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Annual Update Plan 2015-2016 for Academic Departments Department Name: FOREIGN LANGUAGES

Purpose of the Program Review and Annual Update Process The purpose of Program Review is to provide a venue through which the college can evaluate its programs in relationship to the College Mission and its Strategic Goals and priorities. The program review process promotes a self-reflective evaluation of programs in a manner in which faculty can identify programmatic successes within their disciplines, identify areas in need of improvement and establish departmental goals for enhanced programmatic and student success. Each department and unit completes an annual update of their efforts. This update is used to provide the college with an indication of improvement in student learning and the resources needs for each program. The Annual Update serves as the central planning document for requesting and prioritizing resources.

The values of program review:

Strengthening of programs through faculty led self-evaluation and goal setting;

Fostering inter-departmental cooperation and communication;

Stimulating dialog on student success and programmatic improvements;

Evaluating each programs unique contribution to the College’s Mission and Strategic Goals;

Promotion of long-term planning focused on the use of data;

Ensuring that curriculum and offerings meet student needs and promote student progression;

Providing a venue to justify programmatic augmentation and to connect program needs to resource allocations.

Enhance transparency about college programs to the broader community.

The value of self-evaluation is enhanced with the broad inclusion of individuals contributing to your department or unit. It is recommended that each department or unit make all efforts to include all faculty, staff and administration. Each department or unit may include additional information in their Annual Update Plan as needed to fully describe their department or unit.

The Office of Institutional Effectiveness is available to assist each department or unit in their efforts to complete their self-evaluation.

The completed Annual Update Plan is due by email to carbajm@elac.edu on September 30, 2014. Following submittal, the Program Review and Viability Committee will review your document and provide feedback for your department’s review. Departments will be notified regarding budget and resource requests in the spring, following receipt of budget projections from the District Office.

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Section I. Program Review Response

Complete Table by:

a. Reporting progress on program review recommendations

b. Stating the anticipated outcomes and progress to date

Recommendation Progress to Date Anticipated Outcome of

Department/ Unit Goal

Additional Resources Required in

2014-2015

1. It is recommended that the

department evaluate its

curriculum planning and

temper their plans with more

realistic timeline for

curriculum development and

implementation.

The first step taken last year (2013-14) to develop a series of certificates in the various languages was to propose a campus certificate in Spanish. Norma Vega attempted to get approval by the Curriculum Committee, but her proposal was rejected by the committee on the basis that Spanish is not considered a vocational field. The department's efforts to put through any other certificate for any other of the languages (mainly, ASL, and French) were curtailed. It is interesting to note that L.A. City College has 3 certificates in languages, including a recent one that was approved for Spanish and two for Korean. The inconsistencies between the

By offering campus certificates of completion the department targets the vocational and academic needs of a sector of the general population, offering an opportunity to improve language/linguistic skills. Regarding the ASL certificate, Dr. Tomas Garcia has informed me that there is an issue of equity among Afro-Americans and Latinos in the area of child development since there tends to be a general lack of access to courses that teach the deaf community how to sign with infants and toddlers. By offering an ASL Certificate with an added emphasis on baby signing, we will open up the doors for the deaf community, by offering them a set

Our department would require additional units for four new courses : NEW: ASL (number to be determined) Baby Signing (2 units) NEW: French for the Culinary Arts (2 units) NEW: ASL (number to be determined) Interpretation I NEW: ASL Interpretation II DISTRICT course: Spanish (course could not be found on ECD): Fundamentals of Translation and Interpretation I NEW: Spanish (number to be determined): Fundamentals of Translation and Interpretation II Last year we attempted to get 3 extra units for the creation of a Phonetics course for voice majors,

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different curriculum committees in the district certainly will not work to our advantage if one of the main goals of our department is to grow. We have decided to modify three of these language certificates to better reflect a particular field, as is the case with ASL, French, and Spanish. For ASL, a field that has historically been considered more vocational than academic (and therefore, might have the support of our Curriculum Committee), we would like to propose an ASL Certificate, with an emphasis on Baby Signing, a program that would also entail a Child Development course. We are currently in communication with the the Child Development staff for better guidance and advice as to which course would be a better fit for the certificate. Another certificate would be ASL Interpretation Training Certificate, which we hope to prepare by Fall 2015. In order to provide the necessary skills needed in academic fields such as Art History, the French program would like to propose a Certificate

of skills needed for jobs in counseling, community teaching, and education. ASL also needs to create a Certificate in Interpretation to prepare students in live interpretation. Another goal that should be met by our campus is to better prepare students for transfer to the UC's and CSU's. Our Curriculum Committee needs to address the criteria used for creating certificates to include areas of study that require foreign language skills in areas of the Humanities . For example, Art History students who transfer to the UC need to study at least 2 languages. A certificate in French and Art History, for example, would help students become better prepared for transfer in their language skills and overall knowledge of French culture. In the same vain, last school year Dr. Anthony Lupica of the Music Department and Dr. Lynn Vogel-Zuiderweg requested additional units for the creation of F.L course designed to perfect pronunciation in French, Italian, and German for

a course that improved pronounciation of French, Italian and German. We are fortunate to have Dr. Lynn Vogel-Zuiderweg teach that course. Dr. Anthony Lupica and Dr. Lynn Vogel-Zuiderweg have collaborated and all parties involved seem enthusiastic about the course. Units were denied on the basis that the course would not fill up. Again, the college needs to address the academic needs and put aside, at least for a certain percentage of courses on campus, the growth criteria.

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in French and Art History. At a later date, if the new French course for the culinary arts is approved and is successful, the French discipline might propose a French Certificate of the Culinary Arts. The Spanish Certificate is now modified as Translation/ Interpretation certificate for personnel working at LAUSD, public safety and local government. Employees of these areas have consistently asked us to assess their bilingual skills so that they might be elegible for a bilingual differential. The certificate would allow these individuals to prove that they have some degree of competency as bilinguals to their employers. We are having a hard time tracking the Spanish translation course that was offered here at ELAC many years ago since the course outline is not included in ECD.

voice majors, a much needed course since Music curriculum has not addressed this need. Units were denied by Ryan Cornner. If we are to become a more academic and better rounded campus, which is one of the goals that the president has in mind for the ELAC community, we need to address these lacunae in our campus curriculum. The growing field of the culinary arts requires future chefs and cooks to be familiar with French terminology. We would like to eventually create a "French Certificate for the Culinary Arts", which would require our French professors to collaborate with Trade Tech's School for the Culinary Arts. Lynn Vogel-Zuiderweg and William Hernández of the F.L Department at Mission College, along with the master chef in charge of the culinary program have met and all parties seem enthusiastic about the idea. Prof. Hernández and the master chef of the program have given their full support to this possiblity. The Spanish Certificate would help the need in our communities for a more competent bilingual

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community to flourish by completing the Spanish Certificate in Translation and Interpretation, allowing those who complete it to increase their earnings by becoming elegible for a bilingual differential.

2. It is recommended that, in the

program review process, the

department describes its plan

for offering new courses in

the existing allocation.

Our department continues to have its fair share of course reductions. In order to fit our programs in the reduced alottment, we have had to cancel courses and reduce our overall offerings. Chinese 21 used to be offered twice, but lack of units allowed them to only offer it once in the fall of 2014, which then had an adverse effect on the following semester's offering of Chinese 22. This course had to eventually be canceled due to the lack of Chinese 21 students "feeding" into it. There has been a reduction of courses offered in French: The S. Gate French class has not been restored since the major cuts of 2010 and French courses are now limited to 1 section in the evening. French 04 is offered only during spring semesters. French 21 was canceled with 11 students pre-enrolled;however, the first week of the semester approximately 10

We would like to include as a departmental goal to allow AA-T Spanish majors to have a variety of courses from which to choose, especially among our Civilization courses, all of which have CSU and UC transferability, and are IGTC approved. If more units are granted we would like toffer more introductory and intermediate courses in ASL, French, Japanese and Spanish courses at S. Gate, including the Civilization courses, all of which are Humanities electives.

If students are to successfully complete not only the Spanish AA-T degrees and future certificates, the department needs an increase of units to its yearly alottment. This includes making these degrees available to S. Gate students who have only been offered introductory Spanish courses up to now. Several disciplines --French, Italian, Japanese, Chinese-- are not offered at all at the S. Gate campus. We are very interested in increasing our course offerings at S. Gate, including summer and winter sessions, and offer those students a chance to complete as many courses in any one of our programs.

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other students were interested in enrolling, which could have saved the course from being canceled. French and Italian Civilization courses are very successful and we wish to offer them at S. Gate. Requests have been made to restore the number of units before the major cuts of 2010 without success. Italian 1 offerings were reduced from 4 to 3 last year and Italian 002 is now only offered once a year. Italian program also has had similar scenarios of premature cancellation and first-week interest spikes after canceling the course. Spanish 04 was not offered at all during the spring of 2014 / Spanish 05 and 06 are now alternating (SP 06 is offered in the fall;SP 05 is offered in the spring). This is meant to pace classes with lower enrollment numbers. We are also phasing out SP 28 and 29 from the main campus and will only offer them off-site at middle and high schools. The last semester we will offer SP 28 is the spring 2015, and SP 29 will be offered for the last time in the Fall

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2015. With the new AA-T however, we expect that enrollment will increase in the future for these 3 courses. Also, Spanish 08, a course with historically low enrollment, is archived. We are starting to offer Civilization courses that were dormant since the major cuts of 2010 (such as SP 10 and 09), but we have yet to offer 3 Spanish courses listed in the AA-T degree (Spanish 16, 27, 37).

3. It is recommended that the

department collaborate with

the Administration of Justice

department in the

development of the Spanish

for Law Enforcement course.

The only vocational course currently offered in the recent past is SP 24, Spanish for Medical Personnel; however, students, especially, non-heritage nursing students, did not fare well in the course. The instructor and I realized that the grammar component, as minor as this might have been for this course, must be eliminated so that the course can now be defined as a vocabulary-building and pronounciation course only. (Adding a prerequiste of SP 001 will hinder nursing students, who are already on a tight schedule, from enrolling in this course). As soon as we work out the kinks on

The FLD would like to offer a series of vocational Spanish courses so that other departments can enrich their own degrees with these language courses. The Nursing degree includes our Spanish 24 course as an optional class and we hope that the certificate/degree for AJ can also include this future course for public safety personnel. We can only do this should we be granted more units. Other vocational Spanish courses in mind would be: Spanish for Educators and Basic Chinese pronunciation for Business majors.

