Brownfield High School

TEA Documentation

Benchmark 1: School Design

1.1 Student Cost
- The P-TECH program shall be offered at no cost to students.
1.2 School Location
- The P-TECH location shall be
  - a. on a college or university campus; or
    b. in a high school-as a standalone high school campus or in a smaller learning community
    wit hin a larger high school; or
    c. at a central location, such as a CTE center. The central location is not the home campus
    where students are enrolled
1.3 Student Cohorts
- P-TECH students shall be placed in a cohort for core classes to the extent possible; this does not
  exclude non-P-TECH students from enrolling in the same class.
1.4 Flexible Scheduling
- The P-TECH program shall provide flexible, individualized scheduling that allows students the
  opportunity to earn a high school diploma and enables a student to combine high school
  courses and college-level courses with the goal of earning industry-based certifications,
  certificates, and/or an associate degree, and engage in appropriate work-based learning at every
  grade level.
1.5 TSIA Testing Site
- The P-TECH shall be a TSI assessment site or shall be in the process of becoming a TSI assessment
  site. The P-TECH shall provide opportunit ies t hroughout the year for students to t ake the TSI
  assessment
  - Dual Credit Partnership Agreement
  - Brownfield Industrial Development Corporation
1.6 Leadership Team Strategic Priorities
- The P-TECH shall establish a leadership team that includes high-level personnel from the school district, campus, business/industry, and institution of higher education (IHE) with decision-making authority who meet regularly and report to each organization. The leadership team shall develop long-term strategic priorities for the P-TECH program along with a work plan for how to achieve programmatic goals in coordination with district and campus improvement planning. Regularly scheduled meetings—in person and/or virtual—must address the following topics:
  - a. Establish and maintain the role each member will play in the design, governance, operations, accountability, curriculum development, professional development, outreach, sustainability, and continuous monitoring and improvement of the P-TECH
  - b. Collectively develop an MOU and review annually for necessary revisions
  - c. Share responsibility (between the school district, business/industry partners, and the IHE) for meeting annual outcomes-based measures and providing annual reports to their district and IHE boards, as well as to the public
  - d. Monitor progress on meeting the Blueprint design elements, including reviewing formative data to ensure the P-TECH is on-track to meet outcomes-based measures
  - e. Guide mid-course corrections as needed

Required Artifacts:

P-TECH/IHlEe adership meeting agenda
School board and board of regents' presentations
Document(s) outlining the strategic prioritiesf or the current academic year and/or long-term priorities of the P-TECHpa rtnership

