EVALUATION OF LULAC NATIONAL
EDUCATION SERVICE CENTERS, INC.
DEPARTMENT OF EDUCATION
UPWARD BOUND PROGRAM
San Antonio, Texas
Submitted to:
LULAC National Educational Service Centers, Inc.
2000 L Street, NW
Washington, DC 20036
Prepared by:
Elizabeth C. Retamozo, Executive Director
NOSOTROS Education Center
LNESC – Department of Education’s Upward Bound Project
SAN ANTONIO, TEXAS
EXECUTIVE SUMMARY
PROGRAM BACKGROUND
Funded by the Department of Education, the Upward Bound Program provides
fundamental support to participants in their preparation for college entrance. The
program provides opportunities for participants to succeed in their precollege
performance and ultimately in their higher education pursuits.
Program Purpose
Upward Bound projects provide academic instruction in mathematics, laboratory
sciences, composition, literature, and foreign languages. Tutoring, counseling,
mentoring, cultural enrichment, and work-study programs also are supported. The goal
of Upward Bound is to increase the rate at which participants complete secondary
education and enroll in and graduate from institutions of postsecondary education.
Eligible Program Participants
Upward Bound serves high school students from low-income families; high school
students from families in which neither parent holds a bachelor's degree; and lowincome, first-generation military veterans who are preparing to enter postsecondary
education. Students must have completed the 8th grade, be between the ages of 13
and 19 (except veterans), and have a need for academic support in order to pursue a
program of postsecondary education. All students must be either from low-income
families or be potential first-generation college students. The program requires that twothirds of the participants in a project must be both low-income and potential firstgeneration college students. The remaining one-third must be either low-income or
potential
first-generation
college
students.
Students
are
selected
based
on
recommendations from local educators, social workers, clergy, or other interested
parties.
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LNESC – Department of Education’s Upward Bound Project
SAN ANTONIO, TEXAS
Mandatory and Permissible Services
All Upward Bound projects MUST provide instruction in math, laboratory science,
composition, literature, and foreign language. Other permissible services include:

Instruction in reading, writing, study skills, and other subjects necessary for
success in education beyond high school

Academic, financial, or personal counseling

Exposure to academic programs and cultural events

Tutorial services and Mentoring Activities

Information on postsecondary education opportunities

Assistance in completing college entrance and financial aid applications

Assistance in preparing for college entrance exams

Work study positions to expose participants to careers requiring a postsecondary
degree
Authority
The Upward Bound Program (CFDA Number:
047A) administered by the U.S.
Department of Education’s Office of Postsecondary Education (OPE). This grant
program is authorized under The Higher Education Opportunity Act (Public Law 110315) (HEOA) was enacted on August 14, 2008. This law reauthorizes and extends the
Higher Education Act of 1965, as amended. The Higher Education Act (HEA) provides
the statutory authority for most of the programs administered by OPE, as well as for the
Federal Student Aid Programs.
Grant Award and Project Period
In early Spring of 2007, LNESC received notification that it received funding for a new
Upward Bound Project (PR/Award Number: P047A070788) with an annual budget of
$250,000 for four (4) years ($1 million total) beginning on September 1, 2007 and
ending August 31, 2011. Projects will be funded for up to 48 months (four budget
periods of 12 months each). Projects will be funded for one year at a time with an
option for three (3) additional years, contingent upon the demonstration of substantial
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SAN ANTONIO, TEXAS
progress each year toward meeting project goals and objectives and the availability of
future appropriations.
EVALUATION INFORMATION
This outcome assessment of LNESC’s Department of Education- San Antonio Upward
Bound Project (DE-UBSA) was conducted by the NOSOTROS Education Center (NEC),
in November 2008 and January 2009.
Data collection occurred onsite at the San
Antonio LNESC located at the following address:
6800 Park Ten Suite 113N
San Antonio, TX 78213
Data was gathered through on-site interviews and observation of DE-UBSA project staff
(Director: Orlando Blancas, Advisor: Eloisa Kirkwood, and Administrative
Assistant: Marcos Cortez) and a review of all available documents, forms, and student
files.
PURPOSE OF EVALUATION
The main purpose of this assessment was to conduct both an OUTCOMES-BASED
and PROCESS BASED EVALUATION of LNESC’s DE-UBSA to assess the
effectiveness of the project in meeting its legislative mandate by the end of each annual
grant period and to fully examine the extent to which the project is operating as intended
by assessing major programming components and their impact on participants served.
This mandate includes collecting and reporting to the Department data related to the
following five (5) established Government Performance and Results Act of 1993
(GPRA) key performance indicators for the Upward Bound Program grant competition.
GPRA Outcome Objectives Reported to the
Department of Education
to Assess Effectiveness of the Upward Bound Project
(1) Whether the applicant serves the number and % of low-income & potential first
generation UB participants agreed to under the approved application;
(2) The percentage of all UB participants, who at the time of entrance into the
project had an expected high school graduation date during the school year,
will have achieved at the proficient level during high school on state
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assessments in reading/language arts and math.
(3) The percentage of all 9th, 10th, and 11th grade UB project participants served
during each school year will continue to participate in the project during the
next school year.
(4) The percentage of all UB participants, who at the time of entrance into the
project had an expected graduation date during the school year, will enroll in a
program of postsecondary education by the fall term immediately following the
expected graduation date from high school.
(5) The percentage of all of all UB participants who enrolled in a program of
postsecondary education during the fall term immediately following high
school graduation will be enrolled for the fall term of the second academic
year.
Additionally, this evaluation will provide LNESC with specific recommendations to
improve the delivery of services and make ongoing project information and findings
available to ensure the dissemination of knowledge gained from this effort during the
DE-UBSA grant period.
OVERALL FINDINGS FROM THE ANALYSIS OF DATA
Performance on GPRA Objectives – Status of Performance Report:

