Section II – Proposal Narrative

Introduction

Content Literacy – the ability to use reading, writing, speaking, listening, observing to learn and to communicate about learning, regardless of content area – comprises a set of inter-related skills and habits that can assure academic success at all levels of schooling and in the world of work. A “content literacy pedagogy” informs an approach to teaching – again, regardless of content area – where students learn to apply those skills in ways that make it possible for them to learn rigorous content at both a conceptual and applied level, even when they are not strong readers. The “content literate classroom” is one in which teacher and students use print to engage with one another and with the academic discipline in dynamic, collaborative and interactive ways, and where all succeed.

Unfortunately, the extent to which students develop these skills is often left to chance; a low retention rate, particularly among less prepared freshmen at community colleges is one consequence. Just as students have to be taught how to apply their literacy skills to their learning process, teachers need to learn how to shift from delivering content knowledge to helping their students learn important content.

This proposal to the Lumina Foundation is for the Collaborative for Teaching and Learning (the Collaborative) to extend its work with content literacy to the post-secondary setting. The Collaborative is seeking support to adapt its model content literacy professional development program, materials and practices through work with four colleges in Kentucky’s Community and Technical College System (KCTCS).

The Collaborative for Teaching and Learning

The Collaborative, a private not-for-profit corporation, opened 10 years ago with a mission to help schools become places where all students succeed. From early years in which the Collaborative’s efforts were focused on working with teachers in elementary classrooms, the organization’s work has expanded to include teachers and administrators at every level of the educational system. Over the past decade the organization has pursued its mission with a firm commitment to helping all educators use straightforward strategies for achieving excellence through a cyclical, standards-based approach to planning, instruction and assessment. By building on our own and others’ research, we have developed expertise in helping others achieve their capacity for continuous, sustainable improvement through action rooted in reflective practice.

The Collaborative has extensive experience working with K-12 educators in the area of content literacy. The Collaborative developed and led a KDE Teacher Academy on Reading and Writing to Learn in the Content Areas. Literacy for Learning, a customized three-year project with the Evansville Indiana Catholic Diocese Schools, involved working with school leadership teams to help teachers learn and apply strategies, processes and protocols for using reading and writing across the curriculum.

With support from the Kentucky Council on Post-Secondary Education and in partnership with the University of Kentucky’s Center for Literacy Development, the Collaborative is currently leading a 16-month project on content literacy in nine middle and high schools across the state. Based on formative data which point to very positive outcomes on both teacher practice and student performance, the grant has just been extended for another 16 months.

These projects, as well as the Collaborative’s recent work supporting the statewide GEAR UP project, assure that the Collaborative has a solid preparation to develop a model program on reading and writing in community college classrooms.

Project Overview

Goals and Objectives that Advance Success in Postsecondary Education

The goal of the Community College Content Literacy Project is to support the development of students’ literacy skills so that they are successful in learning rigorous college-level content and persisting in their postsecondary education. There are two overlapping phases to the project. The first focuses on helping faculty integrate literacy strategies into their instruction to support student learning, and the second engages a sub-group of those faculty in developing a content literacy course for entering freshmen. Specific objectives for this project are

Phase I

§ Prepare community college faculty to make effective use of targeted literacy strategies to help all students learn rigorous content in core academic disciplines

§ Build a professional learning community (across colleges) to support ongoing efforts to apply, refine, and reflect on literacy strategy integration

§ Create classroom climates where students are successful and reflective learners in specific content areas – as are the teachers themselves

§ Create a replicable model of professional learning for community college faculty that supports greater student efficacy and long-term success

Phase II

§ Design a course for entering freshman, Content Literacy Strategies, which helps them develop and/or strengthen their learning skills through a focus on the use of literacy strategies

Target Population and Geographic Area

This work targets two populations: community college faculty as the direct participants in the project, and community college students as the (indirect) beneficiaries of the project. The population most directly involved in this work is the community college faculty who will be engaged in learning about content literacy and supported as they apply those strategies in their classrooms. Twenty-eight participants will be drawn from four of the 16 colleges in the KCTCS to participate in Phase I. In Phase II, a sub-group of these participants will be selected to work on the development of a course for entering college students.

The office of the KCTCS Chancellor will be involved in the identification and selection of the colleges and faculty that will participate in the project. Five of the System’s 16 colleges have Title III, Strengthening Institutions grants, and it is expected, due to the consistency between the goals of this work and larger “strengthening institutions” work, that several of the colleges selected for this grant will be chosen from among those schools. They include campuses in all regions of the state, western, eastern, south central, central and northern – in areas with traditionally underserved populations.

