CFBISD Grant No. 2006-T01STATE OF TEXAS § COPPELL EDUCATION DEVELOPMENT CORPORATION
§
COUNTY OF DALLAS § GRANT AGREEMENT
This Educational Development Grant Agreement ( "AGREEMENT ") is made by and
between the city of Coppell, Texas ( "CITY "), the Coppell Education Development Corporation
( "CEDC ") and the Carrollton/Farmers Branch Independent School District (the "CFBISD "),
acting by and through their respective authorized officers.
WITNESSETH:
WHEREAS, the CITY is authorized by TEX. Loc. GOV'T CODE § 379A to provide
educational development grants to publicly funded institutions through the CEDC for the
promotion of literacy, foreign language and career technology for a skilled workforce; and
WHEREAS, the CITY seeks to support programs for promoting literacy, foreign
language and career technology for a skilled workforce; and
WHEREAS, the CFBISD has submitted a grant application No. 2006 -T01 to provide
funding for salary and benefits for a half -time instructional technology support person, and
substitutes for 21 days of staff development related to instructional technology at Riverchase
Elementary School in Coppell (the PROJECT); and
WHEREAS, the CFBISD serves 528 students from the CITY, and has developed the
PROJECT in order to raise the technology levels of all the students; and
WHEREAS, CFBISD is in need of funding the half -time instructional technology
support person and seeks the assistance of the CEDC for such assistance; and
WHEREAS, the CITY has determined that making an education development grant to
the CFBISD in accordance with this AGREEMENT will further the objectives of the CITY,
will benefit the CITY and the CITY's inhabitants, and will promote career technology in the
CITY.
NOW THEREFORE, in consideration of the foregoing, and other valuable
consideration the receipt and sufficiency of which are hereby acknowledged on the terms and
conditions hereinafter set forth, the parties agree as follows:
GENERAL PROVISIONS
1. Subject to availability of funds collected from the 379A sales tax, the CITY agrees to
provide the CFBISD an education development grant (the "GRANT ") in an amount not to
exceed Thirty -nine Thousand Six Hundred Dollars and no cents ($39,600.00).
COPPELL EDUCATION DEVELOPMENT GRANT
Page 1
2. CFBISD agrees to utilize the GRANT to fund a half -time instructional technology
support person and substitutes for 21 days of staff development related to instructional
technology at Riverchase Elementary School in Coppell.
3. CITY agrees to provide the GRANT of Thirty -nine Thousand Six Hundred Dollars and
no cents ($39,600.00) funds payable on a quarterly basis with the first payment to be made in
August 2006. Funds to be expended in accordance with the budget categories set forth in the
GRANT application.
4. On a quarterly basis beginning no later than November 1, 2006 the CFBISD shall submit
personnel costs for this GRANT to the CEDC. The detailed expenditures shall include, but not
be limited to, salaries, number of students from Coppell served, grade levels actually served, and
any changes in personnel during the period covered by this GRANT.
5. In the event the CFBISD breaches any of the terms of this AGREEMENT or fails to use
the GRANT for the purposes set forth herein, then the CFBISD, after expiration of the notice
and cure period described herein, shall be in default of this AGREEMENT. As liquidated
damages in the event of such default, the CFBISD shall, within thirty (30) days after demand,
repay to the CITY, the GRANT with interest at the rate of eight percent (8 %) per annum from
the date of receipt of the GRANT until paid. The parties acknowledge that actual damages in
the event of default would be speculative and difficult to determine. Upon breach by CFBISD
of any obligations under this AGREEMENT, the CITY shall notify the CFBISD in writing,
who shall have thirty (30) days from receipt of the notice in which to cure such default. If
CFBISD fails to cure the default within the time provided herein, or, as such time period may be
extended, then the CITY at its sole option, shall have the right to terminate this AGREEMENT
without further notice to the CFBISD.
6. The terms and conditions of this AGREEMENT are binding upon the successors and
assigns of all parties hereto. This AGREEMENT may not be assigned without the express
written consent of CITY and CEDC.
