISD District Media Center at the Technology & Learning Center
972-277-3591; sa1enioc(cvcfbisd.edu
TECHNOLOGY SERVICES DIVISION
COMPARISON OF C -FB ISD LIBRARY MEDIA CENTERS TO T.E.A. STANDARDS
6
11
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
COLLECTION AGE
CAMPUS STATUS
174
AVG =
R COG. NI
} -3
851-
700
1 LMS
1 AIDE
1 LMS
.• 5AIDE
2 LMS
AIDE
1 state, 1 national, 1 full- database
Full -text • eriodical database and full -text news database
Real -time access to the Internet
oal
xibkrac
ostl
xible
Kc
Mostly coils b±
plannin
45-66
Full participation
0 -1959 =
So a ccess at p(
he controll
vailable be
loyal day on a
ctronical
1960 -69 =
1970 -79 =
1980 -89 =
1990 -99 =
6/6/06 3:40 PM
20
1Z
JAJd 017: £ 90/9/9
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
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reading strategies successfully.
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.)
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