Building a Bright Future

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Building a Bright Future

• Statewide Articulation Training
• Presented by
• Hector Rendon
• Region One Education Service Center
• for Brownsville ISD
• January 08, 2002

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Objectives

• Provide Statewide Articulation Program (SWAP)
  training (1) general session (Tech Prep and
  SWAP overview) (2) college-high school faculty
  discussions
• Update current/create new Tech Prep programmatic
  articulation agreementsmay include both
  statewide-articulated courses and locally
  articulated courses
• Complete statewide articulation teacher
  certification requirements
• Provide resources for communicating with students
  (posters, brochures, articulation credit cards
  for seniors)

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Tech Prep National and State

• Federal initiative Carl D. Perkins Act (1990
  and 1998)
• State initiative Texas HB2401 (1999)
• In Texas, 26 regional consortia Federal funds
  flow to consortia through the Texas Higher
  Education Coordinating Board and the Texas
  Education Agency

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• A public/private collaborative partnership whose
  mission is to form working partnerships that
  leverage regional resources to provide
  reality-based learning for achieving a higher
  level of competence in the Valleys workforce.

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Tech Prep Key Components

• 6-year educational plans, grades 9-14
• Academic and technical concepts taught in context
• Career guidance and counseling
• Joint staff development for ISD/PSI teachers,
  counselors, administrators
• Joint state agency approval process for Tech-Prep
  programs (6-year plans)
• High school transcript code for articulated
  courses (letter A)
• PEIMS code to identify secondary Tech Prep
  students

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Tech Prep of the Rio Grande Valley, Inc.

• Tech Prep RGV is a regional collaboration of
• 31 independent school districts
• 7 colleges and universities
• Region One Education Service Center
• Other private and public partners
• Incorporated board leads both Tech Prep
  consortium and School-to-Careers Partnership
• Board members elected by, accountable to member
  stakeholders

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Why Is Tech Prep?

• 5 million Americans are unemployed.
• 72 million Americans cannot read well enough
  to complete a job application.
• There are no good jobs left for people who do not
  have a marketable package of academic and
  technical skills!

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Todays Vs. Tomorrows Workplace
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Rio Grande Valley Issues

• High dropout rates
• High unemployment rates
• Shortage of educated role models-
• 47 of RGV residents have high-school diplomas
  (72 for state)
• 12 RGV residents have some college training
  (20 state/national averages)

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In a Typical High School...

• One-third are preparing to go to college
• Two-thirds
• ltTake the easiest courses
• ltLack focus
• ltAre disinterested in class-work
• ltAre underachieving
• ltAre least prepared for a job

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Transition to Career

• 50 find jobs by chance not by choice
• 64 that go to work would like to consider other
  career options
• First job retention average is less than 1 year
• 90 need problem solving, critical thinking, team
  work and communication skills.
• (TP/STC 99)

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Transition to Post-Secondary

• A recent National Education Goals Panel survey in
  Texas found that
• Of 1000 high school students, 86 graduate
• Of 860, only 50 go to four-year college
• Of 430, only 20 graduate
• Only 86 of 1,000 Texas high school students
  (8.6) complete a college-level education

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Tech Prep RGV Inc. Goals

• Form working partnerships that leverage regional
  resources
• Provide reality-based learning
• Increase academic competence

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Tech Prep of the Rio Grande Valley, Inc.
Initiatives

• Manufacturing Technologies Laboratory
• Work-based learning
• K-8 curriculum, Careers in Action
• Staff development (S-TEAMs, Counselors Network,
  workshops and conferences)
• Parent outreach
• Resources (posters, brochures, handbooks) and
  technical assistance
• Tech Prep Texas Scholars and Dr. Lauro F. Cavazos
  Tech Prep Scholarships

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Career Development Plan
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Tech Prep Program

• Articulated college credit earned at the local
  high school
• State Recommended or DAP graduation plan
• Sequence of career and technology electives
  including courses articulated with colleges
• Strong academics with technical skills
• Tech Prep Texas Scholars

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Grade 12 TAAS Results
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Benefits of Tech Prep/STC Involvement

• Relevance improves academic performance
• Curriculum integration
• Better focused students
• Higher TAAS scores TAKS to follow
• Community involvement/investment
• Improved labor pool

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Tech Prep STC Rio Grande Valley

• Patricia G. (Pat) Bubb
  Executive Director
• Martha Gutierrez Work-Based
  Experiences Specialist
• Todd Holland Parent Outreach
  Specialist

Visit our website www.techprepRGV.com
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SWAPThe Statewide Articulation Program
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What Is theStatewide Articulation Program?

• Advanced placement program for students
  interested in preparing for college and a
  technical career that requires postsecondary
  education.
• Facilitates the use of articulated credit in
  colleges across the state
• Streamlines and standardizes the articulation
  process for students, schools, and colleges.

