ANNUAL PROGRAM ASSESSMENT REPORT

CO~rl\IVNfTY 1.1"EG£

for

ETC Programs

Nurse Assistant Training

for

Fiscal Year 2005 - 2006

November 1, 2006

45-720 Kea'ahala Rd., Kaneohe, HI 96744-4570 Telephone: (808) 235-7400 http://www.wcc.hawaii.edu

An Equal Opportunity/Affirmative Action Institution

Annual Program Assessment Health Indicator Summary

Healthy

x

Healthy

x

Healthy

x

Healthy

x

ETC Programs Nurse Assistant Training

for Fiscal Year 2005·2006

Overall Program Status

Cautionary

Overall Program Demand

Cautionary

Overall Program Efficiency

Cautionary

Overall Program Outcome

Cautionary

Unhealthy

Unhealthy

Unhealthy

Unhealthy

Abbreviations and Acronyms Used in this Annual Assessment Report

APAPA

CTE

ETC

FTE

FY

IEC

IRO

MAPS

PHI

SIS

SLOs

UH

UHM

WCC

Academic Planning, Assessment, and Policy Analysis Office of the Associate Vice President, Community Colleges Academic Affairs, University of Hawaii

Career and Technical Education

Employment Training Center

Full-time Equivalent

Fiscal Year

Institutional Effectiveness Committee

Institutional Resource Office, University of Hawaii, Manoa

Management and Planning Support, Institutional Research Office, University of Hawaii

Program Health Indicator

Student Information System, Employment Training Center

Student Learning Outcomes

University of Hawaii

University of Hawaii at Manoa

Windward Community College

n

Sources of Information for this Annual Program Assessment Report

The information sources for this report are:

1. The ETC Student Information System Database with the following "frozen data" dates.

Fiscal Year 2005-6 2004-5 2003-4 2002-3 2001-2

Date July 31, 2006 July 31, 2005 July 31, 2004 July 31, 2003 July 31,2002

2. Perkins 2004-2005 College Core Indicators provided by APAPA.

3. Academic Profile Database provided by APAPA.

4. Spring 2006 EMSI PHI Labor Demographics provided by APAPA.

5. Employment Outlook for Industries and Occupations 2002-2012, Honolulu MSA. Hawaii Workforce Informer, Department of Labor and Industrial Relations, February 1, 2006.

6. MAPS Reports.

7. ETC program information.

8. Anecdotal information gathered by program faculty.

m

Signature Page

Faculty review and coordination for this report was provided by:

ETC Community Developer

ETC NATP Instructor

~.{~

z ETC Program Coordinator

Administration review for this report was provided by:

Director, Vocational & Community Education Bernadette Howard

Chancellor Angela Meixell

Program information and research for this report was prepared by:

ETC Registrar Geri Imai

Director, Office of Institutional Research Jeffrey W. Hunt

Considerations for ETC Annual Program Assessment Reports

The Employment Training Center offers non-credit vocational training programs designed to ease the transition to the workforce and prepare individuals for academic and/or professional careers. These programs operate year-round and have frequent entry and exit dates (at least one per month). The durations of the programs range from 3 weeks to 17 weeks. The training programs are short-term by design.

In addition to our programs, ETC is able to create, modify, and design customized workshops and courses tailored to meet the needs of Hawaii's employers and the dynamic changing labor market.

As such, ETC programs do not generate data in semesters, majors, SSHs, transfer rates, persistence or other indicators used in credit-based program review. ETC intakes may also bridge fiscal years, i.e., a training program with an intake in June (with a course completion in September) may bridge into the next fiscal year; consequently, enrollment data for these training programs will not be detailed in this report.

The indicators used in this annual program assessment report have been modified and re-Iabeled to reflect the nature of ETC training programs.

v

Table of Contents

Annual Program Assessment Review Health Indicator Summary ............................................ i

Abbreviations and Acronyms Used in this Annual Program Assessment Report ..................... ii

Sources of Information for this Annual Program Assessment Report ..................................... iii

Signature Page ...................................................................................................................... iv

Considerations for ETC Annual Program Assessments ......................................................... v

Table of Contents ............... ..................................................................................................... 1

Mission Statements .............. ................................................................................................... 3 Windward Community College mission statement. .................................................................. 3 Employment Training Center mission statement ..................................................................... 3 Program mission statement .................................................................................................... 3

Part I. Executive Summary of Program Status ....................................................................... .4 Review of the program rating .................................................................................................. 4 Overall Program Status ........ ................................................................................................... 5 Overall Program Demand ................ ....................................................................................... 5 Overall Program Efficiency ...................................................................................................... 6 Overall Program Outcomes ..................................................................................................... 6 Response to previous program review recommendations ....................................................... 6