1.7 Leadership Team Key Roles
- The leadership team shall include leaders from the district, campus, business/industry partner,
  and IHE who have decision-making authority to execute changes toward this end:
  - District leaders (may include):
    - a. Superintendent
      b. Assistant Superintendent of Curriculum and Instruction, or equivalent position
      c. P-TECH principal or director
      d. P-TECH liaison to the IHE or department chairs
      e. School-business partners or CTE Director
      f. School counselors
      g. Parent representative
- IHE Leaders (may include):
  - a. College or University President or Provost
    b. Department chairs for core academic disciplines
    c. Liaison to the P-TECH or dual credit officer
    d. Advising or student support director
- Business/Industry Partner (may include):
  - a. CEO/president
    b. Education/community outreach specialist or leader of relevant community
    organization, such as a Chamber of Commerce or non-profit organization
- Required Artifact:
  - Description of each member and role in committee
    - Leadership Key Roles
1.8 P-Tech Staff
- P-TECH staff shall include the following
  - a. A P-TECH leader who has authority over course and instructor scheduling, staff and faculty hiring, and budget development
  - b. An IHE liaison with decision-making authority who interacts directly and frequently (in-person or virtually) with the P-TECH leader
  - c. A business/industry partner liaison with decision making authority who interacts directly and frequently (in person or virtually) with P-TECH leader and the dual credit provider
  - d. Highly-qualified P-TECH teachers who work directly with the P-TECH students, which may include high school faculty who must meet faculty requirements that are set by the regional accrediting association of the community college and/or university to teach college-level courses, instructors for virtual college courses, and instructors for Advanced Placement and International Baccalaureate courses
  - e. Highly-qualified P-TECH high school counselor who collaborates directly and frequently with the IHE advisor or liaison to support P-TECH students. The P-TECH counselor and IHE advisor shall jointly support P-TECH students through IHE course registration and shall monitor high school and college courses and transcripts to ensure programmatic requirements for both the high school and IHE are met
- Required Artifact:
  - P-TECH leader/liaison meeting agendas and relevant materials
- P-Tech Staff
1.9 P-TECH Staff Professional Development
- The P-TECH shall implement an annual professional development plan (i.e, calendar of events/ activities) for teachers and staff, focused on research-based instructional strategies for increasing rigor and college- and career-readiness, that is based on needs assessment of student data, and includes both high school and dual credit teachers. Professional development should include, but is not limited to the following:
  - A mentoring and induction program for newly hired staff, providing them with the instructional and interpersonal skills and capacities needed for success in a P-TECH
  - Faculty opportunities for P-TECH teachers and higher-education faculty to receive extensive support through regularly scheduled formative peer observations and collaboration opportunities with feeder pattern focus group and/or IHE faculty
  - An externship program to expose teachers, counselors, and/or administrators to experiences in careers in the pathways identified by the P-TECH
  - Opportunities for joint training among P-TECH and higher-education college advisors and faculty (e.g., course requirements and addressing layered wrap-around supports for students
Required Artifacts:
- Mentor/induction program plans
- Annual training or professional development plan for P-TECH & IHEfaculty
1.10 Sustainability Structure
- Sustainability structures shall be identified and implemented to address and minimize the challenges of staff turnover and potential fluctuations in funding.
1.11 Advisory Board
- The P-TECH shall establish an Advisory Board that meets regularly and includes representatives from a variety of stakeholders such as school board, community, economic development partners, relevant industry subject matter experts for program pathways, and the IHE to provide support and guidance to the P-TECH in resource acquisition, curriculum development, work-based learning, and student/community outreach to ensure a successful academic and career pipeline
Required Artifacts:
- Meeting agendas and minutes, with action items and decision logs
- A list of strategic partners with each member's organization, title, and role in providing workbased learning for students by grade level

Benchmark 2: Target Population

2.1 Goal of Higher Education Partnership
- The MOU or ILA shall include the goal of the P-TECH and IHE partnership and a description of how the goals of the dual credit program align to the Texas Statewide Dual Credit Goals.

Required Artifacts:

Final, signed, and executed MOU/ILA or similar agreement with Institution of Higher Education
The MOU/ILA must be reviewed annually with the goal of improving programmatic supports and services for students and alignment to the Texas Statewide Dual Credit Goals