GPRA Objective #1: Objective Met.
The DE-UBSA Project was funded to serve fifty (50) eligible participants with a
minimum of 2/3 or 34 classified as both low income AND potential first-generation
students. The remaining 1/3 or 16 must be classified as either low income only OR
potential first-generation only. By August 31, 2008, DE-UBSA served fifty (50)
eligible participants with 46 or 92% classified as both low income AND
potential first-generation students.

GPRA Objective #2: Academic Improvement - Not Applicable.
This objective is not applicable since DE-UBSA is a newly funded project that
could only recruit and serve incoming and current 9th and 10th graders during the
2007-2008 school year. Therefore, this objective will not be applicable until DEPage 4
LNESC – Department of Education’s Upward Bound Project
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UBSA has its first set of 12th graders (graduating cohort 2010) at the end of the
2009-2010 program year.

GPRA Objective #3: Project Retention – Objective Not Met.
The DE-UBSA Project recruited and served fifteen (15) incoming 9 th graders
(recent 8th grade graduates) and thirty-five (35) current 9th and 10th graders during
the 2007-2008 program year. Of the fifty (50) participants that were served in
program year 2007-2008, forty (40) returned to be served at the beginning of the
new 2008-2009 program year for an overall project retention rate of 80%.
However, the GPRA objective is worded differently and excludes the fifteen (15)
rising 9th graders as they were not “9th, 10th or 11th graders during the 2007-2008
SCHOOL YEAR. Therefore, the objective takes into account only the thirty-five
(35) participants that were in the 9th, 10th or 11th grade during the 2007-2008
school year and not the total fifty (50) that were served by the end of the project
year. The resulting retention rate of 9th, 10th, and 11th graders served during
the 2007-2008 school year that continued to participate during the next
school year (2008-2009) school year was 71.42% (25/35). Only twenty-five (25)
of the thirty-five (35) students that were 9th or 10th graders during the 2007-2008
school year continued to participate during the next school year (2008-2009).

GPRA Objective #4: Postsecondary Enrollment - Not Applicable.
This objective is not applicable since DE-UBSA is a newly funded project that
could only recruit and serve incoming and current 9th and 10th graders during the
2007-2008 school year. Therefore, this objective will not be applicable until DEUBSA has its first set of 12th graders (graduating cohort 2010) at the end of the
2009-2010 program year.

