001their email there at lassot.t texas.gov with follow-up questions as well. Let's do a quick overview of the lasso cycle 4. As you know, the learning accelerations and support opportunities, also known as lasso cycle 4, is the next iteration of the consolidated application that strategically batches funding opportunities that support learning acceleration and in innovation opportunities. We have around 400 million uh in service and supports. There are 15 unique TEA initiatives to support the learning acceleration and innovation and again one application uh so that you have you guys have access and ease of applying for multiple opportunities if you see fit for your district. The lasso four cycle is anchored in the four learning acceleration strategies. the strategic planning of course uh and management prior towards launch and continuously improved learning acceleration strategies. Uh again you have
002curriculum and instruction accelerated learning strategies, education and training more time and innovative school models. The the lasso cycle for PEK opportunity is located in the innovative school models which again is to incorporate all aspects of learning acceleration framework. This gives you a quick again another opportunity to look at the entire lasso uh for portfolio. Toward the bottom I wanted to highlight the two opportunities that I oversee today. Today we're talking about the pathways in technology, the PEK uh opportunity for early college high school. If you're interested in our other program, it's it's the early college high school ECHS opportunity that we'll talk about uh again later today and another opportunity next week. But as you can see, there are multiple opportunities across those initiatives. Again, ours today is located is located under the initiative of
003uh innovative innovative school models. Apologize. Uh and we and for PEK there is up to uh uh $1 million and uh $100,000 per grant opportunity. Let's look how the lasso and the PEK programs connect. Again, our P pathways and technology PEK early college high school. The student benefits are to reduce barriers to college and career access, increase college and career readiness, and also to provide academic and academic support and support services through dedicated staff. A quick look at our CCRSM statewide network overview. Our CCRSM statewide network includes both our early college high schools and our PEK schools. This gives you a quick representation of the percentages of school models that we have. You can see that PEK is 57% of our school model participation whereas early college high school is 43% of the model. You
004can see that there are 70 almost 71,000 students who are participating in our early college high school process. And you can also see that there's almost 33,000 who are currently participating as PEK students in the state. Those total up to about 100,000 plus students. We have over 260 plus uh LEA district partners. So partners like you. Uh they connect and work with 60 plus college university partners. And again our PEK model incorporates a business and industry partner and we have over 200 plus industry partners in the network. The purpose of the PEK program is to offer opportunities for campuses to build and support innovative high schools that provide a structured program which leads to graduate to to graduate with successful and post-secondary outcomes. The bar chart you see here, we just want to highlight some
005of the success as it connects to the CCMR credit. So again, we're looking at PEK students and also early college high school students and their success as it relates to industry-based certifications program study that's aligned with that IBC level one level two certificate completion and associate degree. Our PEK students are highlighted in orange. Our early college high school is in blue. And then our nonCCSM nonCCRSM partner students are in gray. So as you can see uh those participants those schools who join our network and those students who are our PEK students achieve at high rates for IBCs you can see they succeeded at 37% rate for the program aligned study connected to the IBC they have a significant marker of 20% of success the level one level two certificates uh they're at 18% success rate
006and even though and I would say Additionally, let me say that additionally, uh, the PEK program is slightly oriented more towards graduating and beginning a career immediately. You can still see the associate degree success that our PEK students have. So, not only do does the PEK program align with dual credit opportunities, uh, gaining an IBC, an IBC, potentially a level one, level two certificate, there's also an associate degree goal. And our PEK students do well across all those measures, especially when compared to our non CCRSM students. When you consider the eligibility criteria for your district and for your uh for a potential high school, please note that uh the eligible applicants are serving students in grades 9 through 12 or will begin serving students in grade 9 or grades 9 and 10 in the first
007year of implementation. The first year of implementation for this program is 2728. And again after the 27 28 uh they'll progressively scale up by adding at least one grade level per year after the first year of implementation. Keep in mind that all current PEK planning provisional and designated campuses are not eligible for this opportunity. All recipients of a previous lasso PEK grants are not uh eligible for the opportunity and any campus that is currently identified in our network as a needs improvement campus is not eligible it's not eligible to apply as well. We just want to highlight here some of the application asurances that are included in the program guidelines which you'll have access to on the website. As you can see here, uh just a few rules around uh please don't uh use any