2.2 Roles and Responsibilities
- The MOU or ILA shall include the respective roles and responsibilities for the campus and IHE in providing for and ensuring the quality and instructional rigor of the dual credit program.
2.3 Funding
- The MOU or ILA shall identify how costs will be shared, including for the following
  - a. Dual credit courses offered through the program
  - b. Instructional materials to be used and textbook adoption
  - c. Transportation costs and fees
  - d. Eligibility of P-TECH students for financial assistance from the higher education partner(s), specifically, waivers for tuition and fees
2.4 Academic Plan
- The MOU or ILA shall articulate the academic plan, including the following:
  - a. Courses of study that enable a student to combine high school courses and collegelevel courses with the goal to earn an associate degree or up to 60 semester credit hours toward a baccalaureate degree
  - b. Curriculum alignment for each degree plan with a course equivalency crosswalk equating high school courses with college courses and the number of credits that may be earned for each course completed through the dual credit program
  - c. Transferable and applicable college credits earned during high school
2.5 Transcription of Credit
- The MOU or ILA shall include components that enhance transcription of credit, including the following:
  - a. Assurances that the IHE will transcribe college credit earned through dual credit in the same semester that credit is earned
  - b. Assurances that the P-TECH will adhere to the grading periods and policies of the IHE for dual credit and college courses, including academic probation
2.6 Course Delivery and Scheduling
- The MOU or ILA shall articulate course delivery and scheduling including the following:
  - a. The instructional calendar, including location of each course that will be offered
  - b. Assurances that P-TECH students are treated as dual credit students until graduation from the P-TECH program. As such, they may take dual credit courses during the fall, spring, and summer sessions to meet the goals of the P-TECH program
2.7 Staffing Plan
- The MOU or ILA shall include a staffing plan for the P-TECH, including the following:
  - a. Teacher qualification processes, instructor availability, and course offerings
  - b. Joint professional development for P-TECH faculty and college and counselors/advisors (including both district and IHE faculty/staff
2.8 Instructional Materials and Textbooks
- The MOU or ILA shall articulate instructional materials and textbook policies, including the following:
  - a. The duration for which textbooks can be used
  - b. Instructional materials and textbook costs and fees
2.9 Access to Higher Education Resources
- The MOU or ILA shall articulate that students will be granted access to higher education resources, including the following:
  - a. P-TECH students' access to the IHE facilities, services and resources
  - b. Disability services available to students in compliance with Section 504 of the Rehabilitation Act (Section 504), the Individuals with Disabilities Education Act (IDEA), and the Americans with Disabilities Act (ADA) for college courses for dual credit
2.10 Transportation
- The MOU or ILA shall address transportation, including the following:
  - a. Transportation policies, including the P-TECH and IHE respective roles and responsibilities related to transportation
  - b. Transportation costs and fees funding
2.11 Collaborative Outreach Efforts
- The MOU or ILA shall outline the commitment that the P-TECH and IHE will implement purposeful and collaborative outreach efforts to inform all students and parents of the benefits and costs of dual credit, including enrollment and fee policies.
2.12 Student Participation
- The MOU or ILA shall articulate student participation, including the following:
  - a. Policy on minimum class size per dual credit course
  - b. Student enrollment policies, including student eligibility for enrollment and pre-requisite policies
  - c. Student attendance policies
  - d. Code of conduct policies
  - e. Administration of statewide assessments of academic skills (TEC, Subchapter f. B, Chapter 39)
  - f. Provisions for discontinuing P-TECH operation to ensure students previously enrolled will have the opportunity to complete their course of study
2.13 Academic Supports
- The MOU or ILA shall identify how the P-TECH and IHE will provide academic supports including the following:
  - a. Academic and college readiness advising with access to student support services to bridge students successfully into college course completion
  - b. Advising services for students on the transferability and applicability to baccalaureate degree plans for all college credit offered and earned
  - c. Policies related to student intervention
2.14 Data Sharing
- The MOU or ILA shall include a data sharing agreement that outlines provisions for student data to be provided by the college to the high school and enables collaborative data sharing on a regular basis to promote student support interventions during the semester. The MOU and ILA shall also include the following
  - a. Teacher data such as qualifications
  - b. Student-level data such as credit hours taken and earned, GPA, student academic progress, college and career readiness metrics (e.g., SAT/ACT), and formative regularly updated or real-time data (e.g., course enrollment/ dropout, TSIA scores, 6-/9-week or midterm grades, attendance for students at the high school)
  - c. Policies for expanding access to student data, such as granting P-TECH teachers of record and campus administrators full instructor access
2.15 P-TECH Program Data Analysis
- The MOU or ILA shall identify the CCRSM program data analysis that the P-TECH will complete, including but not limited to:
  - a. Dual credit program outcomes that assist high school students in the successful transition to and acceleration through postsecondary education
  - b. The quality and rigor of dual credit courses will be sufficient to ensure student success in subsequent courses
2.16 Roles and Responsibilities
- The agreement shall include the respective roles and responsibilities for the campus/LEA and business/industry partner in providing for and ensuring the quality and instructional rigor of the work-based learning programming.

