Transcript No Slide Title

Strategic Plan
•2002-2006
2002-2006 Strategic Plan
Foreword
Tech Prep Inc. is a regional public-private collaborative focused on increasing the effectiveness of education by using private-sector
counsel in leveraging synergies among separate public schools, colleges, and universities. The Tech Prep Initiative was commissioned in
1991 as a vehicle for the establishment of local partnerships among Business, Education and Government. Recognizing the benefit of
such a collaborative effort, Representative Jim Solis and Senator Eddie Lucio, Jr., cosponsored HB2401, which continues to
emphasize private-sector leadership in the development and delivery of workforce-enhancing systems.
The Board of Directors and stakeholders of Tech Prep are committed to success in forming partnerships that leverage regional resources
in achieving a higher level of preparedness for our workforce. The Directors hold the strategic planning process to be the backbone of the
development and delivery of the programs that will bring Tech Prep’s vision to reality. This document defines the direction and frames the
operational plan for Tech Prep.
Today’s economic engine is fueled by continued technology improvements and evolutionary job skill requirements. The resources needed
to maintain workforce readiness are growing at a significant rate. The synergy realized from forming regional partnerships for development
and delivery of workforce enhancement provides for optimal use of our resources. As you review the following strategic plan, you will find
an underlying theme of regional collaboration. Collaboration is no longer a luxury; it is a necessity in the competitive job-creation business.
With the clear definition of vision, mission and initiatives, Tech Prep Inc. can drive for results as the regional multi-disciplined partnership for
implementation of education and training initiatives.
In conclusion, this strategic plan is submitted as a declaration of our vision and objectives. Please feel free to contact staff or Directors for
any further information you may desire.
This plan was adopted by Tech Prep Inc.’s Board of Directors on July 31, 2001, as evidenced by the signatures of Tech Prep Inc.’s
Executive Committee, below.
Adrian A. Arriaga, CCIM, CEA
Ray Elledge
J. Gilbert Leal,Ph.D.
Cesar Maldonado, P.E.
Moose Miller
Janice H. Mumford
Sam O. Olivarez
Arnold Pedraza
Ed Tamayo
Stephen M. Vassberg
Perry A. Vaughn
Linda Wade, Ph.D.
2
Table of Contents
2002-2006 Strategic Plan
I.
Introduction
Page 4
II.
Vision
Page 10
III.
Current Environment
Page 12
III.
Mission
Page 14
IV.
Solution Providers
Page 16
V.
Strategic Initiatives
Page 18
VI.
Performance Metrics
Page 26
VII.
Operational Issues
Page 28
VIII.
Board Operations
Page 34
IX.
Acknowledgments
Page 36
X.
Stakeholders
Page 37
XI.
Board of Directors
Page 38
XII.
Data Sources
Page 40
3
2002-2006 Strategic Plan
I. Introduction
Introduction
 Partnership focused on
 Providing business input into educational programs
 Analyzing labor market trends and business needs
 Leveraging resources and increasing the effectiveness of education
and training
 Regional Non-profit 501(c)(3) corporation
 Authorized to operate in Cameron, Hidalgo & Willacy Counties plus
Rio Grande City in Starr County
 Stakeholders: 31 independent school districts, 7 colleges and
universities, 2 local Workforce Development Boards, 1 local labor
union, 1 regional education service center, professional organizations
 Directorate composed of private and public sector with leadership
resting in private sector
4
2002-2006 Strategic Plan
I. Introduction
Introduction
Tech Prep Inc. is a regional public-private
collaborative focused on increasing the effectiveness
of education by leveraging synergies among separate
Colleges
14%
public schools, colleges, and universities. Control of
the organization is vested in its stakeholders, 85
Govt/Com
ISDs
14%
60%
percent of which are school districts, colleges,
Bus/Pro
universities, and professional associations
12%
representing educators. The balance of 15 percent of
the stakeholders include local workforce development
Stakeholders of Tech Prep Inc.
boards and other organizations.
Tech Prep Inc. is an intermediary organization bringing regional educators and employers
together to address workforce education and training needs. Collaboration on a regional basis
provides access to a broader base of resources and reduces duplication, therefore delivering
highly effective educational initiatives at the lowest cost. Tech Prep Inc.’s Labor Market Report
provides labor market information for students, parents, educators, and the businesses of the Rio
Grande Valley.
Joint Tech Prep/ISD-developed career pathways define curricula designed to encourage students’
selection of majors emphasizing academics and postsecondary education. The network formed
by Tech Prep Inc.’s counselors and campus-based support teams enhances the effectiveness of
curriculum delivery. Tech Prep Inc.’s mobile Manufacturing Technologies Laboratory (MTL)
showcases the math and science foundation of manufacturing-related careers. Tech Prep Inc.led parent, educator and employer outreach, work-based learning opportunities, and student
recognition complement the regional initiatives.
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2002-2006 Strategic Plan
I. Introduction
Background
 Evolved from the Education sub-committee to the Rio Grande
Valley Quality Workforce Development (circa 1991)
 Enabled through collaboration among Texas Education Agency,
Texas Higher Education Coordinating Board, and Texas Workforce
Commission (formerly Texas Department of Commerce)
 Incorporated in 1992 as a Nonprofit Corporation with Stakeholders
consisting of Regional ISDs and Colleges
 Reaffirmed and expanded through:
 Federal Carl D. Perkins Vocational-Technical Education Act of
1998 Federal National School-to-Work Opportunities Act of
1994
 Texas Tech-Prep Act of 1999 (HB2401)
 Texas School-to-Careers/Workforce Commission Acts of 1993
(SB642) and 1995 (HB1863)
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2002-2006 Strategic Plan
Background
I. Introduction
The Tech Prep Initiative was commissioned in 1991 as a vehicle for the establishment of
EDUCATIONAL PARTNERSHIPS among Business, Education and Government. The intent
was to have these local PARTNERSHIPS drive the development of curriculum for an
enhanced Quality Work Force.
