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CISD Grant No. 2007-T04STATE 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. 2007 -T04 to provide funding to purchase technology kits, Digital Video Camera, Lego Resource Kit, and other packages and accessories for Coppell High School (the PROJECT); WHEREAS, the CISD has developed the PROJECT which will enhance the Engineering Technologies Pathway program at Coppell High School, which assists students by preparing them for a career in their chosen field; and WHEREAS, CISD is in need of funding the costs of the necessary equipment and workbooks 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: 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 Thirty -five Thousand Dollars and no cents ($35,000.00). COPPELL EDUCATION DEVELOPMENT GRANT Page 1 2. CISD agrees to utilize the GRANT to fund the purchase of Infinity Project technology kits, text and workbooks, staff development, lab computers, and a printer for CISD high school students. 3. CITY agrees to provide the GRANT of Thirty -five Thousand Dollars and no cents ($35,000.00) funds payable on a quarterly basis with the first payment to be made on or before August 15, 2007. 4. On a quarterly basis beginning no later than November 15, 2007 the CISD shall submit a detailed list of expenditures for this GRANT to the CEDC. The detailed list shall include, but not limited to, software, hardware, supplies, equipment and contracts for personnel. CISD shall also submit no later than sixty (60) days after the close of school year 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. COPPELL EDUCATION DEVELOPMENT GRANT Page 2 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 da y of EXECUTED this `dI.P day of Bv: ATTEST: COPPELL EDUCATION DEVELOPMENT GRANT Page 3 CITY OF COPPEL E I/ J 14'' ITT, CITY MANAGER 25 ' , kway Boulevard P. • : ox 9478 Co spell, Texas 75019 Bv: ATTEST: COPPELL EDUCA : N DEVELOPMENT CORPORATION I d ANTONI • ALTEMUS, PRESIDENT 255 Parkway Boulevard P.O. Box 9478 Coppell, Texas 75019 , 20 , 2007. SIGNED this 01 8 day of STATE OF TEXAS COUNTY OF DALLAS My Commission Expires: COPPELL INDEPENDENT SCHOOL DISTRICT Bv: ATTEST: COPPELL EDUCATION DEVELOPMENT GRANT Page 4 , 2007. ' . J i R, SUPERINTENDENT / Coppell dependent School District 200 S. Denton Road Coppell, Texas 75019 BY: *OA', ?)/C-j CITY'S ACKNOWLEDGMENT This instrument was acknowledged before me on the ire S, day of 2007, by Jim Witt, City Manager of the City of Coppell, Texas, a Texas munici said municipality. l ��,�r�rrrrrrrr rr r g P;14. (1:. 1 1. � • � ar *r. a Of 1 :" .. ..• 77 44 fIP. 4 .5fts o 14 ,"" Notary Public, State of Texas ty, ehalf of STATE OF TEXAS COUNTY OF DALLAS COPPELL EDUCATION DEVELOPMENT CORPORATION This instrument was acknowledged before me on the day of 2007, by Antonio Altemus, President of Coppell Education Development Corpora of said corporation. ` ,�,i$lIII lt,, o �� My Commission expires: ♦� '�o- *. • !//0 G •�J �j •F+ �F TA .` ``‘‘' STATE OF TEXAS COUNTY OF DALLAS My Commission expires: COPPELL INDEPENDENT SCHOOL DISTRICT This instrument was acknowledged before me on the a 8 day of 2007, by Dr. Jeff Turner, Superintendent of Coppell Independent School District, n behalf of said district. COPPELL EDUCATION DEVELOPMENT GRANT Page 5 Notary Public, State of Texas,, Notary Pu c, St 4 of Texas Mar • ,., , �e : � ti � D. KAY RYON Notary Public, State of Texas '' My Commission Expires M 17, 2009 alla Coppell Education Development Corporation Grant Application Project Title: Principal Applicant: Title of Principal Applicant: ISD Represented in Application: Project Period (Start & Finish of Entire Project): Total Amount Requested: Printed Names & Titles of Grant Author(s) & Approvers, Signatures & Dates: l/q /6 7 ate Rrfncipal Applic Donna Carpenter CTE CoordinatDr T ii Mem Michael Yakubovsky Coppell High School ngineering Instru or Principal of School Involved Brad Hunt Coppell High School Principal District Superintendent Dr. Jeffrey Turner ** School Board President Kathie Gautille Coppell School of Engineering Donna Carpenter Career & Technology Education Coordinator Coppell June 1, 2007- May 31, 2008 $35,000 Signature Signature Signature ** Signifies approval by the School Board of Trustees Signature 1 V 7 Date Date 1 I. Abstract of Project/Activity In the fall of 2005, the Career and Technology department at Coppell High School (CHS) implemented major changes to the Engineering Technologies Pathway (ETP). Through the generous support of the Coppell Education Development Corporation, CHS was able to add new courses, such as the Infinity Project, and upgrade existing labs to meet current technologies. Since that time, the Engineering Technologies Pathway at CHS has grown tremendously. Through partnerships with several universities, the ETP at Coppell High School has quickly become a showcase of secondary engineering education in North