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					                                                               Houston Community College-Central
                                                                                 Houston, Texas

                       Tech-Prep Demonstration Program (TPDP)
                                         Abstract
                       The Construction Trades High School (CTHS)

       A very significant business partner (Gilbane Building Company), Houston
Independent School District (HISD), and Houston Community College (HCC)-Central
College formed a consortium with the expressed purpose of offering a 4-year program of
study of academic and construction-related training to HISD high school students called
the Construction Trades High School (CTHS). Uniquely, the program will be located on
the community college campus and combines at least two years of secondary education
with a minimum of two years of postsecondary education in a nonduplicative, sequential
course of study that will result in the attainment of a degree or certificate. HCC-Central
College plans to start this program of study promptly. Beginning in the fall semester 2005
and again in the spring semester 2006, HCC-Central College will offer three dual credit
workforce courses in construction trades. Successful students will earn 12 SCH of
college credit each semester (totaling 24 SCH) and a level one certificate in construction
trades for the year. The primary objective of the program is to create learning that leads
to an associate degree or certificate in a high skill, high wage career.
       To help ensure student success at the CTHS, (1) the student population will be
enrolled as cohorts. (2) All students must have passed the exit level of the TAKS, and be
minimally proficient in college-level reading, writing, and math. Lastly (3), students will be
provided a series of rich learning opportunities outside of the classroom. Supported
student activities will include worksite visits, career fairs, and teleconferences, etc.
Additionally, beginning this summer and continuing for the duration of the project, as a
prelude to the start of classes, both HISD and HCC-Central College workforce instructors
will participate in planned joint summer faculty activities.
       Finally, to ensure program quality and accountability through demonstrated and
measurable outcomes, HCC-Central College will administer [pre and post tests] to
students, either ASSET and/or the Work Keys assessment tests. There are also a series
of other “system-checks” in place to monitor and evaluate project performance. The
consortium business partner, CTHS advisory committee, and outside project evaluator
are in place to provide continuous project oversight.
                                                                                    Houston Community College-Central
                                                                                                      Houston, Texas

                                                  Table of Contents


Application for Federal Assistance (ED424) ................................................................ i
Budget Information--Non-construction Programs (ED Form No. 524) ..................... ii
Budget Narrative .......................................................................................................... iv
Project Abstract............................................................................................................. v
Table of Contents ......................................................................................................... vi




Application Narrative .................................................................................................... 1

        A. Quailty of the Project Design ...........................................................................

        B. Quailty of the Management Plan ....................................................................

        C. Quailty of Project Personnel ............................................................................

        D. Adequacy of Resources ...................................................................................

        E. Quailty of the Project Evaluation .....................................................................

Proposed Project Course Sequence Plan(s).................................................................

Consortium Agreement ..................................................................................................

Assurances--Construction Programs (SF 424B) ..........................................................

Certifications Regarding Lobbying ................................................................................

Disclosure of Lobbying Activities ..................................................................................

Survey on Equal Opportunity for Applicants ................................................................
                                                             Houston Community College-Central
                                                                               Houston, Texas

                       Tech-Prep Demonstration Program (TPDP)
                                      Narrative
                              HISD/HCC Institutional Profiles


       Since the Houston Community College (HCC) originated from the Houston

Independent School District (HSID) in 1971, both institutions have enjoyed tremendous

growth and an excellent working relationship. Both institutions have become “natural”

partners because of similarities in their missions, history, geographical proximity, size,

commitment to serving minority/underrepresented students, and dedication to learning.

       HISD is the largest public K-12 school system in Texas and the seventh overall in

the United States. Its schools are dedicated to giving every student the best possible

education through an intensive core curriculum and challenging academic and career

programs. Conversely, Houston Community College System is the largest public

community college in Texas and the fourth largest in the United States. In 34-years,

HCC has educated and trained more than 1.3 million students.

       HCC has five-area colleges (i.e., Northeast, Northwest, Southeast, Southwest, and

Central) that serve parts of three counties (e.g., Waller, Fort Bend, and Harris). Over

55,000 students enroll at HCC each semester. HCC is uniquely positioned to serve the

academic and workforce needs of HISD Tech-Prep students because a large percent

(74.4%) of HCC‟s total student population are enrolled in academic or technical

programs. HCC is sensitive and understands the needs of various ethnic groups. HCC

serves a high concentration of minorities (73.7%): African American 25.5%; Hispanic

29.6; Asian 14.6%; Other 4.0.
                                                            Houston Community College-Central
                                                                              Houston, Texas

                                 SELECTION CRITERIA

A.     Quality of Project Design – 40 points

 1. The extent to which the applicant demonstrates its readiness to implement a
    complete, career-oriented, 4-yr program of study, as evident by a formal articulation
    agreement concerning the structure, content and sequence of all academic and
    technical courses to be offered and the condition under which dual credit will be
    awarded (5 points).


       HCC-Central College and its partners (i.e., Gilbane Building Company and HISD)

are ready to implement a complete, career-oriented, 4-yr program of study for high school

students focusing on construction trades education. HCC-Central College‟s

Manufacturing and Construction Technology program is primarily designed to prepare

students for the employment shortage that exists in the construction field. In the Houston

area, job opportunities in residential and nonresidential construction are numerous. Due

to retirement, a general shortage of highly skilled individuals, and a surge industry

growth, it is predicted that the construction sector will need employees well into 2015.

       HCC-Central College is poised and ready to meet this need by implementing a

complete, career-oriented, 4-yr program of study with a formal articulation agreement and

strong commitment from several local schools. The Director of Workforce Program

Initiatives, Dr. Freddie Wade, has a strong commitment from HISD and will work with

primarily four feeder-schools (i.e., Furr, Yates, Lee, and Barbara Jordan) in the

development of dual credit course offering and tech-prep agreements. HCC has had

tremendous success in the past with other articulation agreements and dual credit

opportunities. Most recently, the HCC‟s Early College is another indication of our

readiness to implement a career-oriented 4-yr program of study. Below is an example of
                                                               Houston Community College-Central
                                                                                 Houston, Texas

HCC‟s existing infrastructure that is able to support the associated demand of this

project:

                   HCC’s Existing Infrastructure to Support the TPDP

Existing College Programs: HCC has over 70 workforce programs. These programs are

designed to be responsive to the needs of area businesses and are designed to provide

students with the skills, knowledge, and enhanced abilities that lead to immediate

employment, licensure, or certification.