GPRA Objective #5: Postsecondary Persistence - Not Applicable.
This objective is not applicable since DE-UBSA is a newly funded project that
could only recruit and serve incoming and current 9 th and 10th graders during the
2007-2008 school year. Therefore, this objective will not be applicable until DEPage 5
LNESC – Department of Education’s Upward Bound Project
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UBSA has its first set of college students scheduled to return for their 2 nd year of
college (graduating cohort 2010) at the end of the 2010-2011 school year.
The following table summarizes the illustrates the statistical project performance of the
DE-UBSA for PY 2007-2008 as it relates to the Prior Experience Criteria of the Upward
Bound Program:
PRIOR EXPERIENCE TABLE
Prior Experience Criterion
(1) (3 points – 1 per year) Whether the
applicant serves the number of
participants agreed to under the
approved application;
(2) (3 points – 1 per year) The extent
to which project participants have
demonstrated
improvement
in
academic skills and competencies as
measured
by
standardized
achievement tests and grade point
averages;
2007-2008
2008-2009
Approved
Actual
Approved
50
50
50
75%
N/A
75%
85%
71.42%
85%
Actual
2009-2010
Approved
Actual
50
N/A
75%
Academic Improvement:
% of all UB participants, who at the
time of entrance into the project had
an expected high school graduation
date during the school year, will
have achieved at the proficient level
during high school on state
assessments in reading/language
arts and math.
(3) (3 points – 1 per year) The extent to
which project participants continue to
participate in the Upward Bound
Program until they complete their
secondary education program;
85%
Project Retention:
% of 9th, 10th, and 11th grade
project participants served during
each school year will continue to
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LNESC – Department of Education’s Upward Bound Project
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participate in the project during the
next school year.
(4) (3 points – 1 per year) The extent to
which participants who complete the
project, or were scheduled to complete
the project, undertake programs of
postsecondary education; and
75%
N/A
75%
N/A
75%
60%
N/A
60%
N/A
60%
Postsecondary Enrollment:
% of all UB participants, who at the
time of entrance into the project had
an expected graduation date during
the school year, will enroll in a
program
of
postsecondary
education by the fall term
immediately following the expected
graduation date from high school.
(5) (3 points – 1 per year) The extent to
which participants who complete the
project, or were scheduled to complete
the project, succeed in education
beyond high school, including the
extent to which they (persist) graduate
from
postsecondary
education
programs.
N/A
Postsecondary Persistence:
% of all UB participants who
enrolled in a program of
postsecondary education during the
fall term immediately following high
school graduation will be enrolled
for the fall term of the second
academic year.
Prior Experience Points Earned
Based on Regulations
Maximum of 5 Pts per year
1 out of 2 possible
points earned
__ out of 2 possible
points
__ out of 4 possible
points
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LNESC – Department of Education’s Upward Bound Project
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Therefore, DE-UBSA earned one (1) out of the two (2) possible points that it was eligible
to earn at the end of the first year of a newly funded project. Please note that “older” or
established Upward Bound programs (those that have been around long enough to
have seniors and freshmen college students) are eligible to earn up to five (5) points per
year for a total of fifteen (15) points by the end of the third year of the funding cycle.
PROCESS BASED EVALUATION
The LNESC-San Antonio Upward Bound Project funded an external evaluation to fully
examine the extent to which the project is operating as intended by assessing major
project components and its impact on participants served. The NOSOTROS Education
Center (NEC) agreed to provide the project with a Process-Based Evaluation on an
annual basis.
This evaluation will provide the agency and outside parties with an
accurate interpretation of how the project truly operates; assist project staff identify
needed interventions and/or change project components to improve the delivery and
quality of services; and displays its strengths/weaknesses at the initial site with
strategies for replication in other settings. The following chart summarizes the ranking
results of the components that were reviewed and evaluated as part of the Process
Based Evaluation:
Project Component
Exemplary
Above
Average
Satisfactory
Needs
Improvement
S/W*
1.) Target School Overview &
Relationship
2.) Student Demographics
X
S
X
S
3.) Plan to Identify, Recruit &
Select Participants
4.) Plan to Assess the Needs of
Participants
5.) Plan to Monitor Academic
Progress of Participants
6.) Plan to Deliver Services to
Participants
7.) Academic Curriculum
X
S
X
S
X
S
X
S
X
S
8.) Review of Required Forms,
X
S
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Student
Files,
&
Documentation of Services
Provided
9.)
Internal
Formative
&
Summative Evaluation Plan
10.) Institutional Support &
Commitment
11.) Management & Staffing
12.)
Budget
Records
Accounting System
OVERALL RANKING
X
X
N/A
X
N/A
&
X
X
* S = Strength
W
W = Weakness
W
S
N/A = Not Applicable
1.) Target School Overview & Relationship
Findings:

The UB project has one (1) target school, Thomas Edison High School, located in
San Antonio, Texas. This school was selected to serve as target school due to its
low academic achievement rates, high dropout rate, high student to counselor
ratio, and low college enrollment rate.

According to the Texas Education Agency, the proposed target school had a total
student enrollment of 1,707 (93.9% Hispanic, 2.6% African American, 3.0% White,
and .4% Other) for the 06-07 academic school year with over 85.9% classified as
economically disadvantaged.

The neighborhoods surrounding the target schools are home to a high number of
low-income families and a high number of residents with low educational
attainment levels.

The UB project has a very good working relationship with the target school due to
the following reasons:

Communication with target school principal was established immediately after
notification of the UB grant award was received.

Project Director (PD) informed the superintendent and school board members
of the program and requested their support at a school board meeting held at
the beginning of the academic year.
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LNESC – Department of Education’s Upward Bound Project
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
PD revised the original memorandum of understanding to include specific
requests for afterschool classroom space, teacher\counselor support, student
referrals, designated office space during the school day, and access to student
report cards and test scores.

UB staff had a constant and consistent presence on the campus of Edison High
School. The project staff spent the majority of their time at the target school on
Tuesdays, Wednesdays, and Thursdays during the school year. They would
spend the mornings meeting with teachers and counselors to either obtain
student referrals and\or to discuss UB students’ academic progress.
Afternoons would be spent meeting with students individually and then
supervising the afterschool UB tutoring component.

PD met regularly with the target school principal and his staff to update them on
the project activities and services provided to their students and to address any
issues or concerns they might have had regarding a particular student.
Rating: Above Average
Recommendations:

PD needs to maintain consistent communication with the target school principal via
monthly meetings to formally discuss the project’s progress to date during the
school year.

PD needs to be with the superintendent and school board members on an annual
basis to update them on the project's progress and to ensure their continued
support of the program.