In order to proceed with these vocational courses, we would need an increase of our yearly alottment of units.

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this course, we will consider offering other vocational Spanish courses, such as "Spanish for Public Safety Personnel"(to replace Spanish for Law Enforcement). The chair of the FLD has contacted the chair of AJ about collaborating and full support was offered by Patrick Hauser. Still in progress.

4. It is recommended that the

department increase

involvement in the PLO

process as they are currently

at the “development” level for

the Foreign Languages

program.

Assessment tools have been created for all programs. This fall Spanish will assess PLO's using Spanish 06 outcomes and ASL, Japanese, and French will assess in the spring of 2015 since level four courses are only offered once a year, in the spring.

We would like to assess and input results of our PLO process on Tracdat by June 2015.

The SLO office should offer models of successful PLO's from other FL departments at other community colleges.

5. It is recommended that the

department research the

feasibility of the goal of

establishing Italian, Japanese,

and Spanish Study Abroad

programs.

Hiroko Furuyama has designed and is in the process of getting approval for the Japanese Study Abroad program in Kyoto, Japan. She will be offering this program for the first time in the summer of 2015. Three members of the FLD department, along with several other fulll-time professors from other departments, met with President Martínez on September 16th to explore, "Generation Study Abroad", a project whose overarching goal coincides with ELAC's goals: To help students

Our goal is to create integrated and interdisciplinary programs that help students develop their academic knowledge, a set of language skills, and cultural sensitivity in order to better prepare themselves to transfer to a 4-year university and/or for employment in an increasing global market.

We have requested that the president consider putting aside units for study abroad courses so that departments do not have to tap into their yearly allotment of units.

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achieve their education goals and develop in our students a sensibility towards diverse cultures and to be attuned to the needs of a global world. The project is part of a national effort to double the amount of students studying abroad by 2019. The president seemed highly supportive of our programs in France, Spain and Japan. We are in the process of creating a Study Abroad Committee to help facilitate the implementation of these programs.

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Section II. Program Description College Mission: East Los Angeles College empowers students to achieve their educational goals, to expand their individual potential, and to successfully pursue their aspirations for a better future for themselves, their community and the world.

1. Please provide any changes to your programs of study or programs of service, since the completion of the Program Review Self-Evaluation.

American Sign Language (ASL)

Not having a certificate in ASL has adversely affected the ASL program, reducing the enrollment numbers for ASL 04. Since other campuses who do offer certificates do not accept our ASL 04 (as they mandate students to take the course at their campus) students simply do not take a course that will not be transferable to other campuses. The department's efforts to get a language certificate approved last year were stymied by the fact that languages are not considered vocational. Recently, we were made aware that ASL has historically been identified as a vocational field and so our efforts are now renewed to get one certificate and one degree approved in ASL: The first in ASL Baby Signing, the other an Interpretation Degree. We hope that by creating these, ASL 04 can now be restored to its original popular status when it was first offered.

CHINESE

Our Chinese courses--especially Chinese 21 and 22-- have been historically low-enrollment courses. There will be a huge improvement if our Chinese courses were allowed to function with these low enrollments without the threat of being canceled and without the penalties of having our yearly allotment of units reduced due to low fill rates. Chinese is one of the most difficult languages to learn and given the fact that we have a high number of students testing into remedial language courses, Chinese courses should be allowed to function with low enrollment figures. By doing so, we will encourage students to continue to higher levels of Chinese and avoid scenarios like the following: In the spring of 2014 Chinese 22 was canceled since only one section of Chinese 21 was offered in the fall 2013, reducing the number of students who could have potentially gone into Chinese 22.

The Chinese program had an 11% unit reduction in 2013. As a result, Chinese 3, 8 and 22, are offered only once a year instead of each Fall and Spring semesters. Also, since the closing of Rosemead Education Center, Chinese 1 and 21 have lost 2 sections each academic year. In addition, unit reduction caused Chinese 1 to no longer be offered in the summer session. Both Chinese 1 and 22 are pre-requisites to Chinese 2. Therefore, the enrollemts of Chinese 2 and 22 have drastically decreased in Fall 2014. In order to improve enrollments in Chinese classes with prerequisites, more sections of Chinese 1 and 21 need to be offered, since Chinese is considered, nationally, as one of the most difficult languages for English-speakers to learn.

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We would like to create two new courses for Chinese: Chinese Civilization and Chinese Pronunciation for Business Majors, a necessary class in the global economy. The new civilization course has been offered by Social Science Department for many years. If it will also be offered by Foreign Language Department, it should be cross-listed as general education for graduation and transfer requirements. Therefore, its course outline to be proposed needs to be compared with the course outline of Asian-American Studies 11.

JAPANESE

Interest in Japanese has been consistent throughout the years. Japanese is now offering a study abroad in Kyoto, Japan, a program that will now offer a new course, Japanese 009: Civilization of Japan, approved by the Curriculum Committee in September 2014. Students will also be able to take Japanese 008: Conversation, which has been unarchived and recently approved by the Curriculum Committee.

Due to lack of classrooms JPN 01 was cancelled at 9 am, a very popular time for this course.

The Japanese discipline is also exploring the possibility of creating a Japanese class for Anime majors.

We would like to offer Japanese courses at S. Gate and at Huntington Park High School. Both of these sites used to offer Japanese courses and were highly popular but they were never restored after the 2010 cuts.

FRENCH and ITALIAN

We would like to propose a certificate for those students majoring in Art History who need to satisfy their foreign language requirement. A French Certificate for Art History majors would help students satisfy the foreign language requirement , especially for the University of California, which requires studying 2 foreign languages for this major.

The French discipline will also be creating a new course, French for the Culinary Arts, and if the course is successful and the demand exists, we would like to eventually create a French Certificate for the Culinary Arts.

There has been a reduction in the number of units allotted to French and Italian. These offerings are currently still limited: French 2 is no longer being offered at the South Gate Center; French 8 was not offered in 2013-2014; French 3 and 4 are no longer combined.

We requested restoration of the pre-Proposition 30-unit allotment in these disciplines and unlike other French programs in the district, we are not even close to closing the gap between current unit allotment and pre-Prop 30 units. Only three units were restored per discipline and half-way into the spring semester. Italian 10 was fully enrolled but a late-start French 21 class was canceled with 11 students pre-enrolled.

Beginning in 2012-2013, we reduced the number of Italian 1 classes from four to three per year. Italian 2 is only offered once a year during spring semester. Italian 10 was offered as a late-start short-session online class in spring 2014 as well as during

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summer 2014. Italian would also like to create an online film course. Work on the course outline is still in progress.

The French program is also using different pedagogical approaches, incorporating the flipped model classroom. Mary Ellen Eckhert and Lynn Vogel-Zuiderweg are currently flipping a few lessons in a French 001 and a French 003 course. Outcomes have yet to be determined.

SPANISH

In spring 2014 our AA-T in Spanish was approved. The creation of this new degree included creating a new course, Spanish 37 Composition and Conversation for Heritage Speakers, which will be offered for the fist time in the Fall of 2015. Note: The AA-T's template for other foreign languages have yet to be generated by the state.

The list of certificates in several of the languages have been placed on hold since the Curriculum Committee at ELAC does not wish to grant certificates for discplines that have traditionally not been considered vocational. Although I attempted to get approval for a campus certificate, it seems that the curriculum committee still holds the same criteria for campus certificates as they do for state certificates, which is the need to justify the creation of the certificate with data. When I approached the Office for Institutional Effectiveness, they informed me that data related to the local need for Spanish skills is not available. To summarize, the Spanish certificate was not approved; therefore, a hold has been placed on the remaing Certificates in the other languages.

We are currently working on modifying these certificates. However, modifying them will still require the Curriculum Committee to continue debating whether Certificates can be created for "less vocational" disciplines, especially for those in academic fields in the Humanities requiring skills in a foreign language such as Music, Art History, and in some cases, depending on 4-year universities, Architecture. If we are to create a more academic environment on the ELAC campus and in our surrounding communities, and if we are to increase our rate of transfers to the UC's (both points that have been emphasized by President Martínez), we must address these academic needs.

Shift in curriculum for SP 35 and 36, heritage speaker courses: The faculty in Spanish has noticed that there are substantially fewer students who enroll SP 36. Many students find the grammar content for SP 35, the introductory course for the heritage speaker track, overwhelming, hence, their reluctance to continue on to SP 36. Faculty have modified the course content and all full-time and part-time instructors have been updated on the shift in course content.

Spanish 24 has been offered, outcomes evaluated, and now we are in the process of modifying the entire course. We determined that the course content was too challenging for most of the nursing students enrolled, as many have never taken a Spanish language course. We are in the process of shifting the content and objectives to exclude the grammar points and focus more on vocabulary and pronunciation. This course will serve as a model for the other vocational courses we wish to pursue: Spanish for Public Safety Personnel (formerly: Spanish for Law Enforcement) and Spanish for Educators.

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2. Describe any trends, recent events or activities that have impacted your program(s), since the

completion of the Program Review Self-Evaluation. Please be specific to each program provided in the list above.(P)

a. Which of these changes or trends have most impacted your programs?

b. What efforts have been made to address these changes?

c. What effect have these changes had on student goal attainment?

a. Trends have impacted our programs at several levels. These trends tend to be part of policies created by the various committee on campus.

ENROLLMENT LIMITS/MINIMUM Distribution of units on the sole basis of having high fill rates is not conducive to any foreign

language program, especially when the limit is set at 45, one of the highest for a community college in California! Of course, intermediate and advanced courses are not expected to fill to 45 but rather to 40, which is still too high. Realistically, these courses are allowed to function with much lower enrollment, but this more realistic expectation is only reflected in extra-official terms. When fill rates are determined by the EMC, the results, in terms of percentages, work against us since the number against which real enrollment numbers are compared is still "40" or "45". (ASL is still expected to fill in the advanced courses to 45, and only one intermediate Chinese course has been reduced to 35). Instead of working with such unrealistic expectations, why are we not simply allowed to reduce all 2nd semester and higher courses to an enrollment limit of 35? (For Chinese 21 and 22, the minimum should be lower). In fact, the limit for all foreign language courses should be 35, as it is in many other community colleges. Lowering the limit to 35 would address two important concerns of the EMC - student success and mediocre/low fill rates.

