state p-16 council objectives (p-16 college readiness … coordinating board and tea rules, ......

AGENDA ITEM IX-B - QUARTERLY UPDATE - COLLEGE READINESS INITIATIVES

AS OF JUNE 1, 2009

1

State P-16 Council Objectives (P-16 College Readiness and Success Strategic Plan)

Objective 1: Define standards1 and expectations for college readiness for the state that address what students must know and be able to do to succeed in entry-level college/university courses and in the skilled workforce.

Objective 2: Align exit-level assessments of public education with entry-level expectations of higher education and the skilled workforce.

Objective 3: Infuse PK, elementary, middle and high school curricula with appropriate rigor to academically prepare students, including those with special needs, for success in college/university courses and career pursuits.

Objective 4: Establish sound accountability measures for college readiness in public education and for persistence and timely graduation in higher education.

Objective 5: Create a college-going culture in every public PK, elementary, middle and high school in Texas.

Objective 6: Prepare education professionals in public and higher education, from P through 16, to assist students, including those with special needs, in meeting college readiness and skilled workforce expectations and standards.

Objective 7: Coordinate College Readiness and Success plan objectives with strategies for persistence and timely graduation included in the Coordinating Board’s Closing the Gaps plan.

Objective 8: Provide greater access to student academic preparation programs, including challenging advanced academic courses and programs, in all public high schools in Texas. Note: These are the original objectives as approved by the State P-16 Council on March 29, 2007. 1 "Standards" is defined as the level at which students should achieve the knowledge and skills necessary to begin entry-level college coursework.


AS OF JUNE 1, 2009

2

CTG GOAL 1: PARTICIPATION By 2015, close the gaps in participation rates to add 630,000 more students.

I. ADVANCEMENT OF COLLEGE READINESS IN THE CURRICULUM

A. Facilitation of College and Career Readiness Standards (CCRS)

EXPENDED BALANCE 190,000.00 487,763.00

P-16 PLAN OBJECTIVE PURPOSE/DESCRIPTION IMPLEMENTATION ISSUES CURRENT STATUS NEXT STEPS

Objective 1: Define standards and expectations for college readiness for the state that address what students must know and be able to do to succeed in entry-level college/university courses and in the skilled workforce.

The Goals/Objectives (phases) of the project are: (1) Phase I: to facilitate the process of the development of CCRS with four Vertical Teams; (2) Phase II: to conduct a gap analysis of CCRS and Coordinating Board-identified entry-level representative courses to determine if CCRS reflect actual practice of institutions of higher education (IHEs) in terms of student expectations and course requirements of entry-level courses; (3) Phase III: to select representative college syllabi of current practice in college courses to obtain additional material on classroom assignments and student responses to develop Reference Course Profiles for statewide dissemination and professional development; and (4) Phase IV: to develop and pilot high school senior assignments and scoring guides for use by high schools and IHEs to assist students who are not college ready.

(1) May be the perception among some in the higher education community that incorporation of CCRS into the curriculum is only a public education issue and has no effect on teaching and learning in higher education. (2) Must determine how CCRS impact all lower-division academic courses offered in the Academic Course Guide Manual (ACGM).

Phase II: EPIC has collected classroom assignments and assessments from faculty who provided syllabi for the gap analysis to be used to develop Reference Course Profiles and college readiness student assignments (see Phase III below). Staff provided a brief update at the March 23 P&S Committee meeting on the outcome of the CCRS gap analysis for the 11 representative technical courses. The final report from EPIC is currently available along with draft Reference Course Profiles, based on the collected syllabi. Phase III: EPIC is training CB recruited Vertical Design Teams of high school and higher education faculty to develop college readiness student assignments and scoring guides. Draft assignments due to be completed by end of July 2009.

Phase II: CB staff propose to expand the CCRS gap analysis of career and technical courses to include clusters of courses required for program paths in nursing and information technology. This gap analysis would include cross-disciplinary as well as discipline-specific CCRS and would provide for a more comprehensive analysis of CCRS relevance for certificate and AAS seekers. . Phase IV: EPIC will oversee the piloting of college readiness student assignments in fall 2009 and spring 2010 and will reconvene Vertical Design Teams to modify and finalize college readiness student assignments and scoring guides.

FY2009677,763.00


AS OF JUNE 1, 2009

3

B. Vertical Teams FY2009

48,000.00EXPENDED BALANCE 24,000.00 24,000.00

P-16 PLAN

OBJECTIVE PURPOSE/DESCRIPTION IMPLEMENTATION ISSUES CURRENT STATUS NEXT STEPS

Phase I: Objective 1: Define standards and expectations for college readiness for the state that address what students must know and be able to do to succeed in entry-level college/university courses and in the skilled workforce. Phase II: Objective 3: Infuse PK, elementary, middle and high school curricula with appropriate rigor to academically prepare students, including those with special needs, for success in college/university courses and career pursuits.

VT Phase I: The purpose of the Vertical Teams (VTs) was to recommend for approval by the Commissioner of Education and the Coordinating Board College and Career Readiness Standards (CCRS) that address what students must know and be able to do to succeed in entry-level college courses. VT Phase II: The purpose of the VTs will be to address TEC §28.008(b)(2) and (3) as follows: -Evaluate whether high school curriculum requirements under Section 28.002 and other instructional requirements serve to prepare students to successfully perform college-level course work; and -Recommend how public school curriculum requirements can be aligned with the CCRS. Per Coordinating Board and TEA rules, the VTs in Phase II will be composed of 40 percent higher education faculty and 60 percent public education teachers, since the work to be completed is in relation to the public school curriculum. VT Phase III [TEC §28.008(b)(4)-(5)] includes the following activities: -Develop instructional strategies for teaching courses to prepare students to successfully perform college-level course work; and -Develop or establish minimum standards for curricula, professional development materials, and online support materials in the four content areas designed for students who need additional assistance to become college ready.

The current State Board of Education (SBOE) schedule for curriculum review and textbook adoption may require some adjustment to accommodate the schedule outlined in TEC §28.008(b)(2)-(5). (2) Higher education entry-level courses must be appropriately aligned with the CCRS.

VT Phase I: Completed. VT Phase II: VT Phase II Math, ELA, and Science gap analysis of CCRS with TEKS has been completed. VT Phase II Social Studies will meet June 22-23 to conduct the gap analysis with the written report to be completed by mid to late July and provided to the Commissioner of Education. ELA report has been provided to the Commissioner of Education, resulting in the Commissioner’s approval of the ELA CCRS. Math and Science gap analysis report has been provided to the Commissioner of Education and adoption of those CCRS are pending. The ELA CCRS have been provided the SBOE for incorporation into the ELA TEKS. VT Phase III: The first meeting of VT Phase III was Dec 9-10 for ELA in order to meet the requirements under TEC §28.008(f) which requires that ELA professional development and online student materials be available to teachers and students fall 2009. TEA has contracted with UT System to develop ELA professional development materials for in-service teachers to meet the fall 2009 implementation date.