Tech Prep of the Rio Grande Valley, Inc., was
chartered as a non-profit corporation with the
region’s ISDs, colleges, and select governmental
entities holding equity in the corporation. The
magnitude of the commitment by the shareholders to meeting employers’ workforcedevelopment needs was exemplified by their
agreement to grant the majority leadership of the
directorate to the business sector.
ISDs
17%
Bus/Pro
52%
Colleges
22%
Govt/Com
9%
Tech Prep Inc. Board of Directors
A major challenge of the fledgling Tech Prep Inc. Directorate was to solidify the regional
bond which had been only loosely knit at inception. The mobile Manufacturing Technologies
Laboratory (MTL) and its technology-based curriculum served as a quick and significant
victory, bringing momentum to Tech Prep Inc. and its regional alliance. Tech Prep Inc.’s work
has been greatly enhanced by the leadership provided by U.S. Senator Phil Gramm, who
ensured that the federal Act emphasized the importance of private-sector leadership in Tech
Prep, and Texas’ Senator Eddie Lucio, Jr., and Representative Jim Solis, who cosponsored
HB2401. A decade later Tech Prep Inc.’s strength continues to be its regional broad-based
7
partnership approach to workforce and economic development.
2002-2006 Strategic Plan
I. Introduction
Accomplishments
 Major Accomplishments










1992 – Consortium created nonprofit corporation
1993 – First Tech Prep curriculum developed (grades 9-14)
1994 – Mobile Manufacturing Technologies Laboratory (MTL) services
1995 – MTL subscriptions and expansion of MTL exposure
1996 – Startup of support team (S-TEAM) network
1997 - Publication of Labor Market Information report that became
state model; creation of Counselors’ Network
1998 – Creation of Dr. Lauro F. Cavazos Tech Prep scholarship fund
1999 – Completion of Network of Support Teams (S-Teams) in K
through College Tech Prep programs
2000 – Commission of Tech Prep Texas Scholars
2001 – Memorandums of Understanding with Workforce Boards,
CBIRD, and EnterTech
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2002-2006 Strategic Plan
I. Introduction
Accomplishments
In his State of the State address (January 2001), Governor Rick Perry stated that Texas “must
build a seamless system of K through 16 education." Texas’ House Economic Development
Committee has issued a report stating that the “economic benefits for Texas from [Tech Prep]
are evident and will continue to show prosperity for the state and its participants.” Tech Prep
Inc. is working with its partners to create a seamless K-16 system in the Valley. Due to demonstrated
successes in improving regional performance, Tech Prep Inc. has consistently realized an
increase in participation from community, students, educators, and business. State reports reflect
that the number of secondary Tech Prep students in the region has grown from 60 in 1994-95 to
8,407 in 1999-2000, and these students’ academic performance is impressive, exceeding the
performance of all other groups of secondary students. Over 2,800 Rio Grande Valley high school
seniors graduated as Tech Prep Texas Scholars in May 2000.
The Dr. Lauro F. Cavazos Tech Prep
Scholarship competition is in its fourth year, and
STCC, TSTC, and Texas Southmost College—all
of which offer Tech Prep opportunities for
students—have begun hosting annual Senior
Day events focusing on Tech-Prep programs.
Tech Prep Inc.’s “regional catalyst” approach
to bringing educators and employers together is
evidencing success, contributing to increased
involvement of regional leaders from all sectors.
Former U.S. Secretary of Education Dr. Lauro F. Cavazos with 1998
scholarship recipient David Leal and Board Chair Ed Tamayo
9
2002-2006 Strategic Plan
III. Vision
Vision
Enhance economic development of the Rio Grande Valley
by being the definitive catalyst for regional partnerships to
fulfill employers’ demand for a prepared workforce that can
compete in an evolutionary, knowledge-based economy.
10
2002-2006 Strategic Plan
III. Vision
Vision
The illustration below uses lifesaver shapes to depict the community segments essential for
economic development. When held as separate entities, all are working toward a common goal but
in isolation of each other. Leaders have only a small awareness and sense of responsibility for the
global goal. Success is measured by localized metrics and not by metrics linked to the universal goal.
This fosters short-term thinking and serves to perpetuate today’s problems to tomorrow.
When joined, the segments become true lifesavers,
forming an interdependent and interactive environment
in which a “systems” approach to workforce and
economic development can be effected. The challenges
of developing a knowledge-based and transferable
workforce will only be met with breakthrough
improvements; that is, working beyond the capabilities and
capacities of our current processes and methods. Trying
harder, working faster, and caring more but using the
same methods will not bring the performance requisite of
the challenge. Tech Prep Inc. is the intersection of the
three segments. Tech Prep Inc. is the regional, multidisciplined partnership which will provide a forum for
the area’s top talent to access the best resources for
revolutionary and evolutionary success in workforce
development. This is Tech Prep Inc.
11
II. Current Environment
2002-2006 Strategic Plan
Critical
Challenges
1. There is a shortage of high school and college graduates in
the Valley.
2. Most graduates of Valley schools do not attain the problemsolving skills, communication skills and workplace ethics
demanded in today’s evolving high-tech workplace.
3. Most of the Valley’s high school graduates lack the technical
skills required for entry-level positions in the rapidly changing,
technologically advanced workplace.
4. Many technology-dependent industries are rapidly growing in
the Valley but the educational infrastructure (resources and
processes) needed to sustain this industrial growth is
fragmented and incomplete.
5. There is a need for regional coordination of efforts to address
the Valley’s workforce shortage (i.e, education infrastructure)
to decrease costs and increase potential for success.
