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BA 2010-05-23 CEDCT H E C 1 T Y • O F COFFELL ti x a a March 23, 2010 Dr. Bobby Burns Superintendent of Schools Carrollton -Farmers Branch ISD 1445 North Perry Road Carrollton, Texas 75006 RE: Coppell Education Development Corporation Dear Dr. Burns: As mentioned in my letter dated November 9, 2009, the city of Coppell discontinued the collection of the half -cent sales tax for education in April 2008. Therefore, to assist the school districts in the distribution of fund balances, the Coppell Education Development Corporation has authorized adjusting two significant changes to the grant allocation process. Multi year grants will now be considered. Secondly, the threshold under which staff is authorized to distribute remaining funds without the need for a new grant submission has been raised from $1,000 to $10,000, provided the funds are applied to a previously approved grant for a qualifying use. In both cases, the financial reporting requirements continue until the Coppell Education Development Corporation is provided with receipts for all associated expenditures. As of today, the C -FB Independent School District shows a budgeted allocation plus carryover of $180,882. We are requesting that your district submit a grant application for this remaining funding, including any interest that might have accrued. The CEDC will review the grant with your staff at an upcoming meeting and disperse the remaining funds assuming there are no outstanding questions regarding the grant application. Upcoming submittal deadlines and meeting dates are as follows: Submittal deadline - Thursday, April 1 for CEDC Meeting on Thursday, April 8 Submittal deadline - Monday, May 3 for CEDC Meeting on Thursday, May 13 Submittal deadline - Tuesday, June 1 for CEDC Meeting Thursday, June 10 If you have any questions please feel free to contact me at 972-304-3618. Respectfully, Clay flips City Manager A FAMILY COMMUNITY FOR A LIFETIME 255 PARKWAY * P.O. BOX 9478 * COPPELL TX 75019 * TEL 972/462 0022 * WWW.COPPELLTX.GOV T H E C 1 T Y - O F COPPELL 8 A s 1 November 9, 2009 Dr. Bobby Burns Superintendent of Schools Carrollton -Farmers Branch ISD 1445 North Perry Road Carrollton, Texas 75006 RE: Coppell Education Development Corporation Dear Dr. Burns: Effective April 2008 the city of Coppell discontinued the collection of the half -cent sales tax for education. Therefore, to assist the school districts in the distribution of fund balances, the Coppell Education Development Corporation has authorized adjusting two significant changes to the grant allocation process. Multi year grants will now be considered. Secondly, the threshold under which staff is authorized to distribute remaining funds without the need for a new grant submission has been raised from $1,000 to $10,000, provided the funds are applied to a previously approved grant for a qualifying use. In both cases, the financial reporting requirements continue until the Coppell Education Development Corporation is provided with receipts for all associated expenditures. As of September 30, 2009, the Carrollton -Farmers Branch Independent School District shows a budgeted allocation plus carryover of $180,663.34. We are requesting that your district submit a grant application for this remaining funding, including any interest that might have accrued. The Coppell Education Development Corporation will review the grant with your staff at an upcoming meeting and disperse the remaining funds assuming there are no outstanding questions regarding the grant application. Following this process will allow the Coppell Education Development Corporation to sunset as all funding will have been expended. If you have any questions please feel free to contact me at 972-304-3618. Respectfully, Clay hillips City Manager CP/dgc 255 PARKWAY * P.O.BOX 9478 * COPPELL TX 75019 * TEL 972/4620022 * FAX 972/304 3673 0 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"), the Coppell Education Development Corporation ("CEDC") and the Carrollton/Farmers Branch Independent School District (the "CFBISD"), 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 CFBISD has submitted a grant application No. 2010-TO1 to provide funding for interactive, 3D projection technology and electronic book readers (Apple IPads), hire a part time instructional technology coach, and provide transportation for students who require extra academic support to meet the instructional goals at Ranchview High School (the PROJECT); and WHEREAS, the CFBISD serves 515 students from the CITY, and has developed the PROJECT in order to promote a skilled workforce and raise the technology levels of all the students; and WHEREAS, CFBISD is in need of funding this technology and seeks the assistance of the CEDC to increase tool literacy, as well as the use of current presentation and instructional technology, through the purchase of interactive, 3D projection technology and Apple IPads and the hiring of a part time instructional technology coach and to increase the students' informational, text -based literacy through exposure to a dramatically increased collection of electronic reading materials, increased accessibility through the portability of the Apple IPads and the implementation of an after school transportation service at Ranchview High School; and WHEREAS, the CITY has determined that making an education development grant to the CFBISD in accordance with this AGREEMENT will further the objectives of the CITY, will benefit the CITY and the CITY's inhabitants and will promote career technology 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 0 GENERAL PROVISIONS 1. Subject to availability of funds collected from the 379A sales tax, the CITY agrees to provide the CFBISD an education development grant (the "GRANT") in an amount not to exceed Two Hundred Nineteen Thousand, Six Hundred Dollars and no cents ($219,600.00). 2. CFBISD agrees to utilize the GRANT to fund interactive, 3D projection technology and electronic book readers (Apple Wads), hire a part time instructional technology coach, and provide transportation for students who require extra academic support to meet instructional goals at Ranchview High School. 3. CITY agrees to provide the GRANT of Two Hundred Nineteen Thousand, Six Hundred Dollars and no cents ($219,600.00) funds payable on a quarterly basis with the first payment to be made in August 2010. 