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									Grant Agreement for Target Schools 2005-06

Date/Time Received (BRI use only)______
RRC assigned:_______________

___Renewing School (Circle One) 2nd 3rd 4th 5th 6th                                      ___New School

School Name:
District Name:

Principal:
School Address:

School Telephone:
School Fax:
Principal e-mail:

Liaison:
       In-class teacher/ grade level
      Out-of-class coach
District contact person:
District Address:

District e-mail:

                                                               # of           # of       # of     %MCT          %MCT
School Profile                                                 Teachers       TAs        Students Basic         Minimal
Pre-K (in-school)                                                                                  ------------ ------------
Kindergarten                                                                                       ------------ ------------
 st
1 grade                                                                                            ------------ ------------
 nd
2 grade                                                                                                  0.0%       0.0%
 rd
3 grade                                                                                                0.0%         0.0%
                                                      Totals              0          0         0       0.0%         0.0%
                                                                                                   totalMB          0.0%
Targeted Students (Avg. % of Basic/Minimal x Enrollment of K-3)                                0

Reading instruction is departmentalized?
  Yes      No
                                                               Kindergarten 1st          2nd       3rd
If Yes (enter # of reading teachers per grade)

Number of Pre-K feeder centers:(excluding in-school classes)

Total funds recommended:(These totals are automatically calculated)
 Funds escrowed by BRI for direct purchase of literacy materials                                                       $0
 Funds disbursed to school in quarterly increments                                                               $6,000
                              The Barksdale Reading Institute (BRI)
             Components of work in the schools: Worksheet for Principals

 BRI is pleased to have the opportunity to work with your school in the mutual interest of
 improving reading instruction and, thus, reading achievement in Kindergarten through the 3rd
 grade. The principal and staff must have a clear understanding from the outset about what this
 work entails in order to achieve the smoothest and most complete implementation and the
 greatest results for students. The following outlines the comprehensive approach we take to
 improve reading instruction and provides a worksheet for estimating expenses for your school.

 I.      Effective Classroom Management
 Effective teaching follows from an orderly, well-organized classroom where learning is valued
 and teacher and students respect the process. Training and support will be provided for each of
 the following:

  Teachers will be encouraged to develop and adhere to class schedules that include designated times
     for core instruction, small-group work, interventions, cooperative learning, and Reading Tutorial
     Partnerships (RTPs). For new schools, components are introduced gradually but schedules are
     outlined at the beginning of the school year.

  Teachers will incorporate a variety of classroom management techniques offered by the assigned
     Regional Reading Coordinator (RRC) that maintain classroom control while fostering independence
     and self-confidence of students.

  Teacher assistants will be trained in classroom management techniques and how to conduct literacy
     activities while they supervise classes during weekly Peer Coaching Study Team meetings

  School leaders will minimize distractions (announcements, pull-out services, school programs, other
     trainings, parties, etc.) that interrupt the flow of reading instruction.


Effective Classroom Management Expenses                                           Support/Budget Code
 Classroom management materials
 (e.g., handbooks, training videos, student behavior charts, etc.)




                                                                          0
 II.    Professional Development & Incentives
        (BRI Training, Peer Coaching Study Team, Role of Regional Reading Coordinator)
 Changing practice that leads to improved instruction requires training, reflection, modeling, and
 sharing. Incentives are provided for implementation efforts. This is carried out in several ways in a
 BRI School:

          Principal, BRI Liaison, and district finance officer will attend specific trainings related to their duties in a BRI
           School.
       Weekly participation by principal and teachers in 2-hour Peer Coaching Study Team (PCST) meetings to learn
       about classroom management, assessment administration and analysis, research-based instructional strategies, and
       how to develop and deliver appropriate interventions. PCST meetings include the Reading Universe (RU), a 36-
       lesson curriculum on research-based reading instruction, best-practices discussions, and training for use of Texas
       Primary Reading Inventory (TPRI) and other types of assessment.

