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Case Study 4
 

Puerto Rico Public Television
Teacher Technology Center Project Case Study

  
 

WMTJ and its licensee Sistema Universitario Ana G. Méndez (SUAGM) as well as WIPR and its licensee Puerto Rico Public Broadcasting Corporation (PBPBC) are the two public television stations serving the island of Puerto Rico. The stations have initiated a collaboration that has wide ranging implications for Puerto Rico and for Spanish speaking people throughout the Americas.

  
 

As public broadcasters, both stations share a common commitment to excellence in education. They have built strong credibility through years of service to the community, including public trust in the reliability of public broadcasting. As public broadcasters, both stations also have access to national resources, including the Corporation for Public Broadcasting (CPB) and the Public Broadcasting System (PBS).

  
 

Each station brings unique capabilities to provide the production and broadcast of highly effective learning experiences that can maximize the Puerto Rican government’s investment in education and computer technology for learners throughout Puerto Rico.

  
  WMTJ – Licensed to the largest private university in Puerto Rico, WMTJ brings expertise in distance learning, curriculum design and delivery, and student services. The station has established an innovative K-12 distance learning initiative in 40 disadvantaged public schools through STAR-LINK schools program. With their distance learning network, the station reaches a variety of remote locations at units of the Sistema Universitario Ana G. Méndez.

  
  WIPR - WIPR has a direct relationship with the Puerto Rico Department of Education and the University of Puerto Rico, and through them access to every school district on the island. They also have strong expertise in productions and in Spanish language programming including news and public affairs, entertainment and the production of feature programs. With audience coverage of 100% of the people in Puerto Rico, the audience watching WIPR has increased substantially over the past five years, with some programs achieving a share of audience competition with major commercial stations. WIPR has strong relationships with artists, writers, actors, and musicians throughout Puerto Rico, and brings a proven record of creativity and quality production to this partnership.

  
  Collaborative Vision

 
  Create an educational resource that combines state-of-the-art pedagogy with broadcast and distance learning technology to design, produce, and distribute high quality educational programs that help teachers, students, and parents integrate technology into the learning experience.

  
  Building on this common mission and complementary resources, the two stations have created a vision for an Education Resource Center (Centro de Recursos Educativos - CRE) that will enhance the use of technology in the K-12 learning experience in Puerto Rico.

  
  Rationale

 
  A collaborative effort between these two stations takes advantage of strengths, resources and skills of WMTJ and WIPR and is consistent with strategic direction for the public broadcasting industry as a whole. It is a strategic approach to the opportunities and challenges presented by advanced technology, including digital broadcast, multi-media learning, and interactive media. It is also consistent with and complementary to Puerto Rico’s Department of Education technology plan.

  
  The initial focus of the collaborative effort will be for K-12, in-service teachers and supportive of both private and public university initiatives in the area of distance learning. The proposed collaborative project will addresses critical business interests as well by improving the skill levels of the resident work force. As a joint project, it will be highly visible and attractive to federal funding sources and national foundations due to Spanish language content and potential for export throughout the Americas.

  
  Implementation Strategies

 
  Using a model that incorporates learning for teachers, students, and parents, the stations have created an integrated approach to setting and meeting the goals described above. (See Figure 1 – Integrated Model on page 9 for a complete description). The stations and their licensees will establish a jointly held trust as the fiduciary and operational entity to manage and operate the project. An independent trustee(s) will be appointed by the licensees to hire and maintain accountability for the CRE Executive Director and Staff. The trust will qualifies for tax deductible contributions similar to a 501-(c)(3) corporation.

  
  This effort will create a broad-based collaboration that includes all of the major universities in Puerto Rico, government agencies, private businesses, educators, and people for many local communities. (See Figure 4 – CRE Participants on page 39 for a complete description). WMTJ through its licensee SUAGM along with WIPR and its licensee PRPBC are the collaborative parties and guarantors of financial stability for the project. (See the five-year pro-forma financial budgets beginning on page 29 for additional details).

  
  Funding will come from a variety of sources. Beginning with commitments from the licensees and the CPB Overlap Grant Fund the project will be piloted. During the pilot phase of the project, funding from federal and private foundation sources will be secured. Funding from the business community will also be a major source of revenue. In addition, fees for the services provided will be assessed and used to offset some of the operating costs (See Figure 2 – Funding Mix on page 14 for additional details).

  
  WMTJ and WIPR will provide supporting services, including curriculum design and delivery, broadcast production and transmissions, and other assistance at rates determined by the rules of the trust.

  
  Finally, an Advisory Board will be established to provide strategic direction and support for activities including marketing, fund-raising, and community leadership.

  
  Time Line and Activities

 
  Phase One – July 1999 to December 1999 - Getting Started
  • Establish a trust and secure initial funding.
  • Recruit and empower staff and advisors.
  • Prepare a strategic implementation plan.
  • Design and produce pilot content.
  • Prepare and implement initial technology plan.


  
  Phase Two – January 2000 to June 2000 - The Pilot Program
  • Ongoing fund-raising and grant writing.
  • Deliver pilot program
  • Broadcast program(s)
  • Marketing
  • Intensive Teacher Training Institute with follow-up support


  
  Phase Three – July 2000 to December 2000 - The bridge from the pilot to implementation
  • Ongoing fund-raising and grant writing
  • Evaluation of pilot
  • Identifying and implementing priorities for implementation


  
  Next Steps
  • Review project with CPB leadership at the PBS Annual Meeting
  • Obtain support and financial commitment from the respective boards of directors
  • Submit grant application to CPB Overlap Fund
  • Establish and fund the trust structure
  • Hire the Managing Director
  • Begin Phase One of the Pilot Project
 June 8

June 15

June 22
September 30
November 30
December 1


 
  Implementation – January 2001 forward
  • Ongoing fund-raising and grant writing
  • Design, production and distribution of additional programs
  • Development of new services (examples: web page, lending library, online support, etc.)



  
 

Section Two
Introduction and Overview

 
  WMTJ and WIPR, the two public television stations serving the island of Puerto Rico, have initiated a collaboration that has wide ranging implications for Puerto Rico and for Spanish speaking people throughout the Americas. As public broadcasters, both stations share a common commitment to excellence in education. Towards that end, they each bring unique capabilities to provide the production of tele-courses in support of curriculum design as well as technology training for teachers, students, and parents alike.

  
  Licensed to the largest private university in Puerto Rico, WMTJ brings expertise in distance learning, curriculum design and delivery, student services, and an established K-12 distance learning initiative in the STAR schools program. With their distance learning network, the station reaches 40 remote locations at units of the Sistema Universitario Ana G. Méndez, including San Juan, Canóvanas, Ponce, Arecibo, and Caguas.

 
  WIPR has a direct relationship with the Puerto Rico Department of Education and the University of Puerto Rico, and through them access to every school district on the island. They also have strong expertise in productions and in Spanish language programming including news and public affairs, entertainment and the production of feature programs. With audience coverage of 100% of the people in Puerto Rico, the audience watching WIPR has increased substantially over the past five years, with some programs achieving a share of audience competition with major commercial stations. WIPR has strong relationships with artists, writers, actors, and musicians throughout Puerto Rico, and brings a proven record of creativity and quality production to this partnership.

  
  Building on this common mission and complementary resources, the two stations have created a vision for an Education Resource Center (Centro de Recursos Educativos - CRE) that will enhance the use of technology in the K-12 learning experience in Puerto Rico. The collaboration between WMTJ and WIPR creates a pool of financial, human and technical resources uniquely qualified to support the enhanced use of technology in the K-12 learning experience. Because the signals of the stations are complimentary and cover the entire island, they have a unique opportunity to create a systemic resource serving teachers, students and parents throughout Puerto Rico.

  
  Beginning with a strong long-term commitment from each licensee, an independent Trustee will oversee the operations of the CRE and build collaborations among community, state, and federal entities interested in education. The stations will secure two grants from the Corporation for Public Broadcasting Overlap Market Fund to help fund the pilot program and the first year of full operations. In addition, the stations expect to raise additional funds from state and local sources, private foundations, various federal agencies, as well as corporations doing business in Puerto Rico. Preliminary exploration indicates strong interest from all of these funding sources in supporting this initiative. This business plan outlines a five-year scenario for the Center based on the experience of similar programs being done by other public broadcasters and directions from likely philanthropic and federal funding resources.