Texas, preparing students for careers in the 21s century. To maintain this level of rigor and relevance, it is important to continue to develop the programs providing a seamless transition for our students into competitive universities across the nation. Therefore, to continue the success of the program Coppell High School is requesting $35,000.00 from Coppell Education Development Corporation. The innovative engineering curriculum has been developed with the assistance of engineering professors from Texas Christian University (TCU) to provide exposure to new engineering technologies while expanding problem solving skills. In this partnership, CHS has developed the Coppell School of Engineering. Through this coherent sequence of courses students develop a strong engineering foundation while building on existing knowledge and skills in math and science. A perfect example is the new Suborbital Aeroscience Studies course for fall of 2007. This is a combined Engineering/Physics course where students, through approval from NASA, will design, build, test and launch a real rocket. In the first year, students will launch a 25' rocket to 2 an altitude of 1 mile. Within three years, the program will be working to launch a 30' rocket to an altitude of 100,000 feet. The ETP project based curriculum is designed to emulate the working environment to develop communication, management and thinking skills. II. Description of Proposal & Nature of Request As the world and economy move into the 21 Century, students must be ready to embrace the changes. The need for engineers has never been greater, with the demand steadily increasing while the number of engineers graduating from US colleges is dropping. There are approximately 12 million people in the US with an engineering/science degree. All of these people say their degree is paramount to their job, yet only 1/3 of these people actually work in engineering/science fields. Engineers can be found in almost any field of work, law, medicine, business, you name it. Coppell High School continues to prepare students to meet these demands. With in two years we have taken a common technology education cluster of courses and created a showcase in engineering education. The key separating CHS from the rest is the understanding that engineers do not work in isolation. To be a successful engineer a person must have strong math, science, communication, and problem solving skills. Work has already begun on the CHS School of Engineering program with the support and cooperation of Texas Christian University. The TCU Department of Engineering and the Department of Education are currently assisting CHS with curriculum and mentoring opportunities. Students will have the opportunity to work with university engineering programs on projects such as the new Suborbital Aeroscience Studies course beginning in the fall of 2007. TCU is using the program being developed at CHS as a model for other school districts in the North Texas area. As one professor stated, "the program at CHS is on the leading edge of where high school engineering programs need to be." There is a growing need for engineering students. Technical innovation has fueled the growth in demand for engineers. Unfortunately, there are not enough new engineers coming out of the universities to fill these new jobs. 1979 1981 1983 1985 1987 1989 1991 1993 1 995 1997 1969 3 US High Tech Employment 1995 1996 1997 1998 1999 2000 2001 Likelihood that a High School graduate obtains an engineering degree • All Students: 2.1% • Women: 0.9% • Minorities: 0.8% Some of the problems: • Lack of preparation • Lack of exposure • Lack of interest • Relevance of engineering not clear According to a Congressional study Conducted by the Committee on Prospering in the Global Economy of the 21st Century, "It is the unanimous view of our committee that America today faces a serious and intensifying challenge with regard to its future competitiveness and standard of living. Further, we appear to be on a losing path." They 4 went on to say, "Because other nations have, and probably will continue to have, the competitive advantage of a low wage structure, the United States must compete by optimizing its knowledge -based resources, particularly in science and technology..." Students need to be exposed to engineering and how math and science impact their lives well before college. Programs are needed to provide more quality engineering students to university programs. Furthermore, these students need to be able to work in the rapidly changing environment of a shrinking world economy. Engineers do not simply sit at a desk and work alone. They must be able to communicate effectively with both clients and co- workers around the world. An important aspect of U.S. efforts to maintain and improve economic competitiveness is the existence of a capable scientific and technological workforce. A January 2004 report of the National