008uh private information contained that would violate the FURPA rights and privacy act. Uh please be sure that the applicant aderes to the statutory and TA program requirements as noted in the program guidelines. The applicant assures to adhere to all performance measures as noted in the program guidelines and again just assures that any electronic information resources produced as part of this agreement will comply with the state of text state of Texas accessibility requirements as specified in the TAC 206. And of course, as you're probably familiar with, uh these funds are uh intended to uh supplement and not supplant any current programs that you have. As we look further into the application asurances, please note really quick notes, uh any person offered employment subject to fingerprinting. Please note that uh all uh equal treatment of all persons
009is uh an application assurance that we need to abide by and also there is a biological sex and no preferred pronouns assurance located in uh this application as well. What I highlighted in blue here for you is specifically the PEK application asurances. Previously we talked about the more general lasso application asurances. These are directly connected to our to the PEK portion of it. uh and you know you roughly you can kind of see that it's just you know currently uh maintaining current contact information so that we'll be able to communicate with you effectively in the ask TED uh program that you'll regularly submit your expenditures at a monthly or quarterly uh pace that your recruitment materials again are uh promoted and submitted to us both in English and Spanish And then uh of course some
010additional things related to an enrollment guidelines that follow enrollment requirements which we'll talk a little bit more about and then submitting a data report of stakeholder input methods to use to obtain input about the implementation of the program. So really we're looking for how did you build your program at the on that last measure? uh who was involved and then what sort of connections and feedback did you get also from your student staff and community members as you're building out your potential prec [Music] uh once you begin as a PEK member of course you'll need to have a signed and datedou with your IICH partner which I'm sure most of you are familiar with right now. Uh and that you must submit a plan of wraparound strategies and services to provide academic behavioral and mental
011health supports for student success. And additionally, uh, LASO has an application process, but know that, uh, if you decide to apply for the lasso grant, uh, andor apply, uh, in a nonfunding aspect for the CCRSM network, if you want to apply to become a PEK, there is a separate CCRSM PEK application. So, and essentially, there are two applications. Today we're talking about the lasso initiative and it's PEK grant application. But please know that there is a unique CCRSM PEK application that if you decide and choose to become a part of our network whether it be through the lasso process or not that that that application will need to be completed prior to the next year. Let's take a look couple of looks at the time commitment. So again just give you a really general uh
012broad overview of different components and the time commitments to build out this kind of program. You can look across school board superintendent seuite district leaders the campus leaders including coaches and teachers. So we're trying to give you uh a more deeper sense of the time commitment per week but please know this varies. So it depends on uh the um the experience you have in the CCRSM network uh with our PEK programs especially uh the familiarity with each component and how they connect to it. But we hope that this chart will give you a better sense of the weekly and monthly commitments as far as time goes for each one of these components that are vital to building out uh the a successful PEK program. The one thing that I'll highlight down toward the bottom are
013the teachers component. Uh depending again depending on the PEK model, uh some of all or all of your teachers may be involved in teaching the PEK students. Um as the program continues year-over-year so that time does vary a lot. Uh but you can see that campus leadership about 30 hours per week on average. Again, sometimes it'll be a little bit more, sometimes it'll be less. Our district leaders again depending on the commitment and the overall conceptualization and the size of of the district potentially up to 20 hours per week on average. If you're looking at your seuite commitment about two hours superintendent depending on again depending on the size and superintendent involvement but roughly about one hour uh monthly or weekly when you look at some of those goals and the school board of course
014is connected to potentially offering on average uh one hour uh of approval uh time commitments. This slide hopes to give you a little more information about our scoring criteria for the grant. So again, you can kind of see the standard grant criteria. On the left column, you'll see a brief description uh in the middle and the maximum points available. So once you decide to commit to the application process, there'll be a series of questions as you can see uh and we'll rank you uh and score you on particular questions associated with uh stakeholder decision driven decision- making uh the PK partnership agreement and requirements the PEK plan degrees and courses offered in crosswalk the post-secary credentials alignment uh andou partnership roles and then future recruitment strategies and support systems. Now, please I I want you
015to know that when you're applying and uh committing to answering these questions, we do realize that this is your plan and that plan can change and that can that plan will most likely change. What we're looking for is your initial conceptualization and support systems, right? all those things you have in support, how to sustain it, how to build it from what you're seeing right now, how you connect with your IG partner, how you connect with your business and industry partner because that's going to be important a relationship as well. So answering those questions will give us a really good idea of where you'd like to start. But please know that we know we understand that this is not a final commitment to the process and that we evaluate you on your uh initial ideas and
