Request for Application - Grant Experts First - Texas - … · Web viewCounty-District No....

For TEA Use Only TEXAS EDUCATION AGENCY ______058-906_______Adjustments and/or annotations made Standard Application System (SAS) County-District No.

on this have been confirmed with N0 CHILD LEFT BEHIND Reading First

School Year 2003-2004 17 by telephone/FAX on Region

by of TEA. SCHEDULE #1¾General Information _____________________NOGA ID/Project No. (Assigned by TEA)

1. Applicant Agency:(Name, Address, City, State, Zip)

Lamesa ISDPO Box 261Lamesa, TX 79331

If Open Enrollment Charter School, Name of Sponsoring Entity:

2. Applicant Contact Person: (Name, Title, Address [if different]):Ricky Mitchell, Assistant SuperintendentLamesa ISDPO Box 261Lamesa, TX 79331

Phone ( 806 ) 872-5461x627FAX ( 806 ) 872-6220E-Mail: [email protected]

1. Purpose of Application:

Application

Amendment No. _________(The last day to submit an amendment is 90 days prior to the ending date of the grant.)

RFA # 701-02-034

4. Use of the Standard Application System: This system provides a series of standard schedules to be used as formats by applicants who apply for funds administered by the Texas Education Agency. If additional clarification is needed, please call (512) 463-9027.

5. Program Authority: CFDA # 84.357, Public Law 107-110, Title I, Part B, Subpart 1, HR1, No Child Left Behind Act of 2001, Reading FirstProject Beginning Date August 15, 2003 Project Ending Date June 30, 2004

6. Index to this Application: An X has been placed in the New Application column to indicate each schedule that must be submitted as a part of the application. The applicant must place an X in this column for each additional schedule submitted to complete the application. For amendments, the applicant must place an X in the Amendment Application column next to the schedule(s) being submitted as part of the amendment.

SchNo. Schedule Name

NewApplic.

AmendApplic.

SchNo. Schedule Name

NewApplic.

Amend.Applic.

1 General Information X X 4A Program Abstract X2 Certification for Shared Services Arrangements 4B Program Description X3 Budget Summary X X 4C Program Evaluation Design X

3A Purpose of Amendment N/A X 4D Equitable Access and Participation XSupport Schedules for¾ 4E (Other Program Schedules)

3B Payroll Costs 6100 X3C Professional and Contracted Services 6200 X 5 Private Nonprofit Schools X3D Supplies and Materials 6300 X 5A (Other Supplemental Schedules Specify)3E Other Operating Costs 6400 X 6A Provisions and Assurances X3F Debt Service 6500 6B Debarment and Suspension Certification X3G Capital Outlay 6600 6C Lobbying Certification X

(Exclusive of 6619 and 6629) 6D Disclosure of Lobbying Activities3H Building Purchase, Construction or

Improvements 66296E NCLB Provisions and Assurances X

Certification and Incorporation7. I hereby certify that the information contained in this application is, to the best of my knowledge, correct and that the local education agency named above has

authorized me as its representative to obligate this agency. I further certify that any ensuing program and activity will be conducted in accordance with all applicable Federal and State laws and regulations, application guidelines and instructions, the Provisions and Assurances, Debarment and Suspension, lobbying requirements, Special Provisions and Assurances and the schedules attached as applicable. It is understood by the applicant that this application constitutes an offer and, if accepted by Agency or renegotiated to acceptance, will form a binding agreement.

Typed Name of Authorized OfficialRicky Mitchell

Telephone Number Date Signed

Title of Authorized OfficialAssistant Superintendent

(806) 872-5461x627

4 complete copies of the application, at least 4 with original signature(s), must be received by

Original Authorized Signature

5:00 p.m., Thursday, July 10, 2003 at:Texas Education Agency William B. Travis BuildingDocument Control Center, Room 6-1081701 North Congress Avenue ___________________________Austin, Texas 78701-1494

TEA DOCUMENT CONTROL NO.

1RFA #701-03-018 / SAS A770

For TEA Use Only TEXAS EDUCATION AGENCY 058-906 Adjustments and/or annotations made Standard Application System (SAS) County District No.on this have been confirmed with NO CHILD LEFT BEHIND

Reading First School Year 2003-2004 Amendment No.

by telephone/FAX on SCHEDULE #3—Budget Summaryby of TEA.

Program Authority: CFDA # 84.357, No Child Left Behind Act of 2001, Public Law 107-110, Title I, Part B, Subpart 1, Reading First

Fund Code/Shared Services Arrangement Code: _________ Project Period: _August 15, 2003 through June 30, 2004

Line Schedule C/Object Budgeted Expenditures

No. Class/Object Description Number Code Program Administration Total

01 Payroll Costs 3B 6100 $106,160 $0 $106,160

02Professional and Contracted Services 3C 6200 $3,500 $0 $3,500

03 Supplies and Materials 3D 6300 $50,725 $0 $50,725

04 Other Operating Costs 3E 6400 $6,000 $0 $6,000

05 Debt Service 3F 6500

06Capital Outlay¾(Exclusive of 6619 and 6629)

3G 6600$0 $0 $0

07Building Purchase, Construction or Improvements

3H 6629

08Total Direct Costs (Sum of lines 1-7) $166,385 $0 $166,385

09 Indirect Costs (2.701%) $3,615

10 Total Costs $166,385 $3,615 $170,000

11 Payments to Member Districts of Shared Services Arrangements* 6493 $0

These costs must be included in lines 01-10 as applicable and must be reflected in the appropriate support schedules.

Planning and Administrative Cost Calculation

Enter total amount from Schedule #3- Budget Summary, Line 10, Last Column $ 170,000

Multiply by 0035 (3.5% limit) .035

** Enter Maximum Allowable for Planning and Administration $ 5,950

The amount in Line 10, Planning and Administrative Costs, may not exceed this amount.

** Districts receiving funds under this initiative must limit expenses for planning and administration, including indirect costs, in each fiscal year to __3.5_____ percent of the total amount received under this application.

2RFA #701-03-018 / SAS A770

For TEA Use Only

Adjustments and/or annotations made on this have been confirmed with

TEXAS EDUCATION AGENCYNO CHILD LEFT BEHIND

Reading First

058-906 County-District No.

School Year 2003-2004

by telephone/FAX on SUPPORT SCHEDULE #3B--Payroll Costs 6100 Amendment No.

by of TEA.

Line No.

Description of Payroll Costs(Include gross salaries, wages and benefits)

Number of Positions

Estimated Percent of Time

Charged to GrantTotal Payroll

Costs

01 Terrye Wilkes, Local Campus Coach ($45,200) 1 80% $36,160

02Highly qualified reading tutors 2 100% $65,000

03

04

05

06

07

08Substitutes for Public School Personnel (6112)(Explain purpose:)Cover teachers during Staff Development $4,000

09Extra-Duty Pay/Beyond Normal Work Hours (6119/6121) (Explain purpose)Planning/coordinating $1,000

10 TOTAL COSTS $106,160

For federally-funded projects, charges to payroll must be documented according to the requirements in the applicable OMB cost principles. Refer to the SAS instructions for Schedule #3B for a summary of these requirements.

3RFA #701-03-018 / SAS A770

For TEA Use Only TEXAS EDUCATION AGENCY 058-906 Adjustments and/or annotations made Standard Application System (SAS) County District No.

on this have been confirmed with NO CHILD LEFT BEHINDReading First

School Year 2003-2004by telephone/FAX on SUPPORT SCHEDULE #3C-- Amendment No. by of TEA. Professional and Contracted Services 6200

Line No. Description of Expense Items AMOUNTS

01Contracted Services provided by ESC (6230) (Specify type(s) of services):Staff Development $1,000

02Professional/Consulting Services (6210): (Enter the topic and the total amount to be paid to each consultant/contractor. Include travel costs for consultants and materials provided by consultants in the budgeted amount. Travel costs include reasonable airfare, lodging, meals and mileage not to exceed 35 cents per mile, etc. Attach separate page if more space is needed.)

A. Consultant A Topic: Scott Foresman Reading Staff Development $ 1,000 _

B. Consultant B Topic: SRA Reading Mastery Interventions Staff Dev. $ 1,000 _

C. Consultant C Topic: Scientific Learning Fast ForWord Staff Dev. $ 500 _

D. Consultant D Topic: ________________________________________$_________

(For each consultant/contractor receiving more than $10,000, attach a budget by cost category and line item to this schedule.)

$ 2,500

(Enter the total amount for

professional/consulting services.)

03 Contracted maintenance and repair of equipment purchased with grant funds (6240) $0

04 Utilities (6250), including telephone, FAX charges and telecommunication services. Also includes water, electricity and gas for heating/cooling for grant activities conducted before school, after school, or during the summer

$0

05 Rental or lease of equipment or building space (6260) (specify type and purpose): $0

06 Audit fees/expenses (allowable only for audits of federal grant programs conducted in accordance with the requirements in OMB Circular A-133, Audits) $0

07 $0

08 $0

09Tuition Services (6220) (Explain purpose:)

$0

10 TOTAL COSTS$3,500

4RFA #701-03-018 / SAS A770



School Year 2003-2004by telephone/FAX on SUPPORT SCHEDULE #3D-- Amendment No.

by of TEA. Supplies and Materials 6300


01 General supplies and materials (6390), including consumable teaching and office supplies; workbooks; audio-visual aids, such as filmstrips, VCR tapes, CD-Rom disks, diskettes, computer tapes and software; and supplies for technology

$32,725

02 Textbooks and other reading materials (6320) (includes textbooks and magazines, periodicals, newspapers and reference books placed in the classroom or in an office. Also includes library books and media that are not capitalized and/or that have a useful life of one year or less. (Subscriptions to periodicals/magazines must be in the name of the organization and not in the name of an individual)

$18,000

03 Testing materials (6330) (does not include scoring of tests) $0

04 Computer hardware (not capitalized) (List hardware requested and the estimated quantity for each. Describe the use/purpose of the hardware in accomplishing the objectives of the project. Attach an additional page if necessary. An amendment is required if the use/purpose of the hardware changes, if the estimated quantity increases by more than 20 percent, or if a new item is requested.)

$0

05 Other equipment not capitalized (List equipment requested and the estimated quantity for each. Describe the use/purpose of the equipment in accomplishing the objectives of the project. Attach an additional page if necessary. An amendment is required if the use/purpose of the equipment changes, if the estimated quantity increases by more than 20 percent, or if a new item is requested.) $0

06 Supplies/materials for maintenance and/or operations (6310), including gasoline/fuel for transportation, janitorial supplies, building maintenance supplies and supplies for upkeep of equipment $0

07$0

08 $0


All costs include shipping and handling costs.

5RFA #701-03-018 / SAS A770



School Year 2003-2004by telephone/FAX on SUPPORT SCHEDULE #3E-- Amendment No.

by of TEA. Other Operating Costs 6400


01 Travel Costs for Employees, Students and Non-Employees (6410), including: a. In-State Travel, which includes lowest available airfare; actual cost for lodging not to exceed

$80/day (not including tax), meals not to exceed $30/day and mileage not to exceed 35 cents per mile or local policy, whichever is less.

b. Out-of-State Travel, which includes lowest available airfare; actual cost of lodging and meals not to exceed maximum allowable federal government rates for the locale or local policy, whichever is less; and reimbursement for mileage not to exceed 35 cents per mile or local policy, whichever is less.

c. Conference/Workshop/Seminar Registration Fees

$5,000

(Enter the total amount requested for travel. Do

not split out the costs among sub-items.)

02 Membership Dues (6499) in Professional Organizations (membership must be in the name of the grantee organization and not in the name of an individual). $1,000

03 Awards/Incentives for Participation (6499) (nominal in cost). Identify types of awards/incentives to be provided:

$0

$0

04 Reimbursement of tuition (6499) and fees for staff completing university/college courses directly related to grant. $0

05 Insurance (6420). Identify purpose:

$0

06 Transportation costs other than those incurred for the purpose of transporting students to and from school. Explain purpose:

$0

07 Food Costs (not provided by the district food service program) (6499). Refer to instructions for allowable food costs. Explain purpose:

$0

08 Stipends to Non-employees (6413). Explain purpose:

$0

09$0


6RFA #701-03-018 / SAS A770



School Year 2003-2004by telephone/FAX on SCHEDULE #4A--

Program Abstract Part 1Amendment No.

by of TEA. (Including Needs and Eligibility)One additional page, limited to front side only with font size no less than 9 points, if needed to continue to address the district needs and criteria; plus the rationale for selection of campuses to be served, may be attached immediately following Schedule #4A-Program Abstract, Part I.) front side only, font size no less than 9 point.

Primary Target Population and Number to be Served: Number of Staff 45 Number of Eligible Campuses 2 Number of Students by Grade Level: (list in chart below) Number of Campuses to be Served __2_____________

GRADE LEVELLEA PK K 1 2 3 4 5 6 7 8 9 10 11 12 TOTALPublic School 183 180 155 153 671Open Enrollment Charter School 0 0 0 0 0Public Institution 0 0 0 0 0Private Nonprofit School* 0 0 0 0 *0

TOTAL: 671* Total must be the same as the total participating on Schedule # 5 - Private Nonprofit Schools as shown on Part 2 A.Program Goals: To ensure each Texas student is reading on or above grade by the end of grade 3.To implement a SBRR comprehensive reading program that includes phonemic awareness, phonics, fluency, vocabulary development, text comprehension and that provide systematic, explicit instruction.District Needs and Criteria: Based on a needs assessment in relation to the stated program goals, provide a brief statement of Local Needs which justifies the need for

funding the project at the proposed site(s) for the proposed population. a. Briefly identify the method(s)/strategies used to assess the needs;

Lamesa ISD undertook a district-wide review and evaluation of assessment strategies, instructional programs, strategies and materials, student and teacher performance, and professional development planning with regard to reading to begin to identify strengths and weaknesses in the reading programs in our schools. Beginning with an aggregate and a disaggregated review of student performance on the 2002 TAAS reading, the number and percentage of students failing were identified. The current core reading program of each school was also reviewed using “A Critical Elements Analysis” to determine the evidence of efficacy of the reading program, the reading research base of the reading program, and whether the program provided for explicit, systematic instruction. Our review also included the evaluation of the instructional supervision process, instruments, and results for each classroom K-3 correlated to the 2002 TAAS reading performance of students and the implementation of the comprehensive core programs.

b. Identify the specific local need(s) that exist within the context of the program goals;Needs identified through this review process were organized as follows:

Professional development in teaching early reading skills (phonemic awareness, phonics/word study, fluency, vocabulary, listening and reading comprehension)

Addition of personnel necessary to provide for assistance in Tier II and Tier III Interventions, based on the 3-Tiered Reading Model Identification and use of assessments to guide instructional decisions Professional development in implementation of the core reading program and intervention programs, including technology Administering, supervising, and monitoring the comprehensive reading program

c. Substantiate the need(s) with relevant data, including district level student achievement and information on

___17.5__ % of students who failed 2002 Grade 3 TAAS Reading ____0____ # of campuses identified as Low-Performing for school improvement under Title I, Part A

___74.4__ % of students or _590__# of students from families with incomes below the poverty line under Title I, Part A ____N___ (Y/N) Designated as one of the Texas school districts in an Empowerment Zone or Enterprise Community as defined under part I of Subchapter U of chapter I of the Internal Revenue Code

Statement of District Needs:

7RFA #701-03-018 / SAS A770

Lamesa ISD is a small rural district serving approximately 2,100 students in West Texas, midway between Lubbock and Midland. The district is divided among four campuses, two of which are Reading First eligible: South Elementary (058-906-105), serving Grades K-2, and North Elementary (058-906-103), serving Grades 3-5. (South Elementary is eligible as the feeder school for North Elementary.) The district is a property-poor school district; the primary source of income is agriculture (however, the largest employer in Dawson County is the Smith Unit state prison); and LISD wisely uses local dollars and depends heavily on federal and state funding, grants, and initiatives (almost 1/3 of the budget is from these non-local sources). The population of Lamesa ISD is approximately 73% Hispanic, 25% White, and 2% African American and other. Lamesa ISD has a high poverty rate (as evidenced by previously reported Title I, Part A eligible students) and a high mobility rate; administration and staff must tackle a variety of social, economic, and cultural—as well as educational— issues.

Lamesa ISD is committed to see that all children are reading at grade level or higher and is working diligently to accomplish that goal. The district adopted state-conforming reading materials in grades K-3 in 2000, and continues to work to improve student achievement and success. Lamesa ISD has pledged Reading First, as well as Title I, Part A funds, State Compensatory Education Funds, Bilingual/ESL funds, and local funds to fulfill this goal.