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, 2010 the CFBISD shall submit invoices and personnel costs for this GRANT to the CEDC. The detailed expenditures shall include, but not be limited to, salaries, invoices, number of students from Coppell served, grade levels actually served, and any changes in personnel during the period covered by this GRANT. 5. In the event the CFBISD breaches any of the terms of this AGREEMENT or fails to use the GRANT for the purposes set forth herein, then the CFBISD, 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 CFBISD 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 CFBISD of any obligations under this AGREEMENT, the CITY shall notify the CFBISD in writing, who shall have thirty (30) days from receipt of the notice in which to cure such default. If CFBISD 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 CFBISD. 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 CFBISD, 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. CFBISD 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 CFBISD'S performance of the conditions under this AGREEMENT. COPPELL EDUCATION DEVELOPMENT GRANT Page 2 I 8. Any notice required or permitted to be delivered hereunder shall be deemed received when sent by United States mail, postage pre -paid, certified mail, return receipt requested, addressed to the party at the address set forth opposite the signature of the party. 9. This AGREEMENT shall be governed by the laws of the State of Texas; and venue for any action concerning this AGREEMENT shall be in the State District Court of Dallas County, Texas. 10. In the event any one or more of the provisions contained in this AGREEMENT shall for any reason be held to be invalid, illegal, or unenforceable in any respect; such invalidity, illegality, or unenforceability shall not effect the other provisions, and the AGREEMENT shall be construed as if such invalid, illegal, or unenforceable provision had never been contained in it.. EXECUTED this day of .2010. CITY OF COPPELL, TEXAS CLAY PHILLIPS, CITY MANAGER 255 Parkway Boulevard P.O. Box 9478 Coppell, Texas 75019 ATTEST: LIM EXECUTED this day of .2010. COPPELL EDUCATION DEVELOPMENT CORPORATION Lo COPPELL EDUCATION DEVELOPMENT GRANT Page 3 BRIAN LETZKUS, PRESIDENT 255 Parkway Boulevard P.O. Box 9478 Coppell, Texas 75019 e ATTEST: SIGNED this day of 52010. CARROLLTON-FARMERS BRANCH INDEPENDENT SCHOOL DISTRICT By: DR. BOBBY BURNS, SUPERINTENDENT Carrollton -Farmers Branch Independent School District 1445 North Perry Road Carrollton, Texas 75006 ATTEST: CITY'S ACKNOWLEDGMENT STATE OF TEXAS § COUNTY OF DALLAS § This instrument was acknowledged before me on the day of , 2010, by Clay Phillips, City Manager of the City of Coppell, Texas, a Texas municipality, on behalf of said municipality. My Commission Expires: COPPELL EDUCATION DEVELOPMENT GRANT Page 4 Notary Public, State of Texas COPPELL EDUCATION DEVELOPMENT CORPORATION STATE OF TEXAS § COUNTY OF DALLAS § This instrument was acknowledged before me on the day of , 2010, by Brian Letzkus, President of the Coppell Education Development Corporation, on behalf of said corporation. Notary Public, State of Texas My Commission expires: CARROLLTON/FARMERS BRANCH INDEPENDENT SCHOOL DISTRICT STATE OF TEXAS § COUNTY OF DALLAS § This instrument was acknowledged before me on the day of , 2010, by Dr. Bobby Burns, Superintendent of Carrollton/Farmers Branch Independent School District, on behalf of said district. Notary Public, State of Texas My Commission expires: COPPELL EDUCATION DEVELOPMENT GRANT Page 5 Coppell Education Development Corporation Grant Application Project Title: Using Instructional Technology to Promote Literacy and A Skilled Workforce Principal Applicant: David Hicks/Kelly O'Sullivan Title of Principal Applicant: Ranchview HS Principal/Teacher ISD Represented in Application: Carrollton -Farmers Branch ISD Project Period (Start & Finish of Entire Project): 7/2010-7/2011 Total Amount Requested: $ 219,600 Printed Names & Titles of Grant Author(s) & Approvers, Signatures & Dates: ** Signifies approval by the School Board of Trustees David Hicks, Principal Ranchview High School Principal Applicant 1 Signature Kelly O'Sullivan, Teacher Ranchview High School Principal Applicant 2 Date 5- S--1 i�) Date David Hicks, Principal ((�� �J Ranchview High School U r�"' 6-2-10 Principal of School Involved Signature Date Dr. Bobby Burns, Superintendent District Superintendent Signature Lynn Chaffin, CFBISD Board of Trustees President ** School Board President President Signature 6419-� / N)/'0 Date 5.1.3-10 -1- Date 1r L Abstract of Project/Activity Ranchview High School has recently been approved as an official International Baccalaureate World School, offering the Middle Years Program to all students in grades 9-10 and the Diploma Program to students in grades 11-12. We are one of six schools in Texas to offer both programs and one of three school partnerships to offer the entire IB Program to students grades K-12. Providing such a challenging education represents our desire to implement a comprehensive approach to educating the whole child, a passion for preparing students to be college/career ready upon graduation, and a fundamental belief that in addition to preparing strong students, we must also promote the habits of thoughtful inquiry, principled leadership, and responsible citizenship. Through the International Baccalaureate Learner Profile (See Appendix A) we are challenging our students to be stronger thinkers, communicators, and more engaged members of our local and international communities. Fundamental to achieving the goals set forth in the Learner Profile is also achieving the goals of the Coppell Education Development Corporation (CEDC). The goals of increasing our students' acquisition of informational and technological literacy and increasing their ability to demonstrate career skills required by the demands of the 21S` Century economy are shared and promoted by both the IB and the CEDC. As a result of increasing students' access to informational text and their engagement in classroom instructional activities, we expect various measures of student achievement to increase and thus, that our students will graduate ready