016then we give you a total uh score of up to 50. An additional tip that again that we talk about a lot is to use your blueprint when answering these questions. So, when you're in the application, you'll see references to uh when you're answering these questions, you'll see references to the blueprint and directing you right to the component of the blueprint that we're talking about and how to answer that most effectively. The best applications that we've seen so far address that blueprint component directly to directly to your situation, your community, your student, your partnership, your relationships. So really digging down and applying the question and the blueprint marker to who you are and how you want to grow those students and how you want to grow your pro real program is really important. We're going
017to talk about the blueprint later and I'll give you more information on that as well. These uh this information is related to priority points. So as you can see uh all grant applications will be evaluated based upon the following categories. So we'll give you initial score up to 50. If you receive 70% of those 50 points which is again a minimum score of then the priority points uh kick in. So you can see that school systems that are not currently participating in the CCR sim network receive one priority point. uh school systems classified by TEA as rural receive one priority point. If you're in the upper quartile of atrisisk students, another priority point will be uh granted to you. If TEA classes class classifies you in the upper quartile of economically disadvantaged students, a priority
018point will be awarded to you as well. If your school system's been classified as a TEA board of managers district, you'll receive a priority point as well. campus campuses classified uh with enrollment size under 10,000 students will receive two priority points and campuses with 25% of graduates attaining an IBC for the most recent TEA data available will receive two priority points. So I hope that gives you a better sense of priority points. Again, to receive those priority points, the initial score must be 35 or above. When we talked about the previous grant review process here, there is a possibility that we would implement uh oral interviews depending on uh the evaluation and priority points giving to our finalists. If we do, you'll be notified and then that'll give you a chance to uh further um
019discuss with us some of the systems in place that you have and again you can always reference different materials uh in that sense as well as far as we just want need a little further information. So if we need the process of granting an oral interview, you'll be notified. we'll schedule one over Zoom and then it's just a sense of getting to know you a little bit better and deepening and furthering that application process so that we'll be uh able to choose the best uh the the most appropriate uh schools uh for this uh for this um grant money. This highlights a little bit of what I've just shared with you. If we have uh more requests uh than the amounts available, we may implement again those oral interviews. During the oral interview, the application
020the applicants will have the opportunity to elaborate and evaluate on their planned partnership. Again, we'll focus in on uh assessing the readiness for the grant program. I mean, if you are identified as a TA board of managers district, you may be asked to attend an interview to determine readiness of your campus for the PEK program. Let's talk of technical assistance. So once you become a part of the CCRSM network, you'll be offered uh free at no cost technical assistance that'll be provided by Educate Texas. CCRM campuses are required to collaborate with the TEA technical assistance provider, Educate Texas. Uh you'll receive an expert coach and and coaching support uh site visits from that coach, a virtual community of practice which includes thousands of PEK and early college high school uh administrators who jump on board
021and answer questions, ask questions, offer resources. So it's a great community of practicing CCRSM colleagues. There are multiple focused professional development opportunities and then we have local, regional and statewide events to attend all for free. So again, uh you're required to collaborate with Educate Texas, but all of that collaboration uh and partnership with those coaches and that support staff is free. I do want to highlight a couple of FYI. anything about provider contract guidelines. Please note the requirements are around equal treatment of all persons and biological sex and no preferred pronouns. Again, so again, in accordance with recent ex executive orders, if a grant requires districts to contract with the provider, then include the following language in that contract as well. So, please pay attention to those two new components. So, what we talked about
022is the lasso overview, the PEK uh connection to the lasso grant, gave you a little more information on some of the requirements, the eligibility, and a little bit of how uh each application will be scored. So, what we now want to do is trans transition over into the PE deep dive. So if you look at this uh slide here, what I wanted to do is talk to you a little bit how how the the transition and the maturity works in the network. So right now you're considering the possibility of applying to become a planning campus. If you decide to apply and once you're accepted, you'll be accepted into a planning year and we oftent time we call that year zero. So again in year zero, you've been accepted in the network. You're receiving free technical
023support from Educate Texas and you're taking that initial plan that you submitted to us and you're building it out. You're fleshing it out. You're reconnecting. You're deepening those ideas. Sometimes you're making some course corrections along the way. Potentially, you're adding an additional IG partner or a potential uh business partner as you go further into that year zero. Essentially, the planning campus year is 12 to 18 months of planning to deepen that process. you are not uh teaching students at that moment. So again you apply to become you're accepted into the network and initial that initial year which for this cycle will be uh so this year is 2526 it'll be 2627. So the planning campus year is 2627. Once that planning year is complete that following year you become a provisional campus year 1. That's