The most serious needs identified through needs assessments by Lamesa ISD include: Thorough understanding and best practices involved in the implementation of the district’s comprehensive core reading program, Scott

Foresman Reading, with SRA Reading Mastery Interventions Thorough understanding and best practices involved in the implementation of the 3-Tiered Intervention Model for Reading Instruction Addition of personnel to best implement Reading First: one Local Reading Coach and additional highly-qualified reading tutors Addition of Level 2B and Tier 3 intervention program: Scientific Learning’s Fast ForWord software to develop cognitive skills that support

reading (memory, attention, processing, and sequencing) through research-based techniques of frequency, adaptivity, simultaneous development, and timely motivation

Strategies to address these needs include: Scheduling of a 90-minute protected reading block time daily for all students K-3 within which teachers will be providing systematic, explicit

instructions in phonemic awareness, phonics, fluency, vocabulary, comprehension, writing, and language development. Provide teachers with a highly-qualified, highly-trained Reading First-trained Local Campus Coach on a daily basis to help them see the need

for careful planning and deliberate teaching as well as a thorough understanding of appropriate assessment to inform instruction and monitor progress

Develop job descriptions and employ reading tutors to assist teachers in Tier II and Tier III interventions, and provide appropriate high-quality staff development in SBRR best practices

Provide high-quality staff development based on SBRR provided by TEA, Region 17 Education Service Center, Reading First specialists, Scott Foresman, SRA, Scientific Learning, and local Reading Coach as appropriate

Implement Scientific Learning’s Fast ForWord products through the existing computer labs at both campuses and provide appropriate SBRR staff development to teachers in best practices for maximum student results

Lamesa ISD is committed to the goals of Reading First: to ensure each Texas student is reading on or above grade by the end of grade 3 and to implement a SBRR comprehensive reading program that includes phonemic awareness, phonics, fluency, vocabulary development, text comprehension and that provides systematic, explicit instruction. With all components of a comprehensive plan, the expectation will be clear: teaching literacy is not haphazard and students will succeed! This will be evidenced in increased achievement in the selected assessments that are part of the initiative as well as increased numbers of students passing the TAKS.

Statement of Rationale for Selecting Campuses to Be Served (Explain prioritization):

All eligible campuses in Lamesa ISD will be served to the fullest extent through Reading First.

8RFA #701-03-018 / SAS A770



School Year 2003-2004by telephone/FAX on SCHEDULE #4A--

Program Abstract Part 2Amendment No.

by of TEA. (Including Needs and Eligibility)

Name of participating campus

North Elementary School(058-906-103)

Street Address of participating campus, including City, Texas, Zip

600 N. 14th

Lamesa, TX 79331

Phone number of participating campus, including area code

(806) 872-5428

% Students who failed 2002 Grade 3

TAAS Reading ___17.5%__

Identified as Low-Performing under

Title I, Part A (Y/N) ___N_______

% Students identified for service under

Title I, Part A __71.9%__

Name of participating campus

South Elementary School(058-906-105)

Street Address of participating campus, including City, Texas, Zip

2000 S. 8th Lamesa, TX 79331


(806) 872-5401

% Students who failed 2002 Grade 3 *-Based on North Elementary totalsTAAS Reading ____*17.5%__


Title I, Part A (Y/N) ____N_______


Title I, Part A ___76.9%__

Name of participating campus Street Address of participating campus, including City, Texas, Zip



TAAS Reading _______________%__


Title I, Part A (Y/N) ___________


Title I, Part A _______________%__




TAAS Reading _______________%__


Title I, Part A (Y/N) ___________


Title I, Part A _______________%__




TAAS Reading _______________%__


Title I, Part A (Y/N) ___________


Title I, Part A _______________%__




TAAS Reading _______________%__


Title I, Part A (Y/N) ___________


Title I, Part A _______________%__




TAAS Reading _______________%__


Title I, Part A (Y/N) ___________


Title I, Part A _______________%__

Campus Needs/Criteria: List only those campuses to be served by the program. Provide the information requested for each campus in the row below the campus name. Use as many pages as needed to list all participating campuses.

9RFA #701-03-018 / SAS A770



School Year 2003-2004by telephone/FAX on SCHEDULE #4B--

Program Description- Part 1Amendment No.

by of TEA. Program Requirements

The following requirements [P.L. 107-110, Title I, Part B, section 1202, subpart 1(c)(7)(A)] must be addressed by the applicant in the Program Approach and Rationale (immediately following this schedule) and/or in the Program Activities in order to be funded. Provide the page number in Schedule #4B upon which the requirement is addressed/documented.

1. A description of the selection and administration of screening, diagnostic and progress monitoring reading assessments. Page no. 11-12

2. A description of the implementation of a learning system or program of reading instruction based on SBRR, including the essential components of reading instruction and instruction to children in K-3 who:a) may have reading difficulties; b) are at risk of being referred to special education;c) are identified as being a child with a specific learning disability related to reading; d) are deficient in the essential components of reading skills; or e) are identified as limited English proficiency. Page no. 13-14

3. A description of selecting and implementing instructional materials, including education technology, that are based on SBRR as cited in Appendix C.Page no. 13-14

4. A description of providing professional development for teachers of K-3 and special education teachers of K-12, that: a) will prepare these teachers the five essential components of reading instruction; and that includes:

i. information on instructional materials, programs, strategies and approaches based on SBRR, including early reading intervention, classroom reading materials; and

ii. instruction in the use of screening, diagnostic and progress monitoring reading assessments that identify students who may be at risk for reading difficulty or failure.

b) will be provided by eligible professional development providers; andc) will assist teachers in becoming highly qualified in reading instruction in accordance with the requirements of

section 1119. Page no. 11-14, 19-20

5. A description of collecting and analyzing data to document the effectiveness of activities carried out in this grant to

accelerate improvement and significant gains in reading achievement. Page no. 13-14

6. A description of reporting data for all students and categories of students. Page no. 36-38

7. A description of promoting reading and library programs that provide access to engaging reading material, including coordination with programs funded through other grants received under Title I, subpart 4-Improving Literacy through School Libraries, where applicable. Page no. 23-24

10RFA #701-03-018 / SAS A770




Program Description - Part 2 (Page 1)Amendment No.

by of TEA. Program Approach and Rationale

Description is limited to two pages per criterion. On pages 132a and 132b, space is provided for both the description of approach (all of 132a and the top of 132b) and the description of underlying rationale/research (bottom of 132b). May copy pages 132a and 132b to address each criterion: 2, 3, 4, 5, 6, 7, 9, and 11. Applicant must address each component under the respective criterion listed in Part I Section II(F) of this application. The submission must be front side of the paper only, font size not less than 9-point, and is limited to the space provided.

11RFA #701-03-018 / SAS A770

Criterion Number 2; Criterion Name: INSTRUCTIONAL ASSESSMENTSApproach (limit to the space provided)1-4. Instructional Assessment Plan—Lamesa ISDIncludes screening, diagnostic, progress monitoring, and outcome measurements for each of the identified reading skills: Phonemic Awareness, Phonics/Word Study, Fluency, Vocabulary, and Comprehension)Based on Commissioner’s List of Early Reading Instruments and contains timeline

Phonemic Awareness Phonics/Word Study Fluency Vocabulary ComprehensionK Screening- TPRI- J/M

Diagnostic- DIBELS- J/MProgress Monitor- TBA- monthlyOutcome Measure- GRADE - Ap

Screening- TPRI - J/MDiagnostic- DIBELS - J/MProgress Monitor- TBA- monthly

Outcome Measure- GRADE - Ap

Screening- TPRI - J/MDiagnostic- Not assessed Progress Monitor- TBA- A/J/M;SL- TBA- A/O/J/M/M, SSL- monthlyOutcome Measure- Not assessed

Screening- TPRI -J/MDiagnostic- DIBELS - J/MProgress Monitor- TBA-A/J/M; SL- A/O/J/M/M, SSL-MonthlyOutcome Measure- GRADE -Ap

Screening- TPRI -J/MDiagnostic- DIBELS -J/MProgress Monitor-TBA- A/J/M; SL- A/O/J/M/M, SSL -monthlyOutcome Measure- GRADE -Ap

1 Screening- TPRI - A/J/MDiagnostic- DIBELS - A/J/M Progress Monitor-TBA- monthlyOutcome Measure- GRADE - Ap

Screening- TPRI - A/J/MDiagnostic- DIBELS - A/J/MProgress Monitor-TBA- monthlyOutcome Measure- GRADE - Ap

Screening- TPRI- J/M Diagnostic- DIBELS - J/MProgress Monitor-TBA- A/J/M, SL- A/O/J/M/M, SSL- monthlyOutcome Measure- GRADE - Ap

Screening- TPRI - A/J/MDiagnostic- DIBELS - A/J/MProgress Monitor-TBA- A/J/M, SL- A/O/J/M/M, SSL- monthlyOutcome Measure- GRADE - Ap

Screening- TPRI - A/J/MDiagnostic- DIBELS - A/J/MProgress Monitor-TBA- A/J/M, SL- A/O/J/M/M, SSL- monthlyOutcome Measure- GRADE - Ap

2 Not assessed Screening- TPRI - ADiagnostic- DIBELS - A/J/M Progress Monitor-TBA- A/J/M, SL- A/O/J/M/M, SSL- monthlyOutcome Measure- GRADE - Ap

Screening- TPRI - ADiagnostic- DIBELS - A/J/MProgress Monitor-TBA- A/J/M, SL- A/O/J/M/M, SSL- monthlyOutcome Measure- GRADE - Ap



3 Not assessed Screening- TPRI - ADiagnostic- DIBELS - A/J/MProgress Monitor-TBA- A/J/M, SL- A/O/J/M/M, SSL- monthlyOutcome Measure- GRADE - Ap




Timeline- J/M=January/MayA=August;A/J/M=August/January/MayA/O/J/M/M=August/October/January/March/MayAp=April

TPRI Texas Primary Reading InventoryDIBELS Dynamic Indicators of Basic Early Literacy SkillsGRADE Group Reading Assessment And Diagnostic EvaluationTBA To Be AnnouncedSL Struggling Learners- Tier IISSL Significantly Struggling Learners- Tier III

12RFA #701-03-018 / SAS A770







Criterion Number 2; Criterion Name: INSTRUCTIONAL ASSESSMENTSApproach (continued—limit to the space provided)5-6. Lamesa ISD will follow the 3-Tiered Intervention Model for Reading Instruction in coordinating all testing instruments. Assessments will be in the hands of the K-3 teachers. The Local Campus Coach and teachers will assess and place students at the beginning of the year and monitor student performance during the year by analyzing progress-monitoring assessment results to make adjustments in programs and instruction and identify professional development needs. The Teacher Reading Academies and other professional development will provide grade-appropriate training in SBRR, diagnostic assessment, classroom reading instruction and reading intervention programs. All assessments are taken from the Commissioner’s List of Early Reading Instruments and are aligned with our core reading program, Scott Foresman Reading. All teachers and administrators will be trained in the use of all the instruments as well as in how to properly use early reading assessment results to drive instruction. Lamesa ISD will utilize various technologies to manage and report data (including coordination with the state progress monitoring tools), provide immediate instructional feedback to teachers, and archive data for longitudinal analysis and instructional adjustment.

Tier 2A and 2B interventions, as well as Tier 3 interventions, will be driven by assessments and curriculum using multiple methods to teach children. Assessments and the resulting prescriptive instruction will be chosen from Scott Foresman Reading, SRA Reading Mastery, and Scientific Learning’s Fast ForWord. Lamesa ISD has examined all of these SBRR programs and made the decision to incorporate the varied teaching and learning styles into their comprehensive reading program.

7. All eligible campuses in Lamesa ISD will be served to the fullest extent through Reading First.

Underlying Rationale/Research (limit to the space provided)A major component of the Lamesa ISD Reading First program is assessment. Assessment is defined as the process of determining student reading ability. If students are to reach their full potential as proficient readers, the reading program must include rigorous, valid and reliable assessments and be based in SBRR. These assessments must screen students to identify those who may be at risk for reading failure or who are already experiencing reading difficulty, diagnose specific difficulties and instructional needs, monitor the progress of students in reading skills attainment, and measure the outcomes of instruction in the five essential components of reading (phonemic awareness, phonics/word study, fluency, vocabulary, listening and reading comprehension). An effective reading program employs a differentiated assessment regimen in an ongoing manner suited to classroom-based settings. The 3-Tiered Intervention Model is designed to use the following assessment tools: Screening assessments are administered with the goal of determining quickly which children are at risk for reading difficulty and need additional support

beyond regular classroom instruction. By targeting specific areas of difficulty early on, reading development can be facilitated and reading failure prevented. Diagnostic assessments are administered with the goal of providing more in-depth information on students’ skills and instructional needs. These

assessments should be administered regularly as they can provide information as to which children are experiencing reading difficulty and allow teachers to provide interventions when necessary (Learning First Alliance, 1998).

Progress monitoring are administered with the goal of determining the extent to which students are making adequate progress or need more support to be successful in meeting grade-level reading expectations. These assessments can be used to make decisions about flexible grouping, adjusting instruction, or providing individual assistance for specific students.

Outcome assessments are administered to provide a bottom-line evaluation of the effectiveness of the reading program. Results provide benchmarks for each grade against which progress can be measured. Outcome measures identify the number and percentage of children reading at grade level and those who need additional and substantial intervention. These assessments allow the district to measure the effectiveness of the reading program for different populations of students through disaggregation of the results by gender, race, ethnicity, and economic status.

If our goal is that no child will be left behind, then frequent assessment of developing readers, and the use of that information for planning instruction and providing teacher professional development decision-making, is the most reliable way of meeting that goal (Learning First Alliance, 2000). Immediate and intensive interventions based upon assessment must be provided for struggling readers through a variety of means.


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Criterion Number 3; Criterion Name: INSTRUCTIONAL STRATEGIES AND PROGRAMApproach (limit to the space provided)1. Lamesa ISD will provide nine required days of professional development training (with up to nineteen for struggling teachers) for teachers and administrators on the implementation of the comprehensive core reading program and how the five essential components of reading are addressed in our SBRR reading program, Scott Foresman Reading with SRA Reading Mastery Interventions and Fast ForWord.

2. Eighty-five percent of all teachers and administrators in grades K-3 at Lamesa ISD have received Early Reading Instrument Training. This training is designed to instruct teachers and administrators in using the results of early reading instruments to inform instructional planning and group students for intervention support. The remaining teachers are scheduled to receive the Early Reading Instrument Training during the 2003-2004 school year.

3. Scott Foresman Reading was identified and selected as the most effective core program by the Lamesa ISD using the process outlined in “A Consumer’s Guide” by Simmons & Kame’enui. Scott Foresman Reading is also listed on the state’s conforming list of comprehensive core reading programs and provides instructional strategies in phonemic awareness, phonics, fluency, vocabulary, and text comprehension. A minimum of 90 minutes of uninterrupted instruction will be required and monitored each day within Scott Foresman Reading.

4. Scott Foresman Reading, SRA Reading Mastery Interventions, and Fast ForWord are all aligned with the state’s curriculum standards, (TEKS). As a part of professional development, emphasis will be placed on continuing curriculum alignment within these programs for teachers and administrators.

5. Lamesa ISD will use Scott Foresman Reading as the core reading program, or Tier I instruction. SRA Reading Mastery Interventions will be used for Tier II instruction, incorporating the following SBRR materials: PA-Road to the Code, Phonemic Awareness in Young Children; P-Word Journeys, Words Their Way; V-Bringing Words to Life, Book Buddies; F-From Phonics to Fluency, repeated reading; C-Ladders to Literacy, Transactional strategies Instruction, and KEEP. At Tier III, students will utilize the following Fast ForWord programs: Fast ForWord Language, Fast ForWord Language to Reading; and Fast ForWord Reading. We are striving for a minimum of 85-90% mastery using the 90-minute per day core reading program. Students who do not master the reading skills at Tier I will receive an additional 30 minutes daily using the SRA materials; we are striving for no more than 15% of all students needing Tier II interventions. Students with more serious difficulties will receive the extra 60 minutes daily of additional instruction using the Fast ForWord program, providing additional time and SBRR techniques to improve reading; we are striving for no more than 5% of all students needing Tier III interventions. Both Tier II and Tier III Interventions will be pull-out programs taught by the reading teacher hired and trained under this program; group size, student grouping, and assessments will be according to standards prescribed in the 3-Tiered Reading Model. SRA Reading Mastery Interventions utilize explicit and systematic instructional strategies in a coordinated sequence and provide ample practice opportunities on skills students are being taught through the use of the basal reader and decodable texts at all levels. Fast ForWord products deliver specialized intervention and supplementary skills that enables students to learn and read, such as phonemic awareness, decoding, vocabulary, fluency, comprehension, listening accuracy, focus, and working memory. The coordination between our Tier I program and Tier II programs will allow for additional opportunities for students to practice and reinforce skills needed to achieve required progress designated by the assessments to maintain or regain Tier I status (appropriate grade level progress). Tier III interventions will provide a different strategy, incorporating more multisensory opportunities for learning, that will also allow students different opportunities for practice and reinforcement. The combination of strategies should provide students with the most opportunities for success.

