2000-2004 Four-Year Plan

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2000-2004 Four-Year Plan

2000-2004 Four-Year Plan

Cerritos College
List of Members of the VTEA Local Planning Team

Faculty

Henrietta Baramki, Professor, Nursing Education, Health Occupations Division

Robert Colgan, Assistant Professor, Woodworking Manufacturing Technologies Program, Technology Division

David Fabish, Assistant Professor, English, Liberal Arts Division

Doug Haynes, Professor, Administration of Justice, Humanities/Social Sciences Division

Bonnie Helberg, Assistant Professor, Reading, Liberal Arts Division

Gretchen Hoad, Professor, Business, Business Division

Ellen Johnson, Assistant Professor, Music, Fine Arts/Communications Division

Wes Nance, Professor, Computer and Information Sciences, SEM Division

Student Representative

Matthew Valdez

Others (Administration)

Ron Christie, Instructional Dean of Business Division

Norm Fujimoto, Instructional Dean of SEM (Science, Engineering and Math) Division

Robert Hughlett, Director of Disabled Student Programs and Services

Nick Kremer, Executive Dean of Community, Industry and Technology Education

Terrie Lopez, Assistant Dean of Career Services

Jenine Nolan, Instructional Dean of Health Occupations Division

Randy Peebles, Instructional Dean of Technology Division

Barry Russell, Instructional Dean of Fine Arts/Communications Division

Graciela Vasquez, Director of Adult Education and Diversity Programs

Others (Classified)

Kathy Hogue, Account Technician III

Leslie Nishimura, Vocational Education and Special Projects Assistant

The group of individuals required to serve on the VTEA Local Planning Team will involve members of the district’s 40 advisory committees that are already in place in the district’s vocational education programs. The composition of the advisory committees includes representation from business, industry, labor organizations, special populations, and others as required in Section 134(b)(4) of VTEA.

Cerritos College
VTEA Four-Year 2000-2004 Local Plan

Step 1. Identify, convene, and involve the Local Planning Team

To complete Step 1:

Complete the form “List of Members of the VTEA Local Planning Team.”
Provide brief descriptions of how the VTEA Local Planning Team was involved in the development, implementation and evaluation of the four-year local plan, the results of that involvement, and how the team was informed about and assisted in understanding the requirements of VTEA. Precede this description with the heading, Involvement of the Local Planning Team.

(The analysis results and other pertinent information [i.e., core data, activities conducted during the 1999-2000 program year, advisory committee recommendations—see page 11 of the Guidelines for more examples] should be provided to the Local Planning Team for its consideration during the planning process.)

Involvement of VTEA Local Planning Team

A VTEA planning committee was formed to address program improvement of all vocational programs on campus. The initial meeting of the College-wide Vocational Programs Committee was held on September 26, 2000.

The composition of this broad-based group includes faculty members, campus administrators, and representatives from Student Services, Associated Students of Cerritos College (ASCC), and classified. Faculty members were appointed to serve on the committee by the president of the district’s Academic Senate and represent the divisions of Business, Fine Arts/ Communications, Health Occupations, Humanities/Social Sciences, Liberal Arts, SEM (Science, Engineering and Math), and Technology. Many programs in Business, Fine Arts/ Communications, Health Occupations, SEM, and Technology Divisions are approved to receive VTEA funding for the 2000-2001 program year. As such, the instructional deans of those divisions are involved with this group. The committee also includes representatives from Adult Education, Career Services, Disabled Student Programs and Services (DSP&S), and the Development Office.

The composition of the College-wide Vocational Programs Committee is as follows:

Faculty

Henrietta Baramki, Professor, Nursing Education, Health Occupations Division

Robert Colgan, Assistant Professor, Woodworking Manufacturing Technologies Program, Technology Division

David Fabish, Assistant Professor, English, Liberal Arts Division

Doug Haynes, Professor, Administration of Justice, Humanities/Social Sciences Division

Bonnie Helberg, Assistant Professor, Reading, Liberal Arts Division

Gretchen Hoad, Professor, Business, Business Division

Ellen Johnson, Assistant Professor, Music, Fine Arts/Communications Division

Wes Nance, Professor, Computer and Information Sciences, SEM Division

Student Representative

Matthew Valdez

Administration

Ron Christie, Instructional Dean of Business Division

Norm Fujimoto, Instructional Dean of SEM Division

Robert Hughlett, Director of Disabled Student Programs and Services

Nick Kremer, Executive Dean of Community, Industry and Technology Education

Terrie Lopez, Assistant Dean of Career Services

Jenine Nolan, Instructional Dean of Health Occupations Division

Randy Peebles, Instructional Dean of Technology Division

Barry Russell, Instructional Dean of Fine Arts/Communications Division

Graciela Vasquez, Director of Adult Education and Diversity Programs

Classified

Kathy Hogue, Account Technician III

Leslie Nishimura, Vocational Education and Special Projects Assistant

As for community involvement, the district will involve members of the 40 advisory committees that are already in place in the vocational education programs. The composition of the advisory committees includes representation from business, industry, labor organizations, special populations, and others as required in Section 134(b)(4) of VTEA.

The purpose of College-wide Vocational Programs Committee is fourfold:

1. To look more globally at the district’s vocational education programs,
2. To facilitate excellence in the district’s vocational education programs,
3. To explore collaborative possibilities, and
4. To provide input into the expenditures of VTEA funds.

The PowerPoint presentation, developed by Nick Kremer for the meeting, consisted of the following slides: purpose of the committee, role of vocational programs at Cerritos College, scope at Cerritos College, VTEA 1998, special populations, program elements, issues/opportunities, and outcomes/core indicators.

Members were provided district statistics on the number of degrees/certificates awarded during the 1999-2000 academic year in vocational and non-vocational TOP Codes. Nick Kremer also explained each core indicator and the performance goals’ percentages. Copies of the college-wide summary of the core indicators were distributed to the members.

A brainstorming session centered on the issues (challenges, limitations, and competition) and the opportunities (advantages and strengths) facing vocational education programs at Cerritos College.

The results of the discussion/brainstorming are as follows:

Challenges facing vocational education programs at Cerritos College

· Strategic planning for the Four-Year VTEA Local Plan

· Erasing the line between academic and vocational education programs

· Defining and capturing data on certificates awarded in vocational programs

· Teaching the ill-prepared students and the range of preparation of students entering the college

· Physical space/facilities: expectations versus resources

· Students not earning AA degrees but transferring early to the four-year universities

Competition facing vocational education programs at Cerritos College

· Private postsecondary proprietary schools and the speed in which they are able to respond to what the public wants/demands

Opportunities facing vocational education programs at Cerritos College

· Plan activities to promote student success

· Form linkages with other areas on campus

· Expand the curriculum

· Integration of basic skills and content

· Be innovative in the instruction/activities

· Connection to the community

· Diverse student population

· Service learning

· Central location of campus

The committee plans to meet three to four times throughout the VTEA program year.

The district is developing an MOU (memorandum of understanding) with the Southeast Los Angeles County WIB. Presently, the district’s interim college president sits on the local WIB.

Step 2. Identify, accumulate, and analyze the appropriate data for VTEA program improvement. Provide a narrative description.

To complete Step 2:

For the purpose of VTEA program improvement, describe the data used, and the analysis conducted. Precede this description with the heading, Data Analysis for Program Improvement.

Data Analysis for Program Improvement

The district’s priorities for program improvement for 2000-2004 were based on an analysis of a variety of reviews, evaluations, and reports, which included the following:

The district’s MIS core indicator data with respect to the State-adjusted levels of performance. The core indicator data was distributed to the Interim College President/Superintendent; Interim Vice President of Academic Affairs/Provost; Executive Dean of Community, Industry, and Technology Education; and to the instructional deans in the Business, Fine Arts/ Communications, Health Occupations, SEM, and Technology Divisions.

In addition to the core indicator data, each individual was provided with copies of notes from the core indicator workshop that was held on June 30, 2000 and copies of supplemental documents as prepared by the Chancellor’s Office.

The summary report showing the performance percentages by TOP Codes for each of the core indicators was also distributed at the College-wide Vocational Education Programs Committee meeting on Tuesday, September 26, 2000.

Results of the activities conducted during the 1999-2000 program year.

The district considered the results of the activities that were conducted during the past program year as reported in the VTEA final report for 1999-2000. As such, most programs that were approved for 1999-2000 were approved once again to receive VTEA funding for 2000-2001.

The district’s program review process.

In adhering to the program review rotation schedule that has been established in the district, the Pharmacy Technician program and the Woodworking Manufacturing Technologies (WMT) program were evaluated during the past academic year. In addition to site visits by the validation team members and meetings/interviews with students, faculty, staff, and the instructional dean, the program’s faculty members were required to prepare a comprehensive self-study that addressed areas such as program integrity, instructional program, instructional support services, faculty and staff, library and learning resources, physical facilities, financial stability, and governance and administration.

An example of the findings in the self-study for the Pharmacy Technician program is provided here. The following bullet points, as abstracted from the program’s self-study, illustrate areas that the faculty members have identified for program improvement:

The program is an excellent, coherent program that works well within the confines of strict ASHP (American Society of Health System Pharmacists) accreditation standards, off-site clinical facilities, limited budget and on-site facilities, too few full-time faculty, and the scrutiny of an advisory committee.
The department is restricted in its ability to best utilize its part-time faculty due to the State’s restriction on the number of teaching units allowed per semester.
This program has initiated a Pharmacy Clerk Program. It is the only program of its kind in the nation and a possible prototype for other educational institutions.
Tutoring services have been developed with the LAP (Learning Assistance Program) yet students find this frustrating. The LAP has a strong foundation in supporting the basics of education yet are frequently unable to assist with information specific to the program specialty.
Students recommend further development of LAP services to assist in their learning needs.
Further departmental evaluation needs to occur for the curriculum that builds on a basic foundation (i.e. math) and applies it to the vocational application.
A straight lecture format seems to impede the student’s success whereas the combination lecture/lab seems to assist in the student’s success.
More space and additional budget would be needed to expand the [classroom] “worksite”, purchase and use industry software, and replace aging equipment.

The following bullet points, as abstracted from the Woodworking Manufacturing Technologies program’s self-study, illustrate areas that the faculty members have identified for program improvement:

Forty-five additional courses are going through the curriculum process to be integrated within the near future.
Offerings are being developed in Spanish to address the needs of one of the major student constituencies of the community.
There does appear to be the need for one to two additional full-time faculty positions based on the full-time/part-time faculty ratio.
The department is exploring the development of a WMT Student Handbook detailing the safety, grading and other policies of the program.
There is a need for better student support services for the Friday evening and weekend students in the WMT program.
The division dean and the department have recommended an additional full-time faculty position due to the growth of the program over the last several years. The department has identified the need to add a full-time maintenance technician.
There are discussions to expand the physical facility to accommodate the equipment donations being made to the department by the industry.

Local vocational and technical education advisory committee recommendations.

With more than 400 advisory committee members representing business and industry, the district’s advisory committees meet at least once during the program year to ensure that the curriculum taught to students is current, relevant, and meets the demands of business and industry.

For example, at the CIS (Computer and Information Sciences) Advisory Committee meeting that was held on November 18, 1999, the following were pointed out by the advisory committee members:

There is a lot of interest in the Internet and e-commerce.
The importance of HTML coding.
Courses have a lot of breadth but more depth is needed in some areas.
The NT certificate does not include routers, server, and hardware courses.
Document management in law firms is “hot” right now.
Teaching people skills, resume writing, and interviewing skills are important.
Students need to know that the industry requires long, late hours—not the eight-hour day.
The importance of an AA/BA degree is dependent upon the job.

By working with business and industry representatives at Advisory Committee meetings, the CIS faculty members, as shown above, are ensured that the curriculum they are teaching to the students is relevant to industry needs.

Department mini-/skill certificates
In addition to the reported MIS data, Health Occupations Division has in place a tracking system for certificate programs of less than 18 units. The following table provides information on the number of department mini-/skill certificates that have been earned by students in the division:

Program in Health Occupations Division	2000-2001	1999-2000	1998-1999	1997-1998
EMT		47	57	39
Pharmacy
Technician		19	23	19
Clerk		18	8
Medical Assisting
EKG (HO 10)		52	15
Med Lab Skills (HO 11)		34	9
Phlebotomy (HO 12)	30	86	17
Med Lab (MA 43)			9	49
Medications and Specialties (MA 46)		10	25
Culinary Arts
Food Handlers (9 hour)	16	160	117
Purchasing		34	7
Baking			16
Sanitation (54 hour)		22	18
Child Development
Preschool Teacher		111	131	130
*Preschool Teacher (DAP)		73	57	57
Preschool Director		25	29	18
Infant/Toddler		21	37	13
School Age Child		0	1	0
Family Child Care		2	6	1

*1994 through 1998-99: 392 certificates given

Step 3. Respond to requests for information related to the planned uses of VTEA funds to improve vocational and technical education programs and other local plan content requirements presented in Section 134(b) of the Act.

To complete Step 3:
Provide the information as requested below for the elements required in VTEA Section 134. Number the responses as they are presented here. Precede this section with the heading, Responses to VTEA Section 134(b) Requirements for Descriptions of District Compliance.

Responses to VTEA Section 134(b) Requirements for Descriptions of District Compliance

1. Describe how the vocational and technical education programs assisted with VTEA funds will be improved through the integration of academic and vocational and technical education programs in a coherent sequence of courses to ensure learning in the core academic, and vocational and technical subjects.

The district’s prime integration of academic and vocational education activity is the collaboration between the Health Occupations and SEM (Science, Engineering and Math) Divisions. The objective is to increase the coordination and integration of curriculum between Health Occupations programs and the prerequisite science courses in SEM by accomplishing the following:

Comparing prerequisite science grade and success in programs
Anecdotally identifying strengths and weaknesses of student preparation relative to science prerequisites
Identifying current student success/weaknesses
Identifying curriculum content in need of emphasis
Identifying activities to strengthen learning and hands-on application
Implementing cross-discipline participation to result in increased integration of curriculum
Evaluating effectiveness of the implementation process and recommending additional changes as needed
Collecting data pertinent to increased student success

In preparing the district’s VTEA Four-Year Local Plan, an opportunity arose to review a State Leadership Vocational Curriculum and Professional Development Grant by Irvine Valley College entitled, “A Guide for Integrating Academics into Business Classes. ” In reviewing the document, many of the integration exercises that were performed by Irvine Valley College faculty members could be adopted at Cerritos College. The district wishes to take this opportunity to express its appreciation for the work done by Irvine Valley College in collecting examples of integration exercises performed in community colleges across the state.

The following is a list of suggested integration activities that the district is considering adopting:

Altering instructional strategies
Adapting content from traditional academic courses with practical applications (examples: business math and technical writing)
“Writing across the curriculum”
Incorporating academic modules in expanded vocational courses
Linking academic and vocational courses through learning communities or team-taught courses
Offering or expanding remediation and English as a Second Language programs with an occupational focus
Reinforcing academics (applying academic concepts and skills) in vocational education
Delivering instruction using more hands-on applied learning techniques
Conducting staff development workshops to provide assistance on the “how” to integrate curriculum
Incorporating SCANS competencies into the curriculum

2. Describe how vocational and technical education programs assisted with VTEA funds will provide students with strong experience in, and understanding of, all aspects of an industry. (See Appendix A for definition of “all aspects of an industry.”)

The district recognizes that the demand today is for the skilled worker who has the ability to learn quickly, solve problems, and be able to work in teams. This can be achieved by providing students with strong experience in, and understanding of, all aspects of an industry. To achieve this requirement, faculty members in programs approved for VTEA funding will be encouraged to expose students to all facets of an industry by incorporating the following activities such as the following:

Planning
- Sample activity: explore the various forms of ownership of the industry
Management
- Sample activity: analyze the current issues facing the industry
Finances
- Sample activity: research the costs of different products available in the market
Technical and production skills
- Sample activity: identify the process into specific tasks and schedule work assignments
Underlying principles of technology
- Sample activity: through reading, writing, and communication, analyze the current issues facing the industry
Labor and community issues
- Sample activity: compare union versus merit shop in the industry
Health and safety, and environmental issues
- Sample activity: discuss the environmental impact of the industry in the community

Other recommended activities the district could do to offer students a strong experience in, and understanding of, all aspects of an industry are to:

Expose students to a variety of job functions of an industry--use class projects.
Use cooperative education, work experience, and internship experience to promote student learning.
Incorporate job shadowing.

3. Describe how the district will ensure that students who participate in vocational and technical education programs assisted with VTEA funds are taught to the same challenging academic proficiencies as are taught for all other students.

Courses offered in the vocational and technical education programs assisted with VTEA funds adhere to the academic rigor of the standards and criteria as specified in Title 5 of the California Education Code, Section 55100. Additionally, all degree-applicable courses are approved by the district’s Curriculum Committee and meet the following standards found in Section 55002(a)(2):

Grading policy – “The grade is based on demonstrated proficiency in subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays, or, in courses where the curriculum committee deems them to be appropriate, by problemsolving exercises or skills demonstrations by students.”
Units – “The course grants units of credit based upon a relationship specified by the governing board between the number of units assigned to the course and the number of lecture and/or laboratory hours or performance criteria specified in the course outline.”
Intensity – “The course treats subject matter with a scope and intensity that requires students to study independently outside of class time.”

The degree-applicable courses in the vocational and technical education programs also meet the standards found in Section 55002(a)(2)(F) and (G):

Difficulty – “The course work calls for critical thinking and the understanding and application of concepts determined by the curriculum committee to be at college level.”
Level – “The course requires learning skills and a vocabulary that the curriculum committee deems appropriate for a college course.”

4. Describe the process the district will use to independently evaluate and continuously improve the performance of the vocational and technical education programs assisted with the VTEA funds.

Cerritos College will utilize a comprehensive process to independently evaluate and continuously improve the performance of the vocational and technical education programs assisted with VTEA funds. A diverse array of evaluation tools and processes will be used but is not limited to:

Evaluation tools
- Data from core indicator reports
- Pass rate on licensure exams
- Employers’ evaluations for student internships
- Student satisfaction surveys
Processes
- Department/program/unit plans
- Program review
- External accreditations
- Curriculum Committee review, update, expansion, and deletion of courses
Evaluation/process improvement
- Advisory committees’ recommendations/input
- Recommendations/input from the College-wide Vocational Programs Committee

5. Describe how the vocational and technical education programs assisted with VTEA funds will be reviewed, and strategies identified and adopted:

a. To overcome barriers that result in lowering rates of special population student access to, and success in, these programs;

Through a vast array of support services, the district will offer the following activities to the special population student to ensure him/her access and success in vocational programs:

Assessment testing in student’s study skills, English language proficiency, computational skills, transcript review, learning skills, academic performance, and need for special services.
Career assessment to allow the student an opportunity to explore career aspirations, goals, skills, interests, aptitudes, and values.
Counseling advisement for course approval prior to registration and while enrolled. The student will be encouraged to meet with a counselor every semester to ensure that his/her educational plan accurately reflects his/her educational goal.
Matriculation services to help the student plan, choose, and achieve his/her educational goal.
Courses in English as a Second Language.
Basic skills instruction in reading, writing, computation, learning skills, and study skills.
Adult noncredit instruction through the Adult Education and Diversity Programs.
Tutorial assistance through the LAP (Learning Assistance Program).
Assistance with study skills.
Classes in study skills, workplace skills, and VESL (Vocational English as a Second Language).

b. To enable the special populations to meet the State-adjusted levels of performance;

The following planned activities/strategies to enable the district’s special populations to meet the State-adjusted levels of performance include but are not limited to:

Staff development
- Workshops on serving special populations
- Retention workshops
- Attendance at conferences and training sessions focusing on nontraditional students
- Provide instructors with resources available for the nontraditional student
Working with the students
- Academic advisement sessions
- Individual and group counseling
- Workshops that integrate SCANS skills that address personal development and employment skills
- Tutoring
- Mentoring
- Job placement assistance
- Inviting graduates working in the trades to speak with students about the “real world of work”
Assistance with child care, transportation, books, and materials
Access to technology
- Special classes to upgrade the student’s computer skills
- Special tutoring assistance in computer skills
Advisory committees
- Invite women and minority business owners and women’s advocacy groups to become advisory committee members

c. To ensure that individuals who are members of the special populations will not be discriminated against on the basis of their status as members of the special populations; and,

Cerritos College does not discriminate against any person in college participation because of race, color, religion, sexual orientation, sex, handicap or age.

Individuals with a disability

Cerritos College adheres to the idea that no person shall, on the basis of a physical or mental disability, be unlawfully subjected to discrimination under any program or activity offered under the control of the college. Cerritos College affirms its programs and activities are available to all qualified persons without regard to disability. The district is also subject to Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA).

The Disabled Student Programs and Services’ primary objective is to mainstream disabled students into general campus programs and activities to the greatest extent feasible. The ability of each disabled student to function independently in the collegiate environment is the ultimate goal.

Individuals with limitations due to a disability may receive support services and instruction from one of five programs at Cerritos College: Resource Center; Instructional Support Center; Speech, Language, and Hearing Center; High Tech Microcomputer Center; and Rancho Los Amigos Medical Center.

Additionally, the district’s Curriculum Committee added this new standard as a criteria when judging courses as acceptable for Distribution Education: “Describe the steps taken to assure access in this course for persons with disabilities such as, but not limited to, visual and hearing deficits, movement dysfunction, and cognitive deficits. These steps should include issues of timeliness of delivery, accuracy of the translation, and provision in a manner and medium appropriate to the significance of the message.”

Economically disadvantaged family or individual

Through the Financial Aid Office, the district administers comprehensive student financial aid programs to assist students in meeting college costs. Federal program information is available for the following grants and loans: Pell Grants, Federal Supplemental Educational Opportunity Grant (FSEOG), Federal Work-Study (FWS), Federal subsidized and unsubsidized Stafford Loans, Federal Family Educational Loan (FFEL), the Stafford Additional Unsubsidized loan, and the Bureau of Indian Affairs (BIA) grant.

Information is also available to students regarding the following state programs: Cal Grants, Extended Opportunity Program and Services (EOPS), EOPS/CARE grant, and Board of Governors Grant (BOGG). The Cal Grant C awards assist low to middle income community college students with tuition and vocational training costs. Through EOPS, educationally and economically disadvantaged students are provided grant assistance. The BOGG provides assistance to cover community college enrollment fees to qualified students.

Single parent

The district’s vocational education programs and the CalWORKs program at Cerritos College work closely to ensure that needs of single parents are met. The CalWORKS program exists to assist students who are receiving Temporary Assistance for Needy Families (TANF). The program provides counseling and educational planning, referrals to campus and community-based organizations, up-to-date information regarding Welfare Reform rules and their impact on students, job search assistance, childcare agency referrals, and post employment services. For eligible students, the CalWORKs program also provides payment for childcare during class and work hours.

In addition, through the district’s Financial Aid Office, CARE (Cooperative Agencies Resources for Education) provides resources and support necessary for disadvantaged, single, head-of-household, CalWORKs/TANF recipients to improve their educational opportunities and seek to enhance their employability, minimize their welfare dependency, and establish self-sufficiency through enrollment and completion of a degree or job training program.

CARE offers the following services to eligible single parents:

Childcare supplement
Book vouchers
Special theme workshops
Psychological counseling
Car repair services
Resource and community referrals
Meal tickets
Bus tokens
Networking with other CARE students
School supplies
Special social activities
Brown bag sessions
Gasoline pump passes

Displaced homemaker

Located in the Career Services Center, the Re-entry Resource Program assists adults returning to school make a smooth transition, overcome barriers unique to returning adults, and successfully attain their college goals and objectives.

Services include personal assistance, orientation sessions, workshops based on re-entry student issues, support groups, and information regarding child care, financial aid, career counseling, job placement, and community resources.

Nontraditional training and employment

The district is committed to increasing the representation of men and women in training programs leading to employment in occupations associated with high-wage, high-skill occupations, for which they are underrepresented. Recruitment and supportive services such as mentoring, transportation, books, tutoring, childcare and specialized counseling are essential to ensure the success of these students.

Individuals with limited English proficiency

The district promotes the success of students with limited English proficiency both through the inclusion of multicultural and diverse perspectives in the curriculum as well as specific English language development services.

The district’s Curriculum Committee requires that a supportive multicultural/diversity statement be submitted with each new course proposal. This statement addresses how the instructor plans to incorporate multicultural and diverse perspectives in the curriculum.

Instructors have the option of using any or all of the following methods to help them incorporate their curriculum with multicultural and diverse perspectives:

Course objectives
- Develop one or more course objectives that reflect culturally diverse perspectives
Course content
- Provide course assignments, lectures, class discussions, and activities that reflect a culturally diverse perspective
Textbooks and other instructional materials
- Provide references, textbooks, and related readings that include material reflective of culturally diverse perspectives
- Utilize non-print materials such as film, video and audio tapes, photographs, and other media which reflect diversity
Methods of instruction
- Invite guest speakers from culturally diverse backgrounds to share their expertise with students
- Utilize assessment instruments to understand learning styles of diverse students
- Utilize pedagogy that reflects the learning styles of diverse students
- Utilize innovative teaching strategies that include cooperative learning, classroom assessment techniques, computer-assisted learning, mapping, and visualization
Methods of evaluation
- Provide opportunity for students to evaluate the course in relation to a multicultural curriculum
- Engage in self-assessment of multicultural goals, methods, and materials

In addition to the above, the district’s Adult Education and Diversity Programs provide educational opportunities that address the unique needs of adults in the region. Adult education courses include categories such as English as a Second Language, Vocational English as a Second Language (VESL), parenting, elementary and secondary basic skills courses for immigrants, educational programs for persons with disabilities, short-term vocational programs, and educational programs for older adults.

The district’s Adult Education and Diversity Programs will provide the Adult Vocational Program in Welding (AVPW) project that is designed to meet the need for training of the adult language learners. The AVPW will provide employability job skills for the participants and will provide modules such as resume writing, application completion, safety rules in the workplace, goal setting, interview skills, work attitudes, and ethics in the workplace.

In addition to the AVPW, the Adult Education and Diversity Programs will provide the Adult Vocational Learning Community in Plastics (AVLC) project that is designed to meet the need for training of the adult population in the greater Los Angeles area, particularly the large number of language learners. The AVLC will provide training in plastics and will supplement this training with VESL and employability skills.

d. To provide services and activities that are of sufficient size, scope, and quality to be effective.

The district identified its priorities and focused its activities into significant programs across the campus in areas such as business management, computer and information science, automotive technology, nursing, and in student support services.

6. Describe how funds will be used to promote preparation for nontraditional training and employment.

Planned activities for 2000-2004 to promote preparation for nontraditional training and employment include but are not limited to:

Development of outreach and recruitment materials
- Advertise in the Talon Marks, the college’s newspaper, to promote programs that traditionally enroll male students and likewise, to the male students, promote programs that traditionally enroll female students.
- Compile a listing of financial aid assistance available to females/males interested in entering non-traditional programs.
- Develop brochures to highlight nontraditional students and workers and provide program information.
- Develop recruitment videotape showcasing females/males employed in nontraditional employment.
Community outreach
- In working with the district’s Public Information Office, send out press releases of events that highlight students in nontraditional programs.
- Participate in high school career/information days.
- Invite potential high school students to tour the campus and its programs/facilities.
- Arrange work-site tours for female/male students interested in non-traditional employment.
Campus outreach
- Conduct campus tours or hold an open house of vocational education programs.
- Work closely with the Counseling Office to ensure that students are given information during academic advisement sessions and that students are aware of career opportunities that exist in nontraditional programs.
- Advertise nontraditional programs in campus publications, e.g. Talon Marks, posters, brochures, etc.
- Hold information sessions for students interested in nontraditional programs.
- Establish a mentor network for men/women enrolled in nontraditional training.

7. Describe how comprehensive professional development (including initial teacher preparation) will be provided for vocational and technical, academic, guidance and administrative personnel.

Ensure that faculty members attend conferences and workshops to keep them current with industry standards
Provide faculty members with resources to teach to industry standards
Conduct staff development workshops on curriculum integration
Attend discipline-specific conferences and workshops
Attend national conferences that have a direct relationship to the district’s identified TOP Codes

Step 4. Describe the planned uses of 2000-2004 VTEA funds to improve the district/college vocational and technical education programs.

To complete Step 4:

Provide the information as requested below. Precede this section with the heading, Priorities For Use of 2000-2004 VTEA Funds to Improve Vocational and Technical Education Programs.

For each year, identify the 2-digit TOP Code vocational and technical education disciplines to be improved with VTEA funds. Specify the 2-, 4- and/or 6-digit TOP Code vocational and technical education programs to be improved in each of the four years. Reminder: As described in Section I of these guidelines, the eight requirements for the local uses of funds must be met in each 2-, 4- or 6-digit vocational and technical education program in which the Title I, Part C funds are used. Refer to the definition of “vocational and technical education” in Appendix A.

Priorities For Use of 2000-2004 VTEA Funds to Improve Vocational and Technical Education Programs

2000-2001 Approved Vocational and Technical Education Programs by TOP Codes:

TOP Code	Program
0201.00	Architectural Technology
0501.00	Business and Commerce, General
0502.00	Accounting
0506.00	Business Management
0510.20	Logistics
0511.00	Real Estate
0514.00	Secretary/Administrative Assistant
0514.30	Court Reporting
0599.00	Other Business and Management (Automotive Fixed Operations Management)
0602.00	Journalism
0603.00	Radio, Motion Picture and Television
0701.00	Computer and Information Science, General
0703.00	Data Processing – Operations
0704.00	Computer Programming
0705.00	Computer Systems Analysis
0799.00	Other Computer and Information Science (Networking)
0934.00	Electronics
0948.00	Automotive Technology
0948.20	Automotive Collision Repair
0952.00	Construction Crafts Technology
0953.00	Drafting Technology
0954.20	Plastics
0956.30	Machine Tool
0956.50	Welding
1030.20	Computer Graphics (Multimedia [New Media])
1203.00	Nursing, R.N.
1203.70	Medical Assistant
1204.10	Dental Assistant
1204.20	Dental Hygienist
1220.00	Speech Pathology and Audiology
1221.00	Pharmacy Technician
1222.00	Physical Therapist Assistant
1305.10	Child Development
1402.00	Paralegal
3007.00	Cosmetology
3009.00	Travel Services and Tourism

2001-2002 Approved Vocational and Technical Education Programs by TOP Codes:

TOP Code	Program
0201.00	Architectural Technology
0501.00	Business and Commerce, General
0502.00	Accounting
0506.00	Business Management
0510.20	Logistics
0511.00	Real Estate
0514.00	Secretary/Administrative Assistant
0514.30	Court Reporting
0599.00	Other Business and Management (Automotive Fixed Operations Management)
0701.00	Computer and Information Science, General
0703.00	Data Processing – Operations
0704.00	Computer Programming
0705.00	Computer Systems Analysis
0799.00	Other Computer and Information Science (Networking)
0934.00	Electronics
0948.00	Automotive Technology
0948.20	Automotive Collision Repair
0952.00	Construction Crafts Technology
0953.00	Drafting Technology
0954.20	Plastics
0956.30	Machine Tool
0956.50	Welding
1005.00	Commercial Music
1012.00	Applied Photography
1203.00	Nursing, R.N.
1203.70	Medical Assistant
1204.10	Dental Assistant
1204.20	Dental Hygienist
1220.00	Speech Pathology and Audiology
1221.00	Pharmacy Technician
1222.00	Physical Therapist Assistant
1250.00	Emergency Medical Technician
1305.10	Child Development
1306.30	Culinary Arts
1402.00	Paralegal
3007.00	Cosmetology
3009.00	Travel Services and Tourism

2002-2003 Approved Vocational and Technical Education Programs by TOP Codes:

TOP Code	Program
0201.00	Architectural Technology
0501.00	Business and Commerce, General
0502.00	Accounting
0506.00	Business Management
0510.20	Logistics
0511.00	Real Estate
0514.00	Secretary/Administrative Assistant
0514.30	Court Reporting
0599.00	Other Business and Management (Automotive Fixed Operations Management)
0701.00	Computer and Information Science, General
0703.00	Data Processing – Operations
0704.00	Computer Programming
0705.00	Computer Systems Analysis
0799.00	Other Computer and Information Science (Networking)
0934.00	Electronics
0948.00	Automotive Technology
0948.20	Automotive Collision Repair
0952.00	Construction Crafts Technology
0953.00	Drafting Technology
0954.20	Plastics
0956.30	Machine Tool
0956.50	Welding
1006.00	Technical Theater
1203.00	Nursing, R.N.
1203.70	Medical Assistant
1204.10	Dental Assistant
1204.20	Dental Hygienist
1220.00	Speech Pathology and Audiology
1221.00	Pharmacy Technician
1222.00	Physical Therapist Assistant
1250.00	Emergency Medical Technician
1305.10	Child Development
1306.30	Culinary Arts
1402.00	Paralegal
3007.00	Cosmetology
3009.00	Travel Services and Tourism

2003-2004 Approved Vocational and Technical Education Programs by TOP Codes:

TOP Code	Program
0201.00	Architectural Technology
0501.00	Business and Commerce, General
0502.00	Accounting
0506.00	Business Management
0510.20	Logistics
0511.00	Real Estate
0514.00	Secretary/Administrative Assistant
0514.30	Court Reporting
0599.00	Other Business and Management (Automotive Fixed Operations Management)
0602.00	Journalism
0603.00	Radio, Motion Picture and Television
0701.00	Computer and Information Science, General
0703.00	Data Processing – Operations
0704.00	Computer Programming
0705.00	Computer Systems Analysis
0799.00	Other Computer and Information Science (Networking)
0934.00	Electronics
0948.00	Automotive Technology
0948.20	Automotive Collision Repair
0952.00	Construction Crafts Technology
0953.00	Drafting Technology
0954.20	Plastics
0956.30	Machine Tool
0956.50	Welding
1005.00	Commercial Music
1006.00	Technical Theater
1012.00	Applied Photography
1030.20	Computer Graphics (Multimedia [New Media])
1203.00	Nursing, R.N.
1203.70	Medical Assistant
1204.10	Dental Assistant
1204.20	Dental Hygienist
1220.00	Speech Pathology and Audiology
1221.00	Pharmacy Technician
1222.00	Physical Therapist Assistant
1250.00	Emergency Medical Technician
1305.10	Child Development
1306.30	Culinary Arts
1402.00	Paralegal
3007.00	Cosmetology
3009.00	Travel Services and Tourism

Step 4a. Describe the planned uses of 2000-2001 VTEA funds to improve the district/college vocational and technical education programs.

To complete Step 4a:

Provide the information as requested below. Precede this section with the heading, Planned Use of 2000-2001 VTEA Funds to Improve Vocational and Technical Education Programs.

For each 2-digit TOP Code vocational and technical education discipline to be improved with 2000-2001 VTEA funds, identify the 2-, 4- and/or 6-digit TOP Code vocational and technical education programs in which the funds will be used. Reminder: As described in Section I of these guidelines, the eight requirements for the local uses of funds must be met in each 2-, 4- or 6-digit vocational and technical education program in which the Title I, Part C funds are used. Refer to the definition of “vocational and technical education” in Appendix A.
Describe the planned uses of VTEA funds to improve or expand the identified 2-, 4- and/or 6-digit TOP Code vocational and technical education programs.
Describe how the vocational and technical education activities will be carried out with respect to meeting State-adjusted levels of performance under Section 113.

Planned Use of 2000-2001 VTEA Funds to Improve Vocational and Technical Education Programs

1. For each 2-digit TOP Code vocational and technical education discipline to be improved with 2000-2001 VTEA funds, identify the 2-, 4- and/or 6-digit TOP Code vocational and technical education programs in which the funds will be used. Reminder: As described in Section I of these guidelines, the eight requirements must be met in each 2-, 4- or 6-digit vocational and technical education program in which the Title I, Part C funds are used. Refer to the definition of “vocational and technical education” in Appendix A.

TOP Code	Program
0201.00	Architectural Technology
0501.00	Business and Commerce, General
0502.00	Accounting
0506.00	Business Management
0510.20	Logistics
0511.00	Real Estate
0514.00	Secretary/Administrative Assistant
0514.30	Court Reporting
0599.00	Other Business and Management (Automotive Fixed Operations Management)
0602.00	Journalism
0603.00	Radio, Motion Picture and Television
0701.00	Computer and Information Science, General
0703.00	Data Processing – Operations
0704.00	Computer Programming
0705.00	Computer Systems Analysis
0799.00	Other Computer and Information Science (Networking)
0934.00	Electronics
0948.00	Automotive Technology
0948.20	Automotive Collision Repair
0952.00	Construction Crafts Technology
0953.00	Drafting Technology
0954.20	Plastics
0956.30	Machine Tool
0956.50	Welding
1030.20	Computer Graphics (Multimedia [New Media])
1203.00	Nursing, R.N.
1203.70	Medical Assistant
1204.10	Dental Assistant
1204.20	Dental Hygienist
1220.00	Speech Pathology and Audiology
1221.00	Pharmacy Technician
1222.00	Physical Therapist Assistant
1305.10	Child Development
1402.00	Paralegal
3007.00	Cosmetology
3009.00	Travel Services and Tourism

2. Describe the planned uses of VTEA funds to improve or expand the identified 2-, 4- and/or 6-digit TOP Code vocational and technical education programs.

Business Division

The following programs are under development: TOP Codes 0510.20 – Logistics, 3009.00 – Travel, 0599.00 – Other Business and Management (Automotive Fixed Operations Management), and 0501.00 – Business and Commerce, General

Design, develop, market, and implement the above listed vocational areas.
Establish advisory committees for each program area.
Attend conferences and professional development seminars to improve faculty skills and knowledge in their fields.
Systematic upgrade equipment and software to industry standards.

TOP Codes 0502.00 – Accounting, 0506.00 – Business Administration, 0514.00 – Secretary/Administrative Assistant, 0511.00 – Real Estate, 1402.00 – Paralegal, and 0514.30 – Court Reporting

Revise existing courses and write new courses.
Ensure equipment, software and facilities are up to date and consistent with business and industry standards.
Attend conferences and professional development seminars in the field.

Special project – Individualized Instruction Learning Lab for TOP Codes 0506.00 – Business Management, 0502.00 – Accounting, 0514.00 – Secretary/Administrative Assistant, 1402.00 – Paralegal, and 0511.00 – Real Estate

Faculty to attend training on criterion-referenced instruction (CRI) and instructional module development (IMD) at the Center for Effective Performance (Dr. Robert Mager).
Faculty to select instruction for individualization and develop curriculum outlines.

Fine Arts/Communications Division

TOP Codes 0602.00 – Journalism; 0603.00 – Radio, Motion Picture and Television; and 1030.20 – Graphic Arts (Multimedia [New Media])

Develop curriculum (revise existing curriculum and write new courses).
Faculty to attend conferences and professional development current in the field.
Establish advisory committees for each program area.

Health Occupations Division

TOP Code 1203.00 – Nursing, R.N.

Self-study preparation/distribution and site visit for Board of Registered Nursing (mandatory) and National League of Nursing (voluntary, national).
Participation in mandatory and educational conferences and workshops to maintain program currency.
Update faculty knowledge and skills consistent with standard of practice in the industry.
Provide simulated patient care settings by improving skills lab materials and facilities.
Curriculum development/update: add service-learning requirement, expand existing offerings, develop on-line courses, add steps to existing career ladder curriculum, and develop coursework beyond Associate Degree Nursing.
Purchase of physical assessment equipment for the curriculum component requirement beginning in fall 2000.

TOP Code 1203.70 – Medical Assistant

Update/modularize curriculum and develop short-term training certificate programs.
Staff development in technology training and conference participation at industry-specific conferences.

TOP Code 1204.10 – Dental Assistant

Revise curriculum (mandated by Accreditation Standards for Dental Assisting Education Programs) consistent with industry practices.
Purchase equipment/supplies to enable hands-on application and implementation of updated curriculum utilizing equipment/supplies current in industry.
Conference participation at director’s meetings, industry specific conferences, and teaching conferences.

TOP Code 1204.20 – Dental Hygienist

Accreditation preparation by gathering research and statistical data for reports requested by the American Dental Association Accreditation Commission.
Conference participation at local, state, and national meetings to stay professionally current and maintain their license.
Expand use of technology by purchasing equipment/supplies to facilitate improved student learning.
Revise clinical grading to comply with accreditation-mandated clinical competencies.

TOP Code 1220.00 – Speech Pathology and Audiology

Implementation of approved curriculum by offering start-up curriculum, establishing clinical affiliation contracts, developing and offering supervision course, establishing augmentative technology lab, and purchasing equipment/supplies needed for program implementation.
Expansion of curriculum to meet industry growth/demand by developing and offering independent study SLP (speech language pathologists) tutorial and developing process for advanced placement of SLPA (speech language pathology assistant) candidates.
Community partnerships by establishing articulation agreements with four-year institutions and with SERTOMA.
Conference participation/staff development to remain in compliance with regulatory and legislative changes within the industry and to remain current in these professional career areas.

TOP Code 1221.00 – Pharmacy Technician

Revise curriculum to develop student skills/knowledge required in the industry.
Purchase equipment/supplies to enable hands-on application and implementation of curriculum utilizing equipment/supplies current in industry.
Install a mock pharmacy to simulate the “real world” environment.
Establish partnerships with local secondary school health career academies.
Participate at conferences to keep instructors current with the industry.

TOP Code 1222.00 – Physical Therapist Assistant

Clinical instructor training in new patient physical therapy treatment related to strengthening.
Attendance at state conference of American Physical Therapy Association.

TOP Code 1305.10 – Child Development

Incorporate curriculum mandated by Social Services for California Child Care Matrix certification.
Purchase equipment/supplies needed for delivery of mandated curriculum and increasing number of students enrolled in Child Development courses.
Staff participation in training pertinent to the industry.

Health Occupations Division and SEM Division

Integration between Health Occupations Programs and SEM Sciences

TOP Codes 1203.00 – Nursing, R.N.; 1204.20 – Dental Hygienist; and 1222.00 – Physical Therapist Assistant

Increase coordination and integration of curriculum between Health Occupations programs and prerequisite science courses.
Hire adult hourly for data collection/analysis.
Purchase equipment/supplies to facilitate hands-on application of science content.

SEM Division

TOP Codes 0701.00 – Computer and Information Science, General; 0703.00 – Data Processing – Operations; 0704.00 – Computer Programming; 0705.00 – Computer Systems Analysis; and 0799.00 – Other Computer and Information Science (Networking)

Plan and implement a stable ongoing equipment and software upgrade plan by establishing a plan by lab/lecture room based on equipment and software needs and reviewing and revising course offerings to reflect changes in industry and equipment.
Prepare students for the latest certifications within the IT (Information Technology) industry.
Purchase updated operating system software for students to use the latest versions of Novell, Microsoft and Unix operating systems.
Offer students state-of-the-art vocational training in operating systems management.
Enhance scope and support facilities for the network, operator, technician, and administrator programs to meet need of local industry.
Increase partnership opportunities for the newly established IT internship program.
Provide professional development opportunities for faculty to maintain currency in the ever-changing IT field.
Strengthen and expand business-education partnerships with local industries.

Technology Division

TOP Code 0934.00 – Electronics

Purchase instructional equipment for demonstration of state-of-the-art digital programming techniques.
Purchase Windows-based software for increased efficiency in lectures/labs.
Purchase a mobile platform for the use of tutorial and informational audio-video programming.
Hire hourly support staff to assist program faculty with various program support activities.
Attend staff development and program-related conferences.
Design and print informational and promotional brochures.
Enhance/expand website for program outreach.

TOP Code 0948.00 – Automotive Technology

Hire hourly support staff to assist program faculty with various program support activities.
Attend staff development and program-related conferences.
Design and print informational and promotional brochures.
Replace instructional equipment with latest equipment.
Enhance/expand website for program outreach.

TOP Code 0948.20 – Automotive Collision Repair

Purchase instructional equipment with latest equipment to improve student training, skills, and lab assignments and to meet safety compliance and industry standards.
Hire hourly support staff to assist program faculty with various program support activities.
Attend staff development and program-related conferences.
Design and print informational and promotional brochures.
Enhance/expand website for program outreach.

TOP Code 0952.00 – Construction Crafts Technology

Curriculum development/expansion.
Purchase multi-media systems to capture specialized demonstrations and machine set-ups.
Hire hourly support staff to assist program faculty with various program support activities.
Design and print informational and promotional brochures.
Enhance/expand website for program outreach.

TOP Code 0953.00 – Drafting

Purchase new upgraded computers able to handle the enhanced software.
Convert conventional drafting room to computer use.
Purchase media projection equipment to enhance learning and classroom methodologies.
Hire hourly support staff to assist program faculty with various program support activities.
Attend staff development and program-related conferences.
Design and print informational and promotional brochures.
Enhance/expand website for program outreach.
TOP Code 0201.00 – Architectural Technology
Purchase new upgraded computers able to handle the enhanced software.
Convert conventional drafting room to computer use.
Purchase media projection equipment to enhance learning and classroom methodologies.
Hire hourly support staff to assist program faculty with various program support activities.
Attend staff development and program-related conferences.
Design and print informational and promotional brochures.
Enhance/expand website for program outreach.

TOP Code 0954.20 – Plastics

Purchase computers for instructional staff.
Purchase audio/visual digital camera for classroom instruction and to be used with business partners.
Hire hourly support staff to assist program faculty with various program support activities.
Attend staff development and program-related conferences.
Design and print informational and promotional brochures.
Enhance/expand website for program outreach.

TOP Code 0956.30 – Machine Tool

Purchase instructional equipment to meet industry standards.
Lease/purchase CNC milling machine.
Hire hourly support staff to assist program faculty with various program support activities.
Attend staff development and program-related conferences.
Design and print informational and promotional brochures.
Enhance/expand website for program outreach.

TOP Code 0956.50 – Welding

Purchase instructional equipment with machinery/tools that parallels industry standards.
Purchase instructional media presentation equipment for the classroom.
Hire hourly support staff to assist program faculty with various program support activities.
Attend staff development and program-related conferences.
Design and print informational and promotional brochures.
Enhance/expand website for program outreach.

TOP Code 3007.00 – Cosmetology

Purchase instructional equipment with state minimum standard equipment and to meet state compliance issues.
Enhance/expand website for program outreach.
Hire hourly support staff to assist program faculty with various program support activities.
Attend staff development and program-related conferences.
Design and print informational and promotional brochures.

For all of the district’s TOP Codes

Attend national conferences that have a direct relationship to the program/TOP Code.

Activities that support all of the district’s TOP Codes

Office of Adult Education and Diversity Programs

Expansion and improvement of Adult Education programs that collaborate with credit vocational programs by:
Performing outreach activities that targets the English Language Learner.
Develop and expand vocational curriculum for the English Language Learner.
To support teaching strategies through professional development activities relevant to the English Language Learner.
To support and link support services for the English Language Learner.

Career Services

Provide internship/work experience opportunities that build vocational and technical skills of students in various disciplines/majors and areas of career interest.
Hire part-time counseling support and adult hourly for assessment of students for internship program.
Encourage and provide career guidance to students to explore various aspects of their particular industry during the internship period.
Attend career conferences/meetings to interact with employers and recruiters.
Schedule work-preparation and interviewing skills workshops.
Purchase educational resources and materials.
Partner with local private and public industries to develop internship opportunities, mentoring, and job shadowing opportunities.
Work collaboratively with faculty to develop internship opportunities.
Develop and design survey to assess needs, set goals, and determine whether specific objectives have been met.

Disabled Student Programs and Services

Hire hourly staff to provide assistance for vocational education students.

Financial Aid

Hire hourly staff to provide assistance for vocational education students.
Provide assistance in support services (i.e., textbooks, child care) for vocational education students.

Learning Assistance Program (LAP)

Hire instructional aides to provide assistance for vocational education students.

Reading Center

Strengthen reading skills of VTEA students by:
- Expanding individualized open entry/open exit classes in the Reading Center.
- Hiring and training an adult hourly designated to support instruction delivered through individualized reading courses.
- Increasing availability of instructional software.
- Hiring faculty to teach weekly designated Reading Skills Seminars.
- Faculty coordination of all VTEA activities.

Writing Center

Provide tutoring to master fundamental writing skills.
Combine writing skills acquisition with computer technology.

3. Describe how the vocational and technical education activities will be carried out with respect to meeting State-adjusted levels of performance under Section 113. [Note: Section 113 refers to the core indicators reports.]

To meet the State-adjusted levels of performance under Section 113, the district will pursue activities such as the following:

Core 1 – Academic and occupational skill attainment

Provide students with clear, measurable course objectives/criteria
Send out progress reports to students
Enforce course prerequisites/corequisites
Drop inactive students
Help students acquire needed tutor/interpreter assistance
Allow class/lab time to complete project(s)
Give extra credit for class projects
Provide information on student scholarships
Give students points for classroom participation
Create postcards to be sent to students
Ensure that there is faculty follow-up
Incorporate retention efforts
Integrate academic subjects into vocational courses and vice versa

Core 2 – Degree or credential attainment

Recognize students on their classroom achievements
Develop mini-certificates for programs
Prepare academic advisement sheets by program
Consider counselor in-service/notebooks
Provide information on student scholarships
Develop degree/certificate information sheets
Explore the possibility of hiring a vocational educator coordinator for the Transfer Center
Certificate required to all students (full- and part-time in class, every term)
Arrange for full-time faculty/student visits to part-time classes
Provide an information board by department
Make available program information on the Web
Post job opportunities

Core 3 – Placement and retention in postsecondary education, employment, or the military

Provide job information
Help students connect to jobs
Show wage potential
Identify students already working
Provide a job board for information/faxes from employers/departments
Link career days with programs
Develop student data form
Identify transfer students
Record and help students with applications for transfer
Discuss articulation agreements with local four-year universities
Identify military placements
Identify local college placements
Provide retraining and “brush up” courses as technology changes

Core 4 – Participation and completion in nontraditional programs

Add bilingual program to existing programs
Market programs in all media (television, Web, newspaper, radio)
Add courses that enhance enrollment, i.e., estimator/service adjuster
Make connections with staff who work with CalWORKs students
Participate in trade shows and distribute questionnaires and data forms at the trade shows
Prepare brochures with photos of students participating in nontraditional programs
Schedule/arrange open houses
Provide information on daycare resources and other support services
Share wage information
Investigate teaching classes online

Cerritos College
List of Members of the VTEA Local Planning Team

Faculty

Henrietta Baramki, Professor, Nursing Education, Health Occupations Division

Robert Colgan, Assistant Professor, Woodworking Manufacturing Technologies Program, Technology Division

David Fabish, Assistant Professor, English, Liberal Arts Division

Doug Haynes, Professor, Administration of Justice, Humanities/Social Sciences Division

Bonnie Helberg, Assistant Professor, Reading, Liberal Arts Division

Gretchen Hoad, Professor, Business, Business Division

Ellen Johnson, Assistant Professor, Music, Fine Arts/Communications Division

Wes Nance, Professor, Computer and Information Sciences, SEM Division

Student Representative

Matthew Valdez

Others (Administration)

Ron Christie, Instructional Dean of Business Division

Norm Fujimoto, Instructional Dean of SEM (Science, Engineering and Math) Division

Robert Hughlett, Director of Disabled Student Programs and Services

Nick Kremer, Executive Dean of Community, Industry and Technology Education

Terrie Lopez, Assistant Dean of Career Services

Jenine Nolan, Instructional Dean of Health Occupations Division

Randy Peebles, Instructional Dean of Technology Division

Barry Russell, Instructional Dean of Fine Arts/Communications Division

Graciela Vasquez, Director of Adult Education and Diversity Programs

Others (Classified)

Kathy Hogue, Account Technician III

Leslie Nishimura, Vocational Education and Special Projects Assistant

Cerritos College

VTEA Four-Year 2000-2004 Local Plan

Step 1. Identify, convene, and involve the Local Planning Team

To complete Step 1:

Complete the form “List of Members of the VTEA Local Planning Team.”
Provide brief descriptions of how the VTEA Local Planning Team was involved in the development, implementation and evaluation of the four-year local plan, the results of that involvement, and how the team was informed about and assisted in understanding the requirements of VTEA. Precede this description with the heading, Involvement of the Local Planning Team.

(The analysis results and other pertinent information [i.e., core data, activities conducted during the 1999-2000 program year, advisory committee recommendations—see page 11 of the Guidelines for more examples] should be provided to the Local Planning Team for its consideration during the planning process.)

Involvement of VTEA Local Planning Team

The composition of the College-wide Vocational Programs Committee is as follows:

Faculty

Henrietta Baramki, Professor, Nursing Education, Health Occupations Division

Robert Colgan, Assistant Professor, Woodworking Manufacturing Technologies Program, Technology Division

David Fabish, Assistant Professor, English, Liberal Arts Division

Doug Haynes, Professor, Administration of Justice, Humanities/Social Sciences Division

Bonnie Helberg, Assistant Professor, Reading, Liberal Arts Division

Gretchen Hoad, Professor, Business, Business Division

Ellen Johnson, Assistant Professor, Music, Fine Arts/Communications Division

Wes Nance, Professor, Computer and Information Sciences, SEM Division

Student Representative

Matthew Valdez

Administration

Ron Christie, Instructional Dean of Business Division

Norm Fujimoto, Instructional Dean of SEM Division

Robert Hughlett, Director of Disabled Student Programs and Services

Nick Kremer, Executive Dean of Community, Industry and Technology Education

Terrie Lopez, Assistant Dean of Career Services

Jenine Nolan, Instructional Dean of Health Occupations Division

Randy Peebles, Instructional Dean of Technology Division

Barry Russell, Instructional Dean of Fine Arts/Communications Division

Graciela Vasquez, Director of Adult Education and Diversity Programs

Classified

Kathy Hogue, Account Technician III

Leslie Nishimura, Vocational Education and Special Projects Assistant

To look more globally at the district’s vocational education programs,
To facilitate excellence in the district’s vocational education programs,
To explore collaborative possibilities, and
To provide input into the expenditures of VTEA funds.

A brainstorming session centered on the issues (challenges, limitations, and competition) and the opportunities (advantages and strengths) facing vocational education programs at Cerritos College.

The results of the discussion/brainstorming are as follows:

Challenges facing vocational education programs at Cerritos College

Strategic planning for the Four-Year VTEA Local Plan
Erasing the line between academic and vocational education programs
Defining and capturing data on certificates awarded in vocational programs
Teaching the ill-prepared students and the range of preparation of students entering the college
Physical space/facilities: expectations versus resources
Students not earning AA degrees but transferring early to the four-year universities

Competition facing vocational education programs at Cerritos College

Private postsecondary proprietary schools and the speed in which they are able to respond to what the public wants/demands

Opportunities facing vocational education programs at Cerritos College

Plan activities to promote student success
Form linkages with other areas on campus
Expand the curriculum
Integration of basic skills and content
Be innovative in the instruction/activities
Connection to the community
Diverse student population
Service learning
Central location of campus

The committee plans to meet three to four times throughout the VTEA program year.

The district is developing an MOU (memorandum of understanding) with the Southeast Los Angeles County WIB. Presently, the district’s interim college president sits on the local WIB.

Step 2. Identify, accumulate, and analyze the appropriate data for VTEA program improvement. Provide a narrative description.

To complete Step 2:

For the purpose of VTEA program improvement, describe the data used, and the analysis conducted. Precede this description with the heading, Data Analysis for Program Improvement.

Data Analysis for Program Improvement

The district’s priorities for program improvement for 2000-2004 were based on an analysis of a variety of reviews, evaluations, and reports, which included the following:

Results of the activities conducted during the 1999-2000 program year.

The district’s program review process.

The program is an excellent, coherent program that works well within the confines of strict ASHP (American Society of Health System Pharmacists) accreditation standards, off-site clinical facilities, limited budget and on-site facilities, too few full-time faculty, and the scrutiny of an advisory committee.
The department is restricted in its ability to best utilize its part-time faculty due to the State’s restriction on the number of teaching units allowed per semester.
This program has initiated a Pharmacy Clerk Program. It is the only program of its kind in the nation and a possible prototype for other educational institutions.
Tutoring services have been developed with the LAP (Learning Assistance Program) yet students find this frustrating. The LAP has a strong foundation in supporting the basics of education yet are frequently unable to assist with information specific to the program specialty.
Students recommend further development of LAP services to assist in their learning needs.
Further departmental evaluation needs to occur for the curriculum that builds on a basic foundation (i.e. math) and applies it to the vocational application.
A straight lecture format seems to impede the student’s success whereas the combination lecture/lab seems to assist in the student’s success.
More space and additional budget would be needed to expand the [classroom] “worksite”, purchase and use industry software, and replace aging equipment.

The following bullet points, as abstracted from the Woodworking Manufacturing Technologies program’s self-study, illustrate areas that the faculty members have identified for program improvement:

Forty-five additional courses are going through the curriculum process to be integrated within the near future.
Offerings are being developed in Spanish to address the needs of one of the major student constituencies of the community.
There does appear to be the need for one to two additional full-time faculty positions based on the full-time/part-time faculty ratio.
The department is exploring the development of a WMT Student Handbook detailing the safety, grading and other policies of the program.
There is a need for better student support services for the Friday evening and weekend students in the WMT program.
The division dean and the department have recommended an additional full-time faculty position due to the growth of the program over the last several years. The department has identified the need to add a full-time maintenance technician.
There are discussions to expand the physical facility to accommodate the equipment donations being made to the department by the industry.

Local vocational and technical education advisory committee recommendations.

For example, at the CIS (Computer and Information Sciences) Advisory Committee meeting that was held on November 18, 1999, the following were pointed out by the advisory committee members:

There is a lot of interest in the Internet and e-commerce.
The importance of HTML coding.
Courses have a lot of breadth but more depth is needed in some areas.
The NT certificate does not include routers, server, and hardware courses.
Document management in law firms is “hot” right now.
Teaching people skills, resume writing, and interviewing skills are important.
Students need to know that the industry requires long, late hours—not the eight-hour day.
The importance of an AA/BA degree is dependent upon the job.

In addition to the reported MIS data, Health Occupations Division has in place a tracking system for certificate programs of less than 18 units. The following table provides information on the number of department mini-/skill certificates that have been earned by students in the division:

Program in Health Occupations Division	2000-2001	1999-2000	1998-1999	1997-1998
EMT		47	57	39
Pharmacy
Technician		19	23	19
Clerk		18	8
Medical Assisting
EKG (HO 10)		52	15
Med Lab Skills (HO 11)		34	9
Phlebotomy (HO 12)	30	86	17
Med Lab (MA 43)			9	49
Medications and Specialties (MA 46)		10	25
Culinary Arts
Food Handlers (9 hour)	16	160	117
Purchasing		34	7
Baking			16
Sanitation (54 hour)		22	18
Child Development
Preschool Teacher		111	131	130
*Preschool Teacher (DAP)		73	57	57
Preschool Director		25	29	18
Infant/Toddler		21	37	13
School Age Child		0	1	0
Family Child Care		2	6	1

*1994 through 1998-99: 392 certificates given

To complete Step 3:

Provide the information as requested below for the elements required in VTEA Section 134. Number the responses as they are presented here. Precede this section with the heading, Responses to VTEA Section 134(b) Requirements for Descriptions of District Compliance.

Responses to VTEA Section 134(b) Requirements for Descriptions of District Compliance

The district’s prime integration of academic and vocational education activity is the collaboration between the Health Occupations and SEM (Science, Engineering and Math) Divisions. The objective is to increase the coordination and integration of curriculum between Health Occupations programs and the prerequisite science courses in SEM by accomplishing the following:

Comparing prerequisite science grade and success in programs
Anecdotally identifying strengths and weaknesses of student preparation relative to science prerequisites
Identifying current student success/weaknesses
Identifying curriculum content in need of emphasis
Identifying activities to strengthen learning and hands-on application
Implementing cross-discipline participation to result in increased integration of curriculum
Evaluating effectiveness of the implementation process and recommending additional changes as needed
Collecting data pertinent to increased student success

The following is a list of suggested integration activities that the district is considering adopting:

Altering instructional strategies
Adapting content from traditional academic courses with practical applications (examples: business math and technical writing)
“Writing across the curriculum”
Incorporating academic modules in expanded vocational courses
Linking academic and vocational courses through learning communities or team-taught courses
Offering or expanding remediation and English as a Second Language programs with an occupational focus
Reinforcing academics (applying academic concepts and skills) in vocational education
Delivering instruction using more hands-on applied learning techniques
Conducting staff development workshops to provide assistance on the “how” to integrate curriculum
Incorporating SCANS competencies into the curriculum

Planning
- Sample activity: explore the various forms of ownership of the industry
Management
- Sample activity: analyze the current issues facing the industry
Finances
- Sample activity: research the costs of different products available in the market
Technical and production skills
- Sample activity: identify the process into specific tasks and schedule work assignments
Underlying principles of technology
- Sample activity: through reading, writing, and communication, analyze the current issues facing the industry
Labor and community issues
- Sample activity: compare union versus merit shop in the industry
Health and safety, and environmental issues
- Sample activity: discuss the environmental impact of the industry in the community

Other recommended activities the district could do to offer students a strong experience in, and understanding of, all aspects of an industry are to:

Expose students to a variety of job functions of an industry--use class projects.
Use cooperative education, work experience, and internship experience to promote student learning.
Incorporate job shadowing.

Grading policy – “The grade is based on demonstrated proficiency in subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays, or, in courses where the curriculum committee deems them to be appropriate, by problemsolving exercises or skills demonstrations by students.”
Units – “The course grants units of credit based upon a relationship specified by the governing board between the number of units assigned to the course and the number of lecture and/or laboratory hours or performance criteria specified in the course outline.”
Intensity – “The course treats subject matter with a scope and intensity that requires students to study independently outside of class time.”

The degree-applicable courses in the vocational and technical education programs also meet the standards found in Section 55002(a)(2)(F) and (G):

Difficulty – “The course work calls for critical thinking and the understanding and application of concepts determined by the curriculum committee to be at college level.”
Level – “The course requires learning skills and a vocabulary that the curriculum committee deems appropriate for a college course.”

4. Describe the process the district will use to independently evaluate and continuously improve the performance of the vocational and technical education programs assisted with the VTEA funds.

Evaluation tools
- Data from core indicator reports
- Pass rate on licensure exams
- Employers’ evaluations for student internships
- Student satisfaction surveys
Processes
- Department/program/unit plans
- Program review
- External accreditations
- Curriculum Committee review, update, expansion, and deletion of courses
Evaluation/process improvement
- Advisory committees’ recommendations/input
- Recommendations/input from the College-wide Vocational Programs Committee

5. Describe how the vocational and technical education programs assisted with VTEA funds will be reviewed, and strategies identified and adopted:

a. To overcome barriers that result in lowering rates of special population student access to, and success in, these programs;

Through a vast array of support services, the district will offer the following activities to the special population student to ensure him/her access and success in vocational programs:

Assessment testing in student’s study skills, English language proficiency, computational skills, transcript review, learning skills, academic performance, and need for special services.
Career assessment to allow the student an opportunity to explore career aspirations, goals, skills, interests, aptitudes, and values.
Counseling advisement for course approval prior to registration and while enrolled. The student will be encouraged to meet with a counselor every semester to ensure that his/her educational plan accurately reflects his/her educational goal.
Matriculation services to help the student plan, choose, and achieve his/her educational goal.
Courses in English as a Second Language.
Basic skills instruction in reading, writing, computation, learning skills, and study skills.
Adult noncredit instruction through the Adult Education and Diversity Programs.
Tutorial assistance through the LAP (Learning Assistance Program).
Assistance with study skills.
Classes in study skills, workplace skills, and VESL (Vocational English as a Second Language).

b. To enable the special populations to meet the State-adjusted levels of performance;

The following planned activities/strategies to enable the district’s special populations to meet the State-adjusted levels of performance include but are not limited to:

Staff development
- Workshops on serving special populations
- Retention workshops
- Attendance at conferences and training sessions focusing on nontraditional students
- Provide instructors with resources available for the nontraditional student
Working with the students
- Academic advisement sessions
- Individual and group counseling
- Workshops that integrate SCANS skills that address personal development and employment skills
- Tutoring
- Mentoring
- Job placement assistance
- Inviting graduates working in the trades to speak with students about the “real world of work”
- Assistance with child care, transportation, books, and materials
Access to technology
- Special classes to upgrade the student’s computer skills
- Special tutoring assistance in computer skills
Advisory committees
- Invite women and minority business owners and women’s advocacy groups to become advisory committee members

c. To ensure that individuals who are members of the special populations will not be discriminated against on the basis of their status as members of the special populations; and,

Cerritos College does not discriminate against any person in college participation because of race, color, religion, sexual orientation, sex, handicap or age.

Individuals with a disability

The Disabled Student Programs and Services’ primary objective is to mainstream disabled students into general campus programs and activities to the greatest extent feasible. The ability of each disabled student to function independently in the collegiate environment is the ultimate goal.

Individuals with limitations due to a disability may receive support services and instruction from one of five programs at Cerritos College: Resource Center; Instructional Support Center; Speech, Language, and Hearing Center; High Tech Microcomputer Center; and Rancho Los Amigos Medical Center.

Additionally, the district’s Curriculum Committee added this new standard as a criteria when judging courses as acceptable for Distribution Education: “Describe the steps taken to assure access in this course for persons with disabilities such as, but not limited to, visual and hearing deficits, movement dysfunction, and cognitive deficits. These steps should include issues of timeliness of delivery, accuracy of the translation, and provision in a manner and medium appropriate to the significance of the message.”

Economically disadvantaged family or individual

Information is also available to students regarding the following state programs: Cal Grants, Extended Opportunity Program and Services (EOPS), EOPS/CARE grant, and Board of Governors Grant (BOGG). The Cal Grant C awards assist low to middle income community college students with tuition and vocational training costs. Through EOPS, educationally and economically disadvantaged students are provided grant assistance. The BOGG provides assistance to cover community college enrollment fees to qualified students.

Single parent

In addition, through the district’s Financial Aid Office, CARE (Cooperative Agencies Resources for Education) provides resources and support necessary for disadvantaged, single, head-of-household, CalWORKs/TANF recipients to improve their educational opportunities and seek to enhance their employability, minimize their welfare dependency, and establish self-sufficiency through enrollment and completion of a degree or job training program.

CARE offers the following services to eligible single parents:

Childcare supplement
Book vouchers
Special theme workshops
Psychological counseling
Car repair services
Resource and community referrals
Meal tickets
Bus tokens
Networking with other CARE students
School supplies
Special social activities
Brown bag sessions
Gasoline pump passes

Displaced homemaker

Services include personal assistance, orientation sessions, workshops based on re-entry student issues, support groups, and information regarding child care, financial aid, career counseling, job placement, and community resources.

Nontraditional training and employment

Individuals with limited English proficiency

The district’s Curriculum Committee requires that a supportive multicultural/diversity statement be submitted with each new course proposal. This statement addresses how the instructor plans to incorporate multicultural and diverse perspectives in the curriculum.

Instructors have the option of using any or all of the following methods to help them incorporate their curriculum with multicultural and diverse perspectives:

Course objectives
- Develop one or more course objectives that reflect culturally diverse perspectives
Course content
- Provide course assignments, lectures, class discussions, and activities that reflect a culturally diverse perspective
Textbooks and other instructional materials
- Provide references, textbooks, and related readings that include material reflective of culturally diverse perspectives
- Utilize non-print materials such as film, video and audio tapes, photographs, and other media which reflect diversity
Methods of instruction
- Invite guest speakers from culturally diverse backgrounds to share their expertise with students
- Utilize assessment instruments to understand learning styles of diverse students
- Utilize pedagogy that reflects the learning styles of diverse students
- Utilize innovative teaching strategies that include cooperative learning, classroom assessment techniques, computer-assisted learning, mapping, and visualization
Methods of evaluation
- Provide opportunity for students to evaluate the course in relation to a multicultural curriculum
- Engage in self-assessment of multicultural goals, methods, and materials

d. To provide services and activities that are of sufficient size, scope, and quality to be effective.

6. Describe how funds will be used to promote preparation for nontraditional training and employment.

Planned activities for 2000-2004 to promote preparation for nontraditional training and employment include but are not limited to:

Development of outreach and recruitment materials
- Advertise in the Talon Marks, the college’s newspaper, to promote programs that traditionally enroll male students and likewise, to the male students, promote programs that traditionally enroll female students.
- Compile a listing of financial aid assistance available to females/males interested in entering non-traditional programs.
- Develop brochures to highlight nontraditional students and workers and provide program information.
- Develop recruitment videotape showcasing females/males employed in nontraditional employment.
Community outreach
- In working with the district’s Public Information Office, send out press releases of events that highlight students in nontraditional programs.
- Participate in high school career/information days.
- Invite potential high school students to tour the campus and its programs/facilities.
- Arrange work-site tours for female/male students interested in non-traditional employment.
Campus outreach
- Conduct campus tours or hold an open house of vocational education programs.
- Work closely with the Counseling Office to ensure that students are given information during academic advisement sessions and that students are aware of career opportunities that exist in nontraditional programs.
- Advertise nontraditional programs in campus publications, e.g. Talon Marks, posters, brochures, etc.
- Hold information sessions for students interested in nontraditional programs.
- Establish a mentor network for men/women enrolled in nontraditional training.

7. Describe how comprehensive professional development (including initial teacher preparation) will be provided for vocational and technical, academic, guidance and administrative personnel.

Ensure that faculty members attend conferences and workshops to keep them current with industry standards
Provide faculty members with resources to teach to industry standards
Conduct staff development workshops on curriculum integration
Attend discipline-specific conferences and workshops
Attend national conferences that have a direct relationship to the district’s identified TOP Codes

Step 4. Describe the planned uses of 2000-2004 VTEA funds to improve the district/college vocational and technical education programs.

To complete Step 4:

Provide the information as requested below. Precede this section with the heading, Priorities For Use of 2000-2004 VTEA Funds to Improve Vocational and Technical Education Programs.

Priorities For Use of 2000-2004 VTEA Funds to Improve Vocational and Technical Education Programs

2000-2001 Approved Vocational and Technical Education Programs by TOP Codes:

TOP Code	Program
0201.00	Architectural Technology
0501.00	Business and Commerce, General
0502.00	Accounting
0506.00	Business Management
0510.20	Logistics
0511.00	Real Estate
0514.00	Secretary/Administrative Assistant
0514.30	Court Reporting
0599.00	Other Business and Management (Automotive Fixed Operations Management)
0602.00	Journalism
0603.00	Radio, Motion Picture and Television
0701.00	Computer and Information Science, General
0703.00	Data Processing – Operations
0704.00	Computer Programming
0705.00	Computer Systems Analysis
0799.00	Other Computer and Information Science (Networking)
0934.00	Electronics
0948.00	Automotive Technology
0948.20	Automotive Collision Repair
0952.00	Construction Crafts Technology
0953.00	Drafting Technology
0954.20	Plastics
0956.30	Machine Tool
0956.50	Welding
1030.20	Computer Graphics (Multimedia [New Media])
1203.00	Nursing, R.N.
1203.70	Medical Assistant
1204.10	Dental Assistant
1204.20	Dental Hygienist
1220.00	Speech Pathology and Audiology
1221.00	Pharmacy Technician
1222.00	Physical Therapist Assistant
1305.10	Child Development
1402.00	Paralegal
3007.00	Cosmetology
3009.00	Travel Services and Tourism

2001-2002 Approved Vocational and Technical Education Programs by TOP Codes:

TOP Code	Program
0201.00	Architectural Technology
0501.00	Business and Commerce, General
0502.00	Accounting
0506.00	Business Management
0510.20	Logistics
0511.00	Real Estate
0514.00	Secretary/Administrative Assistant
0514.30	Court Reporting
0599.00	Other Business and Management (Automotive Fixed Operations Management)
0701.00	Computer and Information Science, General
0703.00	Data Processing – Operations
0704.00	Computer Programming
0705.00	Computer Systems Analysis
0799.00	Other Computer and Information Science (Networking)
0934.00	Electronics
0948.00	Automotive Technology
0948.20	Automotive Collision Repair
0952.00	Construction Crafts Technology
0953.00	Drafting Technology
0954.20	Plastics
0956.30	Machine Tool
0956.50	Welding
1005.00	Commercial Music
1012.00	Applied Photography
1203.00	Nursing, R.N.
1203.70	Medical Assistant
1204.10	Dental Assistant
1204.20	Dental Hygienist
1220.00	Speech Pathology and Audiology
1221.00	Pharmacy Technician
1222.00	Physical Therapist Assistant
1250.00	Emergency Medical Technician
1305.10	Child Development
1306.30	Culinary Arts
1402.00	Paralegal
3007.00	Cosmetology
3009.00	Travel Services and Tourism

2002-2003 Approved Vocational and Technical Education Programs by TOP Codes:

TOP Code	Program
0201.00	Architectural Technology
0501.00	Business and Commerce, General
0502.00	Accounting
0506.00	Business Management
0510.20	Logistics
0511.00	Real Estate
0514.00	Secretary/Administrative Assistant
0514.30	Court Reporting
0599.00	Other Business and Management (Automotive Fixed Operations Management)
0701.00	Computer and Information Science, General
0703.00	Data Processing – Operations
0704.00	Computer Programming
0705.00	Computer Systems Analysis
0799.00	Other Computer and Information Science (Networking)
0934.00	Electronics
0948.00	Automotive Technology
0948.20	Automotive Collision Repair
0952.00	Construction Crafts Technology
0953.00	Drafting Technology
0954.20	Plastics
0956.30	Machine Tool
0956.50	Welding
1006.00	Technical Theater
1203.00	Nursing, R.N.
1203.70	Medical Assistant
1204.10	Dental Assistant
1204.20	Dental Hygienist
1220.00	Speech Pathology and Audiology
1221.00	Pharmacy Technician
1222.00	Physical Therapist Assistant
1250.00	Emergency Medical Technician
1305.10	Child Development
1306.30	Culinary Arts
1402.00	Paralegal
3007.00	Cosmetology
3009.00	Travel Services and Tourism

2003-2004 Approved Vocational and Technical Education Programs by TOP Codes:

TOP Code	Program
0201.00	Architectural Technology
0501.00	Business and Commerce, General
0502.00	Accounting
0506.00	Business Management
0510.20	Logistics
0511.00	Real Estate
0514.00	Secretary/Administrative Assistant
0514.30	Court Reporting
0599.00	Other Business and Management (Automotive Fixed Operations Management)
0602.00	Journalism
0603.00	Radio, Motion Picture and Television
0701.00	Computer and Information Science, General
0703.00	Data Processing – Operations
0704.00	Computer Programming
0705.00	Computer Systems Analysis
0799.00	Other Computer and Information Science (Networking)
0934.00	Electronics
0948.00	Automotive Technology
0948.20	Automotive Collision Repair
0952.00	Construction Crafts Technology
0953.00	Drafting Technology
0954.20	Plastics
0956.30	Machine Tool
0956.50	Welding
1005.00	Commercial Music
1006.00	Technical Theater
1012.00	Applied Photography
1030.20	Computer Graphics (Multimedia [New Media])
1203.00	Nursing, R.N.
1203.70	Medical Assistant
1204.10	Dental Assistant
1204.20	Dental Hygienist
1220.00	Speech Pathology and Audiology
1221.00	Pharmacy Technician
1222.00	Physical Therapist Assistant
1250.00	Emergency Medical Technician
1305.10	Child Development
1306.30	Culinary Arts
1402.00	Paralegal
3007.00	Cosmetology
3009.00	Travel Services and Tourism

Step 4a. Describe the planned uses of 2000-2001 VTEA funds to improve the district/college vocational and technical education programs.
To complete Step 4a:

Provide the information as requested below. Precede this section with the heading, Planned Use of 2000-2001 VTEA Funds to Improve Vocational and Technical Education Programs.

For each 2-digit TOP Code vocational and technical education discipline to be improved with 2000-2001 VTEA funds, identify the 2-, 4- and/or 6-digit TOP Code vocational and technical education programs in which the funds will be used. Reminder: As described in Section I of these guidelines, the eight requirements for the local uses of funds must be met in each 2-, 4- or 6-digit vocational and technical education program in which the Title I, Part C funds are used. Refer to the definition of “vocational and technical education” in Appendix A.
Describe the planned uses of VTEA funds to improve or expand the identified 2-, 4- and/or 6-digit TOP Code vocational and technical education programs.
Describe how the vocational and technical education activities will be carried out with respect to meeting State-adjusted levels of performance under Section 113.

Planned Use of 2000-2001 VTEA Funds to Improve Vocational and Technical Education Programs

TOP Code	Program
0201.00	Architectural Technology
0501.00	Business and Commerce, General
0502.00	Accounting
0506.00	Business Management
0510.20	Logistics
0511.00	Real Estate
0514.00	Secretary/Administrative Assistant
0514.30	Court Reporting
0599.00	Other Business and Management (Automotive Fixed Operations Management)
0602.00	Journalism
0603.00	Radio, Motion Picture and Television
0701.00	Computer and Information Science, General
0703.00	Data Processing – Operations
0704.00	Computer Programming
0705.00	Computer Systems Analysis
0799.00	Other Computer and Information Science (Networking)
0934.00	Electronics
0948.00	Automotive Technology
0948.20	Automotive Collision Repair
0952.00	Construction Crafts Technology
0953.00	Drafting Technology
0954.20	Plastics
0956.30	Machine Tool
0956.50	Welding
1030.20	Computer Graphics (Multimedia [New Media])
1203.00	Nursing, R.N.
1203.70	Medical Assistant
1204.10	Dental Assistant
1204.20	Dental Hygienist
1220.00	Speech Pathology and Audiology
1221.00	Pharmacy Technician
1222.00	Physical Therapist Assistant
1305.10	Child Development
1402.00	Paralegal
3007.00	Cosmetology
3009.00	Travel Services and Tourism

2. Describe the planned uses of VTEA funds to improve or expand the identified 2-, 4- and/or 6-digit TOP Code vocational and technical education programs.

Business Division

Design, develop, market, and implement the above listed vocational areas.
Establish advisory committees for each program area.
Attend conferences and professional development seminars to improve faculty skills and knowledge in their fields.
Systematic upgrade equipment and software to industry standards.

TOP Codes 0502.00 – Accounting, 0506.00 – Business Administration, 0514.00 – Secretary/Administrative Assistant, 0511.00 – Real Estate, 1402.00 – Paralegal, and 0514.30 – Court Reporting

Revise existing courses and write new courses.
Ensure equipment, software and facilities are up to date and consistent with business and industry standards.
Attend conferences and professional development seminars in the field.

Faculty to attend training on criterion-referenced instruction (CRI) and instructional module development (IMD) at the Center for Effective Performance (Dr. Robert Mager).
Faculty to select instruction for individualization and develop curriculum outlines.

Fine Arts/Communications Division

TOP Codes 0602.00 – Journalism; 0603.00 – Radio, Motion Picture and Television; and 1030.20 – Graphic Arts (Multimedia [New Media])

Develop curriculum (revise existing curriculum and write new courses).
Faculty to attend conferences and professional development current in the field.
Establish advisory committees for each program area.

Health Occupations Division

TOP Code 1203.00 – Nursing, R.N.

Self-study preparation/distribution and site visit for Board of Registered Nursing (mandatory) and National League of Nursing (voluntary, national).
Participation in mandatory and educational conferences and workshops to maintain program currency.
Update faculty knowledge and skills consistent with standard of practice in the industry.
Provide simulated patient care settings by improving skills lab materials and facilities.
Curriculum development/update: add service-learning requirement, expand existing offerings, develop on-line courses, add steps to existing career ladder curriculum, and develop coursework beyond Associate Degree Nursing.
Purchase of physical assessment equipment for the curriculum component requirement beginning in fall 2000.

TOP Code 1203.70 – Medical Assistant

Update/modularize curriculum and develop short-term training certificate programs.
Staff development in technology training and conference participation at industry-specific conferences.

TOP Code 1204.10 – Dental Assistant

Revise curriculum (mandated by Accreditation Standards for Dental Assisting Education Programs) consistent with industry practices.
Purchase equipment/supplies to enable hands-on application and implementation of updated curriculum utilizing equipment/supplies current in industry.
Conference participation at director’s meetings, industry specific conferences, and teaching conferences.

TOP Code 1204.20 – Dental Hygienist

Accreditation preparation by gathering research and statistical data for reports requested by the American Dental Association Accreditation Commission.
Conference participation at local, state, and national meetings to stay professionally current and maintain their license.
Expand use of technology by purchasing equipment/supplies to facilitate improved student learning.
Revise clinical grading to comply with accreditation-mandated clinical competencies.

TOP Code 1220.00 – Speech Pathology and Audiology

Implementation of approved curriculum by offering start-up curriculum, establishing clinical affiliation contracts, developing and offering supervision course, establishing augmentative technology lab, and purchasing equipment/supplies needed for program implementation.
Expansion of curriculum to meet industry growth/demand by developing and offering independent study SLP (speech language pathologists) tutorial and developing process for advanced placement of SLPA (speech language pathology assistant) candidates.
Community partnerships by establishing articulation agreements with four-year institutions and with SERTOMA.
Conference participation/staff development to remain in compliance with regulatory and legislative changes within the industry and to remain current in these professional career areas.

TOP Code 1221.00 – Pharmacy Technician

Revise curriculum to develop student skills/knowledge required in the industry.
Purchase equipment/supplies to enable hands-on application and implementation of curriculum utilizing equipment/supplies current in industry.
Install a mock pharmacy to simulate the “real world” environment.
Establish partnerships with local secondary school health career academies.
Participate at conferences to keep instructors current with the industry.

TOP Code 1222.00 – Physical Therapist Assistant

Clinical instructor training in new patient physical therapy treatment related to strengthening.
Attendance at state conference of American Physical Therapy Association.

TOP Code 1305.10 – Child Development

Incorporate curriculum mandated by Social Services for California Child Care Matrix certification.
Purchase equipment/supplies needed for delivery of mandated curriculum and increasing number of students enrolled in Child Development courses.
Staff participation in training pertinent to the industry.

Health Occupations Division and SEM Division

Integration between Health Occupations Programs and SEM Sciences

TOP Codes 1203.00 – Nursing, R.N.; 1204.20 – Dental Hygienist; and 1222.00 – Physical Therapist Assistant

Increase coordination and integration of curriculum between Health Occupations programs and prerequisite science courses.
Hire adult hourly for data collection/analysis.
Purchase equipment/supplies to facilitate hands-on application of science content.

SEM Division

Plan and implement a stable ongoing equipment and software upgrade plan by establishing a plan by lab/lecture room based on equipment and software needs and reviewing and revising course offerings to reflect changes in industry and equipment.
Prepare students for the latest certifications within the IT (Information Technology) industry.
Purchase updated operating system software for students to use the latest versions of Novell, Microsoft and Unix operating systems.
Offer students state-of-the-art vocational training in operating systems management.
Enhance scope and support facilities for the network, operator, technician, and administrator programs to meet need of local industry.
Increase partnership opportunities for the newly established IT internship program.
Provide professional development opportunities for faculty to maintain currency in the ever-changing IT field.
Strengthen and expand business-education partnerships with local industries.

Technology Division

TOP Code 0934.00 – Electronics

Purchase instructional equipment for demonstration of state-of-the-art digital programming techniques.
Purchase Windows-based software for increased efficiency in lectures/labs.
Purchase a mobile platform for the use of tutorial and informational audio-video programming.
Hire hourly support staff to assist program faculty with various program support activities.
Attend staff development and program-related conferences.
Design and print informational and promotional brochures.
Enhance/expand website for program outreach.

TOP Code 0948.00 – Automotive Technology

Hire hourly support staff to assist program faculty with various program support activities.
Attend staff development and program-related conferences.
Design and print informational and promotional brochures.
Replace instructional equipment with latest equipment.
Enhance/expand website for program outreach.

TOP Code 0948.20 – Automotive Collision Repair

Purchase instructional equipment with latest equipment to improve student training, skills, and lab assignments and to meet safety compliance and industry standards.
Hire hourly support staff to assist program faculty with various program support activities.
Attend staff development and program-related conferences.
Design and print informational and promotional brochures.
Enhance/expand website for program outreach.

TOP Code 0952.00 – Construction Crafts Technology

Curriculum development/expansion.
Purchase multi-media systems to capture specialized demonstrations and machine set-ups.
Hire hourly support staff to assist program faculty with various program support activities.
Design and print informational and promotional brochures.
Enhance/expand website for program outreach.

TOP Code 0953.00 – Drafting

Purchase new upgraded computers able to handle the enhanced software.
Convert conventional drafting room to computer use.
Purchase media projection equipment to enhance learning and classroom methodologies.
Hire hourly support staff to assist program faculty with various program support activities.
Attend staff development and program-related conferences.
Design and print informational and promotional brochures.
Enhance/expand website for program outreach.

TOP Code 0201.00 – Architectural Technology

Purchase new upgraded computers able to handle the enhanced software.
Convert conventional drafting room to computer use.
Purchase media projection equipment to enhance learning and classroom methodologies.
Hire hourly support staff to assist program faculty with various program support activities.
Attend staff development and program-related conferences.
Design and print informational and promotional brochures.
Enhance/expand website for program outreach.

TOP Code 0954.20 – Plastics

Purchase computers for instructional staff.
Purchase audio/visual digital camera for classroom instruction and to be used with business partners.
Hire hourly support staff to assist program faculty with various program support activities.
Attend staff development and program-related conferences.
Design and print informational and promotional brochures.
Enhance/expand website for program outreach.

TOP Code 0956.30 – Machine Tool

Purchase instructional equipment to meet industry standards.
Lease/purchase CNC milling machine.
Hire hourly support staff to assist program faculty with various program support activities.
Attend staff development and program-related conferences.
Design and print informational and promotional brochures.
Enhance/expand website for program outreach.

TOP Code 0956.50 – Welding

Purchase instructional equipment with machinery/tools that parallels industry standards.
Purchase instructional media presentation equipment for the classroom.
Hire hourly support staff to assist program faculty with various program support activities.
Attend staff development and program-related conferences.
Design and print informational and promotional brochures.
Enhance/expand website for program outreach.

TOP Code 3007.00 – Cosmetology

Purchase instructional equipment with state minimum standard equipment and to meet state compliance issues.
Enhance/expand website for program outreach.
Hire hourly support staff to assist program faculty with various program support activities.
Attend staff development and program-related conferences.
Design and print informational and promotional brochures.

For all of the district’s TOP Codes

Attend national conferences that have a direct relationship to the program/TOP Code.

Activities that support all of the district’s TOP Codes

Office of Adult Education and Diversity Programs

Expansion and improvement of Adult Education programs that collaborate with credit vocational programs by:
Performing outreach activities that targets the English Language Learner.
Develop and expand vocational curriculum for the English Language Learner.
To support teaching strategies through professional development activities relevant to the English Language Learner.
To support and link support services for the English Language Learner.

Career Services

Provide internship/work experience opportunities that build vocational and technical skills of students in various disciplines/majors and areas of career interest.
Hire part-time counseling support and adult hourly for assessment of students for internship program.
Encourage and provide career guidance to students to explore various aspects of their particular industry during the internship period.
Attend career conferences/meetings to interact with employers and recruiters.
Schedule work-preparation and interviewing skills workshops.
Purchase educational resources and materials.
Partner with local private and public industries to develop internship opportunities, mentoring, and job shadowing opportunities.
Work collaboratively with faculty to develop internship opportunities.
Develop and design survey to assess needs, set goals, and determine whether specific objectives have been met.

Disabled Student Programs and Services

Hire hourly staff to provide assistance for vocational education students.

Financial Aid

Hire hourly staff to provide assistance for vocational education students.
Provide assistance in support services (i.e., textbooks, child care) for vocational education students.

Learning Assistance Program (LAP)

Hire instructional aides to provide assistance for vocational education students.

Reading Center

Strengthen reading skills of VTEA students by:
- Expanding individualized open entry/open exit classes in the Reading Center.
- Hiring and training an adult hourly designated to support instruction delivered through individualized reading courses.
- Increasing availability of instructional software.
- Hiring faculty to teach weekly designated Reading Skills Seminars.
- Faculty coordination of all VTEA activities.

Writing Center

Provide tutoring to master fundamental writing skills.
Combine writing skills acquisition with computer technology.

To meet the State-adjusted levels of performance under Section 113, the district will pursue activities such as the following:

Core 1 – Academic and occupational skill attainment

Provide students with clear, measurable course objectives/criteria
Send out progress reports to students
Enforce course prerequisites/corequisites
Drop inactive students
Help students acquire needed tutor/interpreter assistance
Allow class/lab time to complete project(s)
Give extra credit for class projects
Provide information on student scholarships
Give students points for classroom participation
Create postcards to be sent to students
Ensure that there is faculty follow-up
Incorporate retention efforts
Integrate academic subjects into vocational courses and vice versa

Core 2 – Degree or credential attainment

Recognize students on their classroom achievements
Develop mini-certificates for programs
Prepare academic advisement sheets by program
Consider counselor in-service/notebooks
Provide information on student scholarships
Develop degree/certificate information sheets
Explore the possibility of hiring a vocational educator coordinator for the Transfer Center
Certificate required to all students (full- and part-time in class, every term)
Arrange for full-time faculty/student visits to part-time classes
Provide an information board by department
Make available program information on the Web
Post job opportunities

Core 3 – Placement and retention in postsecondary education, employment, or the military

Provide job information
Help students connect to jobs
Show wage potential
Identify students already working
Provide a job board for information/faxes from employers/departments
Link career days with programs
Develop student data form
Identify transfer students
Record and help students with applications for transfer
Discuss articulation agreements with local four-year universities
Identify military placements
Identify local college placements
Provide retraining and “brush up” courses as technology changes

Core 4 – Participation and completion in nontraditional programs

Add bilingual program to existing programs
Market programs in all media (television, Web, newspaper, radio)
Add courses that enhance enrollment, i.e., estimator/service adjuster
Make connections with staff who work with CalWORKs students
Participate in trade shows and distribute questionnaires and data forms at the trade shows
Prepare brochures with photos of students participating in nontraditional programs
Schedule/arrange open houses
Provide information on daycare resources and other support services
Share wage information
Investigate teaching classes online