Part II. Program Description .................................................................................................... 7 Description and history of the program .................................................................................... 7 Program goals/occupations for which this program prepares students .................................... 7 Program Student Learning Outcomes (SLOs) ......................................................................... 7 Admission requirements .......................................................................................................... 7 Credentials, licensures offered ................................................................................................ 8 Faculty and staff ..................................................................................................................... 8 Articulation agreements .......................................................................................................... 8 Community connections, advisory committees, internships, coops, DOE connections ............ 8 Distance education programs .................................................................................................. 8

Part III. Quantitative Indicators for Program Review .... ............................................................ 9 Current and projected positions in the occupation and annual new positions in the State ....... 9 Number of applicants (students on the "Intake List") ............................................................... 9 Number of registered students (majors) in the program .......................................................... 9 Program training hours ............................................................................................................ 9 Number of program intakes ..................................................................................................... 9 Average class size .................................................................................................................. 9 Class fill rate ........................................................................................................................... 9 Low-enrolled training cycles .................................................................................................... 9 FTE of BOR appointed program faculty .................................................................................. 9 Training cycles and hours taught by position count faculty and casual hires ........................... 9 Per cent of hours taught by position count faculty and casual hires ...................................... 1 0 Number of registered students per FTE faculty ..................................................................... 1 0 Number of certificates awarded in previous years program cycle ..................................... 1 0

1

Cost of program per registered student.. ...................................................... 00 ••••••••••••••••••••••• 10 Determination of program's health based on outcomes ......................................................... 10 Outcomes ............................................................................................................................. 10 Attainment of student educational goals ................................................................................ 10 Retention of registered students in the program .................................................................... 10 Successful completion rate of registered students .......... ...................................................... 10 Licensure information ............................................................................................................ 10 Perkins core indicators/PHis for the Program for 2005-2006 ................................................. 11 Determination of program's health based on outcomes ......................................................... 11

Part IV. Assessment Chart for Program SLOs ...................................................................... 12 Program SLOs ...................................................................................................................... 12 Changes made as a result of findings ................................................................................... 12

Part V. Curriculum Revision and Review ............................................................................... 13 Course SLOs ........................................................................................................................ 13

Part VI. Survey Results ........................................................................................................ 14 Student satisfaction ............................................................................................................... 14 Occupational placement in jobs ............................................................................................ 14 Employer satisfaction ............................................................................................................ 14 Graduate/leavers .................................................................................................................. 14

Part VII. Analysis of the Program .......................................................................................... 15 Alignment with the mission statement ................................................................................... 15 Strengths and weaknesses based on analysis of data .......................................................... 15 Evidence of quality ................................................................................................................ 15 Evidence of student learning ................................................................................................. 15 Resource sufficiency ............................................................................................................. 15 Recommendations for improving outcomes .......................................................................... 15

Part VIII. Action Plan ............................................................................................................ 16

Part IX. Budget Implications ................................................................................................. 17

Appendices ........................................................................................................................... 18

2

Mission Statements

Windward Community College mission statement

Windward Community College is committed to excellence in the liberal arts and career development; we support and challenge individuals to develop skills, fulfill their potential, enrich their lives, and become contributing culturally aware members of our community.

Employment Training Center mission statement

The mission of Windward Community College, Employment Training Center, is to serve the community by providing short-term, career-focused education and training in a flexible, learner-centered and supportive environment.

ETC is committed to providing counseling services, hands-on employment, and basic skills training, in individually responsive programs. ETC's approach is particularly well adapted to serve students with special needs, including individuals who are economically disadvantaged, unemployed, underemployed, academically under­prepared, persons with disabilities, and alienated high school youth.

Program mission statement

The mission of the Nurse Assistant Training Program is to provide skills training for nurse assistants in the basic fundamentals of safe and knowledgeable caregiving and nursing procedures to prepare students for the Hawaii State Nurse Assistant Competency Evaluation Testing Program for certification.

3

Part I. Executive Summary of Program Status

Review of the program rating

Overall Program Status

The Nurse Assistant Training Program (NATP) is funded by a grant from Alu Like. This project's goal is to provide nurse assistant training for at least 72 native Hawaiians. The total budget is $143,277 with the following breakdown:

Salaries $85,964 Fringe Benefits 30,663 Travel 600 Consumable Supplies 12,960 Other Operating Expenses 4,980 Indirect Costs 8,110

Grant Total $143,277 Remaining balance 71,082 Total Expended $72,195

Salaries: 1.0 FTE Nurse Assistant Instructor .25 FTE Community Developer .25 FTE Program Counselor

Classroom Supplies & Uniform: Blood pressure kit and one set of scrubs uniform for each student Textbook and supplies for each student All other classroom supplies for demonstration and lecture

Because of the lack of a qualified instructor during this program year, there were only four intakes. Therefore, $71,082 was left remaining.

This NATP was the first on Oahu to be State approved in February 2005. In August 2005, the instructor left this project to pursue other opportunities. After her departure, we were able to offer one more class in 2005 with a casual hire instructor. To complete the obligation of this contract, we offered 3 more classes from June to July 2006 with instructional services from Healthcare Training and Career Consultants, Inc.