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Criterion Number 3; Criterion Name: INSTRUCTIONAL STRATEGIES AND PROGRAMApproach (continued—limit to the space provided)6. Lamesa ISD will implement the 3-Tiered Intervention Model for Reading Instruction. Primary Instruction (90 minutes uninterrupted minimum) as well as Secondary Intervention A and B (30 minutes in addition to 90 minutes) and Tertiary Intervention (additional instructional time) will be required and monitored each day by the Local Campus Coach and administrative staff. Instructional strategies within the Scott Foresman Reading (core), SRA Reading Mastery (intervention), and Fast ForWord (intervention) will be taught in whole group, flexible grouping and one-on-one situations.

7. Eighty percent of Lamesa ISD teachers and administrators have attended several different forums on the use of early reading assessment results to inform instruction provided through various state agencies. Those not trained will be trained during the 2003-2004 school year. Lamesa ISD will continue to require teachers and administrators to attend training opportunities that address the use of assessment data to inform instruction and monitor student progress. Lamesa ISD will utilize various technologies to manage and report data, provide immediate instructional feedback to teachers and archive data on the web for longitudinal analysis and instructional adjustment. The Local Campus Coach will assist with interpreting formal and informal assessment data, assist in the development of a process for continuous progress monitoring, and analyze assessment data to guide professional development decision-making.

8. Monitoring of the Reading First plan to ensure that the core reading program and supplementary materials based on SBRR and not layered on top of non-research based programs currently being used will be the sole responsibility of the administration and the Local Campus Coach.

Underlying Rationale/Research (limit to the space provided)Curriculum and Instruction is the core of the 3-Tiered Model and a major focus of the Lamesa ISD Reading First project design. To ensure that all children become proficient readers, explicit and systematic instruction using core, supplemental and intervention programs and materials grounded in SBRR must be provided in the five essential components of reading (Snow, Burns & Griffin, 1998; National Reading Panel, 2000). The District has adopted Scott Foresman Reading as the comprehensive core-reading program. Scott Foresman Reading is aligned with the five essential components of reading. Phonemic Awareness-Researchers have found that phonemic awareness predicts future success in reading (Adams, 1990). This is true for ELL as well (Adams, et al, 1998). Beginning readers have to learn to manipulate phonemes with letter to help them make the connection between phonemic awareness and its application to reading. Phonics-Phonics is the knowledge & skill required to “sound out” words that not previously encountered before in text. Syntheses of research (Chall, 1967; Stahl & Miller, 1989) as well as individual studies (Foorman et al., 1998) consistently support the use of direct instruction in phonics. Fluency-refers to the effortless, smooth and easy reading that occurs after achieving accuracy and automaticity in word recognition. Students who are low in fluency may have difficulty getting meaning from what they read (Snow, Burns & Griffin, 1998). Vocabulary-Research has established a strong correlation between the knowledge of word meanings and comprehension (Anderson & Freebody, 1983; Stahl & Kuhn, 1999).Reading vocabulary is crucial to the comprehension processes of a skilled reader. Comprehension-is the essence of reading in that reading is the ability to comprehend text. While extensive reading promotes comprehension, it does not lead to the active meaning construction during reading that occurs when students receive explicit instruction in comprehension strategies (Pressley, 2000).In order for all students to become proficient readers, the five essential components must be integrated within a coherent instructional design. Students must receive systematic and explicit instruction in these essential reading components delivered by the regular classroom teacher for at least 90 minutes a day using a combination of whole class instruction and instruction delivered to smaller groups that are flexibly organized by instructional needs. Students who are not successful in reading must receive immediate intensive intervention for an additional 30 minutes per day as described in the 3-Tier Intervention Model for Reading Instruction. Lamesa schools will provide additional support in SRA Reading Mastery and/or Fast ForWord that supplements regular classroom instruction. This intervention will take place in the child’s regular classroom through differentiated instruction (i.e. small ability groups), extended learning, or other supplemental services. However, it may also be necessary to allow additional professionals into the classroom to provide more intensive reading instruction for some children (Foorman & Torgesen, 2001). Other methods for immediate intensive intervention for struggling readers include use of paraprofessionals, peer tutoring and partner reading activities, and use of computer technology. Additional support for students failing to meet the state proficiency performance standards might include activities such as after school tutoring, Saturday school tutoring, and summer school.


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Criterion Number 4; Criterion Name: INSTRUCTIONAL MATERIALSApproach (limit to the space provided)1. Lamesa ISD uses Scott Foresman Reading as the comprehensive core reading program in grades K-3 and this program is fully implemented at all levels. Teachers and administrators have had three days training in the use of Scott Foresman Reading. Additional materials include DIBELS Assessments (a diagnostic and outcomes measurement assessment) and appropriate training.

2. Lamesa has chosen Scott Foresman Reading as the core reading program.

3. Scott Foresman Reading meets the criteria for scientific research for each essential component of reading based on the following table:

Component Scott Foresman Reading Phonemic Awareness

Taught explicitly through a sequence of various sounds, isolating & segmenting various phoneme, blending phonemes into whole words, and rhyming. Teaches students to isolate, blend, and identify phonemes through clear modeling and guided practice.

Phonics/Word Study Letter-sound correspondences are taught in isolation based on high utility & frequency in print. Only common sounds for each letter or letter combination are taught initially. Practice through decodable texts by presenting only previous taught skills.

Fluency Develops accurate and fluent oral reading through the use of repeated reading and partner reading. Students are timed and errors are recorded during rate-and-accuracy checkouts on specific passages. Checkouts are used to determine if students are making acceptable progress toward fluency goals.

Vocabulary Directly teaching word meaning through the use of synonyms and examples before reading text. Opportunities to practice word extensively over time until mastery has been obtained.

Comprehension Incorporates strategies for reading comprehension that has been validated through research: vocabulary, literal comprehension, interpretive comprehension, and reasoning. Provides instruction in the comprehension of expository text used in content areas. Program has set pacing guidelines and teaching procedures to help teachers maximize engaged instructional time and create the most effective learning environment.

4. a. See Criterion 3 for Professional Development Plan for Scott Foresman Readingb. Because of continuing use of the Scott Foresman Reading program, all materials are kept currentc. See Criterion 3 for Professional Development Plan for Scott Foresman Reading for Administrators and the Local Campus

Coachd. See Criterion 3 for Professional Development Plan for Scott Foresman Reading for Teacherse. Administrators and the Local Campus Coach will be trained to monitor, model, observe, and provide feedback to teachers to

maintain the quality of Scott Foresman Reading.


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Criterion Number 4; Criterion Name: INSTRUCTIONAL MATERIALSApproach (continued—limit to the space provided)

5. Monitoring of the Reading First plan to ensure that the core reading program and supplementary materials based on SBRR and not layered on top of non-research based programs currently being used will be the sole responsibility of the administration and the Local Campus Coach.

6. Scott Foresman Reading is aligned to all assessment tools (screening, diagnostic, progress monitoring, and outcome assessments) through a well-developed scope and sequence.

7. All eligible schools within the district are receiving funds under Reading First and all will follow the Lamesa Reading First plan.

8. Lamesa ISD will use Scott Foresman Reading as the core reading program, or Tier I instruction. SRA Reading Mastery Interventions will be used for Tier II instruction, incorporating the following SBRR materials: PA-Road to the Code, Phonemic Awareness in Young Children; P-Word Journeys, Words Their Way; V-Bringing Words to Life, Book Buddies; F-From Phonics to Fluency, repeated reading; C-Ladders to Literacy, Transactional strategies Instruction, and KEEP. At Tier III, students will utilize the following Fast ForWord programs: Fast ForWord Language, Fast ForWord Language to Reading; and Fast ForWord Reading. SRA Reading Mastery Interventions utilize explicit and systematic instructional strategies in a coordinated sequence and provide ample practice opportunities on skills students are being taught through the use of the basal reader and decodable texts at all levels. Fast ForWord products deliver specialized intervention and supplementary skills that enables students to learn and read, such as phonemic awareness, decoding, vocabulary, fluency, comprehension, listening accuracy, focus, and working memory. The coordination between our Tier I program and Tier II programs will allow for differentiated strategies for students to practice and reinforce skills needed to achieve required progress designated by the assessments to maintain or regain Tier I status (appropriate grade level progress). Tier III interventions will provide a different strategy, incorporating more multisensory opportunities for learning, that will also allow students different opportunities for practice and reinforcement. The combination of strategies should provide students with the most opportunities for success.

Underlying Rationale/Research (limit to the space provided)The use of instructional materials clearly grounded in scientifically based reading research is a non-negotiable element of the Lamesa Reading First Plan. SBRR instructional materials form the basis of reading instruction and help children become successful readers before they leave the primary grades. Specifically, more than three decades of converging scientific research provide a basis for understanding the reading process, reading development, and what constitutes effective reading instruction. The reading process involves the interaction of automatic lower level processes (i.e., word recognition) with higher-level processes (i.e., comprehension) in pursuit of meaning. Contrary to popular belief – even among educators – expert readers do not draw consciously on “cueing systems” as they move through text. Rather, expert reading is “visually driven” (Adams, 1990). Expert readers recognize words automatically at sight, allowing word pronunciation and meaning to be activated simultaneously. Reading development is characterized by a series of qualitative changes as beginning readers come to establish automaticity in word recognition (Ehri, 1998, Juel, 1991). As they reduce their reliance on the unreliable, inefficient word recognition strategies that characterize beginning and poor readers, and become able to identify words quickly, accurately, and effortlessly at sight, young readers increase their cognitive capacity to construct meaning from text (Adams, 1990). Over time, comprehension instruction and extensive reading practice hone their ability to process text for learning and/or enjoyment. Unlike learning to speak, learning to read is not “natural”. Excluding those students who come to school already reading fluently, students require instruction to learn to read, and for at-risk and struggling readers, a great deal of instruction may be necessary. Effective reading instruction should “proceed ahead of development and lead it” (Vgotsky, 1978), by providing beginning readers with systematic, explicit instruction and engaged practice. When regular classroom instruction is not sufficient to the task, effective intervention should be provided until students reach desired standards of reading performance. Quality instruction must be supported by SBRR materials founded on the five essential components of reading.

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Criterion Number 5; Criterion Name: INSTRUCTIONAL LEADERSHIPApproach (limit to the space provided)

Name, Position Duties & ResponsibilitiesRicky Mitchell, Assistant Superintendent Special Programs, District Reading First CoordinatorAudrey Ware, Principal, North Elementary (Grades 3-5) Principal, PDAS evaluator, modeling teacher, mentor, Reading First Campus CoordinatorPam Mitchell, Principal, South Elementary (Grades K-2) Principal, PDAS evaluator, modeling teacher, mentor, Reading First Campus CoordinatorTerrye Wilkes, Campus Coach (North & South Elementary) Modeling teacher, mentor, observer, Reading Academy Instructor

2. Ricky Mitchell, Assistant Superintendent for Special Programs, will be coordinating the Texas Reading First plan for Lamesa ISD. He was selected because of his experience and training as an educator and administrator. He will be responsible for overseeing the implementation of the plan through the campus coordinators and campus coach, and will be responsible for expenditures, scheduling of staff development, scheduling of assessments, disaggregation and distribution of data, and quality control. He has twenty six years experience as an educator, thirteen as an administrator overseeing special programs. He has participated in overseeing Reading Academies, the Texas Accelerated Reading Program, and has attending training for the Texas Reading First program.

3. All administrative personnel will be required to attend all professional development training. See chart below:

Professional Development Content of Professional Development Evidence of Classroom Application Texas Reading Academy (K-3) and follow-up

sessions Administrator-- Texas Reading Academy Implementing Effective Reading Instruction

Programs Modeling Effective Reading Instruction

Programs Program-Specific Training in Reading First SBRR Practices & Effective Program Elements

for Campus and District Administrators Scott Foresman Reading Best Practices SRA Reading Mastery Administrator

Professional Development SRA Reading Mastery- Coaches Scientific Learning/Fast ForWord

Implementation Study groups Online SBRR Coursework University Coursework

Phonemic awareness, letter knowledge & concepts of print

“Say It and Move It”, oral blending & segmenting words, rhyming, etc.

Alphabetic code: Phonics and Decoding Using designed, sequenced & scripted lessons, decodable books, word sorts

Fluent, Automatic Reading of Text Students conducting repeated readings in pairs & recording errors, Use of rate & accuracy checkouts

Vocabulary Word building & dictation, direct & indirect teaching of words

3-Tiered Intervention Model for Reading Instruction

Ability grouping/small group instruction based on frequent assessment and appropriate interventions

Text Comprehension Graphic organizers, teacher modeling, activating prior knowledge, scaffolding instruction, browsing the text, determining what to expect from the text, asking questions, predictions, making connections, visualizing, reading aloud, responding, systematic skills instruction (point of view, sequencing, main idea & details, etc.), Vocabulary, literal comprehension, interpretive comprehension, and reasoning taught systematically.

Written Expression Journal writing, research projects, dedicated time for writing

Spelling and Handwriting Dictation lesson & Proper formation of lettersScreening & Continuous Assessment to Inform Instruction

Whole group, small flexible grouping, one-on-one instruction. Ongoing assessment checks

Motivating Children to Read & Develop Literacy Horizons

Daily modeled read alouds, take-home reading, Reading Folders

Management & Organization Routines-smooth, quiet transitions between activities, posted schedule, monitor each others behavior, use of 6” voices, on-task

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Criterion Number 5; Criterion Name: INSTRUCTIONAL LEADERSHIPApproach (continued—limit to the space provided)4. Terrye Wilkes will serve as Local Campus Coach for both campuses; this will help provide cohesion and verticality to Reading First. Terrye has over twenty years of classroom experience, and has served the past five years as Reading Coordinator for Lamesa ISD. She has also taught First, Second, and Third grade Reading Academies at Region 17 Education Service Center. She is also highly qualified in dyslexia and other reading disorders, and has a deep understanding of SBRR and its application in instruction and intervention.

5. Lamesa ISD will monitor professional development for administrators involved in Reading First to ensure participation in the Student Success Leadership Academy in Reading, Teacher Reading Academy Administrator Training, and other administrative training components required by Reading First.

6. In the event of administrative transition or turnover, Lamesa ISD will ensure district and campus plans for Reading First will continue through frequent planning/monitoring meetings and communications.

7. Lamesa ISD will conduct frequent meetings with all staff involved in the district and campus Reading First plans for communication, monitoring, support, and mentoring. In addition, electronic communications, written observation reports, and campus/grade-level meetings will be incorporated, both on a scheduled and an as-needed basis.


Underlying Rationale/Research (limit to the space provided)School leadership has long been recognized as a critical element for educational success and virtually every review of the literature on educational effectiveness cites leadership as a major element of school reform (Purkey & Smith, 1983). The Lamesa Reading First plan understands and supports the development of school leadership teams that are relentlessly focused on improving reading achievement, that make decisions based on data, and that build professional learning communities to study the scientifically based research, conduct research within classrooms, and regularly discuss implementation and consequent student learning.

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Criterion Number 6; Criterion Name: DISTRICT AND SCHOOL BASED PROFESSIONAL DEVELOPMENTApproach (limit to the space provided)1. Lamesa ISD will conduct a professional development needs survey as a part of identifying the knowledge base of teachers and administrators at the beginning of each school year. This survey will be one of the instruments used to form study groups for the online coursework offered by the Region 17 Education Service Center and Texas Tech University. In addition, the District will designate a coordinator to plan, coordinate and monitor high-quality assistance related to the implementation of Reading First. Reading First schools will review and evaluate disaggregated student achievement data to track school and student performance. Student achievement data will then be evaluated by test item, standard and objectives in order to identify skill specific strengths and weaknesses of students. An evaluation of the instructional practices and strategies, including programs and materials, as well as classroom observation and assessment checks depicted in the 3-Tiered Intervention Model for Reading Instruction will be conducted by the Local Campus Coach to assess the effectiveness of the instruction and tools supporting it with our lowest achieving student. Based upon the findings and needs from this evaluation process the Reading First District Coordinator, Principals, and the Local Campus Coach with guidance from ESC-17 Reading Liaisons and Regional Technical Assistance Specialists will identify, prioritize, plan and design professional development and training activities by grade level. The professional development and training activities will be school-based and classroom focused to address the identified needs.

2. Lamesa ISD will plan, design and offer professional development experiences based upon the premises related to the context, process and content for such experiences and activities as stated in Criterion 3 and Criterion 5 which cover the essential components of reading instruction, selection and alignment of instructional materials, programs and strategies based on SBRR, the use of screening, diagnostic and progress monitoring assessment to inform instruction and establish professional development, as well as the Texas Reading Initiative and Texas Reading First guidelines.