Science Foundation (NSF), Science and Engineering Indicators 2004, states that between the years 2000 and 2010, employment in science and engineering fields will increase at more than three times the rate for all other occupations. In addition, approximately 86% of the increase in science and engineering will be in computer - related positions. Simultaneous with predictions of the future scientific work force is data reporting a decline in the number of students seeking degrees in certain fields. While 33% of the undergraduate degrees awarded are in science and engineering, the portion of degrees earned in the physical sciences, mathematics, computer science, and engineering has been static or declining. Disciplines that have witnessed an increase in degrees earned have been primarily psychology and the biological sciences. There is growing concern by many in the scientific community, industry, research - driven federal agencies, and Congress about the production of the nation's science and engineering 5 personnel. (CRS Report for Congress; Science and Technology Policy: Issues for the 108th Congress, 2nd Session; September 2004) In a recent report released by Education Week, Texas students will face serious economic and workforce hurdles throughout their lives and will have a less - than- average chance for success. (Appendix A) The mission of the School of Engineering at Coppell High School is to expose students to the engineering profession and prepare interested students to be successful in engineering studies beyond high school. Students will have the opportunity to employ the engineering design process through numerous short-term and long -term design projects and to acquire a skill set that is usually not developed until the junior or senior year of college. These skills include: • advanced implementation of Microsoft Word and Excel • communication skills (written and oral) • familiarity with and ability to use standard scientific and engineering instrumentation • principles of data acquisition, analysis, and evaluation • programming logic and principles of computer programming • mathematical modeling of engineering systems • familiarity with o engineering ethics o engineering economics and business principles The CHS School of Engineering will offer several opportunities to meet the needs of the students. Courses and activities are directed at encouraging participation not only School of Engineering Engineering Courses: Introduction to Engineering (1 year) 6 in engineering, but also math and science. Programs will be aimed at students from elementary through high school. Examples include: • A rigorous 4 -year Pre - College engineering program at Coppell High School, designed to provide a strong educational foundation • A second, shorter engineering pathway for students not sure about engineering or have decided to pursue an engineering education later in their high school career • Summer camps for students to enrich their studies in a particular area or activity • Mentoring programs between high school engineering students and students in lower grade levels • Activities and lessons for Elementary and Middle School teachers that bridge the gaps between math, science, and technology. The CHS School of Engineering will focus on 3 main goals throughout the program to meet the challenges facing students: • Increasing the number of students successfully pursuing engineering and technical degrees in college • Increasing the number of women and minority students participating in the CHS School of Engineering • Increasing the communication skills of students through participation in the CHS Students will learn how to apply the engineering design process as they work in small groups on multiple short-term design problems and one long -term project. Students will learn drawing and visualization techniques as well as communication, both written and verbal. 7 Data Acquisition & Analysis (1 year) Techniques for acquiring a variety of engineering data will be investigated along with ways to analyze the data and draw conclusions as to the quality of the data, relationships between variables, and the methods used for data acquisition. Students will become familiar with standard scientific and engineering instrumentation and will work in the context of engineering design problems in disciplines such as mechanical, electrical, civil, materials, and biomedical engineering. Pre - AP Chemistry (concurrent) Students will be concurrently enrolled in Pre -AP Chemistry. This concurrent course is specifically tailored to correspond with Data Acquisition & Analysis. Students will not only cover the base Pre -AP Chemistry curriculum, but they will spend time learning about material science. Engineering Systems (1 year) Students will engage in projects that will demonstrate the integration of different systems. Students will have to opportunity to work with the Texas