          Role of RRC per visit (every week in first- and second-year schools):

                    Observes and provides teacher feedback regarding classroom reading instruction, interventions, RTPs,
               and
                    cooperative learning.
                   Models instruction in classrooms on specific strategies and leads visits to other teachers’ classrooms to
               observe
                    effective instruction and planning.
                Conducts 2-hour PCST meeting, including training in assessment (e.g., TPRI), best-practices, and
               instructional
                    strategies (RU). Provides guidance for selection of support materials.
                Assists teachers in maximizing core reading program, including use of basal texts and guided
               reading programs.
                Leads teachers to examining student work for appropriate intervention planning.
                Trains tutors and assistants to deliver and document effective reading tutorials.
                Conducts Pre-K RAISE training for teachers of four-year-old and Kindergarten classes.
                Establishes schedule for pre-school center visits by Liaison, K-teachers, or Early Literacy tutor.
                Collects monthly data on implementation of instructional components.
                With input from Liaison, develops inventory of incentive items (professional books, supplies, etc.)
               and criteria for
                    effective implementation by teachers, assistants, students, and parents. School is eligible for an
               additional $2000
                    at the end of the year for documented attendance by principal at 50% of PCST meetings.
                Supports Liaison in Reading Is Fundamental (RIF) distribution. (BRI matches RIF cost at $1.67/per
               K-3 student).

          BRI liaison serves as school-based literacy coach, oversees implementation of components, works with RRC to
           plan and execute PCST agenda and individual classroom support and coordinates ordering of literacy materials.
           Assumes greater responsibility as reading coach and implementation coordinator in subsequent years.

Professional Development & Incentives Expenses
Round-trip travel (mileage calculated at MDE rate, hotel, meals/@ MDE rate per day) to                                            0
 Principal: 3 leadership meetings per year
 Liaison: 2 instructional meetings per year
 District CFO and/or Title I Coordinator: 1 meeting per year

Liaison stipend (salary supplement includes benefits)                                                          $6,000

*Reading Universe (RU) Kits )$20 each
  # of (K3, Principal, Sped, PreK)                                                                                                $0

* BRI Commodities
                                                                                            0
Prof. Development & Incentives Expenses, continued                                                  Totals
Copying costs for optional, informal assessments
Copying costs for Pre-K RAISE training materials (up to $100)
Substitute teachers to cover Kindergarten classes for Pre-K RAISE training (2 days max)

Implementation incentives (examples only; other incentives may be used)
   for K-3 teachers
    MEGA conference (calculated at $400/per participant)
    Professional development journals/books/subscriptions
    *Gift certificates to school supply store
    Other books

    Other non-books, non-food


  for K-3 teacher assistants
    *Gift certificates to school supply store
    *Other books: (fill in below)

    Other non-books, non-food: (fill in below)


  for K-3 students
    *RIF match calculated @ $1.67 per K-3 student (automatic)                                  $0
    *K-3 trade books for home libraries
    Other non-book, non-food (fill in below)


  for pre-K providers** (Pre-K RAISE training)
    *Gift certificates to school supply store
    *Big Books and books for centers on training day
    Other non-book, non-food: (fill in below)


  for K-3 parents (BRIDGES training)
    *Literacy packs ($20/per pack)
    Non-food, non-book items (fill in below)

    *Other books: (fill in below)

* BRI Commodities                                                                              $0
**Pre-K providers will be eligible for contact hours for attending pre-K RAISE training.
                                                                                           0
 III. Improving Core Reading Instruction
 It is assumed that several, sometimes many, changes in reading instruction will be necessary to
 improve reading achievement. You may expect progressive improvement in reading scores when
 these components are implemented faithfully. Training will be provided for all of the following:

           A minimum of 90-minutes, early in the day, devoted to core instruction, with outside interruptions minimized.

           Daily, explicit, research-based instruction in the elements of reading (phonological awareness, decoding,
            vocabulary, fluency, comprehension).

           Appropriate use of whole-group instruction to introduce skills, shifting to small groups for differentiated
            instruction.

           Timely and regular assessments (beginning, middle and end of year) to drive instruction, tutorials and
            individual interventions.

           Appropriate and sufficient quantities of materials, including basal textbooks for each child (if a series has
            been adopted by the district).
Core Reading Instruction Expenses
  Core reading program, sufficient number for all classrooms                                                         provided by district
   Basal series

    Other commercial program(s):

    Guided reading trade books:


Please list all existing programs used in K-3 reading instruction (e.g. Saxon Phonics; Breakthrough to Literacy)


  Supplemental reading materials                                                                                                            $0
   *Basal supplemental materials, not included in district package
   *Appropriate supplemental materials on MDE approved list
   *Classroom leveled libraries* ($500 max per classroom) (if budget allows, these additional leveled
    library sets may be ordered depending on school size and needs)
    *Word Wall pocket charts
    *Other

