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Enter N/A when applying for grant funds.)/Type/Annot>> endobj 149 0 obj <>/Subtype/Form/Type/XObject>>stream x+  endstream endobj 150 0 obj <> endobj 151 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8388608/MK<<>>/P 146 0 R /Parent 218 0 R /Q 0/Rect[ 141.854 751.346 223.18 771.165]/StructParent 38/Subtype/Widget/T(VendorID[0])/TU(Enter the organization's vendor ID. )/Type/Annot>> endobj 152 0 obj <>/Subtype/Form/Type/XObject>>stream x+  endstream endobj 153 0 obj <> endobj 154 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8388608/MK<<>>/P 146 0 R /Parent 218 0 R /Q 0/Rect[ 44.526 751.346 89.138 771.165]/StructParent 39/Subtype/Widget/T(CDN[0])/TU(Enter the organization's county-district number.)/Type/Annot/V(220915)>> endobj 155 0 obj <>/Subtype/Form/Type/XObject>>stream x+ Ppu*r 2PH2T0300545VI,LL ( JM/I,R04TI02244Tr  4A endstream endobj 156 0 obj <> endobj 157 0 obj <>/DA(/MyriadPro-Regular 10.00 Tf 0 g)/F 4/FT/Tx/Ff 8392704/MK<<>>/P 146 0 R /Parent 218 0 R /Q 0/Rect[ 21.555 44.975 591.114 668.361]/StructParent 40/Subtype/Widget/T(TextField1[0])/TU(Provide an overview of the program to be implemented with grant funds. Include the overall mission and specific needs of the organization. Describe how the program will address the mission and needs. )/Type/Annot/V(The Effective Advising Implementation Plan and the work completed by the Effective Advising Grant Team were analyzed to prioritize the gaps and needs of Azle ISDs current individual planning system. Based on the teams work and all documents completed throughout the grant process, Azle ISD was able to determine a clear vision for continuous improvement of our Advising Framework. \r\n\r\nFirst steps for the 2023-2024 school year are to establish a strong understanding of the importance of the Texas Model for School Counseling within district and campus administration to strengthen the program as a whole and enhance the design of the comprehensive school counseling program thereby fostering individual planning and innovative ideas to structure and promote career pathways. The Azle ISD Intervention Principal - EAF Project Lead role will be to coordinate and support the comprehensive school counseling program to further provide consistency in leadership and guidance specific to counseling in Azle ISD and continue to evaluate district needs to determine a specific professional development timeline for the 2023-2024 school year to include opportunities for training in house during monthly Counselor Meetings, through opportunities to attend professional learning through ESC11, and if funding sources are available, allow counselors to attend other school counseling conferences such as Lone Star State School Counseling, Texas Counselors Association Conference, American School Counselor Association Conference, or any other counseling focused opportunities for professional development. With the knowledge and insight counselors will receive through additional development of the four components of the Comprehensive School Counseling Program \(CSCP\), our students and families will be supported on a greater scale. \r\n\r\nThe intent for the 2023-2024 implementation plan is to better streamline, prioritize, and support the counseling department as a whole across the district and provide a clearer picture of the roles and responsibilities of campus counselors to campus and district leadership. With grant funds, our district would be able to further support opportunities for continued learning with participation of more counseling staff as well as other stakeholders who may impact individual development of career pathways, industry certifications, endorsements, and completion of College, Career, and Military Readiness \(CCMR\) standards. Funds would also provide the opportunity for supplemental resources, materials, and/or human capital to provide additional support of individual counseling and advising program at all grade levels to promote CCMR. The additional resources, materials, and/or human capital would include the following: \r\n\r\n-The Texas Model of School Counseling training for district and campus administrators, ESC 11 coaching and advising for support of the comprehensive school counseling program, and ongoing support of initiatives and programs related to school counseling in Azle ISD. \r\nDare to Lead training for key district staff members to build leadership capacity while supporting the district focus on building and sustaining a culture of supporting the power of positivity, self-reflection, and personal growth. \r\n-A CCMR tracking program to enhance the 6-year individual planning documentation and portfolio development to ensure concentration and completion of CCMR standards. \r\n-Texas School Procedures to provide protocols and regulations for school operations specific to counseling and legal policy requirements.