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CISD Grant No. 2002-E01/-L02/-S01 amendmentsCOPPELL INDEPENDENT SCHOOL DISTRICT 200 S. DENTON TAP ROAD • COPPELL, TX 75019 • 214.496.6000 • www.coppellisd.com November 4, 2002 Mr. Jerry Coker 131 Tennyson Coppell, Texas 75019 Dear Mr. Coker: Enclosed are two documents for consideration by the Coppell Education Development Corporation (CEDC). The first set of documents is the resubmission of the amendments previously presented. Under separate cover, please find the Financial Report due to your organization by November 15, 2002. Thank you for receiving this information. Coppell Independent School District will be available to answer any questions you may have concerning this information. Sincerely, effN. Turner, Ed. D. Superintendent Coppell Independent School District Enclosures DR. JEFF TURNER Superintendent of Schools VONTTA WHITE Assistant Superintendent for Administration SHERRYE DOTSON Assistant Superintendent for Instructional Programs RALPH SEELEY Assistant Superintendent for Business TABLE OF CONTENTS Tab 1 Request for Amendment to English as a Second Language Grant Original Grant Application Original Grant Agreement Tab 2 Request for Amendment to Elementary Spanish Grant Original Grant Application Original Grant Agreement Tab 3 Request for Amendment to Literacy Intervention Support Grant Original Grant Application Original Grant Agreement Tab 4 Grant Financial Report Coppell Independent School District Request for Amendment to English as a Second Language Grant Background of Original Grant Request In February 2002, CISD submitted a grant request to provide funding for payroll costs for nineteen and one -half (19.5) English as a Second Language (ESL) teachers at $42,000 each. The total amount requested was $819,000. In May 2002, the Coppell Education Development Corporation (CEDC) approved a grant in the amount of $693,000 to provide funding for sixteen and one -half (16.5) ESL teachers at $42,000 each. Funding for three (3) teachers was not approved because the teachers would be serving Valley Ranch Elementary students in the City of Irving. Amendment Request Based on anticipated payroll costs for the employees hired to fill the 16.5 approved positions, CISD will experience a shortfall of $39,429. In addition, due to greater than anticipated enrollment at CMS -West, the CISD hired an additional one -half (0.5) position to meet the educational needs of the ESL students at that campus. The cost of the additional one -half position is $20,413. Detailed information on the payroll costs for the teachers filling these positions is presented on the Sales Tax Grant Financial Report. This report reflects anticipated total payroll costs of $752,842 for these seventeen (17) positions. Our original estimates were made prior to assigning teachers to positions and prior to Board of Trustee approval of the 2002 -03 teacher pay schedules. Because CISD must pay teachers according to the degree held and years of teaching experience, the average cost per teacher will be $44,285. The amounts reflected above have been adjusted based on actual payroll costs for employees filling the positions. The numbers presented previously were based on estimates made prior to calculating actual payroll costs. CISD reques : r a •'. - grant to fund sixteen and one -half (16.5) ESL teachers be amended •� $39 t► cover the increased payroll costs. In addition, CISD requests th . e grant be amended to provide funding for payroll costs for an additional one -half (0 - • . 'don at CMS -West. The additional cost for this one- half position will b ', 20 . Approval of both of these re • s wo ► d amend the grant to an amo . • exceed $752,842, an increase Attachments 1. English as a Second Language (ESL) Program Grant Application 2. CEDC Grant Agreement to fund sixteen and one -half (16.5) ESL Teachers H:\WORDDOC\02 03 Budget \CEDC Grant Amendments.doc Coppell Education Development Corporation Grant Application Project Title: Pre -K throu : 12 : ade En • lish as a Second Lan_ a:e Pro cram Principal Applicant Mrs. Jan Boomer Title of Principal Applicant Coordinator for ESL / Other Languages ISD Representative in Application Coppell Project Period (start & Finish of Entire Project) August 2002 — May 2003 Total Amount Requested $819,000.00 Printed Names & Title of Grant Approvers; Signatures; & Dates: Jan Boomer ✓ 7 � rD � Coordinator of ESL/Other Languages v� of Principal Applicant Signature Date Title (Required) Team Member Signature Date Title (Optional) Team Member Signature Date Title (Optional) Principal of School Involved Title (Optional) Vonita White Interm Superintendent District Superintendent Title (Required) Deena Reeve President, Board of Trustees ** School Board President President (Required) * *Signifies approval by the School Board of Trustees 1 Signature Signature Date Date ,2- 2s - Oz. Signature Date Abstract of Program/Activity Abstract, not to exceed 300 words, indicating the program/activities to be undertaken with grant funds and a timeline for such program/activities. (REMINDER: Applications may NOT include more than one school fiscal year.) The English as a Second Language (ESL) Program is designed to develop proficiency in the English language for those students who enter the district as either non - English speaking or limited English speaking. Students are served as appropriate through various programs. Pre - kindergarten students are served by a half -day program five days a week. Students in this class are provided educational opportunities that promote language and literacy development in English. The pre - kindergarten program is housed at Austin Elementary School where two full -time teachers instruct sixty -three students daily. Students in grades kindergarten through fifth grade who qualify for the ESL Program are placed in a regular grade appropriate classroom. They then attend an ESL class during the school day for at least forty -five minutes. Classes are structured in order to meet the individual needs of the student learning English. Seven of the ten elementary campuses currently offer the ESL Program. Eight certified ESL instruct 326 students daily. Students at the middle schoollevel who are eligible for the ESL program attend classes at Coppell Middle School West. At this level students who are non - English speaking are enrolled in the Newcomer Center. Instruction in this center is focused on developing academic skills that will enable students to successfully enter mainstream classes. ESL classes are also offered to students who are designated as either at the beginner, intermediate or advanced level of language learning. Two full -time and one part-time certified ESL teachers instruct thirty -six students daily. Coppell High School also has a Newcomer Program that has nine students enrolled. This program is similar to the one at Coppell Middle School West in that it offers intensive instruction in English with the goal 2 of helping students gain the academic language necessary to be successful with the regular high school curriculum. Classes are also offered for students who are either at the beginning, intermediate or advanced level of language learning. There are three full -time certified ESL teachers at the high school. 