PD needs to revise the MEMORANDUM OF UNDERSTANDING on an annual
basis outlining exactly what is expected from both LNESC and the target school for
review, submission, and approval to the legal department of the school district
and/or school board. This legal contract signed by both the school board or legal
department and the Executive Director of LNESC to include any modifications or
additional requests as needed. This will further protect and secure the commitment
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LNESC – Department of Education’s Upward Bound Project
SAN ANTONIO, TEXAS
of the target school for the UB project regardless of who the principal is for that
particular school year.

Require that all applicants that have completed the interview process for a paid
position with LNESC pass a MANDATORY CRIMINAL BACKGROUND AND
DRUG TEST prior to being offered a full time permanent position. Not only will this
reassure the target school district (and parents) of LNESC’s commitment to the
safety and protection of children, it will also protect the LNESC staff and Board of
Directors from any potential liability and lawsuits.

The UB staff needs to maintain a consistent and constant presence on the campus
of the target school during and after school as outlined on a MONTHLY
CALENDAR that is provided to the target school principal, administrators,
counselors, and teachers.

PD will provide the target school principal and lead counselor with a CUMULATIVE
MONTHLY PROJECT SUMMARY REPORT (detailing student demographics), a
MONTHLY SERVICE REPORT (detailing the types of services and time provided to
student participants), and a STUDENT DIRECTORY listing all UB students from the
target school that is generated by the project database. Additionally, the PD will
obtain completed PROJECT EVALUATION FORMS from the target school
principal and lead counselor on an annual basis.

PD staff will provide the target school principal, administrators, counselors, and
teachers with an ANNUAL ACTIVITY TIMELINE outlining all projects services and
activities for the school year that is updated each semester as needed.
2.) Student Demographics
Findings:

The UB project served 50 students in program year 07-08. This included 46 or 92%
of the students being classified as both low-income and potential first-generation
college students, which greatly exceeds the minimum required percentage of 67%.
Additionally,

48 or 96% of all the students served were Hispanic with 15 or 30% male
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LNESC – Department of Education’s Upward Bound Project
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students and d 70% or 35 female students;

Fifteen (15) or 30% of the students served were “rising” ninth graders
(graduating 8th graders);


17 or 34% were 9th graders and 18 or 36% were 10th graders.

18 or 36% of its students graduating in May 2010;

17 or 34% graduating in May 2011; and

15 or 30% graduating in May 2012.
All students served were attending the target school and in the required grade
levels at the time of their acceptance into the project.

All students served demonstrated an academic need for services as documented
in their files via report cards, available test scores, teacher recommendations,
writing samples, etc.

Additionally, all students served indicated that they were either US citizens or
permanent residents on their signed student application.
Rating: Above Average
Recommendations:

The project needs to recruit eligible new students for the new 2008-2009 program
year as soon as possible to make up for the students that were served last year
(2007-2008) but did not return to UB this year so that they always end up serving
fifty (50) active students throughout each year.

The project needs to maintain at or above the required minimum percentage (67%)
of low income and potential first-generation college students served each year.

Additionally, the project needs to continue selecting eligible students attending the
target school that demonstrate academic need for project services as indicated on
the current VERIFICATION OF ELIGIBILITY & SELECTION FORM.

The Project Director needs to work on improving the retention rate of students that
return to remain active project participants each school year. This is a concern
faced by all UB projects nationwide. Therefore, the project staff need more INSERVICE TRAINING in the areas of STUDENT RETENTION and PARENTAL
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LNESC – Department of Education’s Upward Bound Project
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INVOLVEMENT – just two of the critical factors that will determine the impact of UB
services on students.
There are many low cost and/or free Department of
Education seminars held each year to provide this UB project staff with the inservice and professional development assistance that is essential to the success of
this project.
3.) Plan to Identify, Recruit, & Select Project Participants
Findings:

With assistance from the Evaluator, the PD has developed a very specific and
detailed PLAN OF OPERATION that describes the identification, recruitment, and
selection of project participants.

It is a sound and thorough plan that also includes the project staff person
responsible for the execution of the detailed tasks and activities to ensure that 50
eligible students are served each year.