For this fiscal year, the total number of native Hawaiian students served was 58. The grant was extended for one more year to July 2007 to serve at least 72 native Hawaiians.

4

Overall Program Demand

Indicator Minimum Satisfactory Actual Annual job openings: Oahu (1) 20 40 50 Annual job openings: State (1) 40 60 120 Annual job openings: Oahu (2) 20 40 0 Annual job openings: State (2) 40 60 2 No. applicants 3 6 21 No. student majors 3 5 23 No. sections taught 4 5 12 No. sections over-enrolled 1 2 0 Program cycle coverage 50% 70% 71%

(1) from the Hawaii Workforce Informer, Department of Labor and Industrial Relations, February 1, 2006.

(2) from EMSI labor demand data, Spring 2006.

+/-+ + ---+ + + +

Internal Demand: Nurse assistant training is a relatively new program to ETC. This program enjoys the support of many various community agencies and the ETC classes typically run at capacity. In 2003 ETC lost continued funding from the Department of Labor but received funding from Alu Like, Inc., Career & Technical Education. This caused a drop in enrollment since we were only able to serve the native Hawaiians.

Program Year Total Enrollment 1999 - 2000 125 2000 - 2001 111 2001 - 2002 184 2002 - 2003 130 2003 - 2004 58 2004 - 2005 99

External Demand: According to 2000-2010 Industry Employment Projection for the State of Hawaii, "Employment Outlook for Industries and Occupations 2000-2010" www.state.hLus/dlir/rs/loihi the certified nursing field will have the following growth:

industry 2000 2010 Change in Avg. Annual Trends Employment Growth C.N.A. 41,200 51,280 10,880 2.4%

This demand demonstrates the viability of the program and shows the vital need to continue this type of vocational training.

5

Overall Program Efficiency

Indicator Minimum Satisfactory Actual +/-Average class size 8 10 9 -No. small classes: < 9 4 6 0 + Class fit (actual

25% 50% 33.62 -enrollmenUmax enrollment) Advisory Committee updated yes yes yes + Lecturer-taught program core

3 3 0 + classes

Overall Program Outcomes

Perkins Measures Data Standard Student attainment academic skill proficiencies. 97% 80.56 (lPl) Student attainment of vocational & technical skill 99% 91.53 proficiencies. (lP2) Student attainment of a post-secondary credential 99% 34.70 (2Pl) Placement into employment (3Pl) 65% 69.52 Retention in employment (3P2) 92% 90.13 Non-traditional participation (4Pl) 9% 15.44 Non-traditional completion rate (4P2) 100% 13.84

Program Outcomes

Indicator Minimum Satisfactory Actual +/-Credits earned ratio 25% 50% 58% + Satisfied with academic

1 3 0 -prep Work in related field 1 3 0 -Graduation rate 10% 20% 28% +

Response to previous annual program assessment recommendations

No previous annual program assessment report; this is the first report.

6

Part II. Program Description

Description and history of the program

The ETC Nurse Assistant Training Program (NATP) was developed in response to the State Department of Labor's request to help fill the need for nurse assistants in the labor market as well as to fill a training need on Oahu. ETC began the program October 1999. Test for Adult Basic Education (TABE) scores of students referred to ETC showed that these students would not meet the minimum requirements at Kapiolani Community College's Nurse Assistant Program. ETC developed an Integrated Academics component to complement the skills training and to increase successful completions.

In 1999 ETC received a 4-year grant to serve the Samoan, Asian Immigrants, and Pacific Islanders for nurse assistant training. The grant covered all expenses for qualified students: nursing skills instruction, books and supplies, uniform, blood pressure kit, counseling, Integrated Academics instruction, and job searching services.

In August 2004 ETC received a similar grant from Alu Like Inc, Career & Technical Education, to provide nurse assistant training for native Hawaiians. This grant was extended to July 2006 and once again to July 2007.

In February 2005 ETC's NATP was the first on Oahu to be State approved.

Program goals/occupations for which this program prepares students

The goal of this program is to meet the needs of a skilled nursing workforce, to train students for entry-level nursing employment, and to offer the opportunity to develop skills for a viable career.

This program prepares students for these occupations: nurse's aide, nurse assistant

Program Student Learning Outcomes (SLOs)

• Identify and use tools and resources necessary to continue their chosen lifelong learning pursuits

• Provide and accept constructive criticism, contrasting points of view • Demonstrate proficiency in basic math, reading, writing, listening, and speaking skills • Transfer learning from one learning environment to another • Update vocational, technical, and technological skills • Develop, practice, and evaluate problem-solving strategies • Develop, practice, and evaluate goal-setting strategies • Demonstrate cultural awareness; acknowledge and respect the uniqueness of others • Demonstrate learning related to employability skills and attitudes • Demonstrate interpersonal skills necessary to work effectively in diverse groups

Admission requirements

The admission requirements to this ETC training program are • Recommended TABE testing score of 6.0 grade level or higher • Physician's statement verifying good health • TB clearance

7

Credentials, licensures offered

There are no credentials or licensures offered as part of the program. However, this program prepares students for the Hawaii State Nurse Assistant Competency Evaluation Testing Program for nurse assistant certification.