3 Activities To Be Carried Out To Accomplish Strategy Positions Responsible Timeline Amount Requested Performance Indicator Maintain 15.5 ESL teachers. Recruit one additional MS ESL teacher. Recruit three additional elementary ESL teachers Program Coordinator April — August 2002 $819,000.00 (19 teachers @ $42,000. 1 teacher @ $21,000.) Recruiting and interview schedules Orientation of ESL teachers Program Coordinator August 2002 $0 Copy of orientation materials Bi- Monthly curriculum planning sessions Program Coordinator September 2002 — May 2003 $0 Copies of bi- monthly agendas Analyze data by grading period to determine goal attainment. Program Coordinator and ESL Teachers September 2002 — May 2003 $0 Copies of grading period failures. COPPELL INDEPENDENT SCHOOL DISTRICT ENGLISH AS A SECOND LANGUAGE Program Goal: To develop proficiency in English: social language, academic language, and cultural knowledge for students in grades PreK thru 12th. Strategy: Using CISD curriculum, based on the Texas Essential Knowledge and Skills for teaching ESL, teachers will provide instruction for approximately 476 students. 4 Program /Project Purpose /Need /Importance Description of the purpose of and the educational need and importance for the proposed program/activities, including the relevance to one or more of the approved funding areas promoting literacy, foreign language, and /or career technology for a skilled workforce. The face of American education is changing radically. Increasingly, students in K -12 classrooms come from families with diverse linguistic and cultural backgrounds. English language learners face the dual challenges of mastering Eliglish and acquiring the academic skills and knowledge essential for a sound education and productive adult life. The challenge of educating English language learners successfully is magnified by the fact that these students are entering our classrooms at every grade level and at various times during the year. The purpose of the ESL Program in Coppell ISD is to provide limited English proficient students skills that will enable them to successfully complete their education. Students lacking sufficient literacy skills in English are at risk of dropping out of school. Planning effective English language instruction for ESL students cannot be done in isolation. It must be part of a comprehensive educational program that takes into account the students' social, educational, and personal backgrounds as well as their existing skills and knowledge bases. The linguistic and cognitive competencies that ESL students bring to school are a solid basis for building their future, in terms of educational and career success. School PreK K 1 2nd 3rd 4` 5 Totals Austin 60 7 5 4 2 5 3. 86 Cottonwood 12 13 14 9 9 2 59 Denton Creek 6 4 5 5 8 3 31 Lakeside 7 5 7 7 2 28 Lee 9 8 11 4 8 40 Valley Ranch 16 22 20 11 7 7 83 Wilson '6 / 6 10 9 7 2 40 Totals 60 63 63 60 54 40 27 367 Pro . ram's Educational Ob'ectives / Stat in ' Needs / Im s lernentation Plan / Number/Grade Level of Students Served Describe program including educational objectives & goals, and differentiate between the two; demands on and expertise of present and proposed staff needed for implementation; and the number of students and the grade levels served by the proposal. The following charts show the number of ESL students that are projected for the 2002 -2003 school year. It is expected that the number of pre- kindergarten students will at least be equal to the enrollment for this year. In order to accommodate the growth at the elementary level, three additional teachers are being requested. An additional middle school ESL teacher is requested to establish an ESL program at Coppell Middle School East. This would allow nineteen students to return to their home campus for instruction. 2002 — 2003 ELEMENTARY ESL PROJECTIONS Estimated Teaching assignments for 3 additional elementary positions. Cottonwood Creek 1 full -time position Valley Ranch 1 full -time position Lee / Wilson 1 traveling teacher School 6 7 8 Totals CMS East 8 7 4 19 CMS North 9 5 3 17 CMS West 2 9 5 16 Totals 19 21 12 52 Grade 9 10 11 `h 12 Totals 17 17 15 8 57 2002 -2003 MS ESL PROJECTIONS Requesting one additional ESL teacher for new program at MS East. 2002 -2003 CHS ESL PROJECTIONS Three broad goals for ESL learners at all age levels have been established. These goals include personal, social, and academic uses of English. • Goal 1: Students will use English to communicate in social settings. o Objective: Use English to participate in social interaction. o Objective: Interact in, through, and with spoken and written English for personal expression and enjoyment. o Objective: Use learning strategies to extend communicative competence. • Goal 2: Students will use English to achieve academically in all content areas. o Objective: Use English to interact within the classroom. o Objective: Use English to obtain, process, construct, and provide subject matter information in spoken and written form. o Objective: Use appropriate learning strategies to construct and apply academic knowledge. • Goal 3: Students will use English in socially and culturally appropriate ways. o Objective: Use the appropriate language variety according to audience, purpose, and setting. o Objective: Use nonverbal communication appropriate to audience, purpose, and setting. o Objective: Use appropriate learning strategies to extend sociolinguistic and sociocultural compentence. Detailed Budget Outline proposed expenditures for resources and personnel requested in the proposal. Actual costs are not to exceed this estimate. $819,000 Salaries for 19.5 English as a Second Language Teachers at $42,000 (full - time) and $21,000 (part -time) $819,000 Total Budget Request 9 Monitoring Plan Indicate how the school district will cooperate with the city of Coppell to audit the budget. Describe the type of financial records will be shared with the city of Coppell and when. Explain payment schedule request for proposal (monthly payments or equipment purchase). Include the time frame for capturing and reporting on the number of students and their grade levels actually served by this program. (CEDC reserves the right to alter the monitoring plans to meet fiduciary duties of the CEDC Board in monitoring and auditing the final Grant Agreement parameters and conditions between the city and the school district. Response A separate accounting fund will be created to account for the sales tax revenues received and the approved expenditures (program personal and/or equipment). Budget information can be provided which will be coded according to Texas Education Agency requirements. Monthly reports can be provided which will track actual expenditures, encumbrances and accruals as well as revenues received to date. The district will work with CEDC to provide appropriate documentation as deemed necessary in order for the district to receive the monies appropriated to fund the program positions approved by the CEDC. This can be done in advance for approved program positions as the sales tax dollars become available to the City or in arrears on a quarterly or monthly basis upon submission of appropriate documents substantiating the actual expenditure of dollars. Should there be any equipment purchases approved in the grants, the district will submit copies of purchase orders for approval by CEDC prior to issuance to the vendor. The district would prefer that CEDC remit sales tax dollars to the district as the purchase orders are issued so that the money is available for payment to the vendor upon receipt of the equipment. 