Current rationale for the high number of students in language courses tends to gravitate toward the

argument that attrition rates for language courses is high and that by census week the average amount of students is greatly reduced from the original 40 or 45 present at the beginning of the semester. [This all depends on other variables: The academic rigor of the instructor, instructors' individual preferences for smaller or larger classroom size, etc.] The high number of students may actually contribute to high rates of attrition during the first 3 weeks. In a campus in which a high degree of remedial coursework must be completed by the students, it is imperative that the first weeks of the semester be used to monitor as closely as possible students who are struggling so that instructors have ample time to target these students and help them address the problems. Logically, this is more feasible with a smaller class size. A smaller class means more individualized attention for each student.

Furthermore, although data for classroom size reduction (CSR) tends to be inconclusive for other

academic fields, studies conducted in Foreign Languages have indicated that smaller classrooms are more conducive to student success. (See links below for research).

Some data was gathered in high school environments, however, many social factors in these high school campuses are also factors in campuses such as ELAC. Also, it is important to consider that students in high school are already considered "adult learners" in the acquisition of a foreign language.

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http://cwlp.stanford.edu/research/fla1q_06_article8.pdf http://onlinelibrary.wiley.com/doi/10.1111/j.1749-818X.2008.00090.x/abstract The Association of Departments of Foreign Languages suggests that classroom size not exceed 20: https://www.adfl.org/resources/resources_guidelines.htm "It appears that very large class-size reductions, on the order of magnitude of 7-10 fewer students

per class, can have significant long-term effects on student achievement and other meaningful outcomes. These effects seem to be largest when introduced in the earliest grades, and for students from less advantaged family backgrounds." Excerpt from the Brookings Institute:

http://www.brookings.edu/research/papers/2011/05/11-class-size-whitehurst-chingos ________________________________________________________________________________ FILL RATES (A) Another trend that is detrimental to our program is the way fill rates are measured, especially

when measured 60 + days before the start of the semester. An internal survey for Spanish students was conducted in our department in which the students were asked to give a reason why they enrolled when they did. (See attached copy of survey). The following explanation was one of the most popular: (a) "I wanted to first see if I could enroll in English/Math/or any other course before attempting to enroll in this class." Another popular option was the last option, (i)"Other: _____" which allowed them to explain their particular reason for enrolling when they did. The answer that was seldom marked was letter (e), "My real needs are not met by a Spanish class. It is only a filler course", which defies the generalized notion on this campus that foreign language courses are, indeed, merely "filler" courses. I've attached the Excel spread sheet with results, the template for the survey, as well as a compilation of the remarks collected for letter (i), many of which don't answer the question "Why did you enroll when you did?" but rather, "Why did you enroll in this Spanish class?". The FLD secretary, Irene, has highlighted the answers that respond to the more useful question, which is the first one. In short, FL student's don't sign up for our courses as early as they do for impacted courses like Math, Chemistry, or English, but this doesn't mean that enrollment policies should marginalize those departments whose enrollment patterns are not identical to those of the more impacted departments. Policies should reflect the reality of the given department and the needs of their own students. For whatever reason --financial restraints, not knowing their work schedule, family obligations-- FLD students do not enroll early. In fact, our enrollment activity occurs within the few weeks before the semester starts and during the first week of the semester. Taking into consideration these economic, social, and familial factors is the beginning of creating educational policies that are student-centered.

_________________________________________________________________________________ CERTIFICATES Hindering language disciplines from creating their own campus certificates because they are not

defined as a vocational field is yet another obstacle for program growth. We attempted to get a Certificate in Spanish approved but the debate among members of the Curriculum Committee did not lead to any real decisions. (See answer in section I, #1) Why is it that language skills are not considered a vehicle for the attainment of employment? Valuable time and energy is wasted on issues that, from our perspective as language professionals, is a matter of common sense. We are not proposing state certificates, rather a campus certificate that allows students to develop as fully as possible their knowledge and skills before transferring to the 4 year univesity. A few of the committee members have

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requested that I retrieve data that proves there is such a need for these skills. When I attempted to retrieve data from the OIE, I was informed that "that kind of data" was not available.

When ASL 04 was approved, the deaf community here at ELAC responded with a great deal of

excitement. Initially, ASL 04 was popular and we had no problem filling the class. A recent trend, however, is that student who are transferring to other programs that grant certificates are realizing that those campuses are not accepting our ASL 04 course. Given that ASL 04 functions as a summative assessment course, these institutions prefer that students complete the course at their campus, giving them the opportunity to assess the students' overall skills before granting them a certificate and permitting them to advance to other facets of their degree and certificate programs. Students in our current ASL 01, 02, and 03 classes are informed of this and consequently, opt not to take our ASL 04 course. This has had a tremendous impact on our numbers and a solution to this would be to expedite the approval of our proposed certificate, as soon as the course outlines are completed. Once this certificate is in place, students would then remain on our campus without seeing the need to transfer out. (B) We will be turning in a proposal for new courses and 2 new modified certificate/degree for ASL. (Please refer to Section I, #1 answer)

We would also like to propose an academic/skills certificate that would encourage our Art History students to satisfy the foreign language requirement needed to transfer to the UC. This French Certificate for Art History majors will require that the Curriculum Committee readdress the possibility of creating certifcates for "less vocational" fields and address academic needs to fully prepare for transfer to the 4-year universities.

In the same vain, last year we requested 3 additional units so that the Music and F.L Departments can offer a pronunciation course in German, French, and Italian for voice majors. Lynn Vogel-Zuiderweg and Anthony Lupica from Music have collaborated and there is a consensus in the Music Dept. that such a course is needed. We were refused the units, but we would like to make another attempt at getting approval for that course should our yearly allotment of units increase.

_______________________________________________________________________________ DISTRIBUTION OF CLASSROOMS (A) The distribution of classrooms: The lack of classroom space, especially during the morning

hours---- has caused Japanese discipline to not offer classes during a popular time, at 9:00 a.m. Spanish has also had to cancel courses in the morning hours in the past. Our ASL programs do not even schedule courses in our 4 allotted classrooms. In addition, we have had 3 instructors asked to move once the semester starts because other departments were not aware that we would be using their classrooms. Since we are short of classrooms for a department with 6 disciplines we are rather weary and highly concerned about classroom distribution in the new Student Success Building. We are aware that 6 "floating" classrooms will be available in that new building; however, several departments will also be sharing the building and since we are in a period of growth, we are aware that those six spaces will be sought after by all the departments present in that building. The question remains: How will distribution of those classrooms be determined? No one has been able to provide a clear explanation of how classrooms have been distributed in the past nor how they will be distributed once the move to the new building is made. Also, how many classrooms do other departments have? All of these procedures should be transparent and the criteria should be made clear to all departments. (B) In order to address the challenge of not having enough classrooms, we have had to cancel courses, schedule at less popular times, and offer courses only once a year. (See Section I answer to #2)

____________________________________________________________________________ OUTREACH (A) Lack of information to students and surrounding high school population. Outreach has been a

challenge for all our disciplines last year. We have worked with Julie Benavides, but we also realized the

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Outreach office on campus has the behemoth task of representing all our campus. (B) Therefore, we decided that, with the completion of the AA-T degree in Spanish and our emerging study abroad programs, we would strengthen our ties with Julie Benavides and her team by allocating part of our department budget for marketing / outreach efforts. Enriqueta Leyva, one of our adjunct faculty, is updating our website, a feat which has proven quite challenging to finish. Although IT personnel are courteous and welcoming, they seem overwhelmed at times and Enriqueta has had a hard time accomplishing even the most basic tasks. This last week (the week of Sept 22, 2014) progress has been finally achieved in creating, not the website we would have wanted, but one which is practical and at least, accurate, which for now, will have to suffice. Furthermore, Enriqueta is currently working with Yegor Hovakimian, the graphic designer, in order to design and create our department and discipline brochures. Completion of our updated website and brochures are key for this year's efforts to carry out more strategic outreach at the high schools and the community.

It would behoove the campus to address the need for a Web designer that serves as the liaison between IT and the faculty to specially deal with the design and content for department web pages. This task should not be shouldered by the faculty, since the task of updating, uploading, and typing in new information on the website entails understanding the complex language of HTML. Faculty are already burdened with other roles. I understand why a couple of years ago, Lynn Vogel-Zuiderweg and Eldy Palencia, who attempted to update our website, and experienced similar situations as Enriqueta has, abandoned the project altogether.

Answer to letter C: The core obstacle to improving student goal attainment is the underlying contradiction in the

college's dual focus on growth while simultaneously expecting high student success. There is a conflict of interest at the heart of this policy. In our department, for example, attrition rates can be high for some instructors (including a high number of students with W's). At the same time, we are hard pressed to have high enrollment numbers since unit allotment and program growth depend on it. Too much emphasis is placed on growth while a more realistic policy for student success is sacrificed.

One of the ways the Spanish discipline has addressed issues of income inequality and attrition is to

lower the price of the textbook used in SP 01, SP 02, SP 03, SP 28, SP 29, SP 35 and SP 36. Eldy Palencia and Lynn Vogel-Zuiderweg met with Pearson representative, Lisa Peumang, and created a custom edition of the textbook used in the heritage Spanish courses: They shifted chapters around, created exercises, compiled, and reviewed exercises that both of them created. The publisher even offered us 50 free pages for our use so that we could include grammar exercises that challenge our particular student population. Lynn and Eldy worked over 70 hours to get this project completed. In addition, Eldy met with Socorro Natividad late in spring 2015 to negotiate the mark up added to the price of the book, and although Socorro was limited in her capacity to negotiate the price due to district procedures on textbook pricing, Eldy managed to negotiate a fairer price. The total cost of the customized edition (which divided the original textbook into two separate textbooks) was reduced from $90+ to $38. 50. For the non-heritage track, our instructors decided to divide the book in 3, unbound packages for each of the 3 levels (SP 01, 20, 03). The price changed from $160 to $84.50. In one of our Spanish classes this fall semester, as mere anecdotal evidence, 95% of the students had already purchased their textbooks by the 3rd week of the semester, a huge difference from patterns seen in the past, when students did not have their own materials until well into the 5th, or 6th week of the semester. Buying the textbook has always been a challenge for many of our students. We hope that with this change, we can see more

17

students commit to their coursework earlier in the semester, since so much of our attrition is based on poor student performance during the first third of the semester.