This Plan of Operation provides details of the implementation and execution of major
program components that were not explicate in the approved grant narrative.
Please note that none of the revisions, modifications, and details listed in the Plan of
Operation required prior approval from the DE Program Officer as they did not reflect
a change in scope (ex. change in target school, objectives, or budget).
Rating: Above Average
Recommendations:
 The Project Director needs to make revisions to this plan as needed and during the
project year to ensure its accuracy and to always maintain an updated PLAN OF
OPERATION.
 Additionally, the Project Director must review this document on a consistent regular
basis (monthly) with project staff to ensure that it truly reflects the operation of the
project.
 The Project Director should provide the target school principal with an updated Plan
of Operation at the beginning of each school year.
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 The Project Director should provide the assigned DE Program Officer with a copy of
the latest Plan of Operation along with the latest version of the project budget at the
beginning of each new project year for his/her records and confirm its receipt.
4.) Plan To Assess The Needs of Project Participants:
Findings:
As detailed in the revised Plan of Operation, the project staff has developed the
following set of activities to assess the needs of project participants:
 The UB Advisor reviews all Annual Needs Assessment Forms, most recent grade
reports, grade point average, class standing, and standardized test scores (if
applicable) at the beginning of each project year to assess the academic needs of
each assigned participant.
 The UB Advisor establishes Annual Individual Service Plans (ISP) and Academic
Progress Plans (APP) from the assessment and evaluation of each assigned
participant’s current need for academic assistance; college, career, financial aid
information; and other supportive services. The ISP is a “checklist” or menu of
services and activities that each student should receive during each year of school as
determined by College Board© professionals. The UB Advisor uses this as a guide
for each grade level but then customizes each individual student’s set of forms based
on an individual review of all collected academic information for each student.
 The UB Advisor places established Annual Individual Service Plans and Academic
Progress Plans for all assigned participants in a binder for the review and approval of
the Project Director at the beginning of each school year.
 The UB Advisor then uses these forms to monitor the academic progress and receipt
of services planned for each student during the school year.
Rating: Above Average
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Recommendations:
 In addition to any academic records provided by the target school (grade reports,
transcripts, TAKS scores, etc.), the UB Project should administer the following
national standardized tests at the beginning of each school year to obtain a better
assessment on how UB students rank academically when compared to other
students:

PSAT for all incoming 9th and 10th graders

SAT for all incoming 11th and 12th graders
Results obtained by these exams (administered by the project) will provide the UB staff
with more detailed information regarding each student’s current potential to perform
college level work. The data collected for each student should assist the project staff to
ensure that each student receives the academic support in the areas of need indicated
by these test results. These test results will also be used to evaluate the effective of the
project’s academic instruction at the end of the project year.
5.) Plan To Monitor The Academic Progress of Participants:
Findings:
As detailed in the revised Plan of Operation, the project staff has developed the
following set of activities to monitor the academic progress of project participants:

The UB Advisor meets individually with their assigned participants at least once
every six weeks to update their Academic Progress Plans (APPs) to ensure all
participants are enrolled in and successfully progressing through their academic
courses.

UB Academic Advisor reviews Student Detail Contact Reports generated by the
project database weekly and monthly to monitor each participant’s academic
progress throughout the year.
Rating: Above Average
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LNESC – Department of Education’s Upward Bound Project
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Recommendations:

Although it may be implied, the project’s Plan of Operation does not include the
following sentence which should read as the first item under the heading of “The
Plan to Monitor the Academic Progress of Participants: “The UB project will obtain
report cards from the target school for all project participants every six weeks
in order to review each one for academic need and documentation on their
Academic Progress Plans for that grading period.” This “monitoring” by project
staff should be added to the Plan of Operation and conducted PRIOR to meeting
with each student individually to discuss their reports cards and changes on their
APP and ISP forms.

Additionally, the plan does not mention interacting with the target school counselors
or teachers on an “as needed” basis to monitor the academic progress of UB
students. This needs to be added to the Plan of Operation as well.
6.) Plan To Deliver Services to All Participants:
Findings:

The UB Project has a very detailed PLAN OF OPERATION that clearly explains the
delivery the following services and activities to its participants throughout the entire
year:
Academic Component:
a.
b.
c.
d.
e.

Mandatory Student & Parent Orientation Sessions
Mandatory Saturday Enrichment Sessions (including college & educational trips)
Individual Academic Advising Sessions
Monthly Small Group Meetings & Case Management Services
Mandatory Afterschool Tutoring Sessions
All activities are both allowable and permissible UB Program services (Sec.
645.11) and the evaluator found evidence of all these activities being offered
during the project’s first academic component.

The assignment of UB students to the mandatory tutoring sessions are explained
in detail with clear guidelines as to which must attend and how often.
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Summer Component:
f.
g.
h.
i.
j.

Six week non-residential program hosted by Northwest Vista Community
College
Rising 9-12th grade UB students take Academic Courses on Mondays thru
Thursdays based on academic ability in the morning and Elective Courses in the
afternoon.
Friday Field Trips to educational and cultural sites for eligible UB students based
on attendance, academic performance, and behavior during the week.
End of Summer Trip for eligible UB students based on attendance, academic
performance, and behavior during the six weeks component.
Student and Parent Banquet
All activities are both allowable and permissible UB Program services (Sec.
645.11) including the mandatory services of instructional courses in math,
literature, composition, science and foreign language.

The evaluator found evidence of all these services being offered during the
project’s first summer component.

The Project Director and staff did an excellent job of implementing all UB Program
mandatory and permissible services by the end of the project’s first year.

The Plan of Operation is very detailed and included information regarding every
aspect of the academic and summer component programming.