7. It is understood and agreed between the parties that CFBISD, in the use of the GRANT
and in satisfying the conditions of this AGREEMENT, is acting independently, and that the
CITY and/or the CEDC assumes no responsibilities or liabilities to third parties in connection
with these actions. CFBISD agrees to indemnify and hold harmless the CITY and the CEDC
from all such claims, suits, and causes of action, liabilities and expenses, including reasonable
attorney's fees, of any nature whatsoever arising out of the CFBISD'S performance of the
conditions under this AGREEMENT.
8. Any notice required or permitted to be delivered hereunder shall be deemed received
when sent by United States mail, postage pre -paid, certified mail, return receipt requested,
addressed to the party at the address set forth opposite the signature of the party.
9. This AGREEMENT shall be governed by the laws of the State of Texas; and venue for
any action concerning this AGREEMENT shall be in the State District Court of Dallas County,
Texas.
COPPELL EDUCATION DEVELOPMENT GRANT
Page 2
10. In the event any one or more of the provisions contained in this AGREEMENT shall for
any reason be held to be invalid, illegal, or unenforceable in any respect, such invalidity,
illegality, or unenforceability shall not effect the other provisions, and the AGREEMENT shall
be construed as if such invalid, illegal, or unenforceable provision had never been contained in it.
EXECUTED this ` day of f - , 2006.
CITY OF COP ' L, TEXAS
EXECUTED this
COPPELL EDUCATION DEVELOPMENT CORPORATION
B
ATTEST:
day of
ANTONIO ALTEMUS, PRESIDENT
255 Parkway Boulevard
P.O. Box 9478
Coppell, Texas 75019
COPPELL EDUCATION DEVELOPMENT GRANT
Page 3
By.
, CITY MANAGER
A P arkway Boulevard
' . S :Box 9478
Coppell, Texas 75019
, 2006.
SIGNED this day of
STATE OF TEXAS §
COUNTY OF DALLAS §
My Commiss'on Expires:
1'
CARROLLTON - FARMERS BRANCH INDEPENDENT
SCHOOL DISTRICT
. ANNETTE GRIFFIN, S TENDENT
Carrollton - Farmers Branch ep endent School District
1445 North Perry Road
Carrollton, Texas 75006
ATTEST:
By: C.4.,-)-
CITY'S ACKNOWLEDGMENT
This instrument was acknowledged before me on the - day of 1 �1
2006, by Jim Witt, City Manager of the City of Coppell, Texas, a Texas municipalityn behalf of
said municipality.
,ttfin Notary Public, State of Texas
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COPPELL EDUCATION DEVELOPMENT GRANT
Page 4
, 2006.
STATE OF TEXAS
COUNTY OF DALLAS
STATE OF TEXAS
COPPELL EDUCATION DEVELOPMENT CORPORATION
My Commission expires:
,60/0
. SHARON A. SCRIVNER
? *
(7 �� 0 ? Notary Public
�A STATE OF TEXAS
r ,�►�' • Commission Expires 06/04/09i
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This instrument was acknowledged before me on the v" day of
2006, by Antonio Altemus, President of the Coppell Education Development Corp • ation, on
behalf of said corporation.
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Y My Commission expires: o; •'� ��- '• <,..:
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CARROLLTON/FARMERS BRANCH INDEPENDENT SCHOOL DISTRICT
COUNTY OF DALLAS §
This instrument was acknowledged before me on the s
g � / day of � ��-- -� ,
2006, by Dr. Annette Griffin, Superintendent of Carrollton/Farmers Branch Independent chool
District, on behalf of said district.