3. Use the following tables to describe any new courses or programs that you anticipate developing and offering over the next six years. (P)

Proposed

Program

Type Estimated Time

to Completion

Existing Courses

Required for Program

New Courses Required

for Program (Also list

in the next table)

Certificate in ASL: Baby Signing

New Program 3 semesters ASL 0011; ASL 002; Child Development X;

ASL X "Baby Signing"

ASL Degree in Interpretation as part of the Interpreter Training Program

New Program 4 sem ASL 01 thru 04 ASL 40; ASL 11, ASL 05, ASL 06, ASL 10, ASL 22, ASL 23, ASL 30, ASL 31, ASL 55, ASL 65 (some of these courses are 1-2 units. All are approved at the district level)

Certificate in French for the Culinary Arts (tentative. Only if there is a demand, after offering French 40)

New Program 2 sem French 01 Cooking courses at Trade Tech

French 40: French Pronunciation and Vocabulry for the Culinary Arts

Certificate in French for Art History Majors

New Program 3 sem French 01 French 02 Art History Art History

Certificate Spanish Translation and Interpretation

New Program 2-4 sem Spanish 35 Spanish 36

Spanish ?: Fundamentals of Translation I Spanish ? Fundamentals of Translation II

Select item

18

Proposed Course Type Expected

Semester of First

Offer

ASL X: Baby Signing New course Fall 2015

ALL ASL courses (see above #3 chart)

New course Fall 2015 or later

Phonetics for Voice Majors New course Fall 2015

French 40: French for the Culinary Arts

New course Fall 2015

Spanish: Fundamentals of Translation I

New course Spring 2016

Spanish: Fundamentals of Translation II

New course Spring 2016

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Section III. Program Assessment

In order to fulfill the College Mission, the college has developed four goals. These goals serve as the broad planning objectives through which all other college planning documents and departmental plans will be based. Together these goals provide a foundation for building a true agenda of student success. Goal 1: Increasing student success and academic excellence through student-centered instruction, student-centered support services, and dynamic technologies.

a. The college has the following institutional set standards. In setting these standards, the college acknowledges that each program serves a unique population and provides curriculum that leads to varied anticipated outcomes. Please provide the program set standards for each of your programs of study/service. These standards indicate the level of success, below which would cause concern and indicate a need for programmatic improvement. The institution set standards may serve as a guideline in your discussions. Course-level standards of retention and success are important indicators of student success. Please indicate your standard for these indicators. You may provide a break-down in any way you feel appropriate, such as setting standards for each discipline. The Office of Institutional Effectiveness is available to train faculty and staff on ways to use the new interactive data-system to disaggregate in this manner.

Course level standards by discipline (If you elect to set standards for separate courses within the same discipline, contact OIE about inserting an attachment.)

Course standard College Standard

College Goal

Discipline(s) Discipline Standard

Discipline Goal

In-Course Retention 84% 90% 85% 90%

In-Course Success 63% 70% 70% 80%

Program-level standards for completion exist for programs of study with degrees and/or certificates. For each degree and certificate, list the standard and target.

Program Completion Standard Completion Target

Licensure pass rate and employment rate standards should be provided for all appropriate CTE programs. The college is in the process of developing effective methods for tracking job placement. Until such time that college specific data is available, data from the Launch Board can be used.

Program Licensure pass rate standard, if applicable

Employment rate standard

20

b. Using the following link oiedata.elac.edu, evaluate your efforts to improve student achievement (retention, success, program completion). What plans have been put in place to improve these outcomes, since the completion of the Program Review Self-Evaluation? (D)

In most of our disciplines, male students fare less well in our language courses. Based on their feedback to us ---through their own writing assignments or interpersonal communication, male students in many Latino households work full-time since their income helps sustain the family. It is challenging to have these students address their problems during office hourse or by making an appointment with the instructor since they're on a set schedule and rarely show up for these office hours. (See answer for Goal 2 below). When our students tell us they are having economic problems and that they must work full-time or that they have a non-traditional schedule, making it difficult to come to campus for extra help, or when there are family problems exacerbated by a tight financial situation, we are at a loss. The faculty doesn't feel equipped or trained to guide these students, aside from the traditional efforts of motivating them to come to our office hours, make an appointment with us or inform them of tutoring services on campus. The following indicates the discipline's efforts to reach as many students as possible by offering flexible schedules or emphasizing particular values at the introductory levels (as is the case with Chinese), therefore, allowing them more opportunities to complete coursework in that field. ASL ASL courses at the introductory levels (ASL I and II) have been distributed evenly during morning, afternoon, and evening classes BOTH at the Main Campus and at the South Gate Campus. This will create a larger pool of students who are interested in continuing onto ASL III and IV. CHINESE Chinese: Students excelled in compare and contrast questions about the similarities and differences between Chinese culture and American culture (or the culture they represent). They understand the importance of cultural diversity. Students also learn to teach themselves with the help of various resources and to ultimately become life-long learners. Students need to improve their basic learning skills (note-taking, managing time, reviewing and previewing, and focusing on tasks). Students need to set up goals for their education and motivate themselves in pursuing their higher education To keep students in Chinese 2, 3, 8 and 22 from dropping out, instruction in their prerequisites, Chinese 1, 2, 21 and 22, need to be reinforced in Chinese grammar in addition to instruction of vocabulary building, character writing and text reading. In order to accomplish this, and to ultimately become a more effective program, we should allow low-enrollment courses to exist, and threfore avoid being canceled. FRENCH In French, we offer three formats for our students: traditional face-to-face classes, 50-50 and 90-10 hybrid classes. Having these different formats allows students to choose which type of class best suits their individual learning styles and needs. Our students also have access to tutoring. When this service is not provided by the Learning Assistance Center, we use student workers with language skills as tutors available in and out of the classroom as well as online.

21

In all our six disciplines we consistently use the technology available to us and develop PowerPoint presentations and supplememntal activities to enhanced student learning. Currently, French instructors are researching the flipped model to determine how it might help build our student success. We are hoping to pilot a experimental flipped classroom in spring 2015. In French 4, we implemented a writing module and a final oral presentation and students participate in evaluating each other in the process of completing these activities. A variety of formats are offered in the French program, including hybrid courses. French 3 is offered in fall 2014 as a mid- afternoon hybrid class and in spring 2015 as a late afternoon full face-to-face class. French 4 is only offeed in spring as a mid-afternoon hybrid class. JAPANESE The Japanese program also offers hybrid, online courses. SPANISH Eldy and Norma have worked with Joan and Alfred in the OIE and are aware of the times when students fill-rates tend to be the best. For spring 2015 scheduling, for example, we shifted the time slots for several courses, including those we will offer at South Gate, to better reflect the demand for classes at those particular hours. Also, a new Advisory of English 28 has been placed for Spanish 09 Civilization of Spain and Spanish 10, Civilization of Latin America. Japanese 09 also included that same advisory. French 10 and Italian 10 will be included by the end of the school year. We hope that attrition rates will decrease with this new advisory.

Goal 2: Increasing equity in successful outcomes by analyzing gaps in student achievement and using this, to identify and implement effective models and programming to remedy these gaps.

1. Evaluate the success and retention rates by demographics oiedata.elac.edu. Please describe any follow-up discussions that have taken place regarding these retention and success rates. What efforts have been planned or have taken place to address any inequities, since the completion of the Program Review Self-Evaluation? (D)

On Opening Day the members of the FLD had some interesting feedback on equity. Several languages, for example, have an equity gap for male students. We think it is because the majority of our students are Latino and male Latino students need to address economic issues and family responsibilities, which reduce their time to address anything school-related.

22

Another issue is that office hours are not tended to by the students who definitely need it, so one of the questions we explored is, "How do we make students visit us during office hours (especially our male students who find our language courses challenging)?" One of the possible solutions is that we formalize this process and use a system of referrals and mandate our students to come and see us during office hours. The actual referral can be a slip of paper requesting the student go on a particular date and time, negotiated between instructor and student during class time. At the time indicated on the referral the student visits the instructor and they work on particular grammar points, which would be explicitly stated on the referral. These referrals could also serve as data that allows the department to collectively observe which basic skills are needed, which grammar points need to be covered more thoroughly, or any other information that we can obtain from these patterns.

Another way to approach this would be to have a faculty become a mentor, especially for those students in need of mastering their basic skills, and be available to any student who needs help. This faculty member would serve as a type of more local (department-based) mentor. This position would require release time for the instructor.

The Japanese instructors send students in the advanced courses to the introductory courses to encourage them to keep studying Japanese and share with them strategies on how to be a better student in these courses.

Specifically, for Chinese:

From the data about Chinese program, Asian students have a higher success rate than Hispanic students. Chinese uses characters instead of the Roman alphabet. It is understandable that Hispanic students have to spend longer time to reach the benchmark for SLO's.

Efforts to address inequities: In Chinese program, we pair Asian students and Hispanic students up and assign them group activities to tutor each other. However, enrollment of Asian students in Chinese 1 sections drastically decreased in fall 2014. As a result, less heritage speakers can serve as peer tutors in these classes. Since the official Chinese Tutor at the Learning Center transferred to UC San Diego in fall 2014, his replacement is yet to be hired 4 weeks into this fall semester (2014).

Goal 3: Sustaining community-centered access, participation, and preparation that improves the college's presence in the community, maximizes access to higher education and provides outlets for artistic, civic, cultural, scientific and social expression as well as environmental awareness.

