ILLINOIS APPLICATION FOR SUPPLEMENTAL EDUCATION SERVICES

PROVIDERSCORPORATE NAME

Reading 2 Improve

FEIN

26-1884509

NAME COMMONLY USED FOR SES DELIVERY (if different) ORGANIZATION TYPE

CITY

Dallas

7024 S Eberhart Ave

LOCAL ADDRESS OF PRINCIPAL OFFICE (if different) - STREET ADDRESS

STATE

TX

ZIP CODE

75214

ADDRESS OF PRINCIPAL OFFICE - STREET ADDRESS

9110 Southwestern Blvd Unit 4203

TELEPHONE NUMBER

2146693102

Other Governmental Entity

For Profit

School

Local Education Agency (LEA)

Institution of Higher Learning

Nonprofit

FAX NUMBER

Chicago

CITY

IL

STATE

60637

ZIP CODE

channeyjohnson@yahoo.com

EMAIL ADDRESS

WEBSITE

M-F 9-5pm S 8-11am

ADMINISTRATIVE DAYS AND HOURS

No

ONLINE PROVIDER

FULL NAME

Channey Johnson

Regional Office of Education (ROE)

Grade Levels Serviced Total Program Hours Per StudentK-2 3-5 6-8 9-12 Minimum Maximum

Reading 30 30

Mathematics 30 30

Science 0 0

Total Possible Hours 60 60

Program

Provider:

Program Year:

Reading 2 Improve

SES 2014-2015

Program Summary

10

200

Minimum Number Of Students Required To Start Services in a district:

Maximum Number Of Students That Can Be Served Statewide:

NOTE: If you are using the Alternate Method, you must enter 200 or fewer as the maximum number of students that can be served statewide.

Provide a brief narrative description of your program. This may be used by districts to inform parents, so try not to exceed 500 words and remember that your primary audience is parents.

The program summary must include, but is not limited to, all of the following items. Statements in this program summary must be consistent with statements elsewhere in this application.

* The model of instruction, including evidence of effectiveness. * The minimum program hours per subject per student. * The ratio of instructors to children. * The schedule for delivery of services. * The proposed location of services. * The qualifications of your staff. * Instructional materials and equipment provided, including a description of those items the student is required to provide, if any.* A brief description of services you will offer for LEP (specify languages) and/or students with disabilities.* A statement regarding how the provision of your services may minimize the need for transportation for students and how your services may be available to students with working parents.

NOTES:

1. Marketing and public relations information distributed (such as a flyer or brochure) must be consistent with the information in the application generally and with this program summary specifically. You may not advertise services for which you are not approved.

2. In distributing information about SES to parents, schools and districts, this program description may be accompanied by other information submitted to ISBE through this application.

Reading 2 Improve uses the Corrective Reading Program, an intensive intervention program for reading remediation. We also use the Common Core Coach Mathematics Program to provide skills mastery and higher performance in mathematics. The programs are designed for students in grades 3 through 8 to improve achievement for students performing below grade level.

Both programs are research based and validated, proven to be effective through rigorous scientific research and meet the requirements of the No Child Left Behind (NCLB) Act. The models of instruction have been documented to be effective. The Corrective Reading Program uses decoding to focus on word attack skills and includes isolated sound/word practice, group reading activities to develop accuracy and oral reading fluency, and opportunities to enrich reading with comprehension activities. The Common Core Coach Mathematics Program delivers intense focus on the key math concepts and skills required for mastery of standards. Interactive questioning and examples guide students to a real understanding of important math concepts. The program provides a set of lessons for each of the five Common Core State Standards domains. Lessons are structured so students know how to learn as they master increasingly complex skills and strategies. The models include fully integrated assessments to monitor student progress, assess teacher implementation and facilitate appropriate pacing of an effective program.

We offer instruction in reading for 30 hours and mathematics for 30 hours.

The ratio of instructors to students will vary depending upon student levels. However, Reading 2 Improve will offer its services with no more than 10 students assigned to one instructor.

Typically, the program design is 4 sessions per week of one hour per session after school; we also offer services during the summer and intercessions.

The program services are offered at local schools and aligned to the school’s schedule.

All instructional staff must have obtained an associate’s degree with a bachelor’s degree preferred. In addition, they are required to pass a reading, writing, and oral presentation assessment to ensure readiness to be an instructor. Instructors are required to attend a mandatory 4-hour training session to become familiar with the program and its components and facilitate implementation.

All materials for the program implementation are provided, which include student books, workbooks, teacher presentation books and guides.

The reading program uses phonemic awareness to accommodate the learning styles of special needs students. The mathematics program provides clear instruction, independent practice, focused review on math concepts essential to standards mastery. Other accommodations used in the program include the setting and alternate methods for students to respond as opposed to just written responses to demonstrate competency. The pace of presentation of the programs may need to be varied to accommodate the needs of second language learners and students with disabilities. The instruction of the program, however, is in English and helps learners with special needs build reading fluency and develop mathematical proficiency.

Since the services are offered at local schools, after the regular school day, make the location accessible and minimize the need for any special transportation.

Can you provide services to limited English proficient (LEP) students?

Language Supported Student Maximum per District

Spanish 200

Limited English Proficient

NOTE:  The maximum number of students here must not exceed the overall maximum entered on the Program Summary page. 

Accommodation Description

Scheduling/Time Extended time to complete assignments and/or tests, breaks during instruction and/or testing

Format Divide assignments and/or tests into smaller sections of similar questions or problems

Setting Special seating, adjusted student grouping, provision of an in-class school support person

Presentation Written copies of orally presented materials, verbal and/or written directions, close-captioned or video materials, sign language interpreter, books on tape

Response Student-dictated responses for verbatim transcription, oral instead of written reports, hands-on products such as posters, panoramas, etc

Accommodations

Maximum number of students per district for whom your organization can provide appropriate services.

200

Will your organization provide SES to students with disabilities in accordance with such student's Individual Education Program under Section 614(d) of the Individuals with Disabilities Education Act and services consistent with Section 504 of the Rehailitation Act of 1973.

Disabilities

Modification Description

Shortened Assignments Fewer mathematic problems or shorter reading passages (in order to focus on mastery of key concepts)

Simplified Curriculum Simplified reading passages, alternative books with similar age-appropriate content/concepts as standard books but at an easier reading level.

Prioritizing Key Concepts Prioritizing the key concepts of a lesson and focusing instruction and assessment on those key concepts, e.g.. "When you have read this chapter, you should be able to list three characteristics of mammals"

Modifications

NOTE:  The maximum number of students here must not exceed the overall maximum entered on the Program Summary page. 

Provider:

Program Year: SES 2014-2015

Reading 2 Improve

Indicators of Quality

Part A - Required Model for Supplemental Educational ServicesSES providers must determine areas of academic need, tutor to help students with those needs, and then determine student mastery of the material or skill. In Illinois, all SES programs must:

1. Include an appropriate, nationally recognized pre-assessment(s) (diagnostic test(s)) to identify students' weaknesses and achievement gaps upon which to build an individual student plan and learning goals.

• Specify the nationally recognized pre-assessment(s) to be used.• Supply an assurance that all assessments:

◦ Are standardized or commercially available◦ Are criterion-referenced tests (and tell how you know this is true)◦ Meet the generally accepted standards of validity and reliability set forth in "Standards for

Educational and Psychological Testing" (1999) published by the American Educational Research Association, 1230 17th St. N.W. Washington, D.C. 20036 (and tell how you know this is true).

2. Use targeted remediation/instruction that is aimed at addressing the individual skill gaps revealed during the pre-assessment and that is based upon an individual learning plan. Describe your plans for targeted remediation and/or instruction.

Reading 2 Improve uses the Basic Achievement Skills Inventory (BASI) Survey, a nationally recognized diagnostic assessment to identify students’ weaknesses and achievement gaps in reading and mathematics. The results of the BASI Survey along with the placement test of the SRA Corrective Reading Program and the Common Core Coach Mathematics Summative Assessment will be used to build an Individual Learning Plan (ILP) and establish learning goals as aligned with Common Core Standards for reading and mathematics.