VT Phase II: Final reports will be collected on the work of the Phase II higher education members of the VTs to ensure funds are expended for intended purposes. In addition, VT Phase II for social studies/sciences has been postponed until spring or summer 2009. VT Phase III: TEA will schedule meetings of the Mathematics, Science, and Social Studies VTs in timeframes that will meet the requirements under TEC 28.008(f) that professional development and online student materials be available to teachers and students in fall 2010, fall 2011, and fall 2012, respectively.


AS OF JUNE 1, 2009

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C. College Readiness Special Advisors (CRSA)

EXPENDED BALANCE75,000.00 925,000.00


Objective 1: Define standards and expectations for college readiness for the state that address what students must know and be able to do to succeed in entry-level college/university courses and in the skilled workforce. Objective 3: Infuse PK, elementary, middle and high school curricula with appropriate rigor to academically prepare students, including those with special needs, for success in college/university courses and career pursuits.

The purpose of the College Readiness Special Advisors (CRSAs) is to serve as academic liaisons from IHEs to the Coordinating Board staff on various academic activities relative to college readiness.

None CRSAs brought discipline specific teams to the last of the professional development symposia on the CCRS and the core disciplines as part of the CRI Faculty Collaborative. CRSAs recruited faculty to submit select CTE course syllabi and supporting material to EPIC for a gap analysis of the College and Career Readiness Standards and common CTE courses. The CTE gap analysis was completed this winter. Based on CRSA feedback regarding current and future local activities, CB staff is requesting additional funding to expand several projects. CB staff is hosting a summer CRSA meeting to provide updates on current college readiness initiatives and legislation.

As a result of input from the field, CB staff is planning with CRSAs involved in P-16 Councils another round of c. 10 regional meetings in fall 2009. With funding for the CRSAs ending this biennium, CB staff plan to designate regional “Master CRSAs” to spearhead regional alignment and faculty development projects, to convene meetings and deliver presentations on college readiness to regional and statewide groups, and to liaise between regional education stakeholders and the CB. CRSAs will continue work to promote K-16 curriculum alignment with the CCRS and educator professional development for the CCRS, notably dovetailing local alignment meetings with the CB-sponsored regional meetings completed in November 2008.

FY20091,000,000.00


AS OF JUNE 1, 2009

5

II. TEXAS GOVERNOR’S SCHOOL


P-16 PLAN OBJECTIVE PURPOSE/DESCRIPTION IMPLEMENTATION

ISSUES CURRENT STATUS NEXT STEPS

Objective 5: Create a college-going culture in every public prekindergarten, elementary, middle, and high school in Texas. Objective 8: Provide greater access to student academic preparation programs, including challenging advanced academic courses and programs, in all public high schools in Texas.

The purpose of a Texas Governor's School (TGS) is to provide a summer residential program for high-achieving high school students focused on one or more of the following curricular areas: (1) mathematics and science, (2) humanities, (3) fine arts, and/or (4) leadership and public policy.

None Summer 2008 TGS: The three institutions hosting summer 2008 TGS -- Lamar University, Midwestern State University, and the University of North Texas (UNT) – have concluded their activities. Outcomes of the 2008 TGS were provided as part of the Consolidated Annual Evaluation Report to the Board at its January meeting. Summer 2009, 2010, 2011 TGS: An RFP for summer 2009, 2010, and 2011 TGSs was approved by the Agency Operations Committee at its July 23 meeting, issued in November, proposals received and reviewed in January, with awards made to Lamar University, Texas A&M University, University of North Texas, and Texas A&M Corpus Christi.

Preliminary evaluations of the 2009-11 TGS will be conducted each summer with preliminary results available each fall. The results will be used as the basis for determining if second and third year funding is appropriate. An RFA is being proposed for funding two-year programs for fiscal years 2010 and 2011.

FY2009959,365.00


AS OF JUNE 1, 2009

6

III. P-16 COLLEGE READINESS AND SUCCESS STRATEGIC ACTION PLAN A. P-16 Regional Councils


Objective 5: Create a college-going culture in every public prekindergarten, elementary, middle and high school in Texas.

A P-16 Regional Council is an organized group formed by stakeholders in P-12, higher education, civic, and business communities in various municipalities or regions of the state. The purpose of each Council is to foster systemic change in how educational institutions and communities work together to create and sustain a college-going culture. Councils address issues from levels of preschool to completion of postsecondary education and beyond, such as teacher preparation/quality, curriculum alignment, workforce development, remedial education, and early childhood education.

None To foster development of Councils across the state, THECB provided grants to support 20 Councils, 11 existing Councils and nine developing Councils in FY2007. Workshops were held in October 2007, January 2008, and April 2008. For FY2009, staff has partnered with E3 Alliance and TEA to address key data elements that every Council should use as a baseline. On June 9, 2009 in Austin, Coordinating Board staff conducted the third of three P-16 Council institutes. The major items of discussion involved Parental Engagement, P-16 Council recognition process, Data Analysis and Review, and Strategic Planning.

Coordinating Board staff will begin preparing for the next Request for Applications for P-16 Council funding. A priority will be placed on parental engagement and outreach to the Latino population.

FY2009812,172.00



AS OF JUNE 1, 2009

7

B. Outreach

P-16 PLAN OBJECTIVE PURPOSE/DESCRITION IMPLEMENTATION ISSUES CURRENT STATUS NEXT STEPS

Objective 5: Create a college-going culture in every public prekindergarten, elementary, middle, and high school in Texas.

For FY2007, Outreach activities were focused on the expansion of the College Connections program across Texas. College Connections is a partnership between a public community college and public school district(s) within the college's taxing district and/or service area, where the college provides pre-college services to seniors on their high school campus. The community college guarantees admission to the college, including appropriate academic advising and placement. The participating high school(s) allows the college access to its seniors. To improve access to higher education in the state under a College Connections statewide effort, an RFP was issued July 11, 2007, and 10 community colleges were funded to increase the number of community colleges with programs modeled on the program developed by Austin Community College (2006 Star Award recipient). In addition, planning grants of $5,000 each were awarded to five community colleges to receive training and prepare for future implementation of a College Connections program.