1. The college strives to reach non-traditional students. Each discipline may have a different non-traditional student base. Based on the following enrollment data, please describe any findings regarding your enrollment as compared to the college and/or community. Please describe what efforts have been planned or have taken place to increase access to your programs for these underrepresented groups, since the completion of the Program Review Self-Evaluation? (P)

CHINESE

23

From the data, 76% of the students who enrolled in Chinese classes are Asians/Pacific Islanders, and only 16% are Hispanic students. We need to encourage more Hispanic students to take Chinese by creating flyers, campus tours, former students’ testimonials, the use of media and other activities to help promote our Chinese program. These following efforts have been made to help Hispanic students succeed and promote our program. Their experences will help encourage more Hispanic students to take Chinese: 1. Reporters from L.A. Chanel 18 TV station paid a visit to one of our Chinese classrooms to report one the ELAC Chinese program, and interviewed students. The 3-minute report promoted our program through its TV network in Southern California. 2. Instructors brought students to participate in the Southern California Chinese Poetry and Folklore Festival and read Chinese poems. 3. Instructors brought students to the Chinese American Education Association’s Scholarship Award Ceremony to read Chinese poems. 4. Instructors brought students to the Taipei Economic and Cultural Center for new book realeasing (A Letter From Taipei). 5. Students participated in “Chinese American Film Festival”, and collaborated with students from UCs, Cal States, USC, LA City College, Pasadena College and Santa Monica College. ELAC students asked questions, participated in discussions and interviewed by local media. All these activities improve our program’s presence in the community. ASL: The ASL program has proposed a Certificate in ASL with an added emphasis on Baby Signing. There is a lack of courses and programs that address the need for parents, teachers, social workers and personnel working with special needs infants and children, to sign with infants and toddlers. Latinos and Afro-American communities lack these opportunities. We hope to address this need by creating this certificate. Dr. Tomas Garia also participated in this past weekend's event, "DEAFestival LA", sponsored by the city of Los Angeles. Dr. Garcia, who was in charge of recruiting volunteers for the festival, stated there were more than 7,000 people present, and many volunteers were from ELAC's ASL levels 01 to 04.

24

Goal 4: Ensuring institutional effectiveness and accountability through data-driven decision-making as well as evaluation and improvement of all college programs and governance structures.

1. Please share with us two or three success stories about the impacts of Course Learning Outcome practices on student learning and

achievement within your department. Describe the practices which led to the success. 1. For beginning level courses in both the traditional and heritage track, the Spanish section realized that the cultural components were inconsistently

taught. A power Pt presentation was distributed to all who teach on Romance languages, etc.

2. The course content for SP 24 has to be drastically modified since overall retention and grades did not meet the benchmark. Students, a mix of heritage

and non-heritage, made it all more difficult for the instructor to teach this course, but also, most non-heritage students had never taken a Spanish

language course before taking this course and therefore, found the content highly challenging.

3. Japanese has made some modifications due to their SLO outcomes: Students performed poorly on reading of Japanese. Now, the curriculum has

shifted to include reading at the beginning of the semester in intermediate courses like JPN 03 and 04 so that students have more time to address

problems and improve their reading skills in Japanese.

2. As an attachment, please include the 4-column, Program Learning Outcome report from TracDat for each Program of Study. If you have

not completed an assessment for a Program of Study, please complete and include the Program Assessment Plan. The following tables

will help you to identify the different components in the Program Learning Outcomes (PLOs), which is useful for connecting to CLOs in

the program. PLOs will help you investigate problems students may encounter, and lead you to a meaningful assessment method that

will stimulate dialog and change.

Program Learning Outcome What aspects of the outcome

are critical to measure? For each aspect, list the courses in which that aspect will be assessed.

What do you hope to learn from the assessment of this outcome? What challenges or problems do you think you will uncover?

1.

2.

3.

25

Program Learning Outcome How will you directly assess student performance of this outcome?

If Necessary, how will you indirectly assess student performance of this outcome?

Who is responsible for what?

Timeline for completion of assessment

1.

2.

3.

26

Section IV. Program Plan

Complete Table A by:

a. Based on the data provided in the preceding questions, review your department or unit goals for the next six years and the

programs involved. Additional goals may be added if necessary.

b. Reporting progress on stated goals

c. Stating the anticipated outcomes of the stated goals

Department/Unit

Goal

Programs

Involved

Alignment

with

Education

al Master

Plan

Objectives

Alignment

with Tech

Master

Plan

Objectives

Alignment

with

Facilities

Master

Plan

Objectives

Progress to date Anticipated Outcome of

Department/ Unit Goal

Additional Resources

Required in 2014-2015?

Description of

goal

List of

programs

involved

None None None Description of an

previous or ongoing

activities

Description of anticipated

improvements on

measures

Description of resources

required to accomplish

department goals

Offer students a

path to a 4 year

university by

offering a

Spanish AA-T

degree

Spanish Goal 3: Expand access to higher education through Goal 3: Expand access to higher education through None AA-T in Spanish, approved

by the district in spring of

2014.

Increase enrollment in advanced courses, our study abroad programs

Increase in yearly allotment of units.

Offer language

certificates that

target a specific

vocational and/or

ASL,

French,

Spanish

Goal 3: Develop opportunities for students to expa None None Still in progress. We must

have the support of our

Curriculum Committee.

Facilitate and increase transfers to 4 yr universities. Prepare students for future employment.

Increase in yearly allotment of units.

27

academic need.

Offer a wider

variety of

vocational

language course

in Chinese and

Spanish

Chinese

and

Spanish

Goal 3: Develop opportunities for students to expa None None Spanish 24: Spanish for

Medical Personnel as

been approved and will be

offered once a year,

during the spring

semester. Still in progress:

Spanish for Public Safety

Personnel. Other

vocational language

courses: Chinese

Pronunciation for

Business Majors and

Spanish for Educators.

Offer an opportunity for our department to service other highly successful programs on our campus such as Nursing, and Administration of Justice Departments.

Increase in yearly allotment of units.

Offer study

abroad programs

Japanese,

French,

Italian,

Spanish

Goal 3: Enhance the Transfer Culture on campus. Goal 3: Expand access to higher education through None Study Abroad in Kyoto,

Japan is in the process of

being approved. Study

Abroad in Paris, France

has been successful for

several years.

Study Abroad in

Salamanca, Spain (in

partnership with West LA

College) is in its 3rd year .

Prepare students to be employed in a global market and develop respect, sensibility towards cultural differences

During our meeting with president Martinez on Sept 16th we requested that the college put aside units specifically to be used for study abroad programs.

Increase our

online offerings

Spanish Goal 3: Develop opportunities for students to expa Goal 2: Ensure all students have equitable access None In progress. Our goal is to make our classes available to a larger community.

Increase of units so we can make all our Civilization courses available.

28

Offer a variety of

Spanish and

Japanese courses

at various middle

and high schools.

Japanese

Spanish

Goal 3: Develop opportunities for students to expa None None ASL is already offering

courses at Garfield High;

In fall 2014 we began

offering SP 28 at Griffith

Middle School and Hilda

Solis High School.

Japanese would like to

offer, again, courses at

Huntington High School.

Our department would help better prepare K-12 students for college and allow them to start at more advanced levels once they enroll in college.

We need help with outreach. We need support from IT to keep maintaining the website. Perhaps IT should start to train the faculty better on maintaining and updating dept. websites. An even better plan would be to hire an IT/Faculty liaison whose sole purpose would be to update their website.

Increase our

offerings at

South Gate for all

disciplines. This

includes offering

Civilization

courses

(numbered 09

and 10 for all

languages) as

they would make

courses with

IGTC approval

available to SG

students.

All

languages

Goal 2: Improve the transfer rate for underreprese None Goal 4: Enhance efficient use of all sites and bui Spanish continues to offer

only introductory courses,

but its offerings have

been reduced since the

major cuts of 2010. The

other languages canceled

their courses there and

have yet to recover units

to start offering them.

The department's goal to offer more courses in areas where there is a demand. Service our Latino communities as best as possible.

Increase of yearly allotment of units.

1. Please describe what additional resources are required in order to meet your planning goals.

29

*Note, it was very challenging to use the drop menu up above. Some of the statements are incomplete and do not match the statements in the Master Plans online. Many of the goals above require an increase of units in the FLD's yearly allotment. Many of these goals will not be met unless this increase takes place. LOTTERY FUNDS request #1: We would like to request that money be allotted to our department from the lottery grant so we can purchase 8 total "INFOCUS PRESENTER REMOTE CONTROLS" Item # 903088 Entered Item # 903088. Cost of each: $98.95. This pointer/remote control allows instructors to change presentations without having to be at the front of the class all the time, near the computer, and allowing the instructor greater mobility around the classroom. These remotes also have a built-in pointer. LOTTERY FUNDS request #2: We would like a request to buy a photocopy machine for department use for the year 2014-15, to be used in the new building. For example, the copier from [http://www.cdw.com/shop/products/RICoH-AFICIo-SP-C831DN-5599M/2877269.aspx?RecommendedForEDC=2876650&RecoType=RP&cm_sp=Product-_-Session&ProgramIdentifier=3] could suffice. RICOH AFICIO SP C831DN 55PPM. Price $4295.00 w/two year warranty: $998.00 Also, the ASL discipline needs to facilitate communication between instructors and the overall ELAC community. Basic technology for the deaf community should be made available. ASL faculty are in need of webcams for their computers (both full-time faculty and adjunct). Being that ASL is a visual language, feedback using the target language is imperative. As such, having webcams will allow faculty to present students with a visual model of the language in use. In addition, for assessment purposes and for improving course level outcomes, visual feedback helps students improve their mastery of the language. Ninety percent (90%) of our faculty in American Sign Language are profoundly Deaf, as such, it is critical that we accommodate their communication needs under the Americans with Disabilities Act. At present, faculty who are Deaf do not have a way or means for communicating with students, or with the campus community in general, other than basic

30

email. Faculty who are Deaf need to be provided with videophones, a videoconference device, that enables them to connect, visually, with an interpreter. The interpreter then connects them to the student, to the administration, or to any member of the campus community. This videophone, truly, provides Deaf faculty with functional equivalency in their endeavor to perform basic job / teaching functions. Also, if an emergency there should be a need for one of our instructors to contact personnel in the Sherriff's station, especially those faculty members working in the evening or at night, these videophones would facilitate that communication.

31

Section V. Department Evaluation Rubrics The College seeks to continually improve its processes and enhance student achievement and institutional

effectiveness. Below you will find two rubrics with descriptors of effectiveness standards for student

learning outcomes and for program review and planning. Please complete the rubrics to indicate whether

your department meets each standard. Be mindful that your responses will be validated by the Office of

Institutional Effectiveness (OIE). Below each rubric, please provide a brief narrative on your

department’s level of implementation.

1. Please evaluate your department’s effectiveness in Student Learning Outcomes.

a. Complete the third column of the rubric by indicating whether your department meets the

standard by inserting “Y” for yes and “N” for no in the third column.

Student Learning Outcomes Rubric

Levels of

Implementation

Characteristics of Department Effectiveness in

Student Learning Outcomes

Y/N To be

completed

by OIE.