According to information presented in Basic Achievement Skills Inventory Manual (2004) published by NCS Pearson Inc., the psychometric properties of the validity and reliability of this assessment meet the standards set forth in Standards for Educational and Psychological Testing (1999). The BASI is also a criterion-referenced assessment, as documented by the information found in the user manual.

Reading 2 Improve uses the Corrective Reading Program and the Common Core Coach Mathematics Program, which have been documented in several states to indicate the positive effect the programs have on improving student achievement in reading and mathematics. The results of improved student performance has been consistent and reliable in several studies and validated as measured by nationally recognized assessments to include: Woodcock Reading Mastery Test (WJRM), Stanford Achievement Test (SAT), Iowa Test of Basic Skills (ITBS), Illinois Standards Achievement Test ((ISAT), and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Lois Eskin and Associates conducted a statistically valid field on the effects of the Coach Programs in helping students improve test scores and make adequate yearly progress. The results of improved student performance were validated as measured by the Florida Comprehensive Assessment Test (FCAT) and the Illinois Standards Achievement Test (ISAT).

Part C - Instructional PracticesDescribe how the instructional practices (your pedagogy) used in the program are high-quality, research-based (citing available research), and specifically designed to increase students' academic achievement in the specific subjects for which approval is sought.

The post-assessments are the same as the pre-assessments. The BASI Survey will be administered again at the end of the program. The results provide information about students’ skills in vocabulary, language mechanics, and reading comprehension, whole numbers, fractions, and decimals, simplifying numerical expressions, algebraic equations, data analyses, geometry, and measurement. A summary report will include the students’ percentile rank, performance level, and grade equivalent. The information will be compared to student performance on the pre-assessment to determine whether student gains occurred.

A detailed response to each verbal and mathematics skill item is also provided on the BASI Survey results. This listing will be used to identify the specific skills a student might need additional help and/or identify new skills for instruction. Students will be re-administered the placement test for the Corrective Reading Program and the summative assessment for the Common Core Coach Mathematics Program to determine whether student gains occurred. Comparing the pre-and post-assessments results, will facilitate determining future instruction needed to improve students’ performance in reading and mathematics.

3. Include a post-assessment linked to the diagnostic assessment to determine whether student gains occurred and to further develop a plan for either re-teaching skills or identifying new skills for instruction. Describe your post-assessment(s), including the linkage to the pre-assessment and how the post-assessment would facilitate future instruction as required.

The BASI Survey provides overall academic achievement information for a student’s verbal and mathematical skills. The screening will be used to identify students’ academic strengths and weaknesses. This information along with the results of the placement tests for the Corrective Reading Program and the summative assessment for the Common Core Coach Mathematics Program will be used to develop an Individual Learning Plan (ILP). The Placement Test of the Corrective Reading Program will determine where a student is placed in the program to facilitate progression of skill development from level to level. The summative assessment of the Common Core Coach Mathematics Program will identify student strengths and weaknesses in the five domains: Operations and Algebraic Thinking, Number and Operations in Base Ten, Number and Operations-Fractions, Measurement and Data, and Geometry. The results will identify which domains require remediation. The design of the programs ensures that targeted instruction/remediation is aimed at addressing the individual skill gaps revealed during the pre-assessments.

Part B - Connection to School and District ProgramsDescribe how the instruction and content of your program will be consistent with the academic program a student experiences during the regular school day. NOTE: in Illinois, homework help and test preparation are not allowable SES activities.

Reading and mathematics instruction are an integral part of the academic program that all students experience during the regular school day. It is important to identify which children are at risk for failure in reading and mathematics, and intervene quickly to help them. Instruction using the Corrective Reading Program and the Common Core Coach Mathematics Program will provide an extension of learning experiences that are provided during the regular school day. Out-of-school time programs are an opportunity to supplement learning from the school day and provide targeted assistance to students whose needs extend beyond what they can receive in the classroom. Students will receive daily practice in oral reading with immediate response to address individual skill gaps. Mathematics instruction provides concept lessons that begin with an underlying concept and connects directly to skill or skills taught in that lesson.

Out-of-school time can play a meaningful role in improving academic achievement and closing the gap between low- and high-performing students (Beckett M. Borman, G., Capizzano, J., Parsley, D., Ross, S., Schirm, A., & Taylor, J., 2009).

The Corrective Reading Program includes the components recommended by the National Reading Panel for effective reading programs. Decoding skills and strategies are taught using a direct instruction approach. Students are taught phonemic awareness and phonics to facilitate student fluency building, develop vocabulary, and enhance text comprehension. The Corrective Reading Program is based on cumulative skill development. Therefore, once a skill is taught, students receive practice in applying that skill until the end of the program. The type of cumulative development consisting of a unique blend of high-frequency practice, accelerate learning. The difficulty of material increases gradually, but steadily so students experience success and are motivated to continue program participation.

Studies show that Corrective Reading has been proven to advance achievement in classrooms across the nation, serving children in a wide range of grade levels and socioeconomic and ethnic groups (McGraw-Hill, and ASCD, 2003). These studies show Corrective Reading closes the achievement gap for a wide range of SRA Direct Instruction programs, which includes the Corrective Reading Program, received the highest ranking for program effectiveness in an independent analysis conducted by the American Institutes for Research in 2006.

The Common Core Coach Mathematics Program provides math exercises that aligned to the common Core Standards, American Recovery and Reinvestment Act (ARRA) and the No Child Left Behind Act. Math proficiency building allows students to engage in small group and individual math lesson to help them excel with the common core standards. The program provides expert weaving of the Standards for Mathematical Practice throughout the curriculum to ensure the development of mathematical proficiency. Interactive questions follow examples and ask students to discuss a topic, model a situation, try to solve a problem on their own, or check their work. Students will use a four-step problem-solving process—read, plan, solve, check—to approach any mathematical problem. Content-specific math tools are supplied for individual lessons. Each lesson is aligned to one or more standard.

Research supporting the Triumph Learning Common Core Coach Mathematics pedagogy incorporates systematically collected and empirical evidence. These studies have been subjected to rigorous data analysis and many have been peer-reviewed in academic publications. In 2004, Triumph Learning commissioned Lois Eskin Associates, and independent and respected educational research group, to conduct a statistically valid field on the effects of Coach Programs in helping students improve test scores and make adequate yearly progress. The results showed that there was an increase in the percentage of students who met or exceeded standards in mathematics (Lois Eskin Associates, 2004).

Part D - Learning Plans and Curriculum1. Describe the specific process used, in consultation with an individual eligible student's parents and teachers, to develop an Individual Learning Plan (ILP)/Individual Tutorial Plan (ITP).

Reading 2 Improve will administer the BASI Survey and the Corrective Reading Program pre-assessment and the Common Core Coach Mathematics Summative Assessment and then analyze the results to determine skill gaps for individual students and program placement. Based on student performance and program placement, an Individual Learning Plan (ILP) will be developed. The skills correlated to the common core standards that will be addressed in the program will be used to develop the plan.

The opportunity for parents and teachers to meet with staff from Reading 2 Improve will be afforded to allow them to provide input in developing the ILP. If the parents and or teachers do not participate, the instructor will develop the ILP and communicate it to parents and teachers and begin instruction.

The results of the BASI Survey and pre-assessments for the Corrective Reading Program and the Common Core Coach Mathematics Programs will be recorded on the ILP. The Corrective Reading Program requires that mastery tests are administered after every ten lessons. The Common Core Coach Mathematics Program is organized in sections with an assessment after each section to measure student mastery of previously taught skills. These tests identify student mastery of previously taught skills. The mastery test results will be recorded on an individual progress chart for each student. The chart will be used to monitor student progress in the program.