Local Tech-Prep and Articulation Agreements: Presently, HCC has partnered with 17

area independent school districts to provide courses in 25 program areas, including such

areas as automotive technology, law enforcement, business management, computer

science technology, electronic engineering technology, and several health professions.


Student Services for Dual Credit Students: As a registered HCC student, dual credit

student are entitled to use the full resources and services of the college campus. The

HCC Student Development Department provides a wide range of services designed to

supplement the student‟s total college experience. The department serves as a vehicle for

increased access to both workforce and academic programs, as well as the community at

large. Dual credit students are (strongly) encouraged to make use of the services offered

to all registered HCC students.


Additional Infrastructure: HCC‟s existing infrastructure is able to support the associated

demand of this project. This includes financial aid, testing, childcare facilities, library

services, tutoring and mentoring, student organizations, an instructional media center,

and a student services center.
                                                            Houston Community College-Central
                                                                              Houston, Texas

The HCC Job Placement Center: HCC staff are committed to helping students and

graduates develop and fulfill their career employment goals. The staff provides free

assistance in the job search process to current and former HCC students. These services

include: resume critiques; interview coaching, workshops, employer referrals, and Job

Fairs. Companies seeking full-time and part-time employees list job openings with the

HCCS Job Placement department. These job openings are then posted in a campus

newsletter called Job Connection. Referral information about these jobs is provided to

qualified job seekers who have registered with the Job Placement office.


               Dual Credit and the Conditions It Will be Credit Awarded

Dual Credit: Dual credit is a HCC program offering an opportunity for eligible high school

students to earn college credit during regular school hours at their high school. Dual

credit courses allow students to earn both high school and college credit for the same

class. The credit earned may be used to complete both the high school requirements and

an Associate's degree at the HCC.

Conditions Under which Dual Credit will be Awarded: Each semester high school

students enroll in dual credit courses that are offered on HCC-Central college campus.

Through this Early Admissions Program, students are required to meet the same entry

requirements as all HCC students, including all prerequisites and testing requirements.

These students perform at the same GPA level as all students at HCC. HCC waives the

tuition and fees for the students to provide equal access to the high school students. Dual

credit courses allow students to earn both high school and college credit for the same

class. The credit earned may be used to complete both the high school requirements and

an Associate's degree or certificate. To be eligible for dual credit enrollment at HCC, all
                                                           Houston Community College-Central
                                                                             Houston, Texas

high school students must meet the standard admissions requirements for any credit

student enrolled at the college. The student must have passed at least one section of the

state exit-level exam (TAKS).


               State and Regional Infrastructure to Support the TPDP

Texas Tech Prep Staff: Texas has a dedicated Tech Prep Evaluation Staff to research

and report on Tech Prep students. Annual updates of the performance of all Tech Prep

students are performed and reported to school districts by this group. The staff also

coordinates the Advanced Technical Credit program statewide by establishing

committees to create the crosswalk between college and high school technical courses.

Gulf Coast Education That Works (ETW) Tech Prep Consortium provides support and

marketing for Tech Prep initiatives. This consortium is 1 of 26 in the State of Texas and

is led by a steering committee comprised of business, industry, labor, and education

leaders. ETW provides support, marketing, professional development, and Tech Prep

funds to 13 counties, 9 community colleges, 75 ISDs and over 852,000 students.



2. The extent to which the applicant‟s proposed secondary academic and technical
   course offerings and graduation requirements prepare students to enter
   postsecondary education without the need for remediation and are align with the
   entrance requirements for postsecondary degree and certificate programs. (5 points)


      The Construction Trades High School (CTHS) course of study is geared to

prepare students to enter postsecondary education (without the need for remediation)

and will lead directly into meaningful post-secondary instruction. To help accomplish this,

six-year plans will be developed for each school in this career area based upon current

course offerings at each high school. Formal articulation agreements concerning the
                                                              Houston Community College-Central
                                                                                Houston, Texas

structure, content, and sequence of academic and technical courses in a six-year plan

will be in place with all participating schools. The "Proposed Project Course Sequence

Plans" included in this application (see Required Attachments), demonstrate how each of

the six programs represents a sequential, four-year program of study and optimizes the

availability of dual and articulated credits in each area. The plan lists the specific

academic and technical coursework required for all four years of each program (last two

years of high school and two years of post-secondary education).

       Also, to help minimize a need for remediation, counselors will build individual

degree plans for each student, though, depending upon the ability level of the student. To

encourage students to continue their pursuit of additional post-secondary education and

training, numerous local articulation agreements are in place. Texas has statewide

Advanced Technical Credits (ATC) with a Technical Course Alignment Manual to identify

the crosswalks between secondary and post-secondary career and technology courses.

This allows technical credits statewide for these students who may have to relocate.


 3. The extent to which the proposed instructional program incorporates high academic
    standards that equal or exceed those establish by the State and reflect industrial-
    recognized skills and knowledge. (5 points)


       The proposed instructional program at the CTHS incorporates high academic

standards that equal or exceed those established by the State, as well as reflects

industrial-recognized skills and knowledge. Upon entry into the program, students will

have completed an introductory program of study at their home high school, a minimum

of 10 high school credits, and have met HCC-Central College‟s testing and prerequisites

for college classes. Entry level credits recommended for enrollment include: 2.0 credits
                                                               Houston Community College-Central
                                                                                 Houston, Texas

in English; 2.0 credits in math; 2.0 credits in science with labs; 1.0 credit in social studies;

1.0 credit in art; .5 credit in life management skills or health; 1.5 other credits. The

Construction Trades High School (CTHS) will then offer students two years of secondary

and a minimum of two years post-secondary education in non-duplicative, sequential

courses of study. HCC-Central College will offer three dual credit workforce courses in

construction trades in each of the fall 2005 and spring 2006 semesters as follows:

Fall 2005       CNBT 1201 Introduction to Construction Trades

                CNBT 1305 Residential and Light Commercial Blueprint Reading

                CNBT 1191 Career Exploration in Construction Trades

Spring 2006     ELPT 1221 Intro to Electrical Safety and Tools

                CRPT 1325 Forms and Foundations I

                CNBT 1192 Special Topics: Construction Trades

       Also, in accordance with SCANS, CTHS advisory committee members will identify

the academic, vocational and technical, and workplace competencies to be addressed

across the curriculum. Workplace competencies will be infused into the academic and

vocational and technical coursework and will be made a part of each student‟s work-

based experience. Academic instruction will be delivered through the use of contextual

teaching and learning strategies. Students will apply academic skills and competencies

in researching, analyzing, solving, and reporting real or simulated workplace problems.
                                                             Houston Community College-Central
                                                                               Houston, Texas


4. The extent to which the applicant demonstrates that consortium efforts will align the
   ninth-grade and tenth-grade curricula with proposed TPDP program entrance
   requirements, to ensure a sizable, qualified applicant pool for the proposed program.