10 The CISD business office will be available to discuss details of the above - described process with City officials or CEDC board members. Please contact the school official named below for additional information or questions. Ralph Seeley Assistant Superintendent for Business 972 - 393 -3004 rseeley@coppellisd.com 11 STATE 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. 2002 -E01 to provide funding for English as a Second Language Teachers (the PROJECT), which is designed to develop proficiency in the English language for those students who enter the district as either non - English speaking or limited English speaking; and WHEREAS, the PROJECT will provide limited English proficient students skills that will enable them to successfully complete their education and is a part of a comprehensive education program that takes into account the students' social, educational, and personal backgrounds, as well as their existing skills and knowledge; and WHEREAS, CISD is in' need of funding the salaries for sixteen and one -half (16.5) English as a Second Language Teachers and seeks the assistance of the Coppell Education Development Corporation 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 47254 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 Six Hundred Ninety -three Thousand Dollars and no cents ($693,000.00). 2. CISD agrees to utilize the GRANT to fund the salaries of sixteen and one -half (16.5) English as a Second Language Teachers for all affected and eligible CISD campuses. 3. CITY agrees to provide the GRANT of Six Hundred Ninety -three Thousand Dollars and no cents ($693,000.00) funds payable on a quarterly basis with the first payment to be made on or before August 1, 2002. 4. On a quarterly basis beginning no later than November 15, 2002 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 contracts for personnel. CISD shall also submit no later than sixty (60) days after the close of school year the number of students served, grade levels actually served, copies of contracts, and any changes in personnel during the period covered by this GRANT. 5. In the event the CISD breaches any of the terms of this AGREEMENT or fails to use the GRANT for the purposes set forth herein, then the CISD, after expiration of the notice and cure period described herein, shall be in default of this AGREEMENT. As liquidated damages in the event of such default, the CISD shall, within thirty (30) days after demand, repay to the CITY, the GRANT with interest at the rate of eight percent (8 %) per annum from the date of receipt of the GRANT until paid. The parties acknowledge that actual damages in the event of default would be speculative and difficult to determine. Upon breach by CISD of any obligations under this AGREEMENT, the CITY shall notify the CISD in writing, who shall have thirty (30) days from receipt of the notice in which to cure such default. If CISD fails to cure the default within the time provided herein, or, as such time period may be extended, then the CITY at its sole option, shall have the right to terminate this AGREEMENT without further notice to the CISD. ' 6. The terms and conditions of this AGREEMENT are binding upon the successors and assigns of all parties hereto. This AGREEMENT may not be assigned without the express written consent of CITY and CEDC. 7 It is understood and agreed between the parties that CISD, in the use of the GRANT and in satisfying the conditions of this AGREEMENT, is acting independently, and that the CITY and/or the CEDC assumes no - responsibilities or liabilities to third parties in connection with these actions. CISD agrees to indemnify and hold harmless the CITY and the CEDC from all such claims, suits, and causes of action, liabilities and expenses, including reasonable attorney's fees, of any nature whatsoever arising out of the CISD'S performance of the conditions under this AGREEMENT. COPPELL EDUCATION DEVELOPMENT GRANT Page 2 47254 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 Z5 day of - By: COPPELL EDUCATION DEVELOPMENT G NT Page 3 , 2002. CITY OF PP ► , TEXAS By: Ri ATTEST: OILER, PRESIDENT 255 kway Boulevard P.0. Box 9478 Coppell, Texas 75019 TT, CITY MANAGER Parkway Boulevard .0. Box 9478 Coppell, Texas 75019 LIBBY L, CITY SEC ' TARY EXECUTED this 8''= day of Irv\ c COPPELL EDUCATION DEVELOPMENT CORPORATION , 2002. 47254 SIGNED this day of ( 10 , 2002. CITY'S ACKNOWLEDGMENT STATE OF TEXAS COUNTY OF DALLAS § This instrument was acknowledged before me on the 2('day of 2002, by Jim Witt, City Manager of the City of Coppell, Texas, a Texas municip , on behalf of said municipality. My Commission Expires: -II- o ATTEST: COPPELL EDUCATION DEVELOPMENT GRANT Page 4 COPPELL INDEPENDENT SCHOOL DISTRICT B . V6-vU. VONITA WHITE, INTERIM SUPERINTENDENT Coppell Independent School District 200 S. Denton Road Coppell, Texas 75019 47254 STATE OF TEXAS COUNTY OF DALLAS COPPELL EDUCATION DEVELOPMENT CORPORATION This instrument was acknowledged before me on the day of 4 2002, by Jerry Coker, President of Coppell Education Development Corporation, on beh f of said corporation. My Commission expires: STATE OF TEXAS § COUNTY OF DALLAS This instrument was acknowledged before me on the v?s *k- day of 7 2002, by Vonita White, Interim' Superintendent of Coppell Independent School District, on behalf of said district. My Commission expires: 0 6/a003 COPPELL INDEPENDENT SCHOOL DISTRICT COPPELL EDUCATION DEVELOPMENT GRANT Page 5 Public, State of Texas 1 f ' l. /90, a l l V Notary Public, State of �`,� =.•;, . LISA A CAKE NOTARY PUBLIC State cpl, Texas Comm Exp . 48-25 -2003 47254 zflv1 Amendment Request Attachments Coppell Independent School District Request for Amendment to Elementary Spanish Grant Background of Original Grant Request In February 2002, CISD submitted a grant request to provide funding for payroll costs for five (5) elementary Spanish teachers at $42,000 each. The total amount requested was $210,000. In May 2002, the Coppell Education Development Corporation (CEDC) approved a grant in the amount of $189,000 to provide funding for four and one -half (4.5) elementary Spanish teachers at $42,000. Funding for one -half (0.5) positions was not approved because the teacher would be serving Valley Ranch Elementary students in the City of Irving. Based on anticipated payroll costs for the employees hired to fill the four and one - half approved positions, CISD will experi rtfall of $10,473. Detailed information on the payroll costs for nine teachers filling these positions is presented on the Sales Tax Grant Financial Report. This report reflects anticipated total payroll costs of $199,473 for these employees. The estimated per- teacher payroll cost used in the original grant request was $42,000. This estimate was made prior to filling of these positions and prior to Board of Trustee approval of the 2002 -03 teacher pay schedules. Because CISD must pay teachers according to the degree held and years of teaching experience, the average cost per teacher will be $44,327. CISD requests that the Grant to fund four and one -half (4.5) elementary Spanish teachers for nine elementary campuses be amended to an amount not to exceed $199,473, an increase of $10,473. The amounts reflected above have been adjusted based on actual payroll costs for employees filling the positions. The numbers presented previously were based on estimates made prior to calculating actual payroll costs. 