COPPELL EDUCATION DEVELOPMENT GRANT
Page 5
Notary Public, State of Texas
Notary Public, State of Texas
4/,7-/)ze--()
Coppell Education Development Corporation
Grant Application
Project Title:
Principal Applicant:
Title of Principal Applicant:
ISD Represented in Application:
Project Period:
Total Amount Requested:
Instructional Technology Support
Holly Barber
Principal
Carrollton - Farmers Branch
August 2006 — May 2007
$39,600
Printed Names & Titles of Grant Approvers; Signatures; and Dates
Holly Barber, Principal
Principal Applicant
Title
(Required)
Soheila Danz, Parent
Team Member
Title
(Optional)
Shashawn Campbell, CIC
Team Member
Title
(Optional)
Holly Barber
Principal of School
(Optional)
Annette Griffin
District Superintendent
(Required)
John Tepper
**School Board President
(Required)
‘0 , A .tA ()h&c/
Signature
**Signifies approval by the School Board of Trustees
Date
617 67 I
Date
(I irv
Date
Q
e
Date
ate
24/06
Date
6/6/06 3:40 PM 1
1. Abstract of Program /Activity
Abstract, not to exceed 300 words, indicating the program/activities to be undertaken with grant funds and
a timeline for such program/activities. Please refer to "Guidelines for Required Sections" in the CEDC
Grant Application Overview for further details on completing this section.
Due to continuing budget cuts, Carrollton - Farmers Branch Independent School
District has eliminated the campus -based assignment of Instructional Technology
Specialists. Reinstating site support would permit proactive staff development and
provide for modeling the incorporation of technology into regular classroom teaching.
Riverchase needs additional specialist support in order to take advantage of the resources
on the campus. Bond funds may not be used for personnel and the annual, discretionary,
school budget is not sufficient to hire a technology support specialist. The funding
approved by the CEDC would be used to hire a half -time, instructional technology
support person for one school year (August 2006 through May 2007). The cost would be
$37,500 for salary and benefits. An additional $2,100 is requested to provide substitutes
for 21 days of staff development related to instructional technology. This training would
be provided by the Riverchase Instructional Technology Specialist and /or additional
district personnel.
The Instructional Technology Specialist would support the acquisition of Texas
Essential Knowledge and Skills (TEKS) for all students in kindergarten through fifth
grade through the use of technology. The specific responsibilities would be:
1. Monitor and assist classroom teachers in their use of technology to
introduce /reinforce curriculum.
2. Model lessons for teachers in classrooms using technology.
3. Monitor central computer lab, overseeing flexible sign -up to insure maximum
use of lab by all grade levels.
6/6/06 3:40 PM 2
4. Provide staff development for teachers.
5. Work cooperatively with teachers and principal to promote the use of
technology.
6. Provide recommendations for technology resources for both students and
teachers.
This project addresses the area of literacy because it supports instruction of TEKS
in the regular classroom and computer lab. It also addresses career technology because
students are taught skills in keyboarding, navigating the internet to aid in problem
solving, using technology to organize information and create presentations, and basic
understanding of troubleshooting technology problems.
6/6/06 3:40 PM 3
II. Description of Proposal & Nature of Request
Description of the purpose of and the educational need and importance for the proposed program/activities,
including the relevance to one or more of the three approved funding areas: literacy, foreign language,
and/or career technology for a skilled workforce.
Riverchase will educate about 400 students in grades kindergarten
through fifth grade during the 2006 -07 school year. There are 38 full time staff members
and 6 part time staff members.
An inventory of technology hardware is as follows:
43 teacher /office workstations
145 student workstations, most all with earphones
60 printers
8 scanners
9 digital cameras
3 video cameras
2 digital video cameras
2 digital projectors
21 document/digital projectors
40 presentation televisions
37 v.c.r.'s
8 sets Student Remote Response System consisting of teacher software and 20
remote units
Of the student workstations, 26 are located in a central, main lab, which is available to all
classes on a flexible schedule. The remaining workstations are located in classrooms, in
special education rooms, and in `activity areas' located in first through fifth grade
6/6/06 3:40 PM 4
hallways. All workstations (student and teacher) are on the wide area network and all
have Internet access.
