CISD Grant No. 2010-L01STATE 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 Coppell Independent School District (the "CISD "), 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 CISD has submitted a grant application No. 2010 -L01 to provide
funding for hiring thirteen (13) Literacy Intervention support teachers in 2009 -2010 and six (6)
Literacy Intervention support teachers in 2010 -2011 (the PROJECT), which is designed to serve
students who are identified as struggling readers in K -12; and
WHEREAS, the PROJECT will provide one teacher per campus, assist targeted
students in grades K -12 to develop literacy skills needed for academic success; and
WHEREAS, CISD is in need of funding the salaries for thirteen (13) Literacy
Intervention support teachers in 2009 -2010 and six (6) Literacy Intervention support teachers in
2010 -2011, and seeks the assistance of the CEDC for such assistance; and
WHEREAS, the CITY has determined that making an education development grant to
the CISD in accordance with this AGREEMENT will further the objectives of the CITY, will
benefit the CITY and the CITY's inhabitants and will promote literacy 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 CISD an education development grant (the "GRANT ") in the amount of One
Million One Hundred Three Thousand Four Hundred Thirty-eight Dollars and no cents
($1,103,438.00).
2. CISD agrees to utilize the GRANT to fund the salaries for thirteen (13) Literacy
Intervention support teachers in 2009 -2010 and six (6) Literacy Intervention support teachers in
2010 -2011.
3. CITY agrees to provide the GRANT of One Million One Hundred Three Thousand Four
Hundred Thirty -eight Dollars and no cents ($1,103,438.00) funds payable on a quarterly basis
with the first payment to be made in November 2009.
4. No later than May 31, 2010 the CISD shall submit a detailed list of expenditures for this
GRANT to the CEDC. The detailed expenditures shall include, but not limited to, all personnel
costs, the number of students served, grade levels actually served, and any changes in personnel .
during the period covered by this GRANT.
5. In the event the CISD breaches any of the terms of this AGREEMENT or fails to use
the GRANT for the purposes set forth herein, then the CISD, 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 CISD 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 CISD of any
obligations under this AGREEMENT, the CITY shall notify the CISD in writing, who shall
have thirty (30) days from receipt of the notice in which to cure such default. If CISD 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 CISD.
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 CISD, 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. CISD 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 CISD'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 Aoirl-- day of 0 cto ei" , 2009
ATTEST:
COPPELL EDUCATION DEVELOPMENT GRANT
Page 3
CITY OF COPPELL, TEXAS
B
B Zalh
CL PHILLIPS; CITY MANAGER
255 Parkway Boulevard
P.O. Box 9478
Coppell, Texas 75019
EXECUTED this O day of cj , 2009.
COPPELL EDUCATION DEVELOPMENT CORPORATION
By: 44
B ' / LETZKUS, VICE PRESIDENT
255 arkway Boulevard
P.O. Box 9478
Coppell, Texas 75019
SIGNED this / 9 day of oe 1-oe E/& , 2009.
CITY'S ACKNOWLEDGMENT
STATE OF TEXAS
COUNTY OF DALLAS
��0 ��i' DEBBIE CRAVEY
: ° � �;'
� ` .;�. Notary Public, State of Texas
/" . My Commission Expires
May 20 2011
�
My Commission Expires:
2_. 2. -c: \ \
COPPELL INDEPENDEy " OOL DISTRICT
/ Air
By:
ATTEST:
By:
COPPELL EDUCATION DEVELOPMENT GRANT
Page 4
f '. JEFF R, SUPERINTENDENT
oppell Independent School District
200 S. Denton Road
Coppell, Texas 75019
This instrument was acknowledged before me on the ) of 6 ,
2009, by Clay Phillips, City Manager of the City of Coppell, Texas, a Texas municipality, on behalf
of said municipality.
Notary Public, State of Texas
STATE OF TEXAS
COUNTY OF DALLAS
My Commission expires:
STATE OF TEXAS
,
01 �!'i D. KAY RYON
�' {� ' ` 4'- Notary Public, State of Texas
My Commission Expires
May 17, 2013
My Commission expires:
051/i/A 0 /3
COPPELL EDUCATION DEVELOPMENT CORPORATION
5\
This instrument was acknowledged before me on the - day of (� c * ev ;
2009, by Brian Letzkus, Vice President of the Coppell Education Development Corporation, on
behalf of said Corporation.