Part E - Communication with Schools and Districts1. Describe the mechanisms and techniques you will use to monitor student progress during the course of instruction.

2. Describe the specific procedures used to report student progress to students' teachers and/or other appropriate school or district staff.

The mastery test reports will be given to student participants and distributed to their teachers. At the end of the program students will also receive a status report, which will be distributed to their teachers as well.

3. Name and describe the curriculum/curricula that will be used in all subject areas for which you are seeking approval. If your curricula do not have names, simply supply a description of each. NOTE: in Illinois, homework help and test preparation are not allowable SES activities.

Reading 2 Improve uses the SRA Corrective Reading Program and the Common Core Coach Mathematics Program. Both programs include a placement test and integrated assessments throughout the program to monitor student progress and assess teacher implementation to facilitate appropriate pacing of effective programs.

The Corrective Reading Program is an intervention program that uses a script presentation approach to engage participation of all learners. It incorporates the five areas the National Reading Panel recommends for effective reading instruction. They are (1) phonemic awareness, (2) phonics, (3) fluency building, (4) vocabulary, and (5) text comprehension. The Corrective Reading Program consists of decoding strategies with lessons structured so that students know how to integrate increasingly complex skills and strategies.

The Common Core Mathematics Coach Program provides a set of lessons for each of the five domains of the common core standards in grades 3-5: (1) Operations and Algebraic Thinking, (2) Number and Operations in Base Ten, (3) Number and Operations—Fractions, (4) Measurement and Data, and (5) Geometry. It also includes a set of lessons for each of the five domains of the common core standards in grades 6-8: (1) Ratios and proportional Relationships, (2) The Number System, (3) Expressions and Equations, (4) Geometry, and (5) Statistics and Probability. The Coach Program helps students make sense of problems and persevere in solving them. It provides content-specific math tools that are supplied for individual lessons.

2. By checking this box, you assure ISBE that each ILP/ITP will contain the following information:

* The specific achievement goals for the student in the subject(s) to be tutored. * How the student's progress will be measured * A timetable for improving achievement.

All ILPs/ITPs will contain at minimum information on these three topics.

Part F - Communication with Parents and Families1. Describe the specific procedures used to report student progress to students' parents/families.

The mastery test reports will be given to student participants to give to their parents or mailed if necessary. At the end of the program students will also receive a status report to give to their parents as well.

2. Describe how often you will supply these reports of student progress.

3. Describe how student progress reports will be provided to parents and families in a format and language they can understand.

Depending on the rate of student progress, students will receive two to three mastery reports, which will be distributed to students to give to their parents, and the status report will be distributed as well at the end of the program.

All information will be provided a format and language most conducive for parents to understand.

3. Describe how often you will supply these reports of student progress.

Depending on the rate of student progress, students will receive two to three mastery reports, which will be distributed to students’ teachers, and the status report will be distributed as well at the end of the program.

Part G - Qualifications of Instructional StaffCurrently, all individuals providing tutoring services to children in the SES program in Illinois must meet, at a minimum, the requirements for paraprofessionals under The No Child Left Behind Act of 2001 in Illinois. These requirements are defined in 23 Illinois Administrative Code 25.510 (cf. 23 Illinois Administrative Code 675.40). Generally this means that a tutor must have at minimum a high school diploma and an associate’s degree or its equivalent (60 semester hours or 90 quarter hours). Consult 23 Illinois Administrative Code 25.510 for more details.

In this Section, describe the minimum qualifications your educational staff (i.e., lead instructors, tutors, etc) must have for you to hire them. This description must include information about all of the items listed below. If an item is not required for hiring, then indicate this item is not required. You may also include information about qualifications you prefer your new employees to have but do not require. Where you have specific requirements regarding the subject areas for which you seek approval, those may be described here as well.

* Formal training/education* Licensure (such as driver's license, a first aid certificate, or a safe food-handling license)* Teacher certification* Employment experience* Professional development experiences* Professional affiliations

Part G, Section 1 - Minimum Qualifications

These minimum qualifications identified in 23 Illinois Administrative Code 25.510 and 675.40 will be met by all of our tutors.

All instructional staff must have completed a minimum of an associate’s degree or its equivalent. They must have some previous employment experience and professional development experience working with children. While teacher certification is not a requirement, all new employees must pass a reading, writing, mathematics, and oral presentation assessment to ensure their readiness to be an effective instructor. Reading 2 Improve prefers employees pursuing their undergraduate/graduate degree in education with a desire to become a classroom teacher or employees at the school where services are offered. There are no other pre hire requirements for the instructor in the areas of licensure, teacher certification, or professional affiliations.

Enter the resume of the person overseeing the instructional plan for students. This person may be known within your organization as the “Director of Curriculum,” the “lead teacher,” or by some other term. If this responsibility is shared by more than one person, include a resume for each.

The resume(s) must outline related education and employment experience, related professional development experiences, and related professional affiliations. Please do not include personal information such as Social Security number, address, or telephone number since the resume(s) will be public information.

Part G, Section 2 - Instructional Leadership

The following is the resume of the person overseeing the instructional plan for students:

Educational Essential 2009-2010

Illinois State Approved Supplemental Education Services (SES) Provider• Designed and submitted reading program model to Illinois Department of Education to provide reading tutoring to students in grades 3-8 in Illinois school districts• Supervised system for student enrollment, attendance, state and district compliance reporting procedures, invoicing, expense reporting, and financial accounting• Provided reading tutoring, testing, and assessment according to program compliance

Chicago Public Schools 2/2009-6/2009Consulting with Office of Math and Science as Math and Science Lead Coach• Designed instructional models to facilitate best practices in the classroom• Coordinated model leadership procedures to facilitate curriculum implementation• Provided support to math and science lead teachers to enhance leadership skills and improve math and science teaching and learning• Designed and presented professional development to support math and science lead teachers’ roles• Participated in 106 hours of training to enhance coaching skills

North Chicago School District 187 2007-2008Fifth Grade Teacher• Planned, developed, and facilitated test preparation activities to ensure effective instruction in state standards• Spearheaded the process and procedures to ensure that all students in 4th and 5th grades had access to and practice using scientific calculators in preparation for state testing• Coordinated an after school tutorial program for students in grades 3-5

Chicago Public Schools 2006-2007Math and Science Specialist, Fifth Grade Teacher• Enhanced math and science curricula implementation• Designed and presented professional development activitiesUnderstanding the Illinois Mathematics Assessment FrameworkScoring Mathematics Extended Response QuestionsTeaching Hands-on Science Instruction

Using Benchmark Assessments to Guide Instruction• Coordinated school site Supplemental Education Services Provider Program to comply with NCLB standards; coordinate program scheduling and reporting and monitored curriculum implementation

Miami Area 2001-2005Educational Consulting• Taught graduate level course, The Principalship as an adjunct professor at Florida International University in the department of Education Leadership and Policy Studies• Designed and collaborated with other principals to develop administrative training tools as an extension of the Principal Development Institute with the Florida Annenberg Challenge Initiative• Designed and presented professional development activitiesCommunication StylesAcquiring Personal Power in the Classroom: Management Strategies and Techniques• Established 501 (c) 3 Corporation• Advised individuals and businesses with operations and development to include 501 (c) 3 startup, business plan development and evaluation• Designed and implemented activities to facilitate the opening of a private academy to provide an alternative educational setting for students not succeeding in public schools; co-chaired the school establishment committee; developed school site organizational procedures; designed personnel hiring process by developing questions and evaluation rubrics; created master schedule

