CISD Grant No. 2003-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. 2003 -L02 to provide
funding for nine Literacy Intervention Support teachers, professional development for literacy
teachers, staff development materials, and teaching materials for literacy teachers and campus
literacy support (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, professional development for literacy teachers, staff development materials,
teaching materials for literacy teachers and campus literacy support, and seeks the assistance of
the CEDC for such assistance; and
WHEREAS, the CITY has determined that making an education development grant to
the CISD in accordance with this AGREEMENT will further the objectives of the CITY, will
benefit the CITY and the CITY's inhabitants, and will promote literacy in the CITY.
NOW THEREFORE, in consideration of the foregoing, and other valuable
consideration the receipt and sufficiency of which are hereby acknowledged on the terms and
conditions hereinafter set forth, the parties agree as follows:
COPPELL EDUCATION DEVELOPMENT GRANT
Page 1
GENERAL PROVISIONS
1. Subject to availability of funds collected from the 379A sales tax, the CITY agrees to
provide the CISD an education development grant (the "GRANT ") in an amount not to exceed
Four Hundred Eighty -two Thousand Six Hundred Eleven Dollars and no cents ($482,611.00).
2. CISD agrees to utilize the GRANT to fund nine (9) Literacy Support Teachers,
professional development for literacy teachers, staff development materials, and teaching
materials for literacy teachers and campus literacy support.
3. CITY agrees to provide the GRANT of Four Hundred Eighty -two Thousand Six
Hundred Eleven Dollars and no cents ($482,611.00) funds payable on a quarterly basis with the
first payment to be made on or before November 1, 2003. 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 February 1, 2004 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
Page 2
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 tlu day of
EXECUTED this day of
COPPELL EDUCATION DEVELOPMENT GRANT
Page 3
CITY OF COPPELL, TEXAS
By:
ATTEST:
, 2003.
1 TT, CITY MANAGER
T 5 Parkway Boulevard
P.O. Box 9478
Coppell, Texas 75019
, 2003.
COPPELL EDUCATION DEVELOPMENT CORPORATION
By:
Presiden
255 Parkway Boulevard
P.O. Box 9478
Coppell, Texas 75019
SIGNED this 7L' day of
STATE OF TEXAS
COUNTY OF DALLAS §
My Commission Expires:
ATTEST:
By:
ATTEST:
By:
This instrument was acknowledged before me on the day of
2003, by Jim Witt, City Manager of the City of Coppell, Texas, a Texas municipality, on behalf of
said municipality.
COPPELL EDUCATION DEVELOPMENT GRANT
Page 4
COPPELL INDEPENDENT SCHOOL DISTRICT
FF T R
SUPERINTENDENT
Coppell Independent School District
200 S. Denton Road
Coppell, Texas 75019
CITY'S ACKNOWLEDGMENT
Notary Public, State of Texas
`,ti0111lless,,/ •
fr B��V P Uc
-1111-trotPIR;t■Itt%
STATE OF TEXAS
COUNTY OF DALLAS
My Commission expires:
VO
6
STATE OF TEXAS
COUNTY OF DALLAS
My Commission expires:
45/01
COPPELL EDUCATION DEVELOPMENT CORPORATION
This i trument w s acknowledged before me on the day of
2003, by •-� ` rek , Coppell Education Development Corporation,
behalf of said corp cation.
COPPELL EDUCATION DEVELOPMENT GRANT
Page 5
o�e�. LISA A. GANZ
?* ` lam Notary Public, State of Texas
My Commission Expires
**41.40 June 25
' 2007
Notary Public, State of Texas
COPPELL INDEPENDENT SCHOOL DISTRICT
on
This instrument was acknowledged before me on the to day ? ,41 ,
2003, by Dr. Jeff Turner, Superintendent of Coppell Independent School District, on behalf of
said District.