       Consortium members will help align the 9th and 10th grade curricula with entrance

requirements for the CTHS, to ensure a sizable, qualified applicant pool for the proposed

program. HISD students will be involved in a 4-yr plan of study beginning in the ninth and

tenth grades that then feeds in to the eleventh and twelfth grades to help ensure a

constant stream or pool of qualified applicants. Moreover, n the 9 th and 10th grades,

students will take the academic and technical courses that are a part of the

recommended curriculum that is recognized by the Texas Scholar‟s program. This

planned curriculum is listed below:


                               9th & 10th Grade Curriculum
                Program Area                 9TH Grade                  10TH Grade
        English                                  I                            II
        Math                                 Algebra I                   Geometry
        Social Studies                   World Geography                World History
        Science                        IPC or Biology               Biology or Chemistry
        Foreign Language                     Spanish I                   Spanish II
        Physical Education             Physical Education                Health 1/2
        Other Required Core Courses       Fine Arts (1/2)           HCC Communication
                                         Keyboarding (1/2)          Application ½ BCIS*
        Program-Related Courses           Introduction to         Introduction to Electrical
                                           Construction             Electronics Careers
                                              Careers
        Program-Related Electives
             (Meets Technology               8 Credits                    8 Credits
          Applications Requirement)
                                                             Houston Community College-Central
                                                                               Houston, Texas

                                11th & 12th Grade Curriculum

               Program Area              11th Grade                 12th Grade
     English                                III                       IV
     Math                                Algebra II           Pre-Calculus (HCCS
                                                                Recommended)
     Social Studies                    U. S. History      Government/Economics
     Science                          Physics (HCCS          Anatomy & Physiology
                                      Recommended)
     Foreign
     Language
     Physical Education
     Other Required Core Courses        Speech (1/2)

     Program-Related Courses          Building Trades I        Building Trades II (3)
                                             (2)
     Program-Related Electives
           (Meets Technology              8 Credits                  7 Credits
        Applications Requirement)



       The academic classes will be offered to dual credit students; this will allow HISD

students to receive local graduation credit. In order for this to happen, HISD academic

teachers will become the teacher of record and submit to the ISD all relevant data

pertaining to each student (i.e. attendance, report card, etc.).

       The community college academic teacher‟s responsibility will be to allow students

to master a challenging academic curriculum. The workforce teachers and the career

and technology teachers will team teach strategies, and the CATE teacher will become

the teacher of record so the student can maintain graduation records to be approved by

the High school graduation committee.
                                                              Houston Community College-Central
                                                                                Houston, Texas


 5. The extent to which the applicant presents a detailed student recruitment plan that is
    likely to be effective in fulfilling the project‟s enrollment goals for each year of the
    project (5 points).


       A detailed student recruitment plan will be directed to three target audiences:

students, parents, and related industries. Materials will also be designed to target special

populations students, and will include special emphasis such as (1) lists of high

wage/high skill programs that are nontraditional for gender, (2) lists of support services

available through the CTHS, and (3) materials written in Spanish. Creative use of the

HCC website will also draw students to the program.

       A comprehensive effort will be made to identify students appropriate to participate

in the CTHS. A brochure targeting students will be designed. Counselors at participating

high schools will identify possible program participants, and an initial letter will be mailed

to the families with an application and pre-paid response envelope enclosed. HCC-

Central College faculty, staff, and strategic enrollment management teams in conjunction

with HISD‟s department of CATE will visit each participating high school to inform

students about the new high school and to distribute the student brochures. An exhibit

will be set up during career days held by each participating school, and four-year plans

will be available at each event in order to attract students and their parents. Periodical

visits from tech prep classes will be conducted at the high school campuses, giving more

information to small audiences.

       Marketing to parents will take place in multiple venues. A brochure will be

developed with data from Texas Tech Prep Evaluations showing the advantages of tech

prep to students, including the higher attendance rates, lower drop-out rates, high scores

on state assessments, and higher enrollment at post-secondary institutions. Counselors
                                                             Houston Community College-Central
                                                                               Houston, Texas

who identify potential students will send home a program orientation packet for potential

students, which will include a cover letter, program brochure, criteria for selection, and

application form. Letters, which will contain basic information about the new high school,

will be mailed to the parents of all students who are currently enrolled in tech prep

programs at their high school and another to all parents. The consortium will give

presentations at a variety of community venues.

       Presentations will also be made at the advisory committee meetings for each of

the technical programs. This presentation describing the opportunities and the benefits

that business and industry will have through HCC-Central CTHS for students will be

made to target advisory committees and industry leaders. This supports the objective of

developing a more qualified workforce. Other recruitment activities will include ads in the

HCC course schedules, newspaper, website, direct mailings, and material distribution

through the high schools and community-based programs. These marketing materials will

be developed for the general population of potential students, as well as to special

population and non-traditional groups.



 6. The extent to which the applicant demonstrates that it has designed a
    comprehensive academic and career counseling program for participating students
    at both the secondary and postsecondary levels and will provided specific support
    services to ensure students‟ persistence in the program to the attainment or a
    postsecondary degree or certificate (5 points).


       HCC has designed a comprehensive academic and career counseling program for

participating students at both the secondary and postsecondary levels and will provide

specific support services to ensure students‟ persistence through its separate standalone

Student Services system for dual credit students. As mentioned, registered dual credit
                                                           Houston Community College-Central
                                                                             Houston, Texas

students are entitled to complete access of the campus resources and services. The

HCC Student Development Department provides a wide range of services designed to

supplement the student‟s total college experience. The department serves as a vehicle

for increased access to both workforce and academic programs, as well as the

community at large. Dual credit student are (strongly) encouraged to make use of the

services offered to all registered HCC students.

Participating HISD Feeder-Schools: Furr, Lee, Yates, and Barbara Jordan High Schools

will also provide students‟ academic and career counseling before enrollment in the

CTHS. To make the transition from the traditional high school to the CTHS easier,

counselors from the students‟ home campuses will visit the CTHS on a rotating basis.