BRI offers a list of recommended books for consideration that are not typically included in the pre-packaged library sets.
  *Assessment(s) to drive instruction                                                                                                       $0
    *Texas Primary Reading Inventory                                                                                         $0
      Full English language teacher kit: Kindergraten $150(enter # of kits needed)                                                          $0
      Full English language teacher kit: Grades 1-3 $230 (enter # of kits needed)                                                           $0
      Full Spanish language teacher kit: Kindergraten $150(enter # of kits needed)                                                          $0
      Full Spanish language teacher kit: Grades 1-3 $230 (enter # of kits needed)                                                           $0
      Class sets of 25 student protocols for renewing schools: K 1 2 3 x $ 60                                                               $0
  *Peabody Picture Vocabulary Test (PPVT)
    ($175 per kit for BOY Kindergarten screening; optional)                                                                                 $0
*BRI Commodities
                                                                                                                 0
 IV.    Small-Group Instruction/Use of Centers/Cooperative Learning
 Groups
 Most reading instruction will be conducted in small groups and utilizing centers. For many
 teachers, this is a new approach which requires some adjustment and additional planning.
 Training will be provided for all of the following:

         Effective and flexible grouping of students for differentiated instruction driven by assessment.

         Support for planning appropriate activities for small-group instruction with the teacher, including assisting
          teachers in physical arrangement of classroom to support this type of instruction.

         Planning meaningful, skill-based work for the rest of the class (either in clearly-defined centers or
          individualized projects) while teacher is conducting small-group instruction.

         Use of cooperative learning to reinforce skills, foster student cooperation and independence, and provide
          time for teacher to deliver interventions. (Cooperative learning is typically introduced during the second
          semester in new schools.)

         Training for teacher assistants to support and guide learning during center and cooperative group
          activities.




Small Group/Centers/Cooperative Learning Expenses

 Stop watch/timers for center management $8 (enter # needed)                                                                           $0
 Center-based, small-group manipulatives/materials (by teacher, grade level, or PCST set)                                              $0
   Tape recorders for listening centers                                                                         provided by district
   *Letter Tile Kit Set I (red vowels, lower case, digraphs, inflectional endings @ $135/kit) # needed-->                              $0
   *Letter Tile Kit Set II (letter combinations for most graphemes @ $95/kit) # needed-->                                              $0
   *Individual Letter Tile Classroom Set (30 per classroom @ $150/kit) # needed-->                                                     $0
   *Sound Effects Kits (vowel patterns) @ $20/per kit) # needed-->                                                                     $0
   *Others as recommended by RRC & PCST (e.g. Felt Squares, Magnetic Boards)



   *Supplies for cooperative learning $4/student (enter # of students)-->                                                              $0
   *Non-fiction libraries in core content areas for cooperative learning ($500 per grade level;
   multiple copy sets)




* BRI Commodities



                                                                                                            0
 V.      Interventions
 All children below proficient level in reading will receive individual or small group
 interventions. Training will be provided for the following:

        Interventions that address a student’s lowest deficit skill as identified through assessment (BRI schools
         use the TPRI). (Interventions are not designed for MCT skill-prep and are provided by certified staff
         only.)

        Interventions delivered one-on-one or in small groups (no more than 3) daily. Teachers schedule time
         during, before, and after school for a minimum of thirty minutes per day.

        Interventions utilizing materials and modalities that are different from core instruction.

        Discussion of student needs and planning for interventions occurring during PCST.



Interventions Expenses

 *PCST teacher binders for BRI intervention planning ($2 per teacher) enter # needed-->                              $0
 Paper and copying expenses for intervention forms (max $200)
 *Additional manipulatives (games, etc - maximum $200/per teacher)




* BRI Commodities
                                                                                               0
 VI.    Reading Tutorial Partnerships
 Struggling readers benefit enormously from listening to a fluent reader and from regular
 opportunities to practice reading. Daily Reading Tutorial Partnerships (RTPs) provide this
 support.
       Targeted students are identified through teacher observations, MCT scores, and other formal and informal
            assessments.

       Teacher assistants and BRI tutors provide every targeted student with an RTP for 15-20 minutes, four days a
            week. Typically, every child in Kindergarten receives an RTP during the first semester.

       Training is provided by RRCs at start of school and refreshers are provided throughout the year.
       Ideally, RTPs are conducted one-on-one; depending on student levels, some may be provided in groups of no
            more than three students.

       Effective tutors pre-select and pre-read the books used, ask challenging questions to build vocabulary and
            knowledge, ask probing questions to expand thinking, and document students’ progress on forms provided by
            BRI.