3. Lamesa ISD will require evidence of professional development training and activities to be demonstrated within each K-3 regular classroom and K-12 Special Education classrooms. Lamesa ISD will, as a part of the annual contract, make known to all prospective employees the expectations of all employees as related to Reading First and non-Reading First school in student achievement. The Local Campus Coach will be responsible for: guiding the selection of reading programs and materials; assisting campus leadership in articulation and implementation of the 3-Tier Intervention Model for Reading Instruction; assisting K-3 teachers in effective implementation of Scott Foresman Reading, SRA Reading Mastery, and Fast ForWord; providing effective intervention instruction for struggling readers; using data analysis to create lesson plans that effectively address the 5 essential components of reading; designating instructional time block (90 + 30 + IEP); assisting with interpreting formal and informal assessment data and designing classroom instruction around that data; assisting with K-3 process for continuous progress monitoring; analyzing data to determine professional development needs; and reinforcing the knowledge and skills presented in professional development through modeling classroom implementation and coaching. Lamesa ISD will monitor all professional development activities through sign-in & out sheets as well as require administrators to be present (in the sessions). Lamesa ISD will use aggregated and disaggregrated data accompanied by the input of the administrator and Local Campus Coach (observation) to determine the needs of struggling teachers. Scott Foresman Reading, SRA Reading Mastery, and Fast ForWord consultants will observe, model, and give feedback for struggling teachers.

4. Lamesa ISD will require all professional development providers to present artifacts/evidence of a deep knowledge and understanding of SBRR.

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5. Lamesa ISD will require all district and campus administrators, the Local Campus Coach and teachers to participate in all Texas Reading First Initiative professional development.

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Program Approach and Rationale


Criterion Number 6; Criterion Name: DISTRICT AND SCHOOL BASED PROFESSIONAL DEVELOPMENTApproach (continued—limit to the space provided)6. Lamesa ISD will participate in all State or Region 17 Education Service Center (or other ESCs) -sponsored reading training in addition to the Scott Foresman Reading, SRA Reading Mastery, and Fast ForWord professional development training listed under Schedule #4B-Part 3. Time during the school day each week is set aside for vertical and horizontal grade level planning designed and chaired by the Local Campus Coach. Online coursework will be designed for struggling teachers though the university system. The Local Campus Coach will chair weekly study groups within the five essential components of reading. Study group participants will be determined by identified need through the Professional Development Needs Survey and classroom observation. Teachers will be encouraged to take Master Reading Teacher training or coursework offered by the university system. The Local Campus Coach will provide, as a part of their job description, in-class mentoring and coaching professional development.

7. Lamesa ISD will ensure that local professional development training is coordinated with and builds upon other state and local activities related to improving reading by designing a professional development plan that encompasses all aspects of professional development offered (See Schedule #4B-Part 3).

8. Lamesa ISD will offer professional development training to all K-3 teachers. All eligible campuses in Lamesa ISD will be served to the fullest extent through Reading First.

Underlying Rationale/Research (limit to the space provided)Central to the reading success of all children is ensuring that all students are taught to read by teachers who have been well prepared to understand and apply SBRR. The new understandings of how children learn to read, why some fail, and how best to teach them must be applied on a consistent and broad basis. We educate, license and employ teachers to instruct all students in reading without knowledge of the most critical tools, essential information, program resources and contextual supports necessary for them to successfully do so. If all students become successful readers, it must be ensured that they “are taught to read by teachers who have been well prepared to understand and apply the research base on effective reading instruction” (Learning First Alliance, 1998, p.24). For this to occur, several conditions must be present. First, the content of professional development must include those curricular, instructional, and assessment practices that have been shown through scientific based reading research to have a high probability of increasing student achievement in reading. Next, professional development must go beyond the single one-shot workshop format to learning that is both intensive and sustained. In addition, meaningful professional development must include ongoing support and mentoring to enable teachers to develop the skills needed to implement what they are learning. A final critical condition is the formation of learning communities in which professionals come together to study together, implement what they are learning, and share the results (Joyce & Showers, 2002).

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Criterion Number 7; Criterion Name: LAMESA ISD-BASED TECHNICAL ASSISTANCEApproach (limit to the space provided)1. Lamesa ISD will coordinate the technical assistance activities of district and campus personnel responsible for oversight of the Texas Reading First plan with the state Regional Technical Assistance Specialists and the Local Campus Coach by developing a Technical Assistance Calendar coordinating all activities. The Technical Assistance Calendar will be distributed to all personnel via web based technology.

2. Lamesa ISD will assist schools in implementing, monitoring, and evaluating the Texas Reading First plan by employing a district Reading First coordinator whose sole responsibility is oversight of the Reading First schools. The coordinator will be responsible for staff development in the following areas:

a. Data management, reporting, and data analysis—All teachers will receive training on administration of the selected screening, diagnostic, and classroom-based instructional assessments.

b. Setting goals and benchmarks—All teachers will receive training on interpretation and use of assessment data results to drive instructional decision-making.

c. Making instructional and intervention adjustments based on screening, diagnostic, progress monitoring, and outcome data—Teachers will understand and use data for planning explicit instruction, determining content, instructional strategies and appropriate materials and resources; grouping; amounts of daily instructional time; and the need for more frequent progress monitoring.

d. Professional development and budget priorities—Teachers and administrators will provide feedback to determine professional development needs and budget priorities.


4. Reading First Coordinators will be providing the Local Campus Coach support and assistance in scheduling an uninterrupted time blocks for reading instruction and intervention (90 minutes daily for reading instruction and a minimum of 30 additional minutes for intervention support for struggling readers).

5. The Local Campus Coach will be required to model classroom implementation of skills taught in relevant staff development training during the appropriate instructional time within the reading block. The Local Campus Coach will be required to work in classrooms daily during the reading block assisting teachers with the implementation of SBRR instruction.

6. Lamesa ISD will gather data through teacher/staff input, staff/student assessment, staff observation, and other data to determine challenges and barriers to the effective implementation of Reading First programs and strategies, and will work collaboratively with all stakeholders to develop appropriate solutions.

7. Lamesa ISD will provide assistance through coordinated efforts of administration, as well as state- and region- based Technical Reading Assistance Specialists to provide support during the evaluation phase of Reading First.

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Criterion Number 7; Criterion Name: LAMESA ISD-BASED TECHNICAL ASSISTANCEApproach (continued—limit to the space provided)

Underlying Rationale/Research (limit to the space provided)To effect ongoing change and significant improvement in reading achievement for all students, technical assistance must be provided in a systematic and structured manner for all teachers and instructional staff. The goal of technical assistance is to ensure the effective implementation of the 3-Tiered Reading Model, Scott Foresman Reading, and intervention support for students working below grade level. Lamesa ISD will provide a higher degree of direct technical assistance for those school leaders, teachers and staff demonstrating difficulty with specific program components or pedagogy.

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Criterion Number 9; Criterion Name: ACCESS TO PRINT MATERIALSApproach (limit to the space provided)1. Lamesa ISD will work to obtain a wide array of engaging materials, including both expository and narrative texts for classrooms, the classroom Media Center, and the school resource rooms. Approximately $4,500 per grade level (K-3) will be budgeted for books. Each school will determine the greatest need for the type of books needed through an evaluation of their current libraries to ensure that they have a balance of genres, levels, and types of literature. Both schools under Reading First have established school resource rooms and have heavily invested varying amounts of funds to stock them with a variety of genre. Principals and teachers at both schools have been encouraged to build classroom libraries with a minimum of twenty books per child as a beginning point. Scott Foresman Reading and SRA Reading Mastery Interventions provide multiple copies of decodable text at each grade level for students to practice the reading skills they are being taught. Lamesa ISD will allot more than $5,000 per campus from Title I, Part A and Title V funds to purchase additional classroom libraries that have been lexiled to provide multi-cultural, narrative and expository text to enhance the comprehensive core reading program. Additional supports will be purchased to include leveled classroom libraries.

2. Lamesa ISD will allot more than $15,000 per campus from Title I, Part A and Title V funds. In addition, Accelerated Reading Initiative funds will be allocated as needed (once amounts are determined and districts are notified). These funds will be used to purchase additional classroom libraries that have been lexiled to provide multi-cultural, narrative and expository text to enhance the comprehensive core reading program. Additional supports will be purchased to include leveled classroom libraries.

3. Dawson County Library programs will be coordinated to promote independent student reading. In addition, a local charitable organization every year purchases books for all students in Grade 1. These programs will be coordinated and expanded as possible with the Lamesa ISD District Reading First Coordinator.

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Criterion Number 9; Criterion Name: ACCESS TO PRINT MATERIALSApproach (continued—limit to the space provided)

Underlying Rationale/Research (limit to the space provided)One of the major requirements for learning to read is the opportunity to apply what is being learned in authentic text. Time spent reading is also a component of the development of fluency, provided that it is accompanied by an opportunity to interact with an adult. Cunningham and Stanovich (1998) summarized research on the amount of time spent reading and the exposure of the child to new vocabulary, showing that children who spend 20 minutes a day reading are at the 90th percentile in terms of reading volume and are exposed to almost 2,000,000 words a year. In contrast, children at the 50th percentile are exposed to about 280,000 words. Access to print materials through school libraries, in-class reading selections and other venues is clearly a component of successful reading programs.

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Criterion Number 11; Criterion Name: ADDITIONAL CRITERIAApproach (limit to the space provided)1. Significance and need—see Schedule #4A

2. Quality of Management Plana. Lamesa ISD will ensure that program personnel and staff development providers are highly qualified through documentation, observation,

evaluation and assessment of certification, experience, and appropriate qualifications. This documentation will be kept on file at campus locations and/or central office.

b. Management will work to achieve the objectives of the Texas Reading First plan in a timely manner and within budget:

DATE STRATEGY OUTCOMEOn or by 8/18/03 Coordinators meet to implement plans Detailed and strategic timelines and outcomes will be determined

On or by 8/25/2003 Coordinators meet with staff to implement TRF plan Staff development plans, benchmarking/assessment plans developedOctober 2003 First benchmark assessment; budget review Student needs assessed, interventions reviewed; budget needs

consideredJanuary 2004 Second benchmark assessment; budget review; Staff

development reviewStudent needs assessed, interventions reviewed; budget needs considered; professional development evaluated

March 2004 Third benchmark assessment; budget review; planning started for 04-05

Student needs assessed, interventions reviewed; budget needs considered; staff surveys/needs assessments underway

May 2004 TPRI assessments; summer school needs determined; 04-05 plans finalized

Student placements for 04-05 established, including summer school (funded by Title I, Part A and OEYP funds); 03-04 evaluations prepared, 04-05 campus and district plans ready for board review

c. Lamesa ISD will ensure that district and campus Reading First administrators, coaches, technical assistants, teachers, and other stakeholders are receiving appropriate feedback of student performance through on-line data distribution, as well as campus- and grade-level meetings. In-house scoring and slugging software and hardware will allow for 24-hour turnaround of major benchmarks and other assessments. Documentation, observation, evaluation and assessment of student performance information will be communicated between all stakeholders.

d. Lamesa ISD will ensure continuation and sustainability through the appropriate documentation of campus and district plans and through frequent communication with district and campus administrators, Local Campus Coach, regional technical assistants, and staff participating in Reading First.

e. Lamesa Reading First will work to coordinate with federal, state, and local efforts as appropriate through communication with the Lamesa ISD Board of Trustees, Special Programs Coordinator, Lamesa ISD District Improvement Team, and North- and South- Campus Improvement Teams.

f. While having a minimal reading program in place, with some classroom print materials, library materials, etc., Lamesa ISD intends to incorporate SBRR and the 3-Tiered Reading Model program into the schools to maximize student success and achievement. Reading First will provide the cornerstone for the SBRR program, supported with Title I, Part A, Title V, and Accelerated Reading Funds, as well as local school and community funds and resources.

g. Lamesa ISD will maximize, to the extent allowed by Reading First, incidental costs for professional development. This will be done by employing appropriate budget methodologies and evaluation through the scheduled budget reviews (see “b.” above)

h. Lamesa ISD supports site-based decision making, including the input of all stakeholders in Reading First. The input of the Lamesa ISD District Improvement Team (site-based decision-making committee), the Lamesa ISD Board of Trustees, as well as parents and teachers, will all be important in the design, planning, and implementation of Reading First. It is important, however, to maintain the integrity of the SBRR program and the 3-Tiered Reading Model in making appropriate curricular decisions for children. It will be the role of the District Reading First Coordinator, with assistance from Campus Coordinators, Regional Technical assistants, and teachers to determine the effectiveness and appropriateness of the SBRR reading program, based on student success and needs. Information and input will be received from other stakeholders on an as need basis, with the ultimate decisions being the responsibility of the District Reading First Coordinator.

i. Because of the enormous scope of the K-3 reading program, the day-to-day operations of the Reading First program will necessitate communication between teachers, campus coaches, and campus administrators. Campus staff involved in Reading First will meet weekly for evaluation, coordination, and assessment of the program. The District Reading First Coordinator will meet weekly with campus administrators. Grant progress will be reported minimally on a monthly basis, more often on an as-needed basis.


28RFA #701-03-018 / SAS A770






Criterion Number 11; Criterion Name: ADDITIONAL CRITERIAApproach (continued—limit to the space provided)3. Lamesa ISD will use these funds strictly on a supplement, not supplant issue. First and foremost, the timing of the grant, with notification of acceptance not coming until early August, requires that all budgetary functions for the current reading program remain in place. Notification will start the process of the Reading First plan, with additional staff development, program functions, and purchases made at the time of acceptance. Lamesa ISD will continue to support the current reading program through local, Title I, Part A, State Compensatory Education, Accelerated Reading Program, and other funds. Lamesa ISD ensures that Reading First will not be used for any services or activities required by state law, State Board of Education, or local policy, nor will other funds be decreased or diverted due to Reading First.

4. There are no private, non-profit schools in the Lamesa ISD service area.

5. As stated in #3 above, the late notification of the Reading First program necessitates Lamesa ISD planning to incorporate as much of the Reading First program as possible into existing budgets as soon as possible. Lamesa ISD commits to the goals of Reading First through other fund sources, including other grant funds, Title I, Part A, State Compensatory Education, Title V, local, and other funds as needed.

6. Lamesa ISD plans to maximize federal, state, and local funds to support effective implementation of the 3-Tiered Reading Model and SBRR core reading program with intervention report through appropriate budget strategies.

7. Quality of Budget and assurances—see Schedules 3-3G and 6A-6E

Please see also enclosed:Provisions and assurancesDebarment and suspension certificationLobbying certificationDisclosure of lobbying activitiesSpecial provisions and assurance

Underlying Rationale/Research (limit to the space provided)Lamesa ISD has learned that while programs, materials, and strategies were important, the long-term success of this initiative depends upon the district investment of its teachers, administrators and other instructional support staff. If a school follows the guidelines, to include quality professional development, the program will have a higher rate of success. Lamesa ISD primary goal is clear: to ensure all children reading on or above grade level by the end of third grade by using SBRR programs, strategies and practices. To reach this goal, Lamesa ISD must invest in its teachers. Changing teacher behaviors will change our success rate and afford all children the right to a quality education. Although many of our teachers work very hard, our test scores do not confirm this belief. The shift in moving from “We work very hard at doing what we’ve always done, “ to “We will center instruction on scientifically based reading research guided by SBRR assessment tools,” is a difficult but necessary paradigm shift. We do not have the luxury of waiting until the end of a grant period to change instructional practices. From the lessons we have learned in the past and our goal of all children learning to read by the end of third grade, Lamesa ISD will evaluate the Reading First program at least three times each year of the grant cycle. The information obtained from this evaluative process will guide the changes we need to make internally thus ensuring we will reach our goal.

29RFA #701-03-018 / SAS A770

For TEA Use Only

TEXAS EDUCATION AGENCY 058-906 Adjustments and/or annotations made

Standard Application System (SAS)County District No.

on this (page) have been confirmed with School Year 2003-2004by telephone/FAX on SCHEDULE #4B--Program Description - Part 3

Program ActivitiesAmendment No.

by of TEA.

PROGRAM GOAL: To ensure each student is reading on or above grade by the end of grade 3.LOCAL PROGRAM OBJECTIVEImprove reading program in grades K-3 through program implementationsCriterion Number and Name 1: Schools To Be Served ________

Activities to Be Carried Out to Accomplish StrategyStart Date(mo/year)

End Date(mo/year)

Implementation of the 3-Tiered Intervention Model for Reading Instruction; scheduling of a 90-minute protected reading block time daily for all students K-3 within which teachers will be providing systematic, explicit instructions in phonemic awareness, phonics, fluency, vocabulary, comprehension, writing, and language development.

