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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 � �irrrrr'ri ro , , 4 Notary Public, State of Texas ,Z... ,� PV • g• 1 - n ; I • I P • es . N p9 ® 0 6 Og ,e,® Vim 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. ` „ 1.80®® ® , ' , , `` gy BO pp ' ' �` '�'••.( P •� , ® My Commission expires: ? c •' : � . . - :z , / N • • - hi, .z.s. � qTE 0 e 5' , .. ® ` , ,, , st 09- :ot STATE OF TEXAS COUNTY OF DALLAS My Commission expires: a Ji, .ov 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 i ii 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