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Advantages of Statewide Articulation

• Provides a common core of articulated courses
• Provides a statewide standard for awarding
  college credit
• Provides a common method to identify articulated
  courses on high school transcripts
• Saves valuable resources time and money

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Four Parts to SWAP

• Standard Articulation Agreement
• Technical Course Articulation Manuals
• Course Crosswalk
• State-Approved Staff Development

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The Standard Articulation Agreement

• Sets common statewide standards for the award of
  college credit for selected, content-enhanced
  high school courses.
• Any student who successfully completes
  statewide-articulated secondary courses,
  graduates from any secondary school in the state,
  and meets the requirements outlined in the
  Standard Articulation Agreement, is eligible to
  receive articulated credit from any participating
  public two-year college in the state that offers
  the corresponding college courses.

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Technical Course Articulation Manuals (TCAMs)

• Available for each area of study to provide
  guidance to teachers of articulated courses by
  outlining areas of content enhancement required
  for college credit.
• List secondary Texas Essential Knowledge and
  Skills (TEKS) for each course and demonstrate how
  they align with content-equivalent college
  courses found in the postsecondary Workforce
  Education Course Manual (WECM).

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The Statewide Articulation Course Crosswalk

• A resource for schools and colleges to readily
  identify high school courses included in the
  Statewide Articulation Program and the college
  equivalent course(s).
• Updated periodically- check www.techpreptexas.org
  for updates

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State-Approved Staff Development

• Provides information to teachers of articulated
  courses on the articulation process, content of
  college-equivalent courses, and expected levels
  of student performance.
• Provided by local colleges, TP consortia
  beginning this fall, 2001 and Regional Service
  Center CATE Education Specialist.

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How to Participate in Statewide Articulation

• Select courses from the crosswalk
• Use Correct PEIMS Number and A Code on AAR
• Assign teacher
• Advise students

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Select Courses from the Crosswalk

• High school course content must be enhanced to
  meet college-level standards and must include all
  elements listed in the subject-specific
  articulation manual, or TCAM. Content must either
  exceed the high school TEKS or address TEKS with
  greater depth.

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Use Correct PEIMS Number andA Code on AAR

• Career and technology courses designated for
  statewide articulation have unique course numbers
  and abbreviations effective 2001-2002.
• Listed in the Tech-Prep section of PEIMS code
  table C022, these course numbers must be used
  beginning 2002-2003. The T in the PEIMS course
  code indicates the career and technology course
  includes college-equivalent course content.

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• Academic courses identified for statewide
  articulation do not have unique course numbers or
  abbreviations.
• The A code indicates only that a course is
  eligible for local or statewide articulation and
  is used to denote college-equivalent course
  content for statewide-articulated career and
  technology and academic courses. The code must be
  used for every student enrolled in the
  articulated course even if the student does not
  successfully complete the course.

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Assign Teacher

• High schools must document that teachers (1) meet
  the minimum qualifications for faculty teaching
  the equivalent college course and (2) have
  successfully completed state-approved staff
  development for statewide articulation.
• Local high school and college subject area
  faculty must meet annually to review course
  content, student performance expectations, and
  articulation processes.

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Advise Students

• Any student can take for high school credit
• Counts as DAP advanced measure with grade of 3.0
• Use as C/T elective, in C/T coherent sequence, in
  Tech-Prep program coherent sequence
• Not all colleges are participating Not all
  courses or programs are offered at all colleges

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Standard Articulation Agreement

• Alignment by instructors
• College must award credit if taught
• 1 credit high school course
• Successful completion (80)
• Junior/senior level (others optional)
• Standardized staff development
• A on transcript
• Unique CATE secondary course numbers

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Criteria for Award of College Credit

• Grade of 3.0 (80) or higher on all relevant
  courses
• Junior/Senior standing
• 6 additional non-developmental college hours
• Course can be used in college degree plan
• Enroll within 15 months

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A student earns an 80 (3.0) or above in the
following statewide-articulated courses

• Grade 9 or 10 Business Computer Information
  Systems I (BCIS1-TP)
• No other career and technology or
  statewide-articulated courses are taken.
• ?
• The student is not eligible for college credit
  because the course was taken in grades 9 or 10.
•  

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A student earns an 80 (3.0) or above in the
following statewide-articulated courses

• Grade 11 or 12 Business Computer Information
  Systems I (BCIS1-TP)
• No other career and technology or
  statewide-articulated courses are taken.
• ?
•  The student is eligible for college credit for
  Computer Applications I because the student
  successfully completed a college-level BCIS I in
  grades 11 or 12.
•  

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A student earns an 80 (3.0) or above in the
following statewide-articulated courses

• Grade 9 or 10 BCIS I - Business Computer
  Information Systems I (BCIS1-TP)
• Grade 11 or 12 BCIS II - Business Computer
  Information Systems II (ACIS-TP or ABCIS2-TP)
  (BCIS I is a required prerequisite)
•  ?
•  The student is eligible for college credit for
  Computer Applications I for BCIS I because the
  student took the last course in a required
  sequence (ACIS-TP or ABCIS2-TP) in grades 11 or
  12. The student is also eligible for college
  credit for one of five possible college courses
  listed in the crosswalk that are equivalent to
  BCIS II.

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Visit our web sites

• www.techpreptexas.org
• For SWA guidelines
• www.thecb.state.tx.us/divisions/ctc/ip/
• wecm2000/main.htm
• For WECM courses