Miami Dade County Public Schools (MDCPS) 1985-2003Principal 1998-2003• Designed and implemented a professional development program for teachers to promote teacher collaboration and opportunities for sharing best practices; to promote teamwork and reduce isolation in the workplace; to encourage teacher reflection; and to improve the teaching and learning environment• Coordinated and conducted teacher training sessions to facilitate data analyses and the ability to use it to guide instructional planning. Initiated parent training sessions to provide parents with student achievement data and opportunities to become more involved with school improvement initiatives• Co-designed a business model using the SWOT Analysis created to provide a collegial support network and mentors for newly appointed administrators in an urban school district• Monitored annual budgets of $3 million• Supervised and evaluated more than100 employees, which included faculty and staff• Achieved state and district recognition for improving student achievement in math, reading, and writing• Developed and presented regional training workshops for administrators and teachers on Using Standardized Test Data to Develop Annual School Improvement Plans• Planned, designed, and facilitated school improvement training programs to enhance leadership initiativesUnderstanding Learning Styles to Improve Teaching and LearningCreating Professional Development Plans

Assistant Principal 1994-1998• Designed, implemented, and monitored school improvement project entitled, Total Quality Management to sensitize middle school teachers to work more effectively with low performing adolescents with emphasis on special education students and second language learners• Planned, developed, and presented district training workshops for district wide Mathematics and Science Teacher Leaders• Assisted school site leadership with program development for the inaugural year of developing an International Baccalaureate Magnet Program• Coordinated and monitored a school wide writing initiative, which included assigning weekly writing prompts for all students in grades K-5 and coordinating weekly grade level meetings to compare student samples and share best practices

Classroom Teacher, 1985-1994• Designed, implemented, and monitored school improvement project entitled, Using Technology to Enhance Writing to increase teacher usage of technology in the instruction of writing. It included teacher training workshops, writing pre/post tests, and small group writing instruction• Co-presented teacher workshops to enhance writing development and raise teacher expectations to improve learner outcomes

• Chaired the School Improvement Committee and facilitated the preparation of the annual school improvement plan

EDUCATIONUniversity of Illinois Chicago, ILPost Doctoral Studies Middle Grades Math Education

Florida International University Miami, FLEdD Educational Administration and Supervision

Barry University Miami Shores, FLMS Computer Education

Grinnell College Grinnell IABA General Science

PROFESSIONAL EDUCATOR CERTIFICATES

Leadership/Administrative Illinois, TennesseeElementary Teaching K-9 IllinoisElementary Teaching K-5 TennesseeMiddle Grades Mathematics IllinoisMiddle Grades Science IllinoisMiddle Grades Computer Applications Illinois

PUBLICATIONSDissertationJohnson, C. (1998). A Comparative Study of High-achieving and Low-achieving African- American Students in an Urban Setting. Ann Arbor, MI: UMI

Refereed General Audience WritingThe Effect of Conflict Resolution Training on the Number of Student Referrals for Third Grade Inner-city Students, in L. R. Gay, Student guide to accompany educational research competencies for analysis and application, 5th edition, pages 56-57, (1996), Englewood Cliffs, New Jersey: Prentice Hall.

PROFESSIONAL LECTURESPlenary Speaker Invited plenary speaker at the National Science Foundation Conference-The Evolving Role of Science, Mathematics, and Technology Reform: Strategies for Sustainability (Washington, D. C. 2003)

First National Conference at Stanford University on Race: African Americans, Research and Policy Perspectives at the Turn of the Century (Stanford, CA, 1999)

Public Lectures

National Association of African American Hispanic Studies Conference (Houston, TX, 1999)

National Association of African American Hispanic Studies Conference (Houston, TX, 1998)

GRANTS

InternalState of Florida Department of Education, School Improvement Recognition Award Recipient

$92,000 (2003)

Miami Dade County Public Schools, Instructional Technology Incentive Grant Recipient, $120,000 (1997)

ExternalCitibank Teacher Mini-Grant Recipient, Using Microbiology to Teach Fourth Grade Students Good Hygiene Practices $500 (1986)

PROFESSIONAL SERVICES

K-12 Educational Leadership Activities

Illinois State Board of Education Grant Reviewer for School Improvement Grant SIG 1003(g), 2010

Chicago Public Schools, Chicago Math & Science Initiative: Professional Development and Leadership Academy, Summer 2007

Chicago Public Schools, Mentor for New Teachers, Golden Teachers Program, 2006-2007

Chicago Public Schools, AVID Student Success Path Coordinator, 2006-2007K-12 Educational Leadership Activities (continued)

Harvard University’s Principal Center, Leadership: An Evolving Vision, Summer 2003

University of Granada, Educators in Spain Program, Summer 2002

Miami Dade County Public Schools, Co-Lead Principal, 2001-2003

Florida International University and Miami Dade County Public Schools, Executive Development Program, Summer 2001

Miami Dade County Public Schools, Spanish Immersion for Administrators, Spring 2001

Florida Annenberg Challenge Initiative, Principal Development Institute, Spring 2000

Miami Dade County Public Schools, Executive Training Program, 1997-1999

Miami Dade County Public Schools, Region VI Young Authors’ Fair Coordinator, Spring 1998

University of California Berkeley Primary Institute of Science and Mathematics, Lead Administrator for Science Team Teacher Training, Summer 1996

Miami Dade County Public Schools, Leadership Educational Opportunities for Teachers, 1993-1994

United Teachers of Dade, School Site Union Steward, 1990-1994

Miami Dade County Public Schools, Lead Teacher for grade level teams, 1990-1994

Miami Dade County Public Schools, Mentor Teacher for student teachers and interns, 1989-1992

Miami Dade County Public Schools, Collaborative Partnership with Teachers involving students in magnet and neighborhood communities in a theatrical production, Spring 1989

Philanthropic Activities

Board of Directors, Secretary Dr. John A. McKinney Christian Academy, 2002-2005Trustee Board, New Birth Baptist Church Cathedral of Faith International, Miami, FL 2001-2005

1. Describe the method(s) used to recruit and hire competent tutoring staff.

Part G, Section 4 - Recruitment, Hiring, and Evaluation

Classroom teachers and educational support personnel who meet the minimal educational qualifications to serve as an SES tutor will be recruited. Referrals from district staff, school staff, and representatives from the publishing staff whom are familiar with the curriculum will also be a method of recruiting competent staff. Finally, to recruit staff, Reading 2 Improve will work with local colleges and universities and their teacher education programs to recruit individuals who meet the qualification.

Potential hires are required to complete an application for employment, provide a resume with valid references, and pass an interview. Once these requirements are satisfied, potential hires must pass a background check and a reading, writing, mathematics, and oral presentation assessment to ensure readiness to an effective instructor.

The 4-hour initial training session is required for all instructors. It will provide an overview of the SRA Corrective Reading Program and the Common Core Coach Mathematics Program to understand its philosophy and become familiar with program components.

The training will include: (1) comprehensive program introductions; (2) in-class video clips of program lessons being delivered; (3) lesson presentations by participants; and (4) student placement testing procedures and sample administrations.

The initial training will be offered annually at least one week prior to the start of the program. This training will help instructors with data analysis to enhance their ability to monitor student progress, complete individual progress charts effectively, and determine their individual instructional goals.

After you hire your tutors, you will have training and other professional development activities for them to help improve the instruction of the students. If you have a standard set of such events, describe them here. If these vary from year to year, please give examples of past such events. In your description, be sure to include the following information:

* A description of the content. * To whom the training is offered. * When it is offered.

Part G, Section 3 - Professional Development Plan

School Establishment Committee, Dr. John A. McKinney Christian Academy 2000-2002College Fair Representative Grinnell College, 1995-2000Role Model Speaker, Vision to Victory Human Services Program, Spring 1999Multicultural Recruitment Committee Grinnell College, 1987-1994Class Agent Grinnell College 1985-1986

HONORS/AWARDS

Who’s Who in the World 2005 (22nd Edition)Who’s Who in America 2004-2007 (58th-61st Editions)Principal of the Year Nominee, Miami Dade County Counselors’ Association, 1998Assistant Principal of the Year Region Finalist, Miami Dade County Public Schools, 1997Delores Auzenne Fellow, Florida International University, 1993-1997Teacher of the Year Nominee, Miami Dade County Public Schools, 1989

Part H - Evidence of EffectivenessSubmit evidence demonstrating the effectiveness of the specific programs or services you will be offering in Illinois through either the General Method or the Alternative Method.

