CISD Grant No. 2006-L02STATE 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. 2006 -L02 to provide
funding for new and replacement equipment for language labs at Coppell High School and
Coppell Middle Schools East, North and West (the PROJECT), to improve student proficiency
in a foreign languages; and
WHEREAS, the PROJECT will provide instruction for approximately 2,241 middle
and high school students in Spanish, French, German and Latin, and 157 ESL student; and
WHEREAS, CISD is in need of funding the purchase of new and replacement language
lab equipment, 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 the amount of Two
Hundred Thousand Five Hundred Dollars and no cents ($200,500.00).
COPPELL EDUCATION DEVELOPMENT GRANT
Page 1
2. CISD agrees to utilize the GRANT to purchase new and replacement language lab
equipment for Coppell High School and Coppell Middle Schools East, North and West.
3. CITY agrees to provide the GRANT of Two Hundred Thousand Five Hundred Dollars
and no cents ($200,500.00) funds payable on a quarterly basis with the first payment to be made
in August 2006.
4. On a quarterly basis beginning no later than November 15, 2006 the CISD shall submit a
detailed list of expenditures for this GRANT to the CEDC. The detailed list shall include, but
not limited to, all invoices. CISD shall also submit no later than sixty (60) days after the close of
school year the number of students served and grade levels actually served 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 day of
EXECUTED this ,/nt/ day of
ATTEST:
COPPELL EDUCATION DEVELOPMENT GRANT
Page 3
CITY
Bv:
ATTEST:
By:
, 2006.
F COPPELL, TEXAS
ITY MANAGER
Parkway Boulevard
.0. Box 9478
Coppell, Texas 75019
, 2006.
COPPELL EDUtA ION DEVELOPMENT CORPORATION
B ,`171
ANTONIO ALTEMUS, PRESIDENT
255 Parkway Boulevard
P.O. Box 9478
Coppell, Texas 75019
SIGNED this A 4 day of Ma-7 , 2006.
CITY'S ACKNOWLEDGMENT
STATE OF TEXAS
COUNTY OF DALLAS
My Commission Expires:
COPPELL INDEPENDENT SCHOOL DISTRICT
B
ATTEST:
TURNER, SUPERINTENDENT
Coppel Independent School District
200 S. Denton Road
Coppell, Texas 75019
By:
This instrument was acknowledged before me on the day of
2006, by Jim Witt, City Manager of the City of Coppell, Texas, a Texas municipality, behalf of
said municipality.
COPPELL EDUCATION DEVELOPMENT GRANT
Page 4
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4 Notary Public, State of Texas
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STATE OF TEXAS
COUNTY OF DALLAS
This instrument was acknowledged before me on the day of
2006, by Antonio Altemus, President of the Coppell Education Development Co +oration, on
behalf of said Corporation.
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STATE OF TEXAS
COUNTY OF DALLAS
My Commission expires:
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COPPELL EDUCATION DEVELOPMENT CORPORATION
Notary Public, State of Texas
COPPELL INDEPENDENT SCHOOL DISTRICT
COPPELL EDUCATION DEVELOPMENT GRANT
Page 5
PublicJ
Notary f Texas
Y ��
This instrument was acknowledged before me on the ; ' day of {l') A y
2006, by Dr. Jeff Turner, Superintendent of Coppell Independent School District, on behalf of
said District.