\r\n-Provisions to further encourage and support college and career readiness through focused presentations for juniors and seniors as well as parent support in preparation for applying for college, FAFSA, and scholarships, as well as preparations and incentives for college entrance exams \(PSAT, TSI, SAT/ACT\), endorsement verifications and performance acknowledgements, PGP reviews, required immunizations, college visits, and steps toward college and career readiness. \r\n-The PBIS/Incentive program will foster opportunities for mentoring and advising through CTE teacher and counselor support by hosting evenings for family support and check-in points for progress toward completion of steps toward graduation readiness. The focused effort will target students at-risk of not meeting graduation and/or CCMR readiness standards who may need additional Tier 2 and 3 supports to ensure completion. The program will provide substitutes or extra duty pay for classroom/CTE teachers who will coach/foster completion of CCMR steps for students within their program. \r\n\r\nAzle ISDs well-established Career and Technical Education \(CTE\) program provides career and technical opportunities for certifications, industry-based instruction, valuable knowledge, and real-world experiences in over 100 CTE course offerings, including the only commercial refrigeration certification program in the country. Our CTE program successfully reached a completion rate of 51% according to the most recent PEIMS report. The goal of the Azle ISD CTE program is to develop an educated, prepared, adaptable, and competitive workforce. 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Include \(1\) program goals, deliverables, milestones, and roles and responsibilities, \(2\) strategy for coordinating efforts with Effective Advising Program Leads, \(3\) facilitation and support strategy for participating and individual districts, and \(4\) communication strategy. )/Type/Annot/V(The EAF Coaching Team from the Region 11 Education Service Center consists of Brittany Stroud partnered with other support partners including Dr. Danyetta Harrell, Lisa Harrison, and Chelsea Reeves who provide monthly EAF Coaching sessions. Brittany Stroud continues support through EAF Committee Meetings as the EAF Coach for Azle ISD. Brittany Stroud holds a B.S. in Interdisciplinary Studies, M.A. in Professional School Counseling, a License of Professional Counseling, and a National Board Certification in Counseling. Ten percent of Brittany Strouds time allocation will be spent directly supporting the EAF process and implementation. The ESC 11 contracted coaching fee is $14,000. Other remaining percentage of support from the ESC coach include crisis response to LEAs, school counseling technical assistance, contracted professional development, mental & behavioral health supports, coaching, and coordination of wrap-around services. \r\n\r\nThe Azle ISD Intervention Principal is Gina D. Lee who holds her B.S. in Interdisciplinary Studies and M.Ed. in Educational Leadership and Supervision, Principal Certification. Ten percent of the Intervention Principals time allocation will be spent directly supporting the EAF process and implementation. The role of the EAF Project Lead will be to partner with District departments to ensure connection and communication of the EAF Implementation Plan through curriculum support, financial appropriations, data and research analysis, and technology support.