Notary Public, State o
xas
Project Title: CISD Literacy Intervention Support Program
Principal Applicant Pamela Crites
Title of Principal Applicant Coordinator of Language Arts, Reading Initiative,
and Fine Arts
ISD Representative in Application Coppell
Project Period (Start & Finish of Entire Project) August 2003 -June 2004
Total Amount Requested $482,611
Printed Names & Title of Grant Approvers; Signatures; & Dates:
Pamela Crites,
Coordinator of Language Arts,
Reading Initiative & Fine Arts
Principal Applicant
Title
(Required)
Team Member
Title
(Optional)
Team Member
Title
(Optional)
Principal of School Involved
Title
(Optional)
Dr. Jeff Turner, CISD su +t.
District Superintendent
Title
(Required)
Coppell Education Development Corporation
Grant Application
Deena Reeve
President, Board of Trustees
* * School Board President
President
(Required)
( Signat re
Signature
* *Signifies approval by the School Board of Trustees
Signature
ignature
OC
Signature
Date
Date
Signature Date
Date
ji /63
ate
0 : �O
ate
I. Abstract of Projram/Activity
The Coppell ISD Literacy Intervention Support Program is designed to serve students
who are identified by Early Reading Assessment in kindergarten, first, second and third
grades at each of Coppell's nine elementary campuses located within the Coppell
boundaries. Literacy Intervention support teachers, one teacher per campus, are needed
to assist students in grades K -3 in developing literacy skills and providing literacy
support to regular classroom teachers. Intensive ongoing staff development for literacy
teachers as well as training of new primary teachers is also an integral part of the Literacy
Support Program and an identified need. Staff development/study sessions will be
facilitated by the CISD Language Arts/Reading Initiative Coordinator.
Literacy Support Teachers support the state mandated Student Success Initiative by
providing literacy leadership at each campus. Their responsibilities include the
following:
1. Provide intensive, focused literacy instruction to identified students on a daily
basis and constantly monitor students' literacy growth.
2. 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.
3. Coordinate state mandated Early Reading Assessments in grades kindergarten,
first and second grade three times a year —at the beginning of the school year,
middle of year and end of year plus coordinating assessment as needed in third
grade.
4. 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.
5. 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 district's language arts coordinator to keep current on
reading and writing research and effective literacy program implementation.
6. Provide additional literacy resources for both students and teachers.
Coppell ISD is applying under the literacy provision of the Coppell Education
Development Corporation for a total of $ 482,611 to fund salaries, staff development,
training supplies, and literacy instructional materials. "Literacy is both broader and
more specific than reading. Literate behaviors include writing and other creative or
analytical skills in specific subject matter domains," (Anderson and Pearson, 1984).,
cited in Preventing Reading Difficulties in Young Children. In order to work toward
the Coppell ISD Profile of the Graduate goals (see attachment) 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,"
students must achieve highly developed literacy and thinking skills.
2
II. Description of Proposal and Nature of Request
In order to meet the reading goal 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 (see
attachment). This existing program has expanded to third grade in the 2002 -03 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 -03 school year, 100% of CISD
3 grade students met the minimum standards on the TAKS reading assessment and 51%
meet commended performance (answering all but two or fewer questions correctly).
Additional funds are requested this year to include increases in salaries, ongoing
professional staff development and required materials for both literacy teachers and new
K -3 teachers.
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
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
3
*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.
Literacy teachers work both in the classroom alongside regular classroom teachers
and/or in a small group session in the literacy teacher's room. CISD has developed a
literacy support system using trained, certified, experienced elementary teachers who
specialize in early literacy skills, supporting students needing additional literacy support,
and serve as literacy role models in each of the elementary campuses. Additional
literacy support in a small group setting that is taught by a literacy specialist helps
students maximize their potential, accelerate literacy skills, improve self - esteem and
achievement. According to research by Juel in 1994, "Children who fall behind in first
grade reading have a one in eight chance of ever catching up to grade level." Therefore,
the focus of the literacy support program is to serve any first grade student identified by
the Early Reading Assessment as needing additional literacy support. Literacy
intervention support teachers will also serve identified students in grades two, three and
kindergarten based upon greatest need.
Educational goals 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.
4
2. to expand their use and appreciation of printed language.
3. to hear good stories and informational books read aloud daily.