40. Sy :;% D. KAY RYON
I �' .1.. . °= Notary Public, State of Texas
My Commission Expires
y �; ; ;; $ ��'� May 17, 2009
Michelle King
Director of Mathematics
Languages Other than English
Principal Applicant
Title
(Required)
Holly Whiting
CHS - LOTE Department Chair
Updated: 4/13/2006 10:28 AM
Connell Education Development Corporation
Grant Application
Project Title:
Principal Applicant
Title of Principal Applicant
ISD Representative in Application
Project Period (Start & Finish of Entire Project)
Total Amount Requested
Printed Names & Title of Grant Anprovers; Siinaturesl & Dates:
Kathie Gautille
President, Board of Trustees
** School Board President
President
(Required)
Coppell ISD Language Lab Updates
Mrs. Michelle King
Director of Mathematics/ Languages Other than English
Coppell
August 2006 — May 2007
$200,500
\a/ 3
**Signifies approval by the School Board of Trustees
D
Team Member Signature Date
Title
(Optional)
Shalone Willms
CHS Technology Integration Specialist
Team Member
Title
(Optional)
Jimmy Spann
Principal, Coppell High School
Principal of School Involved
Title
(Optional)
Shannon Buerk
Assistant Superintendent for Curriculum and
Instruction
District Superintendent
Title
(Required)
Signature Date
Signature Date
Signature
Signatur
/- 1/b(0
Date
41;-(1104 n c�
1
Updated: 4/13/2006 10:28 AM
Section I: Abstract of Project/Activity
The Coppell Independent School District is applying for $ 200,500 under the foreign
language provision of the Coppell Education Development Corporation to update the
language labs at Coppell High School, Coppell Middle Schools East, North, and West for
the 2006 -2007 academic year. The funds will be used to change the outdated analog labs
to fully- functional digital labs. The language labs serve students in grades eight to twelve
who have elected to study the French, German, Latin, or Spanish languages and culture in
order to satisfy a state graduation requirement, and ESL students. The use of the labs
allows students to be immersed in activities, gives them a sense of the whole of the
language and helps them develop fluency. The varied practice format gives learners a
sense of the particulars of the language and helps them develop accuracy. Students
enrolled in languages other than English (LOTE) classes are realizing the strategic
mission of the district to become a global leader in educational excellence (see Appendix
A) as well as fulfilling an indicator of the Portrait of the Coppell ISD Graduate (see
Appendix B). In addition, students desiring to graduate under the Distinguished
Achievement Program (DAP) must complete a sequence of three years of the same
language.
Section II: Description of Proposal & Nature of Request
Language proficiency is required for success in life. Students seeking proficiency in a
language other than English are taking on the challenge posed by the evolving world
economy. As today's learners prepare for the future, the ability to communicate with
persons from other cultures becomes a necessity (Byrnes, et al). In as much as American
business leaders rally to support more rigorous training in math, science and technology,
demands are increasing for foreign language capability. The need for such competence,
both in our current economy and in the one in which today's students will live and work,
2
Updated: 4/13/2006 10:28 AM
has been well documented. Research shows that multilingual societies have a competitive
advantage over monolingual societies in international trade (Halliwell, 1999).
The state of Texas requires that students complete two years of the same foreign language
in order to receive a diploma under the Recommended Plan. In addition, students desiring
to graduate under the Distinguished Achievement Program (DAP) must complete a
sequence of three years of the same language (see Appendix C). Objective three of the
Coppell ISD Strategic Plan states that "No fewer than 55% of our students will achieve
distinguished academic status upon graduation."
The National Standards for Foreign Language Learning suggest the types of curricular
experiences needed to enable students to achieve the standards through high school and
beyond. It is with this philosophy in mind that the standards task force identified five goal
areas that encompass all of these reasons: Communication, Cultures, Connections,
Comparisons, and Communities —the five C's of foreign language education. The
National Standards are to be used in conjunction with state and local standards and
curriculum frameworks to determine the best approaches and reasonable expectations for
the students in individual districts and schools. A Texas Framework for Languages Other
Than English is tied to the Texas state student content and performance standards, the
Texas Essential Knowledge and Skills for Languages Other Than English.
National Standard: Communicate in Languages Other than English
• Standard 1.1 Students engage in conversations, provide and obtain
information, express feelings and emotions, and exchange opinions
• Standard 1.2 Students understand and interpret written and spoken
language on a variety of topics
• Standard 1.3 Students present information, concepts, and ideas to an
audience of listeners or readers on a variety of topics
3
Updated: 4/13/2006 10 :28 AM
In order to provide pedagogically sound activities based on the communication standard
that are motivating and challenging in all levels of instruction (beginning to advanced),
the use of a language lab is a necessary part of the organization of the foreign language
course. The use of authentic versions of communicative activities provides learners with
opportunities to practice conventions that are essential to their successful development of
communicative competence in the language (Phillips, et al). "If our aim is to develop
well- rounded language learners and users, then we need a wide variety of activities from
all the basic institutions that encompass social life as lived by the myriad of target -
language- speaking communities. At the same time we need interpersonal, interpretive,
and presentational activities that are created by teachers and students in the establishment
of their classroom -based communities of foreign language learners." (Phillips, et al, 43).
In order to improve student proficiency, the learners need regular access to and use of a
fully functional language lab. The current labs at CHS contain discontinued versions of
hardware -based analog systems. Replacement parts are no longer available. Additionally
the use of analog recordings for the listening and speaking portions of the Advanced
Placement (AP) World Language Exams (Appendix D) is being phased out by the
College Board. Furthermore, one of the existing CHS language labs does not allow for
privacy required for testing. In order to provide the required testing environment for the
AP exams, the labs must allow for private digital listening and recording.
