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CFBISD Grant No. 2005-T03STATE 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 "), 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. 2005 -T03 to provide funding for a half -time instructor at Riverchase Elementary School in Coppell (the PROJECT), for the purpose of technology support; and WHEREAS, the CFBISD serves 494 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: COPPELL EDUCATION DEVELOPMENT GRANT Page 1 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 -two Thousand Five Hundred Dollars and no cents ($32,500.00). 2. CFBISD agrees to utilize the GRANT to fund a half -time instructional technology support person at Riverchase Elementary School in Coppell. 3. CITY agrees to provide the GRANT of Thirty -two Thousand Five Hundred Dollars and no cents ($32,500.00) funds payable on a quarterly basis with the first payment to be made in August 2005. 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, 2005 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. 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, COPPELL EDUCATION DEVELOPMENT GRANT Page 2 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 j day of EXECUTED this f° day of Bv. COPPELL EDUCATION DEVELOPMENT GRANT Page 3 By: CITY OF COPPELL, TEXAS ATTEST: B , 2005. �► r, CITY MANAGER ay Boulevard ox 9478 oppell, Texas 75019 COPPELL EDUCATION DEVELOPMENT CORPORATION , 2005. TONIO 1 TEMUS, PRESIDENT 255 Parkway Boulevard P.O. Box 9478 Coppell, Texas 75019 SIGNED this STATE OF TEXAS COUNTY OF DALLAS My Commission Expires: �f o ATTEST: This instrument was acknowledged before me on the ,/,.) g day of 2005, by Jim Witt, City Manager of the City of Coppell, Texas, a Texas municipalit, , on behalf of said municipality. COPPELL EDUCATION DEVELOPMENT GRANT Page 4 day of 4ajuS , 2005. CARROLL TON- FARMERS BRANCH INDEPENDENT SCHOOL DISTRICT TTE GRIFFIN, : rE' ley • ENT Carrollton - Farmers Branch Inde P = 44 School District 1445 North Perry Road Carrollton, Texas 75006 By: CITY'S ACKNOWLEDGMENT ,,�%t$U fI116 ��'.� EN E D. $ ,�� OF � T E -4 • ' , • F • o •11111 Notary Public, State of Texas STATE OF TEXAS COUNTY OF DALLAS This instrument was acknowledged before me on the l ..,5 �` day of 2005, by Antonio Altemus, President of the Coppell Education Development Corp fr ation, on behalf of said corporation. My Commission expires: COPPELL EDUCATION DEVELOPMENT CORPORATION '9 Notary Public, State of Texas CARROLLTON/FARMERS BRANCH INDEPENDENT SCHOOL DISTRICT STATE OF TEXAS COUNTY OF DALLAS My Commission expires: ote/oi/ /0? : o � , -. SHARON A. SCRIVNER * ( Notary Public ,.� • STATE OF TEXAS o •; • Comm+ssan Expres 66/64/09] COPPELL EDUCATION DEVELOPMENT GRANT Page 5 Notary Public, State of Texas This instrument was acknowledged before me on the • day of g e e n a �_ y A tkal Lk s , 2005, by Dr. Annette Griffin, Superintendent of Carrollton/Farmers Branch Independent' School District, on behalf of said district. Project Title: Principal Applicant: Title of Principal Applicant: ISD Represented in Application: Project Period: Total Amount Requested: 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) Coppell Education Development Corporation Grant Application John Tepper * *School Board President (Required) Signature G' O(p Si * *Signifies approval by the School Board of Trustees Instructional Technology Support Holly Barber Principal Carrollton- Farmers Branch August 2005 - May 2006 $32,500 Date Dat US CO_ -z(T- OS Date Date 6 D to Date 6/20/05 12:51 PM 1 I. 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 2005 through May 2006). The cost would be $31,000 for salary and benefits. An additional $1,500 is requested to provide substitutes for 15 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. 6/20/05 12:51 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. 6/20/05 12:51 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 2005 -06 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 1 digital video camera 2 digital projectors 20 document/digital projectors 40 presentation televisions 37 v.c.r.'s 6 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 6/20/05 12:51 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 identified as one of its five goals: CFB1SD will integrate technology into the learning environment to improve student achievement and productivity and prepare all staff and students for the 21' century. 6/20/05 12:51 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: ✓ 12 full days of training for representatives from each grade level ✓ Regular meetings with grade level teams to discuss technology integration ✓ 2 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 6/20/05 12:51 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 6/20/05 12:51 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 6/20/05 12:51 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 6/20/05 12:51 PM 9 This grant request is for a half time personnel unit for the 2005 -06 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 a half day of training during the year, totaling 15 substitute days. This project does not depend upon any other funding sources. Projected number of students served: K 70 1 70 2 70 3 60 4 60 5 50 (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). 6/20/05 12:51 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 $32,500. This is broken down as follows: • $31,000 for the salary of a half time, instructional technology specialist for the 2005 -06 school year • $1,500 for fifteen substitute days (one half day for each full time classroom teacher) This is a fixed sum and there is no additional funding source. 6/20/05 12:51 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 2005 -06 school year. The per pupil cost for $32,500 would, therefore, be $81.25. 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 6/20/05 12:51 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. 6/20/05 12:51 PM 13 Strategy Person Responsible Timeline Formative Evaluation Summative Evaluation Orientation/training of ITS H. Barber, current ITS staff August 2005 — May 2006 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 2005 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 2005 - March 2006 Log of training schedule Log of training schedule; results of students' assessments Staff development for teaching staff ITS August 2005- May 2006 Training dates /topics /sign -in sheets TAKS scores/Lesson plans Model technology integration in classrooms ITS/H. Barber August 2005- May 2006 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. 2005 - Apr. 2006 Log of classes /dates of assessment TAKS scores Maintain software and hardware inventory ITS August 2005, May 2006 Inventory list Maintenance of all current equipment Staff post- assessment on knowledge of /use of /comfort level re: technology H. Barber, ITS May 2006 Post - assessment results Post - assessment results Implementation Schedule and Evaluation 6/20/05 12:51 PM 14 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 Y2 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.r. 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 Name Grade Date 6/20/05 12:51 PM 15