CLUSTER UPDATE PLAN ACADEMIC YR 2014-2015 Cluster Update Plan The purpose of the Cluster Update Plan is to help Clusters: 1) utilize department/unit plans to develop priorities within each cluster; 2) utilize priorities in the budget development process; 3) monitor progress on department/unit plans and validation committee recommendations; and 4) document any changes within the cluster, College, State, or surrounding community. Although the Cluster Update Plan utilizes the department/unit plans, it is strongly recommended that cluster planning begin prior to the September 30 th Annual Update Plan deadline. An open forum will be held during each update period to notify the campus community of cluster priorities and budget processes. Please complete and submit your Cluster Update Plan to the Office of Institutional Effectiveness. For questions regarding the Cluster Update Planning process, please contact Ryan Cornner or Alfred Gallegos at the Office of Institutional Effectiveness. Name of Cluster: Office of Workforce Education and Economic Development Name of person(s) completing this form:: Laura M. Ramirez, Selina Chi, Alfonso Rios, Paul De La Cerda, Angelica Toledo, Laureano Flores 1 P a g e
State of the Cluster Describe the state of the Cluster to indicate the current needs and directions of the cluster. Please be sure to include external data that indicate any significant recent events, or activities in the State or surrounding community that may impact the current or future status or direction of the Cluster. Please include a description of internal data that describe the current status of the College and Cluster units. Use the Annual Updates from the Cluster s departments/units as needed to support this description. Define the Cluster s past priorities and indicate what efforts have been made toward these priorities and any changes that have resulted in delays in cluster efforts. External Data The CCCCO launched implementation of the Student Success Task Force recommendations which directly impact programs and services within the cluster. Specifically, enrollment priority changes and increased accountability measures for CTE programs of study. The enrollment priority changes require a student to identify an academic or career goal, defined as a degree, certificate, employment or career advancement, ESL, or transfer, upon completion of 15 units of transferable units. And, progress toward that goal has direct implications for the Student Success Report Card. Currently, the ELAC Student Success Scorecard shows that 51.4% of students who completed more than eight units in CTE courses have completed a degree, certificate, or transferred over a period of six years. In addition, the CCCCO implemented the CTE LaunchBoard, a statewide data system meant to facilitate transitions from K-12 to college and onto the workforce, which reports completion and workforce measures of community colleges. Students who participate in activities outside the general college admission process such as career fairs, contract education, and career exploration activities may be tracked throughout their academic career. The LaunchBoard also provides program information and student outcomes such as enrollments by POS, certificate completions, persistence and employment. These accountability measures are critical for the cluster in identifying and implementing practices that ensure students complete a POS, transition into the workforce or a 4-year institution, and support POS that meet the needs of the workforce. These efforts require that faculty and staff have resources to provide innovative and progressive instruction with state of the art technology. Internal Data The Office of Workforce Education is aligned with the CCCCO Doing What Matters initiative where we foster relevant career pathways and stackable credentials that promote student success. We strive to promote gainful employment and preparation for successful transition to 4 year institutions. The Presidents initiatives GO ELA, marketing and communications, and transfer taskforce initiatives are integrated across the cluster areas. Development of an enhanced website, specifically the Office of Workforce Education, and marketing materials will reflect a contemporary institution within the local and regional community with an emphasis on CTE POS. 2 P a g e
The college has undergone a reorganization which included changes and additions to a number of units within the cluster. The cluster reorganization has brought the Resource and Institutional Development Office (RIDO), South Gate Educational Center, and Child Development Center under the direction of the Office of Workforce Education. The effort to secure, support, and administer external funding falls under the cluster and provides a framework for collaborative ventures. In this way, the cluster continuously strives to enhance programs and services by developing collaborations within and outside the LACCD. The LAH3C district wide healthcare initiative will create a common core healthcare curriculum, align healthcare programs across the district, and integrate a strong student services support structure for students pursuing healthcare careers. This three year grant will support certificated and classified personnel dedicated to the program. The cluster also secured an Enrollment Growth for Associate Degree Nursing grant to support student enrollment, retention, and completion. ELAC continues to receive the largest apportionment of Perkins funds, within LACCD, to support all CTE programs. The college is also a partner in the California Department of Education s California Career Pathway Trust (CCPT) Grant Program which aligns CTE pathways between local K-12 school districts and ELAC. ELAC is part of three CCPT initiatives which include: Montebello Unified School District, Los Angeles Unified School District, and the Los Angeles County Office of Education. In addition, ELAC serves as the lead college in the district wide SB 1070 College Career Pathways Regional