 
 

Section Three
Scope of the Initiative

 
  Current Environment
Educational

  
  Puerto Rico recently implemented the “Community Based Schools” concept in all 1,538 schools on the island. At the present time, 617,191 students are enrolled in K–12 in the public school system. Over 220,000 people are also enrolled through the public school system in adult education and vocational education. The public school system employs over 72,000 people of which 44,000 are in academic staff jobs. An average salary for teachers in Puerto Rico is $1,500 per month. It is estimated that nearly 50% of the public school students will drop out before finishing high school.

 
  Governor Pedro Rosselló has recently launched a program to supply every public school classroom with computer technology and Internet connections to upgrade the skills of the students. By the year 2000, over 100,000 computers will be installed in classrooms in Puerto Rico and each computer will serve six students. A training program for teachers is also underway but less than 20% of the teachers will be trained by the year 2000. In interviews with educators in Puerto Rico, they report that even the training that has been offered has not fully met the needs of the recipients.

 
  The Puerto Rico Department of Education’s vision is that “the student is the center of the Educational System, the teacher is the agent of change, and the school is the unit of change”. Technology is one tool to facilitate that change but teachers need to be trained in the use of the tool and parents need to understand the importance of the tool. If the vision is to become a reality, the Educational System in Puerto Rico will need help from many sources. Public Broadcasting is a key resource to help make the vision a reality because of their long history of support for education and because of the links to the Universities in Puerto Rico.

  
  Business

  
  The manufacturing sector represented 42% of the GDP of Puerto Rico and 15% of the jobs. It is followed by the Transportation sector at 23% of GDP and Commerce at 13%. The construction industry grew 12.2% in FY 1997 motivated by a 20.1% increase in the construction of private dwellings. Fifty-seven of the Fortune 100 companies have operations in Puerto Rico. Another 15% of the labor force is employed in the Pharmaceutical industry. 985,300 people were employed in non-agriculture, salaried jobs in 1998. Unemployment continues to fall slightly from a high of 15% in the late 80's to around 12.6% at the beginning of this year. Retail sales grew at 5.3% in FY1997. Tax law 936 has expired and may have an impact on future business development. In summary, business conditions are good and growth has been positive for most of this decade. Business should now be positioned to begin giving back something to the local community.

 
  Economic

  
  Puerto Rico’s population growth has slowly declined from a 1.6% annual growth in the 60's and 70's to 1% this decade and an estimate of .4% growth in the next decade. Puerto Rico’s Gross National Product is averaging 3.1% growth for the past five years compared to 1.9% growth for the United States. Per capita income (in constant dollars) has risen 37% in this decade and personal income rose from $22,234 in FY 1990 to $29,783 in FY 1997. This compares to the average income in the US of $36,656 and is slightly higher than some of the poorer states on the mainland (Arkansas = $26,954 and Mississippi = $27,894). Private enterprise nearly doubled its real dollar income in this decade. In summary, all of the relevant economic statistics point to real positive changes in the standard of living on the island.

 
  Philanthropy

  
  Historically, philanthropy in the Puerto Rican culture was not seen as an important activity until very recently. While giving to the Church was always an important individual responsibility, neither individuals nor businesses generally supported other worthy causes with contributions. In the last decade, non-profit giving has seen a dramatic change. Total giving in 1990 was $1,462,000. By 1997, it had risen to $3,090,000, a 210% increase.

 
  In the mid 1980’s the first community foundation (the first one on the mainland was established in 1914) was established in Puerto Rico. They received their seed funding from a series of grants they obtained from several large mainland foundations. This was the first community foundation established in a Spanish speaking community. Since that time, other community foundations have been established throughout many Caribbean and Latin American countries. Philanthropy is a recent import from the mainland and is just beginning to be seen as adding value to the community.

  
  Philanthropy in Puerto Rico has also received a boost from large mainland companies with a history of giving to the community. Johnson and Johnson represents the change in direction that has taken place over the past decade. Beginning around the start of this decade, J & J appointed an individual to focus on their efforts in philanthropy in Puerto Rico. Starting with a budget of $50,000 in 1990, J & J has extended their commitment every year and now donates over $500,000 to many worthy community efforts. Other major companies have followed a similar path and today philanthropic giving is growing rapidly in Puerto Rico.

  
  Station Relations

 
  Historically, WIPR and WMTJ have enjoyed a friendly relationship. They share information about station activities and will supply an occasional spare part when requested or engage in similar related activities. The stations did not have a need to work closely together and while they were aware of each other, they mostly maintained a distant but positive relationship. Several employees at both stations have worked in the past for the other station and maintain cordial relationships with their former colleagues.

  
  Since the development of the CPB “Overlap Fund” program, the stations have worked very closely together to identify opportunities for collaboration. As a result, a new relationship has been formed and the stations have considered several opportunities for collaboration. They are enthusiastic about this new cooperative spirit and are excited about the opportunities that have opened up for them as a result of this project.

  
  Missions – Both of the Puerto Rican stations have similar missions but with a different emphasis. The two primary missions are: 1) Public service to the community via cultural and artistic programming and 2) Support for lifelong education and learning in Puerto Rico. WIPR places its primary emphasis on the public service aspect of cultural and artistic programming. WMTJ is more focused on the educational aspect and has a primary focus on lifelong learning through the use of its airways and its ITFS channels. It is important to note that both parent entities, Puerto Rico Public Broadcasting Corporation and The Ana G. Méndez University System, each have basically identical missions: to provide services to those who do not have easy access to culture and education.

  
  Viewer/Customer - Each station serves the Puerto Rico market by serving the viewer/customer in different ways. WMTJ has a core strength in serving education. WMTJ offers many of the standard, traditional PBS programs as well as serving the "life long learner". English is the primary language used in the broadcast of its PBS programs. They produce ten (10) hours of local programming in Spanish, broadcast around 300 hours of local tele-courses per year, and are migrating to more Spanish language programming. They typically broadcast the standard PBS schedule during prime time and run portions of the children’s programming block during the day. WMTJ has taken a leadership position with the “STAR LINK” project and is connected via an ITFS system to 40 disadvantaged schools around the island.

  
  On the other hand, WIPR's core strength is in production and broadcast capability. WIPR produces over 30 separate programs per week with an emphasis on local programming showcasing the cultural and artistic talents of the island. One of the main features of the station is a nightly newscast produced solely by WIPR and seen as a prime source for local news by a substantial segment of the population. Since 1994 WIPR has seen its prime time audience share grow by 59.5% and it is now nearly 6% of the market. Its sign-on to sign-off growth has been over 20% since 1994 and WIPR is the only rated station that has increased its share during this time period. WIPR produces programming from over 70 communities on the island highlighting local events and local culture as well as providing coverage of many major events on the island. Nearly 60% of all households in Puerto Rico have VCR capability and could easily record programs broadcast from WIPR.

  
  Service Area – There are 1.2 million households in Puerto Rico and it is the 19th largest television market. Together, the stations serve the entire island. WIPR transmits from both San Juan and Mayaguez and their broadcast signal covers 90% of the island WMTJ has transmitters near San Juan as well as in Ponce and their signal covers about 60% of the island. In addition, WMTJ’s ITFS service is connected to forty schools across the island including Vieques and Culebra, 15 hospitals, 10 social welfare agencies, and 250 Banco Popolur branches. Some signal overlap exists in the market as well as some viewer overlap. Reliable audience data is available for WIPR but not for WMTJ so some knowledge gaps exist related to audience overlap. However, it is generally accepted that WIPR has the broader signal coverage and reaches a much higher percentage of the population while WMTJ is more focused on the traditional, English speaking but smaller audience.

  
  Goals - The stations have similar missions but very different goals. WIPR is focused on its role as a leading producer of local programming in Puerto Rico and in providing programming that meets the needs of the general public. WMTJ’s goal is to provide a means of communication that supports the commitment of the Ana G. Méndez University System to the development of educational and cultural opportunities for the Puerto Rican population.

 
  Staff Support - The staff at each station are capable and well skilled. They each have an understanding of the need for additional collaboration and see the long-term benefits to their own stations, the other Puerto Rican station, and to the public broadcasting system. They are interested in collaboration and have suggested several excellent collaborative opportunities for consideration as described later in this report. However, some of the activities that are a part of this business plan may require new skills that are not currently available at either station.