The middles school campuses house a different hardware -based system with minimal
needs. The necessary upgrades include replacement headsets and teacher training on the
use of the language lab systems.
4
Updated: 4/13/2006 10:28 AM
Other reasons that affect all campuses include the new curriculum materials in all foreign
language courses. As a part of the recent foreign language textbook adoption, all
speaking and listening resources are in digital format — audio CDs and DVDs. The
language lab provides a valuable opportunity to simultaneously individualize and
differentiate instruction for a large number of students. The means for private and
individualized attention in a room of 30 students is possible in a fully functional language
lab. The teachers' comments:
...the lab is a tremendous tool, and it allows students to have some individual
practice and get feedback. I know that it helps their audio skills as well by having
a headset...
The students need to be listening and speaking and utilizing the capability of one-
on -one conversation where the teacher can listen to the students' conversation.
I used it to introduce the beginning section using the TV for the videohistoria and
then the CD's for the listening activities... At the end of the [unit] we used it to
show the Eres tu, Maria video. I know that using the boom box seems just as
efficient but the kids here really like going to the lab and the point is also to be
able to hear themselves speak (to correct their pronunciation), hear the speakers
more clearly, and use the pairing capability to work together in oral activities.
Without these funds CISD would be unable to fund other programs that contribute
towards student success. In order to best serve our student population we respectfully
apply for this grant.
5
# # Cost
Item Description: Items Items Ext. Cost
C114 D215 per Item
Coppell High School:
Soloist - Digital PC Comparative Recorder
and Media Player
32
32
$ 425
$ 27,200
Virtuoso Minor - Instructional Control
Software
32
32
$ 910
$ 58,240
Less Educational Grant from Teaching
Systems
$ (4.260)
(8.520'
Headsets w/ mics
35
35
$ 120
$ 8,400
Virtuoso P3 Video Multi - casting Plug -in
1
1
$ 5,000
$ 10,000
Plus Deck2 - Audio tape digitizer
1
1
$ 200
$ 400
Shipping
1
1
$ 250
$ 500
Installation
1
1
$ 3,900
$ 7,800
Training
incl.
--
Dedicated on -site server - Data, audio, and
video file storage for both labs
1
$ 3,000
$ 3,000
Gigabit Switch & Patch Panel
1
$ 5,000
$ 5,000
Teacher workstation
1
1
$ 1,100
$ 2,200
Student workstations
32
32
$ 950
$ 60,800
Network laser printer
1
1
$ 1 ,200
$ 2,400
Network drops (1 per student station / 1 -
printer)
33
33
$ 150
$ 9,900
Lab Furniture - R2 46 X 30 Starter
6
$ 295
$ 1,770
Lab Furniture - R2 46 X 30 Adders
25
$ 250
$ 6,250
Lab Furniture - R2 46 X 30 handicap station
1
$ 250
$ 250
Lab Furniture - Installation
1
$ 1,200
$ 1,200
Lab Furniture Est. shipping & handling
1
$ 700
$ 700
CMS East, North, & West:
Replacement headsets w/ microphones
10
$ 120
$ 1,200
1
Section III: Budget
CEDC Grant — Coppell ISD Language Labs Updates
Training
Updated: 4/13/2006 10:28 AM
$
1.810
Total Amount Requested:
1,810
200,500
6
Program Goal
Standard
2005 -06
2006 -07
Evaluation
Instrument
Increase the percent enrolled
in PreAP /AP Language
60%
32%
48%
Pentamation
Courses
Report
Section IV: Project Measurements and Evaluation:
The effectiveness of this project can be qualitatively measured by language lab usage,
Updated: 4/13/2006 10:28 AM
student work samples and projects, including but not limited to AP World Language
Exam scores, and anecdotal records from students, teachers and parents.
Project Statistics
Number of students served by this project: 2378 (see detail in Appendix E)
Dollars per student proposed: $83.62
Evaluation of Project's Success:
Percent of all students enrolled in foreign language study students
7
Mission Statement
Appendix A
Updated: 4/13/2006 10:28 AM
The mission of the Coppell Independent School District, as a global leader in educational
excellence, is to ensure our students achieve personal success, develop dynamic citizens
through a customized, innovative learning experience led by a visionary staff and
community.
8
Updated: 4/13/2006 10:28 AM
Appendix B
Who is the Coppell ISD Graduate?
A scholar of high reputation...
...prioritizes to achieve personal academic goals.
...transfers and applies knowledge and skills in meaningful ways that lead to
further learning opportunities.