024the year you begin teaching students, officially taking that well-developed plan that you've had those 12 to 18 months to implement and begin the process of working with uh uh your students in year one, your provisional year one. Year two, you're growing it out. So, there's a sophomore potentially a second year component. Year three is your are your juniors are included in your cohorts. You're growing your cohort across three uh three years. Year four, you get to your first senior cohort and then completing that fifth year. So once you complete five years of teaching students, you're eligible to become a designated campus. So after that initial year of planning, those five years of provisional where you're working out your your program um requirements uh and goals and working with your students to deliver on their student
025results. After that fifth year of completing those the teaching those students, you become eligible for designation. In your seventh year, you'd be uh after completing your seventh year, you're you'll be eligible for um uh designate with the distinctions. I'm sorry, including your sixth year. Apologize for that. So, you kind of see how it works out here. So, right now, we're in that planning stage. over the multiple years, you'll get to the designation status and then potentially eligible for distinctions. After that fifth year, if you don't hit the designated goals, which again we're going to talk about a little bit later uh in this session, you'll be uh designated as a needs improvement campus. And I want you to consider this as a just a continuation of our involvement and really identifying with our technical assistance
026partners those areas that have blocked you to from becoming officially designated. Designing a plan a program to get you back to designated and so that you could become designated and potentially designated with distinction down the road. So again that needs improvement process is private. It's a focused intervention from our educate Texas staff, from our TEA staff to get you back up to meeting those designated outcomes based goals, you get to designated by year 9. And if for some reason after those multiple years and after that uh those years 6 through 8 if it's not working uh from a a potential student point of point of view or potentially the campus is having issues that just can't consistently hit designated uh status for us will help you transition back to more comprehensive uh model. If you're
027thinking about that from a PEK point of view will help you transition more back to a CTE focused high school or potentially a dual credit model as well. Okay, this slide just kind of represents what I've just talked visually. Again, you can see the years 0, 1 through 5, year six, and year 7. Planning campuses are not serving students. Provisional years 1 through 5, you're receiving your serving students, and you're receiving data to help you build out your program. Complete those five years, you'll receive all your data indicators, and we'll determine your designation status. I've mentioned this a few times, but there are outcomes based measures and we also call them OBMs which need to be met. And we'll talk about what both access indicators mean, what those achievement indicators are, hitting three out of
028the six and again hitting three out of the six attainment indicators along the way. And then uh as you get to that uh year seven plus, you'll be eligible for uh designated campus with distinctions. So again, just a visual that we're at the uh potentially applying to become the campus. There's an entire planning year and then those provisional years are teaching those students one through five. We're gaining data. We're seeing our student success. We're building out our program. We're making connect corrections along the way. We're providing unique or additional support systems for our staff and our students. we hit that designated piece uh after that after that year five potentially moving and needs improvement and then move forward with that process as well and again potentially uh transitioning back to a campus after uh nine
029years have been completed. So I've mentioned it a few times. I've talked about uh outcomesbased measures. I've talked about our blueprint. Now I want to actually show you a little bit more about what we've uh referenced earlier. So our staff has created a blueprint, a model uh structure for you to be successful in. We call it the PEK blueprint. It's outcome driven. We will well there are key data indicators to ensure positive student outcomes and measure program health. There are three major categories. We also call them outcomesbased measures or OBMS. One is access. Think of access as your student representation in the program. Think of your achievement category as student achievement through high school-based opportunities. So there's a high school-based component of achievement. And then attainment as we move closer to graduation, as we move
030through the process, is connected more to our post-secondary opportunities. So again, three major categories in our blueprint. Those success markers are categorized in access, achievement, and attainment. Additionally, what we'd like to offer you is a guide to roadmap, the roadmap to opening. And what I love about this companion guide to our blueprint is that it prioritizes a a specific set of actions for your leadership teams to take during the onboarding and planning phases. So, think of right after you apply, we get you connected to our our uh technical assistance partner and a guide that pulls you through and coordinates and guides you through the planning phases of a new PEK. Each of these actions in in the guide aligns to a PEK blueprint design element or an OBM or a required artifact. So again, an
031additional resource connected to back to our blueprint that gives you a really good opening start, an opening guide to further assist you when you're starting a new PEK program. Additionally, we provide you with a student and family handbook. This is designed more for families and students who have interests in our CCRM programs, our PEK and our early college high school programs. created to empower parents because we know parents are our biggest motivator sometimes for our students to get connected and to uh challenge their students to succeed in a rigorous program like PEK or early college high school. So again, this is uh something that you can use and share with your family, your staff, your leadership, your school board, and it's but it's directly related to empowering students and families and why uh they can