\r\n\r\nAzle ISD EAF Grant Steering Committee Members are: Project Lead / District Administration - Gina Lee - Lead work of EAF Team, serve as liaison with district central administration, Project Coordinator of CCMR - Heather Huffaker \(High School Lead Counselor\) - provide CCMR planning for educational and career goals and to facilitate the district process for tracking CCMR, Campus Administrators - Carly Case \(Secondary\) & Amy Rollmann \(Elementary\) - provide secondary and elementary administrator perspective, Counselors - Alisa Johnson \(Elementary\), Cheryl Conner \(Junior High\), & Kacie Suratt [Davis] \(High School\) -provide counseling perspective, CTE Director - Suzanne Murr - provide CTE perspective, School Social Worker - Jamie Westbrook - provides support and resources students and families, Special Populations/Secondary Special Services Coordinator - Shaunary Feller - provide programs perspective. Five percent of the EAF Committee Members time allocation will be spent directly supporting the EAF process and implementation. Stipends for committee members is $3,500 and a stipend of $7,500 for the CCMR Project Coordinator.\r\n\r\nAdministrative partners \(indirect\) for consultation during the implementation may include: Robin Tarpley - Director of Student Services, Jordan Thiem - Director of Secondary Education, Federal Programs, & Data/Research, Mark Kehoe - Director of Human Resources, Amanda Wimpee - Director of Curriculum & Instruction, Sheri Welch - Elementary Curriculum and District Bilingual Coordinator, & Matt Adams Assistant Superintendent of Finance & Operations. Azle ISD is committed to the EAF Implementation Plan to better equip our district EAF Mission to educate, engage, and empower all students through academic planning for post-secondary college, career and military options and opportunities. Azle ISDs EAF Vision to prepare every student to achieve success by their choice of college, career or military to ensure they will be future-ready: not by chance, but by design. \r\nEAF plans will be shared with district/campus administrators, district staff, community members, and parents through a robust communication plan to ensure all stakeholders know and understand the necessity for individual planning, gaining buy-in and support of the process.\r\n\r\n\r\n\r\n\r\n\r\n)>> endobj 179 0 obj <>/Subtype/Form/Type/XObject>>stream xXMs6W!qg(YJ,;qM"Msh:D ][b$E9aLۋmv{ /li0 Nt89>=OA>8[ƴƪh|t0~Jd?X%7 uɄ2t1}N3#TkZJʚJ|jer^|T(a!%d^JKɝr#3RZT –2;UdphN'OGO<O=WeǑc]%ӹ98.R눮 Oʙ<"'4KvRmy+ݥ knU")3yn}H}-U^2ŇuZeX/%ͥĺ#%*!4- IX.K*;cMDn}i0ACs*lN$/gSUV>sqfY7?y[ &t=и"Z' ˬ @Dq P* Z 5ڬ[HGJ +:tQv=UXv!ߧiF!0 2a {4x~@ brJp{YLCj.b`:6kj%fwpR _K/J{ )[C;S( rDW'PT|>+W=[h&r] r4{ q ن385om`}>ɶ.;9ٲ."ǎ5\LsG<} y bq#^93%r~mؓ[v]^\`s+"0vY/ ="x/]ymk o4|U+~J[>{c c_%D_IvӓI`QG&8oT1n"sG?﷘SÄӃ#w6E? 8)'GO\)ɣcK: ԷWNc·=A3)Tv½[Wݕ|*̨}x\+|Q5eM% /2+C}xUD8Sn-+IRwa6֋X tR:n2Y5OI:L7D}p R{?<FakTJ,ZL:gi]W-JQ"{pJ7 0 <6|WMSzSlu{{Qs7n\CorsFҏk >|31h,{t7ߺs]m*!._˺}k/^\,oL endstream endobj 180 0 obj <> endobj 181 0 obj <> endobj 182 0 obj <>/FontDescriptor 183 0 R /Subtype/CIDFontType2/Type/Font/W[ 7716 7716 281 814[ 291 365 614 537 817 718 225 296 296 420 679 225 408 225 384 537 379 537 537 558 537 537 516 537 537 225 225 679 679 679 447 972 650 569 636 701 515 485 691 707 247 345 560 475 879 742 777 563 777 585 522 529 679 625 933 587 559 584 296 763 296 679 425 262 512 584 461 585 524 296 585 560 224 224 475 224 858 560 584 584 585 345 412 320 561 474 711 446 476 471 296 236 296 679]]>> endobj 183 0 obj <> endobj 184 0 obj <> endobj 185 0 obj <>/FontDescriptor 186 0 R /Subtype/CIDFontType2/Type/Font/W[ 7716 7716 281 814[ 291 365 614 537 817 718 225 296 296 420 679 225 408 225 384 537 379 537 537 558 537 537 516 537 537 225 225 679 679 679 447 972 650 569 636 701 515 485 691 707 247 345 560 475 879 742 777 563 777 585 522 529 679 625 933 587 559 584 296 763 296 679 425 262 512 584 461 585 524 296 585 560 224 224 475 224 858 560 584 584 585 345 412 320 561 474 711 446 476 471 296 236 296 679]]>> endobj 186 0 obj <> endobj 187 0 obj <>stream xmo6w8`/ 5#RE"sҢS驒 ~wdQbomQyw?~X.yVˬׯ/^ %,LZ=eJe]J5\,8ףY17p`.nnoWn~F7 CN0>8<!es(l^(g6ь 0:$c4T:l̎zLf ֆװ Y:/yiP2>"xHfxpG`nrSu'~6 {h 8p25i6~G4_O[:vى/#`n qAo>ﳹS\Ep A.׿ ^ѹ;8vӄu]RtH:7zza'Bgc(^QذigFa\ZBՅkrńZ`A7ynDC50]-:_ƞΰ:F5::1NzO&@g$>0^џ O6>":oiT n @XCXwpY C|`mZmhH$3d%3Y'wxl6ľ$(>ɾu|QBh 6z_A~WG*_ meUKY8OSUF$]D 22AopeaB>+f'. +m 9Tw.$*:}ݒDƶ.4kYťj8־[%i%vB:GY(jѡUMN/c$,$!ھjYMO7^Sx5T)~ 2^aqf498g=9@;D)#*pd-mwFKSR]Bey򠷜"2 +bJjoJY0!