CISD Grant No. 2005-L04STATE 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. 2005 -L04 to provide
funding for nine (9) Literacy Intervention Support teachers in grades K -3 (the PROJECT); and
WHEREAS, the CISD has developed the PROJECT using trained, certified, effective
elementary teachers; 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 nine (9) Literacy Intervention
Support Teachers, one (1) teacher per campus to develop literacy skills needed for academic
success 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
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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
Four Hundred Seventy -five Thousand Dollars and no cents ($475,000.00).
2. CISD agrees to utilize the GRANT to fund nine (9) Literacy Support Teachers, one (1)
teacher per campus to assist targeted students in grades K -3 to develop literacy skills needed for
academic success.
3. CITY agrees to provide the GRANT of Four Hundred Seventy -five Thousand Dollars
and no cents ($475,000.00) funds payable on a quarterly basis with the first payment to be made
in November 2005. Funds to be expended in accordance with the budget categories set forth in
the GRANT application.
4. On a quarterly basis beginning no later than January 31, 2006 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 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
COPPELL EDUCATION DEVELOPMENT GRANT
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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.
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 - 1 -1/4,_ 2005.
EXECUTED this 7 day of
CITY OF COPP L, EXAS
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COPPELL EDUCATION DEVELOPMENT GRANT
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By:
ATTEST:
JIM CITY MANAGER
255 ' ay Boulevard
P. flit ox 9478
Coppell, Texas 75019
ANTONIO ALTEMUS, PRESIDENT
255 Parkway Boulevard
P.O. Box 9478
Coppell, Texas 75019
, 2005.
COPPELL EDUCATION DEVELOPMENT CORPORATION
SIGNED this 24 1,4 day of No v e r , 2005.
STATE OF TEXAS
COUNTY OF DALLAS
This instrument was acknowledged before me on the 5 it day of
2005, by Jim Witt, City Manager of the City of Coppell, Texas, a Texas municipality, on behalf of
said municipality.
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COPPELL EDUCATION DEVELOPMENT GRANT
Page 4
COPPELL INDEPENDENT SCHOOL DISTRICT
R. E`F TURNER, SUPERINTENDENT
Coppell Independent School District
200 S. Denton Road
Coppell, Texas 75019
CITY'S ACKNOWLEDGMENT
Notary Public, State of Texas
STATE OF TEXAS
COUNTY OF DALLAS
My Commission expires:
STATE OF TEXAS
COUNTY OF DALLAS
My Commission expires:
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COPPELL EDUCATION DEVELOPMENT CORPORATION
This instrument was acknowledged before me on the - 2 7 day of 'G ek i '��t
2005, by Antonio Altemus, President, Coppell Education Development Corporation, on behalf of
said corporation.
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Notary Public, State of Texas
COPPELL INDEPENDENT SCHOOL DISTRICT
This instrument was acknowledged before me on the ; day of N oV ennitGv,
2005, by Dr. Jeff Turner, Superintendent of Coppell Independent School District, on behalf of
said District.
COPPELL EDUCATION DEVELOPMENT GRANT
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Notary Publi State 6-
- Texas
Y! 's��., D. KAY RYON
' z ' ,J_ _ Notary Public, State of Texas
Ft.,., My Commission Expires
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Coppell Education Development Corporation
Grant Application
Project Title: Literacy Intervention Support Program
Principal Applicant Mrs. Jean Boyd
Title of Principal Applicant Director of Elementary Curriculum
ISD Representative in Application Coppell
Project Period (Start & Finish of Entire Project) August 2005 -May 2006
Total Amount Requested $475,000
Printed Names & Title of Grant Approvers; Signatures; & Dates:
Jean Boyd
Director of Elementary Curriculum
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
* * School Board President
President
(Required)
* *Signifies approval by the School Board of Trustees
qta-
Date
Signature Date
Signature Date
Signature Date
9
ignature Date
04 1 .
S i l'ikak
u re Date
6 ( -29 -o
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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 by Early Reading Assessments in kindergarten, first, second and third
grades at nine elementary campuses. Literacy Intervention support teachers, one teacher
per campus, assist targeted students in grades K -3 to develop literacy skills needed for
academic success. The amount of support each student receives is dependent on the
results of the Early Reading Assessments. Coppell ISD is applying under the literacy
provision of the Coppell Education Development Corporation for a total of $475,000 to
fund salaries for these nine 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 this program are based upon the Twelve Essential Components of Research -
Based Programs for Beginning Readers from the Texas Education Agency. Essential
components (goals) are as follows:
Children will have the opportunities...
1. to expand their use and appreciation of oral language.
2. to expand their use and appreciation of printed language.
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3. to hear good stories and informational books read aloud daily.
4. to understand and manipulate the building blocks of spoken language.
5. to learn about and manipulate the building blocks of written language.
6. to learn the relationship between the sounds of spoken language and the letters of
written language.
7. to learn decoding strategies.
8. to write and relate their writing to spelling and reading.
9. to practice accurate and fluent reading in decodable stories and pattern -type
readers.
10. to read and comprehend a wide assortment of books and other texts.
11. to develop and comprehend new vocabulary through wide reading and direct
vocabulary instruction.
12. to learn and apply comprehension strategies as they reflect upon and think
critically about what they read.
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.
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• Provide model teaching in the classroom in such areas as guided reading,
interactive or guided writing, phonemic awareness or phonics lessons especially
for teachers new to CISD.
• 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 Director of Elementary Curriculum 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 mandated in the Student Success Initiative. This
existing program expanded to third grade in the 2002 -2003 school year due to the "no
social promotion" legislation that became effective in the spring of 2003 with the third
grade class. Due to the efforts of trained literacy teachers and regular classroom teachers
in third grade during the 2002 -2003 and 2003 -2004 school years, 100% of CISD third
grade students met the standard on the TAKS reading assessment and 99% met standard
in 2004 -2005.
As a result of the reading goal set by then Governor Bush, guidelines were given to
educators and legislation was passed which requires early reading assessment in
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kindergarten, first and second grade. 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 a day of additional systematic and explicit
literacy instruction.
• Provide small group instruction in the areas of phonemic awareness, phonics
alphabetic principle, reading fluency, reading comprehension and writing.
• Use highly trained professionals to deliver instruction and provide
interventions.
Without the requested funds, the CISD will need to reexamine current student
teacher ratios in all classes in order to provide district funding for this program.
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.
Section III: Budget
$475,000 Total budget request for salaries and benefits
Section IV: Project Measurement and Evaluation
Estimated number of students to be served in this program K -3 grade: 607 (13% of
the elementary population).
Dollars per student proposed: $774.30
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PROGRAM GOAL
STANDARD
MOST RECENT
MEASURE
EVALUATION
INSTRUMENT
Increase the percent
of students who
meet the standard on
TAKS exams in
Reading.
Reading: 100%
3 rd Grade Reading: 99%
4 th Grade Reading: 96%
5 th Grade Reading: 98%
Reading TAKS
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
Texas Education Agency, (2003), Austin, Texas. Retrieved June 11, 2003 from
www.tea.state.tx.us
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