COUNTY OF DALLAS 1 §
COPPELL EDUCATION DEVELOPMENT GRANT
Page 5
COPPELL INDEPENDENT SCHOOL DISTRICT
This instrument was acknowledged before me on the / day of OC -1:90E ,
2009, by Dr. Jeff Turner, Superintendent of Coppell Independent School District, on behalf of
said District.
2D Latry
Notary Public, State of Texas
Project Title: Literacy Intervention Support Program
Principal Applicant Mrs. Jill Haltom
Title of Principal Applicant ELA/Reading Director
ISD Representative in Application Coppell
Project Period (Start & Finish of Entire August 2009 -May 2011
Project)
Total Amount Requested $1, 103, 438 (for 2009 -10 and 2010 -11)
Printed Names & Title of Grant Approvers; Signatures; & Dates:
Jill Haltom �f 2 2�<7 ELA/Reading Director "
Principal Applicant Signature Date
Title
(Required)
Team Member
Title
(Optional)
Team Member
Title
(Optional)
Principal of School Involved
Title
(Optional)
Dr. Jeff Turner
Superintendent of Schools
District Superintendent
Title
(Required)
Cindy Warner
President, Board of Trustees
* * School Board President
President
(Required)
Coppell Education Development Corporation
Grant Application
Signature
* *Signifies approval by the School Board of Trustees
Date
Signature - Date
Signature Date
Date
q -6 16Y ^ o9
Date
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Section I: Abstract of Project /Activity
The Coppell ISD Literacy Intervention Support Program is designed to serve students
who are identified as struggling readers in K -12 at nine elementary campuses and four
secondary campuses. Literacy Intervention support teachers, one teacher per campus,
assist targeted students in grades K -12 to develop literacy skills needed for academic
success. The amount of support each student receives is dependent on the results of their
individual assessments. Coppell ISD is applying under the literacy provision of the
Coppell Education Development Corporation for a total of $1,103,438 in salaries:
$765,611 for these thirteen personnel units in 2009 -2010, and $337,827 for six personnel
units in 2010 -2011.
Students must achieve highly developed literacy and thinking skills in order to work
toward the Coppell ISD Profile of the Graduate goals that, (I.) "A scholar of high
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reputation (b) transfers and applies knowledge and skills in meaningful ways that lead to
further learning opportunities, (e) utilizes critical reading and thinking skills, and (g)
seeks knowledge independently, responsibly and purposefully."
Section II: Description of Proposal and Nature of Request:
Goals for the elementary program are based upon the Twelve Essential Components of
Research -Based Programs for Beginning Readers from the Texas Education Agency.
Essential components (goals) are as follows:
Children will have the opportunities...
1. to expand their use and appreciation of oral language.
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2. to expand their use and appreciation of printed language.
3. to hear good stories and informational books read aloud daily.
4. to understand and manipulate the building blocks of spoken language.
5. to learn about and manipulate the building blocks of written language.
6. to learn the relationship between the sounds of spoken language and the letters of
written language.
7. to learn decoding strategies.
8. to write and relate their writing to spelling and reading.
9. to practice accurate and fluent reading in decodable stories and pattern -type
readers.
10. to read and comprehend a wide assortment of books and other texts.
11. to develop and comprehend new vocabulary through wide reading and direct
vocabulary instruction.
12. to learn and apply comprehension strategies as they reflect upon and think
critically about what they read.
Goals for the secondary program are based on the Reading Next: A Vision for Action and
Research in Middle and High School Literacy (2004). The fifteen key elements are:
1. Direct, explicit comprehension instruction
2. Effective instructional principles embedded in content
3. Motivation and self - directed learning
4. Text -based collaborative learning
5. Strategic tutoring
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6. Diverse texts
7. Intensive writing
8. A technology component
9. Ongoing formative assessment of students
10. Extended time for literacy
11. Professional development
12. Ongoing summative assessment of students and programs
13. Teacher teams
14. Leadership
15. A comprehensive and coordinated literacy program
To effectively meet these goals the literacy teachers will:
• Provide intensive, focused literacy instruction to identified students on a daily
basis and constantly monitor students' literacy growth.
• Assist regular classroom teachers in identifying students at -risk of reading failure
based upon assessment results and work cooperatively with classroom teachers to
plan effectively for these identified students.
• Coordinate state mandated Early Reading Assessments in grades kindergarten,
first and second grade three times a year.
• Coordinate local reading diagnostics and progress monitoring to identify at -risk
adolescent readers.
• Provide model teaching in the classroom in literacy skills development.