Provide teachers with a highly-qualified, highly-trained Reading First-trained Reading Coach on a daily basis to help them see the need for careful planning and deliberate teaching as well as a thorough understanding of appropriate assessment to inform instruction and monitor progress

Develop job descriptions and employ reading tutors to assist teachers in Tier 2A, 2B, and Tier 3 interventions, and provide appropriate high-quality staff development in SBRR best practices

Provide high-quality staff development based on SBRR provided by TEA, Region 17 Education Service Center, Reading First specialists, Scott Foresman, SRA, Scientific Learning, and local Reading Coach as appropriate

Implement Scientific Learning’s Fast ForWord products through the existing computer labs at both campuses and provide appropriate SBRR staff development to teachers in best practices for maximum student results

August 2003

August 2003

September 2003

September 2003

August 2003

May 2004

June 2004

May 2004

May 2004

May 2004

GRANT FUNDS WILL BE USED TO PAY ONLY FOR ACTIVITIES OCCURRING BETWEEN THE BEGINNING AND ENDING DATES OF THE GRANT AS SPECIFIED ON THE NOTICE OF GRANT AWARD.

30RFA #701-03-018 / SAS A770

For TEA Use Only





by of TEA.

PROGRAM GOAL: To ensure each student is reading on or above grade by the end of grade 3.LOCAL PROGRAM OBJECTIVEImprove reading program in grades K-3 through assessmentsCriterion Number and Name 2: Instructional Assessments


End Date(mo/year)

Select the appropriate assessment tools for determining grade appropriate training in SBRR in diagnostic assessment, classroom reading instruction and reading intervention programs.

Provide training in the appropriate assessment tools for administrative and instructional leaders.

Identify and select appropriate web-based technologies to manage and report data to provide feedback to teachers and archive data for longitudinal analysis and instructional adjustment.

August 2003

September 2003

September 2003

May 2004

October 2003

October 2003

31RFA #701-03-018 / SAS A770


32RFA #701-03-018 / SAS A770

For TEA Use Only





by of TEA.

PROGRAM GOAL: To ensure each student is reading on or above grade by the end of grade 3.LOCAL PROGRAM OBJECTIVEImprove reading program in grades K-3 through staff developmentCriterion Number and Name 3: Instructional Strategies & Programs, page 1 of 2


End Date(mo/year)

Develop a needs assessment and conduct surveys to identify professional development needs for administrative and instructional leaders.

Provide nine days of required professional development training (with up to nineteen for struggling teachers) as indicated below for teachers and administrators on the implementation of the core reading program and how the five essential components of reading are addressed within Scott Foresman Reading, SRA Reading Mastery Interventions, and Scientific Learning Fast ForWord.

Provide training for teachers and administrators in the proper utilization and coordination of instructional materials for Intervention A & B and with the core reading program.

Scott Foresman Reading (Core Reading Program) General Program with Administrative Overview, Grades K-3 (1 day)SRA Reading Mastery Interventions (Secondary & Tertiary Interventions) General Program with Administrative Overview,

Grades K-3 (1 day)Scientific Learning Fast ForWord (Secondary & Tertiary Interventions) Start-up Training with Administrative Overview,

Grades K-2 (1 day)Scott Foresman Reading Modeling/Coaching (3 days)SRA Reading Mastery Modeling & Classroom Observation/Coaching (3 days)

August 2003

August 2003

September 2003

August 2003August 2003

August 2003

October 2003October 2003

October 2003

April 2004

November 2003

August 2003August 2003

August 2003

February 2004February 2004


33RFA #701-03-018 / SAS A770

For TEA Use Only





by of TEA.

PROGRAM GOAL: To ensure each student is reading on or above grade by the end of grade 3.LOCAL PROGRAM OBJECTIVEImprove reading program in grades K-3 through staff developmentCriterion Number and Name 3: Instructional Strategies & Programs, page 2 of 2


End Date(mo/year)

Scott Foresman Reading Professional Development Modules for Struggling Teachers (4 days as may be required by Local Reading Coach, administrators)

Module 1- Creating the Literacy Environment and Routines in Your Primary ClassroomModule 3- Meaningful Phonics Instruction—Keys to SuccessModule 4- Assessment: The Essence of Diagnostic and Prescriptive TeachingModule 5- Reading and Working with a Small Group

SRA Reading Mastery Workshops for Struggling Teachers (3 days as may be required by Local Reading Coach, administrators)

(Following Scripted Lessons- 3 hours; Practicing the Sounds- 3 hours; Using Signals- 3 hours; Correcting Errors Effectively- 3 hours; Assessing Student Progress- 3 hours; Managing the Classroom- 3 hours)

Scientific Learning BrainConnection.com Professional Development Courses (online- college credit available—as may be required by Local Reading Coach, administrators)

The Reading Brain; The Developing Brain; Language and the Brain

October 2003

October 2003

October 2003

March 2004

March 2004

March 2004

34RFA #701-03-018 / SAS A770


35RFA #701-03-018 / SAS A770

For TEA Use Only





by of TEA.

PROGRAM GOAL: To ensure each student is reading on or above grade by the end of grade 3.LOCAL PROGRAM OBJECTIVEImprove reading program in grades K-3 through improved instructional leadershipCriterion Number and Name 5: Instructional Leadership


End Date(mo/year)

Participation of instructional leaders and administrators in the Student Success Leadership Academies (SSLA)

Participation of instructional leaders and administrators in Scientifically Based Reading Research Practices and Effective Program Elements for Campus and District Administrators.

Participation of instructional leaders and administrators in Program Specific Training in Reading First.

Participation of instructional leaders and administrators in Modeling Effective Reading Instruction Programs.

Participation of instructional leaders and administrators in Implementing Effective Reading Instruction Programs.

Participation of instructional leaders and administrators in all unannounced State Reading First related professional development deemed necessary by the Texas Education Agency and the Texas Reading First literacy Partnership.

August 2003

August 2003

August 2003

August 2003

August 2003

August 2003

May 2004

May 2004

May 2004

May 2004

May 2004

May 2004


36RFA #701-03-018 / SAS A770

For TEA Use Only





by of TEA.

PROGRAM GOAL: To ensure each student is reading on or above grade by the end of grade 3.LOCAL PROGRAM OBJECTIVEImprove reading program in grades K-3 through improved district/school-based professional developmentCriterion Number and Name 6: District and School Based Professional Development


End Date(mo/year)

Participation in all Texas Education Agency professional development training for all teachers and administrators that have not received previous training:

Teacher Reading Academies (KTRA-1TRA-2TRA-3TRA); Teacher Reading Academy Follow-up Sessions (KTRA-1TRA-2TRA-3TRA); Administrator Reading Academies (3TRA); Online Teacher Reading Academy Sessions (KTRA-1TRA-2TRA-3TRA); Reading Teachers Talking Together (RT3); Special Education Teacher Reading Academies (SERP); Dyslexia Teacher Academy; Early Childhood Training; Early Reading Instrument Training

August 2003 June 2004

37RFA #701-03-018 / SAS A770


38RFA #701-03-018 / SAS A770

For TEA Use Only





by of TEA.

PROGRAM GOAL: To ensure each student is reading on or above grade by the end of grade 3.LOCAL PROGRAM OBJECTIVEImprove reading program in grades K-3 through improved district-based technical assistanceCriterion Number and Name 7: District-Based Technical Assistance


End Date(mo/year)

Develop a Technical Assistance Calendar to be distributed to all district personnel coordinating all district Reading First activities.

Appoint a District Reading First Coordinator to work solely with Reading First schools.

Hire a Local Campus Coach for both North and South Elementary.

August 2003

August 2003

August 2003

June 2004

June 2004

June 2004

39RFA #701-03-018 / SAS A770


40RFA #701-03-018 / SAS A770

For TEA Use Only





by of TEA.

PROGRAM GOAL: To ensure each student is reading on or above grade by the end of grade 3.LOCAL PROGRAM OBJECTIVEImprove reading program in grades K-3 through improved evaluation strategiesCriterion Number and Name 8: Evaluation Strategies


End Date(mo/year)

Identify and select an Outside Evaluator to evaluate and provide written documentation the Reading First project at the end of every year of the project.

September 2003 June 2004


41RFA #701-03-018 / SAS A770

For TEA Use Only





by of TEA.

PROGRAM GOAL: To ensure each student is reading on or above grade by the end of grade 3.LOCAL PROGRAM OBJECTIVEImprove reading program in grades K-3 through improved access to print materialsCriterion Number and Name 9: Access to Print Materials


End Date(mo/year)

Select and purchase decodable text for each grade level for students to practice the reading skills they are being taught.

Select and purchase additional classroom libraries that have been lexiled to provide multi-cultural, narrative and expository to enhance the comprehensive core reading program.

Select and purchase additional print materials to supplement the literature found in Scott Foresman Reading and SRA Reading Mastery.

Coordinate resources with those available through Title I, Part B Subpart 4, and upgrade and level the collection of books, materials in the school libraries.

November 2003

November 2003

November 2003

November 2003

February 2004

February 2004

February 2004

February 2004

42RFA #701-03-018 / SAS A770


43RFA #701-03-018 / SAS A770



School Year 2003-2004by telephone/FAX on SCHEDULE #4C--

Program Evaluation DesignAmendment No.

by of TEA.

Limited to three pages, front only, font size not less than 9 point. PAGE 1 OF 3

By submitting this application, the applicant agrees to comply with any reporting and evaluation requirements that may be established by the Texas Education Agency and to submit the reports in the format and time requested by the agency. The applicant must address each of the 16 items listed on Criterion 8: Evaluation Strategies. It is HIGHLY recommended that the applicant address the items in the order that they appear in Criterion 8 and number the items accordingly.

Provide a narrative describing how the LEA will address each of the following Evaluation StrategiesLamesa ISD will use valid and reliable measures of student performance, including a consistent outcome measure, to assess the effectiveness of Reading First activities. In addition, specific measures listed below will be assessed using the additional data sources listed under each numbered reference.1. The extent to which local Reading First program activities are being implemented as planned.Lamesa ISD will use the frequent progress monitoring assessments developed by the Reading First teachers, administrators, and the Local Campus Coach with assistance of assessment specialists associated with Scott Foresman Reading, SRA Mastery Reading, and Scientific Learning, to provide data to determine the extent to which local Reading First program activities are being implemented as planned.2. The impact of teacher and administrator professional development on classroom practices and student

outcomes. Lamesa ISD will use frequent monitoring and written observations of classroom visits by the Local Campus Coach and administrators trained in Reading First dynamics, as well as feedback from teacher surveys and staff development evaluations, to determine the impact of Reading First professional development. In addition, student data from the TPRI, DIBELS, GRADE, and TAKS will be disaggregated by student and classroom to determine the effectiveness of each teacher relative to professional development needs.3. The efficacy of all programs in providing professional development based on scientific reading research

provided for teachers, other instructional staff and tutors serving students in K-3.Lamesa ISD will require all professional development providers to present artifacts/evidence of a deep knowledge and understanding of SBRR. In addition, feedback from teacher surveys and staff development evaluations will be used. Student data from the TPRI, DIBELS, GRADE, and TAKS will be disaggregated by student and classroom to determine the effectiveness of each teacher relative to professional development needs.4. The efficacy of the core reading program and any other programs and/or materials used in instruction or

intervention in providing scientifically based reading instruction for students in K-3.Lamesa ISD will require all curriculum providers to present artifacts/evidence of a deep knowledge and understanding of SBRR pedagogy, and how each provider’s materials are designed to provide SBRR instruction. Frequent progress monitoring assessments developed by the Reading First teachers, administrators, and Campus Coach will also be used to evaluate the core reading program and intervention materials.5. The efficacy of programs providing technical assistance at both the LEA and state levels.Lamesa ISD will monitor the effectiveness of programs providing technical assistance through feedback from teacher surveys and staff development evaluations. Student data from frequent progress monitoring assessments will also be used.6. The efficacy of programs designed to reduce the number of students being referred to special education on the

basis of low performance in reading.Lamesa ISD will monitor and assess the number of referrals to special education through the Special Education Director and other administrators. This will be done minimally on a semester basis. Lamesa ISD will continue to use the “pre-referral form” developed to provide other interventions before referring students to special education. These numbers are monitored through local school data maintained at the campus level and at the Special Education office. Low performing students will be monitored through Tier 3 interventions for success.

44RFA #701-03-018 / SAS A770





by of TEA.



Provide a narrative describing how the LEA will address each of the following Evaluation Strategies7. Increases in student reading proficiency as evidenced by improved levels of student performance on

standardized and diagnostic reading assessments.Lamesa ISD uses the following standardized and diagnostic reading assessments: TPRI, DIBELS, GORT, GRADE, and TAKS. Data is used to drive instruction, prescribe interventions, and monitor progress. All data is disaggregated, shared with teachers and parents, and archived for longitudinal analysis and instructional adjustment.8. Increase in attainment and application of educator knowledge and skills needed to ensure that all students in

targeted populations perform at high standards in reading.Lamesa ISD will use frequent monitoring and written observations of classroom visits by the Local Campus Coach and administrators trained in Reading First dynamics, as well as feedback from teacher surveys and staff development evaluations, to determine the attainment and application of educator knowledge and skills in reading. In addition, student data from the tests listed above, especially longitudinal data for the teacher from year to year, will assist in monitoring educator knowledge.9. Reductions in the number of students requiring tutorial assistance or remediation in reading.Lamesa ISD will monitor the number of students requiring tutorial assistance or remediation in reading through teacher/tutor rosters reported weekly. Teachers/tutors providing assistance to students will document the areas requiring assistance and remediation, and these areas will be monitored for additional budget considerations and/or professional development needs.10. Reductions in the rates of students identified as at-risk for reading failure in K-3.Lamesa ISD will continue to work for TEKS/TAKS alignment in grades K-3 to provide for student success. In addition, frequent monitoring of student progress and frequent meetings of sharing “best practices” with all stakeholders will help provide reductions in students identified as at-risk in reading. Teacher numbers of students identified will be monitored; that monitoring will continue from year to year through local school digital data management.11. Reductions in the number and rate of students referred to special education for reading difficulties.Lamesa ISD will monitor and assess the number of referrals to special education through the Special Education Director and other administrators. This will be done minimally on a semester basis. Lamesa ISD will continue to use the “pre-referral form” developed to provide other interventions before referring students to special education. These numbers are monitored through local school data maintained at the campus level and at the Special Education office. Low performing students will be monitored through Tier 3 interventions for success.12. The quality, type, and degree of coordinated funding with other available funding sourcesFeedback from teacher surveys and staff development evaluations will be used to determine the quality, type, and degree of coordinated funding used to attain Reading First goals. Also, budget expenditure reports and materials requests from Reading First stakeholders will be monitored and evaluated through the assignment of a sub-object code in the finance/accounting software package.13. The quality, type, and degree of participatory involvement practiced by the superintendent, principal(s),

teacher(s), and parent(s).Feedback from teacher and parent surveys, staff development attendance sign-in sheets, and staff development evaluations will be used to determine the degree of participatory involvement practiced by stakeholders in the Reading First program. 14. The quality of any products and documents developed as part of the program.Lamesa ISD will assess and monitor the quality of Reading First products and documents through the student success on assessments (TPRI, DIBELS, GORT, GRADE, and TAKS, as well as locally developed curricular-based assessments).

45RFA #701-03-018 / SAS A770





by of TEA.



Provide a narrative describing how the LEA will address each of the following Evaluation Strategies15. The strengths and weaknesses of specific programs or materials.Lamesa will monitor strengths and weaknesses of specific programs and/or materials through student assessment scores (TPRI, DIBELS, GORT, GRADE, and TAKS, as well as locally developed, curricular based assessments) as well as feedback from teacher surveys and staff development evaluations.16. Any recommendations for modifying or improving the program as a result of on-going evaluation activities.Scores on all assessments (TPRI, DIBELS, GORT, GRADE, and TAKS, as well as locally developed, curricular based assessments) will be monitored and evaluated to determine the strengths and weaknesses of the overall Lamesa Texas Reading First program. In addition, feedback from teacher surveys and staff development evaluations will be used as well.

46RFA #701-03-018 / SAS A770



School Year 2003-2004by telephone/FAX on SCHEDULE #4D--

Equitable Access and ParticipationAmendment No.

by of TEA. (Required for all programs funded by the U. S. Department of Education)

1. IN ACCORDANCE WITH THE GENERAL EDUCATION PROVISIONS ACT, SECTION 427, AN APPLICANT IS REQUIRED TO DEVELOP AND DESCRIBE THE STEPS IT PROPOSES TO TAKE TO ENSURE EQUITABLE ACCESS TO AND EQUITABLE PARTICIPATION IN, THE PROJECT(S) OR ACTIVITY(IES) TO BE CONDUCTED UNDER THIS PROGRAM, BY ADDRESSING THE SPECIAL NEEDS OF STUDENTS, TEACHERS AND OTHER PROGRAM BENEFICIARIES IN ORDER TO OVERCOME BARRIERS TO EQUITABLE PARTICIPATION. THIS INCLUDES BARRIERS BASED ON GENDER, RACE, COLOR, NATIONAL ORIGIN, DISABILITY AND AGE.