...understands and appreciates the arts and their impact on the other disciplines
and life.
...discriminates in the use of consumer information.
...utilizes critical reading and thinking skills.
...practices non - traditional and original problem - solving skills.
...seeks knowledge independently, responsibly, and purposefully.
...practices self - advocacy and self - determination.
An articulate communicator...
...possesses multilingual skills.
...effectively conveys information in written, oral and visual forms.
...learns through listening.
...improves through self - reflection.
...expresses ideas in ways that inspire progress toward the shared resolution of a
problem.
A person of strong, moral character...
...values humanity, oneself, and one's environment.
...models healthy life choices.
...abstains from inappropriate social behavior.
...balances personal and professional pursuits.
A dynamic citizen...
...practices informed patriotism.
...participates and contributes actively in the local and global community.
...possesses an understanding of international relations and the impact of global
dynamics.
...collaborates proficiently.
...contributes to a sense of unity within a community.
...strives toward specific goals that lead to personal success.
A flexible, resilient pacesetter...
...maximizes rapidly - changing technologies.
...adapts to shifting paradigms.
...leads in a bold and daring manner.
...shows courage while using good judgment in decision - making.
The Coppell ISD Graduate is marketable to global interests.
9
1
G d r►n Plata
)
Re ended I� ool Prop m
)
Distingabbal Achiev e ent Pr
( creek advanced meat)
Social Studies"
Two and one -half credits:
• World History Studies (one credit) or
• World Geography Studies (one credit),
• U.S. History Studies Since Reconstruction
(one credit), and
• U.S. Government (one -half credit).
Three and one -half credits:
• World History Studies (one credit),
• World Geography Studies (one credit),
• U.S. History Studies Since Reconstruction
• (one credit), and
• U.S. Government (one -half credit).
Three and one -half credits:
• World History Studies (one credit),
• World Geography Studies (one credit),
• U.S. History Studies Since Reconstruction
• (one credit), and
• U.S. Government (one -half credit).
Economics, with emphasis on the free
enterprise system and its benefits*
One -half credit
One -half credit
One -half credit
Academic Elective
One credit selected from:
• World History Studies,
• World Geography Studies, or
• any science course approved by SBOE.
(If substituting Chemistry or Physics for IPC,
must use one of these as the academic elective
credit.)
See Elective Courses.
See Elective Courses.
Physical Education
One and one -half credits to include Foundations
of Personal Fitness (one -half credit). (Limit two
credits.)
Can substitute:
• drill team,
• marching band,
• cheerleading,
• Junior Reserve Officer Training Corps
• (JROTC),
• athletics,
• Dance I -IV,
• approved private programs, or
• certain career and technology education
courses.
One and one -half credits to include
Foundations of Personal Fitness (one -half
credit). (Limit two credits.)
Can substitute:
• drill team,
• marching band,
• cheerleading,
• JROTC,
• athletics,
• Dance I -IV,
• approved private programs, or
• certain career and technology education
courses.
One and one -half credits to include
Foundations of Personal Fitness (one -half
credit). (Limit two credits.)
Can substitute:
• drill team,
• marching band,
• cheerleading,
• JROTC,
• athletics,
• Dance I -IV,
• approved private programs, or
• certain career and technology education
courses.
Languages Other Than English*
None
Two credits:
Level I and Level II in the same language.
Three credits:
Level I, Level II, and Level III in the same
language.
Health Education
One -half credit
or Health Science Technology (one credit).
One -half credit
or Health Science Technology (one credit).
One -half credit
or Health Science Technology (one credit).
Appendix C
Texas State Graduation Requirements
(For students entering grade 9 in the 2001 -02 school year and thereafter)
*College Board Advanced Placement and International Baccalaureate courses may be substituted for requirements in appropriate areas.
Updated: 4/13/2006 10:28 AM
10
Appendix D
Advanced Placement World Language Exams
Updated: 4/13/2006 10:28 AM
French Language, Literature: The AP French Language Exam is approximately 2
hours and 45 minutes in length and covers a third -year French Composition or
Conversation college course. The exam contains 85 minutes of multiplechoice questions
and 75 minutes of free- response writing and speaking. It evaluates students' ability to
understand written and spoken French and to respond in correct and idiomatic French.
The AP French Literature Exam is three hours in length and covers a third -year
Introduction to French Literature college course. The exam contains 80 minutes of
multiple- choice questions and 100 minutes of free - response questions, and measures
students' ability to understand, analyze, and interpret literary texts, and to write
competent critical essays in French.
