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HomeMy WebLinkAboutProfessional Service Agreement with Chief Joseph Elementary School for Arts CommissionPROFESSIONAL SERVICES AGREEMENT WITH CHIEF JOSEPH ELEMENTARY SCHOOL This PROFESSIONAL SERVICES AGREEMENT WITH CHIEF JOSEPH ELEMENTARY SCHOOL (hereinafter "Agreement") is made this 28th day of September, 2010 (the "Effective Date"}, by and between the City of Meridian, a municipal corporation organized under the laws of the State of Idaho {hereinafter "City"), through the duly delegated Meridian Arts Commission, and Chief Joseph Elementary School, a public elementary School in Meridian Joint School District no. 2 (hereinafter "School"). WHEREAS, the mission of the Meridian Arts Commission is to develop, advance, and nurture all facets of the arts to enhance the quality of Life for Meridian residents and its visitors; WHEREAS, the mission of School is to provide a safe and respectful learning community with high expectations for achievement and accountability; WHEREAS, the respective leaders of City and School f nd that these missions complement each other and wish to work together to provide opportunities for School's students to explore and achieve respect and accountability through the study of and active participation in the performing arts; NOW, THEREFORE, for good and valuable consideration, the receipt and sufficiency of which is hereby acknowledged and agreed, and in consideration of the mutual promises and covenants herein contained, and in consideration of the recitals above, which are incorporated herein, City and School agree as follows: 1. Statement of Work. School shall provide programming as described in the project narrative as set forth in Exhibit A, which narrative is incorporated herein by reference and made a part of this Agreement as if set forth in its entirety in this Agreement. 2. Compensation and payment. Upon completion of services described herein, and School's provision to City of a completed W-9 form, City shall pay School for professional services set forth herein in the amount of one thousand five hundred dollars ($1,500.00) by check sent U.S. Mail. 3. Notices. All notices required to be given by either of the parties hereto shall be in writing and be deemed communicated when personally served, or mailed via United States mail, addressed as follows: Chief Joseph Elementary School City of Meridian Brett Nordquist, Principal Emily Kane, Deputy City Attorney 1100 E. Chateau Drive 33 East Broadway Ave Meridian ID 8364b Meridian ID 83b42 Either party may change its authorized representative and/or address for the purpose of this paragraph by giving written notice of such change to the other party in the manner herein provided. 4. Assignment. City shall not assign or sublet all or any portion of City's interest in this Agreement or any privilege or right hereunder, either voluntarily or involuntarily, without the prior written consent of School. School shall not assign or sublet all or any portion of School's interest in this Agreement or any privilege or right hereunder, either voluntarily or involuntarily, without the prior PROFESSiOI~fAL SERVICES AGREEMENT WITH CHIEF JOSEPH ELEMENTARY SCHOOL PAGE 1 of 2 written consent of City. This Agreement and each and all of the tenors and conditions hereof shall apply to and are binding upon the respective organizations, legal representatives, successors, and assigns of the parties. 5. No agency. Neither School nor its employees, agents, contractors, officials, officers, servants, guests, and/or invitees shall be considered agents of City in any manner or for any purpose. 6. Compliance with laws. In performing the scope of services required hereunder, City and School shall comply with all applicable laws, ordinances, and codes of Federal, State, and local governments. 7. Discrimination prohibited. In performing the Services required herein, School shall not discriminate against any person on the basis of race, color, religion, sex, national origin or ancestry, age or physical handicap. 8. Construction and severability. If any part of this Agreement is held to be invalid or t unenforceable, such holding will not affect the validity or enforceability of any other part of this Agreement so long as the remainder of the Agreement is reasonably capable of completion. 9. Entire Agreement. This Agreement contains the entire agreement of the parties and supersedes any and all other agreements or understandings, oral or written, whether previous to the execution hereof or contemporaneous herewith. 10. Applicable Law. This Agreement shall be governed by and construed and enforced in accordance with the laws of the State of Idaho. 11. Approval Required. This Agreement shall not become effective or binding until approved by the respective governing bodies of both City and School. IN WITNESS WHEREOF, the parties shall cause this Agreement to be executed by their duly authorized officers to be effective as of the day and year first above written. CHIEF JOSEPH ELEMENTARY SCHOOL: BY: Brett Nordquist, Principa CITY OF MERIDIAN: ~~~,,;,1111~1,;,, ~~ ~, -. BY: ~~ ~~~~~ ~~\ .~~~tt~ est T , Tammy eerd _ ayc e Mayor - :3~+A~City ler~ ~ ~~o`~ O GG, .. ,', yon ~sT is~ • Q.r \: //~~~'%,, COUNTY . ~~~`~~~`,. PROFESSIONAL SERVICES AGREEMENT WITH CHIEF JOSEPH ELEMENTARY SCHOOL PAGE 2 OF 2 EXHIBIT A Arts Education- Project Giant Narrative 1. Briefly describe organization or school and the project for which fined are sought. Chief Joseph Elementary is a K-S elementary school in mint School District #2. The school is located in Meridian, Idaho. The school population ranges from S30-ta550 students each year. Otrr school's mission statement is "Pursuing excellence through academics, arts, and character development." We focus on implementing all daily activities with our mission in mind. We take the time to teach our students how to pursue excellence through each of these three major areas. Not only do we teach our students with our mission in mind, but we celebrate the success our students ~' demonstrate in each of these three areas. We have quarterly and annual assemblies where we publicly draw attention to the outstanding student achievement in each of these areas. Our school has several very successful programs that help make learning very successful for our students. First of all, we are in the process of becoming an Arts Magnet School for the Cenral Region of our district. We will be planning and slowly implementing programs during the 2010-11 schoal year. We will be a fully-functional Arts Magnet schoal in the fail of 2011-I2. Students who have an interest in the arts fiam the Central Region will be transported to our schoal where we will continue to develop the skills and talents our students bring. ., Also, we became a Title 1 Targeted Assistance school in the fall of 2008. Our percentage of students receiving free and reduced lunch moved up to 37%. With the onset of Title 1, we acquired an additional full-time