12
II. Current Environment
2002-2006 Strategic Plan
Critical
Challenges
In November 2000, Texas’ House Committee on
Economic Development, chaired by Rep. Jim Solis of the
Rio Grande Valley, issued a report stating: “Jobs today are
becoming more technology driven and require more
skills. High Technology industries are projected to add
101,000 jobs to the Texas economy over the next 5 years. In
1999, .. 69% of employers reported shortages of skilled
workers, versus 27% in 1993. There is no quick, easy
solution to address the lack of skilled workers current
employers are encountering. Workforce development is
the most significant economic development issue facing
Univision Channel 48 Anchor Marianela Aguirre with
McAllen ISD student Esther Gonzalez working on a
our state today. A highly skilled workforce will
Spanish translation--February 2001
strengthen and continue the state’s economic growth.”
In fall 2000, Tech Prep Inc. hosted a series of employer focus groups in partnership with economic
development organizations, chambers of commerce, and local workforce development boards as part of
the work to create a regional labor market report. Participating employers’ comments reflected that
despite the progress that has been made, increases in labor availability have not kept pace with
growing job demand. The Rio Grande Valley needs more education and training resources—physical
plants, instructors, outreach programs for students, parents, and adults in the workforce--than it currently
has. Coordinating efforts regionally reduces costs and enhances effectiveness. The labor market
study on which Tech Prep Inc. and others collaborated is an example. If all organizations conducted
separate studies, findings would be similar, but costs would be increased and regional impact would be
diminished. Regional collaboration is crucial for success in addressing the Valley’s critical challenges.
13
2002-2006 Strategic Plan
III. Mission
Mission
Form working partnerships that leverage regional
resources to provide reality-based learning for achieving
a higher level of competence in the Valley’s workforce.
14
2002-2006 Strategic Plan
III. Mission
Mission
Tech Prep Inc.’s vision and mission are derived from input of stakeholders gathered through
public forums. The resources required to accomplish the mission are many and varied–
including, but not limited to, human resources, technology, curriculum, equipment, funding, and
implementation of collaborative projects.
The Mission Statement shown on the facing page translates to forming partnerships to provide
technology-rooted and reality-based learning to achieve a higher level of student readiness for
success in post-secondary education and ultimately success in the workforce. Specific
objectives that produce measurable outcomes must be employed in pursuit of the mission. These
metrics can then be used to evaluate the impact on the critical challenges thus providing
navigation for our journey toward completion of our mission.
95
90
Percent
The critical needs of the labor market are not
new, and Tech Prep Inc. along with other
existing organizations is working cooperatively
in providing solutions to the market’s demands.
Therefore, prior to establishing a plan which
is best suited for Tech Prep Inc.’s role in the
region, it is paramount that all stakeholders
recognize and understand the current
solution providers and how Tech Prep Inc.
rates in comparison.
85
80
75
94-95
95-96
96-97
97-98
98-99
All other students (0, 1)
C/T students not tech prep (2)
RGV Tech Prep students (3)
Tech prep students (3) - State of Texas
RGV Senior (Grade 12) Graduation Rates
15
IV. Solution Providers
2002-2006 Strategic Plan
Comparative
Profiles
This chart depicts four major solution providers in the Rio Grande Valley. These providers work with the region’s school districts,
colleges, universities, and other organizations in addressing workforce education and training issues. Each solution provider plays
a unique role in the overall system, with Tech Prep Inc. serving as the catalyst bringing the partners together to address regional
needs. Workforce board budgets below reflect youth funds only; the Region One ESC budget shown is the service center’s general
operating budget, which is spent for many purposes—not just workforce education.
Entity
Tech Prep
Inc.
Cameron
Works, Inc.
and
WorkFORCE
Solutions
Workforce
Boards)
Region One
Education
Service
Center
Ownership
Business/
Education/
Government
Partnership
Government and
Business
Partnership
Funds*
($MM)
$1.1
Delivery
•
•
$12.9
•
•
•
Education
•
Strategic Focus
Regional system
(four counties. 31
ISDs, 7 PostSecondary
Institutions, etc.)
Administrative and
campus channels
to reach students
•
•
•
Cameron Works:
Cameron County
WorkFORCE
Solutions: Hidalgo
& Willacy Counties
Direct case
management for
student
customers”
•
•
•
•
•
•
•
39 school districts •
in seven counties
Administrative and •
campus channels •
to reach students
•
Advantages
K-16 students
 Broad-based stakeholders (school districts,
Career development
colleges, universities, employers, others)
Improving academic and  Connectivity of employers, public schools,
work-related skills
colleges, and universities to focus on
Linking school and work
employers’ input into education and training
based learning
programs
Employer leadership
 Emphasis on career counseling for all students
 Major emphasis on career development through
integration of academics and work-related skills
 Targets universal population of students
 Increased flexibility due to interagency
relationships
Grade 8-14 at-risk
 Employer connections
students
 Access to Workforce Center Services /
Dropouts
Resource Room/LMI
Improving academic
 Availability of Support Services*
skills
 Availability of Training Funds*
Work readiness
 Availability of Incentives/Wages*
Satisfy immediate
 Youth have access to Menu of Services (10
employer needs
WIA Elements) from CWI Contractors
*For WIA Eligible Youth
Early childhood, K-12
students, adult learners  Comprehensive staff development
•
All programs
 High-stakes accountability
Improving academic
 Broad-based partnerships (local, state, national)
skills
 Emphasis on inclusion of all students
TEA support and
 Integration of academics and work-related skills
compliance
16
*These figures are reflective of funding levels in the year 2000-2001.