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• Work cooperatively with teachers and principals to promote literacy at each
campus and participate in literacy study sessions with other literacy support
teachers and the ELA/Reading Director to keep current on reading and writing
research and effective literacy program implementation.
• Provide additional interventions for struggling readers.
In order to meet the reading goal set by then Governor George W. Bush in 1996 stating
that, "All students will read on or above level or higher by the end of third grade and
continue reading on or above grade level throughout their schooling," literacy support is
imperative in the early grades and is an essential necessity for the continuation of literacy
development at the secondary level.
As a result of the reading goal set by then Governor Bush, guidelines were given to
educators. Guidelines for the mandated Accelerated Instruction included the following:
• Identify target students and instructional priorities based upon assessment
results.
• Provide for at least 30 minutes of additional systematic and explicit literacy
instruction.
• Provide small group instruction in the areas of phonemic awareness
(elementary), phonics, reading fluency, reading comprehension and writing.
• Use highly trained professionals to deliver instruction and provide
interventions.
While CISD's TAKS scores indicate overwhelming success by remaining in the 90
percentiles in reading and writing, these scores are misleading. A recent study
shared with the State Board of Education in July 2007 reveals that the text demands
for a student meeting met standard (a scale score of 2100) on the grade 11 ELA
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TAKS merely indicates that the student can pass the test. A commended score (a
scale score of 2400), however, ensures that the student can meet the myriad of text
demands required post -high school from the workplace to the university (see
attached graph). It is imperative to not only close the gap with our struggling readers
but also to prepare ALL of CISD's students for the text demands of the 21 century.
This can be accomplished through the literacy coach's work with struggling students
as well as content area teachers.
Without the requested funds, the CISD will need to reexamine current student
teacher ratios. Denial of CEDC funds may also result in a decrease in specialized
programs for all students in the district. If CISD is not able to adequately fund this
program at the current level, a decrease in the district's state accountability rating
could result.
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Graduate Record Exam
(n =8)
University (13 -14)
(n =100)
Community College
(n =50)
Workplace
(n =1401)
Citizenship
(n =54)
Military (n =22)
SAT I, ACT, AP
(n =20)
High School (11 -12)
(n =75)
Standard:
2100 TAKS
1015 Lexile
Higher Ed: Commended
2200 TAKS 2400 TAKS
1170 Lexile 1490 Lexile
600 800 1013 00 1400 1600 1800
Lexile Text Measures
ITAKS
ertormane
tandards
verlay on
ext
errands
adapted
rom
illiamson,
006a)
PROGRAM GOAL
STANDARD
MOST RECENT
MEASURE (MS /C)
EVALUATION
INSTRUMENT
Increase the percent
Reading: 100%
3 Grade Reading:
Reading TAKS
of students who
meet standard and
ELA: 100%
99%
4 Grade Reading:
ELA TAKS
reach commended
on TAKS exams in
96%
5 Grade Reading:
Reading/ELA
97%
6 Grade Reading:
99%
7 Grade Reading:
97%
8 Grade Reading:
99%
9 Grade Reading:
99%
10 Grade ELA:
98%
11 Grade ELA:
98%
Section III: Budget
$Budget request for salaries
Section IV: Project Measurement and Evaluation
Salaries
Estimated number of students to be served in this program K -12th grade: 1245
(12.5 %
of the student population in 2009 - 2010).
Dollars per student proposed: $614.95
Evaluation of Project's Success
tests administered in the spring.
A valid measure of a student's progress in learning to read is the result of the TAKS
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Increase the percent
Reading: 85%
3 Grade Reading:
Reading TAKS
of students who
reach commended
ELA: 80%
76%
4th Grade Reading:
ELA TAKS
on TAKS exams in
58%
Reading/ELA.
5 Grade Reading:
60%
6 Grade Reading:
72%
7 Grade Reading:
60%
8 Grade Reading:
77%
9 Grade Reading:
50%
10 Grade ELA:
49%
11 Grade ELA:
64%
In order to continue to adjust instruction and address changing needs of our students
we respectfully apply for this grant.
References
Coppell Portrait of a Graduate, Coppell ISD, 2003
Reading Next: A Vision f for Action and Research in Middle and High School
Literacy (2004)
Rohfhus, E., Ph.D. (2007, July 18). Specificity, Clarity, and Lexiles: Approaches
to Defining Standards. Presented to State Board of Education in Austin, TX.
Texas Education Agency, (2003), Austin, Texas. Retrieved June 11, 2003 from
www.tea.state.tx.us
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