The activities and services described in the Plan of Operation are appropriate and
well thought out to meet the academic and social needs of the UB students.
Rating: Above Average
Recommendations:

Project Director needs to update the Plan of Operation document as needed during
the project year and then again at the beginning of each program year.

Additionally, the Project Director needs to provide the Program Officer with a copy
of the latest version of the Plan of Operation and budget on an annual basis for
his/her records.
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LNESC – Department of Education’s Upward Bound Project
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7.) Academic Curriculum:
Findings:

Academic Component Curriculum:
UB students receive tutoring in their high school English and math courses that are
based on the state’s NCLB assessment exam (TAKS). Additional TAKS test preparation
is offered during the school year in the morning portions of the Mandatory Saturday
Enrichment Sessions. Test preparation in the verbal and math sections of the PSAT
and SAT are also offered to UB students that have already passed the TAKS.

Summer Component Curriculum:
Rising 9-12th grade participants take Academic Courses developed by project
instructors and based on the test objectives of the TAKS, THEA, PSAT, and SAT. The
THEA is an assessment that all incoming freshmen in Texas must take before they can
register for courses at any state sponsored college or university.

The incorporation of the PSAT and SAT test objectives will assist UB students
performance better on these college entrance exams. Additionally, the project plans to
have its high school graduates concurrently enrolled in both college and high school
during the spring semester before graduation or received Advanced Placement
instruction during the summer component.

The curriculum for both the academic and summer components is appropriately
linked to the test objectives of the NLCB state assessment which is directly linked to
GPRA objective #1 (Academic Improvement), objective #3 (Postsecondary Enrollment),
and objective #3 (Postsecondary Persistence).

Additionally, the supportive services, workshops, and activities (college, career,
and financial aid exploration) are based on curriculum (CollegeED) developed and
produced by the College Board.
Rating: Above Average
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Recommendations:

Project Director needs to update the Plan of Operation when the project has its first
set of graduating 12th graders to detail the type of academic services and the
curriculum that will be provided to them during the summer component.

The delivery method of the summer component courses should be modeled after
the PROJECT BASED LEARNING METHOD – a comprehensive approach to
instruction where students participate in projects and practice an interdisciplinary
array of skills from math, language arts, fine arts, geography, science, and
technology. Project based learning (PBL) helps make learning relevant and useful
to students by establishing connections to life outside the classroom, addressing
real world concerns, and developing real world skills. Many of the skills learned
through PBL are those desired by today's employer, including the ability to work
well with others, make thoughtful decisions, take initiative, and solve complex
problems. In the classroom, PBL provides many unique opportunities for teachers
to build relationships with students. Teachers may fill the varied roles of coach,
facilitator, and co-learner. Finished products, plans, drafts, and prototypes all make
excellent "conversation pieces" around which teachers and students can discuss
the learning that is taking place. In the school and beyond, PBL also provides
opportunities for teachers to build relationships with each other and with those in
the larger community. Student work-which includes documentation of the learning
process as well as the students' final projects-can be shared with other teachers,
parents, mentors, and the business community who all have a stake in the
students' education.
8.) Review of Required Forms, Student Files, & Documentation of Services Provided
Findings:

The UB Project Director and staff have developed or obtained the following
required documents and forms:
a.
b.
c.
d.
New Student Application & Needs Assessment
Verification of Eligibility & Selection
Individual Service Plan & Academic Progress Plan
Order of Forms in Students’ Files
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LNESC – Department of Education’s Upward Bound Project
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e.
f.
g.
h.

Individual Service/Contact Logs
Group Service/Contact Logs
Academic Component Activity Calendar
Summer Component Schedule & Classes
An analysis of the active students’ files revealed that 90% were in compliance and
in order containing all required UB Program documentation (Sec. 645.43). All files
were in an orderly and consistent format making the review a very easy process.

The evaluator reviewed the binders containing all the Individual and Group
Service/Contact Logs collected during the project year with UB students’
signatures and project staffs’ notes. A cross reference check between the
information provided on the paper contact logs and the project database revealed
100% compliance in student signatures, students served, staff providing services,
and dates of services provided.

The Plan of Operation contains very detailed instructions on when and how project
staff are to document all contacts provided to UB students.

A copy of the grant proposal was readily available and the project’s objectives (%)
were posted in numerous locations within the office.

Copies of all stipend records, signature logs, and receipts were reviewed and
determined to be in compliance.

The project database (Blumen) is being utilized on a daily basis by project staff and
is up to date. Additionally, all project staff have received training and a handbook
on how to enter student information into the database and run reports.
Rating: Above Average
Recommendations:

The Project Director needs to update these forms during the project year as
needed and type in the revised date on all forms to indicate that it is the latest
version of the document.