032succeed and all the things that they'll be able to benefit from if they decide to join the PEK program or the early college high school program. So we have our blueprint, we have our roadmap to opening, and then we have our student family handbook right off the bat for you to just sit down and start perusing and using once you become a PEK a member of the network. So earlier I mentioned our blueprint. We have in our blueprint we have six benchmarks for our PEK uh high school campuses. The first benchmark talks about school design. And so just real quickly, it's it's this benchmark uh focuses on establishing school structures and policies and then uh helping the leadership team convene and and to make sure that there's adequate staff capacity for successful implementation and sustainability
033sustainability of the PEK program. specific design elements inside of benchmark. One, student cost, school location is addressed, the size of the student cohort when working with your IIG partner, what sort of scheduling works best both on the high school campus and your IG campus, and the requirement of each school to become a TSI testing site. If you look at student costs, just keep in mind that the PEK program shall shall be offered at no cost to students at no cost to students. And we you a couple of things around school location. Just keep in mind that the school location could be on on on a college or university campus. It could be in a high school as a standalone campus or a smaller learning community inside that larger campus. Or for our PEX, it could
034be at a central location location such as a CTE center. when you're considering benchmark two of our blueprint for PEX. This is dealing with partnerships uh connected to our IICHE. So again, once you become connected and a part of our CCRSM PEK family, there'll be an an assigned establishing some of the relationship aspects of providing these opportunities and services for our students. It must be current and signed uh each year. In addition, also can consider too that a partnership agreement must be connected with your primary business and industry partner as well. The key component for the PEK again is not only an IIC relationship offering dual credit but also keep in mind too and the beauty of the PEK is there is an involved consistent business partnership interventions activities and opportunities starting in grades nine
035and going all the way through grade 12. Our PEK program al also offers two additional years depending on if that's a good connection for the program of study with a level one level two certificate as well. But again the main point here is ben benchmark 2 is connected to partnership design elements like I mentioned before uh the goal of higher ed partnerships the roles and responsibilities the funding aspects how to pay for who's paying for what and at what cost price because again remember that our students are not charged any fees for participating the academic plan and the transcription of credit. When you're thinking about funding, just to highlight one of these components, uh just know that it's shared and and and some of the shared costs include dual credit courses offered through the program,
036instructional materials to be used and textbook adoption, also considered transportation costs and fees, and the eligibility of PEK students for financial assistance from their higher education partners, specifically uh waiverss for tuition and fees. So again, think about those components when you're working with your your partnerships and a PTA program. Further components of the benchmark 2 include course delivery and scheduling, staff planning, structural materials and books, access to higher ed resources and transportation. One of the things that we often get questions about and uh best practice questions around that is the staffing plan. So again, theou or the ILA shall include a staffing plan for PEK resources including teacher qualification processes, instructor availability and course offerings. Also consider too in this in 2.7 uh joint professional development for PTA faculty and college and counselors uh college
037counselors and adviserss including district and and the IIG faculty and staff. Benchmark 2 continues with collaborative outreach efforts, student participation, academic supports, data sharing amongst the two entities and then an analysis of that program data. So the collaboration is important because you consider that oftent times um our students and our community and our staff and our families are even more motivated when they see that college partner and those district when those um business partners are involved in our collaboration out outreach efforts. So not only do we want you to collaborate and outreach to our students who want to participate in their families that are going to be involved, we want you to connect and involve potentially your college and your business partner as well. What academic supports are you going to offer? This is a
038rigorous program. We're we're we're challenging our students who can succeed and do succeed because you've seen the results earlier. Uh but we're challenging them earlier and so they're going to be college students at the 9th and 10th grade level. So what academic supports both on the high school campus and the college campus can you provide so those students can continue to succeed? data sharing our the communication part of being able for the college and the high school to communicate data. So again to inform interventions that are best appropriate for our student success roles and responsibilities in part of benchmark 2 workbased learning program with our with our business and industry partners a work-based learning activities as I mentioned before again in grades 9 through 12 professional skills and mentorship from both our college and our