The CTHS‟ principal/counselor, teachers, and principal and counselor from each

participating feeder-school will jointly monitor student progress. Upon admissions, each

student will be assigned a mentor who will work with them during their four years in the

high school/associate degree program. A graduation plan will be completed for each

student and reviewed annually. Students will build and maintain a personal portfolio,

emphasizing their academic, SCANS, and technical skills and achievements. Regular

meetings with the principal/counselor will focus on the students‟ success and necessary

modifications of the academic/career plan and portfolio. Internships, cooperative

education, job shadowing, and other work-based components will be integral parts of

each course at HCC CTHS.

HCC Career Center will provide career-related services to all students enrolled in HCC

CTHS. Included in these services are internet-based interest surveys, resume
                                                             Houston Community College-Central
                                                                               Houston, Texas

development, practice interview, career fairs, on-campus interviews, and numerous other

career-related activities.

Student Organizations will also provide support for students enrolled in HCC-Central

College CTHS. In accordance with Texas legislation, students who attend HCC-Central

College CTHS may participate in extracurricular activities at their home high school if

their schedules allow. A new chapter of the National Technical-Vocational Honor Society

will be established at the Tech Prep High School and participation in Skills USA-VICA

and other student organizations will also be encouraged. When appropriate, high school

student-organizations will work cooperatively with similar student-organizations at HCC,

including the Community College Honor Society and student organizations. These

organizations provide opportunities to help students build their leadership abilities.




  7. The extent to which the applicant demonstrates that the business member(s) of the
     consortium and other area employers have agreed to provide structured work-based
     learning opportunities to TPDP students that are directly related to the proposed
     technical(s) of study. (5 points)

       Gilbane Building Company (the business member) has demonstrated a long

commitment towards educational improvement. As in the past with other educational

institutions, this business member has agreed to provide structured work-based learning

opportunities to the CTHS that are directly related to the construction-related training that

the students will receive.

       Gilbane association with colleges and universities is based largely on their

business model to build campuses for the 21st century. As America's No. 1 builder of

educational facilities, Gilbane understands the construction business and the importance
                                                            Houston Community College-Central
                                                                              Houston, Texas

of assisting educational institution with structured work-based learning opportunities,

curriculum input and oversight. In fact, a Gilbane representative will serve on the

Advisory Committee for the HCC-Central CTHS.



  8. The extent to which the proposed project will provide intensive professional
     development, specifically designed to help secondary and postsecondary instructors,
     counsels, and administrators involved in this program achieve their goals. (5 points)



       The CTHS will provide all required professional development services for

teachers, counselors, and special populations as outlined in Sections 204 and 207 of

Perkins III and the State of Texas regulations. All faculty and staff connected with the

CTHS will receive vigorous training in the tech prep model and career development. They

will also be expected to be members of their respective educational organizations,

whether on the high school or college level.


Local Professional Development Organizations

       HCC hosts a myriad of professional development opportunities for educators (i.e.,

required professional development training for faculty, externships, and faculty boot

camp, etc.). The HCC-Central College technical programs often host annual tech prep

meetings for local college and high school faculty with information on the local labor

market, career development and articulation, contextual learning workshops, including

work-site visits, and teacher job shadowing. Workforce programs host Advisory

Committee meetings, consisting of industry representatives, and secondary and post-

secondary faculty for each of their programs. Gulf Coast Careers and Technology

Administrators of Texas hosts monthly meetings, as does the Texas Education Agency‟s
                                                              Houston Community College-Central
                                                                                Houston, Texas

  Region IV Education Service Center. Faculty and staff will attend annual Gulf Coast

  Tech Prep Consortium Conferences and Workshops. Annually, this Consortium sponsors

  the Gulf Coast Regional Tech Prep Conference, a Curriculum Integration Workshop.

  State Professional Development:

        The Texas Education Agency (TEA), in conjunction with Texas Career and

  Technology Administrators of Texas (CTAT) and the Texas Career Counselors and

  Guidance Association (TCCGA), host Career and Technology Education (CATE)

  Conferences held each summer and winter for teachers, counselors, and administrators.

  The Texas State Tech Prep Office hosts an annual conference with model tech prep

  programs and legislative updates. The Texas Association for Career and Technical

  Educators (TACTE) sponsors conferences twice a year for college technical faculty and

  staff. The Texas Industrial and Vocational Association also host an annual conference for

  teachers.


B. Quality of the Management Plan

  1. The extent to which the management plan for the proposed project outlines specific,
     measurable goals, objectives, and outcomes to be achieved by the proposed project
     (5 points).

        The overarching goal of the CTHS is student success. The primary objective of

  the instructional design is to create a non-duplicative academic and career and technical

  program-of-study that spans two years, each at the secondary and postsecondary levels

  and leads to an associate degree in a high skill, high wage career. Though ambitious,

  the following goals and objectives are attainable through supportive activities, and

  performance will be demonstrated through measurable outcomes associated with each
                                                                           Houston Community College-Central
                                                                                             Houston, Texas

goal. These goals are consistent with the key tech-prep requirements and directly

address the priorities spelled-out in the Tech-Prep Demonstration Grant.


Goals                     Objectives                                 Performance Measures
Goal 1: Increase the      1.1 Increase number of Tech Prep           The number of students counted in
number of high            students enrolled from each school         secondary tech prep enrollments in the
school students who       through the provision of a CTHS.           CTHS will increase 50% for Year 2 and
enroll in the collegial                                              75% by Year 3; thereafter, secondary and
high school and                                                      post-secondary enrollments will increase
graduate with tech                                                   by 5% per year.
prep-related              1.1.2 Increase participation in the tech   All 33 comprehensive HISD high schools
degrees.                  prep high school to all schools within     will send students to the tech prep high
                          HISD.                                      school.

                          1.1.2 Increase public awareness of         Press Releases and other marketing
                          the tech prep high school                  materials, especially advertising the tech
                          opportunities within HISD.                 prep high school and the success of Tech
                                                                     Prep students in Texas.
                          1.2 Award student, educator, and           Annual Awards Ceremony for students,
                          industry awards for achievement in         parents, educators, and industry
                          Tech Prep annually.                        celebrating successes.
                          1.3 Utilize newsletter and Internet        Newsletter and Internet will highlight best
                          home page to publicize successes           practices, showcase HISD and college
                          and motivate participation.                activities, and continue to provide
                                                                     information.
                          1.14 Increase marketing of new             The tech prep high school will begin with
                          business partners and education            at least one local industry directly involved
                          personnel.                                 in the educational process; new industries
                                                                     will be added annually.
Goal 2: All students      2.1 Improve overall student success.       Students will have higher success rates
attending the tech                                                   than their counterparts in traditional public
prep high school will                                                schools.
perform at or above       2.1.1 Improve student attendance.          Students will have HCC parable or higher
performance levels                                                   attendance rates than their counterparts in
of all students in                                                   public schools.
HISD.                     2.1.2 Improve student test scores.         Students will perform at higher success
                                                                     rates on the Texas Assessment of
                                                                     Knowledge and Skills (TAKS).
                          2.2 Increase the % of students             At least 90% of students will graduate from
                          graduating high school and continue        the tech prep high school and continue
                          into post-secondary education or into      into some post-secondary training or will
                          a directly related work force.             be employed.
                          2.2.1 Graduate high school students        All students will graduate high school
                          with significant credits toward their      having a minimum of 24 credit hours at
                          Associate‟s degree.                        HCC-Central College CTHS.
                                                                             Houston Community College-Central
                                                                                               Houston, Texas