$30
IV. Solution Providers
2002-2006 Strategic Plan
Comparative
Profiles
Tech Prep Inc. works with its stakeholders (school
districts, colleges and universities) and its key strategic
partners to accomplish one regional vision. Key
partners include the Region One Education Service
Center plus Cameron Works, Inc., and WorkFORCE
Solutions (workforce development boards). All of Tech
Prep Inc.’s partners have budgets that are far greater that
Tech Prep Inc.’s budget. Implementation of Tech Prep
Inc.’s strategic initiatives requires collaboration,
coordination, and cooperation among the
stakeholders and all partners. Although the activities
and operations of all partners are crucial to
implementation of the overall regional system, each
partner has a unique mission and is required to serve
unique populations of students. Through its regional
communication strategies, Tech Prep Inc. draws the
other partners together into a regional system.
Regional collaboration utilizes each partner’s strengths, leverages funds and enhances the
impact of multiple initiatives. Tech Prep Inc. is the catalyst bringing all partners together to
encourage students to prepare for the future and to acquire the academic and work-related
skills necessary for success in postsecondary education, success in the workplace, and
success in life.
17
V. Strategic Initiatives
Goal 1.0
2002-2006 Strategic Plan
1. Form Working Partnerships That Leverage Regional
Resources
1.1 Increase articulation agreements (high schoolcollege/college-university)
1.2 Market to students, parents, educators, and employers
1.3 Develop/implement memoranda of understanding with other
organizations
1.4 Increase business input and support for reality-based
learning
18
V. Strategic Initiatives
Objectives 1.0
2002-2006 Strategic Plan
1. Form Working Partnerships That Leverage Regional Resources
1.1 Increase articulation agreements (high school-college/college-university)
Articulation agreements document partnerships among educational institutions to offer lifelong
learning opportunities for Tech Prep students (Performance metric: Number of implemented
agreements and institutional and student participation)
1.2 Market to students, parents, educators, and employers
Participation is proportional to the visibility of Tech Prep Inc.’s programs (Performance metric:
Participation of parents, employers, educators, and students; webpage hits; newsletters and
other written materials distributed; various media coverage)
1.3 Develop/implement memoranda of understanding with other organizations
Collaborative contracts with colleges and school districts document split-funded projects that
are already underway. Developing and implementing memoranda of understanding (MOUs)
with other organizations will ultimately provide a portion of the funding to accomplish the goals
in this strategic plan. (Performance metric: increase in split-funded projects)
1.4 Increase business input and support for reality-based learning
Employers’ needs are at the heart of the system, providing crucial information for program
planning and implementation (Performance metric: Number of labor market reports
disseminated; participation of employers in various activities; correlation of program offerings
19
with targeted occupations)
V. Strategic Initiatives
Goal 2.0
2002-2006 Strategic Plan
2.0 Provide Reality-Based Learning
2.1 Provide staff development for educators and outreach for
educators and parents
2.2 Provide job-shadowing and internships for educators and
students
2.3 Provide cooperative education and apprenticeships for
students
2.4 Provide career fairs, field trips, classroom employer talks,
and employer-endorsed work-based curriculum
20
V. Strategic Initiatives
Objectives 2.0
2002-2006 Strategic Plan
2.0 Provide reality-based learning
2.1 Provide staff development for educators and outreach for educators and parents
Staff development empowers teachers and counselors; educator and parent outreach informs
parents and encourages student participation (Performance metrics: Participation in staff
development sessions; participation in S-TEAM and counselors’ networks; types/quantities of
resources distributed; educational leader contacts; parent contacts).
2.2 Provide job shadowing and internships for educators and students
Observing employers and employees in actual workplaces for short periods of time (job
shadowing) and/or spending a short time as an employee in an actual workplace—with or
without compensation-- enriches instructional content and helps make learning more relevant
to students’ lives. (Performance metric:Participation of students, employers, and educators.)
2.3 Provide cooperative education and apprenticeships for students
Learning an occupation through a structured program of academic instruction and actual work
is the most appropriate way to prepare students for some jobs. (Performance metric:
Participation of students, employers, and educators.)
2.4 Provide career fairs, field trips, classroom employer talks, and employer-endorsed work-based
curriculum
Activities that showcase employers’ viewpoint enrich classroom content and make learning
more relevant for students. (Performance metric: Participation of employers, educators, and
21
students in various activities.)
V. Strategic Initiatives
Goal 3.0
2002-2006 Strategic Plan
3. Increase Academic Competence
3.1 Improve academic indicators for secondary students (TAKS,
SAT/ACT, attendance, dropouts, graduation, etc.)
3.2 Increase Tech Prep Texas Scholar graduates
3.3 Increase Tech Prep secondary and post-secondary students
in the Rio Grande Valley
22
V. Strategic Initiatives
Objectives 3.0
2002-2006 Strategic Plan
3.
Increase academic competence
3.1 Improve academic indicators for secondary students (TAKS, SAT/ACT, attendance, dropouts,
graduation, etc.)
Academic competence is foundational to acquisition of the academic skills to succeed in
postsecondary education and the workplace. (Performance metric: Standardized test scores
and other measures reported to state agencies, with results reported to Tech Prep Inc.)
3.2 Increase Tech Prep Texas Scholar graduates
Tech Prep Texas Scholar graduates have completed the Recommended or Distinguished
Achievement high school graduation plan plus college-level courses in high school. This
academic foundation equips students with the skills to succeed in postsecondary education
and the workplace. (Performance metric: Number of Tech Prep Texas Scholar graduates and
scholarships distributed.)
3.3 Increase Tech Prep secondary and post-secondary students in the Rio Grande Valley
Tech Prep programs are designed to address the Rio Grande Valley’s targeted occupations,
which are this region’s high-skill, high-wage jobs. Increasing the number of students involved
and the number of graduates of these programs will enhance the pool of workers available to
employers. (Performance metric: Number of secondary and postsecondary Tech Prep
students; number of secondary and postsecondary graduates of Tech Prep programs.)