German Language: The exam is approximately 2 hours and 30 minutes in length and
covers material roughly equivalent both in content and in difficulty to a third -year
college German language course. The exam contains approximately 80 minutes of
multiple- choice questions and a suggested 70 minutes of free - response writing and
speaking, and evaluates students' ability to understand written and spoken German and to
respond in correct and idiomatic German.
Latin — Literature, Vergil: Two three -hour exams covering intermediate (fourth to
sixth - semester) college work on either the works of Catullus and a choice of Cicero,
Horace, or Ovid (Literature), or the Aeneid (Vergil). Colleges may cover the material
required by the AP course in either one or two semesters. Both exams contain 60 minutes
of multiple- choice questions on reading Latin poetry and prose (three of the four passages
I1
Updated: 4/13/2006 10:28 AM
are the same), but have different two -hour sections of translations and essays on required
reading.
Spanish Literature: The Spanish Language exam is approximately 2 hours
and 50 minutes in length and covers a third -year college course in advanced Spanish. The
exam contains roughly 90 minutes of multiple- choice questions and 80 minutes of free -
response writing and speaking. Spanish Literature is a 3- hour - and -l0- minute exam
covering a third -year college introduction to literature written in Spanish. The exam
contains 80 minutes of multiple- choice questions and 110 minutes of free - response
questions on required works and poetry analysis.
Other information:
• The AP world languages exams require recording equipment.
• AP world language exam recordings – original sources are digital
• AP is phasing out analog audio (master recording phased out then student
response recording on cassette) – no timeline given – anticipate 3 years
• The AP Music Theory exams require recording equipment.
12
Course Name
Count
SPANISH I
264
SPANISH I PRE -AP
49
SPANISH II
313
SPANISH II PRE -AP
286
SPANISH III
237
SPANISH III PRE -AP
230
SPANISH IV PRE -AP
29
SPANISH LANGUAGE AP
109
SPANISH LITERATURE AP
17
FRENCH I
81
FRENCH II
33
FRENCH II PRE -AP
14
FRENCH III
8
FRENCH III PRE -AP
19
FRENCH LANGUAGE AP
16
GERMAN I
54
GERMAN II
41
GERMAN II PRE -AP
17
GERMAN III PE -AP
31
GERMAN LANGUAGE AP
4
LATIN I
46
LATIN II
20
LATIN II PRE -AP
15
LATIN III PRE -AP
24
LATIN IV AP
5
SPANISH I — Grade 8 (East)
63
SPANISH I PRE -AP — Grade 8 (East)
17
SPANISH I PRE -AP — Grade 8 (North)
99
SPANISH I PRE -AP — Grade 8 (West)
100
Language Course Total
2241
ESL (Grades 6 -12)
157
Grand Total
2398
Appendix E
Coppell Independent School District
2006 2007 Foreign Language Enrollment
Updated: 4/13/2006 10:28 AM
13
C114 Language Lab:
Appendix F
Work tab es
i
i
1
i
i
i
i
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i
i
i
Teac3'Console
i
i
13
Shelf
4
\\ 2 Electrical Outlets
`k 4 Electrical Outlets
# Network Drops
27'
Updated: 4/13/2006 10:28 AM
14
Updated: 4/13/2006 10 :28 AM
D215 Language Lab: Proposal to switch to a digital lab wl PC's and new furniture
rim MURK IMEMINIUM
1111L. 1111 'IML I ELM EAM
11ILVIIIILAMMIIEMII ts ULM
2 Electrical Outlets
4 Electrical Outlets
# Network Drops
25'
15
References
Updated: 4/13/2006 10:28 AM
College Board. (2005). AP Course Descriptions.New York. NY: College Board
Grandin. J M., Einbeck, K., and von Reinhart, W. (1992). The Changing Goals of
Language Instruction. In H. Byrnes (Ed), Language for a Multicultural World in
Transition. Chicago, IL: National Textbook Company.
Hall, J.K. (1999). The Communication Standards. In J.K. Phillips (Ed), Foreign
Language Standards: Linking Research, Theories, and Practices. Chicago, IL: National
Textbook Company.
Halliwell,J. (1999). Language and trade. In A. Breton (Ed.), Exploring the Economics of
Language. Ottawa, Ontario: Department of Cultural Heritage.
Coppell Portrait of a Graduate, Coppell; 2003
Coppell Independent School District Mission Statement, Coppell; 2005
Southwest Educational Development Laboratory., A Texas Framework for Languages
Other Than English. Austin, Texas: Texas Education Agency, 1997.
16