None Coordinating Board staff is focusing resources to address the African American Male issue in higher education. An RFP is being finalized to conduct African American Male (AAM) research regarding best practices for promoting success. The final report on the pilot project in Dallas targeting African American males is nearly complete. Lastly, staff has partnered with Texas Association of Black Personnel in Higher Education (TABPHE) to address relevant issues specifically targeting African American Males at a spring conference. The College Access Challenge Grant (CAC) has allowed for replication of 5 more College Connection programs and 9 College Connection 2+2+2 programs that are focused on transfer.

Coordinating Board staff will continue to work with TABPHE on the conference in March. Two CACG-funded Program Director positions will be working with those College Connection Programs funded by CACG and review those proposals that did not receive initial funding to negotiate changes to original submission for possible funding.

FY2009CACG GRANT FUNDS


AS OF JUNE 1, 2009

8

C. Gates Foundation Grant Evaluation




Objective 7: Coordinate college readiness and success plan objectives with strategies for persistence and timely graduation included in the Texas Higher Education Coordinating Board’s Closing the Gaps plan.

Houston ISD (HISD) has established college access centers in each of its high schools, designating the use of high school allotment funds to pay for a fulltime college access coordinator of each center. The THECB secured a grant from the Gates Foundation to expand the services provided, by funding the placement of academic advisors from Houston Community College System (HCCS) in GO Centers at eight high schools with low college-going rates in Houston. Through the collaboration of Houston ISD, Houston Community College, Texas Southern University, the University of Houston, and THECB, each GO Center participating in the project has three fulltime persons engaged in outreach and/or capacity-building activities.

Swine flu fears shut down several campuses for a few days which further postponed testing and evaluation efforts.

Fifteen G-Force members have been placed from HCCS at the GO Centers to provide mentoring. Texas A&M University’s Education Research Center (ERC) staff is working with THECB to ensure that planning for next year is done purposefully and keeping the evaluation component in mind. Year one evaluation report is due in June and ERC staff reported findings to THECB. THECB staff and CFAT Executive Director met with HISD leadership to discuss progress and recommend solutions to issues. THECB/CFAT team met with Executive Principals and Area Superintendents, as well as High School Principals to ensure complete buy-in. THECB staff led the first Learning Community meeting held with HISD Project Coordinator, College Access Coordinators, Academic Advisors, VISTA members and higher education partners.

Coordinate with institutional partners and HISD to plan out deliverable for next academic year. Conducting monthly site visits to ensure project is on track. Conducting bi-monthly leadership meetings with HISD and higher education partners. Begin recruitment and replacement process for outgoing VISTA members.

FY2009100,000.00


AS OF JUNE 1, 2009

9

D. Educator Preparation Faculty Teams

EXPENDED BALANCE1, 520,000.00 1,520,000.00


Objective 6: Prepare P-16 education professionals in public and higher education to assist students, including those with special needs, in meeting college readiness and skilled workforce expectations and standards.

The Coordinating Board will create invitational teams of faculty from colleges of education and from institutional departments representing the four content areas of the CCRS. These teams will review both the CCRS and their course syllabi to ensure that prospective teachers are receiving an education that is closely aligned to the CRS. Each of the four content area teams will be chaired by a faculty member at an IHE and membership will be voluntary and open to all faculty interested in participating. - Identify the target audience, their needs and name the initiative. -Develop a common framework, agenda, and coordinate planning and implementation with partners: These one day symposia will take place between fall, 2008 and spring, 2009, as lead by each of the following institutions: Nov. 21, 2008 - MATHEMATICS- Texas State, EPIC Jan. 23, 2009 - ENGLISH LANGUAGE ARTS- UT Austin, Meadows Center Feb. 28, 2009 - SCIENCE- Texas A&M Corpus Apr. 3, 2009 - SOCIAL STUDIES- UT Arlington

Need for an initiative design that will attract University faculty: This same design was used by TEA to build support for its Reading Initiative. While it was slow to gain participants, it was so successful as a forum for targeted discussion that membership needed to be suspended. Need for a cascading process that is personal and identifies appropriate participant members: Board staff will use college readiness special advisors to encourage immediate support for these groups. Need to carefully schedule symposia to avoid confusion and conflict of resources with other P-16 initiatives: A shared P-16 calendar of events involving CCRS work teams will be created to avoid scheduling conflicts of the symposia as well as to leverage resources in the form of materials and speakers. Need to focus on 4yr IHE faculty first since they are preparing students furthest along the preparation pipeline as future teacher candidates: Consistent messaging will assure 2 yr IHEs that additional symposia will be part of the approved CRI Faculty Collaboratives project that will begin in the next six months.

- This initiative was renamed in order to better communicate purpose and audience. The initiative is now recognized as the College Readiness Initiative (CRI) Faculty Collaborative Symposia - Coordinating Board staff held discussions with partner IHEs to establish four symposia organized around the four core academic areas included in the CCRS. -A series of creative planning meetings and consistent follow-up have allowed the collaborative design, marketing, and alignment of the symposia. -Letters of announcement and invitation to all provosts of public and private four-year institutions were sent on Sept. 5, 2008.The college readiness special advisors cascaded the symposia information at each campus, and have been coordinating the participating faculty members -A common information and registration website has been developed and is linked to our THECB website. Registration is open for the November Math Symposium as well as the ELA Symposium. -The Math and ELA symposia were very successful in delivering a quality event, attracting between 100-150 participants representing over 50 IHE. The Science and Social Studies events were completed in February and April, 2009. The leadership team representing the four CRI Faculty Collaboratives met on December 4, 2008 and again on February 27 for project work plan review meeting. These review meetings will take place throughout the project.

Coordinating Board staff will continue to implement a separate but related project called CRI Faculty Collaboratives. These will be organizational structures that support invitational teams of faculty from colleges of education and from institutional departments representing the content areas of the CCRS. Each collaborative will conduct seminars, provide avenues of dissemination of project-developed products, and provide technical assistance to faculty teams. Educator Quality staff will work with the research and evaluation team on evaluation design and mid-grant assessment plans for this project. A detailed project work plan will define project vision, scope and deliverables. The following symposia are planned to serve Community College faculty in 2009: Sept. 25- English/ Social Studies Nov. 6- Mathematics/ Science

FY20093,040,000.00


AS OF JUNE 1, 2009

10

E. Local Vertical Alignment Pilot




Objective 3: Infuse prekindergarten, elementary, middle, and high school curricula with appropriate rigor to academically prepare students, including those with special needs, for success in college/university courses and career pursuits.