4. to understand and manipulate the building blocks of spoken language.
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.
As a result of the "Ending Social Promotion" legislation (Texas Education Code, Section
28.0211), which went into effect in the 2002 -03 school year, third grade students who do
not meet the minimum standard on the Texas Assessment of Knowledge and Skills
(TAKS) assessment will not be promoted to fourth grade. The third grade class of
2002 -03 and subsequent students in earlier grades will also be required to meet the
minimum standard on the 5 grade TAKS reading and math assessments, and the 8th
5
grade reading and math TAKS assessments in order to be promoted to the next grade
level. Thus, the importance of reading acquisition and comprehension is even more
imperative. Beginning in kindergarten, students must be making significant literacy
progress at each grade level in order to be successful not only on the 3 grade reading
TAKS assessment, but to be successful in reading and comprehending new information
in all content areas.
Outcomes of literacy success will be met through solid classroom literacy instruction by
trained educators who have access to effective literacy instruction materials, and through
literacy support for identified, targeted students through literacy assessment. If students
are not receiving supportive classroom instruction and intensive focused instruction for
identified students, then the consequences are reduced numbers of students meeting the
TAKS standards and achieving literacy success. If CEDC does not support this
proposal, then funds may not be available to support literacy training and literacy teacher
salaries, thus causing lack of small group focused instruction which has proven to be
successful in CISD as evidenced in 2003 TAKS reading results. Lack of funding could
cause cutbacks in this program or other important curricular programs which impact
student lives. This project is imperative for the continued literacy development of
CISD primary students. Literacy teachers must continually study effective research and
upgrade literacy skills in order to lead their respective campuses, thus ongoing monthly
study groups, attending literacy conferences, and the training of new K -3 teachers is
essential to the continual growth and development of educators.
6
Four factors , according to Dr. Reid Lyons, hinder reading development among children
irrespective of their socioeconomic level and ethnicity. "Factors include deficits in
phoneme awareness and the development of the alphabetic principle (and the accurate
and fluent application of these skills to textual reading), deficits in acquiring reading
comprehension strategies and applying them to the reading of text, the development and
maintenance of motivation to learn to read, and the inadequate preparation of teachers,"
(Dr. G. Reid Lyons, presentation to committee on Labor and Human Resources, April
28, 1998). Thus the need to focus upon these four factors and also adequately prepare
primary teachers through staff development and adequate classroom teaching materials
is imperative to literacy success of CISD students. Classroom instruction can be
hindered without appropriate, updated classroom instructional materials that are part of
this grant.
Yearly staffing needs include literacy teachers who are contracted to teach from August
of 2003 through June of 2004. Literacy teachers will attend literacy conferences to
update professional skills as well as attend study sessions on new reading research texts
during the 2003 -04 school year. New K -3 teachers will receive literacy staff
development facilitated by the language arts /reading initiative coordinator in the areas
of reading, writing and phonics effective instruction and also receive classroom
instructional materials to assist their teaching in the areas of guided reading, teaching of
phonics and writing instruction aligned with new TAKS writing expectations. Using
funds from this grant will enable Literacy teachers to obtain updated literacy materials
7
such as guided reading books, hands -on phonics materials, fluency materials,
comprehension strategies and writing improvement materials.
Funding from the state Accelerated Reading Instruction will most likely be reduced this
next school year due to legislative changes; CISD has depended on these funds to
supplement materials, training and other literacy efforts. Lack of ARI funds increases
the need for outside funding for literacy materials and intervention.
Projected numbers of students to be served are based upon the figures of students being
served during the 2002 -03 school year. It is anticipated that at least an equal, if not
greater, number of CISD students, will be served during the 2003 -04 school year.
