La Vega High School P-TECH program promo video.
- Enroll historically underserved students, targeting at-risk and economically disadvantaged
- Provide students grade 9 through 12 the opportunity to complete a course of study that combines high school and post-secondary courses
- Enable students to earn a high school diploma, along with an associate degree, Level 1 or Level 2 certificate, or industry-based certification within six years
- Offer age-appropriate work-based learning opportunity in every grade level
- Allow students to gain work experience through an internship, apprenticeship, or other job training program
- Align to regional workforce needs, guiding students into high-demand, high-wage careers
- Partner with Texas Institutions of Higher Education (IHEs) and regional businesses and industries, giving students access to post-secondary education and workforce training opportunities
Students successfully complete the La Vega P-TECH Academy can:
- Earn a high school diploma
- Earn an Associate degree - tuition free while in high school
- Earn up to 60 hours of tuition-free college credit
- Earn career and technology certifications
- Enter the job market with work-ready skills
- Develop workplace skills through mentorships and internships with industry partners
- Benchmark 1: School Design
- Benchmark 2: Partnerships
- Benchmark 3: Target Population
- Benchmark 4: Academic Infrastructure
- Benchmark 5: Student Supports
- Benchmark 6: Work-Based Learning
The Pathways in Technology Early College High School (P-TECH) shall establish school structures and policies, regularly convene leadership teams, and ensure adequate staff capacity for the successful implementation and sustainability of the P-TECH program.
a. on a college or university campus; or
The Pathways in Technology Early High School (P-TECH) must have a current, signed memorandum of understanding (MOU) or interlocal agreement (ILA) with each Institution of Higher Education (IHE). The P-TECH must also have a current and signed agreement with each business/industry partner. Both agreements must respectively outline key issues related to the planning, implementation, and sustainability of the P-TECH program. Stakeholders shall review the MOUs and agreements annually. The agreements shall include the components described in the design elements below.
The MOU or ILA shall include a staffing plan for the P-TECH, including the following:
a. Teacher qualification processes, instructor availability, and course offerings
b. Joint professional development for P-TECH faculty and college and counselors/advisors (including both district and IHE faculty/staff)
The MOU or ILA shall articulate instructional materials and textbook policies, including the following:
a. The duration for which textbooks can be used
b. Instructional materials and textbook costs and fees
The MOU or ILA shall articulate that students will be granted access to higher education resources, including the following:
a. P-TECH students’ access to the IHE facilities, services and resources
b. Disability services available to students in compliance with Section 504 of the Rehabilitation Act (Section 504), the Individuals with Disabilities Education Act (IDEA), and the Americans with Disabilities Act (ADA) for college courses for dual credit
The MOU or ILA shall address transportation, including the following:
a. Transportation policies, including the P-TECH and IHE respective roles and responsibilities related to transportation
b. Transportation costs and fees funding
The MOU or ILA shall outline the commitment that the P-TECH and IHE will implement purposeful and collaborative outreach efforts to inform all students and parents of the benefits and costs of dual credit, including enrollment and fee policies.
The MOU or ILA shall articulate student participation, including the following:
a. Policy on minimum class size per dual credit course
b. Student enrollment policies, including student eligibility for enrollment and pre-requisite policies
c. Student attendance policies
d. Code of conduct policies
e. Administration of statewide assessments of academic skills (TEC, Subchapter B, Chapter 39)
f. Provisions for discontinuing P-TECH operation to ensure students previously enrolled will have the opportunity to complete their course of study
The MOU or ILA shall identify how the P-TECH and IHE will provide academic supports including the following:
a. Academic and college readiness advising with access to student support services to bridge students successfully into college course completion
b. Advising services for students on the transferability and applicability to baccalaureate degree plans for all college credit offered and earned
c. Policies related to student intervention
The MOU or ILA shall include a data sharing agreement that outlines provisions for student data to be provided by the college to the high school and enables collaborative data sharing on a regular basis to promote student support interventions during the semester. The MOU and ILA shall also include the following:
a. Teacher data such as qualifications
b. Student-level data such as credit hours taken and earned, GPA, student academic progress, college and career readiness metrics (e.g., SAT/ACT), and formative regularly updated or real-time data (e.g., course enrollment/ dropout, TSIA scores, 6-/9-week or midterm grades, attendance for students at the high school)
c. Policies for expanding access to student data, such as granting P-TECH teachers of record and campus administrators full instructor access
The MOU or ILA shall identify the CCRSM program data analysis that the P-TECH will complete, including but not limited to:
a. Dual credit program outcomes that assist high school students in the successful transition to and acceleration through postsecondary education
b. The quality and rigor of dual credit courses will be sufficient to ensure student success in subsequent courses
The agreement shall clearly outline a work-based learning plan that will be followed to provide relevant work-based learning experiences aligned to the Tri-Agency Work-Based Learning Continuum.
The agreement shall include a detailed plan for work-based learning experiences for students appropriate to each grade level. These activities should increase in rigor and specificity as illustrated by the Tri-Agency Work-based Learning Continuum beginning with activities such as facility visits and culminating in activities, such as pre-apprenticeships.
The agreement shall articulate that the P-TECH and business/industry partner provide mentorship activities that promote professional skills attainment, including the following:
a. A plan for career mentoring activities appropriate to each grade level
b. The roles and responsibilities of the P-TECH and business/industry partners in the planning and implementation of career mentoring
c. Support for students’ activities, such as clubs, Career and Technical Student Organizations (CTSOs), competitions, and special initiatives that promote professional skills attainment
The agreement shall articulate student access to business/industry partners and work-based learning facilities, services, and resources.