     Goal 3 Enlist the full   3.1 Align courses with TAKS and the      Annual meetings will be held to review
     support of HISD          postsecondary course requirements        and revise 6-year plans and local
     schools and private,     in the Workforce Education Course        articulation agreements.
     in developing,           Manual.
     supporting, and
     improving relevant       3.2 Support faculty in the               Provide release time to develop Tech Prep
     Tech-Prep                development of Tech Prep curriculum      activities including, but not limited to:
     programs.                by coordinating services and             career concentrations, integrated
                              resources.                               academics, career counseling, and joint
A.                                                                     secondary and HCC community college
                                                                       meetings for curriculum alignment;
B.
                                                                       Develop articulation agreements with
                                                                       upper level universities.
                              3.3 Support professional development     Participation in staff development
                              of the CTHS secondary and                conferences by all high school and
                              community college educators to           community college faculty and staff
                              design, implement, and evaluate          involved in the tech prep high school.
                              effective Tech Prep programmatic
                              HCC components.
                               3.3.1 Focus on counselors and           Participation of all counselors in
                               provide technical assistance on how     participating high schools in tech prep staff
                               to implement Tech Prep. Stress          development
                               benefits with the goal of making all
                               counselors career counselors.
                              3.3.2 CTHS staff will attend meetings    Staff will attend at least 1 school board
                              and provide Tech Prep resource           meeting and one parent/teacher
                              information to professional              organization meeting each year. Staff will
                              educational association meetings,        participate in career days, fairs, and similar
                              parents, students, and HCC               events at all participating high schools.
                              community members on the benefits
                              of the tech prep high school.
                              3.3.3 The administration will partner    Staff will identify key personnel and
                              with the recruitment and retention       partner with them to develop a marketing
                              offices at HCC, serve as a               strategy for recruiting students who are
                              clearinghouse, HCC communications        eligible to enroll in the tech prep high
                              source, and general resource for         school.
                              Tech Prep information.
     Goal 4: Assure           4.1 Develop marketing strategies that    Marketing brochures that feature and
     access to special        will attract special needs students to   reflect the needs of non-traditional and
     populations and          the tech prep high school.               special needs students; at least 10% of
     demographic groups                                                students enrolled in the tech prep high
     that are under-                                                   school will be special populations
     represented in high-                                              students.
     skill/ high wage         4.2 Provide training for teachers and    Representatives will attend professional
     occupations.             counselors in dealing with students      development workshops for special needs
                              with special needs and at-risk           populations and present information to all
                              students.                                staff upon return to school.
                                                            Houston Community College-Central
                                                                              Houston, Texas

       The HISD roles in achieving the objectives of the CTHS are outlined in the

consortium agreement. Participating schools will share the cost of instruction for all high

school credit courses. Data concerning students will be provided to the program

evaluator in a timely manner. HISD also will agree to track a “control” group of students

for comparison. HISD will also commit to representation on the advisory committees in

order to help HCC CTHS reach its objectives.

       Business and industry partners will commit to representation on the advisory

committee for the school. They will assist HCC-Central College CTHS to reach its

objectives by providing the necessary internships and paid work-based experiences to

students. They will help the school principal/counselor stay current on job trends and

opportunities. Industry partners will be fully engaged in the progress of the school via the

use of technology, distance learning techniques, and other instructional delivery

methodologies.

       The college will help the CTHS reach its objectives by providing a safe, enriching,

and orderly environment for students. HCC faculty who teach HCC CTHS students will

work closely with the School Principal/Counselor to be cognizant of the needs of these

students. HCC, as the fiscal agent, will be responsible for ensuring that program

objectives are reached and timelines followed during each year of the grant. HCC‟s

Director of Workforce Development will devote 10% of his time to oversee the project.

Students will take advantage of cultural events, art exhibits, theater productions,

computer labs, an extensive library, and fitness facilities on campus.
                                                            Houston Community College-Central
                                                                              Houston, Texas


2. The extent to which the management plan assigns responsibility for the
   accomplishment of project tasks to specific project personnel and provides timelines
   for the accomplishment of project tasks. (5 points)


      The strength of the management plan is it assigns responsibility for the

accomplishment of the project tasks. For example, the organizational structure of HCC-

Central College‟s CTHS will ensure coordination of activities and efficient task

accomplishment. Responsibilities will be assigned as follows:

The CTHS Advisory Committee – The Advisory Committee, comprised of key ISD

personnel, HCC Workforce and Academic Deans, and CTHS staff and industry

representatives will be responsible for the execution of HCC CTHS‟s implementation and

action plan. The committee will approve staff development programs and create the

school calendar. They also will serve as the hiring, the textbook review, and applicant

screening committees. The committee also will be involved in the grievance procedures

as necessary. The advisory committee will accomplish much of their work using the HCC

website and the Internet to remain involved and engaged.

The School Principal/Counselor – The HCC-Central College CTHS‟ Principal/Counselor

will supervise all personnel serving the school and will direct and manage the

instructional program and serve as a liaison with high school counselors. The

principal/counselor will provide instructional leadership and implement the policies

established by the advisory committee, and establish and maintain the discipline

management plan. He/she will also report student data to respective high schools and

monitor the CTHS‟ daily budget. The principal will also conduct evaluations of teachers.
                                                             Houston Community College-Central
                                                                               Houston, Texas

The Project Director – Lonnie Howard, Ph. D., will serve as Project Director for the CTHS

and as the liaison for the college, industry partners, and the feeder-high schools. As the

CTHS Director, Dr. Howard will be the primary contact for the Department of Education

and will approve grant expenditures. He will work closely with the program evaluator and

the high school‟s advisory committee. The Project Director will also collaboratively work

with the principal/counselor to develop graduation plans for students. The Project Director

will also handle all financial transactions for the high school, including maintaining and

monitoring grant expenditure requests, contracts, budget amendments, journal entries,

check requests, purchase orders, and preparing monthly, quarterly, and yearly reports.