Awareness The department has defined outcomes for some courses and

programs. Y

Development The department has established authentic assessment strategies for

assessing course and program learning outcomes. Y

Department allocates appropriate time and resources to support

student learning outcomes and assessment. Y

Faculty and staff in your department are fully engaged in student

learning outcome development. Y

Proficiency Student learning outcomes and authentic assessments are in place for

all course and program learning outcomes, and all courses and

programs have implemented assessments.

Y

Departmental decision-making includes a dialog on the assessment

of course and program learning outcomes. Y

The department completes comprehensive assessment reports that

include planned improvement efforts. Y

The department uses its resources and, when appropriate, requests

budget augmentation to support improvements identified and

planned through the student learning outcomes assessment process.

Y

Course and program learning outcomes are aligned with Institutional

and General Education Learning Outcomes. Y

Sustainable

Continuous

Quality

Improvement

Course and program learning outcomes and assessments are ongoing,

systematic and used for continuous quality improvement. Y

Dialog about student learning in ongoing, pervasive and robust. Y

Student learning improvement is a visible priority in department

goals and practices. Y

Results of the learning outcomes assessment process are a

fundamental data component in department program review and

planning.

Y

32

c. Provide a brief narrative assessing your department’s overall effectiveness on student

learning outcomes (awareness, development, proficiency, or sustainable continuous

quality improvement).

Foreign Language instructors do fairly well when it comes to automatically assessing the effectiveness of their teaching because assessment is continuously part of the pedagogical methods learned in graduate school during the past 20+ years. It is a built-in component to the dominant methodologies used to instruct T.A.s and future language instructors. Assessment of a particular skill, for example, entails using different formats to test for listening, reading, and writing skills. Varying the formats from which students learn and are tested, ranging from aural comprehension activities, quizzes that target a technical aspect, such as accent rules, or comprehensive exams that target overall communication are all part of the assessment process. When one speaks of success in an intermediate or advanced level, it is because the outcomes in the introductory levels were probably solid. In all our disciplines, instructors engage in a continuous dialogue about whether our program is as solid as it could be. In Spanish, for example, all full-timers and occasionally 1 or 2 part-timers gather to address something that is not working in the heritage courses. Since heritage languages remains a field in which much theoretical coursework still remains to be done, we have been consistently shifting the course content so that our students assimilate the material better and will want to continue studying in our program. French consistently does this as well and the two full-time professrs are even exploring radically new pedagogies as they currently are with the flipped classroom model in two French courses. ASL and Japanse also engage in these dialogues. Chinese has more issues doing this since the two full-time professors have radically different pedagogical styles. (One of the challenges I will have during my assignment as Chair is to help that program flourish). It will be my job as chair to help my colleagues systematize these "moments of dialogic exchange" into the language of SLO’s and PLO’s. We are also creating, for the first time in our department, universal final exams in SP 001 and SP 35. We would like to eventually create a universal final exam for most, if not all, introductory language courses. For Spanish we will continue to do this with SP 02, SP 36, and SP 37. We feel this will eventually help to create a more fair and balanced program for all students and teachers as well as offer us a more accurate assessment of our PLO's. In the future, we hope to create a semi-universal syllabus for all level 1, 2, and 3 courses.

2. Please evaluate your department’s effectiveness in Program Review and Planning.

a. Complete the third column of the rubric by indicating whether your department meets the

standard by inserting “Y” for yes and “N” for no in the third column.

Program Review and Planning Rubric

Levels of

Implementation

Characteristics of Department Effectiveness in

Program Review and Planning

Y/N To be

completed

by OIE.

Awareness Department program review self-evaluation/annual update plan is

completed in full and submitted on time. y

Developmental Department planning includes broad participation, use of

quantitative and qualitative data, and alignment of department

goals with college mission and strategic planning goals.

y

Proficiency The program review self-evaluation/annual update plan includes

effective measures for evaluating progress in completing y

33

department goals, and desired outcomes reflect improvements in

department effectiveness and student learning. Requested

resources are thereby justified.

The department effectively uses its resources to achieve its goals,

support the College goals and support improvement. y

The department ensures that its goals, and measures toward

completing those goals, are known throughout the department. y

The department assesses the progress toward meetings its planned

goals and program review recommendations. y

The department planning effectively incorporates program review

results into improvements in instruction and service delivery. y

Sustainable

Continuous Quality

Improvement

Program review processes and department planning are ongoing,

incorporating systematic evaluation, and used to continually refine

and improve program practices resulting in improvements in

student achievement and learning.

y

Dialog about program effectiveness is ongoing, robust, and

pervasive. Data and analysis are widely distributed and used

throughout the department.

y

Consistent and continuous commitment to improving student

learning and educational effectiveness is a demonstrable priority in

the department.

y

b. Provide a brief narrative assessing your department’s overall effectiveness on program review and

planning (awareness, development, proficiency, or sustainable continuous quality improvement).

See answer to #1 above. In Foreign Languages when we evaluate outcomes we automatically incorporate program reviews since success in one level depends on success in the previous levels. The only discipline that has a degree is Spanish, and this program barely takes effect THIS semester, so it is difficult to assess the outcomes of this official program, since now it will include a 3rd level of heritage Spanish, which will be offered in the fall of 2015.

34

USE A SEPARATE FORM FOR EACH POSITION REQUESTED

If you are requesting more than one position in this discipline, prioritize each position by # 1

Hiring requests will only be considered when they are submitted by the department chair. For Counselor requests,

please identify any additional Program Reviews that should be considered:

Department: Foreign Languages Discipline or Program: American Sign Language ASL Replacement

Is this a replacement request for a full-time position _Melanie Vansell_____________ __June 2014_____

that has not been filled during the last five years? Name Date

Yes No _ ________________________ __ __________

Name Date If yes, provide the name(s) and dates of separation.

In addition to the information provided by OIE, please address the following questions.

1. Hours (30 points maximum) Do you currently have the standard hours to offer an additional full-time faculty during the spring and fall

terms? yes

In fall 2013, how many total hours were offered in this discipline? 36

How many hours were taught/worked* by all regular/contract faculty? (Include ONLY those

hours that are necessary as part of their full-time load.) 32

How many hours were taught/worked by all hourly faculty? (Include hours for hourly

assignments taught/worked by full-time faculty) 4

In spring 2014, how many total hours were offered in this discipline? 44

How many hours were taught/worked by all regular/contract faculty? (Include ONLY those

hours that are necessary as part of their full-time load.) 32

How many hours were taught/worked by all hourly faculty? (Include hours for hourly

assignments taught/worked by full-time faculty) 12 * “worked” applies to non-teaching counselor and librarian assignments

List the faculty member, reassignment position, the reassignment (0.2, .04, 0.6) and the reassignment dates. Do not include positions that are permanently assigned to the department (ex: Department Chair, Department Centers)

Example: John Smith, Curriculum Chair, 0.6, Fall 2012-Spring 2014; Michele Ramos, Senate President, 0.8, Fall 2013-Spring 2015

none

EAST LOS ANGELES COLLEGE

For Academic Year 2015-2016

A. Staffing Hours _______/50 pts possible

35

2. Trends (20 points maximum)

Please justify the replacement of the position or need for growth:

a. For instructional departments, include enrollment trends and any factors that may increase or limit WSCH or

enrollment.

The ASL program has grown substantially in the past 7 years thanks to retired ASL instructor, Melanie Vansell. Dr. Tomas Garcia who has taken over as the discipline leader needs assistance taking the program further if they are to offer campus certificate and an ASL degree in Interpretation. Since ASL is so popular for levels 01, 02, and 03, we believe that by formalizing this progam and offering a certificate and a degree, we will be generating more interest in our program and our deaf and hard-of-hearing communities will have better opportunities for future emplyment. OR

b. For non-instructional departments (Counseling and Library), include an assessment of faculty/student ratios and any other factors that may affect these ratios.

Please reference your most recent Annual Update and Program Review Self-Evaluation (PRSE) to answer the following questions:

1. How does filling this position align with the Program Plan and/or recommendations of your department’s PRSE? (25 points maximum)

We expect the ASL program continue growing. Dr. Tomas Garcia, who is now in charge of the ASL program, needs the help of another full-time professor to keep doing what he has been doing: Keep the ASL program visible to the community by participating in events such as this past week's "DeaFestival LA", in which more than 7,000 people in Los Angeles participated, including students from ASL 1 thru 04. We also hope that ASL will have one certificate and one degree approved this school-year (one in the fall, the other in spring 2015). We had a setback with langauge certificates last year. (We, therefore, had to shelve all the certificates). However, we now have worked out other approaches to getting a certificate, and a degree for ASL approved.

2. In what ways will filling this position further departmental efforts to develop or enhance new or existing programs and/or curriculum in ways that cannot be done by current faculty? (25 points maximum)

The ASL program has had a high degree of success in the last years, under Melanie Vansell's directorship. We are in the process of proposing one certificate and one degree (ASL Certificate in Baby Signing, and ASL Interpretation Degree). Dr. Garcia will need help creating 1 to 3-unit courses for this degree and implementing the new programs in the coming years. The Certificate also is much needed in our local communities, since baby signing courses and certificates are not offered in communities like ours. Dr. Garcia needs help designing, planning, and hiring faculty to offer these courses on campus as well as measuring outcomes, participating in Outreach and committing to the usual responsibilities of a full-time instructor. The deaf and hard of hearing community also requires hand on approach by faculty, when promoting and being in charge of ELAC's ASL Club, "Chatty

_______/50 pts possible B. Educational Program

36

Fingers", a club whose publicity role was key in fomenting the growth of the program.

Oral Response (Optional): TBD Please be on time and note that no additional or updated paperwork will be accepted.

Originator _________________________________________________________ Department Chair _________________________________________________________ Designated Dean’s Signature _______________________________________________

For questions regarding the Program Review Self-Evaluation process, please contact Maribel Carbajal-Garcia at the Office of Institutional Effectiveness: (323) 415-4152 OR carbajm@elac.edu

37

USE A SEPARATE FORM FOR EACH POSITION REQUESTED

If you are requesting more than one position in this discipline, prioritize each position by # 2

Hiring requests will only be considered when they are submitted by the department chair. For Counselor requests,

please identify any additional Program Reviews that should be considered:

Department: Foreign Languages Discipline or Program: JAPANESE Replacement

Is this a replacement request for a full-time position ____________________________ _______________

that has not been filled during the last five years? Name Date

Yes No _______________________________ __________________

Name Date If yes, provide the name(s) and dates of separation.

In addition to the information provided by OIE, please address the following questions.