The purpose of this pilot in the San Antonio area is to develop local VTs that work together to make the necessary changes to curriculum to ensure alignment from high school through the undergraduate level. The pilot is a cooperative arrangement with six local San Antonio school districts, Alamo Community College District, and The University of Texas at San Antonio. The process is designed to promote improvement based on actual data from high schools and higher education and to identify areas in which students need assistance. An RFP soliciting assistance with the data reports and VT meetings was issued January 24, 2008, with proposals due March 7, 2008. One proposal was received from the California Partnership for Achieving Student Success (Cal-PASS). The proposal was recently reviewed and the contract is under negotiation.

The data elements to be reported by the three types of institutions have been agreed upon by all parties.

A half-time Regional Coordinator, who manages the Pathways Project, was hired on Sept. 1. The partners have submitted data to the Coordinating Board, and programs using the data have been prepared for the teacher-faculty teams. (Examples of data reports concern the highest math course that students took in high school is compared with the first math course that they took in post-secondary education. Also, the grades of students who successfully completed a predecessor courses are compared with the course and grades of the successor courses.) The fall 2008 annual update of FY 2008 data was received in November. On September 24th, a kick-off meeting was held for the teacher-faculty teams and Cal-PASS representatives. The vertical teams have met about monthly since September. They have made numerous data requests to help inform their discussions. Cal-PASS representatives came to Texas again to meet with the teams several of the teams’ 2008-2009 meetings. These representatives listened to the groups’ discussions and offered comments and advice on how to handle alignment issues. Some teams are working on identifying specific learning outcomes from each course to create the alignment with previous and subsequent courses.

The teacher-faculty subject matter teams will not meet regularly during the summer. The teams will complete assessing accomplishments and setting goals for the next school year’s meetings. Public school English educators will use the results of their team’s discussions and the data on student achievement to revise course objectives and contents prompted by the newly adopted TEKS. The teams will complete preparation of documents on lessons learned during their months of discussions and set goals for next year of meetings.

FY200960,000.00


AS OF JUNE 1, 2009

11

F. Test Alignment




Objective 2: Align exit-level assessments of public education with entry-level expectations of higher education and the skilled workforce.

At the January 2008 Coordinating Board meeting, staff was directed to conduct an analysis of how well the current Texas Success Initiative (TSI) assessments address the CCRS and to either find assessments that align with the CCRS or develop assessments that align with them. Phase I of the project will focus on analyzing current TSI assessments (FY2007), and Phase II will determine which assessments might align with the CCRS.

With the adoption of the CCRS across the four content areas, a policy discussion among appropriate policymakers may be important to determine if college readiness assessments should be developed for social studies /sciences and/or science. Current assessments are limited to reading, writing, and mathematics.

Phase I: Through a competitive process, EPIC was awarded a contract in June 2008 to conduct the test alignment study. As a result of delays EPIC encountered with the testing companies in securing test items and the larger than expected number of test items (see January 28, 2009, AOC agenda item V.I.3) to be analyzed, EPIC’s contract was amended to extend the timeline. To date, all necessary data sharing arrangements have been successfully concluded, all necessary data collected, and all relevant analysis processes initiated. As a result, outcomes of the study will not be available to the staff until June 2009.

Phase I: EPIC will report the outcome of the study to the P&S Committee at its June 22, 2009 meeting. Phase II: Predicated on the results of the EPIC analysis and report, an RFP approved by the AOC and Board in July will be issued to develop or align the current Board approved assessments under TSI to appropriately measure college readiness.

NOTE: FY2008211,244.00


AS OF JUNE 1, 2009

12

IV. MATHEMATICS, SCIENCE, TECHNOLOGY TEACHER PREPARATION ACADEMIES (HB 2237)

EXPENDED BALANCE874,426.00 8,612,343.00

P-16 PLAN OBJECTIVE PURPOSE/OBJECTIVE IMPLEMENTATION



The purpose of the Academies is to improve the instructional skills of certified teachers and to train students enrolled in a teacher preparation program to perform at the highest levels in mathematics, science, and technology. The goal of this program is to increase effective mathematics, science, and technology teaching by increasing the number of Texas teachers who are Master Teachers, or who have their Master’s of Education in mathematics, science or technology. It is anticipated that Academy participants will be better able to prepare students to be college ready in mathematics, science, and technology upon high school graduation. An RFP for Cycle 1 awards was issued in February with proposals due March 3, 2008. Five proposals were received and reviewed by external evaluators, with two recommended for approval and for consideration by the Agency Operations Committee (AOC) July 23, 2008.

Funding and the provision of FTEs are provided through the TEA and affects how quickly Coordinating Board staff are able to award funds to IHEs. An amendment to the FY2008 Interagency Contract which would address the issue for the current biennium has been drafted and sent to TEA for review and signature. Staff may recommend legislative changes that would place the statutory requirements and funding into the higher education portion of the Education Code and General Appropriations Act, respectively.

Recommendations to fund awards for the first cycle were posted for the July Agency Operations Committee, as well as a request to issue a Cycle 2 RFP. After Agency Operations Committee approval, contracts were executed for Cycle 1 to: -Texas State University -University of Texas at El Paso A Cycle 2 RFP was issued and reviewed. Six proposals were received and reviewed by external evaluators, with five recommended for approval. Due to changes in board rule, grant awards were approved by the Commissioner. Five awards were approved and awarded via a notice of grant award: Stephen F. Austin University, Texas A&M University Corpus, Texas State University, University of Texas Arlington, -University of Texas at El Paso . Each awarded IHE will collect baseline data and design and implement a formal evaluation process. Four requests for Cycle 2 funding extension through fiscal year 2011 were received. Given opportunity to serve more teachers with quality support and the availability of funding, the four requests have been submitted for approval. A Cycle 3 RFP for new MSTTP academies was issued and reviewed. Nine proposals were received and reviewed by external evaluators and recommendations are being made for approval to fund.

A Cycle 4 RFP for funding new MSTTP academies in fiscal years 2010 and 2011 will be proposed.

FY20099,486,769.00


AS OF JUNE 1, 2009

13

CTG GOAL 2: SUCCESS By 2015, award 210,000 undergraduate degrees, certificates and other identifiable student successes from

high quality programs.

I. PROGRAMS TO ENHANCE STUDENT SUCCESS

A. High School Summer Bridge Program

EXPENDED BALANCE598,059.00 2,490,289.00



Objective 5: Create a college-going culture in every public prekindergarten, elementary, middle and high school in Texas. Objective 7: Coordinate college readiness and success plan objectives with strategies for persistence and timely graduation included in the Coordinating Board’s Closing the Gaps plan. Objective 8: Provide greater access to student academic preparation programs, including challenging advanced academic courses and programs, in all public high schools in Texas

An RFP was issued in April 2007 (FY2007) and November 2007 (FY2008) to IHEs with the goal of determining if short-term academic interventions during an intensive summer program of at least four weeks in length could positively impact the college readiness of high school juniors and seniors who scored between 2000 and 2200 (college readiness score) on the 10th grade or exit-level TAKS. For 2007, 23 proposals were received from 19 IHEs, of which 17 projects were funded at 14 IHEs. For 2008, 19 proposals were received and 12 projects were funded. NOTE: IHEs were allowed to submit more than one proposal in FY2007 but limited to one proposal per IHE in FY2008.