Part H - Alternate Method Section 1Supply evidence that your organization has a minimum of three years' experience serving youth through activities such as tutoring, mentoring or other extracurricular programs.

Part H - Alternate Method Section 2Supply evidence that the curricula to be used by the eligible applicant have been demonstrated to have a positive impact on students' achievement in each of the subjects for which approval is sought and at each grade level proposed, particularly for low-income, underachieving students, as demonstrated by scores on the State assessment or on a nationally recognized assessment and through an appropriate analysis of those scores.

Reading 2 Improve was founded in 2012 as a sole proprietor. The information below describes the experience of the founder.

The founder worked as a classroom teacher from 1985-1994 and from 2006-2008. She served as an elementary school administrator from 1994-1997 and 1998-2003 and a middle school administrator from 1997-1998. From 2006 -2010, she served in Illinois Public School Districts serving youth in similar communities where the SES services will be offered. As noted on her resume, she has documented professional teaching, administrative experiences, and familiarity with the Common Core Standards. In addition, she has worked for three SES Providers; in one capacity as a SES tutor, another as the school site coordinator for approximately 75 student participants, and another as the program administrator and tutor. She also worked as an after school tutor to provide additional instruction of state standards to improve student achievement. She is more than qualified to ensure effectiveness of program operations, train and monitor up to five employees as allowable under operations as a sole proprietorship.

The organization also has program administrative procedures, such as maintaining attendance and ensuring appropriate reporting in STARS, generating progress reports and ensuring appropriate parent notification, and maintaining qualified personnel and all other SES program requirements.

It is from these direct instructional experiences and program administrative experiences that the organization will be able to provide SES services effectively to youth in Illinois public school districts.

Out-of-school time (OST) program that supplement learning from the school day and provide targeted assistance to students whose needs extend beyond what they can receive in the the classroom can play a meaningful role in improving academic achievement and closing the gap between low- and high-performing students (Beckett, M., Borman, G., Capizzano, J., Parsley, D., Ross, S., Schirm, A. & Taylor, J. 2009).

The Corrective Reading Program has been used and demonstrated to improve student achievement in reading. The following information from several states (California, Texas, and New Mexico) indicated the

2. Describe the process by which you will ensure that the work of your tutors is reviewed regularly by a professional educator. Also indicate what remediation steps you may take if a tutor is found to be in difficulty.

An experienced educator will regularly review instructional practices through classroom observations and monitor individual reading progress charts to assess student performance in the program. The individual will use a reporting form to track teacher progress with lesson implementation to ensure sufficient pacing of program implementation. If sufficient progress is not being made, a conference will be held with the tutor to discuss the matter. Additional training will be provided if necessary along with lesson modeling for the tutor to improve performance.

positive impact the program has on improving students’ reading performance. Aside from data in multiple states, the evidence is based on reading achievement as measured by nationally recognized assessment: Woodcock Reading Mastery Test (WJRM), Iowa Test of Basic Skills (ITBS), and the TerraNova Standardized Test.

In San Diego, California, a district evaluated remedial readers’ utilization of the SRA Corrective Reading Program as a pullout versus mainstream instruction in a classroom. The results compared the effects of using the program in regular English classes. Subjects were 7th and 8th grade students whose reading scores were at or below the 18th percentile as measured by the Total Reading scores of the Woodcock-Johnson Reading Mastery Test (WJRM). The Corrective Reading group (N=43, 79% minority) were assigned to levels based on the program’s placement tests. Students received instruction in a pullout program 50 minutes per day for a period of six to nine months, depending n their group placement. The comparison group (N=13, 62 % minority) remained in regular English classes for a period of ten months.

Both groups were administered the Woodcock Reading Mastery Test as a pre- and posttest. With an average of only nine months of instruction, students in the Corrective Reading pullout program made significantly greater gains (2.2 grade levels) than the group in the mainstream program (.4 grade levels, p < .001).

In 2011-2012 a school district in California implemented the Corrective Reading Program in grades 4 and 5. The results from the Corrective Reading Program assessment demonstrated students’ increased reading proficiency. In 4th grade, 61% of the students increased one level, 22% increased by two levels, and 17% of the students remained at the same level. In the 5th grade, 42% of the students increased one level, 42% remained at the same level, and 16% of the students dropped one level. Similar implementation with an SES Program in 2009-2010 with 7th grade students resulted in 100% of the students increasing by one level.

The effects of an 85-day implementation of the Corrective Reading Program on reading achievement of 4th through 6th grade minority students in a large urban school in Texas also demonstrate the positive impact on students’ achievement using this program. The subjects in the Corrective Reading group were 25 black students and one white student in Title 1. Three comparison groups were used: (a) all other Title 1 students in the district, (b) other Title 1 students with similar demographics in the same school, and (c) Title 1 students, average students, and gifted students in a comparable school in another district. Title 1 students are defined as those with scores below the 35th percentile on the Iowa Test of Basic Skills (ITBS).

Students in Corrective Reading were taught using the Decoding A and Comprehension A or Decoding B and Comprehension B programs based on their placement test scores. The group sizes were 1:14 and 1:12 and were consistent with the student-teacher ratio for the comparison groups in other Title 1 classes. The Title 1 comparison classes used other reading programs. Each class was taught for one hour a day for four months, from January to May for a total of 85 days.

ITBS scores were used to compare the reading performance of students using the Corrective Reading program with that of all other Title 1 students in the district. On Total Reading, the Corrective Reading group gained 1.6 months per month of instruction compared to .6 month of instruction for the Title 1 students.

Tularosa Municipal Schools in New Mexico serves more than 1,000 students in three schools. The district’s student population is 47% Hispanic, 32% Caucasian, 20% Native American, and 1% African American with 69% of the children eligible for free or reduced-priced meals. Tularosa implemented the Corrective Reading Program in grade 3 during the 2001-2002 school year. Since then, students have made continual progress based on the TerraNova Standardized Test in reading as indicated below:

Year Grade Level %-age of students at or above grade level2002 Grade 3 32 Students2003 Grade 4 62 Students2004 Grade 5 69 Students

Reading 2 Improve, not only focusing on improving student performance in reading, but includes a mathematics tutorial component as well. Reading 2 Improve uses the Triumph Learning Common Core Coach Mathematics Program. Research supporting the Triumph Learning Coach pedagogy incorporates

Part H - Alternate Method Section 4Applicants using the Alternate Method may not serve more than 200 students per year statewide in Illinois during the first two years of providing services. NOTE: In choosing the Alternate Method, the applicant must ensure that in Program Summary Part A of this application, the maximum number of students is 200 or less.

See Hardcopy Attachment

Part H - Alternate Method Section 3At least five, but no more than ten signed and dated letters of reference from previous clients (families, districts, or teachers) offering testimonial information on the positive impact of the program proposed in the application. Each letter must include this information:

* Contact information for the letter’s author.* Starting and ending dates of service provided. * School and district names for the student(s) receiving the service. If the original letter did not include the above-listed required information, the applicant must add that to the letter in a location outside the body of the letter.

systematically collected and empirical evidence. In spring 2004, Triumph Learning commissioned Lois Eskin Associates, and independent and respected educational research group, to conduct a statistically valid field on the effects of Coach Programs in helping students improve test scores and make adequate yearly progress.

The Coach mathematics Program was critical in improving test scores in Florida. According to Eskin Associates report, scores on the 5th grade mathematics Florida Competency Assessment Test improved since they implemented the Coach books. Results showed an increase of 50% improvement in mathematics over a three-year period. Schools using the program showed that 36% of their students met or exceeded the state standards.

Preferred External Educational Services, a SES Approved Provider in Michigan uses the SRA Corrective Reading Program and the Common Core Standards Mathematics Coach Program. Their company provides instruction in a small group with a maximum of 10:1 student/teacher ratio. The current data shows an average 12.4% improvement in Reading and 15% improvement in Mathematics in the Detroit Metropolitan Area using this provider (2011).