for the demands of college and the workplace. Specifically as a result of this grant, we would like to purchase interactive, 3D projection technology and electronic book readers (Apple IPads), hire a part time instructional technology coach, and provide transportation for students who require extra academic support to meet our instructional goals. -2- II. Description of Proposal & Nature of Request Ranchview's vision is to graduate every student prepared to pursue the post secondary education of his or her choice with the tools needed to succeed in a global society. We strive to accomplish this vision by: • implementing a rigorous curriculum and research based instructional strategies, • teaching students to be critical thinkers who understand and respect our global interdependence, and • promoting the habits of responsibility, discipline, compassion, and integrity. The vision of the CEDC is to approve grants for the promotion of literacy, foreign language, and career technology for a skilled workforce. Together, the visions of Ranchview High School and the CEDC align perfectly. In the October 1998 issue of Educational Leadership, Tyner posits that educators' understanding of literacy has developed beyond what was once traditionally included. He argues that one should possess a command of up to 38 types of literacy organized in three broad categories in order to effectively contribute to society as a skilled member of the adult workforce. Two of these categories, traditional text -based literacy and tool literacy, or the ability to use technology to gather, read, interpret and evaluate information, are addressed in this grant request, and through the vision of RHS, the aims and objectives of the International Baccalaureate (See Appendix A), and the CEDC. In order to promote a skilled workforce, the teachers at Ranchview High School seek to increase our own and our students' tool literacy, as well as our use of current presentation and instructional technology, through the purchase of interactive, 3D projection technology and Apple Mads, and as a result of the use of an instructional technology coach. Further, it is our goal to -3- increase our students' informational, text -based literacy through exposure to a dramatically increased collection of electronic reading materials, increased accessibility through the portability of the Apple IPads and with the implementation of after school transportation services. Interactive 3-1) Projection Technology A key to increasing student achievement is increasing each student's level of engagement in relevant, interesting and complex learning. According to Irvin, Meltzer, and Dukes (2007), "...engagement with learning is essential, because it is engagement that leads to sustained interaction and (improved) practice." In studying the relationship between engagement and student achievement, noted educational researcher Bob Marzano found that students taught using interactive technology achieved an average of 17 percentile points higher than students taught by the same teacher, teaching the same content, using traditional methods" (2007). Such results make for a compelling argument that interactive technology is a wise investment for school leaders seeking to improve their students' engagement and achievement. Ranchview High School is requesting $112,500.00 for the purchase and installation of 45 Interactive 3-D Projectors and $18,000.00 for the acquisition of substitute teachers so that our staff will have time to plan, implement, and evaluate its use of such technology. Electronic Book Readers (Apple IPads) Becoming skilled readers, writers, speakers, listeners, and thinkers requires ample opportunity for practice. Currently Ranchview High School houses a collection of more than 16,000 items in its media center and more than 1000 items in its classroom libraries. Our media center hosts multiple displays, contests, and events to promote students' reading for information and pleasure. Evidence of our current successes in increasing levels of literacy can be found in the following data: • The circulation of print materials in the 2008-2009 school year was 6.3 books per student • More than 10% of the student body meets in the media center before school each day to make use of the materials and technology, and • Reading TAKS scores show a 94% mastery rate. While very positive, these results are not strong enough to guarantee that we are effectively preparing all students for membership in a skilled workforce. Educators know inherently, and research by academicians like McQuillan and Au (2001) proves, that informational and technological literacy increases when students have access to interesting, inspiring, and challenging material. Scholarly work by Worthy, Moorman, and Turner takes this finding further by arguing that accessibility to reading material, while important for all students, is critical to those whose background is financially poor: "Classroom and school libraries don't always have what children like to read; children from high-income families can find these books elsewhere but children of poverty cannot" (1999). This finding is especially relevant to the students at Ranchview where 38% of our families qualify for low socioeconomic status. The purchase of Apple IPads with access to thousands of free titles in multiple genres will increase accessibility to quality reading materials for all students at our school. It will also prepare students to communicate effectively and think critically because, as Mike Schmoker (2006) asserts: Generous amounts of close, purposeful reading, rereading, writing, and talking ... are the essence of authentic literacy. These simple activities are the foundation for a trained, powerful mind—and a promising future. They are the way up and out—of boredom, poverty, and intellectual inadequacy. (p.53) -5- Because of the technology to be incorporated, students will have a more enhanced and realistic learning experience. Additionally, because the IPads are interactive with audio, highlighting, and annotation capabilities, they will serve students of all ability levels and will promote critical reading habits among the users. Ranchview High School is seeking $49,500.00 for the purchase of 90 Apple IPads. Instructional Technology Coach The role of the teacher in promoting academic