ҵbæ=RψY$ceD}{0zbu3B5{6GH N‹ N '5CIQޛai~HJ0م=*9o endstream endobj 188 0 obj <>/ProcSet[/PDF/Text]/XObject<>>>/Rotate 0/StructParents 46/Type/Page>> endobj 189 0 obj [ 190 0 R 193 0 R 196 0 R 199 0 R ] endobj 190 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8388608/MK<<>>/P 188 0 R /Parent 220 0 R /Q 0/Rect[ 43.919 751.346 89.138 771.165]/StructParent 47/Subtype/Widget/T(CDN[0])/TU(Enter the organization's county-district number.)/Type/Annot/V(220915)>> endobj 191 0 obj <>/Subtype/Form/Type/XObject>>stream x+ Ppu*r 2PH2T0300545VI,LL ( JM/I,R04TI02244Tr  4A endstream endobj 192 0 obj <> endobj 193 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8388608/MK<<>>/P 188 0 R /Parent 220 0 R /Q 0/Rect[ 141.854 751.346 223.18 771.165]/StructParent 48/Subtype/Widget/T(VendorID[0])/TU(Enter the organization's vendor ID. )/Type/Annot>> endobj 194 0 obj <>/Subtype/Form/Type/XObject>>stream x+  endstream endobj 195 0 obj <> endobj 196 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8388608/MK<<>>/P 188 0 R /Parent 220 0 R /Q 0/Rect[ 567.209 751.346 591.165 771.165]/StructParent 49/Subtype/Widget/T(AmendmentNo[0])/TU(Enter the amendment number if submitting an amendment to the original application. Enter N/A when applying for grant funds.)/Type/Annot>> endobj 197 0 obj <>/Subtype/Form/Type/XObject>>stream x+  endstream endobj 198 0 obj <> endobj 199 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8392704/MK<<>>/P 188 0 R /Parent 220 0 R /Q 0/Rect[ 20.835 45.539 591.137 575.758]/StructParent 50/Subtype/Widget/T(ProjEvalMod[0])/TU(2. School District Partner Selection: Outline the process you took to identify and select districts to participate in the Effective Advising Planning Pilot. What are the key elements that informed your selection? How will you ensure that participating districts fulfill their commitment to develop an Effective Advising Program Plan?)/Type/Annot/V(After completing the EAF Diagnostic and Gap Analysis Tool, the EAF Committee discovered that areas of weakness were tied to basic understanding of the effective advising framework by district and campus leadership. This gap in knowledge has resulted in unstructured leadership of the district counseling department as a whole, resulting in gaps in professional development and training for counseling staff. To address these fundamental needs the committee determined that first steps should include training and educating campus and district administrators to gain their buy-in to prioritize effective advising, planning, and counseling. The next priority was to utilize the Intervention Principal - Project Lead to gather feedback and analyze district needs to create a professional development plan for counselors in the district to increase their knowledge and skill set. Once administrator and counselor training are addressed, the committee felt the next step should include expanding the understanding of effective advising and its impact to other staff in the district who work directly with students.\r\nAs a support for individual planning, the comprehensive school counseling program will implement the following transition milestones: \r\n-High School: Knowledge of the steps to go to college, trade school, or military - High school students continue to develop an awareness of themselves through personal social growth and their future career plans positioning themselves in the courses needed to pursue their post-secondary education plans in either college, trade school, or the workforce including military service with continued development of a Graduation Portfolio. Financial Literacy will be taught through coursework in economics, statistics and business decisions, employability skills, and specialty nights involving FAFSA, TASFA, and college days. Student field trips and practicum opportunities expose students to post-secondary opportunities. Students with transition services receive support from a partnership with Texas Workforce Commission. \r\n-Middle School: Continued awareness of career options and programs of study as well as learning how high school functions - Middle school students will continue to learn character traits and develop personal social skills useful in the workforce, such as conflict resolution. They will grow a deeper understanding of endorsements, programs of study and how they relate to future career