Structuring out-of-school time to improve academic achievement: A practice guide (NCEE#2009-012). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education suggests that out-of-school programs taking place after school and at other non instructional periods of the school day can be effective. This research also suggests increasing parental tutorial choice options as a useful means to increase student attendance in programs. Finally this research shows that in person small group or individual tutorials are better for students to achieve academic improvement. Reading 2 Improve not only offers engaging learning experiences to students and uses examples and practice unique to the students’ learning style, but complies with the out-of-school time instruction demonstrated to increase student achievement.

The applicant confirms that if approved it will serve no more than 200 students statewide in Illinois during the first two years of its approved status.

Reading 2 Improve

SES 2014-2015

Provider:

Program Year:

Locations

All Regions

Service AreasRegion County District

The time(s) that best describes when you deliver services to students.

Before School WeekendsAfter School Summer

Delivery Time

SeptemberJune December

The months of the year when you intend to deliver services to students.

AprilJanuary July October

February AugustMay November

March

Delivery Months

Typically the program design is four sessions per week of one hour per session after school. The services will be aligned to the school schedule.

Weekly Schedule

The ratio of instructors to students in your program.

10 students for every instructor.

Student - Instructor Ratio

Proposed Locations of Service Delivery.

Delivery Locations

SES providers in Illinois may indicate whether the minimum number of students needed to offer SES in a district applies to a whole district or to individual sites within a district (cf. 23 Illinois Administrative Code 675.50(a)(5)).  The rule assumes that the minimum number applies to whole districts unless otherwise specified Therefore, applicants must review the list of districts for which they seek approval, above, and identify by hardcopy to ISBE those districts where this minimum number applies to sites within those districts.  This hardcopy is to be submitted as part of this application and should be submitted per the instructions for all other application hardcopy items.

Our minimum number always applies to whole districts.

Location

Community Center

Library

Public School/District

SES providers may provide transportation but are not required to do so.

Pupil Transportation

Occupancy Expenses

Curriculum Development Expenses

Administrative and General Expenses

Profit

Total

$30,000.00

$4,600.00

$3,000.00

$3,600.00

$5,000.00

$46,200.00

$3,000.00

$460.00

$300.00

$360.00

$500.00

$4,620.00

Program Expenses

$77.00

Number of Students:

Hourly Per-Pupil Cost

60Per-Pupil Total Program Hours

10

NON DISTRICT

Per-Pupil CostCost

Provider:

Program Year: SES 2014-2015

Reading 2 Improve

Sample Costs

Provider:

Program Year: SES 2014-2015

Reading 2 Improve

Financial Soundness and Organizational Capacity

Part A - Organizational HistoryDescribe the general history of your organization, including information such as length of time in operation, number of existing locations, number of staff, etc.

Reading 2 Improve is a Proprietorship established in Texas in June 2012. The company submitted and was approved as a Texas SES Provider for the 2012-2013 school year. The company also was established in Illinois as Educational Essentials and was an Illinois SES Provider for the 2009-2010 and 2010-2011 school years. Based on the recent establishment of the company, for the purposes of approval, it is presenting the qualifications of its owner as the qualifications of the entity. The following is then a description of the history of the owner’s experience.

As the manager of Reading 2 Improve, I have 28 years experience working in education. This includes six years of experience serving as a principal in an urban community with demonstrated experiences of improving student achievement, effective facilities and personnel management, and also fiscal responsibilities in excess of two million dollars. This includes two years of experience in non profit management, which involved grant-writing and business consulting. Finally, I have 15 years teaching experiences working in diverse communities.

I operated Educational Essentials as a sole proprietor for the first year of operations as the only employee at one site. As revenue is generated and sufficient financial resources are available, program operations will expand to include more personnel as time progresses.

Part B - Service HistoryDescribe the history of your organization specifically in regard to the provision of Supplemental Educational Services (and/or similar academic tutoring work), including the number of previous contracts, the diversity of clients, the number of students served, etc. This history does not need to extend more than five years into the past.

Reading 2 Improve was established in 2012 and was approved to provide SES services in Texas for the 2012-2013 school year. However, the company did not offer services in Texas and was removed from the approved providers list. While you request the service history for the past five years, due to the recent establishment of the company, the service history of the owner’s experience will extend beyond five years to demonstrate the organization’s ability and capacity to operate as an SES Provider.

1989Title I Resource Educator - provided after school tutoring services to low-performing students and workshops for parents of Title I students. The population consisted of approximately 50 K-5 students of which 65% were African American, 34% Hispanic, and 1% White/Other. The program operated for two years and was a part of the school improvement plan and resulted in improved student achievement.

1993Small group tutoring of students in grades 2-5 during the school day. The program was implemented for one and half years serving a population of 240 students of which 72% were African American, 25% Hispanic, and 3% White/Other.

2001Coordinated Saturday School tutorial program for underprivileged minorities to enhance student achievement; The services were provided for two years to a population of 150 students of which 45% were African American, 52% Hispanic, and 3% White. The program was part of a school improvement initiative that supplemented the primary reading and math programs during the school day, of which included the SRA Direct Instruction Reading Program, of which a component will be used in the SES provider’s program. The results documented significant achievement gains.

2004Third grade SES Tutor for five months to 15 students, of which 7% were African American, 92% Hispanic, and 1% White/Other. Various administrative functions of SES Program operations i.e. teaching reading and math, generating progress reports, and all other responsibilities as a classroom teacher.

2006 SES School Site Coordinator for 75 students in grades 1-8, of which 94% were African American and 6% Hispanic. As coordinator, I provided curriculum training, structured class schedules, maintained attendance and generated progress reports in STARS, monitored program implementation, and supervised personnel for five months.

2008Coordinated after school tutorial program for 30 students in grades 3-5, or which 92% were African American, 7% Hispanic, and 1% White. I also provided reading and mathematics tutoring to 5 5th grade students.

2009-2011Approved SES Provider in the State of Illinois

2012-2013Approved SES Provider in the State of Texas

Part C - Management StructureSupply evidence demonstrating that your organization possesses a sound management structure and adequate organizational resources to supply successfully uninterrupted quality services for the term of the contract with a school district. Such evidence may include business plans or profiles, organization charts, or descriptions of an experienced management team.

Reading 2 Improve is a proprietorship with no partners. The owner will serve as the manager of the organization and the business will operate on the owner’s experience. The following information provides a description of the manager experiences:

Illinois State Approved Supplemental Education Services (SES) Provider 2009-2010• Designed and submitted reading program model to Illinois Department of Education to provide reading tutoring to students in grades 3-8 in Illinois school districts• Supervised system for student enrollment, attendance, state and district compliance reporting procedures, invoicing, expense reporting, and financial accounting• Provided reading tutoring, testing, and assessment according to program compliance

Educational Consulting Miami 2001-2005• Taught graduate level course, The Principalship as an adjunct professor at Florida International University in the department of Education Leadership and Policy Studies• Designed and collaborated with other principals to develop administrative training tools as an extension of the Principal Development Institute with the Florida Annenberg Challenge Initiative• Designed and presented professional development activitiesCommunication StylesAcquiring Personal Power in the Classroom: Management Strategies and Techniques• Established 501 (c) 3 Corporation• Advised individuals and businesses with operations and development to include 501 (c) 3 startup, business plan development and evaluation• Designed and implemented activities to facilitate the opening of a private academy to provide an alternative educational setting for students not succeeding in public schools; co-chaired the school establishment committee; developed school site organizational procedures; designed personnel hiring process by developing questions and evaluation rubrics; created master schedule

The owner was an administrator in Miami Dade County Public Schools from 1994-2003. The following information provides a description of the manager experiences:

Principal Miami Dade County Public Schools 1998-2003• Designed and implemented a professional development program for teachers to promote teacher collaboration and opportunities for sharing best practices; to promote teamwork and reduce isolation in the workplace; to encourage teacher reflection; and to improve the teaching and learning environment• Coordinated and conducted teacher training sessions to facilitate data analyses and the ability to use it to guide instructional planning. Initiated parent training sessions to provide parents with student achievement data and opportunities to become more involved with school improvement initiatives• Co-designed a business model using the SWOT Analysis created to provide a collegial support network and mentors for newly appointed administrators in an urban school district• Monitored annual budgets of $3 million• Supervised and evaluated more than100 employees, which included faculty and staff• Achieved state and district recognition for improving student achievement in math, reading, and writing• Developed and presented regional training workshops for administrators and teachers on Using Standardized Test Data to Develop Annual School Improvement Plans• Planned, designed, and facilitated school improvement training programs to enhance leadership initiativesUnderstanding Learning Styles to Improve Teaching and LearningCreating Professional Development Plans

Assistant Principal Miami Dade County Public Schools 1994-1998• Designed, implemented, and monitored school improvement project entitled, Total Quality Management to sensitize middle school teachers to work more effectively with low performing adolescents with emphasis on special education students and second language learners• Planned, developed, and presented district training workshops for district wide Mathematics and Science Teacher Leaders• Assisted school site leadership with program development for the inaugural year of developing an International Baccalaureate Magnet Program• Coordinated and monitored a school wide writing initiative, which included assigning weekly writing prompts for all students in grades K-5 and coordinating weekly grade level meetings to compare student samples and share best practices

Part D - Qualifications to Conduct Business in Illinois[Applicability: This requirement does not affect all applications, but inapplicability is unusual. Contact ISBE if there is any question about applicability—do not assume inapplicability.]

Provide a copy of documentation demonstrating that the applicant is qualified to conduct business in Illinois per the Illinois Secretary of State’s office. NOTE: Business licenses from Illinois cities or counties, documents from the Illinois Department of Revenue, or documents from other states will not substitute for documentation from the Illinois Secretary of State’s office.

Such required documentation may include your organization’s articles of incorporation and corporate bylaws or operating procedures as filed with the Illinois Secretary of State’s office. It may also include proof of filing of Form BCA 13.15 with the Illinois Secretary of State. For information about this form, go to http://www.cyberdriveillinois.com/departments/business_services/publications_and_forms/bca.html).

See Hardcopy Attachment

Part E - Tax Returns[Applicability: This requirement does not affect all applications, but inapplicability is unusual. Contact ISBE if there is any question about applicability—do not assume inapplicability.]

Supply copies of your organization's federal tax returns for the past two tax years. For non-profit organizations, supply copies of IRS form 990 for the past two tax years.

Do not send any state tax forms.

See Hardcopy Attachment

Part F - Audited Financial Statements[Applicability: This requirement does not affect all applications, but inapplicability is unusual. Contact ISBE if there is any question about applicability—do not assume inapplicability.]

Provide a copy of an audit or audited financial statement that has been completed within the last two years and that has no substantive findings that would compromise the financial and organization soundness of your organization. The audit or audited financial statement must be signed and dated by the person who is attesting to its validity.

See Hardcopy Attachment

Part G - Legal MattersProvide complete information as to whether any lawsuits have been filed against your organization or a related organization during the last five years for educational and/or fiscal mismanagement, civil rights violations, criminal act(s), or other reason(s). Indicate the outcome of each instance.

Does Not Apply

Part H - Activities in Other StatesProvide complete information as to whether your organization or a related organization has been denied the ability to provide SES, removed from a State-approved SES provider list, or denied the ability to conduct other business in any state and indicate the reason(s) for such denial or removal. This does not include instances where you may have withdrawn from a state on your own for business reasons.

Does Not Apply

Provide complete information as to whether your organization or a related organization has been approved as a Supplemental Educational Services provider in another state. Specify such state(s).

Does Not Apply

Texas

Part I - Debarment or SuspensionProvide complete information regarding any debarment or suspension your organization or a related organization has received from doing business with any local government, state, or the federal government.

Does Not Apply

Part J - Proof of Insurance[Applicability: This requirement does not affect all applications, but inapplicability is unusual. Contact ISBE if there is any question about applicability—do not assume inapplicability.]

1. Your organization must supply proof of insurance in sufficient amounts to protect ISBE and the districts in which you operate from liability for acts of your organization and risks and indemnities assumed by your organization. Such policies shall include, without limitation, the following minimum coverages:

A. A broad form Commercial General Liability Insurance policy written with a combined single limit of liability of not less than $1,000,000 for each occurrence of bodily injury and/or property damage and an annual aggregate of liability of not less than $1,000,000 for bodily injury and/or property damage, and an annual aggregate of liability of not less than $1,000,000 for Completed Operations and Products Liability.

B. A Comprehensive Automobile Insurance Policy providing coverage for all owned, hired, rented, leased and non-owned automobiles, written with a combined single limit of liability of not less than $500,000 for each occurrence of bodily injury and/or property damage. NOTE: Automobile insurance is only required of providers who will be transporting students in provider vehicles or in other vehicles where the provider assumes the insurance responsibility.

C. A Workers' Compensation Insurance Policy in an amount not less than the statutory limits (as may be amended from time to time), including Employer's Liability Insurance with limits of liability of not less than

1. $500,000 for bodily injury by accident, each accident 2. $500,000 for bodily injury by disease, each employee 3. $500,000 aggregate liability for disease 2. The policies specified above shall be placed with insurance coverages reasonably acceptable to ISBE and shall incorporate a provision requiring the giving of notice to ISBE at least thirty (30) days prior to the cancellation, non-renewal or material modification of any such policies. Unless otherwise agreed to in writing by ISBE, your organization will cause all of its subcontractors to purchase and maintain insurance coverages identical to those required of your organization hereunder.

See Hardcopy Attachment

Part K - Safety Record1. Describe the safety procedures and safety record of your organization in regard to services to children and youth.

There have been no major injuries sustained by participants in organizations under my jurisdiction. Appropriate supervision is a critical component of safety when working with children. While there may be unforeseeable injuries, with established procedures, the potential for accidents are reduced. Therefore, establishing procedures and communicating this information to staff, students, and parents facilitate effective safety procedures. This includes emergency evacuation procedures and a practice drill to determine efficiency or need for modifications. To ensure safety and appropriate supervision of student participants, it is necessary to establish a location for all students to report to after dismissal from the regular school day. Security and staff will supervise students until they reach their assigned room for tutoring sessions. Dismissal procedures will adhere to school site procedures for ease in dismissal/parent pick-up.

Emergency contact information for students will be maintained to notify parents/family members in the event of an accident or an emergency. Families will be provided with contact information on how to contact organizations during after tutoring hours for concerns for urgent information to include procedures for early pick-up from the program.

Establishing procedures, conducting drills, communicating and maintaining records to document incidents, comprise the basic component of safety procedures that will be adhered to by this SES Program.

2. Supply information on any injuries leading to death or hospitalization sustained by participants in a program administered by your organization or a related organization in other jurisdictions at any time over the last three years.

There have been no such injuries.

Part L - Financial ResourcesSupply documentation that you have the financial resources to operate as a provider for a minimum of six months without reimbursement from school districts. The documentation must assure ISBE that services to students will not be affected by cash flow problems created by delays in district reimbursements. This documentation should take into consideration the maximum number of students proposed in this application as well as the cost per student suggested by the Sample Cost data. It may include a description of how the organization receives funding (e.g., grants, fee-for-service work, etc.) separate from reimbursement for provider services.

As a sole proprietor, the financial resources to operate the program will be provided by the individual. The organization has many of the books and workbooks requiring expenses to purchase supplemental materials, assessment tests, personal computer equipment and office equipment that will be used.