(1) With the passage of HB2237, 80th Texas Legislature, and the implementation of the Intensive Summer Programs (ISPs), there may be confusion for IHEs and ISDs about the differences or similarities between the ISPs and the Summer Bridge Programs (see ISPs, pages 17 and 18). (2) Students have varying schedules, and adult or other types of students may benefit from such interventions that accommodate other than summer schedules. To address these issues, the Summer Bridge Program has been expanded to include evening and/or weekend timeframes (Transition Programs).

2008 Summer Bridge Programs: The 2008 programs have concluded their activities and attended a year-end debriefing meeting hosted by Board staff to hear presentations from exemplary programs, a presentation on recruitment strategic planning, and outcomes of the cross-site evaluation. Outcomes of the 2008 programs were provided as part of the Consolidated Annual Evaluation Report to the Board at its January meeting. 2009, 2010, 2011 Summer Bridge-Transition (SBT) Programs: An RFP for bridging programs for 2009, 2010, and 2011 was approved by the Agency Operations Committee at its July 23 meeting, issued in October, proposals received and reviewed in January, with awards made in February.

Preliminary evaluations of the 2009-11 SBTs will be conducted each summer with preliminary results available each fall. The results will be used as the basis for determining if second and third year funding is appropriate.

FY20092,988,348.00


AS OF JUNE 1, 2009

14

B. Pre-Service, Practicum, Induction, and In-Service Pilot Project (formerly referred to as a STEM project)




Objective 6: Prepare P-16 education professionals in public and higher education to assist students, including those with special needs, in meeting college readiness and skilled workforce expectations and standards

The purpose of this 18-month pilot project is to use the expertise of the Charles A. Dana Center at The University of Texas at Austin to work with the colleges of education of up to four IHEs in the Houston area and/or in South Texas and with school districts that receive a majority of their teachers from those institutions. The project team is working with colleges of education, colleges of mathematics, and local school districts to introduce research-based online and face-to-face tools that will provide comprehensive support to middle and high school teachers and their students in the area of mathematics. The project designers are also developing and implementing recruiting strategies with the selected IHEs, modeled on those known to be effective in higher education programs and on those taken from initiatives outside of higher education, such as Teach for America and the New Teacher Project. Successful outcomes of this project will be increased numbers of candidates to colleges of education who major in mathematics education and increased performance by students whose teachers participate in the project.

Owing to challenges the Dana Center encountered in subcontracting with TSU and UT-Brownsville and arranging appropriate meetings with faculty, the Dana Center has requested a no-cost extension of their contract through August 31, 2009. This will ensure that faculty and pre-service teachers in these institutions have adequate time for proficiency in the use of the online tools provided by Agile Minds.

After initial conversations with UT-Brownsville, UT-Pan American, Texas Southern University, and the University of Houston-Downtown, the Dana Center has sub-contracted with UT-Brownsville and Texas Southern University for the piloting of the research-based online mathematics tools and services for pre-service, practicum, induction, and in-service teachers. Project staff made significant progress in learning from faculty and students what additional resources needed to be developed for support, developed those resources , and continually evaluated progress against goals. The pilot phase of the project can be evaluated in part based on the initial degree of participation and continuing engagement of faculty, students, prospective students, and other stakeholders in the project. The number of professors and pre-service teachers using the project resources and online services has increased over time. At UT Brownsville, faculty used project resources and online services benefitting 587 students in 29 classes since fall 2008. At Texas Southern University, in which the teacher education program in mathematics and science is much more embryonic, faculty used project resources with 64 students in 5 classes since summer 2008. Early responses from a survey by the Dana Center indicate that participating pre-service teachers view the Dana Center/Agile Mind online services as a significant resource for their teaching careers. In addition, a number of students enrolled in elementary education certification programs at UTB are now migrating to the certification programs for middle school mathematics.

Board staff are proposing a continuation of the project for an additional two years at TSU and UTB with the transition of pre-service teachers (i.e., students in Colleges of Education) graduate and enter the teaching field in the Houston and South Texas regions to determine the effectiveness of these online tools for new teachers.

NOTE: FY2007600,000.00


AS OF JUNE 1, 2009

15

C. Developmental Education Innovations

EXPENDED BALANCE0 1,000,000.00



Objective 7: Coordinate college readiness and success plan objectives with strategies for persistence and timely graduation included in the Coordinating Board’s Closing the Gaps by 2015 plan.

The intent of the Developmental Education Innovations Initiative is to create state-wide momentum to rethink and dramatically strengthen developmental education. In FY2007, under Course Redesign, Phase II and III, an RFP was issued in April and July that included the redesign of developmental education courses and pairs of developmental and entry-level credit courses. Awards were made to 13 institutional teams to redesign eight sets of developmental and paired courses.

Insufficient research is available on effective instructional strategies and supporting programs specific to Texas students who are not college ready. Development of the research agenda and supporting programs will need to be carefully developed so that evaluation data supports decision-making on appropriate directions to take in developmental education to ensure students are successful in higher education.

Coordinating Board staff has developed a proposed plan for developmental education that focuses on critical areas necessary to improve developmental education in the state: innovative instructional delivery, faculty development, academic advising, assessment, and adult education transition to post-secondary.

Coordinating Board staff has requested that the board consider the proposed developmental education plan. In addition, staff has requested that several pilot projects that focus on course-based acceleration models for developmental education and adult education transition to postsecondary be approved for the 2010-2011 biennium.

FY20091,000,000.00


AS OF JUNE 1, 2009

16

II. COURSE REDESIGN

A. National Center for Academic Transformation (NCAT) Contract

EXPENDED BALANCE0 80,000.00



Objective 7: Coordinate college readiness and success plan objectives with strategies for persistence and timely graduation included in the Coordinating Board’s Closing the Gaps plan.

An RFP was issued in June 2007 and a two-year contract for $379,000 was awarded to the National Center for Academic Transformation (NCAT) in August 2007 to assist the Coordinating Board in the consultation and assessment of the Phase III course redesign projects. NCAT is working with the projects in the planning, development, and piloting phases in both a consultative role and in an assessment role. The primary goal is to instruct the projects in methodologies designed to enhance student learning outcomes and to reduce the costs of instruction, using technology as the main tool for redesigning the courses. Towards these goals, NCAT has held two conferences for the Phase III Texas Course Redesign projects and the projects have begun piloting redesigned curriculum items. The two-year contract has a renewal option for a third year of consultation and assessment during the full implementation phase of the project.