excellence cannot be underestimated. In fact, the Alliance for Education argues that, "decades of research clearly demonstrates that a quality teacher, more than any other factor, enables students to overcome obstacles to learning" (2006). If it is true that teachers make learning come alive for students, then a logical question would be who makes professional learning a powerful experience for the teachers? The University of Kansas Center for Research on Learning has the answer to that question. Through their research conducted in schools who committed to implementing cutting edge instructional practices, they determined that the use of a dedicated instructional coach with a staff of teachers resulted in 85% of those teachers continuing to independently implement newly learned instructional methods. Conversely, Joyce and Showers (2002) determined that teachers who do not receive such sustained coaching support are much less likely continue to use new learning independently, implementing such strategies at only a rate of 10%. Currently there is no staff member dedicated to providing campus based support for the use of instructional technology at Ranchview High School. The role of the instructional technology coach at RHS will be to provide intensive, differentiated support regarding the use of the technology that currently exists at our school as well as the technology that will be purchased as a result of this grant. Specifically, responsibilities of the instructional technology coach will include: M • Using existing baseline technology survey data, in addition to interviews with and observations of students' and teachers' classroom experiences, to identify specific needs regarding the use of instructional technology. • Identifying current and new technologies (such technology will be purchased as a result of this grant) to meet the needs of our teachers and students. • Researching, designing, and modeling lessons with teachers and students using existing and newly acquired technology • Coaching teachers on the use of technology so that its use not only becomes seamless but its outcomes are the most effective, and • Coaching students on their use of technology so that they are able to meet the international proficiency standards set by the IB Middle Years Program. Ranchview High School is requesting $25, 200.00 in order to hire a part time instructional technology coach for the 2010-2011 school year. After School Transportation Ranchview High School serves 850 students in grades 9-12. Our students live in many neighborhoods and more than 65 apartment communities across the cities of Coppell and Irving. Fewer than 12% of our students drive themselves to school, while more than 60% of our students are eligible to ride school provided transportation. Existing transportation policies however, state that only students living more than two miles from the school are eligible for bus service. To take advantage of this service, students must be available to leave the campus immediately after school. Such a schedule, and the necessary reliance on school transportation, means that access to after school tutoring is extremely restricted for most of our students. With an additional after school -7- bus, more students would have the opportunity to remain after school for additional academic support and to access to the resources available in our media center. Ranchview High School is requesting $14,400 for after school transportation for students in the 2010-2011 school year. Project Goals and Relevance to CEDC: The goals of the project include: 1. Increase students' level of engagement in classroom activities and their use of current presentation technology through the purchase of interactive 3-D projection technology. (CEDC Goals: Text/Tool Literacy and Career Technology) 2. Increase teachers' use of existing and new instructional technology tools through the purchase of interactive 3-D projection technology and the hiring of a part-time instructional technology coach. (CEDC Goal: Tool Literacy and Career Technology) 3. Increase students' access to wide reading material and their ability to comprehend and think critically through the use of emerging E -Book (Apple Mad) technology. (CEDC Goals: Text/Tool Literacy and Career Technology) 4. Increase students' access to and participation in after school instructional support programs by providing additional afternoon bus service. (CEDC Goals: Text/Tool Literacy) III. Detailed Budget IV. Project Measurements and Evaluation All 850 students in grades 9-12 will benefit from the use of technology and provision of services outlined in this grant. Additionally, all instructional staff will benefit from this project as well. Desired outcomes from implementation of this grant include: • Increased reading levels in 9th grade as measured by standardized testing • Increased reading scores at the mastery, college ready, and commended levels. Our 2008 percentages are 94%, 66%, and 24% respectively. • Increased circulation of materials from the Media Center. • Increased attendance at after school tutorials. • Increased in the use of instructional technology by teachers. • Increased proficiency ratings on the school's STAR Chart technology assessment. The total per pupil expenditure on this project is $258.35. However, because much of the grant funding will be for the purchase and installation of technology and for teacher coaching that will have a positive effect on instruction and student achievement beyond this school year, the numbers of students benefiting from this grant will increase significantly each year into the foreseeable future. (Based on historical trend data, we are projecting future 9th grade classes will annually add more than 300 students to our school population.) Thus, the actual per pupil cost will decrease over the life of the technology, making the project extremely cost effective. The chart on the following page describes the specific implementation steps and measures to be applied to determine program effectiveness. -10- cl o p .. ., 0 bA ca° - a U r. P4 ° N "O cTid O U En O rill 40-4 O U bA '� , P. P b O U ° cd04 H o o -� � bA ? o o +-U �, U C,0 w 0 64 , O t Cz .d U s- :ZCy 0 cl v U O s� GJ U y N r� N U" ,� U p, 4-, sU. r U U MQ b�A O1-4 i1+ U U U O U co�"-cn w N • � �'C � d � � O N ^a U a' � � U cci O O O+ O �O b .