In each section (i.e., Students, Teachers and Other Beneficiaries), for each barrier identified, circle the numbers corresponding to the strategies that the applicant proposes to take to ensure equitable access to and equitable participation in (program name) projects and activities. Refer to the instructions for this schedule for the narrative associated with each number.

Program: ______Reading First_________________________

I. Students II. Teachers III. Other Beneficiaries

000 000 000

A01 A02 A03 A04 A05A06 A99

A01 A02 A03 A04 A05A06 A99

A01 A02 A03 A04 A05A06 A99

B01 B02 B03 B04 B05B06

B07 B08 B09 B10 B11B12

B13 B14 B15 B16 B17B18

B19 B20 B21 B22 B23B99

B01 B02 B03 B04 B05B06

B07 B08 B09 B10 B11B12

B13 B14 B15 B16 B17B18

B19 B20 B21 B22 B23B99

B01 B02 B03 B04 B05B06

B07 B08 B09 B10 B11B12

B13 B14 B15 B16 B17B18

B19 B20 B21 B22 B23B99

C01 C02 C03 C04 C05C06

C07 C08 C09 C10 C11C12

C13 C14C99

C01 C02 C03 C04 C05C06

C07 C08 C09 C10 C11C12

C13 C14C99

C01 C02 C03 C04 C05C06

C07 C08 C09 C10 C11C12

C13 C14C99

D01 D02 D03 D04 D05D06

D07 D08 D09 D10 D11D12

D13 D14 D15D99

D01 D02 D03 D04 D05D06

D07 D08 D09 D10 D11D12

D13 D14 D15D99

D01 D02 D03 D04 D05D06

D07 D08 D09 D10 D11D12

D13 D14 D15D99

E01 E02 E03 E04E99

E01 E02 E03 E04E99

E01 E02 E03 E04E99

F01 F02F99

F01 F02F99

F01 F02F99

G01 G02 G03 G04G99

G01 G02 G03 G04G99

G01 G02 G03 G04G99

H01H99

H01H99

H01H99

J01J99

J01J99

J01J99

K01 K02 K03 K04 K05 K01 K02 K03 K04 K05 K01 K02 K03 K04 K05

47RFA #701-03-018 / SAS A770

K06K07 K08 K09 K10 K11

K12 K99

K06K07 K08 K09 K10 K11

K12 K99

K06K07 K08 K09 K10 K11

K12 K99L01 L02 L03

L99L01 L02 L03

L99L01 L02 L03

L99M01 M02 M03 M04 M05

M06M07 M08 M09 M10 M11

M12M13 M14

M99

M01 M02 M03 M04 M05M06

M07 M08 M09 M10 M11M12

M13 M14M99

M01 M02 M03 M04M05 M06

M07 M08 M09 M10M11 M12

M13 M14M99

N01 N02 N03 N04 N05N06 N99

N01 N02 N03 N04 N05N06 N99

N01 N02 N03 N04 N05N06 N99

P01 P02 P03P99

P01 P02 P03P99

P01 P02 P03P99

Q01 Q02 Q03Q99

Q01 Q02 Q03Q99

Q01 Q02 Q03Q99

Z99 Z99 Z99IV. Specify any number sequence ending in “99” to identify any other barriers and/or strategies:

48RFA #701-03-018 / SAS A770

For TEA Use Only TEXAS EDUCATION AGENCY 058-906 Adjustments and/or annotations made on this page have been confirmed with _____________________________ by telephone/FAX on __________________by ______________________ of TEA.

Standard Application System (SAS)NO CHILD LEFT BEHIND

Reading First School Year 2003-2004

SCHEDULE #5—Private Nonprofit Schools(N/A for open enrollment charter schools)

County-District No.

Amendment No._____

Program Authority/Name: ________Reading First_________________

Complete the applicable sections of the schedule if any private nonprofit schools are located within the applicant's boundaries.

Part 1: Initial Contact (this section required whether or not any private nonprofit schools are participating)1. If there are any private nonprofit schools located within the applicant's boundaries, the applicant must contact officials at these schools to

determine their interest in participating in the program. Indicate the method(s) used for this initial contact.

Letter (preferably certified) Documented telephone calls Electronic Mail (e-mail) Facsimile documents (FAX) Meetings Other:_____________________________

2. Enter the number of private nonprofit schools located within the applicant's boundaries.0

Part 2: Eligible Students (this section required whether or not any private nonprofit schools are participating)

1. Enter the total number of private nonprofit school students eligible to receive services or benefits during the grant period.

Eligible Students:_______

Data Not Available

Part 3: Participants (this section required if any private nonprofit schools are participating)1A. Enter the number of private nonprofit schools that will participate in the program: __________

1B. List the names of the private nonprofit schools that will participate in the program:

2. Enter the total number of STUDENTS estimated to receive services or benefits during the grant period. Participants:_______(must be the same as the total on Schedule #4—Abstract for private nonprofit)

None chose to participate.

3. Enter the total number of private nonprofit school TEACHERS estimated to participate in training during the grant period.

Participants:_______

None chose to participate.

Schedule #5 is continued on the next page.

49

For TEA Use Only TEXAS EDUCATION AGENCY 058-906 Adjustments and/or annotations made on this page have been confirmed with _____________________________ by telephone/FAX on___________________by ______________________ of TEA.

Standard Application System (SAS) NO CHILD LEFT BEHIND

Reading FirstSchool Year 2003-2004

SCHEDULE #5—Private Nonprofit Schools(continued)

County-District No.

Amendment No._____

Part 4: Consultation and Services (this section required if any private nonprofit schools are participating)1. Consultation for Participating Private Nonprofit Schools

A. For private nonprofit schools that chose to participate, indicate the method(s) used to provide private nonprofit school officials with a genuine opportunity to express their views during all phases of development and design of the program.

Letters Documented telephone call Electronic Mail (e-mail) Facsimile documents (FAX) Meetings Other:_______________________

B. Check boxes 1-5 to indicate that consultation with participating private nonprofit school officials included consideration of all the following requirements (34 CFR 76.652):

1) which children will receive benefits under the project; 2) how the children's needs will be identified; 3) what benefits will be provided; 4) how the benefits will be provided; and 5) how the project will be evaluated. 6) Other (optional) Specify__________________________________________________________

2. SelectionBasis used by private nonprofit school(s) to select students for participation:

3. Services and BenefitsA. Check the places and times students will receive services or benefits:

Places Times Public school site Regular School Day Private nonprofit school site Before School Neutral site After School Other (Specify) Summer

Other (Specify)_________________________

B. Program description if different from program provided in public school and the reasons for the differences:

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TEXAS EDUCATION AGENCY

SCHEDULE #6A—Standard Application System (SAS)

NO CHILD LEFT BEHIND - Reading First County-District No. 058-906 PROVISIONS & ASSURANCES School Year 2003-2004

Statement of provisions and assurances for the program(s) in this application:A. Terms defined: As used in these Provisions and Assurances,

"Contract" means the entire document, whatever its name or form, of which these Provisions and Assurances and other attachments and schedules, if any, are a part;"Agency" means the Texas Education Agency;"Contractor" means the party or parties to this contract other than Agency;"Project Administrator" means the person representing Agency or Contractor, as indicated by the contract, for the purposes of administering the contract project;"Contract Project" means the purpose intended to be achieved through the contract of which these Provisions and Assurances are a part;"Applicant" means the same as "Contractor;""SAS" means the Standard Application System of which the application document is a part;"Application" means the entire package submitted by the Applicant including the schedules contained in the application and so indicated on the General Information page of the application package;"Amendment" means an application that is revised in budget categories and/or in program activities. It includes both the original application and any subsequent amendments;"Grant" means the same as "Contract;""Grantee" means the same as "Contractor;""Grantor" means the same as "Agency;" and"DCC" means the Document Control Center of Agency.

B. Contingency: This contract is executed by Agency subject to the availability of funds appropriated by legislative act for the purposes stated. All amendments and/or extensions or subsequent contracts entered into for the same or continued purposes are executed contingent upon the availability of appropriated funds. Notwithstanding any other provision in this contract or any other document, this contract is void upon appropriated funds becoming unavailable. In addition, this contract may be terminated by Agency at any time upon notice to Contractor. Expenditures and/or activities for which Contractor may claim reimbursement shall not be accrued or claimed subsequent to receipt of such notice from Agency. This contract may be extended or otherwise amended only by formal written amendment properly executed by both Agency and Contractor. No other agreement, written or oral, purporting to alter or amend this contract shall be valid.

C. Contractor's Application: Furnished to Agency in response to a request for application, is incorporated in this contract by reference for all necessary purposes. It is specifically provided, however, that the provisions of this contract shall prevail in all cases of conflict arising from the terms of Contractor's application whether such application is a written part of this contract or is attached as a separate document.

D. Requirements, Terms, Conditions and Assurances: Which are stated in the Request for Application, in response to which Applicant is submitting this application, are incorporated herein by reference for all purposes. The instructions to the Standard Application System are incorporated herein by reference.

E. Signature Authority: Applicant certifies that the person signing this application has been properly delegated this authority.

F. State of Texas Laws: In the conduct of the contract project, Contractor shall be subject to Texas State Board of Education and Commissioner Rules pertaining to this contract and the contract project and to the laws of the State of Texas governing this contract and the contract project. This contract constitutes the entire agreement between Agency and Contractor for the accomplishment of the contract project. This contract shall be interpreted according to the laws of the State of Texas except as may be otherwise provided for in this contract.

G. Monitoring: Desk reviews or on-site monitoring reviews may be conducted by Agency to determine compliance with the approved application and the applicable statute(s), law(s),

51

regulations and guidelines.

H. Sanctions for Failure to Perform or for Noncompliance: If Contractor, in Agency's sole determination, fails or refuses for any reason to comply with or perform any of its obligations under this contract, Agency may impose such sanctions as it may deem appropriate. This includes but is not limited to the withholding of payments to Contractor until Contractor complies; the cancellation, termination, or suspension of this contract in whole or in part; and the seeking of other remedies as may be provided by this contract or by law. Any cancellation, termination, or suspension of this contract, if imposed, shall become effective at the close of business on the day of Contractor's receipt of written notice thereof from Agency.

I. Contract Cancellation, etc.: If this contract is canceled, terminated, or suspended by Agency prior to its expiration date, the monetary value of services properly performed by Contractor pursuant to this contract shall be determined by Agency and paid to Contractor as soon as reasonably possible.

J. Indemnification:For local educational agencies (LEAs), regional education service centers (ESCs) and institutions of higher education (IHEs): Contractor, to the extent permitted by law, shall hold Agency harmless from and shall indemnify Agency against any and all claims, demands and causes of action of whatever kind or nature asserted by any third party and occurring or in any way incident to, arising from, or in connection with, any acts of Contractor, its agents, employees and subcontractors, done in the conduct of the contract project.

For all other grantees, subgrantees, contractors and subcontractors, including nonprofit organizations and for-profit businesses: Contractor shall hold Agency harmless from and shall indemnify Agency against any and all claims, demands and causes of action of whatever kind or nature asserted by any third party and occurring or in any way incident to, arising from, or in connection with, any acts of Contractor, its agents, employees and subcontractors, done in the conduct of the contract project.

K. Encumbrances/Obligations: For Discretionary Programs: All encumbrances shall occur on or between the beginning and ending dates of the contract. All goods must be received and services rendered and subsequently liquidated (recorded as an expenditure or accounts payable) within the contract dates. In no manner shall encumbrances be considered or reflected as accounts payable or as expenditures. Obligations that are liquidated and recognized as expenditures must meet the allowable cost principles in OMB Circular A-87, A-21, or A-122 (as applicable) and program rules, regulations and guidelines contained elsewhere.For Formula Programs: All encumbrances shall occur on or between the beginning and ending dates of the contract. Contractor must liquidate (record as an expenditure) all obligations (encumbrances) incurred under the contract not later than 30 days after the end of the contract (or as specified in a program regulation, the standard application system rules, or a request for application) to coincide with the submission of the final expenditure report, due 30 days after the end of the contract. "Obligations" mean the amounts of orders placed, contracts and subgrants awarded, goods and services received and similar transactions during a given period that will require payment by the contractor during the same or a future period. Obligations representing orders placed are reflected in the accounting records as encumbrances. In no manner shall encumbrances be considered or reflected as accounts payable or as expenditures. Obligations that are liquidated and recognized as expenditures must meet the allowable cost principles in OMB Circular A-87, A-21, or A-122 (as applicable) and program rules, regulations and guidelines contained elsewhere.

L. Financial Management and Accounting: Grantee assures it will maintain a financial management system that provides for accurate, current and complete disclosure of the financial results of each grant project. The financial management system records will identify adequately the source and application of funds and will contain information pertaining to grant awards, authorizations, obligations, unobligated balances, assets, outlays (i.e., expenditures), income and interest. Fiscal control and accounting procedures will permit the tracing of funds to a level of expenditure adequate to establish that funds have been used in accordance with the approved grant application. The applicant agrees to maintain effective control over and accountability for all funds, property and other assets. Public school districts, open enrollment charter schools and regional education service centers in Texas must comply with the accounting requirements in the Financial Accounting and Reporting module of the Financial Accountability System Resource Guide, Texas Education Agency (34 CFR 74.21; 34 CFR 80.20; TEA Financial Accountability System Resource Guide).

M. Expenditure Reports: Contractor shall submit expenditure reports in the time and manner requested by Agency as specified in the instructions to the Standard Application System (SAS) which are incorporated by reference. Unless otherwise specified, interim reports are due to TEA within 15 days after the end of each reporting period. The final expenditure report is due within 30 days after the ending date of the grant. Revised expenditure reports, where the grantee

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is claiming additional expenditures beyond that originally requested, must be submitted within 60 days after the ending date of the grant.

N. Refunds Due to TEA: If Agency determines that Agency is due a refund of money paid to Contractor pursuant to this contract, Contractor shall pay the money due to Agency within 30 days of Contractor's receipt of written notice that such money is due to Agency. If Contractor fails to make timely payment, Agency may obtain such money from Contractor by any means permitted by law, including but not limited to offset, counterclaim, cancellation, termination, suspension, total withholding and/or disapproval of all or any subsequent applications for said funds.

O. Records Retention: Contractor shall maintain its records and accounts in a manner which shall assure a full accounting for all funds received and expended by Contractor in connection with the contract project. These records and accounts shall be retained by Contractor and made available for programmatic or financial audit by Agency and by others authorized by law or regulation to make such an audit for a period of not less than five years from the date of completion of the contract project or the date of the receipt by Agency of Contractor's final claim for payment or final expenditure report in connection with this contract, whichever is later. If an audit has been announced, the records shall be retained until such audit has been completed.

P. Time and Effort Recordkeeping: For those personnel whose salaries are prorated between or among different funding sources, time and effort records will be maintained by Applicant that will confirm the services provided within each funding source. Applicant must adjust payroll records and expenditures based on this documentation. This requirement applies to all projects, regardless of funding source, unless otherwise specified. For federally funded projects, time and effort records must be in accordance with the requirements in the applicable OMB cost principles.

Q. Forms, Assurances and Reports: Contractor shall timely make and file with the proper authorities all forms, assurances and reports required by federal laws and regulations. Agency shall be responsible for reporting to the proper authorities any failure by Contractor to comply with the foregoing laws and regulations coming to Agency's attention and may deny payment or recover payments made by Agency to Contractor in the event of Contractor's failure so to comply.

R. Copyright/Ownership: For School Districts and Nonprofit Organizations: All materials, conceptions and products created or conceived by Contractor, its employees, agents, consultants or subcontractors arising out of the contract shall be the sole property of Agency. Agency shall hold the copyright and shall have the exclusive right to patent and trademark all materials, conceptions, and products, created or conceived under this contract. Contractor shall so bind all concerned through written agreement with subcontractors.For Education Service Centers (ESCs): All materials, conceptions and products created or conceived by Contractor hired by the Education Service Center (ESC), its employees, agents, consultants or any subcontractors arising out of the contract shall be the sole property of the Texas Education Agency (TEA), and the TEA shall hold the copyright to all materials, conceptions, and products, created or conceived under this contract. Contractor shall so bind all concerned through written agreement with subcontractors. If Contractor/Subcontractor(s) express an interest in obtaining a license agreement to modify, market, or sell the derived material or product developed using grant or contract funds given any of the above parties, then contact shall be made with the TEA Legal Division prior to any action being taken.For Colleges and Universities: All materials, conceptions and products created or conceived by Contractor, its employees, agents, consultants, or subcontractors arising out of the contract shall be the sole property of Agency. Agency shall hold the copyright to all materials, conceptions, and products created or conceived under this contract. Contractor shall so bind all concerned through written agreement with subcontractors. For all materials, conceptions and products created or conceived under the contract, Contractor is granted a non-exclusive, non-transferable, royalty-free license to use the materials for its academic mission purposes only, provided, however, that Contractor is prohibited from selling or marketing said materials, conceptions and products, created or conceived under this contract.