Teachers and students have access to all the basic Windows programs, including
Word, PowerPoint, Access, and Excel. To further support the curriculum, the following
software programs have been purchased through district or local school funds:
PAWS (touch typing, grade 2 up)
Kidspiration and Inspiration (graphic organizers, writing, all grades)
Leap Frog (math, lower grades)
Riverdeep (math, upper grades)
VITA (TEKS math and language arts, 3 grade)
Lightspan (reading, grades 2 -4)
I Spy (logic, problem solving, grades preK — 2)
ELLIS (ESL, grades 1 -5)
Millie's Math House (math, grades K — 1)
Dr. Seuss series (reading, grades 1 — 2)
LearningPac (reference bundle for language arts and social studies, grades K — 5)
Kid Pix (graphics, all grades)
Intellitools Classroom Suite (all grades)
Carrollton- Farmers Branch Independent School District has made it one of their
priorities to:
CFBISD will integrate technology into the learning environment to improve
student achievement and productivity and prepare all staff and students for the
21 century.
6/6/06 3:40 PM 5
In conjunction with the district goal, the objective of this program is:
To increase use of technology in classrooms to improve student success in
alphabetic, numeric, and tool literacy.
The proposed funding would be used to continue a project begun during the 2002-
03 school year with funding through the Coppell Education Development Corporation.
For three years these funds hired an Instructional Technology Specialist who assisted
students and staff. As a result of her efforts, computer lab usage has increased 75%
overall. Under her direction, all students in first grade through fifth grade learned and
practiced keyboarding skills. First graders spent 30 minutes a day for two weeks learning
home row keys. All other grades spent 30 minutes a day for 6 — 8 weeks working on the
PAWS keyboarding program. Other examples of projects accomplished as a result of
additional technology support included:
✓ 15 full days of training for representatives from each grade level
✓ Regular meetings with grade level teams to discuss technology integration
✓ 2nd grade project in HyperStudio
✓ Newcomer students in grades 3 -5 produced iMovies
✓ Newcomers in grades 1 -2 used Kidspiration to organize information on
animals
✓ Kindergarten reinforced beginning sounds by doing alphabet book in
KidPix and turned it into a slide show presentation
✓ Teachers had staff development session on Kidspiration or Inspiration
✓ Art students created and produced game boards in the computer lab
6/6/06 3:40 PM 6
A survey of teachers indicates they have improved their skills and confidence and
have increased the use of technology in classroom instruction by 60% since 2002 -03.
While these results are gratifying, there still exists a continuing need for
instructional technology support. New staff members and new students will need to be
brought up to standard. And, without a skilled person available to troubleshoot as
problems and questions arise, opportunities will be lost, frustrations with technology will
mount, and ground will be lost.
In addition, as a result of district bond money, Riverchase will be receiving
additional carts of hardware and software for classroom use. The presence of an
instructional technology specialist will greatly improve the benefits of this opportunity.
This CEDC grant connects to both career technology and literacy, whether you
use the traditional definition of literacy (reading and mathematics) or an expanded view.
The expanded definition of literacy was the focus of the October 1998 issue of
"Educational Leadership ". One author suggested the 38 types of literacy could be
considered as three broad categories: (1) traditional text - based, or alphabetic, literacy,
(2) representational literacy, and (3) tool literacy. (Tyner, 1998) Tool literacy is defined
as the knowledge of how to use hardware, software, and Internet connections to gather,
read, interpret, evaluate, critique, and use information. (Rafferty, 1998) But the benefits
of technology are not limited to the development of tool literacy. Technology can also be
used to support the ongoing development of the more traditional, critical reading and
numerical literacy skills. (Rafferty, 1998)
The world is rapidly changing. Information is increasing exponentially. Learners
of the present and future must discern the fastest, most credible sources and become
6/6/06 3:40 PM 7
skilled at organizing and evaluating collected data. The efficient use of technology will
meet this need. "Future generations will value the ability to use information technology
as highly as we value the abilities to read and write today." (Walker, 1998) In addition,
competence in the use of technology will create a skilled workforce. "Statistical,
computer, interpretive, and technical communication skills are the staples of modern
business." (Steen, 1998)
In February 1999, integrating technology into the curriculum was the focus of
"Educational Leadership ". An article in the journal recounted the transformation of an
elementary school when technology was incorporated into everyday learning. The
authors cited significantly improved test scores (implying a higher level of literacy).
Specifically, students used technology to produce consistently higher quality writing.