Title 1 teacher and afull-time Titre 1 teaching assistant. These two individuals build a program to help bolster student reading skills in grades K-5, They also build a program to improve student math performance in fourth grade. We now have over 41% free and reduced students at our ~ -~ schoal. Additionally, we have a special education Resource Room where we serve students with special needs. We also have an Extended Resource Room where we serve seventeen students with special needs. This classroom is made up of one special education teacher and seven paraprofessionals to serve the students on this caseload. Our school has one of fhe largest special education Extended Resource Room populations in the district. We serve a community of vary supportive parents. I have heard that we have parents who are very excited about the idea of becoming an arts magnet school even though we are just at the beginning stages. Chief Joseph Elementary is located in the heart of a subdivision, sa most students can easily walk to the campus. We open our school up for evening events to bring in parents and community members and we have great success in this area. 2. Describe the population expected to benefit from the pxoject. We are planning to target our arts grant program to our fifth grade students. This is the largest class in our school. We have 104 students and four teachers. We selected this group of students because they are the leaders of our schoal. They will take the elements learned and help teach the concepts to the younger students. We will implement concepts within the program that will help to build character development traits such as respect, honesty, positive attitude, and responsibility. This frfth grade class has several specific needs. We have students who need enrichment because they are already progressing effectively through the district curriculum. We have students who need reinforcement to stay on track to gain the necessary academic skills, and we have students who need a great deal of academic and behavioral support to meet the minimum standards. Because we have aver 41% of our student population receiving free and reduced lunch, we will definitely be serving a large number of students from low income households. We will also be serving students who receive special education services and supports as part of our program. 3. Identify what you would like participants to lmow or be able to da as an outcome of your pxoject. This residency has the main focus of teaching the elements of dance, the art of making a dance, as well as using dance to integrate with character development of treating others the way you want to be treated. All of the 5a' grade students will help create and perform through dance the narrative story of, "Old Turtle and the Broken Truth," by Douglas Wood. This story will be used to teach the entire school eon~munity the "Golden Rule," treat others the way you want to be treated. We hope the dance performance brings the arts; community building, and character development together to help support the soon change of the school becoming a public arts magnet school. essential Understanding: Throughout time and cultures all over the world the "Golden Rule, " of treat others the way you want to be treatea; has been taught, so that groups ofpeople can dive peacefully and harmoniously together. Students will learn fihe Artistic Process: Create: Imagine, explore, plan, and use concepts, how to improvise and generate new movements, shapes, phrases, and patterns in dance. Learning skills and techniques to make and refzne worldchoreography in dance. Perform/Exhlbit.~ Dance Pei•£ormance for school and parentslcommunity. Respond/Reflect: Describe, analyze, interpret, reflect, and evaluate the dance. Learning Targets in Dance: Idaho Content Standards: Humanities, Dance, Standard 2: Critical Thinking, Goal 21: Objective: 45.D.2.2.2, Standard 3: Performance, Goal 3.1: Objective(s): 4-S.D.3.1.1, 4-S.D.3.1.2, 4 S.D.3.1.3, Goal 3.2: Objective(s): 4-S.D.3.2.1, 4-S.D.3.2.2, Goa13.3: Objective: 4-S.D.3.3.1 4. Describe the assessment criteria or evaluation methods that will help determine if the participants can ., demonstrate this newly-acquired knowledge or skill. Assessment of Student Outcomes: What do students create? I-Iow do students perform/respond? Movement studies of creative problem solving individually, in pairs, small groups, and large groups. Learning the alt of choreography and refining work through mini dances we connect to create a larger narrative work. Assessment in small group class performances and self assessment/peer assessmentlteacher assessment will be used throughout the choreographic process. Assessment of learning various sections of dances for the performance and then putting the parts together to make a whole dance performance. Video Taping of students dancing and s#udent work will be watched by the teaching artist, classroom teachers, and students for assessment during the process of creating the performance (this goes along with rework, refine, and finalize in the process of choreography). Assessment of final dance performance. The final perfomance will be professionally video-taped for students to watch as a final assessment and celebration of student collaborative work. Teaching artist will use a choreography rubric and a performance rubric for students and teachers to lrnow what to look for when assessing dance. S. Describe the project activities: Froject activities include learning about the "Golden Rule" in cultures around the world throughout history, connecting the "Golden Rule" to various literature pieces, partner and small groups dancing using mirroring, caIl and response, rhythmic patterns, musical cuing, improvisation, various creative problems to solve through movement, and using props in dance. Activities that explore using dance to tell a story or to create a character, using dance as a way to abstxact a concept into movement, generating xovement that is unique, creating a group folic dance, traveling through space in various locomotor steps and using various pathways. Project activities on how to create a dance, and then rehearsing and xefining a dance in preparation for a final performance. Activities exploring what makes a good dance performer. Learning the language of dance through movement terminology and how to describe what is seen when viewing dance. 6. How will project accomplishments and evaluation results be published and disseminated to wider audiences, such as school boards, fiznders, or polieymakers? We will record a DVD of our program to be sold to parents, patrons, and staff. We will hold our program for students, staff, and parents during the school day. Additionally, we will invite our Parent- Teacher Organization, ow School Officials and School Board and the staff at the Meridian Commission of the Arts to view our pe~~formance. Vt7e will invite our patrons to give us feedback on the success of our program after it has been completed.