S. Unfair Business Practices: Contractor certifies that no funds provided under this grant shall be used to purchase supplies, equipment, or services from any companies found to be guilty of unfair business practices within 12 months from the determination of guilt.

T. Subcontracting: Contractor shall not assign or subcontract any of its rights or responsibilities under this contract, except as may be otherwise provided for in this application, without prior formal written amendment to this contract properly executed by both Agency and Contractor.

U. Use of Consultants: Notwithstanding any other provision of this application, Applicant shall not use or pay any consultant in the conduct of this application if the services to be rendered by any such consultant can be provided by Applicant's employees.

V. Capital Outlay: If Contractor purchases capital outlay (furniture and/or equipment) to accomplish the objective(s) of the project, title will remain with Contractor for the period of the contract. Agency reserves the right to transfer capital outlay items for contract noncompliance during the contract period or as needed after the ending date of the contract. This

53

provision applies to any and all furniture and/or equipment regardless of unit price and how the item is classified in Contractor's accounting record.

W. Agency Property (terms): In the event of loss, damage or destruction of any property owned by or loaned by Agency while in the custody or control of Contractor, its employees, agents, consultants or subcontractors, Contractor shall indemnify Agency and pay to Agency the full value of or the full cost of repair or replacement of such property, whichever is the greater, within 30 days of Contractor's receipt of written notice of Agency's determination of the amount due. This applies whether the property is developed or purchased by Contractor pursuant to this contract or is provided by Agency to Contractor for use in the contract project. If Contractor fails to make timely payment, Agency may obtain such money from Contractor by any means permitted by law, including but not limited to offset or counterclaim against any money otherwise due to Contractor by Agency.

X. Travel Costs: Amounts authorized for maximum recovery for travel and per diem costs against any state or federal funding source are restricted to those amounts which are approved in the State of Texas Appropriations Bill in effect for the particular funding period. Any amount over this limit must come from local funding sources. Applicant must recover funds at a lesser rate if local policy amounts are less than the maximum allowed by the state. Out-of-state travel may not exceed the federal government rate for the locale. Travel allowances are not allowable costs.

Y. Funds for Religious Worship, Instruction: No funds will be used to pay for religious worship, instruction, or proselytization, or for any equipment or supplies for such, or for any construction, remodeling, repair, operation, or maintenance of any facility or part of a facility to be used for religious worship, instruction, or proselytization (34 CFR 76.532 and P. L. 107-110, section 9505).

Z. Disclosure of Gifts and Campaign Contributions: The grantee shall file disclosures of gifts and campaign contributions as required by State Board of Education Operating Rule 4.3, which is incorporated as if set out in full. The grantee has a continuing obligation to make disclosures through the term of the contract. Failure to comply with State Board of Education Operating Rule 4.3 is grounds for canceling the grant.

AA. Federal Rules, Laws and Regulations That Apply to all Federal Programs: Contractor shall be subject to and shall abide by all federal laws, rules and regulations pertaining to the contract project, including but not limited to:1. Americans With Disabilities Act, P. L. 101-336, 42 U.S.C. sec. 12101 and the regulations effectuating its

provisions contained in 28 CFR Parts 35 and 36, 29 CFR Part 1630 and 47 CFR Parts 0 and 64; 2. Title VI of the Civil Rights Act of 1964, as amended (prohibition of discrimination by race, color, or national

origin), and the regulations effectuating its provisions contained in 34 CFR Part 100; 3. Title IX of the Education Amendments of 1972, as amended (prohibition of sex discrimination in educational

institutions) and the regulations effectuating its provisions contained in 34 CFR Part 106, if Contractor is an educational institution;

4. Section 504 of the Rehabilitation Act of 1973, as amended (nondiscrimination on the basis of handicapping condition), and the regulations effectuating its provisions contained in 34 CFR Part 104;

5. the Age Discrimination Act of 1975, as amended (prohibition of discrimination on basis of age), and any regulations issued thereunder, including the provisions contained in 34 CFR Part 110;

6. the Family Educational Rights and Privacy Act (FERPA) of 1975, as amended (ensures access to educational records for students and parents while protecting the privacy of such records), and any regulations issued thereunder, including Privacy Rights of Parents and Students (34 CFR Part 99), if Contractor is an educational institution (20 USC 1232g);

7. Section 509 of H.R. 5233 as incorporated by reference in P. L. 99-500 and P. L. 99-591 (prohibition against the use of federal grant funds to influence legislation pending before Congress);

8. Pro-Children Act of 2001, which states that no person shall permit smoking within any indoor facility owned or leased or contracted and utilized for the provision of routine or regular kindergarten, elementary, or secondary education or library services to children [P. L. 107-110, Section 4303(a)]. In addition, no person shall permit smoking within any indoor facility (or portion of such a facility) owned or leased or contracted and utilized for the provision of regular or routine health care or day care or early childhood development (Head Start) services [P. L. 107-110, Section 4303(b)(1)]. Any failure to comply with a prohibition in this Act shall be considered to be a violation of this Act and any person subject to such prohibition who commits such violation may be liable to the United States for a civil penalty, as determined by the Secretary of Education (P. L. 107-110, Section 4303(e)(1)].

9. Fair Labor Standards Act (29 USC 207), Davis Bacon Act (40 USC 276(a) and Contract Work Hours and Safety Standards Act (40 USC 327 et seq.), as applicable and their implementing regulations in 29 CFR 500-899, 29 CFR Parts 1,3,5 and 7 and 29 CFR Parts 5 and 1926, respectively.

10. Buy America Act: Contractor certifies that it is in compliance with the Buy America Act in that each end product purchased under any federally funded supply contract exceeding $2,500 is considered to have been substantially produced or manufactured in the United States. End products exempt from this requirement are those for which the cost would be unreasonable, products manufactured in the U. S. that are not of satisfactory quality, or products for which the agency head determines that domestic preference would be inconsistent with the public interest. Contractor also certifies that documentation will be maintained that documents compliance with this requirement (FAR 25.1-.2).

BB. Federal Regulations Applicable to All Federal Programs:

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1. For Local Education Agencies (LEAs): 28 CFR 35 Subparts A-E, 28 CFR 36 Subparts C & D, Appendix A, 29 CFR 1630, 34 CFR 75 or 76 as applicable, 77, 79, 80, 81, 82, 85, 99, 104, 47 CFR 0 and 64 and OMB Circulars A-87 (Cost Principles) and A-133 (Audits);

2. For Education Service Centers (ESCs): 28 CFR 35 Subparts A-E, 28 CFR 36 Subparts C & D, Appendix A, 29 CFR 1630, 34 CFR 75 or 76 as applicable, 77, 79, 80, 81, 82, 85, 99, 104, 47 CFR 0 and 64 and OMB Circulars A-87 (Cost Principles) and A-133 (Audits);

1. For Institutions of Higher Education (IHEs): 28 CFR 35 Subparts A-E, 28 CFR 36 Subparts C & D, Appendix A, 29 CFR 1630, 34 CFR 74, 77, 79, 81, 82, 85, 86, 99, 104, OMB Circular A-21 (Cost Principles), 47 CFR 0 and 64, OMB Circular A-133 (Audits) and OMB Circular A-110 (Uniform Administrative Requirements);

1. For Nonprofit Organizations: 28 CFR 35 Subparts A-E, 28 CFR 36 Subparts C & D, Appendix A, 29 CFR 1630, 34 CFR 74, 77, 79, 81, 82, 85, 99, 104, 47 CFR 0 and 64, OMB Circulars A-122 (Cost Principles) and A-133 (Audits) and OMB Circular A-110 (Uniform Administrative Requirements);

5. For State Agencies: 28 CFR 35 Subparts A-E, 28 CFR 36 Subparts C & D, Appendix A, 29 CFR 1630, 34 CFR 76, 80, 81, 82, 85, 99, 104, 47 CFR 0 and 64, OMB Circulars A-87 (Cost Principles) and A-133 (Audits) and OMB Circular A-110 (Uniform Administrative Requirements); and

6. For Commercial (for-profit) Organizations: 29 CFR 1630 and 48 CFR Part 31.

CC. General Education Provisions Act (GEPA), as Amended, Applicable to All Federal Programs Funded or Administered Through or By the U. S. Department of Education:1. Participation in Planning: Applicant will provide reasonable opportunities for the participation by teachers,

parents and other interested parties, organizations and individuals in the planning for and operation of each program described in this application (20 USC 1232(e)).

2. Availability of Information: Any application, evaluation, periodic program plan, or report relating to each program described in this application will be made readily available to parents and other members of the general public (20 USC 1232(e)).

3. Sharing of Information: Contractor certifies that it has adopted effective procedures for acquiring and disseminating to teachers and administrators participating in each program described in this application significant information from educational research, demonstrations and similar projects and for adopting, where appropriate, promising educational practices developed through such projects (20 USC 1232(e)).

4. Prohibition of Funds for Busing: The applicant certifies that no federal funds (except for funds appropriated specifically for this purpose) will be used for the transportation of students or teachers (or for the purchase of equipment for such transportation) in order to overcome racial imbalance in any school or school system, or for the transportation of students or teachers (or for the purchase of equipment for such transportation) in order to carry out a plan of racial desegregation of any school or school system (20 USC 1228).

5. Direct Financial Benefit: Contractor certifies that funds expended under any federal program will not be used to acquire equipment (including computer software) in any instance in which such acquisition results in a direct financial benefit to any organization representing the interests of the purchasing entity or its employees or any affiliate of such an organization [20 USC 1232(b)(8)].

Rev. 04/02

The signing of Schedule #1 - General Information by applicant indicates acceptance of and compliance with all requirements described on this schedule.

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SCHEDULE #6B— Standard Application System (SAS)NO CHILD LEFT BEHIND

Reading FirstCounty-District No. 058-906

Certification Regarding Debarment, Suspension, Ineligibility and Voluntary Exclusion—Lower Tier Covered Transactions

School Year 2003-2004

This certification is required by the Department of Education regulations implementing Executive Order 12549, Debarment and Suspension, 34 CFR Part 85, for all lower tier transactions meeting the threshold and tier requirements stated at Section 85.11.

1. By signing SAS Schedule #1 and submitting this proposal, the prospective lower tier participant is providing the certification set out below.

2. The certification in this clause is a material representation of fact upon which reliance was placed when this transaction was entered into. If it is later determined that the prospective lower tier participant knowingly rendered an erroneous certification, in addition to other remedies available to the Federal Government, the department or agency with which this transaction originated may pursue available remedies, including suspension and/or debarment.

3. The prospective lower tier participant shall provide immediate written notice to the person to whom this proposal is submitted if at any time the prospective lower tier participant learns that its certification was erroneous when submitted or has become erroneous by reason of changed circumstances.

4. The terms "covered transaction," "debarred," "suspended," "ineligible," "lower tier covered transaction," "participant," " person," "primary covered transaction," " principal," "proposal," and "voluntarily excluded," as used in this clause, have the meanings set out in the Definitions and Coverage sections of rules implementing Executive Order 12549. You may contact the person to which this proposal is submitted for assistance in obtaining a copy of those regulations.

5. The prospective lower tier participant agrees by submitting this proposal that, should the proposed covered transaction be entered into, it shall not knowingly enter into any lower tier covered transaction with a person who is debarred, suspended, declared ineligible, or voluntarily excluded from participation in this covered transaction, unless authorized by the department or agency with which this transaction originated.

6. The prospective lower tier participant further agrees by submitting this proposal that it will include the clause titled Certification Regarding Debarment, Suspension, Ineligibility and Voluntary Exclusion-Lower Tier Covered Transactions, without modification, in all lower tier covered transactions and in all solicitations for lower tier covered transactions.

7. A participant in a covered transaction may rely upon a certification of a prospective participant in a lower tier covered transaction that it is not debarred, suspended, ineligible, or voluntarily excluded from the covered transaction, unless it knows that the certification is erroneous. A participant may decide the method and frequency by which it determines the eligibility of its principals. Each participant may but is not required to, check the Nonprocurement List.

8. Nothing contained in the foregoing shall be construed to require establishment of a system of records in order to render in good faith the certification required by this clause. The knowledge and information of a participant is not required to exceed that which is normally possessed by a prudent person in the ordinary course of business dealings.

9. Except for transactions authorized under paragraph 5 of these instructions, if a participant in a covered transaction knowingly enters into a lower tier covered transaction with a person who is suspended, debarred, ineligible, or voluntarily excluded from participation in this transaction, in addition to other remedies available to the Federal Government, the department or agency with which this transaction originated may pursue available remedies, including suspension and/or debarment.Certification(1) The prospective lower tier participant certifies, by signature on SAS Schedule #1 and by submission of this proposal, that

neither it nor its principals are presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from participation in this transaction by any Federal department or agency.

Where the prospective lower tier participant is unable to certify to any of the statements in this certification, such prospective participant shall attach an explanation to this proposal.

ED 80-0014, 9/90 (Replaces GCS-009 (REV.12/88), which is obsolete)As amended by the Texas Education Agency (04/02)

The signing of Schedule #1--General Information by applicant indicates acceptance of all requirements described on this schedule.

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SCHEDULE #6C—Standard Application System (SAS)

NO CHILD LEFT BEHINDReading First

County-District No. 058-906

Lobbying Certification School Year 2003-2004Required for all federally funded grants regardless of the dollar amount.

Submission of this certification covers all federal programs in this application, is required by the U. S. Department of Education and Section 1352, Title 31, of the United States Code and is a prerequisite for making or entering into a subgrant or subcontract over $100,000 with any organization. (Read instructions for this schedule for further information.)

The applicant certifies by signature on Schedule #1¾General Information, to the best of his or her knowledge and belief, that:

(1) No federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the making of any federal grant, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any federal grant or cooperative agreement.

(2) If any funds other than federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this federal grant or cooperative agreement, the undersigned shall complete and submit Standard Form¾LLL, "Disclosure of Lobbying Activities," in accordance with its instructions. (See Schedule #6D¾Disclosure of Lobbying Activities.)

(3) The applicant shall require that the language of this certification be included in the award documents for all subawards at all tiers (including subgrants, contracts under grants and cooperative agreements and subcontracts) and that all subrecipients shall certify and disclose accordingly.

This certification is a material representation of fact on which the U. S. Department of Education and the Texas Education Agency relied when they made or entered into this grant or contract. Any organization that fails to file the required certification shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure.

Dept. of Education form #ED 80-0008

11/89As amended by the Texas Education Agency

03/90

The signing of Schedule #1--General Information by applicant indicates acceptance of all requirements described on this schedule.

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SCHEDULE #6E—Standard Application System (SAS)

NO CHILD LEFT BEHIND -Reading First County-District No. 058-906 NCLB PROVISIONS &

ASSURANCESSchool Year 2003-2004

The following special provisions apply to all programs funded under the Elementary and Secondary Education Act, as amended by P. L. 107-110, No Child Left Behind Act of 2001. By signing Schedule #1 of this SAS, the applicant is assuring it is in compliance with the following provisions:

A. Each such program will be administered in accordance with all applicable statutes, regulations, program plans and applications.

B. The control of funds provided under each such program and title to property acquired with program funds will be in a public agency or in a nonprofit private agency, institution, organization, or Indian tribe, if the law authorizing the program provides for assistance to such entities.

C. The public agency, nonprofit private agency, institution, or organization, or Indian tribe will administer such funds and property to the extent required by the authorizing statutes.

D. The applicant will adopt and use proper methods of administering each such program, including the enforcement of any obligations imposed by law on agencies, institutions, organizations and other recipients responsible for carrying out each program and the correction of deficiencies in program operations that are identified through audits, monitoring, or evaluation.

E. The applicant will cooperate in carrying out any evaluation of each such program conducted by or for the Texas Education Agency, the Secretary of Education or other federal officials.

F. The applicant will use such fiscal control and fund accounting procedures as will ensure proper disbursement of and accounting for, federal funds paid to such applicant under each such program.

G. The applicant will submit such reports to the Texas Education Agency (which shall make the reports available to the Governor) and the Secretary of Education, as the Texas Education Agency and the Secretary of Education may require to enable the Texas Education Agency and the Secretary of Education to perform their duties under each such program.

H. The applicant will maintain such records, provide such information and afford access to the records as the Agency (after consultation with the Governor) or the Secretary may find necessary to carry out the Agency's or the Secretary's duties.

I. Before the application was submitted, the applicant afforded a reasonable opportunity for public comment on the application and has considered such comment.

J. Gun-Free Schools Act: The local education agency assures that it is in compliance with Section 37.007(e) of the Texas Education Code, which requires expulsion of a student who brings to school or possesses at school a firearm as defined by 18 U.S.C. Section 2891 [pursuant to the requirements in P. L. 107-110, Section 4141(d)(1)]. In addition, the local educational agency certifies that it has a policy requiring referral to the criminal justice or juvenile delinquency system of any student who brings a firearm or weapon to school [P. L. 107-110, Section 4141(h)(1)].