� O 4- CA a a w o o 0 0 0 o ­4oN 0 >, CIS ,,ti o N c .�' co � � d x x O 1-4 A N bA x'>x� 04 m Cd b �-0 415 _ Con 1:1 64 0 aU o ° o o '° U a0 o a 61 a o Ocd C4 w ID� x cd o U cd c� 0.- = .- o -w o o °'�' 6, o ° o U cd U Q i r N O cG N w U W 0 bA U p ;0-0 a U � a � .� 42 U W rA References International Baccalaureate Middle Years Programme CuniculumWeb site: www.ibo.org/myp/curriculum Irvin, J., Meltzer, J. and Dukes, M. (2007). Taking action on adolescent literacy: an implementation guide for school leaders. ASCD: Alexandria, VA. Marzano, R., Haystead, M. (March, 2009). Evaluation study of the effects of Promethean ActivClassroom on student achievement. Marzano Research Laboratory: Centennial, CO. McQuillan, J, and Au, J. (2001). The effect of print access on reading frequency. Reading Psychology. 22, 225-248. Tyner, K. (1998). Literacy in a digital world: teaching and learning in the age of information. Erlbaum Publishing: Mahway, NJ. Schmoker, M. (2006). Results now: how we can achieve unprecedented improvements in teaching and learning. ASCD: Alexandria, VA. Worthy, J., Moorman, M., and Turner, M. (1999). What Johnny likes to read is hard to find in school. Reading Research Quarterly. 34(10), 12-27. -13- Appendix A IB Middle Years Programme Learner Profile, Communication, and Technology Information Included in this section are extracts from M Middle Years Programme publications that overview the IB's commitment to creating students who are effective communicators and users of technology. The "IB Learner Profile" specifies student traits the IB develops within students in all of its programs and courses. The MYP's three "Fundamental Concepts" — holistic learning; communication, and intercultural awareness — all intend to develop sound judgment in students, regardless of content area. Finally, the "MYP Technology Guide" delineates the course's aims and objectives for students as they become knowledgeable and adept users of technology. -14- The IB learner profile The aim of all IB programmes is to develop internationally minded people who, recognizing our common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in- depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk -takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. The learner profile directs schools to focus on the development of the whole person. Developing an international perspective is a critical element of, and is central to, the programme; it must begin with encouraging each student to consider the point of view of someone else in the same class. By sharing experiences in the classroom setting and beyond, students can develop their awareness of, and sensitivity to, the experiences of others beyond the local or national community. Extracted from p.8 of MYP. From Principles to Practice -15- MYP fundamental concepts Adolescents are confronted with a vast and often bewildering array of choices. The MYP is designed to provide students with the values and opportunities that will enable them to develop sound judgment. From its beginning, the MYP has been guided by three fundamental concepts that are rooted in the IB mission statement. These three fundamental concepts are: • holistic learning—representing the notion that all knowledge is interrelated and that the curriculum should cater to the development of the whole person, the attributes of which are described by the IB learner profile • intercultural awareness—representing the notion that school communities should encourage and promote international -mindedness by engaging with and exploring other cultures, a key feature of international education as reflected in the attributes of the IB learner profile • communication—representing the notion that schools should encourage open and effective communication, important skills that contribute to international understanding as exemplified by the attributes of the IB learner profile. The IB learner profile and the MYP fundamental concepts provide schools with guidance on their school policies and practices as they implement and develop the programme. Holistic learning The MYP emphasizes the disciplined study of subjects which the programme has arranged in eight groups, but requires an approach to teaching and learning that embraces and extends these subjects. The MYP provides a framework for developing links between the subject groups and between the subjects and real-world issues so that students will learn to see knowledge as an interrelated whole. This is one aspect of holistic learning. Through the contexts for learning provided by the MYP's areas of interaction (see the section `The areas of interaction" in this guide), students can come to realize that most real-world problems require insights gained from a variety of disciplines. Students develop skills of inquiry and come to understand the similarities and differences between different approaches to human knowledge. The framework allows students to apply disciplinary knowledge to different contexts. The areas of interaction serve to emphasize the relationships between the subject groups and provide a global view of situations and issues. Whereas traditional curriculum frameworks have usually described the curriculum in terms of a body of knowledge only, the MYP views the curriculum as meeting the needs of the whole person. This other aspect of holistic learning is exemplified in the provision of objectives not just for knowledge alone. The MYP places great emphasis on: • the understanding of concepts • the mastery of skills • the development of attitudes that can lead to considered and appropriate action. Through acknowledging and attempting to meet the diverse needs of the student—physical, social, intellectual, aesthetic and cultural—schools ensure that learning in the MYP is significant, provocative, relevant, engaging and challenging. Intercultural awareness A principle central to the MYP is that students should develop international -mindedness. They should be encouraged to consider issues from multiple perspectives. IB World Schools are varied: some have many nationalities within the student population and the teaching staff, others represent a more homogeneous community. Whatever the school, opportunities will exist to develop students' attitudes, knowledge, concepts and skills as they learn about their own