039business partners and then access specifically to business resources. So again, negotiating all of those things when you think about your business partner as well. What's the workbased learning program that's going to connect to your program of study that's going to connect to your IBC that's going to connect potentially to your level one, level two, level two that potentially connects to the associate degree that your students may reach for? What work-based learning activi activities are you going to implement with your partner or partners in business and industry that connect to the program of study that you're offering to your PEK students? How's that going to work over grades 9 through 12? Potentially, what sort of mentorship can your business and industry partner provide? And what access do they have outside of just those learning opportunities to
040help those kids and students continue to grow so they become the best candidates, the best candidates for that job opportunity after graduation? And again, we mentioned it before, the transportation uh to the school, uh your IG partner, but also potentially the transportation negotiations with your business partner, the opportunity for your students to qualify pri for priority interviewing. And then program monitoring, just looking back in your relationship with your business partner and seeing where we can uh what what are successes, what are some things that we can work on as we continue to offer these workbased learning opportunities for our students, grades 9 through 12. I think it's really fun to consider that uh your business partner gets uh the opportunity to basically interview uh potentially over grades 9 through 12. And so I think one
041of the highlights for the business partner is they invest their time of course, but they get to see these kids grow into their interest, grow into the expertise that they're offering. they get to succeed and and grow and learn from the ICE interventions and and class opportunities. So that they should be and oftentimes are the best students uh who are qualified for an interview to potentially receive that job right after graduation. Let's talk about benchmark three which is targeting population. the target population. When we talk about this uh the PEK program and early college program, uh the campus must enable uh must adopt practices uh and include students who fall into the at risk or dropping out uh of the of school. Those those kids that are at risk potentially are dropping out. Those kids
042maybe don't have as many opportunities but but specifically targeted at risk kids uh for recruitment. Enrollment decisions shall not be based on state assessments, discipline history, teacher recommendations, parent or student essays, minimum grade point averages, or other criteria that creates barriers for student enrollment. So really what we're looking for is for you to open up the program and look for students who can really connect and really potentially gain a lot from being offering this rigorous opportunity uh in your community. Benchmark three recruitment enrollment documentation of enrollment stakeholder engagement and a lottery system. So again, I mentioned it earlier. Uh who are we recruiting? What are OBMs related to that? Our outcomes based measures around at risk populations, economically uh disadvantaged populations, making sure that we're hitting uh those goals down the road. Documenting that enrollment
043process. uh who's involved in uh in uh targeting that population and recruiting that population and potentially what system what lottery system what open system do you use so that all have uh uh the same opportunity to join under the constraints of the PEK blueprint benchmark benchmark 4 connects to academic infrastructure design elements the pathways and technology Early college high school must provide a rigorous course of study that allows students the opportunity to earn high school diploma, earn a high school diploma and enable student a student to combine high school courses and college level courses with the goal of earning an of earning an industry based certification certificate or an associate degree. So again that structure that allows that those opportunities to happen and those successes to happen. When you consider benchmark forward four we always
044consider regional need. So in a PEK program, uh the blueprints discuss specifically um looking at what opportunities, what regional needs around your school, around your community, uh are there and how to connect your program that gives them the training opportunities, the certificates, the IBC's or the associate degree opportunities to meet that regional need. What are the post-secary opportunities connected to that? I guess again designing course sequences that allow students to reach those IBC goals, those level one, level two goals, those associated goals, those dual credit goals so that we match it to our regional need for employment. Again, the the course offerings that are related and the delivery of those courses, whether it be in person, uh online, asynchronous, etc. When you continue to look at benchmark 4, we consider performance in high school. There's
045a component for college readiness, of course. How to track student data as we build out our program over the provisional years 1 through five and even extended as you get into six plus years of maturity. How do we get kids to join and persist across grades 9 through 12? Then how do we best support the student support pathway uh in that in that process of them and that academic infrastructure? So again, some of those interventions that are best supported for our earlier students or the more challenging courses as they get older in the program as well. Benchmark 5 in the PEK program talks about student support design elements. And again, these are the wraparound strategies and services involving multiple stakeholders to strengthen academic, technical, and individual support for students so they can be successful in