Project Importance

Ultimately, the value of this work is its impact on student learning and persistence in higher education. To that end, community college students are this project’s (indirect) target population. Students who complete high school and enter college with poor literacy skills are at acute risk of failure and are likely to leave the educational system prematurely. When more than half of the students who enter public two-year colleges require one or more years of remedial coursework, it is not surprising that only 27 of every 100 ninth graders will persist through the first year of college and go on to their sophomore year. (National Center for Public Policy and Higher Education, 2004). And yet, as President George Bush has observed, a person needs to complete at least two years of college to be successful in today’s workforce (Kelderman, 2004). This project is designed to advance the likelihood that entering freshmen will succeed in their first two semesters of college and will persist to complete two years of college.

Outcomes

As a result of participating in this project

§ Participating faculty members will use an integrated literacy pedagogy to ensure that their students make continuous progress toward successful performance and persist in their studies.

§ Students will engage with rigorous content, successfully complete their coursework and continue in their studies.

§ The KCTCS will have a working model for professional development on content literacy pedagogy and a freshmen course, Content Literacy Strategies, to be replicated throughout the system.

Activities and Strategies

Phase I focuses on the faculty, engaging them in a professional development project where they will learn how to use content literacy pedagogy to ensure that their students learn rigorous content. The professional development includes an intensive five-day institute prior to the start of the spring semester, a series of one-day workshops during the spring and fall semesters, and ongoing individualized (distance) electronic consultation and coaching.

Conducted as a model content literate classroom, the initial five-day institute will immerse participants in the student experience as they study and discuss current research, and learn and practice strategies for classroom implementation. Throughout, they will use their own academic discipline and teaching experience as the context for developing and honing their strategic approaches. By the end of the institute, they will have developed instructional plans and syllabi for their classes, incorporating an integrated literacy approach.

The subsequent one-day workshops will provide opportunities for participants to collaboratively reflect on their instructional practices in order to deepen their skills and understandings. They will build on their learning and challenge areas and, while there will be new concepts and strategies addressed at each session, the emphasis will be on classroom application and its effects. Using examples of their own students’ work, personal journals, and anecdotes of successful and less-successful lessons, participants will consider the relationship between their students’ performance and the quality of their own instruction with structured conversations, guided processes and focused examination.

In Phase II, a sub-set of the faculty group will use their new knowledge and their experience having taught one semester of content literacy to collaboratively develop a course for freshmen students, Content Literacy Strategies. This course will be designed for entering students to take prior to or during their first semester. It will immerse students in learning how to use reading and writing to learn. Its purpose will be to provide students with extended opportunities to develop and hone their reading, writing, speaking, listening and observing skills as well as learn key learning-to-learn strategies. As a result of this course, students will be better prepared to succeed in their academic classes even when their instructors do not use a content literacy approach to teaching and learning.

The Collaborative’s Consultants will facilitate the development, which, in addition to four of the Phase I participants, may include two members appointed by the KCTCS Chancellor’s Office. In four two-day meetings held in summer and fall of 2006, the Collaborative will design and lead the curriculum development process. As the course design progresses, other faculty from Phase I will be engaged in reviewing the curriculum and will be asked to contribute model lessons and recommend materials for the course when it is taught the following semester. The course will be taught on each of the four represented campuses as a pilot during the Spring 2007 semester and data will be gathered that can be used to refine the design.

Services and Products

In addition to training and consultation delivered directly to the 28 participants, there will be two major products as a result of this project. The first, a model professional development program developed and tested with community college faculty, will include workshop agendas with facilitator annotations and participant materials. It may be used to extend the work to other campuses in the system. In addition, by the end of the project, participants will have designed and tested a freshman course, Content Literacy Strategies, which can be extended through the community college system.

Research that Supports the Content Literacy Approach

Research about community colleges supports the need for an integrated literacy approach across different disciplines. In Academic Literacy: A Statement of Competencies, a representative group of state college and university faculty were asked to define expectations for student performance at the college level. The results of this work focus on the need for students to have well defined critical reading skills, the ability to write about content, and higher level thinking and oral communications skills. It also suggests that it is the responsibility of the college educator to “teach the learning process” – building those content literacy skills necessary for sustained learning (Academic Senate for California Community Colleges, 2002).

Another study focused on the types of instructional characteristics that positively impact student learning, including high levels of student motivation, quality interactive learning experiences, and critical thinking requirements – all key elements of a content literacy approach (Ediger, 1999). Another promotes the use of core pedagogical approaches that focus on application of basic literacy skills: discussion techniques, writing to learn exercises, journaling, minute-papers (writing to demonstrate learning), and cooperative text activities (McGlynn, 1992). Notably, these strategies are effective with all learners, those who struggle as well as those who are more accomplished.

Other studies have demonstrated positive results when literacy instruction is provided to all learners, including those at risk of failure. In the Academic Literacy Initiative (Apprenticing Adolescent Readers to Academic Literacy; Greenleaf, Schoenbach, Cziko, and Mueller, 2001), teachers worked with students on literacy-based strategies, emphasizing a “cognitive apprenticeship.” Over the course of a year, high school students learned and used a variety of strategies, and teachers gathered data about student understanding of their own literacy and academic development. Students who learned to use literacy strategies were better able to articulate how they constructed meaning than those who did not. In addition, those students demonstrated measurable increases in their understanding of difficult text.