and others' social, national and ethnic cultures. In this way, intercultural awareness can build understanding and respect. Developing intercultural awareness concerns the whole school community. This will involve examining the school's organizational structure, the climate within the school, the relationships developed with the community outside, the subject -specific content and the contexts within which teaching takes place. Schools constantly need to evaluate and improve upon policies and procedures in order to facilitate the involvement of students, teachers, administrators and parents in practical activities leading to intercultural awareness. Schools are expected to engage in critical self -reflection and to adapt school culture where necessary: staff must be encouraged to share the vision of intercultural awareness and to exemplify appropriate behaviour. Communication The MYP stresses the fundamental importance of communication, verbal and non-verbal, in realizing the aims of the programme. A good command of expression in all its forms is fundamental to learning. In most MYP -16- subject groups, communication is both an objective and an assessment criterion, as it supports understanding and allows student reflection and expression. The IB learner profile describes a "communicator" as someone who can understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. Students are required to learn at least two languages in the MYP and are encouraged to learn more in many circumstances. Mother tongue maintenance and development is considered essential, and must be supported through school language policy documents. Further details on the importance of this can be found in the IB publication Learning in a language other than mother tongue in IB programmes. Language is integral to exploring and sustaining personal development, cultural identity and intercultural understanding. As well as being the major medium of social communication, it is tightly linked to cognitive growth as it is the means by which meaning and knowledge is negotiated and constructed. All MYP teachers are therefore seen as language teachers. Extracted from p.10-11 of MYP: From Principles to Practice -17- Introduction to MYP Technology Technology and technological developments have given rise to profound changes in society, transforming how we access and process information, how we communicate with others and how we work and solve problems. The MYP holistic approach to teaching and learning acknowledges that inquiry and problem solving contribute to students' development of thinking skills and strategies that will equip them to face the rapidly changing demands of the 21st century. MYP technology aims to provide the means and the context to help students become skillful problem solvers, who can appreciate the role of technology in everyday life and society and who can respond critically and resourcefully to real-life challenges. The MYP technology course intends to: • challenge all students to apply practical and creative -thinking skills to solve problems in technology • encourage students to explore the role of technology in both historical and contemporary contexts • raise students' awareness of their responsibilities as world citizens when making decisions and taking action on technology issues. This guide will give both teachers and students clear aims and objectives for MYP technology as well as details of final assessment requirements. 113 -produced teacher support material to complement this guide is also available and will aid in implementing the course in schools. MYP technology aspires to develop creative problem solvers who are caring and responsible individuals, able to respond critically and resourcefully to the demands of the increasingly technological society and to appreciate the importance of technology for life, society and the environment. Aims The aims of any MYP subject and of the personal project state in a general way what the teacher may expect to teach, and what the student may expect to experience or learn. In addition, they suggest how the student may be changed by the learning experience. The aims of the teaching and study of technology are to encourage and enable students to: • develop an appreciation of the significance of technology for life, society and the environment • use knowledge, skills and techniques to create products/solutions of appropriate quality • develop problem -solving, critical- and creative -thinking skills through the application of the design cycle • develop respect for others' viewpoints and appreciate alternative solutions to problems • use and apply information and communication technology (IVT) effectively as a means to access, process and communicate information, and to solve problems. Objectives The objectives of any MYP subject and of the personal project state the specific targets set for learning the subject. They define what the learner will be able to do, or do better, as a result of studying the subject The design cycle is a model and it is intended to be the central tool to help students create and evaluate products/solutions in response to challenges. The MYP technology design cycle consists of four major stages and these relate to the objectives of the course. Investigate Students identify the problem to be solved. At the end of the course, they should be able to: • evaluate the importance of the problem for life, society and the environment • outline the design brief. Aims and objectives Students should develop the design brief. At the end of the course, they should be able to: -18- • formulate and discuss appropriate questions that guide the investigation • identify and acknowledge a range of appropriate sources of information • collect, analyse, select, organize and evaluate information • evaluate the sources of information. Students formulate a design specification. At the end of the course, they should be able to: • list the specific requirements that must be met by the product/solution • design tests to evaluate the product/solution against the design specification. Plan Students design the product/solution. At the end of the course, they should be able to: • generate several feasible designs that meet the design specification • evaluate the designs against the design specification • select one design and