046their PTE program. Some of the considerations are offering a bridge program. What combination of high school and college advising to best implement for your students? Specifically, the interventions that are best appropriate for your student group or your student cohort, for your student community, and connect them back to your IH and or potentially your business partner. the classroom supports advice uh invited and used um to help those kids succeed at each level and as we mentioned before the wraparound strategies that include behavioral mental health and emotional support around uh those uh those kids as well so they can succeed. It is challenging. It is rigorous. But we give you guidelines. We give you structure. We give you technical assistance to help best support what specifically your your community, your staff, your students need so that both
047the campus and more importantly the students will succeed in the PEK program enrichment opportunities and then of course college and career readiness supports as well too. Lastly, benchmark six, which deals directly with work-based learning design elements. Again, as I've mentioned multiple times, uh the PEK offers a variety of relevant high skill work-based learning experiences at every grade level that respond to the student interest and regional employer needs and contribute to the student to students aligned earning aligned industry certifications and credentials. Again, what does the community need? what are the students interested in and then building out that program across grades 9 through 12 components are work-based learning a work-based learning continuum workbased learning offerings how do students participate both on campus but potentially participate um at the work site if possible additional enrichment and extracurricular
048activities and again how do we uh track data from the employment and the work-based learning opportunities as So, I hope that gave you a really good look into the structure that's involved. I know it's a little much to take in at once, but what I would what we want you to know and walk away with today is that there's a structure in place that's well thought out that has components of everything you can think of so that you'll be successful from a leadership point of view. Your teachers will be successful, your staff will be successful and and again most importantly the students will be able to uh be challenged, be successful and graduate and ready to work right after high school graduation. We've talked a little bit about outcomesbased measures, so I want to mention
049those as well. These are the goals that you want to hit as we as we work through. So again, outcomesbased measures are related to your designation status. Your designation status doesn't officially uh kick in until after completing five years. Those first years uh provisional years 1 through five or provisional, right? Provisional years and you're working using the data that you're acquiring for your student success to build up to meeting designation outcomes based measures and even u succeeding as a designation with distinction campus in later years. If you remember earlier I mentioned three large groups. So again PEC OBM reporting used for designation and three large groups. On the left you'll see access achievement and attainment. There are two data indicators related to access. Think of that as the students that you're going to recruit that
050are part of your program. There are six in achievement that are high school-based and then there are six in attainment that are postsecarybased. So to reach designation each year after that fifth year right you need to reach uh two you need to hit your uh indicators and at risk and economic disadvantage and access you need to reach three three of the achievement dedicator data indicators minimumly out of six and then three at a minimum rate of six in your attainment. So these are the markers that we're hoping you you reach and you work toward as you build out. There are minimum requirements two, three, and three. But we we want to offer you more data indicators that will help you uh construct and style which data indicators and achievement and attainment are best suited for
051your success for your students in relationship to your IG offerings and your business partnerships. When we think about student access, we think about student representation. You must hit two out of the two OBMs in student access. The first one is at risk 9th grade. And what you're shooting for is nothing uh more no more than under 25% of your district rate. So again, looking at your student population when you recruit each year, you're wanting to hit that marker of at risk student population students. And the second one is economically disadvantaged. So you want to hit no less than 10%. Uh you want to be no more than 10% under, no more than 10% under. So again, the the easy one to use is that if your economically disadvantaged rate for your district is 50 to
052reach your OBM success marker, you would want to be no less than 40% when you're recruiting that cohort of student. If you're above that, fantastic, but no less than 10% under your district rate. For achievement, remember we needed to hit three out of the six. The six R algebra 1 EOC hitting the 70% of approaches grade level by 10th grade. English 2 approaches grade level by 11th grade 70%. CTTA program status 55% of your student population hits concentrator or completer status by 11th grade. CTE program status again but by 12th grade 65% same variables college readiness in math and EL EL 40% CCMR definition by 12th grade and then high school grad rate within 5% of the statewide four-year grad rate by 12th grade in your attainment remember hitting three out of these six and
053the attainment is more post-secary focused earning three college credit hours 50% of your cohort by 10th grade nine credit hours 40% by 11th grade 15% college credit hours 40% by 12th grade earning a degree or certificate 30% by graduation and then IBC attainment 50% by 12th grade persistence again starting in the in the program hitting all the way through graduation we're looking for 75% of students who enroll that they consistently uh persist and and graduate by 12th grade, of course. So, I hope that gave you a really quick introduction to that. Again, I know it's a lot to take in, but we really want to uh involve you in a sense of this is what we are hoping for. This is what you're shooting for down the road. But again, remember, you have lots of