Evaluation

The Collaborative uses a performance-based approach to project management, continuous assessment and evaluation. This approach ensures that all goals and objectives, project activities, participant and student effects are aligned with one another and with the project’s purpose.

Management and documentation tools are used to track and monitor project inputs – activities, events, deliverables – as well as provide evidence of impact.

§ Workshop and coaching logs document training events including names of attendees, materials used, agendas, etc. but also include the workshop facilitator’s assessment of participant learning as evidenced by their products, questions, level of engagement

§ Workshop evaluation forms completed by participants include the standard satisfaction-oriented questions as well as constructed-response questions to elicit information about ongoing issues, struggles and challenges, and areas for individualized follow-up

Performance-based tools are used to assess the extent to which participants develop understandings, knowledge and skills to effectively implement the content literacy pedagogy. Two documents, developed by the Collaborative, will anchor the work and define the criteria for project effectiveness.

§ Standards for participant learning

§ A Community College Content Literacy Performance Guide

Pre- and post-project surveys and observations, developed by the Collaborative, will provide evidence of change in teacher understanding and practice.

§ Faculty complete surveys about knowledge, attitudes and application of content literacy pedagogy

§ Faculty use the Performance Guide to self-assess their instructional practice

§ External observers use the Performance Guide to document instructional practice

§ Students complete surveys about experiences, perception of strategies, and learning results

Evidence of impact on student performance, engagement and persistence will be collected in the semesters following students’ enrollment in a class with a participating faculty member or enrollment in Content Literacy Strategies. It will then be compared to data from students who have not been exposed to either content literacy approach.

Staff of the Collaborative will collect and analyze the data. Periodically throughout the project, it will be shared with the KCTCS Chancellor’s office and with the presidents of the participating colleges. Ultimately, it will be compiled into a final report to the Lumina Foundation.

Project Timeline

Time		Phase I	Phase II	Evaluation
2005	Jul	Partner communication and planning		Tool development
	Aug
	Sep
	Oct	Workshop and materials development
	Nov
	Dec
2006	Jan	Five-day institute and Workshop I	Gather data on existing developmental courses	Faculty/student surveys; observations
	Feb	Workshop II and III
	Mar	Workshop IV
	Apr	Workshop V	Identify committee
	May		1^st meeting: standard setting, performance expectations	Phase I: Faculty and student surveys; observations
	Jun		2^nd meeting: curriculum development	Phase I: Summative evaluation with recommendations
	Jul		CTL refines documents	Phase I: Summative evaluation with recommendations
	Aug		3^rd meeting: full group curriculum review	Phase I: Faculty and student surveys; observations
	Sep	Workshop VI	Make recommended revisions and distribute
	Oct	Workshop VII	4^th meeting: finalize curriculum
	Nov	Workshop VIII	Distribute materials for use in Spring semester
	Dec	Workshop IX		Phase I: Faculty and student surveys; observations
2007	Jan		Content Literacy taught	Periodic observations
	Feb
	Mar
	Apr
	May		Committee meeting	Phase II: collect student data
	Jun		Course taught	Phase II: collect student data
	Jul	Prepare final report with recommendations

Communication

The Collaborative will issue a news release announcing the grant award to media outlets in the Louisville area and in the regions surrounding the participating community colleges. The notice will also be posted on the Collaborative’s web site and distributed to our partner agencies (e.g., CPE, KDE, KET).

A mid-term and a final report describing the project processes, outcomes, and impact will be produced, and shared with the Lumina Foundation, the KCTCS, the Council on Post-Secondary Education, and the Kentucky GEAR UP project.

Two articles will be written and submitted to The Community College Journal to share results and encourage other community colleges to investigate the content literacy approach. Articles will focus on the two distinct phases of the work: using content literacy strategies to support learning across disciplines, and engaging freshman in direct skills development through coursework.

The Content Literacy Course curriculum will be codified and packaged as a foundational structure for ongoing use with interested community colleges and will be highlighted on the Collaborative’s website as featured work of the organization.

By focusing communications on these stakeholders and purposes, we hope to expand the literacy conversation from the K-12 to K-14 educational community, and help community college educators become an important part of the critical dialogue between public schools and colleges.

Sustainability

The products produced within this project will support the ongoing application of the integrated content literacy approach to teaching and learning. The materials will be made available to the KCTCS for use throughout the commonwealth.

Project Management

The key Collaborative personnel assigned to work on this project are:

§ Christie Maloney, Vice President for Programs, will be responsible for the overall management of the grant, and will play a substantial role in the development of assessment tools and final products. She will coordinate communications with partners. Her focus will be to ensure that human, physical and fiscal resources are brought to bear so as to guarantee work of the highest quality.

§ Amy Awbrey, Design and Research Coordinator, will serve as Project Director with primary responsibility for the design, development and facilitation of the professional development and consultation. She will lead the development of all project materials, tools and products.