23
V. Strategic Initiatives
2002-2006 Strategic Plan
Critical
Challenges
(p. 12)
Strategic
Initiatives
(Mission
Statement--p. 14)
Focus on Critical
Challenges
1. Shortage of
Graduates
2. Inadequate
Academic &
ProblemSolving Skills
3. Insufficient
Technical
Skills for
High-Tech
Workplaces
4. Inadequate
Educational
Infrastructure
for Sustaining
Industrial
Growth
5. Need for
Regional
Coordination
of Workforce
Education
and Training
X
X
X
X
X
Provide
reality-based
learning
X
X
X
X
X
Increase
academic
competence
X
X
X
X
X
Form working
partnerships
that leverage
regional
resources
24
V. Strategic Initiatives
2002-2006 Strategic Plan
Tech Prep Inc.’s goals are designed to address critical
challenges and provide the Valley’s employers with a larger
group of qualified applicants. Tech Prep Inc. is a catalyst
bringing educators and employers together to address the
region’s issues. Outcomes to date are encouraging.
55
50
Percent
The facing chart illustrates the intersection of the tasks
arising from Tech Prep Inc.’s Mission and the focus on
critical challenges for the region. There is a strong match
between the area’s needs and Tech Prep Inc.’s strengths.
Employers have expressed the desire to have a pool of
applicants who are competent in reading, writing,
performing arithmetic and mathematical operations, listening
and speaking. Meeting this need is a challenge since only
47% of the Valley’s residents have a high-school
diploma (versus 72% for the state) and only 14% have
some college training (versus 25% state and national
averages).
Focus on Critical
Challenges
45
40
35
30
94-95
95-96
96-97
97-98
98-99
All other students (0, 1)
C/T students not tech prep (2)
RGV Tech Prep students (3)
Tech prep students (3) - State of Texas
Follow-Up: % RGV Graduates Pursuing Higher Education
State evaluation reports for the Rio Grande Valley reflect that Tech Prep students are scoring
better than their peers on standardized tests and have better attendance rates, dropout
rates, and graduation rates than non-Tech Prep students. Tech Prep students (64%
statewide) are entering college and university programs at higher rates than non-Tech Prep
students; and the number of Tech Prep students in the region is increasing. Tech Prep Inc.’s
strategic initiatives are reduced to specific objectives on pages 18-23.
25
VI. Performance Metrics
Metrics
2002-2006 Strategic Plan
Objective
2002
2003
2004
2005
2006
1.1 Number of implemented agreements and institutional
participation
0.4% increase
0.4% increase
0.6% increase
0.6% increase
0.6% increase
1.2 Participation of parents and students; webpage hits;
newsletters and other written materials distributed; various
media coverage.
5% increase
5% increase
5% increase
5% increase
5% increase
1.3 Increase in split-funded projects
244% increase
82% increase
5% increase
6% increase
6% increase
1.4 Number of labor market reports disseminated;
participation of employers in various activities; correlation
of program offerings with targeted occupations
5% increase
5% increase
5% increase
5% increase
5% increase
2.1 Participation in staff development & in S-TEAM and
Counselors’ Networks; resources distributed; contacts
3% increase
3% increase
4% increase
3% increase
3% increase
2.2 Student/employer/educator participation in job
shadowing and internships
204% increase
5% increase
5% increase
5% increase
5% increase
2.3 Student/employer participation in cooperative
education and apprenticeships
20% increase
5% increase
4% increase
5% increase
5% increase
2.4 Student/employer/educator participation in career fairs,
field trips, classroom employer talks, and employerendorsed work-based curriculum
200% increase
5% increase
5% increase
5% increase
5% increase
3.1 Standardized tests scores & other measures reported
to Tech Prep Inc. by the state
Improvement
on measures
Improvement
on measures
Improvement
on measures
Improvement
on measures
Improvement
on measures
3.2 Number of Tech Prep Texas Scholar graduates and
scholarships distributed
2% increase
9% increase
9% increase
9% increase
9% increase
3.3 Number of secondary and postsecondary Tech Prep
students; number of secondary graduates of Tech Prep
programs
15% increase
9% increase
9% increase
9% increase
9% increase
26
VI. Performance Metrics
Metrics
2002-2006 Strategic Plan
Some activities are measured locally, and a
significant amount of local data is already
being captured through systems that have
been set in place. Some performance
metrics are dependent on receipt of data
from state agencies, and state data
collection is ongoing. Performance measures
reported by the state are reported in
percentages for large population groups.
70
65
60
Percent
Some of the performance metrics listed
above are activity measures (e.g., number
of webpage hits) and others are outcome
measures (e.g., standardized test scores
and other measures reported to Tech Prep
Inc. by state agencies).
55
50
45
40
35
94-95
95-96
96-97
97-98
98-99
All other students (0, 1)
CT students not tech prep (2)
RGV Tech Prep students (3)
Tech prep students (3) - State of Texas
% RGV High School Graduates Completing College-Preparatory Plans, 1999-2000
Performance goals have been set according to the projected level of achievement in each area.
Tech Prep Inc.’s board must observe these measures for positive trends as the total number of
students in the population group increases. The intent of all performance metrics is to provide the
Board with objective measures that can be used to evaluate effectiveness of programs and to
make necessary adjustments as the organization moves forward toward accomplishment of its
mission
27
VII. Operational Issues
2002-2006 Strategic Plan
Other
Dues
5%5%
Colleges
30%
Current Services
and Outflows
Other
SGA
5%5%
Grants
60%
REVENUES
Ops
30%
Salaries
60%
EXPENSES
28
VII. Operational Issues
2002-2006 Strategic Plan
Tech Prep Inc.’s budget is limited—only a fraction of
that available to other solution providers. Much of
Tech Prep Inc.’s work is done through its staff,
who set up and facilitate employer-educator
forums and provide technical assistance, staff
development, and resources for educators
implementing programs. Outsourcing some
services to contractors with special expertise
reduces costs and enhances potential for
success. As expected, then, a large portion of
Tech Prep Inc.’s budget goes to staff salaries and
contracting with outside resources to market Tech
Prep Inc.’s programs and encourage participation
in the “change initiatives” advocated by Tech Prep
Inc.