Faculty and staff

.25 FTE Coordinator 1.0 FTE Nurse Assistant Instructor, RN .25 FTE Integrated Academics Instructor .25 FTE Community Developer .25 FTE Program Counselor

Articulation agreements

There are no articulation agreements with this program within the University of Hawaii system.

Community connections, advisory committees, internships, coops, DOE connections

The program does not have an Advisory Committee.

Distance education programs

This program is not associated with any distance education programs.

8

Part m. Quantitative Indicators for Annual Program Assessment

Current and projected positions in the occupation and annual new positions in the State (nursing, psychiatric, and home health aides) as provided by UH APAPA:

Current State jobs: 6,461 Current Honolulu jobs: 4,847

2005-2012 Projected New* State jobs: 1,505 2005-2012 Projected New* Honolulu jobs: 1,073

Annual New* State jobs: 215 Annual New* Honolulu jobs: 153

"not including vacant jobs

Number of applicants (students on the "Intake List")

35

Number of enrolled students in the program

29

Program training hours

128 average training hours

Number of program intakes

3 intakes

A verage class size (based on enrollment per week)

11 class size

Class fill rate

110%

Low-enrolled training cycles

o

FTE of BaR appointed program faculty

1.0 FTE Coordinator; responsible for NATP, Office of Continuing Education, contract training

Training cycles and hours taught by position count faculty and casual hires

4 intakes

9

Percent of hours taught by position count faculty and casual hires

100% of hours were taught by casual hire position and contracted instructional services.

One class was taught by a casual hire faculty. The other three classes were contracted with Healthcare Training & Career Consultants, Inc. to provide instructional services in nurse assistant training; this fee was covered by the Alu Like grant.

All four classes were provided with Integrated Academics training, job searching services, and counseling.

Number of enrolled stUdents per FTE faculty

41 total enrolled

Number of certificates awarded in previous years by program cycle

36 certificates

Cost of program per enrolled student

$2,005 per enrolled student

Determination of program's health based on outcomes

This program is healthy in all categories:

Outcomes

Program Status Program Demand Program Efficiency Program Outcome

Attainment of student educational goals

88%

Retention of enrolled students in the program

88%

Successful completion rate of enrolled students

88%

Licensure information

Nurse assistants in the State of Hawaii are required to be certified. Certification is granted by passing the Hawaii State Nurse Assistant Competency Evaluation Testing Program. Effective January 2005, NATP graduates from State-approved programs are skills certified as required by Medicare.

10

Perkins core indicators/PHIs for the Program for 2005-2006

Perkins III Core Indicators

Indicator Baseline (%) Performance +/-(%)

1P1 Academic achievement 81.81 100.00 + 1P2 Vocational skills 90.00 66.67 + 2P1 Diploma/EquivalenUDegree/

36.00 33.33 + Credential

3P1 Placement: employment 71.00 0.00 -3P2 Retention: employment no data provided 4P1 Nontraditional participation 14.18 7.14 -4P2 Nontraditional completion 12.86 0.00 -

Determination of program's health based on outcomes

• High demand occupation • High skill occupation • High wage occupation • High student completion rate: 88% • High class fill rate: 110%

11

Perkins core indicators/PHIs for the Program for 2005-2006

Perkins III Core Indicators

Indicator Baseline (%) Performance +/-(%)

1 P1 Academic achievement 81.81 100.00 + 1P2 Vocational skills 90.00 66.67 + 2P1 Diploma/Equivalent/Degree/

36.00 33.33 + Credential

3P1 Placement: employment 71.00 0.00 -3P2 Retention: employment no data provided 4P1 Nontraditional participation 14.18 7.14 -4P2 Nontraditional completion 12.86 0.00 -

Determination of program's health based on outcomes

• High demand occupation • High skill occupation • High wage occupation • High student completion rate: 88% • High class fill rate: 110%

11

Part IV. Assessment Chart for Program SlOs

Program SLOs (until June 2006)

Students who complete ETC programs will be able to: • Identify and use tools and resources necessary to continue their chosen lifelong

learning pursuits • Provide and accept constructive criticism, contrasting points of view • Demonstrate proficiency in basic math, reading, writing, listening, and speaking skills • Transfer learning from one environment to another .. Update vocational, technical, and technological skills • Develop, practice, and evaluate problem-solving strategies .. Develop, practice, and evaluate goal-setting strategies • Demonstrate cultural awareness; acknowledge and respect the uniqueness of others .. Demonstrate learning related to employability skills and attitudes .. Demonstrate interpersonal skills necessary to work effectively in diverse groups

These SLOs were cross referenced to course competencies. See pages 21-22 for grid. Assessment of program SLOs corresponded to assessment of course competencies. For this program, no formal assessment data is available.