K. Student Records Transfer: The local educational agency shall ensure that a student’s records and, if applicable, a student’s individualized education program as defined in section 602(11) of the Individuals with Disabilities Education Act, are transferred to a charter school upon the transfer of the student to the charter school and to another public school upon the transfer of the student from a charter school to another public school, in accordance with applicable state law (P. L. 107-110, section 5208).

2. CONSOLIDATION OF ADMINISTRATIVE FUNDS: A LOCAL EDUCATIONAL AGENCY, WITH THE APPROVAL OF TEA, MAY CONSOLIDATE AND USE FOR THE ADMINISTRATION OF ONE OR MORE PROGRAMS UNDER THE NO CHILD LEFT BEHIND ACT NOT MORE THAN THE PERCENTAGE, ESTABLISHED IN EACH PROGRAM, OF THE TOTAL AVAILABLE FOR THE LOCAL EDUCATIONAL AGENCY UNDER THOSE PROGRAMS. A LOCAL EDUCATIONAL AGENCY THAT CONSOLIDATES ADMINISTRATIVE FUNDS SHALL NOT USE ANY OTHER FUNDS UNDER THE PROGRAMS INCLUDED IN THE CONSOLIDATION FOR ADMINISTRATION FOR THAT FISCAL YEAR. CONSOLIDATED ADMINISTRATIVE FUNDS SHALL BE USED FOR THE ADMINISTRATION OF THE PROGRAMS COVERED AND MAY BE USED FOR COORDINATION OF THESE PROGRAMS WITH OTHER FEDERAL AND NON-FEDERAL PROGRAMS AND FOR DISSEMINATION OF INFORMATION REGARDING MODEL PROGRAMS AND PRACTICES.

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L. Privacy of Assessment Results: Any results from an individual assessment referred to in the No Child Left Behind Act of a student that become part of the education records of the student shall have the protections provided in section 444 of the General Education Provisions Act [P. L. 107-110, section 9523 and the Family Educational Rights and Privacy Act (FERPA) of 1975, as amended].

M. School Prayer: The local educational agency certifies that it is in compliance with Section 25.901 of the Texas Education Code. In addition, as a condition of receiving funds under the No Child Left Behind Act, the local educational agency certifies that no policy of the local educational agency prevents, or otherwise denies participation in, constitutionally protected prayer in public elementary schools and secondary schools, as detailed in the guidance provided by the U. S. Secretary of Education pertaining to such. The state educational agency shall report to the Secretary of Education each year a list of those local educational agencies that have not filed this assurance or against which complaints have been made to the State educational agency that the local educational agencies are not in compliance with this requirement (P. L. 107-110, section 9524(b).

N. Equal Access to Public Schools Facilities – Boy Scouts of America Equal Access Act: No public elementary school, public secondary school or local educational agency that has a designated open forum or a limited public forum and that receives funds made available from the U. S. Department of Education shall deny equal access or a fair opportunity to meet, or to discriminate against, any group officially affiliated with the Boy Scouts of America, or any other youth group listed in Title 36 of the United States Code (as a patriotic society), that wishes to conduct a meeting within that designated open forum or limited public forum, including denying such access or opportunity or discriminating for reasons based on the membership or leadership criteria or oath of allegiance to God and country of the Boy Scouts of America or of the youth group listed in Title 36 of the United States Code (as a patriotic society). For the purposes of this section, an elementary school or secondary school has a limited public forum whenever the school involved grants an offering to, or opportunity for, one or more outside youth or community groups to meet on school premises or in school facilities before or after the hours during which attendance at the school is compulsory. Nothing in this section shall be construed to require any school, agency, or a school served by an agency to sponsor any group officially affiliated with the Boy Scouts of America, or any other youth group listed in Title 36 of the United States Code (as a patriotic society). Compliance with this provision will be enforced through rules and orders issued by the Office for Civil Rights. If the public school or agency does not comply with the rules or orders, no funds made available through the Department of Education shall be provided by a school that fails to comply with such rules or orders or to any agency or school served by an agency that fails to comply with such rules or orders (P. L. 107-110, section 9525).

O. General Prohibitions: None of the funds authorized under the No Child Left Behind Act shall be used to develop or distribute materials, or operate programs or courses of instruction directed at youth, that are designed to promote or encourage sexual activity, whether homosexual or heterosexual; to distribute or to aid in the distribution by any organization of legally obscene materials to minors on school grounds; to provide sex education or HIV-prevention education in schools that instruction is age appropriate and includes the health benefits of abstinence; or to operate a program of contraceptive distribution in schools (P. L. 107-110, section 9526).

P. Armed Forces Recruiter Access to Students and Student Recruiting Information: In accordance with guidance issued by the U. S. Department of Education, each local educational agency receiving assistance under the No Child Left Behind Act shall provide, on a request made by military recruiters or an institution of higher education, access to secondary school students names, address and telephone listings, upon prior written consent of a student or the parent of a student. A secondary school student or the parent of the student may request that the student’s name, address and telephone listing not be released without prior written parental consent and the local educational or private nonprofit school shall notify parents of the option to make a request and shall comply with any request. Each local educational agency receiving assistance under the No Child Left Behind Act shall provide military recruiters the same access to secondary school students as is provided generally to post secondary educational institutions or to prospective employers of those students (P. L. 107-110, section 9528).

Q. Unsafe School Choice Option: The local educational agency certifies that it shall establish and implement a policy requiring that a student attending a persistently dangerous public elementary school or secondary school, as determined by the Texas Education Agency, or who becomes a victim of a violent criminal offense, while in or on the grounds of a public elementary or secondary school that the student attends, be allowed to attend a safe public elementary or secondary school within the local educational agency, including a public charter school (P. L. 107-110, section 9532).

R. Civil Rights: Nothing in the No Child Left Behind Act shall be construed to permit discrimination on the basis of race, color, religion, sex (except as otherwise permitted under Title IX of the Education Amendments of 1972), national origin, or disability in any program funded under the No Child Left Behind Act (P. L. 107-110, section 9534).

S. Student Privacy, Parental Access to Information and Administration of Certain Physical Examinations to Minors: The local educational agency assures that it is in compliance with Chapter 26 of the Texas Education Code concerning parental rights and responsibilities. In addition, the local educational agency receiving funds under the No Child Left Behind Act certifies that it shall develop and adopt policies, in consultation with parents, regarding certain rights of a parent to access and inspect information; student privacy; the administration of physical examinations or screenings (except for examinations or screenings required by state law); and the collection, disclosure, or use of

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personal information collected from students for the purpose of marketing or selling that information. The local educational agency also assures that it is in compliance with the requirements for annually notifying parents of such policies and specific events (P. L. 107-110, Title X, Part F, section 1061).

U. Assurances related to the education of homeless children and youths:(1) The LEA assures that each child of a homeless individual and each homeless youth shall have equal access to the

same free, appropriate public education, including a public preschool education, as provided to other children and youth.

(2) The LEA assures that homeless children and youth are afforded the same free, appropriate public education as provided to other children and youth.

(3) The LEA assures that it will review and undertake steps to revise any laws, regulations, practices, or policies that may act as a barrier to the enrollment, attendance, or success in school of homeless children and youth.

(4) The LEA assures that it will not separate students from the mainstream school environment on the basis of homelessness alone.

(5) The LEA assures that homeless children and youth have access to the education and other services that they need to in order to meet the same challenging State student academic achievement standards to which all students are held.

V. Definitions: The following terms shall be defined as follows for programs authorized and carried out under the No Child Left Behind Act of 2001:

1. Charter School: An open enrollment charter school receiving federal funds of any type must meet the federal definition of a charter school as provided in P. L. 107-110, Section 5210(1). The term “charter school” means a school that:(A) is created by a developer as a public school, or is adapted by a developer from an existing public school and

is operated under public supervision and control;(B) operates in pursuit of a specific set of educational objectives determined by the school’s developer and agreed

to by the authorized public chartering agency [i.e., the State Board of Education (SBOE)];(C) provides a program of elementary or secondary education, or both;(D) is nonsectarian in its programs, admissions policies, employment practices, and all other operations,

and is not affiliated with a sectarian school or religious instruction;(E) does not charge tuition;(F) complies with the Age Discrimination Act of 1975, Title VI of the Civil Rights Act of 1964, Title IX of

the Education Amendments of 1972, section 504 of the Rehabilitation Act of 1973, and Part B of the Individuals with Disabilities Education Act;

(G) is a school to which parents choose to send their children, and that admits students on the basis of a lottery, if more students apply for admission than can be accommodated;

(H) agrees to comply with the same Federal and State audit requirements as so other elementary schools and secondary schools in the State, unless such requirements are specifically waived for the purpose of this program;

(I) meets all applicable Federal, State, and local health and safety requirements;(J) operates in accordance with State law; and(K) has a written performance contract with the authorized public chartering agency in the State (i.e., SBOE) that

includes a description of how student performance will be measured pursuant to State assessments that are required of other schools and pursuant to any other assessments mutually agreeable to the SBOE.

2. Community-Based Organization: A pubic or private nonprofit organization of demonstrated effectiveness that is representative of a community or significant segment of a community and that provides educational or related services to individuals in the community.

3. Core Academic Subjects: English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, art, history and geography.

4. Highly Qualified:(A) when used with respect to any public elementary school or secondary school teacher teaching in a State,

means that–(i) the teacher has obtained full State certification as a teacher (including certification obtained through

alternative routes to certification) or passed the State teacher licensing examination and holds a license to teach in such State, except that when used with respect to any teacher teaching in a public charter school, the term means that the teacher meets the requirements set forth in the State's public charter school law; and

(ii) the teacher has not had certification or licensure requirements waived on an emergency, temporary, or provisional basis;

(B) when used with respect to–(i) an elementary school teacher who is new to the profession, means that the teacher–

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(I) holds at least a bachelor's degree; and(II) has demonstrated, by passing a rigorous State test, subject knowledge and teaching skills in

reading, writing, mathematics and other areas of the basic elementary school curriculum (which may consist of passing a State-required certification or licensing test or tests in reading, writing, mathematics and other areas of the basic elementary school curriculum); or

(ii) a middle or secondary school teacher who is new to the profession, means that the teacher holds at least a bachelor's degree and has demonstrated a high level of competency in each of the academic subjects in which the teacher teaches by–(I) passing a rigorous State academic subject test in each of the academic subjects in which the teacher

teaches (which may consist of a passing level of performance on a State-required certification or licensing test or tests in each of the academic subjects in which the teacher teaches); or

(II) successful completion, in each of the academic subjects in which the teacher teaches, of an academic major, a graduate degree, coursework equivalent to an undergraduate academic major, or advanced certification or credentialing; and

(C) when used with respect to an elementary, middle, or secondary school teacher who is not new to the profession, means that the teacher holds at least a bachelor's degree and–(i) has met the applicable standard in clause (i) or (ii) of subparagraph (B), which includes an option for a

test; or(ii) demonstrates competence in all the academic subjects in which the teacher teaches based on a high

objective uniform State standard of evaluation that–(I) is set by the State for both grade appropriate academic subject matter knowledge and teaching

skills;(II) is aligned with challenging State academic content and student academic achievement standards

and developed in consultation with core content specialists, teachers, principals and school administrators;

(III) provides objective, coherent information about the teacher's attainment of core content knowledge in the academic subjects in which a teacher teaches;

(IV) is applied uniformly to all teachers in the same academic subject and the same grade level throughout the State;

(V) takes into consideration, but not be based primarily on, the time the teacher has been teaching in the academic subject;

(VI) is made available to the public upon request; and(VII) may involve multiple, objective measures of teacher competency.

5. Parental Involvement: The participation of parents in regular, two-way and meaningful communication involving student academic learning and other school activities, including ensuring:(A) that parents play an integral role in assisting their child’s learning;(B) that parents are encouraged to be actively involved in their child’s education at school;(C) that parents are full partners in their child’s education and are included, as appropriate, in decision making

and on advisory committees to assist in the education of their child; and(D) the carrying out of other activities, such as those described in section 1118 of P. L. 107-110.

6. Professional Development includes activities that:(A) are an integral part of broad schoolwide and districtwide educational improvement plans;(B) give teachers, principals and administrators the knowledge and skills to provide the students with the

opportunity to meet challenging State academic content standards and student academic achievement standards;

(C) improve classroom management skills;(D) are high quality, sustained, intensive and classroom-focused in order to have a positive and lasting impact on

classroom instruction and the teacher’s performance in the classroom and are not one-day or short-term workshops or conferences;

(E) support the recruiting, hiring and training of highly qualified teachers, including teachers who became highly qualified through State and local alternative routes to certification;

(F) advance teacher understanding of effective instructional strategies that are:(G) based on scientifically based research (except for programs under Title II, Part D, Enhancing Education

Through Technology of this Act); and(H) strategies for improving student academic achievement or substantially increasing the knowledge and

teaching skills of teachers; and(I) are aligned with and directly related to State academic content standards, student academic achievement

standards and assessments and the curricula and programs tied to the standards;(J) are developed with extensive participation of teachers, principals, parents and administrators of schools to be

served under this Act;

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(K) are designed to give teachers of limited English proficient children and other teachers and instructional staff, the knowledge and skills to provide instruction and appropriate language and academic support services to those children, including the appropriate use of curricula an assessments;

(L) to the extent appropriate, provide training for teachers and principals in the use of technology so that technology and technology applications are effectively used in the classroom to improve teaching and learning in the curricula and core academic subjects in which the teachers teach;

(M) as a whole, are regularly evaluated for their impact on increased teacher effectiveness and improved student academic achievement with the findings of the evaluations used to improve the quality of professional development;

(N) provide instruction in methods of teaching children with special needs;(O) include instruction in the use of data and assessments to inform and instruct classroom practice;(P) include instruction in ways that teachers, principals, pupil services personnel and school administrators may

work more effectively with parents; and(Q) may include activities that:

(i) involve the forming of partnerships with institutions of higher education to establish school-based teacher training programs that provide prospective teachers and beginning teachers with an opportunity to work under the guidance of experienced teachers and college faculty;

(ii) create programs to enable paraprofessionals (assisting teachers employed by an LEA receiving assistance under Title I Part A) to obtain the education necessary for those paraprofessionals to become certified and licensed teachers; and

(iii) provide follow-up training to teachers who have participated in activities described previously in this definition that are designed to ensure that the knowledge and skills learned by the teachers are implemented in the classroom.

7. Scientifically Based Research:(A) means research that involves the application of rigorous, systematic and objective procedures to obtain

reliable and valid knowledge relevant to education activities and programs; and(B) includes research that:

(i) employs systematic, empirical methods that draw on observation or experiment;(ii) involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general

conclusions drawn;(iii) relies on measurements or observational methods that provide reliable and valid data across evaluators

and observers, across multiple measurements and observations, and across studies by the same or different investigators;

(iv) is evaluated using experimental or quasi-experimental designs in which individuals, entities, programs, or activities are assigned to different conditions and with appropriate controls to evaluate the effects of the condition of interest, with a preference for random-assignment experiments, or other designs to the extent that those designs contain within-condition or across-condition controls;

(v) ensures that experimental studies are presented in sufficient detail and clarity to allow for replication or, at a minimum, offer the opportunity to build systematically on their findings; and

(vi) has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective and scientific review.

8. Teacher Mentoring: Activities that–(A) consist of structured guidance and regular and ongoing support for teachers, especially beginning teachers,

that–(i) are designed to help the teachers continue to improve their practice of teaching and to develop their

instructional skills; and part of an ongoing developmental induction process that–(I) involves the assistance of an exemplary teacher and other appropriate individuals from a school,

local educational agency, or institution of higher education; and(II) may include coaching, classroom observation, team teaching and reduced teaching loads; and(III) may include the establishment of a partnership by a local educational agency with an institution of

higher

9. Technology: State-of-the-art technology products and services.

W. ESEA Performance Goals, Indicators and Performance Reporting: The LEA assures it has adopted the six performance goals and the related performance indicators established by the U. S. Department of Education and as submitted in the Texas Consolidated State Application for Funds Under the No Child Left Behind Act. The LEA also assures that it will develop and implement procedures for collecting data related to the performance indicators where such data is not already collected through the Academic Excellence Indicator System (AEIS) or PEIMS and that it will report such data to the Agency in the time and manner requested.

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X. Transfer of School Disciplinary Records: The LEA assures it has a procedure in place to transfer disciplinary records, with respect to a suspension or expulsion, to any private or public elementary school or secondary school for any student who is enrolled or seeks, intends, or is instructed to enroll, on a full or part time basis, in the school. This requirement shall not apply to any disciplinary records with respect to a suspension or expulsion that are transferred from a private, parochial or other nonpublic school, person, institution, or other entity, that provides education below the college level (P.L. 107-110, section 4155).

Revised 04/02The signing of Schedule #1 - General Information by applicant indicates acceptance of and compliance with all requirements described on this schedule

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