054intervention. You have lots of assistance from us. You'll have a tea, technical assistance provider provided by Educate Texas and a ton of resources to connect to help you reach those goals as you move through your provisional years and get closer to that designation year after year five. We have about five minutes left, six minutes left, but I want to show you a couple of things. So, when you think about outcomes based measures, what I just went through was uh a textbased version of what I'm showing you visually. So in nth grade we're always talking about how to recruit those at risk and economically disadvantaged students. In 10th grade there's no marker for OBMs. But in 11th grade you have English 2 EOCC and CTE program status. So designing your programs designing your your strategy for
055hitting our designation goals across the three buckets of access, achievement and attainment and which OBMs minimum remember two out of two in access, three out of six in achievement and three out of six in attainment. which ones are best suited for you. These are the all of the opportunities you have, but you can design different things for yourself. So, you can see that there are different ways to uh design the program that's best suited for you. So, in this situation, this school decid decided to offer and focus in on accomplishing English 2, high school grad programs by 12th grade. and their attainment bucket. They're looking for hitting the goals early in 10th grade and then hitting those 15 college credit hours and earning an IBC by 12th grade. So, all I want to show you
056visually here again real quickly is to so that you can design your outcomes based measures that are best suited for your campus success and of course your student success as well in relationship to your partnership with your ICE and your partnership with your business and industry partner. I'm going to go ahead and skip through because we're running a little low on time and I don't want to miss out on the last components of moving forward. If you have any questions, I know you've been dro in the Q&A. If you have any questions, uh we'll definitely get those answers afterward as well. So, please continue to drop in those questions in the Q&A and we'll get them answered uh and back to you as soon as possible. Moving forward, when you think about the lasso cycle
0574, here's the timeline. So again, the lasso for application opened in oc opened October 3rd and closes December 3rd, 5:00 p. p.m. Central Standard Time. You can currently see that uh things have been implemented in September. We're currently in our October phase of opening the application cycle. You'll have until December 3rd to complete your lasso applications. After that closing in December, we'll take in then review the scoring. We'll review it, score it, get back to you with the finalists. Potentially there could be an oral interview uh in uh if needed in January. And then you start seeing in February, March, and April the announcements uh for the lasso uh grant opportunities and who will receive them. And the anticipated announcement is February 2nd. And then again connected to the review negotiation and the NOGA process
058in March, April and May. Eleas must submit a lasso cycle for application by December 3rd at 5:00 p.m. Central Standard Time. DEA's emailed unique application links to to LEA superintendent on October 3rd. If needed, eleas can complete a request for application link form to receive a new link. PDF of the application was posted on the lasso4 cycle website. However, eleas must submit the application through Qualrix using the unique application link. So again, remember uh you have to use that unique application link provided uh directly to your superintendent to officially submit the application. And again, all applications must be signed by the superintendent to be accepted. December 3rd is the deadline, 5:00 p.m. Again, I know you may have multiple questions. I do appreciate truly appreciate you letting me uh introduce you to the uh success
059of our model, introduce you to the uh program blueprints and the structure we've created for your success. We hope that we've answered some of your questions. If we haven't answered all the questions, we'll be having multiple office hours as shown here. We hope to join see you and join you if you have additional questions. I'll be there to answer your your questions uh October 28th, 27th, and November 3rd. There'll be FAQs that will be posted November 3rd. And again, for questions about the application process or technical assistance with the actual application, connect with your lasso team. And for questions about PEK, shoot us an email at ccrsma.t texas.gov. A quick reminder around change requests and declines in LASO. Just keep in mind that LASO has an informal discretionary competitive grant grant process. Declines and change
060requests are not advisable. If declines are requested, they will be considered on a case-by case basis and if granted could raise the LEA's federal grant risk level rate in the coming years. A really good visual of what's open to you. Again, we're in that application window from October 3rd to December 3rd. program webinars will be starting today and continuing through the 24th. Great great resources, one pagers, some really cool stuff on the lasso for website. So, please go there. Initiative, one pagers, eligibility and prioritization guidance documents, a selection tool, roles and responsibilities and insight tools. So, I think the lasso team has done a really good job of continuing to build out and provide opportunities for you to make really good decisions even before even before you start the application process. And I hope that
061the hour spent today gave you more information on why the PEK grant could be a really good connection for your students and your staff moving forward as well. This concludes uh our session today. Again, I just wanted to bring up uh that the December uh deadline there and that uh sorry, back one here. Apologize for that. That is the correct date. December 3rd. I apologize for that slide. December 3rd at 5:00 PM is the deadline. And we hope that u you benefit from today. This concludes the recording port portion of the uh