§ Deborah Walker, Senior Vice President, will coordinate the collection of project data. She will work with the Collaborative’s consultants to conduct the observations and, in collaboration with Maloney and Awbrey, will complete the analysis of the project data.

§ Keith Bird, KCTCS Chancellor, will oversee the project from a senior administrative perspective. He will serve as the liaison with KCTCS President Michael B. McCall and the Presidents Leadership Team (representing the 16 colleges statewide).

§ Jan Muto, Assistant to the Chancellor for Teaching & Learning, will serve as primary KCTCS contact for the project. She will facilitate communication with college faculty and administration and participate in all training activities. She will assist the Collaborative’s consultants, as needed, with aspects of project management, data collection and analysis.

Section III – Appendices

Appendix A – References

Academic Senate for California Community Colleges (2002). Academic Literacy: A Statement of Competencies Expected of Students Entering California’s Public Colleges and Universities. Sacramento, CA: Intersegmental Committee of the Academic Senates.

Biancoarosa, G., and Snow, C.E. (2004). Reading Next – A Vision for Action and Research in Middle and High School Literacy: A Report from the Carnegie Corporation of New York. Washington, D.C.: Alliance for Excellent Education.

Brown, C.L. (1989). The Secondary Schools Taxonomy (SST). East Lansing, MI: National Center for Research on Teacher Learning. (ERIC Document No. ED315544).

Ediger, Marlow (1999): Improving Community College Teaching, ERIC_NO: ED426733.

Englert, C.S., and Tarrant, K.L. (1995). “Creating Collaborative Cultures for Educational Change.” Remedial and Special Education 16:325-36, 353.

Guskey, T. (2000). Evaluating Professional Development. Thousand Oaks, CA: Corwin Press

Kelderman, E. (2004). Bush suggests new high school tests. Retrieved march 31,2005, from http://www.stateline.org/live/ViewPage.action?siteNodeId=136&languageId=1&contentId=15764.

McGlynn, A.P (1992). Improving College Instruction. Trenton, NJ: Mercer County Community College Foundation.

McKenna, M.C., and Robinson, R.D. (1991). “Content Literacy: Implications for Content Area Teachers.” Education Digest, 56, 30-33.

National Center for Educational Statistics (2002). IPEDS Graduation Rate and Fall Enrollment Survey. Washington, DC. National Center for Educational Statistics.

National Center for Public Policy and Higher Education (2004). The education pipeline: Big investment, big returns. Retrieved April 19, 2005, from http://www.highereducation.org/reports/pipeline/success.shtml.

National Research Council (2000). How People Learn: Brain, Mind, Experience and School. Washington. D.C. National Academy Press.

Nye, B., Kostantopoulous, S., and Hedges, L. (2004), “How Large are Teacher Effects.” Education Evaluation and Policy Analysis, 26:3, 237-256.

Schoenbach, R., Greenleaf, C., Cziko, C., and Hurwitz, L (2001). Reading for Understanding: A Guide to Improving Reading in Middle and High School Classrooms. San Francisco: Jossey-Bass.

Schoenbach, R. Tapping Teachers’ Reading Expertise: Generative Professional Development with Middle and High School Content-Area Teachers. Paper presented at the National Center on Education and the Economy Secondary Reading Symposium, March 2000.

Snow, C.E., and Biancarosa, G. (2003). Adolescent Literacy and the Achievement Gap: What Do We Know and Where Do We Go From Here? New York: Carnegie Corporation of New York.

Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2^nd ed.). Newbury Park, CA: Sage.

Vacca, R. (1998). Let’s Not Marginalize Adolescent Literacy. Journal of Adolescent and Adult Literacy, 41, 604-610.

Workforce Investment Act of 1998. (1998). [On-line]. Available: http://199.75.76/leg/legisu/workforce/aepof WIA98.html