Changes made as a result of findings

The Program SLOs as stated above in this Annual Program Assessment Report no longer applies.

ETC's 2006-2007 Program Catalog states the following ETC SLOs: Students who successfully complete ETC programs will: .. Demonstrate career and employment readiness .. Broaden and enhance their workforce capabilities .. Pursue further education and training opportunities .. Continue pursuits that enrich their lives

Nurse Assistant Training Program SLOs, effective July 2006: Students who successfully complete the NATP will: .. Learn the fundamentals of caregiving .. Demonstrate nursing procedures and skills required of nurse assistants .. Demonstrate CPR and First Aid skills .. Apply nursing skills in clinical setting .. Prepare for Hawaii State Nurse Assistant Competency Evaluation Testing

Program

NATP Course Competencies: See attached WCC-ETC Program Competencies -Course Analysis, 2006

For FY 2006-07, assessment data will be collected for ETC SLOs, Nurse Assistant Training Program SLOs, and NA TP Course Competencies. The instructor will determine the appropriate assessment tools.

Part V. Curriculum Revision and Review

The curriculum is designed for students desiring entry-level employment or to enhance their skills in the field of nurse assistant. Some are already employed in the field and are taking the course to prepare for the certification examination.

Course SLOs, effective July 2006 • Learn the fundamentals of caregiving • Demonstrate nursing procedures and skills required of nurse assistants • Demonstrate CPR and First Aid skills • Apply nursing skills in clinical setting • Prepare for Hawaii State Nurse Assistant Competency Evaluation Testing Program

During this annual assessment period, ETC had determined that the course competencies served as the course SLOs. Since July 2006, each program and course has its own set of SLOs. For this NATP, program and course is one and the same.

13

Part VI. Survey Results

Student satisfaction

No survey data at this time. However, student evaluations of instructors are positive. This data will be available for the next annual assessment report.

Occupational placement in jobs

No data available at this time. This data will be available for the next annual assessment report.

Employer satisfaction

No data available at this time. This data will be available for the next annual assessment report.

Graduatelleavers

No data available at this time. This data will be available for the next annual assessment report.

Part VII. Analysis of the Program

Alignment with the mission statement

This program is closely aligned with the mission statement. Students learn vocational skills and develop positive attitudes and behavior for work.

Strengths and weaknesses based on analysis of data

Strengths

• High demand for occupation • High demand for nurse assistant training • High completion rate of training: 88% • 100% of training funded by grant, including supplies, books, uniform, and blood

pressure kit

Weaknesses

• Lack of qualified nurse assistant instructor; namely, one who meets requirements for State-approved NATPs. The high demand for nurses in the State compounded with finding one with at least one year's experience in a long-term care facility as an RN makes it difficult to fill the instructor position. This position has been vacant for over a year. We are in the process of recruiting again.

Evidence of quality

Evidence will be captured once classes start up again when qualified instructor is hired.

Evidence of student learning

Evidence will be captured once classes start up again when qualified instructor is hired.

Resource sufficiency

Room is fully equipped with hospital beds, curtains, blood pressure kits, videos, etc. Classroom met State approval for certification.

Recommendations for improving outcomes

To improve program outcomes the program needs to hire a qualified instructor.

15

Part VIII. Action Plan

The program has developed the following action plan:

.. Recruit and hire a qualified nurse assistant instructor

.. Develop assessment tools to measure quality of learning

.. Gather evidence of student learning

.. Follow up with graduates about employment and further training or education

.. Survey employers of graduates to gather information about satisfaction, skills attainment, and attitudes/behaviors

.. Expand health-related training programs because of the high occupational demand; i.e. home health aide, medical terminology

.. Work on articulation agreement with Kapiolani Community College for career ladder education in nursing

16

Part IX. Budget Implications

The program's Action Plan and the improvement of outcome gathering would like to request the following:

• 1.0 FTE Nurse Assistant Instructor, general funded • .25 FTE Program Counselor, general funded • .25 FTE Integrated Academics Instructor, general funded

The nursing occupation is high demand, high skill, and high wage. Resources should be directed to expand this program with a broader scope: healthcare workforce training. Related courses such as home health aide training, phlebotomy, etc., would meet the needs of the State. Articulation agreements with Kapiolani Community College would promote career ladder training in the healthcare field.

17

Appendices

A. Glossary of terms for Perkins core indicators for ETC programs.

Participant: a student registered for a vocational program (not TLC).

Concentrator: a participant who has completed at least four weeks of regular length vocational program or at least 25% of program hours in a short vocational program.

Completer: a concentrator who has been awarded a certificate in vocational program.

Time Period: July 1 st through June 30th•

1 P1 Academic Skill Attainment: concentrators who have a competency rating of 3, 4 or 5 in integrated academic courses and who have stopped program participation in the year reported.

1 P2 Vocational Skill Attainment: concentrators who have a competency rating of 3, 4 or 5 in vocational work (not integrated academics) and who have stopped program participation in the year reported.