Numbers of students served in 2002 -03 literacy program were as follows:
Kindergarten---135
First grade - -- 224
Second grade - - -116
Third grade— 132
Total K -3 607
III. Budget
A. Salaries and benefits for nine literacy intervention teachers = $453, 327
B. Professional development for literacy teachers (including early literacy
conferences and meetings) = $3150
C. Staff development materials (training and teaching resources)
1. Literacy teachers = $719
8
2. New K -3 teachers= $7415 (based upon 10 new teachers per grade level
such teacher materials as guided reading books, phonics resources, writing
resources)
D. Teaching materials for literacy teachers and campus literacy support = $18,000
(approximately $2,000 per campus to purchase guided reading books, hands -on
phonics and writing materials)
IV. Project Measurement and Evaluation
Projections of 607 or more students in grades K -3 will be served by the literacy
intervention teachers which accounts for an average of 21.6 percent of students in the
following grades:
Kindergarten - -- 20.8 %
First grade - - -- 32.4%
Second grade -- -16.7%
Third grade - -- 18.5%
Projected dollars per student served by the literacy teachers (salaries, professional
development, training resources and campus literacy support materials) will be $782.86
Projected dollars per student served by trained new K -3 teachers (approximately 10 new
teachers per grade times four grade levels @22 students per classroom with cost of
$7415) will be $8. 43. Effectiveness of this program will be measured quantitatively
through both the results of the early reading assessments and the 3rd grade TAKS reading
assessment. Improvement of skills and individual growth of students from the
beginning of the year to the end of the year, especially reading level, will indicate
9
effectiveness of this program. Percentages of students meeting benchmark scores in
grades K -2 and meeting minimum standards on 3 grade TAKS assessment will also
indicate effectiveness of program. Parental questionnaires and principal written
feedback will also qualitatively measure program effectiveness.
The CISD Literacy Support program has demonstrated effectiveness (100% of 2003
third grade students meeting minimum standard on TAKS reading assessment) due to
literacy support efforts of literacy teachers and K -3 staff and needs continued funding in
order to continue to adjust instruction to changing needs of student, to continue to
successfully meet increasingly difficult TAKS standards, and to positively impact
student lives.
10
References
Anderson, R.C. and P.D. Pearson (1984). A schema of thematic view of basic processes
Reading comprehension, pp. 255 -291 in Handbook of Reading Research P.D.
Pearson, R. Barr, M.L. Kamil, and P. Mosenthal, eds. New York: Longman.
Coppell Portrait of a Graduate, Coppell ISD, 2003
Juel, C. (1994). Learning to read and write in one elementary school. New York:
Springer, Verlag.
Lyon, Dr. G. Reid, Overview of Reading and Literacy Initiatives, presentation to
Committee on Labor and Human Resources, Washington, DC, April 28, 1998.
National Research Council (1998). Preventing Reading Difficulties in Young Children.
42, National Academy Press.
Texas Education Agency, (2003), Austin, Texas. Retrieved June 10, 2003 from
www.tea.state.tx.us
11
Attachments
Prepare for Success: A Parent Guide to the Student Success Initiative
Texas Education Code 28.0211 re: Accelerated Instruction and "no- social" promotion
CISD Graduate Profile
Twelve Essential Components of Research -Based Programs for Beginning Reading
Instruction
CISD 2003 TAKS Score Summary
14
NEW PROMOTION
REQUIREMENTS
2002 -2003
3RD GRADE: Students must pass
the Reading TAKS test to be
promoted to the fourth grader
2003 -2004
11TH GRADE Exit- level:
Students must pass the Exit -level
TAKS test in order to graduate.
5111 GRADE: Students must pass
the Reading and Math TAKS to be
promoted to the sixth grade.
2007
8TH GRADE: Students must pass
the Reading and Math TAKS to be
promoted to the ninth grade.
To obtain more
information about helping
your child learn to read,
you may order the booklet
Beginning Reading
Instruction: Practical Ideas
for Parents, or other
reading resources by
calling the Texas
Education Agency
Publications Distribution
Office at (512) 463 -9744.
If you have any questions
about the new state
requirements for grade
advancement, contact
your school's principal or
go to the state's website at
http://www.tea.state.
tx.us /student.assessment /
Additional copies of this
brochure may be ordered
at (512) 463 -9744.