Appendix B – Organizational Chart

Appendix C – List of Board of Directors, with Affiliations

Contact Information	Business, Professional, and Community Affiliations
Ms. Paula Anderson (Chair) Manager for US Benefits Lexmark International, Inc. 740 West New Circle Road Lexington, KY 40550 Phone: 859-232-5147 Fax: 859-232-7001 E-mail: panderso@lexmark.com	Member, Lexington Community Advisory Committee, John S. and James L. Knight Foundation Chair, Lexington Arts & Cultural Council Parent Member, Southern Elementary School-Based Decision Making Council
Ms. Harriet Lair (Vice-Chair) Vice President/Public Funds Fifth Third Bank 401 S. 4^th Street Louisville KY 40202 Phone: 502.562.5534 Fax: 502.562.5540 E-mail: harriet.lair@53.com	Board Member, The Family Place Board Member, Voter Outreach Member, Little Sisters of the Poor Advisory Board
Dr. Linda Hargan (Secretary) President and CEO Collaborative for Teaching & Learning 2303 River Road, Suite 100 Louisville KY 40206 Phone: 502.895.9500 Fax: 502.895.9521 E-mail: lhargan@ctlonline.org	Member, Galef Institute Advisory Board Member, Southern Forum to Accelerate Middle School Education Advisory Board Trustee, Council on Mental Retardation Past Board Member, Stage One Children’s Theatre
Ms. Elaine H. Ashcraft (Board Member) Executive Assistant SHPS, Inc. 11405 Bluegrass Parkway Louisville, KY 40299 Phone: 502-267-3291 Fax: 502-263-5680 E-mail: elaine.ashcraft@shps.net	Member, Focus Louisville Alumni Group Past Grants Administrator, LG&E Foundation Past Board Member, Executive Women International Past Member, Donor’s Forum
Mr. Jim Jackson (Board Member) President Software Information Systems Public Sector 9509 US Hwy 42 Suite 100 Prospect, KY 40059 Phone: 502-228-3133 Fax: 502-228-7840 E-mail: jackson.j@insightbb.com	Board Member, Northeast YMCA, Louisville, Kentucky Past Board Member, Kentucky Council on Economic Development Past Board Member, Prichard Committee Business Partnerships
Dr. Mahendra K. Jain, Ph.D. Executive Director Kentucky Science & Engineering Foundation 200 West Vine Street, Suite 420 Lexington KY 40507 Phone: 859.255.3613 Ext 230 Fax: 859.259.0986 E-mail: mjain@kstc.com	Vice President, Kentucky Science and Technology Corporation Board Member, University of Louisville, Speed School of Engineering Industrial Advisory Board Alternate Board Member, Kentucky Tobacco Research and Development Center Ex-Officio Member, Advisory Board of the Kentucky Science and Engineering Foundation Member, Royal Society of Chemistry Fellow, American Academy of Microbiology
Dr. James Klotter (Board Member, Past Chair) 1087 The Lane Lexington KY 40504 Phone: 502.863.8076 Fax: 859.277.1287 E-mail: james_klotter@georgetowncollege.edu	Kentucky State Historian and Professor of History, Georgetown College, Georgetown Kentucky Past Executive Director, Kentucky Historical Society
Dr. John Rosati (Board Member) 12603 Kirkham Road Louisville, KY 40299 Phone: 502-245-9808 Fax: E-mail: jrosati@insightbb.com	Board Member, Seven Counties Services Member, Executive Committee, Seven Counties Services Member, Electronic Medical Records Committee
Mr. Bill Wilson (Board Member) Deputy Executive Director for Education and Outreach Kentucky Educational Television 600 Cooper Drive Lexington, KY 40502-2296 Phone: 859-258-7200 Fax: 859-258-7399 E-mail: bwilson@ket.org	Trustee, Past Chair, Kentucky State University Board Member, Past Chair, Prichard Committee

Contact Information

Business, Professional, and Community Affiliations

Ms. Paula Anderson (Chair)

Manager for US Benefits

Lexmark International, Inc.

740 West New Circle Road

Lexington, KY 40550

Phone: 859-232-5147

Fax: 859-232-7001

E-mail: panderso@lexmark.com

Member, Lexington Community Advisory Committee, John S. and James L. Knight Foundation

Chair, Lexington Arts & Cultural Council

Parent Member, Southern Elementary School-Based Decision Making Council

Ms. Harriet Lair (Vice-Chair)

Vice President/Public Funds

Fifth Third Bank

401 S. 4^th Street

Louisville KY 40202

Phone: 502.562.5534

Fax: 502.562.5540

E-mail: harriet.lair@53.com

Board Member, The Family Place

Board Member, Voter Outreach

Member, Little Sisters of the Poor Advisory Board

Dr. Linda Hargan (Secretary)

President and CEO

Collaborative for Teaching & Learning

2303 River Road, Suite 100

Louisville KY 40206

Phone: 502.895.9500

Fax: 502.895.9521

E-mail: lhargan@ctlonline.org

Member, Galef Institute Advisory Board

Member, Southern Forum to Accelerate Middle School Education Advisory Board

Trustee, Council on Mental Retardation

Past Board Member, Stage One Children’s Theatre

Ms. Elaine H. Ashcraft (Board Member)

Executive Assistant

SHPS, Inc.

11405 Bluegrass Parkway

Louisville, KY 40299

Phone: 502-267-3291

Fax: 502-263-5680

E-mail: elaine.ashcraft@shps.net

Member, Focus Louisville Alumni Group

Past Grants Administrator, LG&E Foundation

Past Board Member, Executive Women International

Past Member, Donor’s Forum

Mr. Jim Jackson (Board Member)

President

Software Information Systems Public Sector

9509 US Hwy 42 Suite 100

Prospect, KY 40059

Phone: 502-228-3133

Fax: 502-228-7840

E-mail: jackson.j@insightbb.com

Board Member, Northeast YMCA, Louisville, Kentucky

Past Board Member, Kentucky Council on Economic Development

Past Board Member, Prichard Committee Business Partnerships

Dr. Mahendra K. Jain, Ph.D.