1 P1 Degrees and Credentials: concentrators who received a certificate and who stopped program participation in the year reported.

Placement 3P1: completers in the year reported who are employed within one UI quarter following program completion.

3P2 Retention: com pieters in the year reported who are employed within one UI quarter following program completion (Numerator for 3P1) and employed in the following UI quarter.

4P1 Non-Traditional Programs: participants in under-represented gender groups who participated in non-traditional programs in the year reported.

4P2 Non-traditional completion: completers in under represented gender group in non-traditional programs in the year reported.

B. 2004-2005 Perkins III Core Indicator Reports.

C. WCC Employment Training Center I Student Services, Program Competencies - Course Analysis, Year 2006, Nurse Assistant Training

18

ABRPP 0 t r02ram u comes: Perkins Measures

2004-05 Program Health Indicator Report Perkins III Core Indicators

April 2006

1. Attainment of Academic skill proficiencies. (lPI) 2. Attainment of vocational and technical skills proficiencies. (lP2) 3. Attainment of a post-secondary credential. (2P 1) 4. Placement into employment. (3Pl)

Data 56% 26% 18% 4%

5. Retention in employment. (3P2) 100% 6. Participation in Non-Traditional programs. (4Pl) 2% 7. Non-traditional student completions. (4P2) 0%

F U°ti M' t ac I es am enance an dC t f 0 ons rue Ion f ccupa Ions P rogram o t u comes: Perkins Measures for Facilities Maintenance & Const. Occup. Data Student attainment academic skill proficiencies. (lPl) 55% Student attainment of vocational & technical skill proficiencies. (lP2) 82% Student attainment of a post -secondary credential (2P 1) 70% Placement into employment (3P 1) * Retention in employment (3P2) * ~on-traditional participation (4P 1) 29%

I Non-traditional completion rate (4P2) 50%

Standard 80.81 91.53 34.95 69.77 90.13 15.60 14.00

Standard 80.81 91.53 34.95 69.77 90.13 15.60 14.00

* Employment and RetentIOn data IS not avaIlable as this is a new program that began in late 2004 after the program data was submitted to DLIR.

Program Outcomes for ICA at Windward Community College: Perkins Measures Data Standard Student attainment academic skill proficiencies. (IPl) 43% 80.81 Student attainment of vocational & technical skill proficiencies. (lP2) 74% 91.53 Student attainment of a post-secondary credential (2Pl) 48% 34.95 Placement into employment (3Pl) 42% 69.77 Retention in employment (3P2) 87% 90.13 Non-traditional participation (4Pl) N/A 15.60 Non-traditional completion rate (4P2) N/A 14.00

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P rogram o t ~ om Ad " "t f u comes or Ice mInIS ra IOn an d T h I ec no ogy: Perkins Measures Data Standard Student attainment academic skill proficiencies. (IPl) 78% 80.56 Student attainment of vocational/technical skill proficiencies. 76% 91.53 (IP2) Student attainment ofa post-secondary credential (2Pl) 61% 34.70 Placement into employment (3Pl) 53% 69.52 Retention in employment (3P2) 88% 90.l3 Non-traditional participation (4P 1) 16% 15.44 Non-traditional completion rate (4P2) 88% 13.84

POt rogram u comes or , A"d urse S I e: Perkins Measures Data Standard Student attainment academic skill proficiencies. (lPl) 97% 80.56 Student attainment of vocational & technical skill proficiencies. (lP2) 99% 91.53 Student attainment of a post-secondary credential (2Pl) 99% 34.70 Placement into employment (3Pl) 65% 69.52 Retention in employment (3P2) 92% 90.13 Non-traditional participation (4P 1) 9% 15.44 Non-traditional completion rate (4P2) 100% 13.84

om Skill P Ice s rogram o utcomes: Perkins Measures Data Standard 1. Attainment of Academic skill proficiencies. (1 PI) N/A* 80.81 2. Attainment of vocational and technical skills proficiencies. (IP2) 87% 91.53 3. Attainment of a post -secondary credential. (2P 1) 77% 34.95 4. Placement into employment. (3PI) 58% 69.77 5. Retention in employment. (3P2) 90% 90.13 6. Participation in Non-Traditional programs. (4Pl) 37% 15.60 7. Non-traditional student completions. (4P2) 66% 14.00 * This short term program of 12 hours is directed to reach the student who needs specific computer applications training. The short term nature of the program does not include academic skill attainment in the program competencies