1701 North Congress Ave.
Austin, TX 78701
Phone: (512) 463 -9734
Fax (512) 463 -9838
Bxo2 13009
A Parent Guide to the
Student Success Initiative
Beginning with the 2002 -2003
school year, new student
promotion requirements will
go into effect. Information
is provided inside to help
parents prepare their children
for a successful school year.
TEXAS EDUCATION CODE
SUBTITLE F. CURRICULUM, PROGRAMS, AND SERVICES
CHAPTER 28. COURSES OF STUDY; ADVANCEMENT
SUBCHAPTER B. ADVANCEMENT, PLACEMENT, CREDIT, AND ACADEMIC
ACHIEVEMENT RECORD
§ 28.0211. Satisfactory Performance on Assessment Instruments Required; Accelerated
Instruction
(a) Except as provided by Subsection (b) or (e), a student may not be promoted to:
(1) the fourth grade program to which the student would otherwise be assigned if the
student does not perform satisfactorily on the third grade reading assessment instrument
under Section 39.023;
(2) the sixth grade program to which the student would otherwise be assigned if the
student does not perform satisfactorily on the fifth grade mathematics and reading
assessment instruments under Section 39.023; or
(3) the ninth grade program to which the student would otherwise be assigned if the
student does not perform satisfactorily on the eighth grade mathematics and reading
assessment instruments under Section 39.023.
(b) A school district shall provide to a student who initially fails to perform satisfactorily on an
assessment instrument specified under Subsection (a) at least two additional opportunities to take
the assessment instrument. A school district may administer an alternate assessment instrument
to a student who has failed an assessment instrument specified under Subsection (a) on the
previous two opportunities. Notwithstanding any other provision of this section, a student may be
promoted if the student performs at grade level on an alternate assessment instrument under this
subsection that is appropriate for the student's grade level and approved by the commissioner.
(c) Each time a student fails to perform satisfactorily on an assessment instrument specified under
Subsection (a), the school district in which the student attends school shall provide to the student
accelerated instruction in the applicable subject area, including reading instruction for a student
who fails to perform satisfactorily on a reading assessment instrument. After a student fails to
perform satisfactorily on an assessment instrument a second time, a grade placement committee
shall be established to prescribe the accelerated instruction the district shall provide to the student
before the student is administered the assessment instrument the third time. The grade placement
committee shall be composed of the principal or the principal's designee, the student's parent or
guardian, and the teacher of the subject of an assessment instrument on which the student failed
to perform satisfactorily. The district shall notify the parent or guardian of the time and place for
convening the grade placement committee and the purpose of the committee. An accelerated
instruction group administered by a school district under this section may not have a ratio of more
than 10 students for each teacher.
(d) In addition to providing accelerated instruction to a student under Subsection (c), the district
shall notify the student's parent or guardian of:
(1) the student's failure to perform satisfactorily on the assessment instrument;
1
(2) the accelerated instruction program to which the student is assigned; and
(3) the possibility that the student might be retained at the same grade level for the next
school year.
(e) A student who, after at least three attempts, fails to perform satisfactorily on an assessment
instrument specified under Subsection (a) shall be retained at the same grade level for the next
school year in accordance with Subsection (a). The student's parent or guardian may appeal the
student's retention by submitting a request to the grade placement committee established under
Subsection (c). The school district shall give the parent or guardian written notice of the
opportunity to appeal. The grade placement committee may decide in favor of a student's
promotion only if the committee concludes, using standards adopted by the board of trustees, that
if promoted and given accelerated instruction, the student is likely to perform at grade level. A
student may not be promoted on the basis of the grade placement committee's decision unless that
decision is unanimous. The commissioner by rule shall establish a time line for making the
placement determination. This subsection does not create a property interest in promotion. The
decision of the grade placement committee is final and may not be appealed.
(f) A school district shall provide to a student who, after three attempts, has failed to perform
satisfactorily on an assessment instrument specified under Subsection (a) accelerated instruction
during the next school year as prescribed by an educational plan developed for the student by the
student's grade placement committee established under Subsection (c). The district shall provide
that accelerated instruction regardless of whether the student has been promoted or retained. The
educational plan must be designed to enable the student to perform at the appropriate grade level
by the conclusion of the school year. During the school year, the student shall be monitored to
ensure that the student is progressing in accordance with the plan. The district shall administer to
the student the assessment instrument for the grade level in which the student is placed at the time
the district regularly administers the assessment instruments for that school year.