  
  Collaborative Vision

 
  The primary vision for the collaborative initiative between WIPR and WMTJ is to: “Create an Educational Resource Center that combines state-of-the-art pedagogy with broadcast and distance learning technology to design, produce, and distribute high quality educational programs that help teachers, students, and parents integrate technology into the learning experience”.

  
  In the digital television world of tomorrow, the two public broadcasting stations in Puerto Rico will expand their current spectrum and add the capability for an additional eight or more broadcast channels. They will be capable of serving a variety of clients and customers throughout the Island with digital broadcast technology as well as interactive multimedia technology. Their enhanced digital capability will allow public broadcasting to reach teachers, students, and parents in a variety of new and exciting ways. Because of public television’s long-standing role in providing services to education, the stations are uniquely positioned to help the Department of Education and other institutions of higher education make the vital link between technology and all learners in Puerto Rico.

  
  A CRE created by the two stations is at the heart of this vision. The stations can build upon the unique capabilities that each bring to the collaboration to develop a resource that can reach and teach teachers, students, and parents. WIPR has strength in production and broadcasting. Their participation will enable the CRE to produce valuable tele-courses and broadcast them across the entire island. WMTJ has strength in education and can provide valuable assistance in curriculum design and creating educational materials in support of the tele-courses.

  
  The CRE becomes the interface point in the model by providing products and services to teachers, students, and parents. It will use its ability to reach schools (digital broadcasting and ITFS technology), homes (digital broadcasting), and businesses (digital broadcasting and ITFS technology) in ways that are only available to public television. It will produce programs and tele-courses that teach and illuminate in ways that are unique to public television. The following diagram shows where the interrelationships between the CRE and its potential customers and clients can only be served by the broadcast capabilities associated with public broadcasting.

  
 
Figure 1

  
  Critical interrelationships become clear in the model shown above. The home is the critical interface between students and their parents. The CRE can reach every home in Puerto Rico using its broadcast technology. The CRE can provide a full range of services that are of value to students (course work, electronic field trips, etc.), value to parents (homework assistance, professional training, etc.) and value to both, including bilingual education. The opportunities to engage the students and their parents in the education process are limitless and of incalculable value.

  
  The school is the critical interface between the student and the teacher. The CRE can provide a wide range of valuable services using its new digital broadcasting technology as well as the existing ITFS technology. Already, pilot programs for students and teachers are being developed under the “STAR-LINK” schools program by utilizing new technologies to deliver educational content into the classroom. All types of educational material that enhance the learning experience can be produced and delivered into the schools via the CRE. In addition, key professional development skills can be produced and broadcast to teachers across the island that will greatly improve any teachers’ ability to integrate technology into the classroom curriculum.

  
  Business is the final linkage in this comprehensive model. In researching potential revenue sources for the CRE, it became clear that corporations, foundations, and government sources see business as a way to make fundamental changes in a local community. By getting employees to volunteer in schools, open after-school centers, or otherwise help move education forward, business is a key element.

  
  The Puerto Rico Department of Education has created the community school concept where the local community is responsible for its own schools. No one is positioned better to help in this process than business. The parents of local children work in the business community and can be a valuable resource to the community schools. The CRE’s role is to provide businesses, teachers, and students with the training necessary to build a strong community of well-educated citizens. By producing critical programs about the importance of community schools and broadcasting them to everyone on the island, the CRE plays a key role helping the Department of Education implement this important initiative.

  
  Initiative Goals and Objectives

  
  The stations set forth several general goals to guide their thinking as they began working together on this collaborative business plan. These overall goals include:
  • The ability to maintain individual station uniqueness
  • The ability to continue serving each stations’ core constituency
  • The ability to share infrastructure where possible
  • An increased, positive awareness of public broadcasting in Puerto Rico
  • The development of station specific strategic plans detailing future growth


  
  Initially, this collaborative plan was focused in three broad areas. These areas included education, joint production, and revenue generation. As the stations worked together to create this business plan, these three individual areas began to merge into a single initiative with three separate components. Creating a CRE devoted to the production of high quality programs related to the integration of technology into the educational curriculum in Puerto Rico has become the primary goal. In support of this primary goal, three sets of activities are required:
  • The products and services offered by the CRE need to be defined. A list of potential products and services are included later in this section.
  • Some of the products of the CRE will require the use of local production resources. Once the CRE clearly defines its products and services, then the specific production requirements to fulfill those needs will have to be designed and developed.
  • A plan to obtain the revenue required to support the CRE must be created and implemented.


  
  Education Center Products and Services

 
  Products and services will be offered at four progressively more difficult levels. Each product and/or service will be adapted to meet specific learner needs at each level. The following diagram shows the various levels and offers examples of the types of courses that can be developed and produced using the digital capabilities of the stations. Each of these products or services can be developed to meet the varying learning needs of the CRE users as they progress from level to level.

  
 
Level Client/Customer Need Potential Product or Service/Users*
1 Basic technology skills
(How to use a computer)		 Introduction to computer course (P/T/S)
Introduction to the Internet course (P/T/S)
Immersion Institute (P/T/S)
2 Intermediate technology skills
(How to learn with technology)		 Introduction to database course (P/T/S)
Introduction to spreadsheet course (P/T/S)
Computer labs (P/T/S)
3 Advanced technology skills
(How to teach using technology)		 Relational databases course (T/S)
Collaborative classroom projects (T/S)
Video library (P/T/S)
4 Integration of Technology and Curriculum
(Creating a learning environment based on the use of technology)		 Teaching technology courses (T)
Multi-media learning (T/S)


*P = Parents, T = Teachers, S = Students

 
  While certain courses may be targeted for a particular level, the CRE will also facilitate multi-level learning experiences that involve advanced users as well as beginners. The overall goal is to help experienced users become coaches and trainers for their colleagues. At the same time the pilot program is developing and also during year one of operation, production efforts will be focused where the need is the greatest. In year two of operation, products and services will be designed and produced for the level two user. By year three, products and services will be designed and produced for the level three user. Finally, by year four products and services will be designed and produced for level four users. Of course, all of the existing products and services will be continuously refined and upgraded as required.

  
  Primary Products

  
  The CRE will offer two primary products. First, traditional educational materials designed for classroom use will be available for rent or lease. These materials include existing pre-recorded videocassettes, teacher guides, lesson plans, and student handbooks. In addition, existing and previously produced WIPR shows will be edited for use by the CRE. All of these products will be available for all four levels of learning.

  
  Multi-media products are the second primary offering of the CRE. The multi-media resources used would include products in fixed (CD-ROM and DVD (Digital Videodiscs)) and online (web based) formats. Currently, PBS and other content producers are working to create quality productions that bring together talent and material from public television, software designers, computer programmers, and interactive media specialists to create learning materials rich in content. When these materials are identified, production resources from the stations will be used to augment the materials for Puerto Rico and/or translate those materials for Spanish language audiences. In addition, programs produced by the stations in Spanish, will need to be translated to English. These new interactive, multi-media approaches will create new ways of learning that are exciting to learners at all levels. These products are geared to the advanced learner and will be available primarily for level three and level four participants.

  
  Joint Productions

 
  It is anticipated that local productions of instructional materials will be required in the development of the products and services described above. The projects initial efforts will be to produce courses to instruct people in the basic skills of technology. As these courses are produced, both WIPR and WMTJ will broadcast them to show the value of the CRE. As teachers, students, and parent’s view these shows, they will become interested in the products and services offered by the CRE and enroll in more specific courses.

 
  Based upon the feedback from the participants, additional educational course material for both tele-courses and classroom use will need to be designed and produced. In addition, professional training tele-courses will be produced to assist workers across the island prepare for certification and/or to upgrade critical skills.

  
  As the stations develop their digital capabilities, the production of educational materials for use in multi-media settings will be required as well. Courses will have to be produced in a variety of formats including video, CD-ROM, and DVD. Emerging technologies, such as the Internet, will also require new and creative ways to produce programming that meet the needs of the learner. The challenge for the stations is to move quickly into these new technologies and be responsive to market place demands for up to date products and services.