Technology- assisted reading diagnosis and instruction led to appreciably higher reading
scores for all students, but especially for those with low reading ability. (Conyers, 1999)
Our school district has also acknowledged the importance of technology by
specifying one of its goals as the integration of technology (see page 5). The state of
Texas has acknowledged the importance of technology by specifying state curriculum
objectives, which must be met at each grade level. It is essential to note that our district
has integrated these objectives into other subject areas, underscoring the need for
technology to support learning throughout the curriculum, thereby supporting literacy.
The presence of technology in a building does not guarantee its appropriate
implementation, however. Students need to be instructed in the use of these tools. But
who will instruct the teachers? A pair of researchers determined that between one -third
and two - thirds of all teachers do not take full advantage of the computers available to
6/6/06 3:40 PM 8
them for instruction because they do not feel confident of their own abilities. (Rosen,
1995) Training for staff as well as students is a critical aspect of this grant. If teachers'
levels of ability and confidence are raised, then the benefits for students will last long
after the next school year. Release time is also need to provide staff development for
teachers to learn how to seamlessly incorporate technology into daily lessons.
The instructional technologist works on a flexible schedule. Her responsibilities
include scheduling classes (all classes K -5) into the computer lab on an as needed basis,
coordinating the district required trainings such as keyboarding for grades 2 -5, and
assisting classroom teachers in instructional design and delivery. This assistance can
occur in the computer lab or in the classroom where additional computer stations and
other technology is used. She also oversees the implementation of district benchmark
testing which occurs every two months. Maintaining an accurate inventory of technology
software and hardware is also her responsibility as well as seeing that current equipment
is used as efficiently as possible. As school budgets become smaller each year, it is even
more critical that we learn how to creatively reconfigure and maintain our current
resources for future use.
If the technology specialist is not present, the responsibilities listed above must
still be accomplished. The tasks would fall upon the classroom teacher, librarian, and /or
school office staff. All of these people currently wear multiple hats. Time does not exist
to fulfill the technologist's role in addition to other roles. The result would be a
significant decline in the current standards and regression in use of technology by
students and teachers.
Project Needs
6/6/06 3:40 PM 9
This grant request is for a half time personnel unit for the 2006 -07 school year.
The person would be on campus for two and a half days per week. Her responsibilities
have been previously outlined. Additional funds are requested to provide substitutes so
classroom teachers can receive staff development in instructional technology. Each
classroom teacher would have the equivalent of 3/4 day of training during the year,
totaling 21 substitute days. This project does not depend upon any other funding sources.
Projected number of students served:
K 65
1 70
2 70
3 60
4 60
5 55
(Newcomers 20)
References
Conyers, J. G., Kappel, T., and Rooney, J. (1999) How Technology Can Transform a
School. Educational Leadership, 56(5).
Rafferty, C. D. (1998) Literacy in the Information Age. Educational Leadership,
57(2).
Rosen, L.D., and Weil, M. M. (1995). Computer availability, computer experience,
and technophobia among public school teachers. Computers in Human Behavior,
11.
Steen, L. A. (1998) Numeracy: The Literacy for a Data - Drenched Society.
Educational Leadership, 57(2).
Tyner, K. (1998). Literacy in a digital world: Teaching and learning in the age of
information. Mahway, NJ: Erlbaum.
Walker, D. (1998) Technology and Literacy: Raising the Bar. Educational
Leadership, 57(2).
6/6/06 3:40 PM 10
III. Detailed Budget
Outline proposed expenditures for resources and personnel requested in the proposal. Actual costs are not
to exceed this estimate. Budgets should account for current/future price fluctuations as well as
salary/benefits increases.
The total cost of this proposal is $39,600. This is broken down as follows:
• $37,500 for the salary of a half time, instructional technology specialist for the
2006 -07 school year
• $2,100 for twenty -one substitute days (3/4 day for each full time classroom
teacher)
This is a fixed sum and there is no additional funding source.
6/6/06 3:40 PM 11
IV. Project Measurements and Evaluation
This section should include a detailed description of expected outcomes, numbers of students served and
measures to be applied to determine overall project effectiveness.