Executive Director

Kentucky Science & Engineering Foundation

200 West Vine Street, Suite 420

Lexington KY 40507

Phone: 859.255.3613 Ext 230

Fax: 859.259.0986

E-mail: mjain@kstc.com

Vice President, Kentucky Science and Technology Corporation

Board Member, University of Louisville, Speed School of Engineering Industrial Advisory Board

Alternate Board Member, Kentucky Tobacco Research and Development Center

Ex-Officio Member, Advisory Board of the Kentucky Science and Engineering Foundation

Member, Royal Society of Chemistry

Fellow, American Academy of Microbiology

Dr. James Klotter (Board Member, Past Chair)

1087 The Lane

Lexington KY 40504

Phone: 502.863.8076

Fax: 859.277.1287

E-mail: james_klotter@georgetowncollege.edu

Kentucky State Historian and Professor of History, Georgetown College, Georgetown Kentucky

Past Executive Director, Kentucky Historical Society

Dr. John Rosati (Board Member)

12603 Kirkham Road

Louisville, KY 40299

Phone: 502-245-9808

Fax:

E-mail: jrosati@insightbb.com

Board Member, Seven Counties Services

Member, Executive Committee, Seven Counties Services

Member, Electronic Medical Records Committee

Mr. Bill Wilson (Board Member)

Deputy Executive Director for Education and Outreach

Kentucky Educational Television

600 Cooper Drive

Lexington, KY 40502-2296

Phone: 859-258-7200

Fax: 859-258-7399

E-mail: bwilson@ket.org

Trustee, Past Chair, Kentucky State University

Board Member, Past Chair, Prichard Committee

Appendix D – Current Organizational Budget

FY 2004-05

Revenue							1,017,774
	Earned Income					1,007,174
		Fee for Service
			Programs
				DWoK-Kentucky	38,000
				DWoK Revitalization-Ky	35,000
				ProjectHELP	25,000
			Custom Contracts
				Organization	220,055
				District Level	99,807
				School Level	261,585
		Subcontracts			327,727
	Contributed Income					7,600
		Individual Giving			2,500
		Celebration Sponsors			5,100
	Miscellaneous Income					3,000
		Investment Income			3,000

Expenses							1,196,908
	Direct Costs					778,945
		Salaries and Benefits			594,659
		Supplies & Expenses			153,525
		Travel			30,761
	Program Support					81,498
		Salaries and Benefits			71,393
		Supplies & Expenses			7,925
		Travel			2,180
	Overhead/Indirect					335,640
		Salaries and Benefits			222,882
		Supplies & Expenses			106,019
		Travel			6,739
	Capital Assets					825

Gross Fiscal Year Gain (Loss)							(179,134)

Appendix E – Financial Statements

The Collaborative’s audit reports from the 2003-04 and 2002-03 fiscal years are attached separately, along with a letter from President Linda Hargan discussing the Collaborative’s financial status.

Appendix F – IRS Determination Letter

Appendix G – Biographical Sketches and Credentials of Key Staff

Christie Maloney

Vice President, Programs

cmaloney@ctlonline.org

Christie’s primary responsibility at the Collaborative is to provide leadership and management for the organization’s many program initiatives. As head of the program division, she leads the development of customized and responsive programs and services to address individual client needs, and supervises the design and development of new products. She oversees the planning and administration of a variety of whole school reform models, both national designs as well as the Collaborative’s own model for Standards-Based Teaching and Learning. A member of the Collaborative’s management team/ Executive Cabinet, she participates in the establishment of office-wide policies and procedures.

Christie came to the Collaborative from Advanced Systems in Measurement and Evaluation, Inc. (now Measured Progress, Inc.) where she was responsible for creating a new division that offered professional development and training services, and customized classroom-based assessment materials. As director of the Advanced Systems Kentucky office, she supervised implementation of the Writing and Mathematics Portfolio assessment, the administration of performance events testing, and the development/operation of the KIRIS Help Desk. Additionally, the Kentucky Early Learning Profile and the Primary Performance Tasks were developed and disseminated under her management.

Christie began her career working with adult learners, especially those engaged in literacy and GED preparation, working with local school districts, local governments offices and Kentucky Educational Television. As director of External Credit Programs at the University of Louisville, she developed and managed a large alternative program for adults beginning or returning to college.

Christie received her bachelor of arts from the University of Louisville and her master of arts from Morehead State University. She is active in a variety of professional associations and has served as consultant for a number of state departments of education in the area of continuous assessment and professional development.