outcomes. Students also learn more about developing a personal graduation plan, GPA calculations, pursuing courses linked to their future career plans, such as advanced mathematics and science courses, developing a plan for high school graduation, and creating a Graduation Portfolio. Financial Literacy will be taught through classroom curriculum and counselor support. \r\n-Elementary School: Awareness of different career options and programs of study - Elementary students will develop an awareness of goal setting and character trait development while exploring a variety of career options for their future. Financial literacy will be taught through classroom curriculum and supported with the implementation of Junior Achievement age appropriate lessons, games, and experiences. High school CTE students will be involved in elementary Career Days to expand knowledge of career opportunities and course availability at the high school supporting career readiness. \r\nProgress of milestones will be tracked through documentation of elementary career days and guidance lessons related to careers and programs of study, documentation of middle school students who gain awareness of high school programs and endorsement options, college, career and military readiness, personal graduation plans, and industry-based certification options, documentation of high school yearly check-ins of 4-year plans, documentation of high school college and career presentations and dates to accomplish tasks such as PSAT, college applications, and discuss course of study planning for high school related to future aspirations and courses of study in college, technical schools, or military. \r\n\r\n\r\n\r\n)>> endobj 200 0 obj <>/Subtype/Form/Type/XObject>>stream xXKs7WT97FVY*gA&45yP2Ŗ񽺡?.}?}[؈xonĻ{hۢ][h0&j Hp<~ jTP R=*$;ϙT2V(X%@*̈%dQFܤ}.?kcl*&f~u4 dB(BtRh}W)tN& l$$zDpqQi ס)jj_߲}uօHF'] o`sPxdܱ(C5BsGc'~Tdƣ6EXzdO}hSGQ 9ƒY6 Q]`b>ބwڞx,k[!S#p9Ǔ=V og-`Tzs0#g|ߋ&5& ŀ{3u􃣰fXy*>|N80ڤAfK˜&=I㍨*%az0mAmR]8a:!]Rt`Q+dͣB}_2)IG\R̾#. 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Enter N/A when applying for grant funds.)/Type/Annot>> endobj 218 0 obj <>/Subtype/Form/Type/XObject>>stream x+  endstream endobj 219 0 obj <> endobj 220 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8392704/MK<<>>/P 209 0 R /Parent 221 0 R /Q 0/Rect[ 21.26 44.997 591.165 707.744]/StructParent 55/Subtype/Widget/T(StatProgReq1Txt[0])/TU(Outline the required qualifications and experience for primary project lead \(EAF Coach\) in the implementation and delivery of the program. Include whether the position is existing or proposed.)/Type/Annot/V(Within the Priority mapping from our EAF process, Azle ISD would focus on three main priorities: \r\nPriority 1: Train all district and campus administrators in the effective implementation of a comprehensive school counseling program. Within this priority, training district and campus administrators in the effective implementation of a comprehensive school counseling program will ensure that all district administration understands the importance and components of a complete counseling program so that they can support campus counselors as they work to impact 100% of the district students and prepare them for college, career, or military. When district counselors are better trained to support student academic and career development, students across the district will be better supported to meet CCMR criteria. The Intervention Principal overseeing the counseling coordination will meet with the elementary and secondary lead counselors to determine the biggest needs for training and professional development based on district data. They will then create a PD calendar for the 2023-2024 school year, including training opportunities during monthly Counselors' Meetings, courses offered through ESC11, and possible Counseling Conferences scheduled during the school year. Launch Communication was initially discussed with lead elementary and secondary counselors in May/June 2023 and will be followed up with communication to all of the district counselors during August PD. Ongoing communication will be sent through email updates and discussions during monthly counselor meetings by the Intervention Principal and supported by the lead elementary and secondary counselors. The main goal is to bring understanding of district specific strengths and needs of counseling staff to further meet the needs of the students with whom they work as well as providing possible learning opportunities to bring into the district or to provide for counselors to best address their continued learning and professional development.