       With an expected award date of July 2005, the CTHS planning and program

development will begin in earnest upon notification of funding. The CTHS application

process for students will begin in August 2005 and continue through September 2005.

Students will start classes at the CTHS in late August 2005.
                                                                         Houston Community College-Central
                                                                                                                                              Houston, Texas
                            HCC-Central College’s Construction Trades High School High School Time Line
Numbers under each year’s heading represents the quarter [of the year] in which the activity will take place: June 1 to August 31; 2 = September 1 to
November 30; 3 = December 1 to February 28; 4 = March 1 to May 31.

                    Activities                               Assigned to              Year 1     Year 2               Year 3          Year 4          Year 5
                                                                                    1 2 3 4 1 2 3 4               1    2 3 4      1    2 3 4      1    2 3 4
Announce grant; begin publicity                       Project Director              X
Establishment of Formal Advisory Committee            Project Director              X
Advisory Committee meetings                           High School Advisory             X     X X     X            X       X       X       X       X
                                                      Committee
Hiring of Principal/Counselor Committee               Project Director              X
Order and Set-up Office                               Principal                         X
Establishment of Curriculum Development               Advisory Committee                X
Committee
Develop marketing and recruitment materials           Project Director and              X X           X               X               X               X
                                                      Principal/Counsel
Teacher & staff identification and hiring process     Principal/Counselor               X X X
Marketing and recruitment /Information sessions       Project Director,                 X X X             X               X               X               X
at each high school                                   Principal/Counselor
Assignment/orientation of campus counselors           High School Advisory              X
                                                      Committee
Establish process for Reduced and Free Lunch          HCC Advisory Committee                  X               X               X               X               X
Program/evaluate and modify
Establish Travel Procedures/Evaluate and              High School Advisory              X             X               X               X               X
Modify                                                Committee
Establish Student Selection Committee                 Principal                                   X
Application packet completed                          Advisory Committee &              X
                                                      Principal
Initial faculty and staff in-service; Joint Faculty   Project Director &            X         X
Activity                                              Principal
Faculty and Staff In-service                          Principal                         X X X X X X X X X X X X X X X X X X X
Facility preparation                                  Project Director, Principal         X X     X X     X X     X X     X X
Orientation sessions for students and parents         Principal                         X       X   X   X   X       X       X
Develop individual student academic plans             Principal/Counselors                    X       X       X       X
                                                          Houston Community College - Central
                                                                             Houston, Texas

Disciplinary Procedure: The Project Director, in order to meet or exceed objectives, will

include a „zero tolerance‟ for inappropriate behavior. Based on this, the CTHS‟

management plan includes a student “Code of Conduct.” The Code of Conduct will

follow both HCC‟ guidelines and the disciplinary guidelines required by the State for

secondary schools. Decision-making authority will rest with the school

principal/counselor who reports to the college deans and the director. Appeals will be

made to the HCC-Central College CTHS Advisory Committee. If resolution cannot be

reached through the committee, then appeals will follow each school‟s appeal/grievance

process, starting at level two. Policies at HCC CTHS will follow state requirements

pertaining to mandatory/discretionary placement of students.



3. The extent to which the time commitments of the project director and other key
   personnel are appropriate adequate to achieve the objectives of the proposed project
   (5 points).

      During year one, the CTHS will hire the school principal/counselor and an

administrative assistant. The principal/counselor will come on board during the first

quarter of the academic year and the administrative assistant during the first quarter.

Both will be full-time employees and devote 100% of their time to the project. The

school principal will be supported by the project director, who will devote 10% of his

time to the project. HCC-Central College faculty will be the primary instructors of the

courses (Tech-Prep and dual credit), with the remainder of the high school core courses

being taught by qualified HISD high school teachers. Each consortium partner will give

10% of his or her time toward the project. The Project Coordinator is expected to spend

10% of her time on the project. HCC-Central College‟s commitment is adequate and
                                                            Houston Community College - Central
                                                                               Houston, Texas

appropriate to achieve the objectives of the project. In that, the full-time

principal/counselor will oversee the project and all instructional and support staff. The

administrative assistant will ensure that students are tracked and reporting and

accounting for the school is accurate and timely.


C. Quality of Project Personnel. (15 point)

1. The extent to which the applicant encourages applications for employment from
   members of groups that have been traditionally underrepresented based on race,
   color, national origin, gender, age, or disability. (5 points)


       HCC is firmly committed to the philosophy of achieving and maintaining diversity

among employees. The college follows all Equal Employment Opportunity Commission

(EEOC) and Americans with Disabilities Act (ADA) guidelines in hiring, and encourages

applications from underrepresented groups. HCC will ensure that members of

underrepresented groups will serve on the CTHS Advisory Committee. As a recipient of

several federal grant awards, HCC must fulfill all requirements of GEPA. All

advertisements for job openings at the college contain a clause that individuals from

underrepresented groups are encouraged to apply. Staff for the school will be selected

from applicants whose cultural and ethnic backgrounds, and experience and skills

demonstrate the ability to work with and understand our targeted student population.


2. The qualifications, including relevant training and experience, of the project director.


       The project director has over 10 years of construction and manufacturing

experience before entering the field of education, and an in-depth knowledge of the

content, instructional design, and administration of workforce programs. For the last 12
                                                           Houston Community College - Central
                                                                              Houston, Texas

years, he has served as workforce faculty, department chairperson, researcher, and

consultant. Additionally, he has extensive experience with program evaluation,

marketing strategies, curriculum review, and identifying and meeting objectives.

Furthermore, he is knowledgeable of the Southern Association of Colleges and Schools

(SACS) criteria, student recruitment, grant writing, budget administration, soliciting

continuing education contacts, advisory committees, and built industrial partnerships.


3. The qualifications, including relevant training and experience, or key project
   personnel, including teachers, counselors, administrators, and project consultants.
   (5 points)

The Principal/Counselor will be required to have experience in high school

administration and counseling. He/she will possess the flexibility to work as a teacher as

this new project evolves. He/she must hold a Master‟s degree in an educationally

related field. At least three years experience as a classroom teacher and a working

knowledge of Tech-Prep and contextual learning principles will be required.