None NCAT continues to consult and work with selected Phase III course redesign projects and has held two conferences for Phase III course redesign project personnel. NCAT has recently completed an initial review of all Phase III project plans and has provided Coordinating Board staff with an analysis of those plans.

NCAT will be facilitating a conference of the Phase III projects during July at which time project personnel will share final status reports. Discussion regarding sustainability as well as inclusion in the Texas Learning Objects Repository will be discussed during this time.

FY200980,000.00


AS OF JUNE 1, 2009

17

B. Course Redesign Phase IV

EXPENDED BALANCE416,393.00 0




The Texas Course Redesign Project (TCRP) is an effort to redesign developmental education and introductory-level courses through the innovative use of technology, in order to increase student learning and success, especially during the critical first year of college, as well as to increase cost efficiencies. The TCRP has funded 27 projects that are involved in redesigning all aspects of a course (student learning outcomes, assessment methods, instructional materials and strategies) or developing the most effective way to archive and disseminate the redesign courses and learning objectives. The long-term goal of the TCRP is to see the redesign process lead to multiple models of successfully redesigned courses for a full freshman year of general education curriculum and of developmental education courses that can be adopted in whole or part by both two-year and four-year public IHEs. Phase IV is funding three projects in Chemistry and Engineering.

Adoption of the CRS occurred well into curriculum alignment, taking place as part of the Course Redesign initiative. Coordinating Board staff will need to ensure that redesigned courses are aligned with the CRS.

All Phase III projects have completed the planning phase and have begun, if not finished, the development phase of the project. Projects will enter the pilot phase during the 2008-2009 academic year. Phase IV projects have completed the planning phase and are entering into the development phase of the project. It is anticipated that these projects will begin piloting redesigned courses during the summer and fall of 2009.

Coordinating Board staff continues to monitor project financial and progress reports and conduct site visits for evaluation purposes as needed. Phase IV projects began work in spring 2008. Since Phase IV project staff will not be working with NCAT, biannual progress reports will be submitted to the Coordinating Board that includes updated budgetary information, information on the progress towards the completion of project objectives, baseline data, and student performance data. Coordinating Board staff will be conducting site visits to these three projects during summer and fall of 2009.

NOTE: FY2008416,393.00


AS OF JUNE 1, 2009

18

C. Learning Objects Repository Ramp Up FY2009

450,000.00EXPENDED BALANCE160,000.00 300,000.00




The purpose of this grant is to expand the Learning Objects Repository for statewide use. The Repository will function as the main dissemination tool for the redesigned courses. During Phase II and III of the Course Redesign Project, Dr. William Moen, Director of the University of North Texas’ Texas Center for Digital Knowledge developed and tested a proof-of-concept design for the Learning Objects Repository. UNT was only interested in the research and development of the Repository and was not interested in facilitating its statewide expansion and maintenance. The Coordinating Board has entered into a three year, $450,000 contract with The University of Texas TeleCampus for the expansion and maintenance of the Learning Objects Repository.

None The University of Texas TeleCampus in cooperation with The University of Texas’s health science institutions approached the Coordinating Board to discuss the possibility of cooperating on an expanded Learning Objects Repository that could hold both course redesign materials as well as medical learning objects. The University of Texas System is matching the $450,000 in anticipated Coordinating Board funds over the next three years. An interagency contract with The University of Texas TeleCampus was signed during August, 2008.

The University of Texas TeleCampus has hired appropriate staff and has established an advisory board and working groups dealing with metadata analysis and policy and governance. The Advisory Board as well as a number of smaller working groups have met to establish administrative by-laws and technical specifications. The prototype of the Repository developed by the University of North Texas will be migrated over to the TeleCampus during the fall 2009. Biannual financial reports and narratives describing the progress of project will be submitted. Additionally, Coordinating Board staff will participate in a number of the governance and policy working groups.


AS OF JUNE 1, 2009

19

D. Professional Development Modules Grant


Objective 6: Prepare education professionals in public and higher education, from P through 16, to assist students, including those with special needs, in meeting college readiness and skilled workforce expectations and standards.

The purpose of this grant is to create readily available, online professional development opportunities for faculty to learn the most effective strategies or “best practices” for improving both teaching and learning in delivering courses via online and hybrid practices. The Coordinating Board has already funded four professional development module projects aimed at assisting faculty teaching college math, second language instruction, critical thinking skills, and reading comprehension. A grant was awarded to the University of North Texas as a part of the Phase III Course Redesign Project to develop modules for college math teachers. Grants were awarded in the spring of 2008 to The University of Texas at El Paso for reading comprehension and The University of Texas at Austin for second language instruction and critical thinking. The most recent grant for online and hybrid education was awarded to Lone Star College in February of this year.

Grantees have been instructed to take into consideration and include information on the appropriate College and Career Readiness Standards related to the content of their projects.

A site visit was conducted to the UNT project during the spring of 2008. A site visit was conducted to the UTEP project during the fall of 2008. Site visits to the two UT Austin projects will be conducted during the spring of 2009. The Lone Star contract was awarded after a RFP was conducted during the fall of 2008. Twelve proposals were received and evaluated by a team of four Coordinating Board staff. A contract was executed during February, 2009.

Biannual financial reports and narrative progress reports of the project have been submitted and reviewed by staff and site visits are in the process of being conducted. Each project, as a part of its grant proposal, was required to include a dissemination plan. As projects begin to draw to a close, Coordinating Board staff will be working with them to ensure the widest possible dissemination of the professional development modules. Discussion to include the materials in the Texas Learning Objects Repository and other appropriate web sites is also ongoing.

FY2009249,397.00

EXPENDED BALANCE249,397.00 0


AS OF JUNE 1, 2009

20

III. INTENSIVE SUMMER PROGRAMS





The purpose of Intensive Summer Programs (ISPs) offered by IHEs is to provide four weeks of rigorous academic instruction in English, mathematics, and/or science for students who are identified as being at risk. Eligible programs must demonstrate that at least 50 percent of the students served (1) have a Scholastic Aptitude Test (SAT) or American College Test (ACT) score that is equal to or less than the national mean; (2) have been awarded a Pell grant; (3) are at least 20 years old on the date of initial higher education enrollment; or (4) have enrolled or will initially enroll as a part-time student. An RFP for Cycle 1 awards was issued in February with proposals due March 3, 2008. Five proposals were received and reviewed by external evaluators, with two recommended for approval and for consideration by the Agency Operations Committee (AOC) July 23, 2008.