Consortium. The goal is to develop a LACCD regional plan which will improve and redesign articulation policies and procedures and align CTE pathways between K-12 and higher education institutions, specifically LACCD community colleges. The cluster continues to secure and develop contract education services offered to local business, municipalities and community based organizations. The cluster is also researching, developing and applying for STEM funding to sustain and build ELAC s MESA/STEM programs and building industry and workforce investment board (WIB) partnerships that will provide increased mentoring, internships and job opportunities to students.. The cluster continuously strives to meet the needs of our students, community and local business. The development of the Firestone Educational Center is a major initiative for the cluster. In addition to facility planning, the cluster will work with the college community to ensure enrollment targets are defined, programs and services are comprehensive and fiscal/personnel resources are appropriately allocated. The cluster continues to offer Economic Development initiatives and piloted an entrepreneur boot camp, which tested and proved there is demand and need for more support services to local small businesses and entrepreneurs in the community. Currently, Health Science programs (Respiratory Therapy, Health Information Technology, and Emergency Medical Technician), Distance Education, Professional Development, CalWORKs, and MESA are located in temporary facilities. The college is in the process of identifying resources and plans for a permanent location. The current Architecture Laboratory is not an adequate facility for instruction. 3 P a g e
Status of Previous Priorities The 2013-14 cluster priorities focused on improving quality of instructional services offered across all programs and developing collaboration with local K 12 to promote CTE POS. The cluster kicked off the first CTE awareness/ pathway event in efforts to improve collaboration of CTE programs and services offered by the college. The event was designed to help students identify a career pathway and connect with student clubs and faculty within each discipline. In addition, the cluster has continued to increase the number of career exploration activities supported with grant dollars, general funds, and collaboration across all clusters. Hiring classified personnel to support the efforts of departments has been an ongoing effort. Specifically, the Health Information Technology and Respiratory Therapy program have hired an Office Assistant, the Library hired an additional instructional assistant and the Office of Distance Education has also hired classified support. Personnel for summer and winter sessions is supported in various programs. The cluster supported request for technology and equipment improvements with the use of grant, State Lottery, and One Time Instructional funds allocated to the college. The cluster will continue to improve processes linked to resource allocation, planning, program evaluation, and collaboration with all campus units in efforts to meet the needs and goals of our students. 4 P a g e
Table 1: Cluster Goal Alignment (2013-14) Cluster Goal Annual or Longterm Increase certificates, degrees and transfer Expand services in the CDC Support innovation in the classroom Support initiatives identified in the college equity plan as they pertain to CTE POS Use data to support student success. Assess and expand CTE POS at SGEC Alignment with Strategic Plan/ Anticipated Outcome of Cluster Goal Annual Goal 2 Improve completion outcomes. Long-term Goal 1 Increase access for students with child care needs. Resources Needed (Staffing, Budget, Equipment, etc.) None at this time Budget and staffing Related Departments/Units Student Services Cluster, Liberal Arts Cluster and across all instructional programs. Across all programs and services. Long-term Goal 1 CTE programs maintain Staffing and Budget Across all clusters and programs. Long-term Goal 1 and Goal 2 Improved retention and Staffing and budget. Across all clusters completion of CTE POS and programs Long term. Goal 4 Long-term Goal 1 and Goal 2 Development of new programs and improvement of current programs. Increased access to CTE POS and completions. None at this time. Budget Across all programs Across all program. 5 P a g e
Validation Committee Recommendations Alignment Table 2: Validation Committee Recommendations Alignment Please list recommendations from your most recent comprehensive cluster review. Please note any units within your cluster that align with each recommendation. Recommendation Status Progress Made Toward Cluster Recommendation Anticipated Completion Date of Cluster Recommendation Resources Needed (Staffing, Budget, Equipment, etc.) Related Departments/Units 6 P a g e
Budget Priorities Complete a statement of priorities for the 2014-2015 fiscal year that describes the rationale for which items will be funded. Example, the cluster has prioritized the funding of upgrading software needed to remain current in its disciplines. Cluster priorities should be developed with the intent of creating categories that include multiple units. The cluster has prioritized funding to support instructional services across all CTE programs and units. The following list does not represent a ranking of priorities: Equipment, supplies, technology, and software to support instruction across many programs including: Auto, Respiratory Therapy, Engineering, Electron Microscopy, Architecture, Nursing, and South Gate Educational Center. The cluster will hire administrative, certificated and classified personnel to implement several specially funded programs. Classified personnel to improve student services and instructional support throughout the academic year across various departments. Classified personnel to assist Professional Development, Distance Education, Library and Workforce Education. Unclassified personnel for programs and services across various departments. 7 P a g e