HCC Faculty will be the primary instructors of the courses (Tech Prep and dual credit),

with the remainder of the high school core courses being taught by qualified HISD

faculty. HCC faculty teaching academic courses must meet State and Southern

Association of Colleges and Schools (SACS) standards and possess a Master‟s degree

plus 18 hours in their field of instruction. HCC-Central faculty consistently receives high

ratings in student surveys and must have three or more years experience teaching. The

minimum degree required for a Tech-Prep instructor is an Associates degree (with 3-5

years work experience in the instructional field).
                                                           Houston Community College - Central
                                                                              Houston, Texas

Teachers at the CTHS are required to have a Bachelor‟s degree from an accredited

university and a valid Texas teaching certificate with required endorsements for the

subject and level assigned. In addition, the CTHS teachers will be required to have a

strong knowledge of contextual learning and Tech-Prep.

Counselors: Although the high school counselors will not be on-site at HCC-Central

College CTHS and will not be paid by funds from the grant, they will play a major role in

the transition and support of the CTHS students. The high school counselors are

required to have a Master‟s degree in guidance and counseling and a valid Texas

counselor certificate. They must also possess teaching experience and have a strong

knowledge of career development.

Project Evaluator, The project evaluator has extensive experience in the evaluation of

educational programs, 2+2, and Tech-Prep programs. He has served as the Director for

the Center for Research Reform and will provide additional, formative evaluation

services that will help the project improve services to students.


D. Adequacy of Resources. (10 points)

1. The adequacy of support, including facilities, equipment, supplies, and other
   resources, from the participating institutions (5 points).


       With top-level college administration 100% behind this program, HCC-Central

College CTHS will have the support of numerous college facilities, equipment, supplies

and personnel. The budget will illustrate that the college‟s in-kind support is substantial.

The cost of the project evaluator for the program is extremely reasonable. The program

will have the advantage of the state evaluation team as well. The program will have

adequate office space and multi-purpose rooms. Most classes will be taught in regular
                                                          Houston Community College - Central
                                                                             Houston, Texas

HCC-Central College classrooms in the Technical – Vocational building or other

academic buildings [namely the J.B. Whiteley Building and the SIS Building]. The cost

of textbooks will be covered by the TPDP grant.

       Both HCC-Central College CTHS and the feeder-high schools will claim their

respective contact hours; however, a careful balance will be required between high

school and dual credit courses to optimize contact hours for all parties. The

participating high schools will assume the cost of instruction for the high school courses,

which will cover a portion of the operating costs of the high school. Each high school will

retain the funding for special services and other compensatory funds, and will provide

the necessary related-services for students with special needs. As many of the

prospective students may qualify for free or reduced lunches, the high school will also

retain the special funding for this program and will contract with the Ararmark service

representative to provide these meals to the students.

       Transportation of students to and from school and/or to and from extracurricular

activities will be the responsibility of HISD or each student based upon the school

policies. HCC will not be responsible for the transportation of students, except in the

cases of work-based field trips. HISD will also retain other federal and state funds that

are used to provide day care for the children of the CTHS students.

Demonstrated HCC Commitment from HISD:

      Cost of instruction for all high school courses

      Funding for free or reduced lunch programs

      Textbooks for high school academic courses

      Counselor services once per month
                                                           Houston Community College - Central
                                                                              Houston, Texas

      Transportation and childcare will be offered at the discretion of the individual ISD.

      Data on students attending HCC Construction Trades High School and those in a

       control group

Demonstrated HCC Commitment of Business and Industry Partners:

       Industry partners will provide an array of services to the CTHS as outlined in the

consortium agreement and in the budget. Paid work-based experiences and

employment opportunities could be made available to HCC-Central College CTHS

students. Industry partners will serve on the school‟s advisory committee and contribute

equipment and scholarship funds earmarked for HCC-Central College CTHS students.

       Once the Construction Trades High School is established, it is of critical

importance that it be sustained and supported. The CTHS advisory committee will

aggressively seek outside funding from state, private and corporate sources throughout

the five-year grant period to ensure that, once grant funds are expended, the CTHS will

have ample support to continue to serve students.



2. The extent to which the budget is adequate and cost are reasonable in relation to the
   objectives and design of the proposed project (5 points).

       HCC and its partners will assume over half of the cost of the project. The school

districts have agreed to absorb the cost of instruction for all high school credit courses,

which enables the CTHS to plan a budget that includes appropriate instructional staff

and support personnel. There is an ample budget for staff travel in order for the

program to achieve its objective of life long learning and innovative professional

development of instructional staff.
                                                             Houston Community College - Central
                                                                                Houston, Texas

       The first year‟s budget includes start-up costs (e.g., office set-up, CTHS

computers, etc.). This budget will include full year salaries for staff, as the instructional

staff will begin in the fall 2005. Salaries and fringe benefits are reasonable and based

on data collected from the school districts and HCC‟s HR department. The travel costs

were determined by estimating the number of out-of-town conferences and professional

development workshops to be attended, and researching the airfare, hotel costs, and

registration costs of these opportunities. The cost of furniture, CTHS computers, and

other items associated with office set-up, were based on competitive bids. Costs of

desks, chairs, HCC-Central CTHS computers, printers, workstations, etc. are based on

these HCC competitive bids.




E. Quality of the Project Evaluation. (20 points)

1. The extent to which the methods of evaluation are thorough, feasible, and
   appropriate, will solicit input from all consortium members regarding program
   effectiveness, and will yield accurate and reliable data for each of the required
   performance indicators (10 points).

       The CTHS will provide rigorous formative and summative evaluations, using both

quantitative and qualitative data to provide feedback for continuous program

improvement.

       An external evaluator will assess the impact of the project using three principal

strategies: 1) formative, qualitative evaluations of the instructional program; 2)

comparison of participant and non-participant characteristics, including demographics,
                                                           Houston Community College - Central
                                                                              Houston, Texas

academic and technical skills achievement, standardized test scores, grade point

averages, transcript analysis, attendance rates, dropout rates, and graduation rates;

and 3) post-graduate follow-up into post-secondary educational institutions and the work

force.

         The State of Texas has a number of procedures in place that facilitate the

evaluation of Tech-Prep programs and participating students. These evaluation

procedures will facilitate the HCC-Central College comparison of the two cohort groups:

1) The Construction Trades High School Students and 2) Tech Prep students attending

classes in the regular high school setting at partnering high schools.

         In 1993, the state adopted a process for the formal approval and recognition of

Tech-Prep programs, as well as definitions of Tech-Prep programs and Tech-Prep

program participants. In addition, the State established a statewide system for the

reporting of secondary career and technology program participants, including Tech-

Prep. This data is collected annually by the Texas Education Agency‟s Public Education

Information Management System (PEIMS).