20

Date: 12/14/05 13:09:06

WINCC-EMPLOYMENT TRAINING CENTER/STUDENT SERVICES PROG COMPETENCIES - COURSE ANALYSIS

YEAR: 2006

01 = IDENTIFY AND USE TOOLS AND RESOURCES NECESSARY TO CONTINUE THEIR CHOSEN LIFELONG LEARNING PURSUITS 02 = PROVIDE AND ACCEPT CONSTRUCTIVE CRITICISM, CONTRASTING POINTS OF VIEW 03 = DEMONSTRATE PROFICIENCY IN BASIC MATH, READING, WRITING, LISTENING, AND SPEAKING SKILLS 04 = TRANSFER LEARNING FROM ONE ENVIRONMENT TO ANOTHER 05 = UPDATE VOCATIONAL, TECHNICAL, AND TECHNOLOGICAL SKILLS 06 = DEVELOP, PRACTICE, AND EVALUATE PROBLEM-SOLVING STRATEGIES 07 = DEVELOP, PRACTICE, AND EVALUATE GOAL-SETTING STRATEGIES 08 = DEMONSTRATE CULTURAL AWARENESS; ACKNOWLEDGE AND RESPECT THE UNIQUENESS OF OTHERS 09 = DEMONSTRATE LEARNING RELATED TO EMPLOYABILITY SKILLS AND ATTITUDES 010= DEMONSTRATE INTERPERSONAL SKILLS NECESSARY TO WORK EFFECTIVELY IN DIVERSE GROUPS

CLNO CNA-AL NURSE ASSISTANT TRAINING

Page: 1 Report: 0690

101 102 103 104 105 106 107 108 109 10101 02302 Demonstrates proper handwashing procedures RATE I X I I I X I X I I I I I I

02303 Demonstrates first aid for obstructed airway (conscious resident) RATE I X I I X I X I X I I X I

00519 Puts on and removes gown mask and gloves RATE I X I IXIXI I X I

00520 Moves resident to the side of bed RATE I X I IXIXI I X I I X I

00522 Positions resident in supine position RATE I X I IXIXI I X I , X I

00523 Positions resident in fowler's position RATE I X I IXIXI I X , I X ,

00524 Positions resident in side lying (lateral) position RATE I X I IXIXI , X I , X I

00525 Moves resident from bed to chair using safety (gait) belt RATE I X I lXIX' , X , I X I

00527 Makes occupied bed RATE I X " I X , X I I X I I X I

00528 Makes unoccupied bed RATE I X I IXIXI , X I I X I

00529 Brushes resident's teeth RATE I X I I X I X I I X I , X I

01 } Brushes resident's -dentures RATE I X I I I X I X I I I X I I X I --~--------------------------------------------------------------------------------------------------------------------------------02304 Demonstrates proper mouth care for an unconscious resident RATE I X I I I X I X I I I X I I X I ________________________________________________________________________________________________ 1 ____________________________ ~ _______ _

02305 Gives resident bed bath RATE I X I I I X I X I , I X I I X I

00600 Gives resident back rub RATE I X I IXIXI I X I I X I

02416 Gives resident perineal care RATE I X I IXIXI I X I I X I

00602 Brushes and combs resident's hair RATE I X I I X I X I I X I I X I

00603 Shaves resident RATE I X I IXIXI I X I I X I

00604 Cleans and trims resident's fingernails RATE I X I I X I X I I X I I X I

00605 Dresses resident RATE I X I lXIX' I X I I X I

00606 Undresses resident RATE I X I IXIXI I X I I X I

Date: 12/14/05 Time: 13: 09: 07

WINCC-EMPLOYMENT TRAINING CENTER/STUDENT SERVICES PROG COMPETENCIES - COURSE ANALYSIS

YEAR: 2006

01 = IDENTIFY AND USE TOOLS AND RESOURCES NECESSARY TO CONTINUE THEIR CHOSEN LIFELONG LEARNING PURSUITS 02 PROVIDE AND ACCEPT CONSTRUCTIVE CRITICISM, CONTRASTING POINTS OF VIEW 03 = DEMONSTRATE PROFICIENCY IN BASIC MATH, READING, WRITING, LISTENING, AND SPEAKING SKILLS 04 = TRANSFER LEARNING FROM ONE ENVIRONMENT TO ANOTHER 05 = UPDATE VOCATIONAL, TECHNICAL, AND TECHNOLOGICAL SKILLS 06 = DEVELOP, PRACTICE, AND EVALUATE PROBLEM-SOLVING STRATEGIES 07 = DEVELOP, PRACTICE, AND EVALUATE GOAL-SETTING STRATEGIES 08 = DEMONSTRATE CULTURAL AWARENESS; ACKNOWLEDGE AND RESPECT THE UNIQUENESS OF OTHERS 09 = DEMONSTRATE LEARNING RELATED TO EMPLOYABILITY SKILLS AND ATTITUDES 010= DEMONSTRATE INTERPERSONAL SKILLS NECESSARY TO WORK EFFECTIVELY IN DIVERSE GROUPS

CLNO CNA-AL NURSE ASSISTANT TRAINING

Page: Report: 0

101 102 103 104 105 106 107 108 109 10101 00607 Assists resident to eat RATE I X I I I X I X I X I I X I I X I