All students in grades K -5 will be served. The school district predicts Riverchase
Elementary to have 400 students during the 2006 -07 school year. The per pupil cost for
$39,600 would, therefore, be $99.00.
The project will be evaluated based on:
• Staff surveys (both quantitative and qualitative data)
• Use of computer lab (quantitative)
• Maintenance of current equipment (quantitative)
• Student TAKS scores (quantitative)
• Examples of student work produced with the assistance of technology
The project will be deemed successful if:
• Staff surveys show-
• increased level of teacher confidence in the use of technology
• increased level of teacher knowledge in software
• increased use of technology to support classroom instruction
• increased number of hours students are engaged in use of
technology
• Use of computer lab by classes continues to increase
• Current hardware and software inventory is maintained
6/6/06 3:40 PM 12
• Student TAKS scores continue to increase, esp. for subpopulations and the
percentage of students reaching commended status
• Teachers' lesson plans include the regular use of technology.
See Implementation Schedule on following page.
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Strategy
Person
Responsible
Timeline
Formative Evaluation
Summative Evaluation
Orientation/training of ITS
H. Barber, current
ITS staff
August 2006 — May
2007
Log of training schedule
Log of training schedule
Staff assessment on knowledge
of /use of /comfort level re:
technology (Appendix A)
H. Barber /ITS
August 2006
Preassessment results
Preassessment results
Make full use of main lab through
use of flexible scheduling
ITS
Weekly
Weekly lab schedule from
year
Percentage of time lab was in
use over year; TAKS scores
Schedule required student
trainings, i.e. keyboarding
ITS
September 2006-
March 2007
Log of training schedule
Log of training schedule;
results of students'
assessments
Staff development for teaching
staff
ITS
August 2006- May
2007
Training dates /topics /sign -in
sheets
TAKS scores /Lesson plans
Model technology integration in
classrooms
ITS /H. Barber
August 2006- May
2007
Dates /location/curriculum
Walk - throughs
TAKS scores /Lesson plans
PDAS Evaluations
Monitor teachers' lesson plans for
inclusion of technology
H. Barber
Weekly
Lesson plans
Student products
Meet with grade level teachers to
discuss concerns
ITS
Minimum of once a
month
Log of meeting dates /topics
discussed
Teacher responses on post
evaluation
Oversee benchmark testing
H. Barber, ITS
Sept. 2006 - Apr.
2007
Log of classes /dates of
assessment
TAKS scores
Maintain software and hardware
inventory
ITS
August 2006, May
2007
Inventory list
Maintenance of all current
equipment
Staff post- assessment on
knowledge of /use of /comfort level
re: technology
H. Barber, ITS
May 2007
Post - assessment results
Post - assessment results
Implementation Schedule and Evaluation
6/6/06 3:40 PM
14
Name
PAWS
APPENDIX A
Riverchase Staff Survey
Technology Pre /Post Assessment
1. Approximately how many hours a week did you take your class to the main computer lab this year?
0 '/z 1 2 3
2. Below is a list of technology hardware items available for classroom instruction. Indicate in the blank the
number of times each item has been used by you as the instructor during the year.
i.e. 3 Television This would mean you had used the t.v. on three separate occasions to support
classroom instruction during the course of the school year.
televison digital projector scanner
V.C.T. computer student remote
response system
digital camera printer video camera
3. List ways you have used technology to support the educational process during non - instructional times (i.e.
develop lesson plans, record keeping). Use back if necessary.
4. Use the following scale to indicate your degree of knowledge and comfort level in using the software programs
listed:
0 = No knowledge 1 = Awareness only 2 = Some knowledge, very limited use
3 = Moderate degree of knowledge, have used several times
4 = Extremely comfortable, used extensively
Lightspan ELLIS
Kidspiration/
Inspiration I Spy Word
Leap Frog Millie's Math PowerPoint
House
Riverdeep Access
Dr. Seuss reading
VITA c.d.'s Excel
5. Indicate the approximate number of hours each month the average student in your class used each of the
following technology items for guided or independent learning:
televison printer
v.c.r. scanner
digital camera video camera
digital projector
computer
Grade Date
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