       Feedback is provided to teachers to apprise them of student progress.
 Reading Tutorial Partnership Expenses
      Support/Line item totals
 Formula for calculating number of tutors needed:
     (a) Count number of teacher assistants
     (b) Multiply this number by 8 (each assistants can tutor 8 children in 2 hours)
     (c) Subtract this number from total number of targeted children (indicated on cover page)
     (d) Divide this number by 8 to determine additional tutors needed.

 Example:
     (a)       school has 12 teacher assistants
     (b)       mulltiply by 8 targeted students for each assistant = 96 students covered by assistants
     (c)       subtract 96 from 112 (total number of targeted students needing RTPs)
     (d)       this equals 16 (number of students still needing a tutor)
     (e)       divide by 4 (number of students a part-time tutor can service in one hour) = 4
     (f)       4 is the number of additional tutor hours needed; therefore 1 part-time tutor is sufficient.
                      (A full-time tutor can serve approximately 20 students)

Teacher assistants in K-3 classrooms each provide 2 hours of tutoring daily in 15-minute sessions.                district expense
  Each TA = 8 students

Additional BRI tutors in K-3 classrooms provide up to 5 hours of tutoring daily. Calculate number
of targeted children indicated on cover page of this document.

  Part time tutors – recommended wage (includes benefits)
    $10/hour for pre-service students
    $15/hour for non-certified personnel
    $ 20/hour for certified personnel

Full-time tutors – comparable to paraprofessional salary of district, includes benefits

  *Leveled library – fiction and non-fiction ($500 max per classroom set)
  RTP documentation notebooks (# of tutors x $ 2)                                                                                    $0
  *Paper and copying expenses for RTP documentation forms ($200 max)

* BRI Commodities
                                                                                                              0
 VII. Early Literacy/Parent Connections
 Home involvement in literacy support is very important. BRI provides services to children in pre-
 schools and Head Start programs that feed into your school. These services are described below:

         The RRC is responsible for training child care providers in how to assess emergent literacy of children in pre-
          school and Head Start centers. Materials are provided by BRI. Assessment records are provided to the
          elementary school prior to Kindergarten entry in the fall.

         The RRC, BRI Liaison, Kindergarten teachers and/or assigned “Early Literacy Tutor” will coordinate the delivery of
          BRIDGES training for K-3 parents and model read alouds in pre-school/child care centers. Read alouds are done
          on a regular basis, depending on the number of pre-schools; each visit should include the delivery of Big Books
          and trade books for the center to keep.

         The BRI Liaison is responsible for ordering parent/teacher resource materials, developing an inventory system,
          and distribution for classroom use.

         The Early Literacy Tutor or another paraprofessional (BRI tutor or Kindergarten assistant) may be trained to work
          with Kindergarten students who exhibit vocabularies below 3 years of age, as indicated by the Peabody Picture
          Vocabulary Test (see page 5). This is in addition to interventions and RTPs.

 Note: If existing Parent/Teacher Resource Centers continue to maintain operations, the school is responsible for providing
 staffing for these positions. The Home/School Coordinator position is being phased out.

 (Pre-K RAISE training line items appear in II. Profession Development section; PPVT is line item under III. Core Instruction
 assessments.)


Early Literacy/Parent Connections

 BRI Pre-school early literacy assessment                                                      provided by BRI @ no charge


 BRIDGES packets                                                                               provided by BRI @ no charge


 Incentives for parents to attend BRIDGES training                                             see page 4 for line item

 *Big Books/books to leave at pre-school centers during read-aloud visits(approximately
 $200/center)




* BRI Commodities
                                                                                           0
VIII.       Letter of Agreement for Target Schools

Each member of the team is asked to signify that they have read, understand, and are pledging
cooperation in the work that is required for success.



The Institute will provide a master-level Regional Reading Coordinator who will …
              Provide information, ideas, strategies, demonstrations, modeling, and support for reading
               instruction to the K-3 team and to individual teachers.
              Conduct professional development lessons each week in PCST meeting on Best Practices
               and/or elements of The Reading Universe.
              Train teachers in the administration of different kinds of reading assessments and how to
               develop instruction based on the results.
              Regularly observe instruction in all K-3 classrooms and offer feedback and techniques for
               improving practice.
              Help arrange K-3 classrooms in a way that supports reading instruction and emphasizes
               small-group instruction and use of centers.
              Help teachers understand how to create flexible instructional groups and deliver small-
               group and individualized instruction.
              Work with teachers in grade-level groups to assist in planning cooperative learning
               activities.
              Train K-3 assistants and BRI tutors to be effective tutors to build fluency and
               comprehension of targeted students.
              Train Liaison to deliver Pre-K RAISE and BRIDGES training.
              Collate and submit data monthly to Oxford office.
              Recommend materials and resources to support instruction.