1. Elementary Spanish Program Grant Application 2. CEDC Grant Agreement to fund four and one -half (4.5) Elementary Spanish Teachers H: \WOR.DDOC \02 03 Budget \CEDC Grant Amendments.doc Coppell Education Development Corporation Grant Application Project Title: Elementary Spanish Program Principal Applicant Mrs. Jan Boomer Title of Principal Applicant Coordinator for ESL / Other Languages ISD Representative in Application Coppell Project Period (Start & Finish of Entire Project) August 2002 — May 2003 Total Amount Requested $210,000.00 Printed Names & Title of Grant Approvers; Signatures; & Dates: Jan Boomer Coordinator of ESL/Other Languages Principal Applicant Title (Required) Team Member Title (Optional) Team Member Signature Date Title (Optional) Principal of School Involved , Signature Date Title (Optional) Vonita White Interm Superintendent District Superintendent Title (Required) Deena Reeve President, Board of Trustees — ** School Board President Signa President (Required) * *Signifies approval by the School Board of Trustees 1 Signature Date Signature Date o07,/ Date Date - z5 -6I Date Abstract of Program/Activity Abstract, not to exceed 300 words, indicating the program/activities to be undertaken with grant funds and a timeline for such program/activities. (REMINDER: Applications may NOT include more than one school fiscal year.) A certified Spanish teacher will provide instruction to as many elementary students as possible. Instruction will occur approximately once every six days for a period of forty -five minutes. The program will operate during the regular school year. Activities are geared to the young learner's interests, developmental levels, and experiential background. They are designed to appeal to a variety of learning styles and to incorporate frequent opportunities for movement and physical activities. Learning occurs in meaningful, communicative contexts that carry meaning for the students. For the young learner these contexts include social and cultural situations, content instruction, games, songs, rhymes, stories, and experiences with art. The curriculum is organized around thematic topics that establish a balance between the basic goals of culture, subject content and use of the target language. Teachers incorporate the use of visuals, realia and hands on activities to encourage student participation and retention of the language. Instruction emphasizes a communicative approach to language learning rather than a grammatical approach. Grammar is presented through and for usage rather than in isolation. The elementary Spanish curriculum addresses the Texas Essential Knowledge and Skills for Languages Other than English and National Standards for Language Learning as well as reinforces the Texas Essential Knowledge and Skills for English Language Arts. 2 Activities To Be Carried Out To Accomplish Strategy Positions Responsible Timeline Amount Requested Performance Indicator Recruit five elementary Spanish Teachers Program Coordinator April — August 2002 $210,000. (five teachers at $42,000.) Recruiting and interview schedule Orientation of Spanish teachers Program Coordinator August 2002 $0 Copy of orientation materials Bi- Monthly curriculum planning sessions Program Coordinator September 2002 — May 2003 $0 Copies of bi- monthly agendas Develop and administer assessments to measure student growth as defined in the Texas Essential Knowledge and Skills for Languages Other Than English Program Coordinator and Spanish Teachers September 2002 — May 2003 $0 Copies of assessment instruments COPPELL INDEPENDENT SCHOOL DISTRICT ELEMENTARY SPANISH PROGRAM TIMELINE Program Goal: To develop novice level communications skills in the Spanish language for elementary students in grades two to five. Strategy: Using CISD curriculum for teaching elementary Spanish, five Spanish teachers will provide instruction for approximately 3,114 students. 3 Prozram /Project Pu /Need /Importance Description of the purpose of and the educational need and importance for the proposed program/activities, including the relevance to one or more of the approved funding areas promoting literacy, foreign language, and/or career technology for a skilled workforce. The purpose of the Elementary Spanish Program is to begin the study of Spanish in 2 or 3rd grade in order to establish a foundation for continued language study in middle school and high school. Programs that begin in elementary school and continue uninterrupted through high school provide an opportunity for students to reach advanced levels of proficiency. Developing advanced language proficiency requires an extended period of time so that students have ample opportunities to experience and practice the language in meaningful context. Achieving proficiency in a foreign language takes from four to six years of study. The emphasis in today's foreign language education is on starting early and continuing study for many years to build communication skills in the language and cultural competence. Boundaries between countries and cultures are rapidly closing and giving way to a global community. Students growing up in this changing world will need to communicate effectively as adults. This means'being able to understand and speak more than one language. We currently lack an adult population who can communicate in foreign languages and understand other cultures and value systems. For those of us living in the southwestern part of the United States, it is increasingly important to learn how to communicate with the Hispanic population. Spanish was the most common language spoken at home according to the 1990 census. More than half (54 percent) of those who spoke a language other than English reported they spoke Spanish. This was a sharp increase over 1980, when 48 percent indicated that they spoke Spanish. Early indications 4 show that this trend should continue upon the release of the Census 2000 data which will be available in the summer of 2002. In Elementary Foreign Language Programs, Dr. Gladys Lipton highlights the results of research on children who study a foreign language in elementary school, these students: • show greater cognitive development in such areas as mental flexibility, creativity, divergent thinking, and higher -order thinking skills; • have an improved self - concept and sense of achievement in school; • develop a sense of openness to and appreciation of other cultures; • excel in authentic pronunciation; • show a better understanding of their own language and culture. If education is a means by which to prepare children for the world that they inhabit then we need to offer them an expansive curriculum as early as possible. This would include offering them the opportunity to begin the study of another language at an early age and to encourage them to continue that study for many years to come. 5 Prozram's Educational Objectives / Staff nit Needs / Implementation Plan / Number /Grade Level of Students Served Describe program including educational objectives Sr. goals, and differentiate between the two; demands on and expertise of present and proposed staff needed for implementation; and the number of students and the grade levels served by the