\r\nPriority 2: Create a district professional development plan for school counselors to build their knowledge and expertise of advising skills to support student academic and career development. Creating a district professional development plan for school counselors will impact all students in the district by helping their counselors to be better prepared to support them in all areas of the comprehensive school counseling program to prepare them for college, career, or military. When district counselors are better trained to support student academic and career development, students across the district will be better supported to meet CCMR criteria. The Intervention Principal will meet with the elementary and secondary lead counselors to determine the biggest needs for training and professional development based on district data to then create a PD calendar for the 2023-2024 school year, including training opportunities during monthly Counselors' Meetings, courses offered through ESC11, and possible Counseling Conferences scheduled during the school year. Launch Communication was initially discussed with lead elementary and secondary counselors in May/June 2023 and will be followed up with communication to all of the district counselors during August PD. Ongoing communication will be sent through email updates and discussions during monthly counselor meetings.\r\nPriority 3: Build leadership capacity with continuation of Power of Positive Leadership and addition of Dare to Lead training for key district staff including district and campus leadership, counselors, teachers, and student groups. Continuing the district focus on building and sustaining the district culture supporting the power of positivity, self-reflection, and personal growth will encourage, motivate and equip staff and students to develop social/emotional skills for future success. Research shows that the culture of a school, district, or company impacts the success of the organization. Culture is dynamic and not static, so intentional efforts and focus and necessary to continue, sustain, and build a strong culture, which will lead to greater success in all areas \(including improving CCMR criteria\) with all staff and students of Azle ISD. Key messages include the focus on the district mission and vision, and how the Power of Positivity \(POP\) and Daring to Lead strengthen leadership from the top down leading to a stronger culture and greater student success. Staff need to understand the impact \(negative or positive\) of their words and actions and how they impact the culture of their work environment and the students in the school. The POP and Dare to Lead training should be introduced in the beginning of the year professional development dates and emphasized throughout the school year when possible.\r\nMTSS strategy to track progress toward college and career readiness will include RTI documentation and progress monitoring, testing for all students in TSIA, SAT, and ACT, providing college information and entrance exams by the COOL Advisor, OnRamps instruction/support through the Curriculum Department, ASVAB information provided by counselors and military recruiters, work-based learning opportunities and practicums through CTE, Texas Workforce Commission presentations by STEP and TWC staff, college/university presentations by the high school counselors, and TASFA/FAFSA. \r\nThe Azle ISD Intervention Principal - Project Lead and Student Services Director met with the Elementary and Secondary Lead Counselors in May 2023 to discuss professional development needs for the counseling department staff and to map out a plan for the 2023-2024 school year. \r\n)>> endobj 221 0 obj <>/Subtype/Form/Type/XObject>>stream xYMs8W5I,KOrSd*qc6\ V_AR$5sKJם?Fobu4c3vrfz撽~=\_NgLѧQ5zMYS/fˋ[ӛ<^m5*$XNKec%kY,ӪdzZ%˜1/b[)T -ڽ$y^@:M/[Vn`4Ix5i)+7Jъ,I#e]RT o$pqb#*C'LQ؇2{2 dy9aY Ƭ!tEcl+a2j0D*4@l,2Q_ax-D#cCwJL[`!