3. Hours (30 points maximum) Do you currently have the standard hours to offer an additional full-time faculty during the spring and fall

terms? yes

In fall 2013, how many total hours were offered in this discipline? 35

How many hours were taught/worked* by all regular/contract faculty? (Include ONLY those

hours that are necessary as part of their full-time load.) 15

How many hours were taught/worked by all hourly faculty? (Include hours for hourly

assignments taught/worked by full-time faculty) 20

In spring 2014, how many total hours were offered in this discipline? 35

How many hours were taught/worked by all regular/contract faculty? (Include ONLY those

hours that are necessary as part of their full-time load.) 15

How many hours were taught/worked by all hourly faculty? (Include hours for hourly

assignments taught/worked by full-time faculty) 20 * “worked” applies to non-teaching counselor and librarian assignments

List the faculty member, reassignment position, the reassignment (0.2, .04, 0.6) and the reassignment dates. Do not include positions that are permanently assigned to the department (ex: Department Chair, Department Centers)

Example: John Smith, Curriculum Chair, 0.6, Fall 2012-Spring 2014; Michele Ramos, Senate President, 0.8, Fall 2013-Spring 2015

none

EAST LOS ANGELES COLLEGE

For Academic Year 2015-2016

A. Staffing Hours _______/50 pts possible

38

4. Trends (20 points maximum)

Please justify the replacement of the position or need for growth:

c. For instructional departments, include enrollment trends and any factors that may increase or limit WSCH or

enrollment.

Japanese courses have always been in high demand at our campus. JPN 01 has consistently had high enrollment figures and Japanese is one of the most sought after by high school students. During outreach activities on campus, Japaenese is the most asked about language in our department. One of the reasons why we have such success is due to the fact that Hiroko Furuyama Chao continuously does outreach at the various high schools that feed into her program. She does need help, however, especially now that the study abroad program in Kyoto, Japan is in process of getting district approval. We also hope to see an improvement in enrollment for Japanese now that we are in the process of moving to the new building, a change that will hopefully help us avoid canceling class offerings at popular times, as we have had to do in the past, due to a lack of classroom space. Also, Kaori Tanegashima, who taught 10 units per semester in our department (the other 5-6 units taught in Asian Studies) was never replaced for our department. Although it is too late to apply for a replacement position, the work Kaori did for the program was invaluable. Hiroko needs another full-time faculty to help her carry out all the responsibilities we all have as full-time professors.

OR

d. For non-instructional departments (Counseling and Library), include an assessment of faculty/student ratios and any other factors that may affect these ratios.

Please reference your most recent Annual Update and Program Review Self-Evaluation (PRSE) to answer the following questions:

3. How does filling this position align with the Program Plan and/or recommendations of your department’s PRSE? (25 points maximum)

The Japanese discipline helps diversify our offerings as a Foreign Language Department. It is one of the most sought after language by high school students and now, with the Study Abroad program, which we hope to offer in the summer of 2015, our department will be promoting educational opportunities that open doors for the global market, and that helps develop a cultural sensibility respectful of differences and diversity. Hiroko also hopes to work with the Animation program, since she sees some possibility of working with students interested in the Japanese artform of Anime.

4. In what ways will filling this position further departmental efforts to develop or enhance new or existing programs and/or curriculum in ways that cannot be done by current faculty? (25 points maximum)

The following tasks must be completed by our only full-time instructor in Japanese: Develop curriculum, update galleys and scheduling, find new ways to do outreach, direct the Study Abroad Program, CLO's and PLO's, oversee the adjunct faculty, engage in diversifying delivery strategies of Japanese, update and help support technology for the Japanese instructors, keep active in new

_______/50 pts possible B. Educational Program

39

pedagogical strategies, and serve as mentor for the Japanese Club. All of these tasks must be completed by full-time instructors.

Oral Response (Optional): TBD Please be on time and note that no additional or updated paperwork will be accepted.

Originator _________________________________________________________ Department Chair _________________________________________________________ Designated Dean’s Signature _______________________________________________

For questions regarding the Program Review Self-Evaluation process, please contact Maribel Carbajal-Garcia at the Office of Institutional Effectiveness: (323) 415-4152 OR carbajm@elac.edu

40

Perkins Funds Proposal 2015-2016

Guidelines 1. Proposals will be assigned up to 85 points. Extra points may be given for interdepartmental proposals,

proposals that are project related, and proposals that tie in with the non-credit basic skills program.

2. You must complete the “Program Improvement and Permissive Activities” form and the “Perkins Required

Use” table on the next pages. You need to complete these forms for EACH TOP CODE you are submitting

a proposal for. In the Perkins Required Use table you must identify activities your program/dept. is

developing/implementing with or without Perkins funds. Activities may not necessarily relate to this

funding request. However, all sections must be answered. If you are not able to identify an activity for each

“Required Use” then your funding request(s) must address the required activity.

3. Handwritten proposals will not be accepted. Proposals must be submitted by Thursday, March 19th,

2015 by 4:00 p.m. NO EXCEPTIONS.

4. There is no limit to the number of proposals that a department can submit. However, if you are on the

proposal ranking committee, you cannot vote on proposal(s) that involves your department. Please rank

your proposals collectively, staffing and projects, by department. If ranking is not identified correctly the

committee will rank proposals for the department.

5. Proposals must include a budget summary reflecting the exact amount requested and an expected timeline

for completion/implementation of the proposal. The person directing the project must be prepared to

submit a completed purchase order with quotes if requesting equipment or supplies by or before Thursday,

September 24, 2015. Include exact specifications: vendor, make, model, etc. Remember, if prices go

down after the quote has been submitted, you will not be able to use the extra funds. These funds will

be swept to the general pot for future use.

6. All questions on the application must be answered in the space provided. Failure to do so will result in

automatic elimination. Be specific and clear in your responses. The committee will be judging your

proposal solely on what they read.

7. 100% of funds for equipment must be spent or encumbered by January 30, 2016 that have not been spent

or/encumbered by the deadline will be swept to the general pot for future use.

8. An electronic copy (email) of the proposal and the cover page with the original signatures are due by

Thursday, March 19, 2015 by 4:00 p.m.

9. ANY QUESTIONS about the Perkins Proposal please contact Laureano Flores or Laura E. Ramirez ext.

4173.

41

Perkins Proposal

2015-2016

Program Improvement and Permissive Activities Form

(10 points)

Briefly describe program improvement issue(s) concerning this TOP code and include specific examples. (Limited to 2,000 characters, or

approximately ½ page of text.) For sample narrative responses, click here.

Briefly describe how the issue(s) will be addressed. (Limited to 2,000 characters, or approximately ½ page of text.) For sample narrative

responses, click here.

Below are the nine §135(b) Requirements for Uses of Funds. Programs receiving these funds must meet these

requirements. Indicate with a check mark those requirements that the program currently meets (met). Any remaining

unmet requirement(s) must be addressed with completed or ongoing activities by the time of submission of the final

report by August 30, 2015. Note: If all nine required uses of funds have been met, funds may be used for the permissive

activities specified in number 10.

Indicate with a check

mark which

requirements have been

met, below.

Requirements for Uses of Funds MET UNMET

1. Strengthening the academic, and career and technical skills of students participating in CTE programs through the integration of

academics with CTE programs. [§135(b)(1)]

2. Link CTE at the secondary and the postsecondary levels, including by offering elements of not less than one program of study described in §122(c)(1)(A). [§135(b)(2)]

3. Provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning experiences. [§135(b)(3)]

4. Develop, improve, or expand the use of technology in CTE, which may include training to use technology, providing students with

the skills needed to enter technology fields, and encouraging schools to collaborate with technology industries to offer internships

and mentoring programs. [§135(b)(4)]

5. Provide in-service and pre-service professional development programs to faculty, administrators, and career guidance and

academic counselors involved in integrated CTE programs, on topics including effective integration of academics and CTE,

effective teaching skills based on research, effective practices to improve parental and community involvement, effective use of scientifically based research and data to improve instruction. Professional development should also ensure that faculty and

personnel stay current with all aspects of an industry; involve internship programs that provide relevant business experience; and

train faculty in the effective use and application of technology. [§135(b)(5)]

6. Develop and implement evaluations of the CTE programs carried out with Perkins funds, including an assessment of how the needs of special populations are being met. [§135(b)(6)]

7. Initiate, improve, expand and modernize quality CTE programs, including relevant technology. [§135(b)(7)]

8. Provide services and activities that are of sufficient size, scope and quality to be effective. [§135(b)(8)]

9. Provide activities to prepare special populations, including single parents and displaced homemakers enrolled in CTE programs,

for high-skill, high-wage or high-demand occupations that will lead to self-sufficiency. [§135(b)(9)]

FOR THOSE REQUIREMENT(S) LISTED ABOVE AS “UNMET:”

Describe specific activity(ies) intended to address the unmet requirement(s). (Limited to 2,000 characters, or approximately ½ page of text.)

For sample narrative responses, click here.

10. Permissive Uses Per Section 135(c) (check activities to be funded with CTE funds)

1. Involve parents, businesses, and labor organizations, in the design, implementation and evaluation of CTE programs. [§135(c)(1)]

2. Provide career guidance and academic counseling for students participating in CTE programs, that improves graduation rates and provides information on postsecondary and career options, and provides assistance for postsecondary students and adults, [§135(c)(2)]

42

3. Local education and business partnerships, including work-related experiences for students, adjunct faculty arrangements for qualified industry

professionals and industry experience for teachers and faculty. [§135(c)(3)]

4. Provide programs for special populations. [§135(c)(4)]

5. Assisting career and technical student organizations. [§135(c)(5)]

6. Mentoring and support services. [§135(c)(6)]

7. Leasing, purchasing, upgrading or adapting equipment, including instructional aides and publications (including support for library resources) designed

to strengthen and support academic and technical skill achievement. [§135(c)(7)]

8. Teacher preparation programs that address the integration of academic and CTE and that assist individuals who are interested in becoming CTE faculty, including individuals with experience in business and industry. [§135(c)(8)]

9. Developing and expanding postsecondary program offerings at times and in formats that are accessible for all students, including through the use of

distance education. [§135(c)(9)]

10. Developing initiatives that facilitate the transition of sub-baccalaureate CTE students into baccalaureate degree programs, including articulation agreements, dual enrollment programs, academic and financial aid counseling and other initiatives to overcome barriers and encourage enrollment and

completion. [§135(c)(10)]

11. Providing activities to support entrepreneurship education and training. [§135(c)(11)]

12. Improving or developing new CTE courses, including the development of programs of study for consideration by the state and courses that prepare

individuals academically and technically for high-skill, high-wage or high-demand occupations and dual or concurrent enrollment opportunities.

