CISD Grant No. 2002-L02 AddendumADDENDUM
TO GRANT AGREEMENT
BETWEEN
THE CITY OF COPPELL,
COPPELL EDUCATION DEVELOPMENT CORPORATION
AND COPPELL INDEPENDENT SCHOOL DISTRICT
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This Addendum is intended to and shall be incorporated as an integral part of the Grant
Agreement for between the City of Coppell ( "City "), Coppell Education Development
Corporation ( "CEDC ") and the Coppell Independent School District ( "CISD "). To the extent of
any conflict or inconsistency between the Agreement and this Addendum, the provisions of this
Addendum shall prevail.
WHEREAS, on or about the 25 day of April, 2002, the CITY executed a grant
agreement ( "Agreement ") providing an education development grant in the amount of Three
Hundred Ninety -six Thousand Dollars and no cents ($396,000.00), subject to the availability of
funds collected from 379A sales tax, to CISD to fund nine (9) Literacy Support Teachers for nine
(9) CISD elementary campuses; and
WHEREAS, said Agreement was agreed to and executed by the CEDC on or about the
8 day of May, 2002 and by CISD on or about the 28 day of May, 2002; and
WHEREAS, after execution of the Grant and implementation of the program, it has been
determined that the personnel costs have escalated and additional monies are required to fund
said positions for the literacy programs; and
WHEREAS, the parties hereto agree to provide for such escalated costs and to provide
an increase in the amount of Fifty Thousand, Three Hundred Ninety -one and no cents
($50,391.00) making the grant a total of Four Hundred Forty-six Thousand, Three Hundred
Ninety -one Dollars and no cents ($446,391.00);
NOW THEREFORE, in consideration of the foregoing, the parties agree as follows:
A. That the Coppell Education Development Corporation Grant Agreement providing
funding for Literacy Support Teachers is hereby amended as follows:
"3. CITY and CEDC agrees to provide the GRANT in the total amount of
Four Hundred Forty -six Thousand, Three Hundred Ninety -one Dollars and no
cents ($446,391.00) If
B. That all other terms and conditions of the Agreement by and between the respective
parties, executed May 28, 2002, are otherwise in full force and effect save and except as
amended.
Contract Addendum - Page 1 52112
CITY OF CO LL, TEXAS
, CITY MANAGER
2 Parkway Boulevard
P.O. Box 9478
Coppell, Texas 75019
Bv.
EXECUTED this
STATE OF TEXAS
COUNTY OF DALLAS
My Commission Expires:
-7 -o4
Contract Addendum - Page 2
day of , 2002.
COPPELL EDUCATION
DEVELOPMENT CORPORATION
By:
EXECUTED this igell day of (JJ'y)ber - , 2002.
COPPELL INDEPEN
DISTRICT
By:
CEDC'S ACKNOWLEDGMENT
This instrument was acknowledged before me on the 19#11/4. day of - be cev . b e ,
2002, by Jerry Coker, President of the Coppell Education Development Corporation, a Texas
nonprofit corporation.
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COKER, PRESIDENT
255 : kway Boulevard
P.O. Box 9478
Coppell, Texas 75019
TURNER, Ed.D.
SUPERINTENDENT
Coppell Independent School District
200 S. Denton Road
Coppell, Texas 75019
Publ
, State of Texas
NT SCHOOL
52112
STATE OF TEXAS §
COUNTY OF DALLAS §
This instrument was acknowledged before me on the /7iay o�=� ,
2002, by Jim Witt, City Manager of the City of Coppell, Texas, a Texas municipality, on behalf of
said municipality.
N `°� \`le $Y BA ":.
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My Commission Expires:
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STATE OF TEXAS
COUNTY OF DALLAS
My Commission expires:
00003
Contract Addendum - Page 3
CITY'S ACKNOWLEDGMENT
Notary Publ tate of Texas
COPPELL INDEPENDENT SCHOOL DISTRICT
This instrument was acknowledged before me on the day of / alinbei;
2002, by Jeff N. Turner, Ed.D. Superintendent of Coppell Independent School District, on behalf
of said district.
otary Public, State of T
52112
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 attorney'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 Zge of
By:
COPPELL EDUCATION DEVELOPMENT GRANT
Page 3
CITY OF COP ' ► XAS
JIM j ' . ►, CITY MANAGER
255 ► a y Boulevard
P.O : ox 9478
Co i p 11, Texas 75019
B.
B
ATTES
EXECUTED this day of Mal
e.. Y R, PRESIDENT
55 Par 4T. y Boulevard
P.O. Box 9478
Coppell, Texas 75019
, 2002.
LIBBY B , CITY SECRETARY
, 2002.
COPPELL EDUCATION DEVELOPMENT CORPORATION
47246
Page 4
SIGNED this day of 1VLcLL
COPPELL INDEPENDENT SCHOOL DISTRICT
By:
ATTEST:
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My Commission Exp .•,�p,RY P v •
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1. ' . � T F OF � � , �
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COPPELL EDUCATION DEVELd) L 4P
/relit%
co,
, 2002.
VONITA WHITE,
INTERIM SUPERINTENDENT
Coppell Independent School District
200 S. Denton Road
Coppell, Texas 75019
CITY'S ACKNOWLEDGMENT
STATE OF TEXAS §
§
COUNTY OF DALLAS § .
_ea..
This instrument was acknowledged before me on the Zet of
2002, by Jim Witt, City Manager of the City of Coppell, Texas, a Texas municipa , on behalf of
said municipality.
Notary Public, , of Texas
47246
STATE OF TEXAS
COUNTY OF DALLAS
This instrument was acknowledged before me on the 84 day of mA
2002, by Jerry Coker, President of Coppell Education Development Corporation, on behalf of
Y �'Y pp P �
said corporation.
My Commission expires:
- • (5 11
STATE OF TEXAS
COUNTY OF DALLAS §
behalf of said district.
My Commission expires:
COPPELL EDUCATION DEVELOPMENT CORPORATION
qaqg_053
otary
COPPELL INDEPENDENT SCHOOL DISTRICT
COPPELL EDUCATION DEVELOPMENT GRANT
Page 5
P + s lic, tate of Texas
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This instrument was acknowledged before me on the day of r 1 ,
2002, by Vonita White, Interim Superintendent of Coppell Independent School Distri t, on
N of Publi State of ary c,
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of
47246
Abstract of ProRram/Activity
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.
2
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.
3
Program/Proiect Purpose/�Veed/Importance
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
Program/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.
5
Program's Educational Obiectives/Staffing Needs/Implementation 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 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 songs, 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
Pro!ram'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 of 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 goals 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 pattern -type readers.
a. Practice letter and sound knowledge while decoding simple words
b. Read various books and practice fluent reading skills.
8
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
9
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
Project Title:
Principal Applicant
Title of Principal Applicant
ISD Representative in Application
Project Period (start & Finish of Entire Project)
Total Amount Requested
Language Arts Coordinator
Principal Applicant Signature
Title Required
Team Member
Title
(Optional)
Principal of School Involved
Title
(,Optional)
District Superintendent
Title
(Required)
** School Board President
President
(Required)
Coppell Education Development Corporation
Grant Application
Literacy Intervention Support
Pamela Crites
Language Art Coordinator
** Signifies approval by the School Board of Trustees
CO PPS
August 2002 — June 2003
$440,000
Printed Names & Title of Grant Approvers; Signatures; & Dates:
1
Signature
Signature
2 - 22 - 02
Signature
Signature
Date
Team Member Signature Date
Title
(Optional)
Date
Date
Date
z - 5 -oz
Date