Current Services
and Outflows
$1,400,000
$1,200,000
$1,000,000
$800,000
$600,000
$400,000
$200,000
$0
1998-99
1999-2000
Tech Pr ep (Per kins)
2000-2001
2001-2002
School-to-Wor k
Other
2002-2003
TOTAL
Funding for Tech Prep Inc.
There are many federal and state initiatives targeting workforce development and workforce education in
the Valley, creating a proliferation of projects that have the potential to compete for the time and attention
of educators, students, and parents. Aligning projects and leveraging funds through partnerships
with other organizations increases both the total funding available for Tech Prep Inc.’s initiatives and
the potential for success. With School-to-Careers funds ending soon, Tech Prep Inc. must secure
adequate funding to provide necessary services, including staffing patterns and subcontracts to
support the regional system. This funding will be found both through funds coming directly to Tech Prep
Inc. and through partnerships with other organizations.
29
VII. Operational Issues
Organization
2002-2006 Strategic Plan
TECH PREP OF THE RIO GRANDE VALLEY, INC.
BOARD OF DIRECTORS
FISCAL AGENT
TSTC
CEO
MARKETING &
SALES
CURRICULUM &
BUSINESS
DEVELOPMENT
SHARED
ADVISOR
(SPEC. BY
TERRITORY)
EDUCATION
DEVELOPMENT
SPECIALIST
SHARED
ADVISOR
(SPEC. BY
TERRITORY)
EDUCATION
DEVELOPMENT
SPECIALIST
SHARED
ADVISOR
(SPEC. BY
TERRITORY)
BUSINESS
DEV. SPEC.
(SPEC. BY CLUSTER)
COMMUNITY
LIAISON
BUSINESS
DEV. SPEC.
(SPEC. BY CLUSTER)
COMMUNITY
LIAISON
BUSINESS
DEV. SPEC.
(SPEC. BY CLUSTER
CREDITTRACKING
SPECIALIST
MTL STAFF
FINANCE DIRECTOR
CONTRACT
SPECIALIST
NOTE: The above chart represents functions and does not represent current (funded) staffing.
Position currently approved
Projected need
30
VII. Operational Issues
Organization
2002-2006 Strategic Plan
The organizational chart on the facing page is a
functional organization chart and is not representative
of current staffing patterns. Staff members play multiple
roles, according to the duties assigned to their
positions.
Marketing and Sales includes direct marketing to
students--facilitated by Tech Prep Inc.’s articulated
credit-tracking system, student and parent
presentations, and superintendent and educational
leader contacts, plus Tech Prep Inc.’s webpage,
newsletters, forums, and media events. This function
also involves direct contacts leading to student
enrollment in Tech Prep programs and is accomplished
through contacts by staff and contractors, as well as by
educators from schools, colleges, and universities.
16.0%
14.0%
12.0%
10.0%
8.0%
6.0%
4.0%
2.0%
0.0%
95
96
97
98
99
00
% Growth in Secondary Tech Prep Enrollment
Curriculum and Business Development involves recruiting employers and working with employers
to involve them in the system, gather their opinions, and form partnerships for the reality-based
components of the Tech Prep system. This function involves utilizing employers’ input and
educators’ expertise to develop and implement articulation agreements and contextual, reality-based
instructional methodologies, as well as the counseling and advisement strategies necessary to
inform parents and encourage student participation. Staff development to support reality-based
learning is a crucial component of this system.
31
VII. Operational Issues
Fiscal Issues
2002-2006 Strategic Plan
Full-Time Equivalents
FY2002
FY2003
FY2004
FY2005
FY2006
22
27
27
27
27
Staff Salaries & Fringes
$857,420
$1,181,475
$1,240,548
$1,302,575
$1,367,704
Other Operations*
$792,156
$868,231
$891,363
$933,228
$979,369
$1,649,576
$2,049,706
$2,131,911
$2,235,803
$2,347,073
TOTAL
*Operations includes staff travel, administration, subcontracts, general operating expenses, and capital.
Cost per Participant for Outreach
to Parents, Students, and General
Public
Cost per Tech Prep Student
$15
$18
$18
$18
$18
$182
$208
$198
$191
$184
32
VII. Operational Issues
Fiscal Issues
2002-2006 Strategic Plan
The successes Tech Prep Inc. has experienced to date are encouraging for the Rio Grande Valley, as
well as for Texas as a whole. Tech Prep Inc. has funded its initiatives with a combination of Tech
Prep and School-to-Careers funds, leveraged with funds contributed by school districts, colleges,
foundations, and the private sector. With School-to-Careers funds ending soon, Tech Prep Inc. must
secure adequate funding to maintain services, including staffing patterns and subcontracts
necessary to support the regional system. To secure the necessary funds for continued forward
momentum, Tech Prep Inc. must address funding issues through the strategies identified below.
Strategy
Comments
Become a subcontractor of, or split-fund
projects with, local workforce development
boards
Tech Prep Inc.’s experience as a subcontractor of the Texas
Workforce Commission and its memoranda of understanding
with local workforce boards have positioned the organization to
manage youth funds for local boards. There are eligibility
restrictions on students who can be served with these funds, and
those funds can be leveraged with other funding streams.
Conduct a local fund-raising campaign to
fund scholarships, Tech Prep Texas
Scholars, and S-TEAMs and to provide
funds for grant-writing services
Tech Prep Inc. needs local discretionary funds to underwrite Tech
Prep Texas Scholars and scholarships, both valuable marketing
tools, to support local S-TEAMs, and to pay for grant-writing
services to secure funding from multiple sources.