  
  All of the required productions will be designed by the CRE in conjunction with the stations and contracted to the stations based on available resources. The CRE will contract with the stations and other resources for the completion of specified work, at fair market value. The goal will be to attempt to fairly distribute the workload and do joint productions whenever possible. Final responsibility for the quality of work and the final product will be the responsibility of the CRE.

  
  Primary Services

  
  Services from the CRE include a broad range of traditional as well as several new approaches to learning. Some of the services offered are described below.

  
  Coursework – The CRE pedagogic focus will be the integration of advanced technology into classroom teaching of a variety of subjects. At the same time, the CRE will offer a variety of courses, workshops and seminars designed for all four levels of technological expertise. Beginning at level one in year one and progressing to level four by year four, courses will be produced so the learner can progress from an understanding of the basics of computer technology all the way to integrating interactive, multimedia technologies into the classroom curriculum.

  
  Immersion Institute – An intensive, weeklong training program to introduce technology to the educator in the context of his or her subject area. Participants will learn about technology by developing an interactive unit of study that they can teach immediately. They will learn how to use a variety of technologies including computers, CD-ROM’s, DVD’s, videodiscs, software applications, as well as Internet access and research to construct learning modules that excite the learner. As a part of the Institute, educators are made available to the participants for the entire school year for additional instruction and professional guidance. Institute attendees will become an important resource for the CRE as coursework is developed and produced.

  
  Computer Labs – The CRE will offer state of the art computer labs with a staff of trained professionals to provide an array of services to the participant. They will have the opportunity to work closely with the professionals to learn how to evaluate and use software in developing curriculum, navigate the web to get access to information, and explore the power of computers in the classroom.

  
  Professional Development - The CRE will offer professional development training programs to learners of all types. Particular emphasis will be placed on teachers in the early years of the CRE but migrating to other fields as well over time. Eventually, programs that satisfy the requirements for continuing education for many professionals (Accountants, Lawyers, Doctors, ,etc.) will be developed and offered. The CRE may also be a resource for training government employees in the use of technology.

  
  Video Library – Public broadcasting has a wealth of material in its archives. The two stations in Puerto Rico have years of material that could be used by students in a variety of ways. The CRE will catalogue the material, edit it for use in the classroom, and make it available to participants for use in education.

  
  Distance Learning Opportunities – PBS has two programs that directly benefit teachers. PBS Mathline and PBS Scienceline are both opportunities for teachers to learn instructional techniques from their peers across the country. These programs use a blend of technologies to help teachers. Participants can not only learn about using technologies but also gain important information about classroom teaching techniques.

  
  Educator Forums – The CRE can use its web technologies to establish and facilitate forums for students, teachers, parents, and members of the community to discuss topics of interest. Forums that connect one group with another (i.e. parents with teachers) can be very beneficial in communicating information and finding solutions to community school problems.

  
  Web Site – A Web site for the CRE can provide critical information about the CRE’s activities, course offerings, schedules, educational materials in the library, and related information. This information will be useful to potential customers including teachers, parents, and students who desire to use the services of the CRE to enhance their learning experience.

  
  Revenue Generation

  
  Revenue for operating the CRE is likely to be received from three principal sources. The CPB Overlap Fund will be the primary funding source for the pilot program and year one of operations. During this start-up phase, the stations will begin to develop partnerships with business and industry in Puerto Rico to secure additional funding for later years. In addition, applications for federal funds as well as funds from the Puerto Rico Department of Education will be submitted and represent a significant portion of the operational budget. By year five of its operations, federal grant money will be substantially replaced with funding from business partnerships and fees for services. It is anticipated that some level of state funding will continue for the first few years of this project but this is dependent upon the agreement of the Puerto Rico Department of Education. Fees for services will be introduced at the beginning of year one but will only be a small portion of the budget for the first three to five years of operations. By year five, the fees for services and the business partnerships will be sufficient to operate the core operations of the CRE. The following chart represents the timeline goals for financial support to the CRE and shows the relative contribution from each source.

  
  Figure 2

  
 
Year of Operation Expected Source of Funding Percentage of Funding
Pilot CPB Overlap Fund
Federal Grants
State Grants
National Foundations
Fees for Services
Business Partnerships
Station Contribution		 79%
0%
6%
0%
5%
10%
1 CPB Overlap Fund
State Grants
National Foundations
Fees for Services
Business Partnerships
Station Contribution		 30%
15%
15%
20%
10%
10%
2 Federal Grants
State Grants
National Foundations
Fees for Services
Business Partnerships
Station Contribution		 30%
25%
15%
20%
10%
3 Federal Grants
State Grants
National Foundations
Fees for Services
Business Partnerships
Station Contribution
Export Fees		 20%
25%
10%
25%
15%
5%
4 Federal Grants
State Grants
National Foundations
Fees for Services
Business Partnerships
Station Contribution
Export Fees		 15%
25%
5%
35%
15%
5%
5 Federal Grants
State Grants
National Foundations
Fees for Services
Business Partnerships
Station Contribution		 10%
25%
5%
40%
15%
5%
6-10 Federal Grants
State Grants
National Foundations
Fees for Services
Business Partnerships
Station Contribution		 0%
25%
0%
50%
15%
10%


 
  Stakeholders

  
  The principal stakeholders in the CRE are the two public television stations in Puerto Rico. WIPR and WMTJ will jointly operate and control the CRE. They will work with other stakeholders and members of each stations’ Board of Directors to design and deliver products and services to teachers, students, and parents throughout Puerto Rico. Close ties to each major university in Puerto Rico will be essential in order to produce quality products and services that have value for learners. Linkages to the Puerto Rico Department of Education will be critical in order to ensure that continued funding meets the educational goals of the government. (See Figure 4 on page 39 for a detailed description of the key linkages)

  
  Export to other Spanish Speaking Countries

  
  Puerto Rico has long been the leader in developing creative new programs that are subsequently copied by other countries in the Caribbean and Latin America. While many educational materials exist in the United States, they are primarily in English. The CRE will translate many of these educational materials into Spanish and when completed, they will have a valuable resource for export to other Countries. This business plan anticipates that by year five of operations, the CRE will be able to generate significant revenues from the export of materials either developed for Spanish speaking children or from the translation of English materials into Spanish.

  
  Another potential partner for the export of the products and services developed by the CRE is the “Hispanic Educational Telecommunication System” (HETS). This organization is composed of universities that are in communities with large Spanish speaking populations in the United States and some universities in Puerto Rico. They are in search of educational materials designed to serve Spanish-speaking children and would be a likely source of expertise in developing materials as well as a distribution channel for completed products and services.


  
 

Section Four
Market Assessment

 
  Because the CRE is a non-profit enterprise, the targeted markets not only include end user customers, but also prospective funders and partners. With this in mind, marketing activities have a triple focus:
  • Marketing CRE products and services to end-users.
  • Cultivating and sustaining the leadership necessary for successful operations
  • Raising funds to support operations and supplement fee based revenue streams.


  
  Following is an overview of the marketing mix for CRE from each of these points of view.

 
  1. Marketing CRE products and services to end-users.

 
  Target
  • School superintendents and local community school districts
  • Classroom teachers
  • Puerto Rico Department of Education


  
  Market Evaluation

  
  There is a strong need for the program but funding will be an issue. Funding will be requested from the Puerto Rico Department of Education as their involvement will be crucial to the success of this project. If program is good, the greater challenge may be CRE’s ability to meet demand and still maintain the quality of the year 1 offerings.

 
  Marketing Mix

  
 

 
  Sources:

  
  Interviews with the Puerto Rico Department of Education, university educators, similar programs and secondary research.

 
  2. Cultivating and sustaining the leadership necessary for successful operations.

  
  Target
  • CRE partners
  • University level educators
  • Station board members
  • Community supporters


  
  Market Evaluation

  
  At first blush, CRE is an attractive proposition. The challenge will be finding the right leadership: not everyone has the patience or vision to assign high priority to volunteering for a start-up operation. Maintaining communication will be critical, especially as projects begin. While those people interviewed felt the project was worthwhile, it is anticipated that recruiting, training and mobilizing the initial leadership cadre will be a time and resource consuming process.

  
  Target Markets

  
 

 
  Sources:

  
  Interviews with the community leaders, station board members, and secondary research.