proposal. Five teachers will be hired this spring in order to staff the Elementary Spanish Program in grades two through five. Each teacher will be responsible for the instruction at two elementary schools. During the 2002 -2003 school year the teachers will instruct approximately 3,114 students if program totally funded. The following is a list of educational goals and objectives for the Elementary Spanish Program. • Goal 1: Students will communicate in Spanish using the skills of listening, speaking, reading and writing. o Objective: Present information using familiar words, phrases and sentences. o Objective: Demonstrate an understanding of simple clearly spoken and written language. o Objective: Engage in oral and written exchanges to socialize and to provide and obtain information. • Goal 2: Students will gain knowledge and understanding of Hispanic cultures. o Objective: Participate in cultural activities that are representative of Spanish speaking countries. • Goal 3: Students will use Spanish to make connections with other subjects areas and to acquire information. o Objective: Use resources in the Spanish language and culture to gain access to information. 6 o Objective: Use the Spanish language to obtain, reinforce, or expand knowledge of other subject areas. • Goal 4: Students will develop insight into the nature of language and culture. o Objective: Compare and contrast the native language and culture with the Spanish language and culture. • Goal 5: Students will participate in communications at home and around the world using Spanish. o Objective: Use the Spanish language both within and beyond the school setting to communicate. Detailed Budget Outline proposed expenditures for resources and personnel requested in the proposal. Actual costs are not to exceed this estimate. $210,000.00 Salary for Elementary Spanish teachers (5 teachers at $42,000.00) $210,000.00 Total Budget Request Monitorinj Plan Indicate how the school district will cooperate with the city of Coppell to audit the budget. Describe the type of financial records will be shared with the city of Coppell and when. Explain payment schedule request for proposal (monthly payments or equipment purchase). Include the time frame for capturing and reporting on the number of students and their grade levels actually served by this program. (CEDC reserves the right to alter the monitoring plans to meet fiduciary duties of the CEDC Board in monitoring and auditing the final Grant Agreement parameters and conditions between the city and the school district. Response A separate accounting fund will be created to account for the sales tax revenues received and the approved expenditures (program personal and/or equipment). Budget information can be provided which will be coded according to Texas Education Agency requirements. Monthly reports can be provided which will track actual expenditures, encumbrances and accruals as well as revenues received to date. The district will work with CEDC to provide appropriate documentation as deemed necessary in order for the district to receive the monies appropriated to fund the program positions approved by the CEDC. This can be done in advance for approved program positions as the sales tax dollars become available to the City or in arrears on a quarterly or monthly basis upon submission of appropriate documents substantiating the actual expenditure of dollars. Should there be any equipment purchases approved in the grants, the district will submit copies of purchase orders for approval by CEDC prior to issuance to the vendor. The district would prefer that CEDC remit sales tax dollars to the district as the purchase orders are issued so that the money is available for payment to the vendor upon receipt of the equipment. The CISD business office will be available to discuss details of the above - described process with City officials or CEDC board members. Please contact the school official named below for additional information or questions. Ralph Seeley Assistant Superintendent for Business 972 -304 -3004 rseeley@coppellisd.com 10 STATE 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. 2002 -SO1 to provide funding for certified Spanish Teachers in the elementary schools (the PROJECT), which is designed for the purpose to begin the study of Spanish in the 2 and/or 3rd grade in order to establish a foundation for continued language study in middle school and/or high school; and WHEREAS, the CISD has developed the PROJECT using certified Spanish teachers who specialize in such field; and WHEREAS, CISD is in need of funding the salaries of four and one -half (4.5) Elementary Spanish Teachers and seeks the assistance of the Coppell Education Development Corporation 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 foreign language in the CITY; NOW THEREFORE, in consideration of the foregoing, and other valuable ` consideration the receipt and sufficiency of which are hereby acknowledged on the terms and conditions hereinafter set forth, the parties agree as follows: . GENERAL PROVISIONS • 1. Subject to availability of funds collected from the 379A sales tax, the CITY agrees to provide the CISD an education development grant (the "GRANT ") in an amount not to exceed One Hundred Eighty -nine Thousand Dollars and no cents ($189,000.00). COPPELL EDUCATION DEVELOPMENT GRANT Page 1 47256 2. CISD agrees to utilize the GRANT to fund four and one -half (4.5) Elementary Spanish Teachers for the CISD elementary campuses. 3. CITY agrees to provide the GRANT of One Hundred Eighty -nine Thousand Dollars and no cents ($189,000.00) funds payable on a quarterly basis with the first payment to be made on or before August 1, 2002. 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 November 15, 2002 the CISD shall submit the contracts supporting personnel expenditures for this GRANT to the CEDC. The detailed expenditures shall include, but not limited to, salaries, number of students served, grade levels actually served, copies of contracts, and any changes in personnel during the period covered by this GRANT. 5. In the event the CISD breaches any of the terms of this AGREEMENT or fails to use the GRANT for the purposes set forth herein, then the CISD, after expiration of the notice and cure period described herein, shall be in default of this AGREEMENT. As liquidated damages in the event of such default, the CISD shall, within thirty (30) days after demand, repay to the CITY, the GRANT with interest at the rate of eight percent (8 %) per annum from the date of receipt of the GRANT until paid. The parties acknowledge that actual damages in the event of default would be speculative and difficult to determine. Upon breach by CISD of any obligations under this AGREEMENT, the CITY shall notify the CISD in writing, who shall have thirty (30) days from receipt of the notice in which to cure such default. If CISD fails to cure the default within the time provided herein, or, as such time period may be extended, then the CITY at its sole option, shall have the right to terminate this AGREEMENT without further notice to the CISD. 6. The terms and conditions of this AGREEMENT are binding upon the successors and assigns of all parties hereto. This AGREEMENT may not be assigned without the express written consent of CITY and CEDC., 7. It is understood and agreed between the parties that CISD, in the use of the GRANT and in satisfying the conditions of this AGREEMENT, is acting independently, and that the CITY and/or the CEDC assumes no responsibilities or liabilities to third parties in connection with these actions. CISD agrees to indemnify and hold harmless the CITY and the CEDC from all such claims, suits, and causes of action, liabilities and expenses, including reasonable attorney's ';,fees, of any nature whatsoever arising out of the CISD'S performance of the conditions under this AGREEMENT. 