Professional Experience (Selected)

1999-present Vice President, Programs, Collaborative for Teaching and Learning

1991-1999 Director, Kentucky Office, Advanced Systems in Measurement & Evaluation

1980-1991 Director of External Credit Programs, University of Louisville

1977-1980 Education Specialist, Louisville-Jefferson County CETA Planning Office

1975-1977 Adult Education Program Specialist, Kentucky Educational Television

1973-1974 Coordinator, Adult Learning Center, Jefferson County Public Schools

1973 Assistant Coordinator, Learning Center of the Madisonville Community College

Amy Awbrey

Program Design and Research Coordinator

aawbrey@ctlonline.org

Amy’s primary responsibilities as program design and research coordinator are evaluation, research and program development. Amy develops materials for use in the Collaborative’s programs, monitoring tools for data collection, assisting teachers to become self-assessors, and providing support to other educational programs consultants. She gathers data focused on teacher practices and long-term program impact, and coordinates external research efforts initiated by the Collaborative and Collaborative stakeholders. Amy also directs district-led initiatives in various districts, focused on leadership, literacy, organizational development and whole school reform.

Amy came to the Collaborative from Advanced Systems in Measurement and Evaluation where, as a curriculum and assessment specialist, she designed and implemented the Kentucky Writing Portfolio assessment and professional development program, designed Kentucky’s reading assessment, co-developed the Kentucky Primary Performance Tasks, and worked with various other statewide assessment and professional development programs. In addition, she spent seven years serving as both a primary and intermediate teacher in the Jefferson County Public School System with a focus on writing instruction, specialized reading programs, and visual arts for at-risk, low-income learners.

Amy has served as presenter for a host of educational organizations locally and nationally such as the Chief Council of State School Officers (CCSSO), the National Staff Development Council (NSDC), the National Council for Teachers of English (NCTE), the Wyoming Institute for Improving Standards-based Instruction, and the Kentucky Association of Assessment Coordinators (KAAC).

She holds a bachelor of education (K-12) from Transylvania University, and a master of education as a K-12 reading specialist from the University of Louisville. She is working toward an EdD in Supervision at the University of Louisville. She is the recipient of numerous grant awards and recognitions including an American Educational Research Association (AERA) Alternative Assessment Report Award, winning entry “KIRIS Writing Portfolio Audit, 1995-96: Final Report.”

Professional Experience

1999–present Program Research and Design Coordinator, Program Director

Collaborative for Teaching and Learning

1993-1999 Curriculum and Assessment Specialist, Writing Portfolio Developer

Advanced Systems in Measurement and Evaluation

1985-1992 Primary and Intermediate Teacher, Jefferson County Public Schools

Deborah Walker, Ed.D.

Senior Vice President

dwalker@ctlonline.org

Deborah serves as senior vice president for the Collaborative. In this position she serves as senior staff advisor to the president and oversees all program and other activities of the organization. She also has responsibility for product development, organizational planning, and supervising the Middle Grades Research project, an effort funded by a federal grant in collaboration with the Galef Institute in Los Angeles. Prior to joining the Collaborative staff she served as executive director of the Gheens Academy, which functioned as the instructional arm for Jefferson County Public Schools, in Louisville, Kentucky, and also as a link between the district and national reform efforts. She brings extensive experience in organizational and leadership development, curriculum, instructional improvement, professional development and grant writing.

Before making her home in Kentucky, Deborah had experience at all levels of education. Starting her career as a high school English teacher in California, she moved into school administration, first as an assistant principal and then as a high school principal. At the district level she was an assistant superintendent for instruction for two districts in the San Francisco Bay Area. She served as a faculty member at California State University, Hayward, preparing school principal candidates. Deborah received an Outstanding Faculty Achievement Award for developing a master’s degree program focusing on action research and school leadership. While at Cal State Hayward, she completed her doctorate in educational leadership with a minor in multicultural education, from the University of the Pacific in Stockton. Her dissertation focused on the role of the superintendent in promoting principal instructional leadership.

Deborah has worked as a professional development consultant in many districts in California and for the Kentucky Department of Education when she first came to Kentucky, and served as a designer and facilitator for the Danforth Foundation’s Forum for the American Superintendent. She has published a number of articles on school leadership and change. She co-authored The Constructivist Leader, published by Teachers College Press. The first edition won the National Staff Development Council’s award as Outstanding Book of the Year for 1997 and was widely used in principal development programs. The second updated edition was released summer of 2002. Her newest book written on behalf of the Collaborative is Teaching for Results: Strategies for Improving Student Performance (Phi Delta Kappa 2005).