 
  3. Raising funds to support operations and supplement fee based revenue streams.

 
  Target
  • Foundations
  • Federal funding sources
  • Puerto Rico Department of Education
  • Corporate sponsors and philanthropies
  • Individuals


  
  Market Evaluation

  
  All of people interviewed, including those from the government, and those from corporations and foundations, expressed strong interest in learning more about CRE. To date, no proposal has been made requesting funding and no organization has made an official commitment to the project. They have each readily identified funding opportunities in their areas that might apply to the activities of the CRE. The key limitations identified were the time line for federal funding cycles, local support and commitment, and the need to “prove” the viability of the CRE and its services before seeking significant capital and program investment. In explaining their interest in the project, prospective funders mentioned:
  • Strong need to enhance in the use of technology in Puerto Rican classrooms to address systemic issues like improving the efficiency and productivity of teachers, and the general quality of education, reducing drop-out rates, meeting business’ need for a technologically proficient, bilingual work force, reversing the exodus of 16-39 year olds who leave Puerto Rico to find better jobs elsewhere, etc.
  • The creative use of collaboration in the concept of the CRE
  • Lack of Spanish language programs and services in this area
  • Potential for export to other Spanish language markets


  
  Marketing Mix

  
 

 
  Sources:

  
  Interviews with the state and federal funding sources, foundations, and secondary research.


 
 

Section Five
Resource Requirements

 
  Education Resource Center Equipment

  
  Between them, the stations have 50% to 60% of the technological infrastructure needed to establish the CRE including broadcast signal, digital production, and distance learning. A technology plan must be established early in the process and identify the best way to complete the infrastructure requirements. Additions to the existing infrastructure will include a microwave or similar connection between the stations, a computer lab, classrooms, and an interactive media center. Each of these functional areas will require equipment for ongoing operations. While the equipment requirements will be small in the pilot year, it has the potential to grow substantially over time.

  
  Initially, the CRE should have two offices (200 square feet each), a television computer lab (500 square feet), a broadcast classroom (500 square feet), a library (300 square feet), and miscellaneous space (500) square feet. This would make the total square footage needs for the pilot program of 2200 square feet. All of the production requirements will be met by using the stations’ existing and/or planned facilities and no production space has been allocated. With the projected growth of the CRE, yearly space requirements are shown below.

  
 

 
  For the purposes of the pilot project and to prove the concept, the CRE should be equipped with ten (10) computer workstations. After the CRE is proven as an entity, the number of people trained by the CRE will expand greatly. The plan for the pilot is based on the assumption that the computer lab will train eight (8) students at the same time. Several schools will be selected for the pilot phase of the project and the total number of trainees should exceed fifty.

  
  With the (10) workstations, the instructor can have a workstation and one workstation can be used in the multimedia lab. The computer lab should be connected on a LAN (local area network) through a server capable of handling ten simultaneous users. In addition, the lab should be equipped with projection equipment that has the capability to show actual computer screen images on a large projection screen. The instructors' station should be capable of receiving input from any station and connecting it to the projection system.

  
  The library will house significant videos and written materials. Using a movable shelf system will allow for the storage of significant materials without taking up valuable floor space within the CRE. The library should also be linked to the computer system so as to allow students to browse the index and find relevant materials for use in developing their classroom learning modules.

  
  A primary method of reaching many potential clients at once is via distance learning. Limited transmission equipment is also included in this business plan to provide the capability to do distance learning. The equipment does not have to be of broadcast quality, but sufficient for sending live or video pictures via T1 lines.

  
  The CRE will also have an interactive media lab where a student can put together teaching modules using a variety of media. CD-ROM’s, DVD’s, Videocassettes, and computers can be linked to fully integrate technology into the classroom experience.

  
  Finally, as the stations move to convert to digital television and greatly expand their broadcast capabilities, consideration should be given linking into the CRE and dedicating one or more channels to full time educational programming. It is anticipated that some of the instructional activities at the CRE could be broadcast live and provisions for distance learning technology needs to be built in to the overall design.

  
  Education Resource Center Staff

  
  The CRE has five primary activities. First, they will work with schools, teachers, and students to design and deliver products and services. Secondly, they will work with the stations to develop and produce educational courses for broadcast usage and classroom usage. Third, the CRE will need the capability to seek out and acquire educational materials from other PBS stations and similar resources for use in the overall program design. Fourth, they will have to operate a computer lab and network as a link to the schools and as a teaching facility. Finally, the CRE will have to raise funds for its operations and will need grant writing support as well as fundraising support.

 
  While there are many ways to structure the CRE, it needs to start simple. As it grows and develops over time, additional staff will needed. Section Nine provides details on the timeline and shows the projected increases in staff levels. If growth projections are accomplished within the timeline described, the recommended structural design for year six of operations is described below.

  
  Figure 3

  
 

 
  A brief description is given below for each of the positions shown in the organizational chart.

  
  Managing Director – The head of the CRE will be a person who has a demonstrated record of broad educational experience including classroom teaching methodologies, television production and broadcast, computer technology, grant writing, interactions with foundations, knowledge of the Puerto Rico business community, and an understanding of the value of public broadcasting in education. This person will have overall management responsibility for the CRE, be the key interface for local productions and broadcasts of programs, work with foundations and businesses, and work closely with the Department of Education.

  
  Educator – These positions will be filled with experienced classroom teachers who have superior demonstrated knowledge in the fields of creative teaching methodologies computer technology, and instructional design. They will also need to be familiar with the production of course materials and broadcast technologies. They will also serve as consultants to the school and deliver training as required.

  
  Instructional Designers – These people will have extensive experience taking educational concepts and turning them into interactive learning modules for use by students and teachers in public and private institutions. They will also need to be familiar with the production of course materials and broadcast technologies.

  
  Translator – A highly skilled person who can take the educational materials created and produced by the CRE and/or acquired from outside resources and convert them for use in a bilingual classroom.

  
  Computer Specialist – A person with extensive skills in and an understanding of various computer technologies, software applications and network design. They will be responsible for the design and operation of the CRE’s computer lab and the web site. They will also serve as a resource to the educators and instructional designers to understand and integrate technologies into curriculum.

  
  Network Specialist – A person with the technological skills to design and operate the wide area network linking the stations together as well as linking the CRE to the schools in Puerto Rico. They will also serve as backup to the Computer Specialist and assist them in their duties.

  
  Producer – A person who is familiar with various multi-media production techniques to educational resources and can work with educators as well as the stations to develop and produce courses suitable for classroom use as well as over the air broadcast.

  
  Educational Materials Specialist – A person who is familiar with the various educational resources that have been developed within public broadcasting and from other sources who can review and acquire the most appropriate teacher and student publications as well as Videos, CD-ROM’s, and DVD’s for use in Puerto Rico.

  
  Business Partnerships Specialist – A person who is skilled at raising monies from the business community, familiar with the Puerto Rico, and has a background in marketing. They will have the skills to present funding requests to various foundation boards and other potential funders.

  
  Sponsorship Specialist– A person who is skilled at securing sponsorships from the business community for worthy causes and who can develop creative approaches to securing funding for CRE operations.

  
  Underwriting Specialist– A person who is skilled at securing underwriting contracts from the business community and who can work with businesses and foundations to secure funding for CRE operations.

  
  Grant Writer – A person who has an established record of securing major funding from various federal, state, and foundation grant sources.

  
  Please refer to section seven (7) for detailed capital and operating budgets and section nine (9) for the timing of these activities.


  
 

Section Six
Marketing and Communications

 
  CRE (Educational Resource Center) - Marketing Strategy

 
  Audience

  
  Prospective funders and initial stakeholders, including partners, clients, community supporters, and the staffs of both stations.

  
  Key Problem

 
  Because community needs and the vision of service are so immense, the stations must resist the temptation to broaden their focus prematurely. At the same time, the flexibility and resourcefulness required to take advantage of opportunities as they arise must also be maintained.

  
  Products

  
  Production, video, broadcasting, training, services, and programs to enhance teacher, student, and parent use of technology in the K-12 learning environment.

  
  Marketing Objective

 
  Build awareness of and confidence in the CRE concept and its initial offerings.