Í;U5p@M!xݩg6=UskQ"$5dz[) p{a!.M#sH ]$z OE)$/r1Xg;qa}MPP#$ߑiU"k^0\FLҩ\X VYGY݌HTҷBthV"h4e ӰJ#9-N `L"j༔7К9g5D *) 9mj *뚶%KU5bڿs )lPneB7Z]/"ר_ Uy!"m \@HUY*w>PJvdeTw2 h, wwl+gV{2xGU[jk'-vXB6oYwW*W.t@ EA.}8G4f•o~@G̢Ox #0铍_rXSZ8BFu]8kmdk_{ W;f'Zd- TSmʼnxZlC-0Q*ju-,8/anOg.Zy#gA2qltkvwn-ym5/-d9wzȦ6UM > ⹔XAD CnxPt|~qw{tE/a@*$! 5U[w?!H^gb] /~& k11ֵ>J PЅ*%l6 a~$2]LY! vV"Miy*mÿ*? 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Enter N/A when applying for grant funds.)/Type/Annot>> endobj 239 0 obj <>/Subtype/Form/Type/XObject>>stream x+  endstream endobj 240 0 obj <> endobj 241 0 obj <>/DA(/MyriadPro-Regular 11.00 Tf 0 g)/F 4/FT/Tx/Ff 8392704/MK<<>>/P 230 0 R /Parent 222 0 R /Q 0/Rect[ 22.003 44.998 589.598 665.183]/StructParent 60/Subtype/Widget/T(StatProgReq2Txt[0])/TU(Describe how the proposed budget will meet the needs and goals of the program, including for staffing, supplies and materials, contracts, travel, etc. If applicable, include a high-level snapshot of funds currently allocated to similar programs. Include a short narrative describing how adjustments will be made in the future to meet needs.)/Type/Annot/V(With grant funds, the EAF Committee would begin implementing the identified supports as defined in the Azle ISD 22-23 District EAF Implementation Plan to address areas of needed support as defined in the Azle ISD EAF Priority Goals: \r\n\r\nFormative Goal 1 - Increase all staff, including administration, counselors, teachers, and support staff, knowledge on the fundamentals of advising through professional development.\r\nFormative Goal 2 - Increase counselors knowledge and expertise on the comprehensive school counseling program and service delivery components of Guidance Curriculum, Responsive Services, System Support, and Individual Planning through ongoing professional development that focuses on examining and mitigating unconscious bias as well as deepening advising skills to support academic and career development.\r\nFormative Goal 3 Train District and Campus administrators in the effective implementation of a comprehensive school counseling program as required by TEC21.054 to ensure that counseling and advising is reflected in district and campus goals.\r\nSummative Goal - By the end of the 2025 - 2026 school year, 100% of district staff who work directly with students are informed and aware of their role as advising support partners, career related milestones for students in their grade level, and basic college and career readiness concepts.\r\n\r\nThe EAF budget breakdown focuses on the following: Payroll \(6100\) funds for leadership and planning, school counselors and advisors, internal partners, external partners, and high-quality materials and assessments. The leadership and planning include stipends for the district lead, steering committee membership \(8 total members\), and the CCMR lead as well as funds for substitutes and/or extra duty pay totaling $53,000. The district partnerships and collaboration within departments will foster the holistic implementation of the grant funds through curriculum, special programs, guidance and counseling, finance, human resources, and data/research departments. Through Professional and Contracted Services \(6200\), the district will benefit from training in the Texas Model of School Counseling, Dare to Lead training for key district staff, and continued support for the new lead for the EAF implementation and year one implementation. The professional and contracted services total $44,500. The Supplies and Materials \(6300\) budget totaling $99,500 include ensuring calculator access through purchasing a durable supply of TI84 calculators to be used in the district sponsored college entrance exam testing sessions, a CCMR tracking tool to better identify and support students who are not yet meeting the expected criteria for college and career readiness, the Texas Schools Procedures resource to provide forms and guidance for current expectations and programs, and focused support nights for juniors and seniors to ensure graduation completion, college applications, financial aid applications, and scholarship applications. The Other Operating Costs \(6400\) of $41,000 will provide tier 2/3 PBIS incentives for completion of CCMR readiness steps to aid in motivating students to complete steps toward college and career readiness. 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