8. Any notice required or permitted to be delivered hereunder shall be deemed received when sent by United States mail, postage pre -paid, certified mail, return receipt requested, addressed to the party at the address set forth opposite the signature of the party. 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 47256 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 tr25 of EXECUTED this �� day of G By: By: COPPELL EDUCATION DEVELOPMENT GRANT Page 3 , 2002. CITY OF LL, TEXAS TT, CITY MANAGER arkway Boulevard Box 9478 oppell, Texas 75019 ATTEST: By L is BY B • , ITY SECRETARY OKER, PRESIDENT 255 '' ay Boulevard P.O. Box 9478 Coppell, Texas 75019 , 2002. COPPELL EDUCATION DEVELOPMENT CORPORATION 47256 � �1 t �L SIGNED this (9i,� day of i , 2002. COPPELL INDEPENDENT SCHOOL DISTRICT STATE OF TEXAS COUNTY OF DALLAS My Commission Expires: By: COPPELL EDUCATION DEVELOPMENT GRANT Page 4 e_& VONITA WHITE, INTERIM SUPERINTENDENT Coppell Independent School District 200 S. Denton Road Coppell, Texas 75019 ATTEST: By: Oa '4. Atly( CITY'S ACKNOWLEDGMENT This instrument was acknowledged before me on the 26 day of , 2002, by Jim Witt, City Manager of the City of Coppell, Texas, a Texas municip ty, on behalf of said municipality. Notary Pub . •, S to of Texas 47256 STATE OF TEXAS COUNTY OF DALLAS This instrument was acknowledged before me on the day of 2002, by Jerry Coker, - Education said corporation. My Commission expires: v7o STATE OF TEXAS COUNTY OF DALLAS My Commission expires: &AL5A COPPELL EDUCATION DEVELOPMENT CORPORATION COPPELL EDUCATION DEVELOPMENT GRANT Page 5 OP c n IP J, COPPELL INDEPENDENT SCHOOL DISTRICT Public, State of Texas •••,iN A• wig n • • Z — c - TF OF . •'•E xpire s , • .• � �• s stotellislow This instrument was ackoow)edged before me on the day ort4 2002, by Vonita White, Interim Superintendent of Coppell Independent School Dis 'ct, on behalf of said district. a71 Notary Public, State of Texas "'\ ' LISA, A GANZ NOTARY PUBLIC State of Texas Comm. E . 06-25 -200 47256 E tIVI Coppell Independent School District Request for Amendment to Literacy Intervention Support Grant Background of Original Grant Request In February 2002, CISD submitted a grant request to provide funding for payroll costs for ten (10) literacy teachers at $44,000 each. The total amount requested was $440,000. In May, 2002, the Coppell Education Development Corporation (CEDC) approved a grant in the amount of $396,000 to provide funding for nine (9) literacy teachers at $44,000. Funding for the tenth teacher was not approved because the teacher would be serving Valley Ranch Elementary students in the City of Irving. Amendment Request Based on anticipated payroll costs for the employees hired to fill the nine approved positions, CISD will experience a shortfall of $50,391. Detailed information on the payroll costs for the nine teachers filling these positions is presented on the Sales Tax Grant Financial Report. This report reflects anticipated total payroll costs of $446,391 for these employees. The estimated per- teacher payroll cost used in the original grant request was $44,000. This estimate was made prior to assigning teachers to positions and prior to Board of Trustee approval of the 2002 -03 teacher pay schedules. Because CISD must pay teachers according to the degree held and years of teaching experience, the average cost per teacher will be $49,599. CISD requests that the Grant to fund nine (9) literacy support teachers for nine elementary campuses be amended to an amount not to exceed $446,390, an increase of $50,391. The amounts reflected above have been adjusted based on actual payroll costs for employees filling the positions. The numbers presented previously were based on estimates made prior to calculating actual payroll costs. Attachments 4 // y 1. Literacy Intervention Support Grant Application 2. CEDC Grant Agreement to Fund Nine Literacy Support Teachers H: \WORDDOC102 03 Budget \CEDC Grant Amendments.doc Project Title: Principal Applicant Title of Principal Applicant ISD Representative in Application Project Period (sue & Finish orEntire project) Total Amount Requested Printed Names & Title of Grant Approvers; Signatures; & Dates: Language Arts Coordinator Principal Applicant Title Required Team Member Title (Optional) Team Member Title (Optional) Principal of School Involved Tittle (Pptional) District Superintendent Title (Required) ** School Board President President (Required) Coppell Education Development Corporation Grant Application Literacy Intervention Support Pamela Crites Language Art Coordinator COPPELL August 2002 -- June 2003 $44 ©,000 ** Signifies approval by the School Board of Trustees 1 2 -22 -02 Signature Date Signature Signature Signature • Signature Signature Date Date Date Date z• 25 -02 Date Abstract of Projrram/Activitj Abstract, not to exceed 300 words, indicating the program/activities to be undertaken with grant funds and timeline for such program/activities. (REMINDER: Applications may NOT include more than one school fiscal year.) The Literacy Intervention Support Program is designed to serve students who are identified by the Early Reading Assessment as needing additional literacy support in kindergarten, first, and second grade at each of Coppell ISD's ten elementary campuses. Ten Literacy Intervention Support teachers, one teacher per elementary campus, are needed to assist students to develop proficient literacy skills and provide literacy resources/support to regular classroom teachers. Literacy Support Teachers support the state mandated Student Success Initiative by providing literacy leadership at each campus. Their responsibilities include the following: 1. Coordinate state - mandated Early Reading Assessments in grades kindgarten, first and second three times a year —at the beginning of the school year, middle of year, and end of year. 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. Provide intensive, focused literacy instruction to identified students and constantly monitor students' literacy growth. 4. Provide model teaching in the classroom in such areas as guided reading, interactive or guided writing, phonemic awareness and phonics lessons. Abstract continued 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 implementations. 