Professional Experience (selected)

2002-present	Senior Vice President, Collaborative for Teaching and Learning
1994-2002	Executive Director, JCPS Gheens Academy, Jefferson County Public Schools
1989-1993	Faculty, Department of Educational Leadership and Coordinator of Faculty Development, California State University at Hayward
1986-1989	Assistant Superintendent, Educational Planning/Development, Fremont Union High School District, Sunnyvale, California
1979-1986	Director of Curriculum and Staff Development; Principal, Samuel Ayer High School, Milpitas Unified School District, Milpitas, California

Section IV – Proposed Budget

BUDGET CATEGORIES		LUMINA FOUNDATION REQUESTED SUPPORT
		Phase I	Phase II	Total
1	Direct Project Costs
	Personnel Expenses
	Salaries
	Staff Name and Title
	Christie Maloney, Vice President of Programs	18,565	14,852	33,417
	Amy Awbrey, Design and Research Coordinator	31,725	19,035	50,760
	Deborah Walker, Senior Vice President	9,941	4,970	14,911
	Content Area Specialists (Arts, Math, Science)	8,401	6,463	14,864
	Sheila Peak, Administrative Assistant	4,820	4,820	9,641
25%	Fringe Benefits	18,363	12,535	30,898
	SUBTOTAL: Personnel Expenses	91,815	62,675	154,490
	Other Direct Expenses
	Materials for Teachers (texts, journals, CDs, supplies)	4,800	800	5,600
	Miscellaneous Meeting Costs (name tags, folders, handouts, art supplies)	500	100	600
	Meeting meals (breakfast and lunch)	6,944	2,170	9,114
	Evaluation
	Materials (surveys, envelopes)	3,500	4,400	7,900
	Postage	4,300		4,300
	Travel (for observations)	900	900	1,800
	Participant payments	18,200	4,000	22,200
	SUBTOTAL: Other Direct Expenses	39,144	12,370	51,514
2	Indirect Costs (20% of Personnel Expenses)	18,363	12,535	30,898
3	GRAND TOTAL	149,322	87,580	236,903

Budget Narrative

Direct Project Costs

Direct project costs include CTL staff labor allocated in a variety of ways across the project including ongoing program evaluation and reporting. Additional direct project costs include all materials, supplies, resources, and print to be provided to both workshop participants and working group members across both phases of the work, as well as any associated travel costs (including planning, workshop, and data collection).

Labor – The allocated staff time includes all labor related to the contract including project management and direction, materials development and production, training and consultation, meeting facilitation, evaluation processes and analysis, report preparation, and clerical support. Staff salaries reflected in this budget are derived based on an FTE of 235 days, then multiplying the percentage of time on the project for each position by that position’s salary. Fringe benefits are calculated at 25%, which includes FICA, unemployment compensation insurance, worker’s compensation and liability insurance, medical and life insurance, and retirement plan contributions. The projected budget includes individual calculations for key staff members, and a general calculation for Content Area Specialists. The Project Director will make decisions about how and when the specialists will be used, depending on the particular needs of the participants once the project is underway.

Materials – During Phase I, teachers will receive a variety of training materials at the institute and workshops, which will take the form of texts, CDs, journals, and photocopies of critical reference materials. Teacher materials are estimated at $150, per participant for 28 participants, plus an additional 4 sets of materials for each participating community college. During Phase II, when there are fewer participants the materials costs are substantially less than in Phase I.

Miscellaneous Meeting Costs – Other meeting costs, such as nametags, folders, notepads, and art supplies, are estimated at $50 per meeting for the institute and each of the nine workshops in Phase I. The Phase II meeting costs are estimated at a total of $100 for all meetings. Because it is expected that all training and meetings will take place in the Collaborative’s training room in Louisville, using equipment the organization already owns, there are no additional meeting charges anticipated.

Meeting Meals – A continental breakfast and lunch will be served each day of the five-day institute and at each of nine workshops. Meal costs are estimated at $6 for breakfast and $10 for lunch, for each of 28 participants and three staff members, for 14 days. Meals for the Phase II meetings (10 days total) will include breakfast ($6), lunch ($10), and dinner ($15) for the seven participants.

Evaluation – The materials costs for the evaluation include printing and mailing surveys, and travel to sites to collect observation data. Travel costs are projected based on four visits to each participating college, estimated at a total of 4,360 miles. The Collaborative’s mileage reimbursement rate is 37.5 cents per mile for a total of $1,635. Three of the four sites are anticipated to be at a great enough distance from the Collaborative’s office that lunch costs will be reimbursed to the staff person traveling, at a rate of $7 per meal.

Personnel Costs

Personnel costs are projected as follows. A fringe rate of 25% is applied to salaries.

Staff Name and Title	FTE Salary	Phase I % of Time	Phase II % of Time
Christie Maloney, Vice President of Programs	$ 74,260	25%		20%
Amy Awbrey, Design and Research Coordinator	$ 63,450	50%		30%
Deborah Walker, Senior Vice President	$ 99,405	10%		5%
Content Area Specialists (Art, Math, Science)	$ 64,625	13%		10%
Sheila Peak, Administrative Assistant	$ 32,136	15%		15%

Re-Grants

Funds will be re-granted to participating community colleges for their discretionary use in supporting project implementation at their institutions (Phase I - $4,500 per institution, Phase II - $1,000 per institution). These funds may be used to support project participants in a variety of ways, from providing additional workdays for development of instructional plans and tools, to direct purchase of resources and materials for classroom use and travel to workshops.

Indirect Costs

Indirect costs are reflected in this budget at 20% of total salaries and benefits, which will be used to help cover the organization’s operational costs.

Project Director