Secure funding through fee-for-service
contracts and through federal, state, local,
and private foundation grants, plus
matching funds from local employers
Tech Prep Inc. should enter into fee-for-service contracts as
appropriate opportunities are available and should also begin
immediately to solicit grant funding from federal, state, local, and
private foundation grant sources.
33
VIII. Board Operations
2002-2006 Strategic Plan
Structure
Tech Prep of the Rio Grande Valley, Inc.
Shareholders
(31 ISDs, 7 colleges & universities,
Region One ESC, local workforce boards,
other members)
Board of Directors
23 members
(Accountable to Shareholders)
Fiscal Agent
TSTC
(under contract)
Executive Director
(reports to Board and
supervises other staff)
Executive Committee
Officers and Committee Chairs
(authorized to act for Board)
Operational Committees:
Nominations
Finance & Bylaws
Marketing & Awards
Collaboration Committees:
Partnerships
(includes LMI)
Technology Initiatives
Implementation Committees:
Curriculum/Work-Based Learning
Professional Development
Universities & Colleges
34
2002-2006 Strategic Plan
VIII. Board Operations
Structure
Tech Prep Inc. Board of Directors is elected by, and accountable to, Tech Prep Inc.’s stakeholders. The
Board has set up an operational structure that is serving well to facilitate regional communication.
Several committees (Marketing and Awards, Partnerships, Curriculum/Work-Based Learning,
Professional Development, Universities/Colleges) are open to membership of interested community
representatives, yet chaired by Board members to maintain accountability by the Board. Working
committees are as follows:
Curriculum/Work-Based Learning—facilitates curriculum development and implementation
Executive Committee--provides leadership for Board; authorized to act for Board if necessary; leads
annual review of strategic plan and monitors progress
Finance and Bylaws—reviews/recommends financial reports and budget recommendations;
reviews/recommends modifications to corporate Bylaws
Marketing and Awards—develops marketing campaigns; oversees Tech Prep Texas Scholars and
scholarship awards
Nominations—recommends directors, associates, and officers for election/appointment
Partnerships—monitors progress on MOUs; leads resource development; develops labor market
report in collaboration with chambers of commerce, economic development organizations, and
workforce boards
Professional Development—manages S-TEAM & counselors’ networks, MTL program, and related
activities
Technology Initiatives—leads development of e-learning and e-training initiatives, including, but not
limited to, work with Tech Prep Inc.’s webpage and Internet
Universities and Colleges—works to recruit, identify, and retain students in postsecondary
institutions and to promote collaboration among institutions of higher education in the region
35
2002-2006 Strategic Plan
IX. Acknowledgments
It is important to thank the individuals whose commitment and hard work have led Tech Prep Inc.
through its first ten years in the Valley. Those individuals include:
U.S. Senator Phil Gramm, who ensured that the federal Perkins Act included language about
private-sector leadership for Tech Prep
State Senator Eddie Lucio, Jr., and Representative Jim Solis, who sponsored the Texas
Tech-Prep Act and the other members of the Rio Grande Valley legislative delegation who
worked for passage of that bill
Cameron Works, Inc., WorkFORCE Solutions, the South Texas Workforce Development
Board, the Cross-Border Institute for Regional Development (CBIRD), and The EnterTech
Project—all of which are organizations with which Tech Prep Inc. has already developed
memoranda of understanding
The chambers of commerce, economic development organizations, and employers and
employer organizations that provide support for Tech Prep Inc.’s initiatives as they work for the
economic development of this region
The independent school districts, colleges and universities, Region One Education
Service Center, the South Texas Career and Technology Administrators and Supervisors
Association, and other educational partners who implement programs and initiatives
Tech Prep Inc.’s stakeholders and the visionary leaders who serve on Tech Prep Inc.’s
Board of Directors and working committees.
36
2002-2006 Strategic Plan
X. Stakeholders
Tech Prep Inc.’s stakeholders are its voting members, who are named below:
Stakeholders
INDEPENDENT SCHOOL DISTRICTS
Brownsville ISD
Donna ISD
Edcouch-Elsa ISD
Edinburg CISD
Harlingen CISD
Hidalgo ISD
La Feria ISD
La Joya ISD
La Villa ISD
Lasara ISD
Los Fresnos CISD
Lyford CISD
McAllen ISD
Mercedes ISD
Mission CISD
Monte Alto ISD
PSJA ISD
Point Isabel ISD
Progreso ISD
Raymondville ISD
Rio Grande City ISD
Rio Hondo ISD
San Benito CISD
San Perlita ISD
Santa Maria ISD
Santa Rosa ISD
Sharyland ISD
South Texas ISD
Valley View ISD
Webb CISD
Weslaco ISD
COLLEGES AND UNIVERSITIES
South Texas Community College
Texas Southmost College
Texas A&M University College Station--Colonias Program
COLLEGES AND UNIVERSITIES (cont.)
Texas A&M University Corpus Christi--Weslaco Extension
Texas State Technical College
The University of Texas at Brownsville
The University of Texas-Pan American
WORKFORCE BOARDS
Cameron Works, Inc.
