CISD Grant No. 2008-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. 2008 -L01 to provide
funding for thirteen (13) Literacy Intervention Support teachers for students in grades K through
12 (the PROJECT); and
WHEREAS, the CISD has developed the PROJECT to provide intensive, focused
literacy instruction to identified students on a daily basis; and
WHEREAS, the PROJECT will provide additional classroom support in a small group
setting that is taught by literacy specialists to help students maximize their potential, accelerate
literacy skills and improve self - esteem and achievement; and
WHEREAS, CISD is in need of funding the salaries of thirteen (13) Literacy
Intervention Support Teachers for students in grades K through 12, 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 an amount not to exceed
Seven Hundred Sixty -one Thousand Three Hundred Fourteen Dollars and No Cents
($761,314.00).
2. CISD agrees to utilize the GRANT to fund thirteen (13) Literacy Intervention Support
Teachers for students in grades K through 12.
3. CITY agrees to provide the GRANT of Seven Hundred Sixty -one Thousand Three
Hundred Fourteen Dollars and No Cents ($761,314.00) funds payable on a quarterly basis with
the first payment to be made in February 2008. Funds to be expended in accordance with the
budget categories set forth in the GRANT application.
4. No later than May 31, 2008 the CISD shall submit a detail list of expenditures for this
GRANT to the CEDC. The detailed list of expenditures shall include all personnel costs,
invoices, and other financial documents which address the GRANT expenditures by category as
approved by the CEDC, and reflected in Item 3 of this AGREEMENT. CISD shall also
provide documentation related to the number of students served, grade level served, and any
changes in personnel during the period covered by this grant, as well as any other information
that reflects the success of the Literacy Intervention Support Program.
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
COPPELL EDUCATION DEVELOPMENT GRANT
Page 2
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.
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 /1-
1 day of
By
COPPELL EDUCATION DEVELOPMENT GRANT
Page 3
CITY OF COPPELL
By:
EXECUTED this day of "° , 2007.
COPPELL EDUCATION DEVELOPMENT CORPORATION
Antonio Alt mus, President
255 Parkway Boulevard
P.O. Box 9478
Coppell, Texas 75019
, 2007.
JIM WITT,
255 Parkway levard
P.O. Box 94
Coppell, T as 75019
AGER
SIGNED this ! i day of 1) , 2007.
STATE OF TEXAS
COUNTY OF DALLAS
ATTEST:
By:
COPPELL INDEPENDENT SCHOOL DISTRICT
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My Commission Expirk"pPIY p��.••ly�
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COPPELL EDUCATION DEVELOPMEGRANT
Page 4
R. JE . TURNER
SUPERINTENDENT
Coppell Independent School District
200 S. Denton Road
Coppell, Texas 75019
ATTEST:
By: *it' /
CITY'S ACKNOWLEDGMENT
Notary Public, State of Texas
This instrument was acknowledged before me on the i day of
2007, by Jim Witt, City Manager of the City of Coppell, Texas, a Texas municipality, on behalf of
said municipality.
STATE OF TEXAS
COUNTY OF DALLAS §
This instrument was acknowledged before me on the day of
2007, by Antonio Altemus, President, Coppell Education Development Corporation, on behalf of
said corporation.
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STATE OF TEXAS
COUNTY OF DALLAS
My Commission expires:
Thai ! 1 0 24 o 1
COPPELL EDUCATION DEVELOPMENT CORPORATION
COPPELL EDUCATION DEVELOPMENT GRANT
Page 5
COPPELL INDEPENDENT SCHOOL DISTRICT
This instrument was acknowledged before me on the / 41 day of -b,¢ ,
2007, by Dr. Jeff Turner, Superintendent of Coppell Independent School District, on behalf of
said District.
Notary P 1� lic Ete of Texas
����PY ���Vi D. KAY RYON
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. " = Notary Public, State of Texas
= My Commission Expires
���;; May 17, 2009
Project Title: Literacy Intervention Support Program
Principal Applicant Mrs. Jean Boyd, Mrs. Jill Haltom
Title of Principal Applicant Director of Elementary Education
Secondary Lang. Arts and Social Studies Director
ISD Representative in Application Coppell
Project Period (Start & Finish of Entire Project) August 2007 -May 2008
Total Amount Requested $761,314
Printed Names & Title of Grant Approvers; Signatures; & Dates:
Jean Boyd
Director of Elementary Curriculum
Jill Haltom
Secondary Language Arts and Social
Studies Director
Principal Applicant
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)
Kathie Gautille
President, Board of Trustees
Coppell Education Development Corporation
Grant Application
* * School Board President
President
(Required)
* *Signifies approval by the School Board of Trustees
/0 42- 07
Signature Date
Signature Date
Signature Date
Signature Date
/0 - ?
Date
Alit& -
to D9-
Signature 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 $761,314 to fund salaries for these thirteen personnel units.
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 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 and the additional non - fiction literacy resources 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.
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.
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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 and the additional non - fiction literacy resources 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
6. Diverse texts
7. Intensive writing
8. A technology component
9. Ongoing formative assessment of students
10. Extended time for literacy
11. Professional development
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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.
• Provide model teaching in the classroom in literacy skills development.
• Work cooperatively with teachers and principals to promote literacy at each campus and
participate in monthly literacy study sessions with other literacy support teachers and the
Language Arts Curriculum Directors to keep current on reading and writing research and
effective literacy program implementation.
• Provide additional literacy resources for both students and teachers.
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.
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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 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 content area teachers as well as by providing reading materials and opportunities for
students in core curriculum classes to engage with these nonfiction texts.
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: Higher Ed: Commended
2100 TAKS 2200 TAKS 2400 TAKS
1015 Lexile 1170 Lexile 1490 Lexile
600 BOO 1000 1200 1400
Lexile Text Measures
1600 18.00
TAKS
Performance
Standards
Overlay on
Text
Demands
(adapted
from
Williamson,
2006a)
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PROGRAM GOAL
STANDARD
MOST RECENT
MEASURE (MS /C)
EVALUATION
INSTRUMENT
Increase the percent
Reading: 100%
3 Grade Reading: 98%
Reading TAKS
of students who meet
standard and reach
commended on
ELA: 100%
4 Grade Reading: 96%
5 Grade Reading: 95%
6 Grade Reading: 99%
ELA TAKS
TAKS exams in
7 Grade Reading: 98%
Reading /ELA
8 Grade Reading: 98%
9 Grade Reading: 98%
10 Grade ELA: 98%
11 Grade ELA: 98%
Increase the percent
Reading: 85%
3 Grade Reading: 65%
Reading TAKS
of students who
reach commended
on TAKS exams in
ELA: 80%
4 Grade Reading: 58%
5 Grade Reading: 46%
6 Grade Reading: 82%
ELA TAKS
Reading /ELA.
7 Grade Reading: 56%
8 Grade Reading: 71%
9 Grade Reading: 55%
10 Grade ELA: 23%
11 Grade ELA: 49%
Section III: Budget
$761,314 Budget request for salaries
Section IV: Project Measurement and Evaluation
Salaries
Estimated number of students to be served in this program K -12th grade: 900 (9.1 %
of the student population).
Dollars per student proposed: $845.90
Evaluation of Project's Success
A valid measure of a student's progress in learning to read is the result of the TAKS tests
administered in the spring.
In order to continue to adjust instruction and address changing needs of our students we
respectfully apply for this grant.
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References
Coppell Portrait of a Graduate, Coppell ISD, 2003
Reading Next: A Vision 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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