6. Provide literacy resources for both students and teachers. Timeline for the Literacy Intervention Support program runs concurrently with the actual school calendar, which begins in August of 2002 and concludes in June of 2003. Pro gram /Proje= rpose/Need/Import once Description of the purpose and the educational need and importance for the proposed program/activities, including the relevance to one or more of the three approved funding areas promoting literacy, foreign language, and/or career technology for a skilled workforce. In order to meet the reading goal set by Governor George W. Bush in 1996 stating that, "All students will read on grade 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 primary grades. As a result of this goal, guidelines were given to educators and legislation was passed which required early reading assessment in kindergarten, first and second grade. Guidelines for the mandated Accelerated Reading Instruction includes the following: *Identify target students and instructional priorities *Provide for at least 30 minutes a day of additional systematic and explicit instruction *Provide small group instruction *Use highly trained professionals to deliver instruction and provide interventions CISD has developed a literacy support system using trained, certified, effective elementary teachers who specialize in early literacy skills, support students needing additional literacy support, and serve as literacy role models in each of the ten elementary campuses. Additional classroom support in a small group setting that is taught by a literacy specialist helps students maximize their potential, accelerate literacy skills and improve self - esteem and achievement. 4 Prograni/Purpose continued 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 first 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 also will serve identified students in kindergarten and second grade based upon greatest need. As a result of the "Ending Social Promotion" legislation, which goes into effect during the 2002 -03 school year, third graders who do not pass the reading portion of the Texas Essential Knowledge and Skills (TAKS) assessment will not be promoted to fourth grade. 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. Pro - ram's Educational Oh'ectives/Sta , in - Needs /Im s lementation Plan/ Number /Grade Level of Students Served Describe program including educational objectives and goals, and differentiate between the two; demands on and expertise of present and proposed staff needed for implementation; and the number of students and the grade levels served by the proposal. Ten Literacy Intervention Support teachers will provide in -depth focused, small group instruction for identified primary grade students. During the 2002 -03 school year, teachers will serve over 700 students in grades K., 1 g and 2 and provide literacy modeling and support for K -2 regular classroom teachers. Educational (program) goals are based upon the Twelve Essential Components of Research- Based Programs for Beginning Reading Instruction from the Texas Education Agency. Objectives are listed beneath each goal. 1. Children will have opportunities to expand their use and appreciation of oral language. a. Discuss various topics including problem solving b. Participate in tongs, chants and poems promoting oral language development c. Participate in activities involving talking, listening and following directions 2. Children will have opportunities to expand their use and appreciation of printed language. a. Understand that print represent spoken language b. Learn basic "concepts about print "--how to handle a book, print goes from left to right, return sweep, punctuation marks 6 Program's Educational Objectives continued 3. Children will have opportunities to hear good stories and informational books read aloud daily. a. Listen to and talk about books b. Understand books provide both information and pleasure 4. Children will have opportunities to understand and manipulate the building blocks of spoken Language. a. Identify rhyming words and create rhyming words b. Understand that spoken sentences are made up of groups of separate words, words are made up of syllables, and words can be broken into separate sounds (phonemes) c. Manipulate the sounds of words, separate or segment sounds of words, blend sounds, delete sounds or substitute new sounds for those deleted 5. Children will have opportunities to learn about and manipulate the building blocks of written language. a. Learn the names df letters and how to identify them rapidly and accurately b. Learn to print letters while learning to identify letters c. Experiment with and manipulate letters to make words and messages 6. Children will have opportunities to learn the relationship between the sounds of spoken language and the letters of written language. a. Combine and manipulate letters to change words and spelling patterns b. Learn that printed words are made up of patterns of letters c. Learn sound - letter relationships in a systematic manner 7 Program coals continued 7. Children will have opportunities to learn decoding strategies. a. Decode and identify words that contain letter -sound relationships children are learning to read and need for both reading and writing b. Practice activities that involve blending together the components of sounding-out words c. Change beginning, middle, or ending letters of related words, thus changing words to decode and spell . 8. Children will have opportunities to write and relate their writing to spelling and reading. a. Participate in activities that are related to the words children are reading and writing b. Proofread writing c. Attend to spelling conventions in a systematic way • 9. Children will have opportunities to practice accurate and fluent reading in decodable stories and Ott readers. a. Practice letter and sound knowledge while decoding simple words b. Read various books and practice fluent reading skills. A Program goals continued 10. Children will have opportunities to read and comprehend a wide assortment of books and other texts. a. Daily read self- selected texts b. Opportunity to various books in classroom and ability to take books home 11. Children have opportunities to develop and comprehend new vocabulary through wide reading and direct vocabulary instruction. a. Read a variety of genres, both narrative and informational b. Participate in explicit discussions about the meanings of words and how these words are used in books being read 12. Children will have opportunities to learn and apply comprehension strategies as they reflect upon and think critically about what they read. a. Preview, predict, make connections between known and unknown b. Practice reading strategies such as rereading, thinking about what makes sense, using sound/letter correspondence c. Compare characters, events, and themes of different stories d. Discuss what is being read and how ideas can be linked, draw conclusions Detailed Budget Outline proposed expenditures for resources and personnel requested in the proposal. Actual costs are not to exceed this estimate. Salaries for 10 Literacy Intervention Support Teachers at $44,000 per teacher = $440,000 Total Budget Request = $440, 000 10 Monitoring Plan Indicate how the school district will cooperate with the city of Coppell to audit the budget. Describe the type of financial records will be shared with the City of Coppell and when. Explain payment schedule request for proposal (monthly payments or equipment purchase). Include the time frame for capturing and reporting on the number of students and their grade levels actually served by this program. (CEDC reserves the right to alter the monitoring plans to meet fiduciary duties of the CEDC Board in monitoring and auditing the final Grant Agreement parameters and conditions between the city and the school district.) Response A separate accounting fund will be created to account for the sales tax revenues received