        Claiborne Barksdale, CEO – The Barksdale Reading Institute
               Date




        0
The Principal will be expected to…
           Participate in all Principal Leadership Training sessions and weekly Peer Coaching Study
            Teams to become a knowledgeable instructional leader for reading instruction.
           Honor the regularly scheduled time for Peer Coaching Study Team meetings by minimizing
            potential conflicts for teachers and ensuring classroom coverage to enable teacher
            participation in PCST.
           Support the role of the RRC in observing instruction using BRI guidelines and encouraging
            teachers to implement new techniques for improved practice.
           Support teachers in their efforts to improve practice by adhering to the scheduled 90-minute
            reading block, minimizing interruptions, ensuring that teachers have necessary materials and
            furniture conducive to small group instruction, and that teacher assistants are used properly to
            support literacy instruction.
           Support the liaison in overseeing implementation and documentation of interventions, RTPs
            and budget requirements.




       BRI School Principal                                                              Date
       .




The BRI Liaison will be expected to…
           Provide support and coaching in the absence of the RRC and provide feedback about
            professional development needs to be addressed in PCST meetings.
           As time passes, assume greater responsibility for leading the PCST, including RU delivery.
           Provide Pre-K RAISE training to teachers of four year olds and Kindergarten and BRIDGES
            training to parents of pre-schoolers.
           Oversee ordering of books and materials, including RIF distribution. Organize and develop
            system for inventorying and distributing.
           Support interventions and RTPs, checking documentation regularly.
           Manage bi-annual RIF distribution.
           Assist RRC in collecting monthly data on BRI implementation.




       BRI Liaison                                                                       Date




        0
K-3 Classroom Teachers will be expected to…
           Come prepared to participate in PCST meetings by bringing necessary planning materials and
            samples of student work.
           Work in partnership with RRC to implement effective classroom management techniques,
            examine core instruction, move toward small-group instruction, and implement cooperative
            learning.
           Incorporate into the reading block explicit, research-based strategies learned during PCST
            meetings.
           Complete assessments in a timely fashion and design instruction and interventions driven by
            assessment results.
           Adhere to a daily schedule of interventions, small-group instruction, and cooperative
            learning.
           Utilize teacher assistant throughout the day in ways that support reading instruction, including
            adhering to the two-hour RTP requirement.
           Participate in Pre-K RAISE training and pre-school visits (Pre-K and Kindergarten teachers
            only).




_____________________________________________________________________________________
Classroom Teacher (circle one: pre-K, K, 1st, 2nd, 3rd, transition) Date




Teacher Assistants will be expected to…
         Conduct RTPs 2 hours per day, 4 days per week.
         Supervise students and carry out prescribed literacy activities, while teacher attends PCST.
         Prepare for RTPs by reviewing and selecting appropriate books for each targeted child;
            complete documentation in a timely manner and give regular feedback to teacher (also applies
            to BRI tutors).
         Develop good questioning techniques for building vocabulary and knowledge during RTPs
            (also applies to BRI tutors).
         Support individual students during center activities and provide feedback to teachers when
            students seem unable to complete activity accurately, working at an independent level.


_____________________________________________________________________________________
Teacher Assistant (circle one: pre-K, K, 1st, 2nd, 3rd, transition) Date




        0
                                   Budget Summary
                                          0
                                                 Wages
BRI Liason ($6,000)                                                             $6,000
Tutors: Full time (paid as paraprofessional; includes benefits)                    $0
Tutors: Part-time                                                                  $0
                                                                     Subtotal   $6,000
                                  Transportation (travel expenses)
                                                                     Subtotal      $0
              School Commodities (materials/supplies purchased by the school)
                                                                     Subtotal      $0
                    BRI Commodities (materials/supplies purchased by BRI)
                                                                     Subtotal      $0
                                      Contractual (subs , etc…)
Subs: for Pre-K Raise training                                                     $0
                                                                     Subtotal      $0
                                          Total Grant Funds
Funds escrowed by BRI                                                              $0
Funds disbursed to school                                                       $6,000
                                                                  Grand Total   $6,000

								
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