Funding and the provision of FTEs are provided through TEA and affects how quickly Coordinating Board staff is able to award funds to IHEs. An amendment to the FY2008 Interagency Contract has been drafted and sent to the TEA for review and signature, which would address the issue for the current biennium. Staff may recommend legislative changes that would place the statutory requirements and funding into the higher education portion of the Education Code and General Appropriations Act, respectively.

2008 ISPs: The 2008 programs have concluded their activities and attended a year-end debriefing meeting hosted by Board staff to hear presentations from exemplary programs, a presentation on recruitment strategic planning, and outcomes of the cross-site evaluation. Outcomes of the 2008 programs were provided as part of the Consolidated Annual Evaluation Report to the Board at its January meeting. 2009, 2010, 2011 ISPs: An RFP for ISPs for 2009, 2010, and 2011 was approved by the Agency Operations Committee at its July 23, 2008 meeting,, issued in October, proposals received and reviewed in January, with awards made in February. .

Preliminary evaluations of the 2009-11 ISPs will be conducted each summer with preliminary results available each fall. The results will be used as the basis for determining if second and third year funding is appropriate.

NOTE: FY20091,271,500.00


AS OF JUNE 1, 2009

21

IV. EVALUATION OF COLLEGE READINESS INITIATIVES (CRI)

EXPENDED BALANCE345,000.00



Supports all eight objectives.

The purpose of this project is to evaluate all CRI to ensure specific program goals and objectives are measurable and progress is being made with the overall CRI objective: "to increase student success and decrease the number of students enrolling in developmental course work in institutions of higher education" (Texas Education Code, Section 61.0761). With one FTE dedicated to program evaluation, additional resources are necessary to ensure appropriate evaluation is conducted.

We have begun writing expectations for compliance with evaluation data collection into Notice of Grant Awards for all CRI programs. This is helping us to secure compliance from the awardees on all evaluation data collection. Data collection for the Gates GO program has run into compliance issues with individual schools in the Houston Independent School District. We are working with them to correct these problems.

The Consolidated Annual Program Evaluation Report was completed in January 2009. Annual program evaluation reports for all CRI FY 2009 activities were included. Evaluations are now underway for the summer 2009 Summer Bridge and Intensive Summer programs. An orientation meeting was held in March 2009 for all grantees except the ABE program which were not yet awarded. An orientation for the ABE program awardees will be held in May 2009. An external evaluator has been hired to conduct the evaluation of the Texas Governor’s Schools. Data on the impact of the Course redesign projects academic year 2008-09 have been collected and a report is being prepared. A final report on College Connections is being prepared and the evaluation of the College Access Challenge Grant is proceeding on schedule. We are working with an external evaluator on the Gates GO center evaluation and an annual evaluation report is due on June 1. A report is due on May 25 from the external evaluator on the Math, Science, Technology Teacher Preparation Academies. Site visits are being made to the Professional Development Modules sites. A second program evaluator was hired in May 2009

We are proceeding with all program evaluations currently in process. We are preaparing for completion of the FY 2010 Consolidated Annual Program Evaluation Report in January 2010.

FY2009345,000.00


AS OF JUNE 1, 2009

22

CTG GOAL 3: EXCELLENCE By 2015, substantially increase the number of nationally recognized programs or services at colleges and universities in Texas.

I. EDUCATION RESEARCH CENTERS (ERC)

EXPENDED BALANCE3,000,000.00 0



Supports all eight objectives.

The purpose of the ERC is to conduct research for the benefit of education in the state, such as research on the impact of state and federal education programs, the performance of educator preparation programs, and best practices of school districts in classroom instruction, bilingual education, special language programs, and business practices. An RFP was issued in January 2007, and contracts were awarded May 1, 2007, to The University of Texas at Austin to conduct teacher preparation research, Texas A&M University to conduct public school finance and teacher retention research, and The University of Texas at Dallas to conduct student success and teacher quality research.

(1) There are some technology issues related to access to the student data. A number will be assigned to each student across public education and higher education sectors. (2) There are some data maintenance issues for the future that revolve around how funding will be provided after FY2007 when CRI funding is not provided for the ERCs. This issue has been addressed in the contracts with the three ERC institutions. (3) There are potential FERPA issues for the ERC. A request was sent to the U.S. Dept. of Ed and, based on the response provided, there will be a contract modification to incorporate the response into the agreements with each ERC and the collaborating research institutions. (4) Data Security review has been conducted at the ERC’s UT Dallas and TAMU have data access. UT Austin is still reviewing the documents.

ERC staff are meeting monthly with TEA and Coordinating Board staff to share information. ERC staff work with agency staff to develop procedures for submission of new research projects to the Joint Advisory Board (JAB). The JAB is meeting quarterly to respond to request for access to the data. The College for all Texans foundation has received a grant from the Gates foundation to support the efforts of the ERC’s and the JAB. The funds will be used to obtain and provide additional data to the research communities. In cooperation with the Department of Education Financial Assistance Division, the Coordinating Board has been able to obtain the FASFA data for all Texas students for the past several years. This data is being prepared for inclusion with the research centers data library.

Coordinating Board staff will schedule data security reviews for the two ERC sites that have not been reviewed. Three collaborative ERCs have been designated and a Memorandum of Understanding has been signed by all. The ERCs currently have access to higher education data on student enrollment, classes, applications, developmental education information, and degrees awarded. The P-12 data on district budget and financing are also available. Examples of website shots and brochures from presentations done by ERC members are available upon request.

NOTE: FY2007 3,000,000.00


AS OF JUNE 1, 2009

23

A. Educator/Faculty Development Modules - COMPLETED

EXPENDED744,586.00


ISSUES CURRENT STATUS


This project is funding the development of online professional development modules for college faculty in critical thinking, reading comprehension, second language instruction, and online/hybrid course development and teaching. Each project will include 12-15 online multimedia-rich online modules designed to teach “best practices” to faculty who are teaching entry-level courses. These modules will address how to (1) integrate the teaching of critical thinking skills; (2) assist students in reading and learning rigorous college-level texts; (3) best teach the main components of a second language, including reading, writing, listening, speaking, and culture; and (4) utilize best practices in developing and teaching online and hybrid introductory level courses.