Christian University Engineering Department on various projects. Suborbital Aeroscience Studies (concurrent) In this class, students will design, test, build and launch a suborbital rocket every year. In the first year of the program, the rocket will be approximately 25 feet in length and will fly to an altitude of 1 mile carrying a 1 pound payload. Eventually, the rocket will fly to an altitude of 100,000 feet. 8 AP Physics B / AP Physics C (concurrent) Students will work on the curriculum for the College Board's AP Physics program. During the course, students will also design, test, build, and operate at full size solar car. The car will be entered in the Dell- Winston Solar Car Competition each summer. Engineering Design & Entrepreneurship (1 year) Engineering Design & Entrepreneurship is designed as a capstone course, providing students with the opportunity to apply what they have learned in the context of a long- term engineering design project. Principles of business and economics pertinent to the engineering profession will be taught and incorporated into the design project. LEGO Engineering (1/2 year) The first semester of the course will be populated entirely of female students. The goal of this type of scheduling is to encourage more women to take engineering courses. Students will explore team work, problem solving, programming, and design through a series of activities. The course utilizes the LEGO Mindstorms NXT Robotic kit. Detailed Description of Items Needed for CHS Engineering Technologies Pathway CEDC Grant Proposal # Cost Extended Cost Sherline 4000A Lathe Package 4 $675 $2700 Sherline 500A Mill Package 4 $950 $3800 Mill and lathe accessories 4 $500 $2000 Innovation First Vex Robotics Kits 1 $375 $375 Innovation First Vex Parts 1 $2841 $2841 First Vex Registration/Entry fees 2 $475 $950 Vernier SenorDAQ Deluxe package 6 $865 $5190 Labview 8.1 Student Edition 10 $80 $800 Vernier Sensors 6 $711 $4266 Digital Video Camera 1 $350 $350 Tools 1 $2563 $2563 Digital Camera 1 $700 $700 SolidWorks Network License & Training 1 $3800 $3800 Lego Books 1 $150 $150 Industrial Stock Truck 1 $212 $212 Lego Engineering II Class Kit 1 $3595 $3595 Lego Resource Kit 12 $59 $708 9 III. Detailed Budget $35,000 - 10- IV. Project Measurements and Evaluation In two years CHS has developed a showcase for engineering education, attracting school districts from across the region. CHS Career and Technology Education (CTE) department with CEDC funds will continue to support new and existing courses in three CTE labs, as we strengthen the programs for greater student success. Students ranging from freshmen to senior grade levels are eligible to take these courses. Funding this grant will provide a direct impact on as many as twenty -one classes of up to 24 students each enrolled in Infinity Project, Technology Systems, Electricity /Electronics, Cowboy Tech Force, Introduction to Engineering, Data Acquisition & Analysis, Suborbital Aeroscience Studies and Engineering Systems, with the potential of reaching 504 students. This provides a 1:5.85 ratio of students served versus total student body of 2,950. The projected cost per student served by the Engineering Technologies Pathway grant will be $69 if the expenditures are incurred over only the first year of implementation. However, it is more realistic to average the program expenses over a three year period considering yearly consumable expenses of $3,550 which brings the cost per student served to just over $27.50. On -going evaluation will be critical to ensure pathway effectiveness and facilitate improvements in the Engineering Technologies Pathways program. End -of -year evaluations developed by TEA and Infinity Project, as well as post - graduation follow -up evaluations will be given to instructors and program participants to critique the following: • Effectiveness of the ETP program to increase students' interest in pursuing engineering or other technology- related studies at the post - secondary level and as a career choice • Effectiveness in achieving the TEKS established by TEA in all classes in the Engineering Technologies Pathways program • Effectiveness of course curriculum, activities, and assessments in meeting the educational goals set forth for the students • Effectiveness of the resources provided for the courses, including, but not limited to: Sherline equipment, robotics kits, data collection instruments, engineering competitions. Information will be gathered and evaluated by the Career and Technology Advisory Committee. The Coppell ISD Career and Technology Advisory Committee is a group of community professionals in careers related to CHS career pathways. Recommendations will be documented regarding career focus, curriculum, course content, course management, and resources. Strategies for program expansion, development and improvement will be based on the recommendations of the advisory committee.