and the approved expenditures (program personal and /or equipment). Budget information can be provided which will be coded according to Texas Education Agency requirements. Monthly reports can be provided which will track actual expenditures, encumbrances and accruals as well as revenues received to date. The district will work with CEDC to provide appropriate documentation as deemed necessary in order for the district to receive the monies appropriated to fund the program positions approved by the CEDC. This can be done in advance for approved program positions as the sales tax dollars become available to the City or in arrears on a quarterly or monthly basis upon submission of appropriate `documents substantiating the actual expenditure of dollars. Should there be any equipment purchases approved in the grants, the District will submit copies of purchase orders for approval by CEDC prior to issuance to the vendor. The District would prefer that CEDC remit sales tax dollars to the District as the purchase orders are issued so that the money is available for payment to the vendor upon receipt of the equipment. The CISD business office will be available to discuss details of the above 11 described process with City officials or CEDC board members. Please contact the school official named below for additional information or questions. Ralph Seeley Assistant Superintendent for Business 972 -393 -3004 rseeley ©coppellisd .com 12 STATE 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. 2002 -L02 to provide funding for Literacy Intervention Support Program (the PROJECT), which is designed to serve students who are identified by the Early Reading Assessment as needing additional literacy support in kindergarten, first, and second grade at each of CISD's nine (9) elementary campuses; 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 and seeks the assistance of the Coppell Education Development Corporation 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 47246 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 Three Hundred Ninety -six Thousand Dollars and no cents ($396,000.00). 2. CISD agrees to utilize the GRANT to fund nine (9) Literacy Support Teachers for nine (9) CISD elementary campuses. 3. CITY agrees to provide the GRANT of Three Hundred Ninety -six Thousand Dollars and no cents ($396,000.00) funds payable on a quarterly basis with the first payment to be made on or before August 1, 2002. 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 November 15, 2002 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, 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 such claims, suits, and causes of action, liabilities and expenses, including reasonable attomey's COPPELL EDUCATION DEVELOPMENT GRANT Page 2 47246 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 2S'day of B COPPELL EDUCATION DEVELOPMENT GRANT Page 3 CITY OF CO P Bv: ATTEST: 64 EXECUTED this 6�- day of t"YI k. OKER, PRESIDENT 55 ay Boulevard P.O. Box 9478 Coppell, Texas 75019 , 2002. TE JIM WI 7 : 1 'i I Y MANAGER 255 Par Ni! y Boulevard P.O. Bo 9 78 Coppell, T xas 75019 By 4111k_ LIBBY B zf , CITY SECRETARY , 2002. COPPELL EDUCATION DEVELOPMENT CORPORATION 47246 STATE OF TEXAS COUNTY OF DALLAS ATTEST: SIGNED this � day of 1 , 2002. COPPELL INDEPENDENT SCHOOL DISTRICT By: VONITA WHITE, INTERIM SUPERINTENDENT Coppell Independent School District 200 S. Denton Road Coppell, Texas 75019 ATTEST: By: COPPELL EDUCATION DEVELOPMENT GRANT Page 4 i CITY'S ACKNOWLEDGMENT This instrument was acknowledged before me on the 2St of 2002, by Jim Witt, City Manager of the City of Coppell, Texas, a Texas municip . , on behalf of said municipality. •� ‘ _\SBY Z • My Commission ExpiresE * 4 — °N �� • —1/'' 04 = V..)-Ireorre-4-7 # 1 0 a Notary Public, j to of Texas 47246 STATE OF TEXAS COUNTY OF DALLAS My Commission expires: STATE OF TEXAS COUNTY OF DALLAS 0. ciL4 My Commission expires: i'd-6/o3 COPPELL EDUCATION DEVELOPMENT CORPORATION Not This instrument was acknowledged before me on the __ day of 2002, by Jerry Coker, President of Coppell Education Development Corporation, on beh If of said corporation. C I�(' , o � Q .•..`PRY . Q ; (n . - r . r ° •. •.. ! - C xpir .. `�� '''' , to COPPELL INDEPENDENT SCHOOL DISTRICT This instrument was acknowledged before me on the , day of eh4 , 2002, by Vonita White, Interim Superintendent of Coppell Independent School Distri , on behalf of said district. 34-44 Notary Public, State of Texas I. � ' P : i( '4ti • lic, State of Texas t 4 PUBLIC of Texas • r•• COPPELL EDUCATION DEVELOPMENT GRANT Page 5 47246 Sales Tax Grant Financial Report For the Month Ending: 31 -Oct -02 Fiscal Mo.» 2 Approved Total Anticipated Expected Grant Expenditures Total Annual Overage or Campus Amount YTD Expenditures (Shortage) Elementary Spanish - 4.5 Positions Approved Pinkerton 101 21,000.00 3,408.46 20,450.76 549.24 Town Center 108 21,000.00 3,408.48 20,450.88 549.12 Lee 102 21,000.00 3,402.34 20,414.04 585.96 Wilson 106 21,000.00 3,402.38 20,414.28 585.72 Austin 103 (1/2) 21,000.00 3,518.98 21,113.88 (113.88) Mockingbird 105 21,000.00 3,925.72 23,554.32. (2,554.32) Lakeside 107 21,000.00 3,925.74 23,554.44 (2,554.44) Cottonwood 109 21,000.00 4,126.72 24,760.32 (3,760.32) Denton Creek 111 21,000.00 4,126.68 24,760.08 (3,760.08) Total 189,000.00 33,245.50 199,473.00 (10,473.00) Literacy - 9 Positions Approved Pinkerton 44,000.00 7,929.80 47,578.80 (3,578.80) Lee 44,000.00 7,662.28 45,973.68 (1,973.68) Austin 44,000.00 9,614.74 57,688.44 (13,688.44) Mockingbird 44,000.00 8,116.14 48,696.84 (4,696.84) Wilson 44,000.00 10,327.02 61,962.12 (17,962.12) Lakeside 44,000.00 7,151.66 42,909.96 1,090.04 Town Center 44,000.00 7,584.30 45,505.80 (1,505.80) Cottonwood 44,000.00 7,153.44 42,920.64 1,079.36 Denton Creek 44,000.00 8,859.10 53,154.60 (9,154.60) 396,000.00 74,398.48 446,390.88 (50,390.88) ESL -16.5 Positions Approved CHS -1 /2 pos. 21,000.00 4,056.56 24,339.36 (3,339.36) CHS 42,000.00 6,807.86 40,847.16 1,152.84 CHS 42,000.00 6,808.58 40,851.48 1,148.52 CHS 42,000.00 7,246.06 43,476.36 (1,476.36) CMS -East 42,000.00 6,803.98 40,823.88 1,176.12 CMS -West 42,000.00 6,808.84 40,853.04 1,146.96 CMS -West 42,000.00 7,158.56 42,951.36 (951.36) CMS West (1/2 approved) 21,000.00 6,804.24 40,825.44 (19,825.44) See Note Lee -1/2 pos. 21,000.00 4,056.56 24,339.36 (3,339.36) Lee ; 42,000.00 6,818.38 40,910.28 1,089.72 Austin PIC 11 42,600.00 6,839.94 41,039.64 960.36 Austin PIC 11 42,000.00 6,985.58 41,913.48 86.52 Austin -1/2 pos. 21,000.00 3,334.08 20,004.48 995.52 Austin -1/2 pos. 21,000.00 3,743.60 22,461.60 (1,461.60) Wilson 42,000.00 9,446.44 56,678.64 (14,678.64) Lakeside 42,000.00 9,343.64 56,061.84 (14,061.84) Cottonwood 42,000.00 8,607.10 51,642.60 (9,642.60) Cottonwood 42,000.00 6,823.48 40,940.88 1,059.12 Denton Creek 42,000.00 6,980.20 41,881.20 118.80 q ., 693,000.00 125,473.68 752,842.08 (59,842.08) Note: 16.5 positions approved in original grant; 17 positions hired because of additional enrollment at West. Graphics Design Class Supplies 62,000.00 32,978.43 62,000.00 Summer Reading Program - Salaries Summer Reading Program - Supplies Grand Total 29,250.00 4,750.00 34,000.00 Coppell ISD 29,250.00 4,750.00 34,000.00 Digital Video Equipment - KCBY 23,500.00 23,500.00 1,397,500.00 266,096.09 1,518,205.96 (120,705.96) 02 03 CEDC Sales Tax Financial Report.xls, CEDC Financial Report 11/4/2002, 2:06 PM