Lower Rio Grande Workforce Development Board dba
WorkFORCE Solutions
OTHERS
Area II, Southern, Business Prof. of America, Secondary
Cameron County Bar Association
Cameron County Legal Secretaries Association
Communication Workers of America Local 6229
Motivation, Education & Training (MET)
Region One Education Service Center
South Texas Assn of CATE Admin & Sup
Teach for America--Rio Grande Valley
Texas Business Ed Assn, District One
Texas Workforce Commission
37
2002-2006 Strategic Plan
XI. Board of Directors
The members of Tech Prep Inc.’s Board of Directors are named below:
BOARD OF DIRECTORS
EXECUTIVE COMMITTEE
DIRECTORS
ED TAMAYO, Executive Vice President, First National Bank of
San Benito-Harlingen—President and Board Chair
ADRIAN A. ARRIAGA, CCIM, CEA, Broker/Owner, AAA Real
Estate & Investments, McAllen—Vice President
STEPHEN M. VASSBERG, Associate Dean, Economic
Development/Industrial Training, TSTC, Harlingen--Treasurer
RAY ELLEDGE, Management Consultant, Harlingen
J. GILBERT LEAL, PH.D., President, TSTC, Harlingen
CESAR MALDONADO, P.E., VP of Manufacturing
Systems,Assa Abloy Door Group, Harlingen
MOOSE MILLER, CEO, Moose Miller Enterprises, Harlingen
JANICE H. MUMFORD, Community Volunteer, McAllen
(former Asst. Supt. of Curric. & Instruction, McAllen ISD)
SAM O. OLIVAREZ, Pres., Barrera’s Supply Co., Inc., Mission
ARNOLD PEDRAZA, Dir. for E-Business Solutions; TWIN
Wireless Internet, McAllen
PERRY A. VAUGHN, Executive Director, RGV Chapter,
Associated General Contractors of America, Inc., Harlingen
LINDA WADE, Ph.D., Superintendent, Harlingen CISD
ROGERIO V. ARREDONDO, CATE Director, Brownsville ISD
JOSE CALVILLO, JR., Community Volunteer, Weslaco (former
CATE Director, Weslaco ISD, Weslaco)
MARILYN A. DEL BOSQUE GILBERT, Manager of Key Accounts,
Brownsville Public Utilities Board
MARIA NUEZ HALL, Agent, Allstate Insurance Co., Brownsville
JOSE G. MARTIN, Ph.D., Provost & Vice President of Academic
Affairs, UTB/TSC, Brownsville
NORBERTO (BETO) SALINAS, Mayor of Mission and President,
Salinas & Flores Land Developers, Mission
CELESTE SANCHEZ, Asst. Supt, San Benito CISD
JON M. SCHILL, VP/Gen. Manager, RioVision, Inc., Weslaco
SANTIAGO SILVA, Ph.D., VP for Student Services & Development,
South Texas Community College, McAllen
ANTONIO ZAVALETA, PH.D., Vice President for External Affairs,
University of Texas at Brownsville/Texas Southmost College
(continued on next page)
38
2002-2006 Strategic Plan
XI. Board of Directors
The members of Tech Prep Inc.’s Board of Directors are named below:
BOARD OF DIRECTORS (cont.)
ASSOCIATE MEMBERS
EDUARDO A. CAMPIRANO, Assistant General Manager,
Brownsville Public Utilities Board, Brownsville
ROSA G. (ROSIE) CAVAZOS, District Director, Office of U.S.
Congressman Rubén Hinojosa, McAllen
CHARLES CHAMPION, JR., Special Projects Officer,
Brownsville ISD - Career and Technology Dept.
MONIKA GALVAN, Student, Texas State Technical College
NATALIA GUERRA, Student, Mission High School
JENNIE HARPOLD, Tech Prep Advisor, STCC, McAllen
ANITA G. LOZANO, Jones Galligan Key & Lozano, LLP,
Attorneys at Law, Weslaco
CHRIS MARTINEZ; President, Communication Workers of
America Local 6229
SCOTT MCVITTIE, PH.D., Acting Tech Prep Director,
UTB/TSC
SCOTT OWINGS, Assistant Superintendent of Curriculum and
Instruction, McAllen ISD
MARK RAINEY, PHR, Assistant Administrator, Human Resources,
South Texas Health Systems (McAllen Medical Center, Edinburg
Regional Medical Center, UHS Rehabilitation Pavilion), Edinburg
CAROL RAUSCH-BRADEN, Assistant to the President, The
University of Texas-Pan American
HILARIO (LARRY) RINCONES, Associate Director for Service
Provider and Resident Organizations, College of Architecture,
Center for Housing and Urban Development, Texas A&M
University-College Station, Weslaco
RON TUPPER, M.S., Director, South Texas Center for Rural Public
Health, Texas A&M University Health Science Center
LUCY G. YBARRA, Career and Technology Education Director,
Mission CISD
39
2002-2006 Strategic Plan
XII. Data Sources
Pages 9 and 31–Secondary student enrollment data: Closing the Gaps: How Tech-Prep
Programs Have Increased Participation and Success in Texas Schools—A Five-Year Study
(Statewide Tech-Prep Evaluation, Region 5 Education Service Center, Feb. 2001).
Page 9—Governor Rick Perry’s State of the State address (available online through the Texas
Governor’s website)
Page 11—Report of the House Economic Development Committee (available online through the
Texas Legislature’s website).
Page 15—RGV student graduation rates: Regional Profile provided as supplemental report to
Closing the Gaps report.
Page 16—Information for the Region One Education Service Center, Cameron Works, Inc., and
WorkFORCE Solutions was provided by those organizations.
Page 25—RGV literacy levels—University of Texas-Pan American, Data and Information
Systems Center, citing U.S. Census figures, 1990 Census; graduates pursuing higher education,
Regional Profile provided as supplemental report to Closing the Gaps report; state higher
education participation data: Closing the Gaps report.
Page 27—RGV high school graduates completing college-preparatory plans: Regional Profile
provided as supplemental report to Closing the Gaps report.
Page 29—Tech Prep implementation funds and School-to-Careers implementation funds are
reported separately. “Other” funds includes special grants (Counselors’ Network, TEA School-toCareers funds, School-to-Work AP funds), MTL subscriptions, foundation grants, and donations
supporting CEOs’ events and scholarships. Figures for 2002-2003 are projections based on
current funding sources.
40