The PD needs to create a binder that contains one hard copy of each of the
project’s forms and documents in plastic sleeves that is updated with a new hard
copy every time a particular form is updated.
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LNESC – Department of Education’s Upward Bound Project
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
The Project Director should upload the latest electronic copy of all project forms,
documents, and database entry procedures onto the free Google Documents
internet site in order to be easily accessible to all UB staff.
9.) Internal Formative & Summative Evaluation Plan
Findings:

Project staff followed the Outcomes Based Evaluation plan (summative) as
outlined in the grant narrative for GPRA Objective #2 with the exception of the
student, parent, and target school qualitative surveys that should have been
conducted at the end of the academic component and then again at the end of the
summer component.

Project staff did not follow an internal (formative) evaluation plan as outlined in the
grant narrative to manage the project.

The project did not have students evaluate the following services received:
 Tutoring
 Academic Enrichment Saturdays
 Workshops
 College, Cultural & Educational Field Trips

The Project Director did not generate a monthly PROJECT SUMMARY REPORT
or CONTACT SUMMARY OVERALL REPORT to document the monitoring of
progress towards meeting its objectives.

The Project Director did not obtain an end of year evaluation form from its target
school principal and/or contact personnel.
Rating: Needs Improvement
Recommendations:

The project needs to develop and administer evaluation instruments or forms to
document students, parents, staff (full-time, tutors, teachers), and target school
personnel’s level of satisfaction with project services during and/or at the end of
the project year.
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LNESC – Department of Education’s Upward Bound Project
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
These qualitative evaluation instruments should be developed and accessible to
students, parents, staff (full-time, tutors, teachers) online via free resources such
as www.monkeysurvey.com and www.surveygizmo.com.
Results can be then
quickly and efficiently tabulated electronically, charted, graphed, and reviewed.

The project needs to implement the following INTERNAL GOALS (both
quantitative and qualitative) based on the activities and services that the project
must provide in order to meet their external GPRA objectives:
INTERNAL GOALS TO MEET EXTERNAL GPRA OBJECTIVES
(1) 70% of UB participants receiving tutoring will demonstrate an overall
increase in GPA by the end of each semester as measured by
semester report cards.
(2) 80% of all UB participants will demonstrate an increase in knowledge of
college, career, and financial aid information by the end of the academic
component as measured by project-developed pre and post tests.
(3) 85% of UB participants, parents, project staff, and target school personnel
will rate the project’s academic component services as “Very Favorable” on
project-developed surveys at the end of the school year.
(4) 70% of UB participants attending the summer component will demonstrate
an overall increase in learning as measured by project-developed pre and
post tests for each course administered at the end of the summer.
(5) 85% of UB participants, parents, and project staff will rate the project’s
summer component services as “Very Favorable” on project-developed
surveys at the end of the summer.

The Project Director needs to generate a monthly PROJECT SUMMARY REPORT
and CONTACT SUMMARY OVERALL REPORT from the project database to
document the monitoring of progress towards meeting its objectives. Additionally,
the Project Director will provide LNESC, the target school principal, and lead
contact counselor with a copy of these monthly reports as well.
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LNESC – Department of Education’s Upward Bound Project
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10.) Institutional/Agency Support & Commitment
Findings:

The agency (LNESC) did not monitor the grant on a monthly basis. LNESC did not
request any monthly reports from the project database nor request any qualitative
data be collected by the project for their own internal review and assessment.

LNESC provided the new UB project with critical support during its first year of
operation by ensuring that it received monthly in-service training and technical
support from experienced TRIO personnel in all areas of program implementation
and execution of all required activities and services.

There is an established and clear chain of command at the project level.
The
Project Director has been instructed to contact with different individuals at the
LNESC DC level depending on the nature of the request or information required.
Therefore, the Project Director has established business relationships with the
accounting, human resources, purchasing, IT, etc. housed at the DC office.

The project staff is housed in a suite of rooms located on the first floor of a business
building.
The space is adequate and includes a designated and secure office
(Project Director’s) within the suite to store student files and conduct confidential
meetings with parents and students. Additionally, there is sufficient cubicle space
for the Academic Advisor and the Administrative Assistant and a small student
computer lab.

The project space is currently adequate at the target school (tutoring) and the host
college site (Saturday Enrichment Sessions & Summer Component).
Rating: Satisfactory
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LNESC – Department of Education’s Upward Bound Project
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Recommendations:

LNESC needs to request and obtain PROJECT SUMMARY and CONTACT
SUMMARY OVERALL reports generated by the project database on a monthly
basis.

LNESC needs to request and obtain copies of all pre/post test scores and survey
results to verify the performance on all internal goals by the end of each project year.

LNESC should continue to ensure that the project receive monthly in-service training
and technical support from experienced TRIO personnel in all areas of program
implementation and execution of all required activities and services.
11.) Management & Staffing:
Findings:

The Project Director has been on board since the very beginning of the project and
is 90% time and effort on the Upward Bound Project and 10% on the Science Corps
Program. The other two full-time positions of Academic Advisor and Administrative
Assistant have been on board for most of the project year at the 100% approved
percentage of time. The project hires part-time Tutors during the academic year and
part-time summer instructors during the summer component.
Additionally, the
project utilizes AmeriCorps volunteers from the University of Texas at San Antonio to
serve as Tutors and Activity Assistants as well.

