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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