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CISD Grant No. 2002-L02 AddendumADDENDUM TO GRANT AGREEMENT BETWEEN THE CITY OF COPPELL, COPPELL EDUCATION DEVELOPMENT CORPORATION AND COPPELL INDEPENDENT SCHOOL DISTRICT z 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. �� 1 e I ae� e +°�• * O• •z- m i s+ •• r • • 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 ":. � ...c Pie </c)°,. My Commission Expires: b - //.-64 _ * : IN : •. ®;1 T E OF t . � oe: ' ''/ 6. 9 A {lC .) hhh. 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: * � *,, „1 a u J , I % \'' My Commission Exp .•,�p,RY P v • ■ . ' 4 - ii - 09 - i • * = 1. ' . � T F OF � � , � ■ • ■ 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 X �i `�e,P*BYPe4 FA /\ FOF� • . C c 41 0 • els WO 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, " PUELJ 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