The agreement shall address transportation, including the following:
a. Transportation policies, including the P-TECH and business/industry respective roles and responsibility related to transportation
b. Transportation costs and fees
The agreement shall include a commitment that the business/industry partner will give students who receive work-based training or education from the partner priority in interviewing for any jobs for which the student is qualified that are available upon the student’s completion of the program.
The agreement shall include program monitoring components to ensure the quality and rigor of work-based learning experiences will be sufficient to ensure student success in subsequent work-based learning, mentorship, and internship experiences.
The Pathways in Technology Early College High School (P-TECH) shall target and enroll historically underserved students. The campus must enable students who are at-risk of dropping out or those who wish to accelerate completion of high school to combine high school courses and college-level courses.
Enrollment decisions shall not be based on state assessment scores, discipline history, teacher recommendations, parent or student essays, minimum grade point average (GPA), or other criteria that create barriers for student enrollment.
The P-TECH shall be open enrollment for all students and shall identify, recruit, and enroll subpopulations that are historically underrepresented in college courses. The P-TECH shall coordinate activities with feeder middle school(s), higher education partner(s), and business/ industry partner(s) to participate in recruitment activities.
The P-TECH must enroll a 9th grade class during their first year of implementation and will progressively scale up by adding at least one grade level per year after the first year of implementation. If a P-TECH phases out their services, the academy must be prepared to provide services to each enrolled cohort through graduation.
The Pathways in Technology Early College High School (P-TECH) must provide a rigorous course of study that allows students the opportunity to earn a high school diploma and enable a student to combine high school courses and college-level courses with the goal of earning industry-based certifications, certificates, and/or an associate degree and engage in appropriate work-based learning at every grade level.
The P-TECH program must provide a rigorous course of study that allows students the opportunity to earn a high school diploma and enables a student to combine high school courses and college-level courses with the goal of earning industry-based certifications, certificates, or an associate degree, and engage in appropriate work-based learning at every grade level.
The P-TECH shall provide a variety of opportunities for students to earn college credit (e.g., a portfolio approach may include dual credit, Advanced Placement (AP), International Baccalaureate (IB), OnRamps, CLEP assessments, and local articulation agreements for specific courses in partnership with a local college) with applicability of college credits in mind.
The campus may implement multiple dual enrollment delivery models, including but not limited to the following:
a. College courses taught on the college campus by college faculty
b. College courses taught on the high school campus by college faculty
c. College courses taught on the high school campus by high school educators who meet faculty requirements
d. College courses taught virtually, via distance/online/blended learning
The P-TECH shall implement a plan for End-of-Course (EOC) assessment success, including academic preparation classes for accepted students and academic interventions for students who do not pass EOC assessments.
The P-TECH shall biannually implement structured data review processes to do the following:
a. Identify student strengths and areas of growth and develop individual instructional support plans
b. Provide an assessment for measuring student progress to ensure students are on track to meet the outcomes-based measures
c. Provide an opportunity for the IHE to provide feedback on the value of the P-TECH program
d. Provide an opportunity for the business/industry partner(s) to provide feedback on the value of the P-TECH program
The P-TECH shall create a plan for students off-track for success in the P-TECH program. Support systems shall include infrastructure, resources, and personnel to enable every possibility to retain the student in the P-TECH program and promote program completion.
The P-TECH shall develop a plan to support direct-to-college student enrollment following high school graduation and a strategy to foster long-term workforce readiness.
The Pathways in Technology Early College High School (P-TECH) must provide wrap-around strategies and services involving multiple stakeholders to strengthen academic, technical, and individual support for students to be successful in their P-TECH program.
The P-TECH provides a bridge program (an intensive academic preparation program that provides opportunities to strengthen academic skills necessary for high school, college readiness, and career readiness) to prepare students for the TSIA and provide academic interventions for those who do not pass the TSIA. The bridge program may also serve to support student transition from middle school to the P-TECH program.
The P-TECH shall provide advisory and/or college and career readiness advising and support time built into the instructional sequence for all students. The P-TECH shall provide skill building instruction for students, such as time management, study skills, collaboration, and interpersonal relationship skills.
The P-TECH shall provide a system of supports that encompasses career, academic, behavioral, and mental health supports for all students.
The P-TECH shall provide college and career awareness to current and prospective students and families, including the following:
a. College application assistance
b. Financial aid counseling
c. College and career counseling
The Pathways in Technology Early College High School (P-TECH) must offer students a variety of relevant, high-skill work-based learning experiences at every grade level that respond to student interest and regional employer needs and contribute to students earning aligned industry certifications and credentials.
The P-TECH and business/industry partner(s) shall ensure that students
a. are provided opportunities to reflect on their work experiences
b. demonstrate their learning in writing, portfolio, presentation, digital or by other means
c. understand the connection between their work-based learning and academics
The P-TECH and business/industry partner(s) shall ensure students are provided the opportunity to participate in enrichment and extracurricular opportunities, such as clubs, Career and Technical Student Organizations (CTSOs), competitions, and special initiatives.
The P-TECH shall biannually implement a structured data tracking system and process designed to identify student participation in work-based learning opportunities.
a. The P-TECH will establish annual assessment measures and provide an opportunity for the business/industry partners to provide feedback on the value of work-based learning
b. The P-TECH shall provide an assessment for measuring student progress to ensure students are on track to meet the outcomes-based measures