(g) This section does not preclude the retention at a grade level, in accordance with state law or
school district policy, of a student who performs satisfactorily on an assessment instrument
specified under Subsection (a).
(h) In each instance under this section in which a school district is specifically required to provide
notice to a parent or guardian of a student, the district shall make a good faith effort to ensure that
such notice is provided either in person or by regular mail and that the notice is clear and easy to
understand and is written in English or the parent or guardian's native language.
(i) The admission, review, and dismissal committee of a student who participates in a district's
special education program under Subchapter B, Chapter 29, and who does not perform
satisfactorily on an assessment instrument specified under Subsection (a) and administered under
Section 39.023(a) or (b) shall determine:
(1) the manner in which the student will participate in an accelerated instruction program
under this section; and
(2) whether the student will be promoted or retained under this section.
2
(j) A school district or open - enrollment charter school shall provide students required to attend
accelerated programs under this section with transportation to those programs if the programs
occur outside of regular school hours.
(k) The commissioner shall adopt rules as necessary to implement this section, including rules
concerning when school districts shall administer assessment instruments required under this
section and which administration of the assessment instruments will be used for purposes of
Section 39.051.
(1) The commissioner shall issue a report to the legislature not later than December 1, 2000, that
reviews the enrollment of students in accelerated instruction and the quality and availability of
accelerated instruction programs, including accelerated instruction- related teacher professional
development programs.
(m) The commissioner shall certify, not later than July 1 of each school year or as soon as
practicable thereafter, whether sufficient funds have been appropriated statewide for the purposes
of this section. A determination by the commissioner is final and may not be appealed. For
purposes of certification, the commissioner may not consider Foundation School Program funds.
This section may be implemented only if the commissioner certifies that sufficient funds have
been appropriated during a school year for administering the accelerated instruction programs
specified under this section.
Text of subsection (n) effective until January 1, 2008
(n) This section applies to the assessment instrument administered to students in:
(1) the third grade beginning with the 2002 -2003 school year;
(2) the fifth grade beginning with the 2004 -2005 school year; and
(3) the eighth grade beginning with the 2007 -2008 school year.
Text of subsection (o) effective until January 1, 2008
(o) Subsection (n) and this subsection expire January 1, 2008.
3
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.
Coppell ISD Graduate Profile June, 2003
1. Children have opportunities to expand their use and appreciation of oral language.
K.1 -K.4
K.5 -K.5B
Twelve Essential Components of Research -Based
Programs for Beginning Reading Instruction
With TEKS and TAKS Correlations
TEKS: Listening/Speaking
1.1 -1.4 2.1 -2.4
TEKS: Print Awareness
1.5 -1.5B
3.1 -3.4
2. Children have opportunities to expand their use and appreciation of printed language.
3. Children have opportunities to hear good stories and informational books read aloud
daily.
K.10
K.1
K.14
1.3
TEKS: Literary Response
TEKS: Composition
2.9
TEKS: Listening/Speaking /Purpose
4. Children have opportunities to understand and manipulate the building blocks of
spoken language.
TEKS: Phonological Awareness
K.6 1.6
TEKS: Word Identification
2.5
5. Children have opportunities to learn about and manipulate the building blocks of
written language.
TEKS: Reading: Letter -Sound Relationship
K.7 1.7
T EKS : Word Identification
2.5
TEKS: Writing/Penmanship
1.17 2.15
3.9
3.5
3.15
6. Children have opportunities to learn the relationship between the sounds of spoken
language and the letters of written language.