None An RFP for critical thinking, reading comprehension, and second language instruction was issued in November 2007, and proposals were due February 1, 2008. Coordinating Board staff reviewed 17 proposals and recommended three for funding. The Chair and Vice-Chair of the Board approved the recommendations on March 10, 2008. Two-year contracts were awarded to The University of Texas at Austin for second language instruction, The University of Texas at Austin for critical thinking, and The University of Texas at El Paso for reading comprehension. An RFP for online/hybrid course development and teaching was issued in August 2008, and proposals were due November 7, 2008. Staff reviewed the proposals and made an award during early December. Coordinating Board staff began reviewing the projects’ first financial and progress reports early this fall and started conducting site visits for evaluation purposes. Site visits were conducted for the college mathematics and reading comprehension grants. Site visits for the foreign language instruction and critical thinking grants will be conducted in January-February 2009. Project staff will submit biannual financial reports and narratives describing the progress of the projects. Project staff will also be required to submit the results of on-campus and multi-site pilots, as well as the results of the full project implementation. Once the pilots are ready, usability testing of the online modules will commence. Moreover, the research and evaluation team will design means for collecting data on the number of times modules are accessed and by whom, and will survey users on the efficacy of the modules for their own professional development.

FY2008744,586.00


AS OF JUNE 1, 2009

24

B. Educator/Faculty Development 18 Grad Hour Certificate - COMPLETED

EXPENDED69,300.00




Designed and proposed to Coordinating Board staff by the Northeast Texas Consortium of Colleges (NETnet), composed of six universities and nine two-year colleges, this pilot project will provide an 18-hour graduate certificate for public school teachers for purposes of teaching dual credit courses in public school districts served by the IHEs in NETnet. NETnet surveyed 50 area public school districts to determine their needs in terms of professional development for teachers. Under the College Credit Program, TEC §28.009, public schools are required to offer at least 12 hours of college credit to high school students, and IHEs are required to assist a school district in implementing this program. The challenge for high schools is in having a sufficient number of qualified teachers to teach dual credit courses to meet the requirements of the College Credit Program. The survey conducted by NETnet determined that the high-need areas for dual credit teacher credentials include (in rank order) math, history, government, and English. NETnet was awarded a grant to pilot a graduate hour certificate that would provide graduate coursework via interactive distance learning technology to qualified high school teachers in math. In the promotion of NETnet’s pilot project to ISDs, the project director received interest from high school teachers who have not earned a master’s and are interested in enrolling to begin a master’s program.

NETnet has created a national advisory council from among higher education leaders in education and mathematics to assist in the planning and implementation of the pilot program. Two online webinars were held in May 2008 of the advisory committee to determine the sequence of courses for each cohort of students. Project director is working with faculty on the development of the online curriculum for the 6 math courses that will constitute the 18 graduate hour certificate. The advisory council has recommended to NETnet that participants be limited to one graduate course each term (fall, spring, summer), which would extend the pilot program through summer 2011. A no cost extension of the original contract with NETnet was granted to accommodate the recommendation of the advisory council. The advisory council will continue meetings during the development and implementation of the pilot program. Issues to be addressed by the advisory council include the incorporation of the 18 graduate hours into a master’s degree for those who have not earned such a degree, financial incentives for participants in the pilot program, and the professional training required for faculty delivering the instruction. The Coordinating Board's research and evaluation team met with NETnet representatives in spring 2008. NETnet agreed to (1) report data to Coordinating Board staff, starting with baseline data on participant’s academic and demographic characteristics upon entry into the program; (2) conduct a course evaluation for each course; (3) collect data on why participants do not complete the program; and (4) track all participants through the program and into their first dual credit teaching assignment.

FY200869,300.00


AS OF JUNE 1, 2009

25

C. Lexile Framework® Analysis of Higher Education Academic and Technical Textbooks - COMPLETED

EXPENDED30,000.00




Coordinating Board staff entered into a single-source contract with MetaMetrics in June 2007 to complete an analysis of the Lexile Framework® score (reading level) of 98 entry-level college course textbooks. The analysis was completed August 31, 2008.

None In FY 2007 and 2008, Coordinating Board staff contracted with MetaMetrics to analyze and provide Lexile scores on 98 entry-level academic college courses and 11 career and technology courses leading to careers. Findings from the two studies were presented to the Board in October 2008. The analysis showed that books in both categories of courses had approximately the same range of scores (840-1530). Based on the results of the previous studies, Coordinating Board staff are discussing the possibility of special projects related to developmental education with MetaMetrics.

FY200830,000.00


AS OF JUNE 1, 2009

26

D. Small Repository Grants - COMPLETED

EXPENDED51,956.00




The purpose of these grants is to deconstruct the online elements of the Phase I and Phase II course redesign projects and to place them in the Repository of Learning Objects currently in development at UNT. The Repository will function as the main dissemination tool for the redesigned courses. An RFP was issued in mid-February 2008 to the Phase I and II project leads, and three proposals were funded. Dr. William Moen, Director of the University of North Texas’ Texas Center for Digital Knowledge and the project director for the proof-of-concept grant for the Repository of Learning Objects, has begun to work with the project leads. All objects will be completed and ready to place in the Repository by February 2009.

None Project staff worked with Dr. Moen and his staff during the summer and fall 2008 to deconstruct their materials into a modular form for the Learning Objects Repository. Materials will be ready to place in the Learning Objects Repository by February 2009. FINAL financial reports and narratives describing the progress of selected projects have been submitted.

FY200851,956.00


AS OF JUNE 1, 2009

27

E. EVALUATION – UNIVERSITY OF TEXAS AT ARLINGTON (UTA) CONTRACT FOR SUMMER BRIDGE - COMPLETED

EXPENDED99,900.00



High School Summer Bridge: Objective 5: Create a college-going culture in every public prekindergarten, elementary, middle, and high school in Texas. High School and Intensive Summer: Objective 7: Coordinate college readiness and success plan objectives with strategies for persistence and timely graduation included in the Coordinating Board’s Closing the Gaps plan. Objective 8: Provide greater access to student academic preparation programs, including challenging advanced academic courses and programs, in all public high schools in Texas.

The purpose of this project is to ensure appropriate oversight and evaluation of the High School Summer Bridge and Intensive Summer Programs, including a cross-site evaluation of all IHEs awarded grants in FY2008.

All 2008 summer programs (Summer Bridge and Intensive Summer Programs) have concluded. UTA organized and conducted site visits working closely with the Coordinating Board’s research and evaluation staff to collect evaluation data from the sites.

Evaluation design for 2009 programs will be based on the outcomes of the 2008 summer programs, and expectations for data collection and reporting included in the RFPs issued in early fall. A RFA will be released mid-April to address evaluation needs for all CRI summer programs covering FY2009 through FY2011.

NOTE: FY200899,900.00

state p-16 council objectives (p-16 college readiness … coordinating board and tea rules, ......

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