00608 Measures height of resident using upright scale RATE I X I X I IXIXI I X I I X I

00609 Measures height of resident in bed RATE IXIXI IXIXI I X I I X I

00610 Measures weight of resident using upright scale RATE I XIX I IXIXI I X I I X I

00611 Assists resident with bedpan RATE I X I IXIXIXI I X I I X I

00612 Assists resident with urinal RATE I X I IXIXIXI I X I I X I

00616 Takes oral temperature using digital thermometer RATE I XIX I IXIXI I X I I X I

00617 Counts resident's pulse RATE IXIXI IXIXI I X I I X I

00618 Counts resident's respirations RATE I XIXI IXIXI I X I I X I

00619 Takes blood pressure RATE IXIXI IXIXI I X I I X I

00620 Performs passive range of motion - upper body RATE I X I I X I X I I X I IX

00621 Performs passive range of motion - lower body RATE I X I I X I X I I X I III

00622 Assists resident in walking using a safety belt RATE I X I IXIXIXI I X I I X I

02417 Successfully complete CPR class RATE I X I I X I I X I

02306 Performs caregiving skills in clinical setting RATE IXIXIXIXIXIXI I X I X I X I

02307 Passes final exam at 80'11 minimum RATE I X I

02308 Completes homework assignments RATE I X I I X I I X I

02309 Demonstrates professional behavior and positive attitude RATE I X I I X I X I X I

02921 INTEGRATED ACADEMICS SUBBD I

02311 Knows Red Cross medical terminology RATE I X I I X I I X I IXIXIXI

02312 Defines basic medical terms in own words RATE I X I X I I X I I X I X I X I

02313 Communicates symptoms of illness in own words RATE IXIXI I X I I X I X I X I

03042 Reads and utilizes thermometers RATE I X ! !XIXIXI I X I

03043 Reads and utilizes sphygmomanometers RATE I X I IXIXIXI I X I

03044 Calculates time, weights, and other basic measures RATE I X I IXIXIXIXI I X I

03045 Calculates linear measurement RATE I X I IXIXIXI I X I

03046 Demonstrates knowledge written exam techniques (multiple choice questions) RATE I X ! I X I X I I X I I X I

48 Competencies 41 10 9 42 41 11 1 38 13 36

Instructor Signature: _______________________________________________________________ Date: ____________________________ __

Instructor Signature: ______________________________________________________________ ~Date: ____________________________ __

22

Windward Community College-:: Employment Training Office Instructional Annual Program Review

Fiscal Year 2005-06 as of 10/20106

Part III. Quantitative Indicators for Program Review

* optional data to assist program review report

WINCC-EMPLOYMENT TRAINING CENTER/STUDENT SERVICES Date: 10/13/06 COMPL RPT - PRGROUP-ENRL DT/LST PRGCODE Page: 1 Time: 16:41:24 Enrolled During: 07/01/05 to 06/30/06 Report: 0788

TTL IN iSTD NEED iSTD iSTD iSTD lISTD IISTD % % % TRG TERM TERM COMP ATTN nATTN nCOMP PCS COMP POS SUCES

CE-CNA-AL NURSES AIDE TRAINING - NATIVE HAWAIIAN GRANT 12 0 12 0 11 11 0 1 0 92% 0% 92% CNA-AL NURSE ASSISTANT TRAINING 10 0 10 0 9 9 0 1 0 90% 0% 90% CNA-AL2 NURSE ASSISTANT TRAINING 10 0 10 0 9 9 0 1 0 90% 0% 90% CNA-AL3 NURSE ASSISTANT TRAINING 9 0 9 0 7 7 0 2 0 78% 0% 78%

41 0 41 0 36 36 0 5 0 88% 0% 88%

IN TRG = student still in training. NEED TERM = Termination Reports that are PAST DUE. % COMP - completers with attainment (ATTN). % POS = positive outcomes of non-completers (nCOMP). % SUCES = Successful Termination Rate of iSTD ATTN + iSTD PCS over lISTD TERM.

N ..j:::.

Program

ABRF CNA CO FAMCO ICA-H ICA-W OAT OS

Current and projected positions in the Occupation (CTE programs) Annual new positions in the State (for CTE programs)

2005-2012 Current Current Projected

Occupation State Honolulu New Jobs Jobs State Jobs

Automotive body and related repairers 766 525 -22 Nursing, psychiatric, and home health aides 6461 4847 1505 Maintenance & repair work general 7382 4918 871 Maintenance & repair work general 7382 4918 871 Food preparation workers 5692 3825 885 Food preparation workers 5692 3825 885 Office & administration support occupations 1378 1007 16 Office & administration support occupations 1378 1007 16

2005-2012 Annual Annual Projected New New

New State Honolulu Honolulu Jobs Jobs Jobs

-47 -3.1 -6.7 1073 215 153 443 124 83 443 124 83 496 126 71 496 126 71

2 2 0 2 2 0

~ Note: Occupation information based on Spring 2006 EMSI (Economic Modeling Specialist Incorporated) Labor Demand data provided by UH AP AP A. Used same data as the CCs with major similar to ETC. The data for Projected and Annual are based on NEW jobs (not all jobs available).

.