TEKS: Reading: Letter -Sound Relationships
K.7 1.7
TEKS: Word Identification
2.5
TEKS: Writing/Spelling
1.20 2.16
7. Children have opportunities to learn decoding strategies.
TEKS: Letter -Sound Relationship
K.7 1.7
TEKS: Word Identification
2.5
8. Children have opportunities to write and relate their writing to spelling and reading.
K.14
TEKS: Writing/Spelling
1.20 2.16
TEKS: Writing Processes/Editing
2.18
9. Children have opportunities to practice accurate and fluent reading in decodable
stories.
TEKS: Reading Fluency
1.9 2.6
10. Children have opportunities to read and comprehend a wide assortment of books and
other texts.
TEKS: Reading: Variety of Texts
1.10 2.7
11. Children have opportunities to develop and comprehend new vocabulary through
wide reading and direct vocabulary instruction.
TEKS: Reading: Vocabulary Development
K.8 1.11 2.8
TEKS: Reading Comprehension
K.9 1.12 2.9
3.5
3.16
3.5
3.16
3.18
3.6
3.7
3.8
12. Children have opportunities to learn and apply comprehension strategies as they
reflect upon and think critically about what they read.
3.9
Grade 4
Readinq
Math
Writing
Science
All Tests
Number Tested
719
723
712
656
708
Met Standard
98%
98%
98%
88%
96%
Commended
41%
38%
31%
5%
15%
Grade 5
Reading
Math
Science
Science
All Tests
Number Tested
751
748
762
656
687
Met Standard
94%
96%
93%
88%
90%
Commended
40%
45%
13%
5%
9%
Grade 6
Reading
Math
Writing
Science
All Tests
Number Tested
738
738
765
656
695
Met Standard
97%
95%
97%
88%
93%
Commended
44%
40%
34%
5%
28%
Grade 7
Reading
Math
Writing
Science
All Tests
Number Tested
780
777
765
656
706
Met Standard
96%
91 %
97%
88%
89%
Commended
29%
20%
34%
5%
10%
Grade 8
Reading
Math
Soc Stud
Science
All Tests
Number Tested
747
738
748
656
695
Met Standard
97%
94%
99%
88%
92%
Commended
52%
25%
29%
5%
14%
Grade 9
Reading
Math
Soc Stud
Science
All Tests
Number Tested
733
724
673
656
644
Met Standard
95%
87%
94%
88%
86%
Commended
13%
27%
32%
5%
8%
Grade 10
Eng LA
Math
Soc Stud
Science
All Tests
Number Tested
659
667
673
656
531
Met Standard
83%
89%
94%
88%
75%
Commended
11%
19%
32%
5%
1%
Grade 11
Eng LA
Math
Soc Stud
Science
All Tests
Number Tested
538
545
529
488
378
Met Standard
80%
79%
94%
77%
63%
Commended
8%
14%
19%
3%
1%
Grade 3 Reading Math
Number Tested 762 764
Met Standard 100% 98%
Commended
51% 43%
2003 TAKS Results: Coppell ISD
All Students Students in Special Education
2
Math
74
95%
Readin
*
38%
Reading Math Writing All Tests
51 52 49
94% 94% 96%
37%
37% 16%
Reading
42
71%
12%
Reading
30
87%
13%
Readinq
36
69%
6%
Reading
32
78%
28%
Reading
37
51%
0%
Eng LA
29
34%
0%
Eng LA
15
47%
0%
Math
42
90%
12%
Math
32
69%
6%
Math
34
53%
3%
Math
26
73%
4%
Math
34
38%
3%
Math
29
34%
7%
Math
17
35%
0%
Science
53
79%
2%
Writing
34
79%
6%
Writing
33
91%
9%
Soc Stud
29
55%
10%
Soc Stud
15
100%
7%
Science
27
44%
7%
Science
15
40%
0%
52
95%
9%
All Tests
35
66%
2%
All Tests
22
67%
3%
All Tests
20
50%
0%
All Tests
20
57%
0%
All Tests
12
32%
0%
All Tests
8
25%
0%
All Tests
21%
0%
* TEA will not report this statistic until mid -June.
MET STANDARD: Met passing standard
Commended: Considerably higher than state passing standard. Indicates at least 90% of the items were answered correctly.