         This coding allows the State to collect and analyze information on cohorts of

students based on these four levels of participation in career and technology education.

Data can be aggregated for the state, individual regions, and individual schools. Student

data includes demographic information, such as gender, ethnicity, and special

populations categories, including economically and educationally disadvantaged,

limited-English proficiency, and special education status. Student characteristics

analyzed include: annual attendance and drop out rates; standardized test scores,

including Texas Assessment of Academic Skills (TAAS, grade 10) or Texas
                                                           Houston Community College - Central
                                                                              Houston, Texas

Assessment of Knowledge and Skills (TAKS, grade 11), SAT, and/or ACT; and high

school graduation rates by level of graduation plan (number and percent by minimum or

advanced plans).

       The transition of students can be followed into public two- and four-year post-

secondary educational institutions and is accomplished by matching high school

graduate records with the master enrollment database maintained by the Texas Higher

Education Coordinating Board. In addition, Career Development Resources (CDR) of

the Texas Workforce Commission is able to provide student follow-up into the

workplace using unemployment insurance wage records. Using these resources, the

Statewide Tech-Prep Evaluation Project has developed a six-year, longitudinal

database of data comparing these four groups of students. An example of the type of

data that can be provided to the project is the regional data profile provided to the Gulf

Coast Tech-Prep Consortium.

       The State‟s Tech-Prep evaluation project will provide data on the two cohort

groups, as well as comparable data aggregated by Tech-Prep region, and for the state

of Texas, as it becomes available. Data provided will include:


             Annual attendance rates (grades 11 and 12).
             Annual drop out rates (grades 11 and 12).
             Texas Assessment of Knowledge and Skills (TAKS) test pass rates and
              scores (grade 10).
             ACT and/or ACT test pass rates and scores (grade 12).
             Graduation rates (grade 12).
             Type of graduation plan completed (minimum or advanced) (grade 12);
             Number and percent continuing into post-secondary Tech-Prep program
              at HCC, other post-secondary programs in HCC, or other state
              educational institutions (grade 13).
             Number and percent employed within a year following graduation and
              average wages earned (grades 12, 13, and 14).
                                                         Houston Community College - Central
                                                                            Houston, Texas




 2. The extent to which the evaluation will produce reports or other documentations at
    appropriate intervals to enable consortium members to use the data for planning and
    decision making for continuous program improvement.


       Texas‟ Career Development Resources (CDR) will obtain post-exit data on the

outcomes achieved by the Construction Trades High School students as the

quantitative summative data collection. The Automated Student and Adult Learner

Follow-Up System of Texas links data collected both from the State PEIMS records and

the master enrollment files for public post-secondary education institutions in Texas, the

Unemployment Insurance employer wage record database, the military and postal

system databases, and the employer follow-up survey. Social Security Numbers are

used by most Texas public schools as the key field for these linkages.

       Population studies (both formative and summative) will also include

measurements by ethnicity and special populations categories. HCC-Central College

CTHS will also collect both formative and summative qualitative data in order to

evaluate curriculum and its delivery. The “Instructor/Course Evaluation Form,” an

instrument already in use at HCC, will be given at the end of each course to provide

qualitative data for formative evaluation.

       This Scan-tron form collects student opinions on the effectiveness of the

instructor, teaching methodologies, and course pace and organization, as well as the

curriculum itself. The survey also includes a written section in which students might

voice other general comments about the school, program, course, etc. Qualitative

summative evaluations will be collected through the “Project Satisfaction Follow-up” and

“Graduate Follow-Up” surveys currently being used by HCC-Central College. These will
                                                          Houston Community College - Central
                                                                             Houston, Texas

be distributed to each graduate from the CTHS in order to assess the level to which

students are prepared to enter post-secondary training and/or the workforce. The

Institutional Research office at HCC assesses the results and aggregates reports, which

will also become part of the evaluation of the Construction Trades High School

programs.

       Partnering industries will be surveyed to determine strengths and weaknesses of

the work-based learning components of the CTHS curriculum. Lesson Plans that record

school-based and work-based experiences for students, including the number of

teachers, students, and employers involved in each activity, will be maintained, and the

adaptations of these activities will be based upon the “Faculty/Course Evaluation Form”

and other student, parent, and business contributions.

       Outcomes-based performance evaluation will begin in the fourth quarter after the

first cohort served by the CTHS has exited. In the interim, the program will rely on

formative evaluations to determine program effectiveness. With an abiding commitment

to providing the most effective education for students, school personnel, advisory

committee members, and participating college faculty will meet with formative and

summative data collection entities in order to identify problem areas and determine

solutions.

       During the second and third year of the program, the educational outcomes

measured by the external evaluation consultant will give HCC-Central College CTHS

administration and staff an accurate picture of student performance and progress

toward stated goals and objectives.



 3. The extent to which the independent evaluator possesses the necessary background
    and expertise to carry out the evaluation (5 points).
                                                          Houston Community College - Central
                                                                             Houston, Texas




       The evaluation consultant has extensive experience in program evaluation. He

has served in a variety of research-related positions including: an Evaluator and

Research Specialist and as the Director of the Center for Research on School Reform.

He has a BA in Education (1974); MA in Program Evaluation (1980); and a Ph.D. in

Educational Planning and Administration (1984). His educational background and work

experience will be beneficial in providing additional formative evaluation services that

will help the project evaluate and improve services to students.

       Additionally, the State‟s dedicated Tech-Prep Evaluation Staff will conduct

quantitative formative evaluation of students using Texas‟ PEIMS to obtain the data. In

compliance with the Texas Education Code, the PEIMS contains only the data

necessary for the legislature and the TEA to perform their legally authorized functions in

overseeing public education. It does not contain any information relating to the

instructional method, except as required by federal law. PEIMS encompasses all data

requested and received by TEA about public education, including student demographic

and academic performance, personnel, financial, and organizational information.

       For the PEIMS electronic collection, the ISDs submit their data via standardized

computer files, as defined by the PEIMS Data Standards. Technical support for

gathering the data from district databases is supplied by one of the twenty Education

Service Centers (ESCs) or by private vendors. A software system of standard edits, to

enhance the quality of data, is used by ESCs and by the agency on district data

submissions. Currently, the major categories of data collected are: organization data;

budget data; actual financial data; staff data; student demographic, program
                                                         Houston Community College - Central
                                                                            Houston, Texas

participation and prior year school level data; student attendance, course completion,

and discipline data.

				
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