The amounts needed for six months of operation include approximately $500 for curriculum and assessment materials, $200 for snacks, $2300 for occupancy expenses. Based on previous experience, the amounts for snacks and occupancy expenses are not due prior to the payment of the first invoice. Also occupancy expenses are divided among the providers using the facility. So the amount quoted above is the maximum expense this SES Provider would have to assume if it was the sole provider at a site. Therefore, program income will be used to cover these expenses or if necessary, financial resources from grants, donations, gifts, and personal funds will be used. The fees for the provider services that are reimbursed will be used to continue operations and purchase replacement materials.

Part M - Background Checks1. Pursuant to the Illinois School Code 105 ILCS 5/10-21.9, will you conduct or participate in criminal background checks on your employees as each school district shall direct you?

Yes, we will conduct criminal background checks

2. Are you an online provider?

If “no,” check the “no” response here and continue elsewhere in the application. If "yes", check the “yes” response here and continue with question 3 below.

Does Not Apply

3. Do you as an online provider intend to use tutors who are non-residents of the United States of America ?

If "yes", check the “yes” response here and describe briefly how you will supply criminal background check information to the affected school districts for tutors who are non-residents of the United States of America that are equivalent to American FBI and state police background check reports as required by the Illinois School Code (105 ILCS 5/10-21.9).

No

Part A - Programmatic Requirements

Part B - Reporting, Records and Confidentiality

A1 Your organization will successfully supply uninterrupted quality services for the term of the contract with the District (LEA)

A2 All instruction and content are secular, neutral and nonideological.

A3 Your organization agrees to provide promptly (if requested) additional information and clarification to ISBE and districts in which you wish to serve; this information will become part of your application.

A4 The program/service design submitted herein, along with the information included in the section showing the evidence of effectiveness and the supporting research, is the program to be offered to students. NOTE: If the program presented for instruction to students is not the same as submitted herein, ISBE reserves the right to remove your organization from the approved list of providers. Your organization will immediately notify ISBE if any of the information or assurances contained in this application are no longer accurate, true and correct.

Provider:

Program Year: SES 2014-2015

Reading 2 Improve

Overall Assurances

A5 With the exception of instructions delivered on-line, the applicant will not deliver supplemental education services in a private residence.

A6 You understand that your status as an approved provider is non-transferable.

A7 The program/service design submitted herein is aligned to Illinois Learning Standards in the subjects proposed for approval (cf. www.isbe.net/ils).

Part C - Staff

Part D - Organizational, Administrative and Legal Requirements

B4 Your organization will grant representatives of ISBE full access, with or without advanced notice, to any site at which you offer SES for purposes of observing and monitoring program activities.

B1 Parents of children receiving services and their children's school will receive academic achievement progress reports in the subjects proposed for approval in an understandable format and language in accordance with the schedule set forth in your agreement with the district.

B2 Your organization agrees to be accountable for tracking and documenting enrollment, attendance, academic progress, and supplemental services provided to students enrolled in your Supplemental Educational Services program. Your organization has access to a computer and the Internet and will utilize ISBE's tracking system to provide required information on students served on no less than a weekly basis.

B3 Your organization agrees to provide auditable documentation of services provided to each student, including attendance. You and your contractors will maintain books and records relating to the provision of Supplemental Educational Services and if necessary to support amounts charged to districts for Supplemental Educational Services. Books and records, including information stored in databases or other computer systems, will be maintained by you and your contractors for a period of five years after the date of final payment under the district's agreement. Books and records required to be maintained hereunder will be available for review or audit by representatives of ISBE during normal business hours, with or without notice from ISBE. Your organization and its representatives will fully cooperate with any such review or audit.

B5 Your organization will not disclose to the public the identity of any student who is eligible for, or receiving, supplemental services without the written permission of the parents of the student.

B6 Your organization will respect the confidentiality of student records and share this information only with parents and appropriate school personnel.

B7 All documents contained in or submitted with your application shall become the exclusive property of Illinois State Board of Education and may be distributed in any manner deemed necessary by the agency.

C1 All individuals providing services to children must meet, at a minimum, the requirements for paraprofessionals under the No Child Left Behind Act of 2001; that is, they have a high school diploma, and have completed at least 60 semester hours or 90 quarter hours at an institution of higher education, or have obtained an associates degree or higher.

C2 Pursuant to 105 ILCS 5/10-21.9, evidence will be provided to the District (LEA) that individuals providing services to children have successfully completed a criminal background check.

C3 Pursuant to 105 ILCS 5/24-5, evidence will be provided to the District (LEA) that individuals providing services to children are in good health, and are free of communicable disease.

C4 Your organization will be responsible for payment of all payroll taxes and fees resulting from payment from LEAs for services.

D1 Your organization agrees to comply with all applicable health, safety and civil rights laws and will not discriminate against any individual because of his or her race, color, religion, sex, national origin, ancestry, age, marital status, physical or mental handicap, military status, sexual orientation or unfavorable discharge from military service. In providing services to any student with a disability, will provide such services in accordance with the student's individualized education program under Section 614 of the IDEA or the student's individualized services under Section 504.

D2 Your organization agrees to comply with all requirements set forth in 23 Illinois Administrative Code Part 675 including, but not limited to, the SES Provider Code of Ethics set forth in 23 Illinois Administrative Code Part 675.30. Your organization agrees to participate in the monitoring, evaluation and corrective action processes developed by ISBE pursuant to such administrative rules.

D3 Your organization is duly organized, validly existing, and in good standing under the laws of the state of incorporation, and is duly qualified to do business in Illinois as certified by the Illinois Secretary of State’s office.

D4 Your organization agrees, to the extent necessitated by the choices of parents, to enter into contracts with the District (LEA) that may include such terms as the District (LEA) reasonably deems necessary to ensure the safe, efficient and effective delivery of supplemental educational services, and to provide such information as the District (LEA) reasonably deems necessary to inform parents of eligible providers and develop contracts for services.

D5 If you will operate multiple sites, you agree to provide services only at individual sites that meet all criteria independently. All sites used for SES must meet all applicable federal, state and local health and safety laws.

D6 Your organization agrees that it is an independent entity separate from the State of Illinois and ISBE.

D7 Your organiation will not consider selection as an ISBE endorsement or a guarantee of work, if selected as a provider. You understand that ISBE does not guarantee payment by a district (LEA).

D8 Your organization is not a school or district (LEA) identified in school improvement status as defined by NCLB and prohibited because of that status from being an approved SES provider.

D9 You understand that pursuant to provisions of the NCLB and the regulations set forth in 23 Illinois Administrative Code Part 675, your organization may be removed from the approved Supplemental Educational Services Provider List.

D10 Your organization agrees to immediately notify ISBE and school districts of any grievances received by parents or teachers.

D11 Your organization agrees to the mandatory reporting requirements of the Abused and Neglected Child Reporting Act (ANCRA), and understands the penalties associated with failure to report.

D12 Your organization has full legal right and authority to use any and all equipment, software, data, materials, products, trade secrets and intellectual property used in connection with the program.

D13

To the fullest extent permitted by law, your organization agrees to indemnify, defend and hold harmless ISBE, the State of Illinois, and their respective agents, officers and employees from and against any and all claims, demands, suits, liabilities, injuries (personal or bodily), property damage, causes of action, losses, costs, expenses, damage or penalties, including, without limitation, reasonable defense costs, reasonable legal fees, and the reasonable value of time spent by the Attorney General's Office, arising or resulting from, or occasioned by or in connection with:

I. Any bodily injury or property damage resulting or arising from any act or omission to act (whether negligent, willfull, wrongful or otherwise) by your organization, its subcontractors, anyone directly or indirectly employed by them or anyone for whose acts they may be liable.II. Failure by your organization or its subcontractors to comply with any laws or regulations applicable to the performance of Supplemental Educational Services.III. The breach of any representation or assurance provided by your organization in this application.IV. Any act of infringement of any existing patent or copyright or any unauthorized use of any trade secret.

The Information contained within this report was submitted By: