California Community Colleges Five-Year Local Plan
Career and Technical Education
2008-2012
Form CTE-2
NOTE:
In responding to the following section, please note that
the five-year plan is a broad outline in contrast to the annual
application which will require greater specificity.
Step 1: CTE Local Planning Team Involvement
2008-2012
Form CTE-3
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District/College:
Palomar Community College District |
Required Representation
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Name
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Title
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Agency or Organization
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1.
Business |
Brian Smith |
Vice President |
San Marcos
Economic Development Coorporation |
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Lori Holt Pfieler |
Mayor |
City of Escondido |
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2.
Industry |
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3.
Labor Organizations |
Mollie Smith |
Director,
Apprenticeship Programs |
Palomar College |
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4.
Special Populations |
Ann Stadler |
Director, EOPS |
Palomar College |
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5.
Faculty* |
Dennis Lutz |
Professor,
Drafting
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Morgan Peterson |
Professor,
Administration of Justice |
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Wade Rollins |
Professor,
Graphics
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Kathleen Clyne |
Professor,
Nursing Education |
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Lisa Romain |
Professor/Counselor/Career Center Director |
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Rita Campo Griggs |
Tech Prep
Coordinator/Fashion Instructor |
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6.
Students |
We have requested
a student be named by the Associated Student Government for Fall 08.
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7.
Others |
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*Specifically include
both academic and CTE faculty and career guidance & academic counselors.
The majority of faculty should be representatives of career and
technical education.
For audit purposes,
document the input of the CTE Local Planning Team in the credit file for
each year.
·
1)
Provide a brief description of how the CTE Local Planning Team was involved
in the development, implementation and evaluation of the five-year local
plan and 2) how the team was
informed about and assisted in understanding the requirements of Perkins IV,
including CTE programs of study.
The Perkins Planning and Advisory Committee is formally integrated into the
college’s planning and governance structure.
The committee is chaired by Wilma Owens, (Dean, Career Technical and
Extended
The committee meets “face to face” several times during the academic year to
review or discuss the procedures for TOP Code selection and inclusion in the
current year’s plan. This year,
there have been two meetings to discuss changes in the Perkins legislation
and to develop the process for development of the Five Year Plan.
The requirement to develop specific programs of study has been woven
into the training and into all curriculum reviews for CTE disciplines.
Several grants (including SB 70 projects) and strong high school
partnerships have facilitated this process. Several members of the committee
also attended regional training on new accountability measures.
We also hold training meetings to assist members of the committee and
program and department directors in interpreting and using Labor Market
Information (LMI), Core Indicator data and input from local industry
advisors for program improvement.
The Perkins plan is truly a collaborative product.
Business, Labor and our WIA representatives bring valuable input
regarding the local labor market trends.
We have been very fortunate to have the mayor of the largest city in
our district as a member of our committee for the past three years.
Her contact with local businesses is invaluable.
Faculty receive one (1) service point for serving on this committee
and any faculty who attends training receives professional development
credit.
Step
2: Data
Analysis for Program Improvement
·
For
the purpose of Perkins IV program improvement, describe the data used, the
priority criteria established, and the analysis conducted to ensure
continuous program improvement.
Palomar is extremely fortunate to have an excellent Institutional Research
and Planning Department. The
department director, Michelle Barton, is known for her statewide leadership
and her expertise in data collection and analysis.
Internally, we continually collect and analyze data in an effort to
expand and improve our programs and services to students.
This is especially true of our CTE programs.
First, we collect and analyze data for our Institutional Review and
Planning process. This process
starts with each program reviewing a three year trend of quantitative data
(including data elements such as Enrollment at Census, Total FTEF,
WSCH/FTEF, Success Rate, Degrees and Certificates Awarded, etc.)
The remaining elements are:
As stated above, this is a three year cycle.
Year one: Plan.
Year Two: Progress and Analysis.
Year Three: New Plan.
Our next sets of data are Core Indicators for each program or discipline
requesting Perkins funding.
This data is reviewed to ensure that Perkins dollars are targeted to improve
documented program deficiencies or underperforming indicators.
The Perkins Planning and Advisory Committee members carefully review
all proposals for funding to determine whether or not there is a correlation
between the proposed activities and the Core Indicators.
Finally, for the past six years, we have collected data for program
improvement through surveys.
These surveys have focused on:
The results of these surveys provided excellent feedback and information
that has been used for scheduling improvement, curriculum improvement and
faculty development.
The surveys mentioned above were conducted by SBRI, a research arm of
California State University San Marcos (CSUSM).
This year, we purchased new software to enable us to collect data at
the program level. We hope that
this will provide data that is even more useful for program improvement.
Step
3:
Responses to
Perkins IV §134(b) Requirements for Descriptions of District Compliance
Provide the
information as requested below for the elements required in Perkins IV
§134(b).
Number the responses as they are presented here.
1.
Describe how the
requirements for use of funds under §135(b)
will be met -
§134(b)(1);
Meeting the requirements for use of funds begins with education.
Staff and faculty are encouraged to attend (national, state and
regional) workshops and conferences to better understand the intent of the
Perkins legislation as well as appropriate and successful implementation
strategies. We have also
updated our process and held several campus-wide workshops that were
required for faculty and staff who requested Perkins funds for specific
programs or disciplines. Beyond
education, we have stringent oversight from the Perkins Planning and
Advisory Committee and involvement (in the form of monitoring, auditing and
enforcement of pertinent State and Federal laws) from senior management
(Vice Presidents of Instruction and Finance).
Additionally, the committee has developed the below guidelines for reviewing
proposals: Proposers are aware
that their proposals must be complete and that the five areas below will be
used as review criteria:
·
Were all required
components of the application completed and submitted on time?
·
Is there a correlation
between the project activities and the required/permissive uses of Perkins
funds?
·
Is there a correlation
between the project activities and the Measures/Evidence of Project Success?
·
Are the proposed
activities allowable under Perkins guidelines?
Note: If only one or two
activities are not allowable under Perkins guidelines, but a majority of the
activities are permissible, programs will be contacted and will be provided
an opportunity to change the activity.
·
If the program has
received Perkins funding in the past, do they consistently follow through
with planned activities and provide reports and requested documentation in a
timely manner? Have they
provided evidence of the measurable outcomes stated in their previous plans?
2.
Describe how CTE activities will meet state and local adjusted levels of
performance established in §113 -
§134(b)(2);
1.
2.
All CTE proposals for funds will be evaluated using criteria that ensure
continuous program improvement in each of the five core indicator measures.
The described or proposed activities must meet state and local
adjusted levels of performance.
The college’s committee has implemented local measures that mirror the
State’s; that is, programs that fail to meet 90% of an agreed upon target
will be required to develop and implement an improvement plan.
The committee will closely monitor programs throughout the life of
this plan.
3.
Describe
how the recipient will:
A.
Offer appropriate
courses, including not less than one career and technical program of study
as described in §122(c)(1)(A);
B.
Improve the
academic and technical skills of students participating in CTE programs
through integration;
C.
Provide students
with strong experience in all aspects of an industry;
D.
Ensure that CTE
students are taught to the same challenging academic proficiencies as are
taught for all other students; and
E.
Encourage CTE
students to enroll in rigorous and challenging courses in core academic
subjects -
§134(b)(3);
Before a program is considered for inclusion in the District’s Perkins plan,
the committee considers the following criteria:
If there is clear,
substantiated evidence that the proposal meets these criteria, it is given a
favorable vote.
The college’s Curriculum
Committee oversees a rigorous review of all courses in the college’s
inventory every five years.
This review insures that Course Outlines of Record (COR’s) reflect currency
(i.e., the most current editions of textbooks and resources are
incorporated), updated learning outcomes and new industry trends.
This committee also oversees the Program Review Process where CTE
programs undergo review every two years.
As evidenced by our large inventory of TechPrep articulated courses,
our high school partners are active in the creation of relevant programs of
study.
Palomar has always had
faculty who understood that academic rigor was not limited to transfer or
general education programs. Our
faculty have created programs such as “Reading, Writing and Wrenches”,
infusing Automotive Technology with basic communications skills.
Palomar is a designated Hispanic Serving Institution (HIS) so we will
continue the strong connection between CTE and ESL (enhancing VESL programs)
to provide tools and success skills for the large percentage of our students
for whom English is not the first language.
Finally, we will support
faculty in their quest to provide a wide exposure to all aspects of their
industry. This includes hosting
events similar to our successful Graphics Communications Career Day.
For this event, as many as 50 working professionals are brought to
campus to expose students to the breadth and depth of the graphics career
ladder. We will continue to use funds to take students to industry via field
trips, to provide opportunities for faculty to complete short industry
externships to upgrade their skills, bring in speakers who are renowned in
their industries to inspire and train students and faculty.
4.
Describe how
comprehensive professional development, including initial teacher
preparation, will be provided.
Education personnel includes:
CTE instructors, academic instructors, guidance counselors, and
administrative personnel. Areas
of professional development include integration of coherent and rigorous
content aligned with challenging academic standards, curriculum development,
and relevant CTE. -
§134(b)(4);
Palomar has always
recognized the fact that professional development for faculty is a vital
element of student success and we have developed an award winning faculty
development program. Each
full-time faculty member is paid for 72 hours of professional development.
Part-time professors receive payment for up to nine hours.
Faculty are allowed to self design their activities but must have
those activities approved by a committee.
They may choose from a variety of on-campus or on-line workshops,
attend professional conferences, spend time working on curriculum or
networking with other faculty or industry professionals.
(See http://www.palomar.edu/pd/).
The college also subscribes to 4Faculty.org, an online professional
development service, and is a member of the North County Higher Education
Consortia (NCHEA) which allows faculty from Mira Costa College, Palomar
College and CSUSM to collaborate on many professional development
activities. For CTE faculty,
funds will be allocated for some or all of the following activities:
·
Attending professional
conferences
·
Attending workshops
·
Purchasing publications
·
Developing new strategies
for integration of academics
·
Enhancing professional
competencies
·
Obtaining new or updating
certifications
5.
Describe how a
wide variety of stakeholders are involved in the development,
implementation, and evaluation of CTE, and how they are informed about the
requirements of Perkins IV including career and technical programs of study
-
§134(b)(5);
Because the response to this requirement is provided in
Step 1:
“CTE Local Planning Team Involvement,” no response is required
here, rather reference Step 1 here.
See Step 1
6.
Describe how you
assure that programs are of such size, scope, and quality to bring about
improvement in the quality of CTE programs -
§134(b)(6);
The data collected in Step 2 is a major component of our program improvement process. We collect enrollment data, feedback from students, employers and members of our many Industry Advisory Committees (each CTE program has a committee). Our faculty attend conferences, network with professionals across the State and the nation to incorporate trends and processes that make our students more competitive in the workforce. Some programs (Nursing, Paramedics, Dental Assisting, Fire Technology and Administration of Justice) have external accreditations that provide feedback for improvement. All of these elements converge to make sure that we have formal, documented processes and methods to continually improve the quality of our programs.
7.
Describe the
process that will be used to
evaluate and
continuously improve performance -
§134(b)(7);
Because the response to this requirement is provided in
Step 2:
“Data Analysis for Program Improvement,” no response is required
here, rather reference Step 2 here.
See Step 2
8.
Describe how the
eligible recipient will:
A.
Review CTE
programs, and identify and adopt strategies to overcome barriers that lower
access to or success for special populations;
B.
Provide programs
that are designed to enable special populations to meet the local adjusted
levels of performance; and
C.
Provide
activities to prepare special populations (including single parents and
displaced home-makers) for high skill, high wage, or high demand occupations
that will lead to self-sufficiency -
§134(b)(8);
Palomar has a number of
strategies in place that are designed to remove barriers for special
populations students enrolled in CTE programs.
First, CTE faculty and administrators are involved in the planning
and implementation for our Basic Skills Initiative to make sure that those
CTE students who lack the reading, writing and computation skills needed for
success in their programs receive the assistance needed.
Secondly, the directors of the Disability Resource Center and EOPS
serve as members of the Perkins Planning and Advisory Committee to
articulate and advocate for the needs of students who are members of special
populations. Thirdly, Perkins
funds are set aside to meet the needs of special needs students.
For example, we used funds to hire a tutor for a student in a cabinet
making class who had lost his eyesight.
This enabled the student to continue working at his chosen craft.
We have purchased adaptive computer equipment for a lab so that
students with disabilities are not excluded from enrolling in a specific CTE
program. Through DRC, Palomar
also provides special career counseling services for students with physical,
learning, hearing, communication and psychological disabilities.
These strategies and programs work to remove barriers and to prepare
students who are members of special populations for high wage, in demand
jobs.
We will also allocate
funds for bilingual instructional aides.
We feel that this will improve lab safety, sanitation and
communication with students for whom English is not a native language.
9.
Describe how
individuals who are members of special populations will not be discriminated
against based on this status -
§134(b)(9);
One of the core values of
which our campus community is most proud is that we “celebrate diversity in
people, philosophies, cultures, beliefs, programs, and learning
environments”, (See the Strategic Plan at
http://www.palomar.edu/strategicplanning/Strategic%20Plan%202009/Strategic%20Plan%202009_book%20as%20printed.pdf).
We not only adhere to all Federal and State guidelines which prohibit
discrimination of any kind; we go beyond to create a campus climate of
inclusiveness. This attitude
carries over to our CTE programs.
Members of special populations are recruited for our programs
provided the tools necessary for success when they enroll.
10.
Describe how
funds will be used to promote preparation for non-traditional training and
employment -
§134(b)(10);
Nontraditional training
and employment are still major issues for some programs.
Specifically, we have difficulty recruiting females and minorities
for fire, police and paramedic programs; males and minorities for nursing;
males for dental assisting and females and minorities for transportation
technologies and welding.
Listed below are some of the ways in which funds will be used to promote
non-traditional training and employment:
11. Describe how career guidance and academic counseling will be provided to CTE students, including linkages to future education and training opportunities - §134(b)(11); and
We have long stressed that ALL counselors should have the ability to provide
CAREER and ACADEMIC counseling to students, and that ALL counselors should
be familiar with the college’s CTE programs and support services.
Towards this end, we have identified counselors and faculty from all
areas of the campus to “cross-train” their peers.
We have provided opportunities for faculty and counselors from
academic and career areas (and their high school counterparts) to
participate in business/industry externships as teams.
The major objective has been to develop products (such as lesson
plans and curriculum) that can be used to enhance counseling and teaching
strategies. Finally, we are always
looking for opportunities to expose our students to CTE teaching careers.
Each academic year, the Career Center offers an open workshop that
provides guidance and information to potential candidates.
Topics and activities for the workshop include general information
such as education requirements (both at Palomar and four year institutions)
and testimonials from successful and enthusiastic teachers.
Perkins funds help to cover a portion of this workshop.
12.
Describe efforts
to improve:
A.
The recruitment
and retention of career and technical education faculty and career guidance
and academic counselors, including individuals in groups underrepresented in
the teaching profession; and
B.
The transition to
teaching from business and industry -
§134(b)(12).
Our industry advisory committees have long been fertile ground for faculty
recruitment and are still a major source of new CTE faculty.
We are beginning, however, to strengthen a new recruitment component
– students. As an example, our
Cabinet and Furniture Technology has developed a process of “Grow Your Own”.
They have identified students with a strong aptitude for the
discipline, they have mentored them through the formal education process,
provided opportunities for them to work as “Teacher Assistants (TA’s), and
then hired them as part-time teachers.
When the need/opportunity arises for that discipline to hire a
full-time, tenure track professor, there will potentially be a large pool of
qualified applicants. The same process is being used successfully in other
disciplines. In the Spring of 08, we will be hiring a tenure track faculty
member in Diesel Technology.
Fifty percent of the applicants had been students or student workers in our
program.
Other strategies that we will use to improve in this area are (but not
limited to):
·
Development and distribution of targeted recruitment tools (print or web
based).
·
Attending conferences and workshops aimed at recruitment and retention of
faculty and counselors.
·
Providing professional development opportunities (internal and external) to
faculty and counselors.
Step 4:
Complete the signature page, assemble the plan, and submit the
five-year plan by Tuesday, April 21, 2008.
·
Complete the attached five-year 2008-2012 CTE Local Plan Cover Page provided
in Appendix J, form CTE-1.
·
Assemble the materials. The
five-year local plan will be comprised of the following items:
a.
2008-2012 CTE Local Plan Cover Page – form CTE-1
b.
List of Members of the CTE Local Planning Team – form CTE-3
c.
Involvement of the CTE Local Planning Team - Step 1, form CTE-2
d.
Data analysis for Program Improvement - Step 2, form CTE-2
·
Number
the pages beginning with the List of Members of Perkins IV Local Planning
Team and continue sequentially through the remainder of the pages.
·
Staple
the local plan in the upper left-hand corner of the document.
Do not use other methods of binding.
· Obtain the District Superintendent/President original signature in an ink color other than black on four copies of the Cover Page.
· Submit all four copies of the Local Plan to:
California Community Colleges Chancellor’s Office
Career Technical Education Unit
1102 Q. Street – Third Floor
Sacramento, CA
95811-6549
ATTENTION: 2008-2012 CTE LOCAL
PLAN
· Due Date: Tuesday, April 21, 2008
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