justify its choice. Students plan the product/solution. At the end of the course, they should be able to: • construct a plan to create the product/solution that has a series of logical steps • construct a plan to create the product/solution that makes effective use of resources and time • evaluate the plan and justify any modifications to the design. Create Students use appropriate techniques and equipment. At the end of the course, they should be able to: • use a range of appropriate techniques and equipment competently • ensure a safe working environment for themselves and others. Students follow the plan. At the end of the course, they should be able to: • follow the plan to produce the product/solution • evaluate the plan and justify any changes to the plan (when necessary). Students create the product/solution. At the end of the course, they should be able to: • create a product/solution of appropriate quality. Evaluate Students evaluate the product/solution. At the end of the course, they should be able to: • carry out tests to evaluate the product/solution against the design specification • evaluate the success of the product/solution in an objective manner based on testing, their own views and the views of the intended user • evaluate the impact of the product/solution on individuals and on society • explain how the product/solution could be improved. Aims and objectives Students evaluate their use of the design cycle. At the end of the course, they should be able to: • evaluate their performance at each stage of the design cycle • suggest ways in which their performance could be improved. Attitudes in technology This objective goes beyond technology and refers to encouraging attitudes and dispositions that will contribute to students' development as caring and responsible individuals and members of society. This objective is set in the context of the technology class (and it is also present in MYP sciences as "Attitudes in science") but will pervade other subjects and life outside school. It includes notions of safety and responsibility when working in technology as well as respect for and collaboration with others and their shared environment. During the course, students should: • carry out units of work in technology using materials and techniques safely and responsibly • work effectively as members of a team, collaborating, acknowledging and supporting the views of others -19- provide evidence of personal engagement with the subject (motivation, independence, general positive attitude) when working in technology. Extracted from p. 2, 4-6 Middle Years Programme: Technology Guide -20- Appendix B Proof of Public Notice Publication -21- She Aat g�x�aci�ac4X�*0 daasnews.com Order Confirmation 4 Customer: CARROLLTON FARMERS BRNCH ISD Customer Account: 100003824 Agency/Parent: CARROLLTON FARMERS BRNCH ISD Agency/Parent Account: 100003824 Ad Order #: 0000267474 PO Number: Sales Rep: Lynda Black Order Taker: Lynda Black Net Amount: $491.00 Tax Amount: $0.00 Total Amount: $491.00 Payment Method: Payment Amount: $0.00 Amount Due:' $491.00 Ad Order #: 0000267474 Ad Size: 1.0 X 17 Li Ad Number: 0000267474-01 Ad Content The CFB ISD School Board will hold a public hearing on.a grant Copl thefrom Education Development Corporation (CEDC) during its meeting on AAay 13, 2010, at 7pm in the Board Room, Admin Bldg, 1445 N. Perry Road, Carrollton. The grant Proposal can be viewed at the C•FB Admin Bldg man - Fri 8.4. or on the website, www.cfbisd.edu. Run Dates Product Placement/Classification - Position Start Date: 5/2/2010 Dallas Morning News Legals Bids Notices - Legal Notices Stop Date: 5/7/2010 Start Date: 5/2/2010 DallasNews.com Legals Bids Notices - Legal Notices Stop Date: 5/7/2010 5/4/2010 1:41:02PM 1 Appendix C Carrollton -Farmers Branch ISD School Board Meeting Agenda -16- Carrollton • Farmers Branch Independent School District Agenda of Regular Meeting May 13, 2010 The Board of Trustees Carrollton -Farmers Branch ISD A Regular meeting of the Board of Trustees of Carrollton -Farmers Branch ISD will be held May 13, 2010, beginning at 7:00 PM in the Board Room of the District Administration Building, 1445 North Perry Road, Carrollton, Texas. The subjects to be discussed or considered or upon which any formal action may be taken are as listed below. Items do not have to be taken in the order shown on this meeting notice. I. Board Welcome and Recognitions A. Welcome B. Recognition of Special Guests and Announcements 1. Recognition of VIPs a. Newman Smith High School b. Marie Huie Special Education Center c. Bea Salazar Alternative Education Center d. McLaughlin Elementary/Strickland Intermediate School 2. Recognition of Newman Smith High School National Merit Award Recipients 3. Other Recognitions H. Report by Superintendent A. Presentation on Student Achievement: Division of Curriculum and Instruction Report on Social Studies Instruction B. Report on Budget 2010-11: Compensation - Action III. Board Operations A. Audience for Guests B. Consent Agenda - Action 1. Termination of Personnel - Action 2. Election of Personnel - Action 3. Consider Approval of Teacher Contracts - Action 4. Review TASB Update 87 (LEGAL) Policies and Add, Revise, or Delete, (LOCAL) Policies as Recommended by TASB Policy Service and District Administrative Staff— Second Reading - Action 5. Consider Revising Policy CFD (LOCAL) - First Reading - Action 6. Consider Approval of Out of State Travel Request for R.L. Turner METSA Students to Travel to Daytona, Florida for the FastTrack RC National Competition, May 21-23,2010 - Action 7. Consider Financial Report for March 2010 - Action 8 Consider Quarterly Investment Report for the Quarter Ending February 28, 2010 -Action 9. Consider all Matters Related to CSP #10-02-161-2 for Retail Electric Provider Including Authorizing the Superintendent or Assistant Superintendent for Support Services to Execute the Contract With the Successful Provider - Action 10. Consider Approval of Change Orders 1 and 2 to Joe Funk Construction for Construction Services Performed at Farmers Branch Elementary Perry Middle School - Action 11. Consider Approval of Amendment to Professional Services Agreement to SHW Group to Provide Architectural Services for Good Elementary School - Action 12. Consider RFP #10-04-081-1 for Classroom Instructional Technology - Action 13. Consider RFP #10-04-082-2 for Custodial Paper Products - Action 14. Consider Approval of Purchase of Reading Assessment Materials Annual Subscription - Action 15. Consider Approval of Purchase of Measures of Academic Progress (MAP) License - Action 16. Consider Approval of Purchase of Classroom and Administrative Furniture for Blair Intermediate School - Action 17. Consider Exercising the Extension Option of RFP #09-03-261-3 for Solid Waste/Recycling - Action 18. Consider Exercising the Extension Option of RFP #08 -04-2412 for ID Card Systems and Supplies - Action 19. Consider Exercising the Extension Option of RFP #07-04-251-3 for Concrete & Asphalt - Action 20. Consider Exercising the Extension Option of RFP #09-04-141-2 for Electrical Services - Action 21. Consider Exercising the Extension Option of RFP #09-04-151-1 for Three - Ring Binders - Action 22. Consider Exercising the Extension Option of RFP #08-05-162-2 for Plumbing Services - Action 23. Consider Exercising the Extension Option of RFP #07-05-082-3 Miscellaneous Crafts and Trades - Action 24. Consider Acceptance of Purchasing Report - Action 25. Consider All Matters Related to Purchase, Exchange, Lease, or Value of Real Property — Sale of 18115 Justice Lane and Adjoining Lots (Texas Govt. Code 551.072 -Real Property) — Action 26. Consider Declaring Vehicle 011 Surplus and Authorizing It for Disposal - Action 27. Consider Declaring Furniture, Audiovisual Equipment, and Technology Equipment Surplus and Authorizing Them for Disposal - Action 28. Consider Approval of Minutes of Board of Trustees Work/Study Meeting Held April 22, 2010 - Action 29. Consider Approval of Minutes of Board of Trustees Regular Meeting Held April 22, 2010 - Action C. Public Hearing Regarding Grant Proposal "Using Instructional Technology to Promote Literacy and a Skilled Workforce" for Ranchview High School for Technology, Staff Development, and Buses for After -School Tutorials D. Consider Approval of Grant Proposal "Using Instructional Technology to Promote Literacy and a Skilled Workforce" for Ranchview High School for Technology, Staff Development, and Buses for After -School Tutorials - Action E. Consider all Matters Related to Sale of 2000 Kelly Blvd. Including Authorizing Dr. Bobby Burns or Mr. Mark Hyatt to Enter Into an Earnest Money Contract (Texas Gov't. Code 551.072 - Real Property) - Action IV. Comments from Board Members A. Comments Regarding Posted Agenda Items V. Closed Meeting as Authorized Under Texas Government Code, Including but not Limited to Section 551.071 — Consultation with Attorney; 551.072 — Real Property; 551.074 — Personnel Matters; 551.076 — Security Devices; 551.082 — School Children/District Employees/Disciplinary Matter or Complaint; 551.0821 - Personally Identifiable Student Information; 551.084 — Investigation A. Consultation With Attorneys Regarding All Matters Related to: Trial Cause Number 09-07085, 95th District Court; Appellate Case Number 05 -09 -01166 -CV, Fifth District Court of Appeals, Carrollton -Farmers Branch Independent School District and Lynn Chaffin, Her Capacity as Presiding Office v. Richard Fleming (Texas Govt. Code 551.071 — Consultation With Attorney) B. Consultation With Attorneys Regarding All Matters Related to Pending Litigation, Cause No. 09-15617, Shirley Demus Tarpley and Rachel Rhodes Lewis v. Carrollton -Farmers Branch ISD Board of Trustees (Texas Govt. Code 551.071 — Consultation With Attorney) C. Consultation With Attorneys Regarding All Matters Related to Pending Litigation, Cause No. 09-16529, Shirley Demus Tarpley v. Carrollton -Farmers Branch Independent School District Board of Trustees (Texas Govt. Code 551.071 — Consultation With Attorney) D. Consider all Matters Related to Value of Real Property — 2000 Kelly Blvd. Including Authorizing Dr. Bobby Burns or Mr. Mark Hyatt to Enter Into an Earnest Money Contract (Texas Govt.Code 551.072 — Real Property) VI. Reconvene Public Meeting to Vote on Matters Considered in Closed Meeting A. Consider All Matters Related to: Trial Cause Number 09-07085, 95th District Court; Appellate Case Number 05 -09 -01166 -CV, Fifth District Court of Appeals, Carrollton -Farmers Branch Independent School District and Lynn Chaffin, Her Capacity as Presiding Office v. Richard Fleming - Action B. Consider All Matters Related to Pending Litigation, Cause No. 09-15617, Shirley Demus Tarpley and Rachel Rhodes Lewis v. Carrollton -Farmers Branch ISD Board of Trustees - Action C. Consider All Matters Related to Pending Litigation, Cause No. 09-16529, Shirley Demus Tarpley v. Carrollton -Farmers Branch Independent School District Board of Trustees - Action D. Consider all Matters Related to Sale of 2000 Kelly Blvd. Including Authorizing Dr. Bobby Burns or Mr. Mark Hyatt to Enter Into an Earnest Money Contract (Texas Govt. Code 551.072 - RealProperty) - Action VII. Adj ournment Appendix D Letter of Support from C -FB ISD Chief Technology Officer -17- April 20, 2010 Coppell Education Development Corporation City Secretary Department 255 Parkway Boulevard Coppell, TX 75019 Dear Board Members: As Chief Technology Officer of the Carrollton -Farmers Branch Independent School District, I pledge my support for the CEDC grant application for the Instructional Technology and Literacy Project at Ranchview High School. I have.been in consultation with principal applicants David Hicks and Kelly O'Sullivan and am in agreement with the needs and proposals set forth in the grant and with the budgetary outline presented. My priority for our students is universal access to content and resources, and I believe this project promotes this concept and makes good use of the funds available in the grant. Furthermore, I believe it addresses the goals of the CEDC to promote an increase in literacy and to better prepare our students for membership in a skilled workforce. Given our district mission that Carrollton -Farmers Branch students will "graduate college and career ready without the need for remediation" and our district's theme as an "Innovative Leader in Learning", I wholeheartedly support the Ranchview High School application for the Instructional Technology and Literacy Project. If you have any questions or concerns please contact me at (972) 968-2639 or email me at beminga@cfbisd.edu. Sincerely, Andy Beming Chief Technology Officer