CALL TO ORDER
ROLL CALL — ESTABLISH QUORUM
Announcement by the President whether a quorum is present, that the
meeting has been duly called, and that notice of the meeting has been
posted in the manner and for the time required by law.
111. CLOSED SESSION
Adjourn into closed session to discuss the following items according to the Texas
Govemment Code, Section 551.074, Personnel Matters:
A. Personnel Employment
B. Personnel Resignations
IV. RECONVENE TO OPEN SESSION
V. INVOCATION — Bruce Jensen
VI. AWARDS
• Outstanding Soloists
• Action's Lone Star Leadership Academy
• Global Young Leaders Conference
VII. OPEN FORUM
A. Announcement by the President that individuals not listed on the agenda
but who wish to address the Board of Trustees should see the Board
Secretary, Usa Ganz, to complete an information card and return the
completed card to the Board Secretary prior to
7:30 p.m.
VIII. PUBLIC HEARING
X. ACTION ITEMS
AGENDA
COPPELL INDEPENDENT SCHOOL DISTRICT
BOARD OF TRUSTEES REGULAR MEETING
AT THE ADMINISTRATION BUILDING, BOARD ROOM
JUNE 16, 2003
6:30 P.M.
A. Public Hearing with Opportunity for Public Input Regarding Applications for
Grants from the Coppell Education Development Corporation
• ESL
• Spanish
• Literacy
IX. DISCUSSION AND REPORT ITEMS
A. Board Members
• Kathie Gautille — Substance Abuse Commission
• Cindy Warner — City Summit
B. Superintendent
• Strategic Plan
• Hosting Solution for CISD Technology
A. Consent
1. Approve 2002-2003 Budget Amendments
2. Approve Region 18 Interlocal Agreement Resolution
3. Approve Expedited Waiver for Textbooks
4. Approve Financial Report for May 31, 2003
5. Approve Minutes of the May 19, 2003 Meeting
{
Agenda
Page Two
June 16, 2003
B. Discussion and Approval of the CISD ESL Program Grant Application to
the Coppell Education Development Corporation
C. Discussion and Approval of the CISD Spanish Program Grant Application
to the Coppell Education Development Corporation
D. Discussion and Approval of the CISD Literacy Program Grant Application
to the Coppell Education Development Corporation
E. Discussion and Possible Adoption of the Novell exteNd Product Suite and
Akuratus Consulting Services
F. Discussion and Possible Adoption of Proposal for the New High School
Stadium Sound System
XI. DISCUSSION AND POSSIBLE ACTION ON MATTERS DISCUSSED IN
CLOSED SESSION
XII. ADJOURNMENT
• Page CLS4 - The Leader, The Colony Courier - Leader, Coppell Gazette, Carrollton Leader - Wednesday, June 4, 2003
Notice of Public Hearing
The Coppell Independent School District is
holding a public hearing including opportu-
nity for public input regarding. pplications
for grants from the Coppell ducation De-
velopment Corporation on June 16, 2003 at
7:30pm at the Coppell Independent School
District Administration Offices located at
200 South Denton Tap Road. Coppell,
Texas. Any citizen interested in obtaining
or reviewing copies of the grant applications
prior to the hearing may do so at 200 South
Denton Tap Road, Coppell, Texas from
8:OOam to 4:OOpm, Monday through Friday
beginning June 4, 2003.
Wednesday, June 11, 2003 - The Leader, The Colony Courier - Leader, Coppell Gazette, Carrollton Leader - Page CLS5
Notice of Public Hearing
The Coppell Independent School District is
holding a public hearing including opportu-
nity for public input regarding pplications
for grants from the Coppell Education De-
velopment Corporation on June 16, 2003 at
7:30pm at the Coppell Independent School
District Administration Offices located at
200 South Denton Tap Road, Coppell,
Texas. Any citizen interested in obtaining
or reviewing copies of the grant applications
prior to the hearing may do so at 200 South
Denton Tap Road, Coppell, Texas from
8:OOam to 4:OOpm, Monday through Friday
beginning June 4, 2003.