There are current job descriptions for the part-time Mentor/Tutors and Instructors but
no current job descriptions for any of the full-time staff (Project Director, Academic
Advisor, and Administrative Assistant) positions.

The Project Director has copies of all the Time & Effort Reports for the project year.

There is no record of any regularly scheduled staff meetings occurring on a
consistent basis during the project year.

There is no formal and consistent work schedule posted for the full-time, part-time or
volunteer staff.
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LNESC – Department of Education’s Upward Bound Project
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
Project staff attended a database training session and an Upward Bound program
training in January 2008. Additionally, the Project Director attended the Council for
Opportunity in Education’s Annual TRIO Conference in Washington, D.C. and
attended a preconference workshop for new Upward Bound programs beginning
their 2nd year of funding. The project staff have also been receiving consistent and
regular technical support and in-service training on a monthly basis from an
experience TRIO professional throughout the first year of the program.

The Project Director has developed a detailed Plan of Operation that explains
program procedures but there is no administrative manual for the project.

The key staff (Academic Advisor, Administrative Assistant, and Mentor/Tutors)
receives adequate supervision, guidance, and support from the Project Director.

The Project Director and key staff demonstrate a basic knowledge of Upward Bound
program regulations.

The agency does not have a policy requiring criminal background checks and drug
screening conducted PRIOR to the hiring of any project staff.
Rating: Satisfactory
Recommendations:

The Project Director should keep utilizing the AmeriCorps volunteers from the
University of Texas at San Antonio to serve as Mentor/Tutors and Activity
Assistants. In addition to providing the project with extra assistance and support at
no cost, this practice also exposes UB students to college students serving as
positive role models.

The Project Director needs to obtain and/or develop current job descriptions for all of
the full-time staff (Project Director, Academic Advisor, and Administrative Assistant)
positions immediately.
Each full-time staff member should have signed copy of
his/her job description in their personnel file.

The Project Director needs to conduct a weekly scheduled staff meeting on a
consistent day and time. Additionally, the Project Director needs to develop an
agenda for each scheduled meeting and require that the Administrative Assistant
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LNESC – Department of Education’s Upward Bound Project
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take minutes during each meeting. These minutes need to be approved by the
Project Director for immediate distribution to the rest of the project staff within 24
hours of the completed staff meeting.
The Administrative Assistant needs to
maintain a folder containing a hard copy of the agendas and minutes of each weekly
scheduled staff meeting.

The Project Director needs to develop a formal and consistent work schedule for all
project staff immediately and monitor their adherence to it.

The Project Director needs to develop an administrative manual for the project that
includes the following components: 1.) Project Plan of Operation; 2.) Project
Database Procedures; 3.) Agency’s Operating Manual.

The Project Director and key staff need to receive additional TRIO in-service training
and technical support to improve upon their basic knowledge of program regulations.

The agency needs to implement a policy requiring that all applicants pass a criminal
background test and drug screen as part of the application process. This protects
both the youth served by the project and the agency as well.
12.) Budget Records & Accounting System:
Findings:

The Project Director has a copy of the original approved budget but does not have
the official revised budget for the current year.

The Project Director does not maintain an accounting system independent of the
agency.

The agency has implemented a policy that allows project funds to be distributed only
twice a month (the 1st and the 15th).

The agency has implemented a policy prohibiting the purchase and use of work cell
phones.

The agency does not provide the project with petty cash funds.
Rating: Needs Improvement
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LNESC – Department of Education’s Upward Bound Project
SAN ANTONIO, TEXAS
Recommendations:

The Project Director needs to obtain the official revised budget for the current year
that includes carryover amounts from the previous year. This is critical to plan out
services and activities for both the academic year and summer component.

The Project Director needs to maintain an accounting system (like Quickbooks)
independent of the agency. This internal system needs to be updated daily as
needed and then reconciled monthly with the report generated by the agency’s
accounting system.

The agency needs to reconsider its current policy regarding the use of work cell
phones issued to UB staff. In addition to being an allowable and approved cost, it is
a critical tool to communicate effectively with students and their parents. It is also a
standard safety procedure nowadays for programming staff to carry a work cell
phone during all the field trips the projects must take during the year. Additionally,
the agency will also have a way to always communicate with UB staff immediately
and not have to wait until they return to the office to receive their messages.

The agency needs to have a more flexible and reasonable policy that provides the
project with funds more often than just twice a month. This policy at times prevents
the project from providing their students with specific services and activities. It is
common practice for agencies that sponsor programs serving at risk youth to release
funds as often as twice a week in order to ensure their needs and services are met
in a timely manner. There are instances when a small amount of office supplies are
needed for a student, parent, or staff activity or training sessions and the deadline to
request these funds has passed. This petty cash fund can be tracked and monitored
via debit cards with a set amount funds deposited that will require the submission of
receipts documenting allowable purchases in order to be replenished on a monthly
basis.
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