  
  Strategies

  
 


 
 

Section Seven
Pro Forma Financial Statements

 
  Education Center Capital Budget

  
  The capital budget for the CRE is based on creating a computer lab and classroom suitable for teaching via both over-the-air and ITFS broadcasting. Initially, the budget establishes a small computer lab capable of teaching eight students per class. This is considered large enough to prove the concept behind the CRE and demonstrate its effectiveness. Beginning in the first full year of operation, the lab will be expanded to accommodate up to 25 students per class.

 
  The lab and classroom are connected to a server and a LAN (local area network) so the students can share software applications. The lab is fully equipped with projection capability so the computer screens can be projected onto a large screen enabling the entire class to view the instructor’s computer screen. Four printers will be available and networked to the computers so student can print out their work assignments.

  
  In later years, distance learning equipment will be added to the lab and the classroom. This will give the CRE the capability to conduct interactive learning via the Internet as well as over-the-air. Small cameras, remote-tracking devices, connections to T1 lines, and similar equipment will be acquired to make interactive distance learning possible.

  
  Finally, a microwave connection between the stations will be installed to allow full-motion video to be sent between the stations. This will facilitate the production and editing of tele-courses and other broadcast content.

  
  Over time, the computer lab and classrooms will be expanded to accommodate more students. No capital has been allocated in this budget for production equipment. It is assumed the stations have and will use existing production equipment and as they convert to digital, the needs of the CRE will be taken into consideration.

  
  Education Center Operating Budget

  
  The operating budget for the CRE is based on the "Teacher Center" that is currently being operated by WGBH in Boston. Staffing levels were set to reach an operational level comparable to WGBH within three (3) years. Budget numbers for year three of operations are roughly the same, excluding production costs, to the current budget for the WGBH "Teacher Center".

  
  Production costs are shown, based upon the current capabilities and pricing structure for WIPR and WMTJ. The numbers of productions and the types are discussed in section nine (9). Production costs start small in the pilot year and grow with the anticipated growth of the CRE. Production requirements for materials developed for export is excluded from this plan because of the uncertainty regarding intellectual property costs. All productions contracted by the CRE should be designed with the export market in mind but projecting costs at this point is difficult. A complete production plan for the export market will need to be developed in year two (2) of operations.

  
  Personnel expenses are calculated based upon assumptions regarding the wage structure in Puerto Rico. The personnel expenses for each position are inclusive of salaries and fringe benefits. Non-personnel expenses are calculated as a percentage of personnel expenses based upon the WGBH model. The WGBH model showed personnel expenses at about 50% of the total budget, non-personnel expenses at 35% of the total budget, and overhead expenses at 15% of the total budget.

  
  Non-personnel expenses include the general operational expenses such as heat, light, and power, travel, training, and similar normal expenses. Overhead expenses include allocated expenses for general management support, use of common facilities, and other normal overhead expenses.

  
  Revenue for the CRE is derived from the sources shown in the budget and is discussed in greater detail in Section Eight (8). Federal and foundation grants are shown as a declining percentage of the total over the five-year operational period. Business partnerships, fees for services, and export fees are shown as an increasing portion of the budget over the same time. This plan envisions the Puerto Rico Department of Education’s percentage contribution to remain steady over the life of this business plan.

  
  The assumptions underlying this budget plan are based upon the belief that all federal and foundation support has a limited life. Therefore, it is important that the CRE become self-sufficient as quickly as possible. The two primary sources of expanding revenue to achieve this goal are in developing business partnerships and in export fees. Fees for service can be used to offset some expenses but have limited opportunity for growth beyond that already shown in the plan.

  
  Please see the next eight pages for a detailed, pro-forma budget with data about the proposed operating expenses for the project.

  
  Pricing Structure

  
  One primary source of anticipated revenue will be the fees charged for the products and services offered by the CRE. This concept is relatively new in Puerto Rico and the precise fee structure will have to be developed during the pilot test. Schools generally have less discretionary monies in Puerto Rico than on the mainland. While this concept is modeled on the WGBH “Teacher Center”, modifications to the fee structures will have to be done after the ideas are tested in the pilot phase.

  
  As shown in the pro-forma budgets shown in the preceding pages, these fees grow significantly over time but remain a relatively fixed percentage of the budget in the later years. Initially, it is proposed that the fee structure be based on the following model. The principal sources for funding come from three primary sources. First, fees for a membership in the CRE would be available to schools and teachers and would include such things as special pricing for classes, reduced fees for materials purchased or leased, and the use of the CRE’s consulting resources.

  
  The second primary source off revenue would be from “contracts for services” with schools. These contracts would be offered by the CRE to schools wishing to have on-site consulting services available to then to help train their staff or work with a schools technology lab or similar facility as an outside resource. Workshops would be offered on a continuing basis to students, teachers, and parents as the demands dictate and as courses can be developed and produced.

 
  The final source of revenue shown is for the fees charged to schools and/or teachers who attend the weeklong "Immersion Institute" for teachers. This program is an intense training session with continuous interaction with the CRE’s trainers and consultants. It is expected that this program could generate the largest portion of fee based revenues for the CRE.

  
  One additional potential source of revenue not shown because it is to difficult to project accurately, are the fees received from the sale and lease of educational materials to schools, teachers, students, and parents.


  
 

Section Eight
Fundraising

  
  State and Federal Grants

  
  Federal agencies including the Department of Education, National Endowment for the Humanities, National Science Foundation, the Department of Commerce, and the Department of Agriculture were researched as potential funding sources. Fifteen different programs within these agencies have been identified as potential sources of revenue to help operate the CRE. A complete list of agencies, their primary purpose, contact names and address are attached to this plan as an appendix. While each program and agency has its own funding criteria, several general criteria were established and should guide any funding applications submitted in the future. These basic criteria are outlined as follows:
  • Have a specific, clear focus for each funding request
  • Use partnerships and collaborations
  • Get teacher, parent, and community input and support
  • Build in evaluation criteria from the beginning of the project and link it to the larger vision
  • Cultivate relationships with funders from the beginning
  • Be consistent with Puerto Rican government initiatives
  • Build in opportunities to leverage the experience to Puerto Rico and the US mainland


  
  It was discovered during the interviews with the above named agencies that both capital and program resource grants are available. The interviewees all considered this a “highly interesting project”. Several of the agencies indicated a sincere interest in funding Spanish language projects and thought Puerto Rico was an excellent starting point. They also pointed out that federal funding can be a long process and is not easily designed for “seed” money but to take things to scale. It was suggested that foundation money be used to pilot a program and after it has proven successful, apply for the federal funds to expand the scope of services and serve a large client base.

  
  National Foundations

  
  Nine likely foundations were researched for the purpose of this business plan. Each of the foundations that were researched either has major facilities in Puerto Rico or has given generously to other not-for-profit organizations on the island. Eight of the foundations are based on the mainland and one is based in Puerto Rico. An appendix is included at the end of this plan outlining in extensive detail all of the specific requirements for each foundation. A brief summary of the types of activities they fund and the criteria for funding is included in the chart below.

  
  Nine likely foundations were researched for the purpose of this business plan. Each of the foundations that were researched either has major facilities in Puerto Rico or has given generously to other not-for-profit organizations on the island. Eight of the foundations are based on the mainland and one is based in Puerto Rico. An appendix is included at the end of this plan outlining in extensive detail all of the specific requirements for each foundation. A brief summary of the types of activities they fund and the criteria for funding is included in the chart below.

  
 

 
  In reviewing information about potential foundation support, five general themes emerged form the data. Nearly all of the Foundations researched indicate that projects that met certain criteria had a higher probability of receiving funding. These criteria are:
  • Projects that have a positive impact on communities where the parent company of the foundation has operations and/or offices.
  • Projects that have the support and involvement of the local operation and/or office particularly if they use volunteers from the local operation to perform some type of work in the project.
  • Projects that involve various local entities/organizations in a collaborative effort to solve a critical local problem.
  • Projects that develop new and creative solutions to long-term problems and are replicable in other places.
  • Projects that have measurable results and an evaluation component built into the project design.


  
  The CRE has been designed to incorporate all of these criteria in its structure. This should position the CRE with the best opportunity to secure funding.

  
  Corporate Partners/Sponsors

  
  An area of major opportunity for funding the CRE is by creating partnerships with corporations across the island. These partnership opportunities can come in two primary forms. The first is in the form of underwriting the CRE’s activities in the community. Many companies are interested in helping local schools move forward as a part of their civic duty. Nearly all of the foundations researched in the previous section place great weight on the involvement of their employees in organized local activities. Companies are often looking for opportunities to supply volunteer support as well as financial aid and assistance to improve the quality of life in a community.

  
  The second form of partnership is the area of corporate sponsorships. Companies are frequently looking for alternatives to advertising as a way to reach consumers. Sponsorship is a method by which companies can align their community responsibilities with a major project or event that puts their name in front of consumers as good corporate citizens. If structured correctly, the companies will benefit not only from the positive name recognition but also from an increase in interactions with consumers. Sponsorship is viewed favorably because it is seen as a form of advertising that gives something back to the community and benefits someone other than the marketer.

  
  The following list of names has been identified as key contacts at companies that frequently participate in both of these types of partnerships. Each of the identified companies has a presence in the Puerto Rico market and is a likely prospect for business partnership support. Before any contact is made with a potential partner, a clear plan for securing their support must be developed outlining the support required and the benefits for both parties.

  
 

 
  In 1998, companies in Puerto Rico spent $718.9 million in television advertising alone. Public television should be receiving revenue between 1.0% and 3.0% of that total figure based on studies done in other markets. If these two stations can begin to receive their fair market share of this revenue, the potential is for $7.2M to $21.6M of new monies to be available in support of the development of the CRE.


  
 

Section Nine
Timeline - Fast Start Scenario

 
  The major milestones that need to be achieved each year to reach the vision outlined in Section Three of this report are tied closely to the primary goals of the project. The five primary goals outlined in this plan are to: 1) develop and produce programs for use in the classroom as well as over-the-air; 2) integrate technology into the curriculum of classrooms in Puerto Rico; 3) provide products and services that are of value to learners and educators in Puerto Rico; 3) create an overall program that is fundable from state and federal sources, foundations, and private sector partnerships; and 4) create products and services that are exportable to other Spanish speaking countries. To achieve these goals, numerous activities will have to occur simultaneously. The following sections describe the major milestones that have to be achieved in order to reach the overall vision for the CRE.

 
  Pilot Project (1999 - 2000) Milestones

  
  It is anticipated that this plan will be adopted by the stations in June 1999 and submitted to the CPB Overlap Fund panel for an August approval. Contracting generally takes three or four months and should be in place by December of 1999. The Pilot Program is broken into Three Phases because of the timing for potential funding. The milestones for Phase One described below need to occur before January 1, 2000. The milestones described for Phase Two need to occur before July 1, 2000, and the milestones for Phase Three need to be completed by December 31, 2000. Please see the charts on the next three pages for the expected timing of critical activities related to the pilot phase of the project.

  
 


 
 

Section Ten
Structure

  
  Legal Entity

 
  WIPR has historically received much of its funding from the Puerto Rican government. As a result, many potential donors think of it as primarily the “government” station. Therefore, contributions and donations from business and individuals have been limited. In order to help contributors focus on the positive aspects of public broadcasting, it is recommended that the CRE be thought of as a separate entity and positioned as “Puerto Rican Public Broadcasting”. The creation of a “Joint Operating Agreement” arrangement between the stations is a reasonable way to establish the CRE as an independent entity. As an independent entity, like the one shown in the diagram below, the stations can jointly own and operate the CRE and market it to donors and funders as a public broadcasting CRE with a direct link to education. The positioning of the CRE in this way will capitalize on the image of public broadcasting as a friend to education and lessen the association with the government making potential donors more likely to contribute to the CRE.

  
  Figure 4 shows the various participants in the project and their interrelationships. WIPR and WMTJ share ownership of the CRE through a “Joint Operating Agreement” structure. Details of the agreement will need to be negotiated during the pilot phase of the project.

  
  The model depicts the need to obtain inputs from several sources including Ana G. Méndez University, the University of Puerto Rico and the Puerto Rico Department of Education. Operational funding support will be required from state and federal grants, foundation support, and the newly formed business partnership model.

  
  Figure 4

  
 

 
  The products and services offered by the CRE were discussed in Section 3 of this plan. The model shows some the various activities engaged in by the CRE as it provides the products and services to clients. The first major activity shown for the CRE is the production of courses to be used in the training curriculum. The CRE will have to work closely with the stations to design productions that can be used by parents, teachers, and students. A second major activity will be the distribution of these productions and services to teachers, students and parents across Puerto Rico. The CRE will provide education and training services to teachers, students and parents as the third and final activity. Using the strength of WIPR’s broadcast signal, the CRE can reach all of the Puerto Rican population with tele-courses and related educational programming. Another proven methodology for getting training in front of learners is through the use of the existing ITFS network at WMTJ. As the CRE grows and expands, other delivery methods will be developed as well.

  
  Level of Service Agreement

 
  In order for the stations to work effectively together as well as with the CRE, a “Level of Service” agreement will need to be negotiated between the parties. A “Level of Service” agreement is a simple document that clearly spells out the various operational understandings between the parties, outlines the various responsibilities of each party, and sets the goals and measurement criteria for the CRE. Typically, a “Level of Service Agreement” contains the following sections:

  
 


 
 

Section Eleven
Implementation Plans

 
  Significant additional information will need to be collected to complete the design and implement the CRE. While this business plan outlines in some detail the requirements for the CRE, additional and more detailed information must be gathered and analyzed. The major categories of data that need collection and analysis are as follows:
  • Budget details – The pro forma budgets in Section Seven describe a model based upon the WGBH “Teachers Center”. The details in the non-personnel operating cost line will have to be developed and analyzed before project implementation can proceed.
  • Fee Structure – The fees for service as described in the pro-forma budgets will have to be carefully tested during the pilot project to determine the proper levels to charge and the ability of the CRE participants to pay for products and services.
  • School Funding Formulas – A clear understanding of the Puerto Rico Department of Education funding structure needs to be studied to determine the amount of discretionary funding available to local schools. This data is critical to designing the fee structure the CRE might charge teachers, students and parents for products and services.
  • Production Costs – This business plan is based on information provided by the stations’ production departments. The costs for each station differed significantly and will need to be analyzed in depth to determine the “fair market value” for any production services provided to the CRE.
  • Overhead Allocations – While each station should be entitled to charges for overhead, neither station can precisely detail its overhead charge structure. Additional data needs to be gathered and analyzed to determine the proper and fair allocations to be charged to the CRE.
  • Joint Operating Agreement – WIPR has significant limitations on its ability to form collaborative partnerships with other entities. A legal review of the viable options needs to be undertaken and explored with Puerto Rico government officials to determine the limits regarding any joint operating agreement.


  
  Relationship Definitions – Establishing Trust

 
  As various components of this plan were drafted and reviewed with the employees from each station, issues regarding trust between the participants began to develop. While much of this is normal in any new collaborative partnership, it is clearly an issue that will need attention during the pilot phase of the project. Before the stations can create a joint operating agreement, they must learn to work together and cooperate. This will require the use of an outside facilitation expert who can function as an impartial third party during the initial work sessions between the stations.

  
  The key issues that have surfaced and will need immediate attention if this plan is to be implemented effectively include:
  • Large vs. small station – Each side is suspicious of the motives of the other party. Is the big station trying to take over the small station? What can the small station contribute that is not already available to the big station?
  • Loss of control – If activities are done as a collaborative effort, will personal control over areas of responsibility diminish or be lost? How does working together effect who is in charge and will my station emerge on top or be controlled by the other station?
  • Loss of responsibility – Many collaborative initiatives are seen as reducing instead of increasing personal responsibility. Often, the fear of losing ones job or having ones individual responsibilities decreased and given over to a peer at the other station is the source of behaviors that demonstrate resistance to the change effort.
  • Fear of the unknown – This business plan is designed to start a new business for the stations in a collaborative effort. Many people, by their very nature, are skeptical about any kind of proposed change. When a plan proposes two significant changes at once, the resistance increases dramatically. In this plan the first change is the concept of working together. While the stations’ personnel have a cordial relationship, working together collaboratively is very new. Secondly, the stations are creating a new business and one that they have not previously attempted. When these two changes are combined into the same plan, people will need a well-designed process and strong assurances to ensure they can be successful with this new initiative.