[§135(c)(12)]

13. Developing and supporting small, personalized career-themed learning communities. [§135(c)(13)]

14. Providing support for family and consumer sciences programs. [§135(c)(14)]

15. Providing CTE programs for adults and school dropouts to complete secondary education or dropouts to complete secondary education or upgrade

technical skills. [§135(c)(15)]

16. Providing assistance to individuals who have participated in services and activities under this Act in continuing their education or training or finding an

appropriate job. [§135(c)(16)]

17. Supporting training and activities (such as mentoring and outreach) in nontraditional fields. [§135(c)(17)]

18. Providing support for training programs in automotive technologies. [§135(c)(18)]

19. Pooling a portion of such funds with a portion of funds available to other recipients for innovative initiatives. [§135(c)(19)]

20. Supporting other CTE activities consistent with the purposes of the Act. [§135(c)(20)]

Check all types of activities to be funded with Perkins Funds:

[ ] Professional Dev. (including stipends)

[ ] Instructional Equipment Purchase/Replacement

[ ] Facility Rental/Lease (off-campus location) [ ] Curriculum Development

[ ] Program Marketing and Outreach

[ ] Other (specify)________________

[ ] Instructional Materials Purchase/Replacement (including software) [ ] Project Administration

[ ] Programs/Services for Special Populations

[ ] Consultants or Other Contracted Services

Check one: UNMET REQUIREMENTS WILL BE ADDRESSED:

[ ] Entirely with Perkins Funds

[ ] Entirely with Other Funding Sources

[ ] Using Both Perkins and Other Funding Sources

43

Perkins

Required Use

Current Activities Core Indicator Status

Strengthen academic & technical

skills of students

One: Technical Skill Attainment

Two: Completions

Three: Persistence & Transfer

Four: Placement

Five: Equity Non-Traditional Emp.

New Activity

Continuing Activity

Planned

Completed

Link secondary and postsecondary

CTE programs (at least one program

of study)

One: Technical Skill Attainment

Two: Completions

Three: Persistence & Transfer

Four: Placement

Five: Equity Non Traditional Emp.

New Activity

Continuing Activity

Planned

Completed

Provide students with strong

experience and understanding all

aspects of an industry (WBL)

One: Technical Skill Attainment

Two: Completions

Three: Persistence & Transfer

Four: Placement

Five: Equity Non Traditional Emp.

New Activity

Continuing Activity

Planned

Completed

Develop, improve, and expand use of

technology

One: Technical Skill Attainment

Two: Completions

Three: Persistence & Transfer

Four: Placement

Five: Equity Non Traditional Emp.

New Activity

Continuing Activity

Planned

Completed

Professional Development

One: Technical Skill Attainment

Two: Completions

Three: Persistence & Transfer

Four: Placement

Five: Equity Non Traditional Emp.

New Activity

Continuing Activity

Planned

Completed

Evaluate programs with emphasis in

meeting needs of spec. pops.

One: Technical Skill Attainment

Two: Completions

Three: Persistence & Transfer

Four: Placement

Five: Equity Non Traditional Emp.

New Activity

Continuing Activity

Planned

Completed

Initiate, improve, expand and

modernize quality programs

One: Technical Skill Attainment

Two: Completions

Three: Persistence & Transfer

Four: Placement

Five: Equity Non Traditional Emp.

New Activity

Continuing Activity

Planned

Completed

APPLICATION FOR PERKINS 2015-2016 FUNDS

Perkins Required Use

(20 points)

44

Provide services & activities of

sufficient, size, scope and quality.

One: Technical Skill Attainment

Two: Completions

Three: Persistence & Transfer

Four: Placement

Five: Equity Non Traditional Emp.

New Activity

Continuing Activity

Planned

Completed

Provide activities to prepare special

pops. For high skill, high wage, or

high demand occupations leading to

self-sufficiency

One: Technical Skill Attainment

Two: Completions

Three: Persistence & Transfer

Four: Placement

Five: Equity Non Traditional Emp.

New Activity

Continuing Activity

Planned

Completed

SENATE EXECUTIVE COMMITTEE DRAFT – February 4, 2014

SENATE ADOPTED—February 11, 2014

Application for Perkins Funds Staffing Proposal

2015-2016

75 points

Rank if multiple proposals being favored by discipline ( )

Please note that you must have also completed the “Program Improvement and Permissive Activities” form and the

“Perkins Required Use” table. You only need to complete each of those forms once regardless of the number of

proposals submitted.

Program TOP Code Department

Initiator/Contact Person Signature Phone #

Department Chair Signature Supervising Dean Signature

Total Funds Requested

Student Employee Position and Rate:

Program Assistant $11.04

Career Guidance Counselor $15.46

$

Student Worker $9.20

Student Tutor I-$9.20, II-$11.04, III-$13.25

Unclassified Non Student Worker

Professional Expert (rate TBD)

Budget Preparation

Hours per week Number of weeks Subtotal Hours

Fall

Winter

Spring

Summer (3 weeks)

Total Hours

Hourly Rate X

Total Cost $

1. Describe the typical duties, support, or expected activities the employee will complete. (10 points)

SENATE EXECUTIVE COMMITTEE DRAFT – February 4, 2014

SENATE ADOPTED—February 11, 2014

2. How will staffing this position support

a.) the required uses of funds(10 points):

b.) core indicators (10points):

c.) program review (10 points):

d.) annual goals( 5 points):

SENATE EXECUTIVE COMMITTEE DRAFT – February 4, 2014

SENATE ADOPTED—February 11, 2014

Application for Perkins Funds 2015-2016

Project Proposal

Must be a CTE approved TOP Code program

NOTE: Core indicator data must be reviewed every year.

Contact Laura E. Ramirez for current data.

85 POINTS Possible

Rank if multiple proposals being favored by discipline ( )

Please note that you must have also completed the “Program Improvement and Permissive Activities” form and the

“Perkins Required Use” table. You only need to complete each of those forms once regardless of the number of

proposals submitted.

Program TOP Code Department

Initiator/Contact Person Signature Phone #

Department Chair Signature Supervising Dean Signature

Total Funds Requested Title of Proposal

1. Is your Proposal interdepartmental?

Please have the chair of the departments involved sign below.

Print Name Signature_____________________________

Department

2. What is nature of this project request? The project must be more than an equipment/supplies request? Indicate

how- for example are you revising curriculum, developing a certificate, conducting an event, etc. (10

POINTS) (5 sentences)

3. Please provide a brief description of your proposal idea and state how it supports the

a.) Requirement for Uses of Funds: (5 POINTS)

b.) Core Indicator Data for your discipline: (5 points)

c.) Unmet Requirements/Permissive Uses: (5 points)

4. Please write a few sentences indicating how this project relates to goals stated in the program review (please

reference) or operational plan of your department. (5 POINTS)

SENATE EXECUTIVE COMMITTEE DRAFT – February 4, 2014

SENATE ADOPTED—February 11, 2014

5. Attach most recent advisory committee meeting minutes/attendance. Identify, if applicable, where the advisory

committee supported this project.

(5 POINTS)

6. What are the expected outcomes of your project and how will you evaluate the success? Identify how many

students will be impacted by this project.

(10 Points)

Number of Participating Students

Number of Participating Faculty

Perkins Funds

Budget Summary (10 points) (Not required for Staffing Proposal)

Proposal Title Date Proposal Director/Designee

Department/Area (Each participating Department/Area must complete a separate form)

Anticipated

Completion

Date Object code: Amount Subtotal

SENATE EXECUTIVE COMMITTEE DRAFT – February 4, 2014

SENATE ADOPTED—February 11, 2014

1000 Certificated Salaries (hourly instruction) $

$

$

$

2000 Classified Salaries (professional expert, instructional aides, tutors,

clerical/ student help) $

$

$

$

3000 Benefits for permanent certificated and classified employees $

$

$

4000 Materials & Supplies (books, media, software1, printing) $

$

$

$

5000 Operating Expenses (contract consultants, lecturers, conferences,

postage, mileage, travel, advertising) $

$

$

$

6000 Capital Outlay (facilities modifications, equipment, computers) $

$

$

$

7000 Other (student grants, student travel) $

$

$

$

Total Requested $ 1 Less than $200, considered supply; otherwise considered equipment Total $

SENATE EXECUTIVE COMMITTEE DRAFT – February 4, 2014

SENATE ADOPTED—February 11, 2014

SAMPLE RESPONSES

Briefly describe program improvement issue(s) concerning this TOP code and include specific

examples.

Example A:

Student achievement is below state level. Program attrition is below state level. Increasingly there is

limited access to clinical training sites. Increasingly there is limited access to clinical faculty. There is

a need to maintain employment rates of completing students and involvement of non-traditional

students.

Example B:

A) Facilities for EMT’s & Paramedics need to be improved. The classroom, restrooms, lab and storage

space provided are extremely inadequate. B) Old outdated equipment needs to be replaced with

industry standard equipment. C) EMT and Paramedic staff needs to stay current in the field. D)

Female enrollment in the program has decreased. Bringing female numbers up needs to be a priority.

E) Program and course SLOs and assessments need to be developed.

Briefly describe how the issue(s) will be addressed.

Example A:

Provide support materials to enhance student success. Expand student proficiency in computer use and

test taking. Promote online practice of state board reviews. Provide faculty training in BVNPT test

plan and curriculum coordination. Integrate technology across curriculum and provide for integrated

academics. Provide exposure to industry through observation and work experience. Expand industry

contacts to increase clinical training opportunities.

Example B:

A) Funding from the recently approved bond measure will provide funding for new construction. B)

New industry standard equipment will be identified and purchased with a combination of Perkins and

District funds. C) Professional development opportunities will be made available with Perkins, District

and other sources of funding. D) EMT/Paramedic staff will participate in non-traditional career fairs.

Female staff will serve as role models and mentors for female students.

FOR THOSE REQUIREMENT(S) LISTED AS "UNMET”-- Describe specific activity(ies) intended to

address the unmet requirement(s).

Example A:

Provide faculty training in test plan preparation and curriculum.

Example B:

No unmet requirements, therefore no response required.