Required Artifacts:

Final, signed, and executed agreement with business/industry partners(s)
The agreement must be reviewed annually with the goal of improving programmatic supports and services for students

2.17 Work-Based Learning Plan
- The agreement shall clearly outline a work-based learning plan that will be followed to provide relevant work-based learning experiences aligned to the Tri-Agency Work-Based Learning Continuum.
2.18 Work-Based Learning Activities
- The agreement shall include a detailed plan for work-based learning experiences for students appropriate to each grade level. These activities should increase in rigor and specificity as illustrated by the Tri-Agency Work-based Learning Continuum beginning with activities such as facility visits and culminating in activities, such as pre-apprenticeships.
2.19 Professional Skills and Mentorship
- The agreement shall articulate that the P-TECH and business/industry partner provide mentorship activities that promote professional skills attainment, including the following:
  - a. A plan for career mentoring activities appropriate to each grade level
  - b. The roles and responsibilities of the P-TECH and business/industry partners in the planning and implementation of career mentoring
  - c. Support for students' activities, such as clubs, Career and Technical Student Organizations (CTSOs), competitions, and special initiatives that promote professional skills attainment
2.20 Access to Business Resources
- The agreement shall articulate student access to business/industry partners and work-based learning facilities, services, and resources.
2.21 Transportation
- The agreement shall address transportation, including the following:
  - a. Transportation policies, including the P-TECH and business/industry respective roles and responsibility related to transportation
  - b. Transportation costs and fees
2.22 Qualifying for Priority Interviewing
- The agreement shall include a commitment that the business/industry partner will give students who receive work-based training or education from the partner priority in interviewing for any jobs for which the student is qualified that are available upon the student's completion of the program
2.23 Program Monitoring
- The agreement shall include program monitoring components to ensure the quality and rigor of work-based learning experiences will be sufficient to ensure student success in subsequent workbased learning, mentorship, and internship experiences.

A. Admission policy and enrollment application

1. Application

2. Admission Policy

3. Online Enrollment Steps

B. Recruitment and enrollment plan

1. 2023-2024 Timeline

2. BISD Program Guide

3. P-TECH Recruitment Video

C. Brochures and Marketing

1. P-TECH Flyer

2. P-TECH Flyer Spanish

3. P-TECH PowerPoint

D. Communication plan

Benchmark 3: Strategic Alliances

3.1 Recruitment and Enrollment Policies
- The P-TECH shall be open enrollment for all students and shall identify, recruit, and enroll subpopulations that are historically underrepresented in college courses. The P-TECH shall coordinate activities with feeder middle school(s), higher education partner(s), and business/ industry partner(s) to participate in recruitment activities.
- The P-TECH must enroll a 9th grade class during their first year of implementation and will progressively scale up by adding at least one grade level per year after the first year of implementation. If a P-TECH phases out their services, the academy must be prepared to provide services to each enrolled cohort through graduation.
3.2 Documenting Enrollment Procedures
- The P-TECH shall clearly document recruitment and enrollment policies and practices, refining and improving them annually based on data reviews

Required Artifacts:

Written admission policy, and enrollment application
Written recruitment plan, including a timeline of recruitment and enrollment events, and recruitment materials for distribution at feeder middle schools and other appropriate locations in the community

A. Meeting agendas and minutes, with action items and decision logs

1. Planning Agenda

2. Coordinator/Counselors/Principals Presentation

3. Site Visit Agenda

4. Feeder Patterm Meeting Agenda

5. CIT Meeting Agenda

6. PTECH Meeting Agenda

7. PTECH Team Meeting Agenda

B. MOU’s with industry partner/business

C. Articulation Agreement with IHE

1. IHE Articulation Agreement

2. The Interlocal Agreement

D. List of strategic partners

1. Leadership Team List/Role

2. Agenda Date

Benchmark 4: Curriculum, Instruction & Assessment

A. Four-Year Crosswalk document

1. Crosswalk with Prerequisites and Endorsements

B. Master Schedule

4.3 Course Sequence
- Master Schedule

C. Curriculum alignment documents

1. Crosswalk Master Schedule

D. Testing Calender and Schedule for TSI,ACT,SAT or other assessments

E. Course of study examples

Benchmark 5: Work-Based Learning

A. Work-based learning experiences

B. Regional high demand occupation list

1. State Wide Target Occupation

2. Top Career Clusters

3. Hot Jobs

C. Student data in work-based learning experiences

D. Samples of student artifacts

Benchmark 6 Student Support

A. Bride program calender amd curricula

B. Tutoring and other intervention /remediation program schedules

C. Calendar of family outreach events

D. Schedule of counseling/advisory events