  
  All of these concerns can be effectively managed with a well-designed change management plan to help people work through their normal concerns. Securing the assistance of a firm that can help the stations through this process will be important to successful implementation.

  
  Fundraising Activities

 
  Fundraising from corporations and foundations is a relatively new activity at each station. Certainly, fundraising as described in this plan will be an entirely new activity. It is therefore imperative that the personnel hired initially for the critical positions in the CRE have some background knowledge of effective fundraising activities as well as content knowledge in education. The Managing Director in particular must have the ability to develop close relationships with business and industry leaders as well as with various foundations and the Puerto Rico Department of Education.

  
  The two primary methods for raising funds will be through the direct sponsorship of CRE activities by private business and/or securing general underwriting contributions from businesses to pay for the operations of the CRE. Immediate and concentrated efforts will be required to develop the relationships with businesses and industries on the Island. These relationships will be essential when the CRE requests funding for its ongoing operations or for sponsorship activities. A concentrated marketing campaign to the private sector should be undertaken as an ongoing part of the fundraising strategy. Events targeted to key potential contributors and highlighting the success of the CRE will need to be held regularly. These activities will need to begin before the Managing Director is hired. The primary responsibility for beginning these activities should be given to the current project manager at each station.

  
  Grant Writing and Submission

 
  Interviews with Federal and Puerto Rican officials concerning the availability of grants to fund the activities of the CRE indicate a strong interest in this project. Research into various foundations has turned up numerous major foundations that fund worthwhile projects in the education market. While no guarantees can be made, the probability of successfully securing funds from federal and foundation sources is relatively high.

 
  The key to this project is in the collaboration between several entities. The stations will be the catalyst to create the CRE but will require the active participation in the project by the Puerto Rico Department of Education, various universities on the Island, local community schools, and business and industry. Research indicates that the broader the collaborative effort and participation, the higher the probability of receiving funding. Therefore, it is imperative that as early in the implementation process as possible, all of the collaborative partners be actively involved in the design and creation of the CRE.

  
  Securing funds from the Puerto Rico Department of Education will be somewhat different then securing funds from federal agencies and foundations. Because of the relationship between the Department of Education and the stations, funding could come either directly or indirectly to the CRE. First, direct funding to the CRE may be possible as grants for certain CRE activities. Secondly, funds could be channeled indirectly to school districts to help them pay the fees for the products and services from the CRE. Finally, funds could be provided indirectly through grants to either PRPBC or SUAGM to fund the activities of the CRE. As soon as this business plan is approved, discussions with the Department of Education must begin in order to discover the most effective means of securing funding from them.

  
  CRE (Education Center) Measurement Criteria

 
  If the CRE is to receive funding from federal agencies, foundations, and the Department of Education, it will have to effectively demonstrate its value using generally accepted standardized evaluation criteria. These criteria must be carefully developed and incorporated into the pilot project. Data on student achievement, principal and teacher questionnaires, and classroom observations are some of the methods of evaluating the effectiveness of educational programs. Extensive materials on developing and using evaluation criteria are available from university resources. The Managing Director for the CRE must have a working knowledge of these techniques and methodologies and be able to build them into the pilot program.


  
 

Section Twelve
Summary and Conclusions

 
  WMTJ and its licensee Sistema Universitario Ana G. Méndez (SUAGM) as well as WIPR and its licensee Puerto Rico Public Broadcasting Corporation (PRPBC) are seeking to create a collaborative project that combines the best from both stations and serves the people of Puerto Rico. They have developed a joint vision to “combine state-of-the-art pedagogy with broadcast and distance learning technology to design, produce, and distribute high quality educational programs that help teachers, students, and parents integrate technology into the learning experience”.

  
  Building on this common vision and complementary resources, the two stations have created this business plan to develop an Education Resource Center (Centro de Recursos Educativos - CRE) that will enhance the use of technology in the K-12 educational experience in Puerto Rico. The need for technology education in Puerto Rico is great and the CRE will face a situation where its resources can not possibly satisfy the demand for its services. However, the purpose of this plan is to focus the attention of the CRE where the need is the greatest and where the stations have compatible resources to make a difference to the people of Puerto Rico. The staff members from each station who were assigned to this collaborative business planning effort have worked tirelessly to create a viable project to serve this critical need in Puerto Rico.

  
  The initial focus of the CRE will be for in-service teachers, students, and parents and is supportive of both private and public university initiatives in the area of distance learning. The proposed collaborative project will addresses critical business interests as well by improving the skill levels of the resident work force. As a joint project, it will be highly visible and attractive to federal funding sources and national foundations due to Spanish language content and potential for export throughout the Americas.

  
  The CRE will offer two primary products. First, traditional educational materials designed for classroom use will be available for rent or lease. Secondly, interactive multi-media products will be developed and produced by the CRE. These new interactive, multi-media approaches to education will create new ways of learning that are exciting to learners whether they are students, teachers, or parents.

 
  Services from the CRE include a broad range of traditional as well as several new approaches to learning. Coursework for teachers and students, the Immersion Institute for teachers, computer labs for teaching technology, professional development courses for teachers and parents, a video library for reference materials, distance learning opportunities for business and schools across the island, educator forums, and a web site for the CRE are all services that will be provided for the benefit of Puerto Rico.

  
  The CRE will have five primary activities. First, they will work with the stations to develop and produce educational courses for broadcast usage and classroom usage. Secondly, they will work with schools, teachers, and students to design and deliver educational products and services. Third, the CRE will need the capability to seek out and acquire educational materials from other PBS stations and similar resources for use in the overall program design. Fourth, they will have to operate a computer lab and network as a link to the schools and as a teaching facility. Finally, the CRE will have to raise funds for its operations and will need grant writing support as well as fundraising support.

 
  It is anticipated that local productions of instructional materials will be required in the development of the products and services described above. The projects’ initial efforts will be to produce courses to instruct people in the basic skills of technology. As these courses are produced, both WIPR and WMTJ will broadcast them to demonstrate the value of the CRE. As teachers, students, and parent’s view these shows, they will become interested in the products and services offered by the CRE. When their interest is developed, the CRE will be marketed as an educational resource and viewers will be enrolled in specific activities designed to satisfy their personal educational requirements. This marketing approach allows the CRE to identify potential students, school partners, and interested parents who will use the products and services of the CRE.

 
  Revenue for operating the CRE is likely to be received from four principal sources. The CPB Overlap Fund will be the primary funding source for the pilot program and year one of operations. The second source of funding will come from the partnerships the stations will develop with business and industry in Puerto Rico. The third major source of funding is from Federal and foundation grants in support of the project. Revenue generated by the CRE will be the fourth source of revenue. By year five, it is expected that the fees for services and export of CRE products and services will be a major source of revenue.

  
  All of the people interviewed in the development of this business plan, including those from the government and those from corporations and foundations, expressed strong interest in learning more about CRE. To date, no proposal has been made requesting funding and no organization has made an official commitment to the project. Federal agencies including the Department of Education, National Endowment for the Humanities, National Science Foundation, the Department of Commerce, and the Department of Agriculture were researched as potential funding sources and fifteen different programs within these agencies have been identified as potential sources of revenue to help operate the CRE.

  
  Puerto Rico has long been the leader in developing creative new programs that are subsequently copied by other countries in the Caribbean and Latin America. While many educational materials exist in the United States, they are primarily in English. The CRE will translate many of these educational materials into Spanish and when completed, they will have a valuable resource for export to other Countries. This business plan anticipates that by year five of operations, the CRE will be able to generate significant revenues from the export of materials either developed for Spanish speaking children or from the translation of English materials into Spanish.

  
  It is anticipated that this plan will be adopted by the stations in June 1999 and submitted to the CPB Overlap Fund panel for an August approval. If the plan receives a favorable review and funding from CPB, this business plan will be implemented as outlined in the plan. If the pilot program is successful, the CRE could be fully operational by the beginning of 2001. Its growth and development will be limited only by the resourcefulness of the people hired to operate the CRE and by the vision of the licensees. The CRE is the product of collaborative effort between the two public broadcasting stations whose primary mission is to better serve the people of Puerto Rico. Implementing this plan will not only help the stations fulfill their missions but will create opportunities for even greater collaboration in the future.

 
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