carl d. perkins vocational and technical education … · skill proficiencies 81.87 1p2: student...

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CARL D. PERKINS VOCATIONAL AND TECHNICAL

EDUCATION ACT OF 2006 University of Hawai‘i Community Colleges

KAPI‘OLANI COMMUNITY COLLEGE

FY 2007 - 2008 Institutional Narrative

Kapi‘olani Community College (KCC) is an urban institution providing comprehensive and high quality developmental, liberal arts and 21st century career programs. The college bears the name of Queen Julia Kapi‘olani who was deeply committed to the health, education, well being and perpetuation of her people.

KCC is nationally recognized for its learning-centered excellence and for integrating a coherent curriculum that connects and integrates learning and research across classroom, campus, the state, and cyberspace. From 2001 to 2005, the College experienced a solid growth in headcount enrollment from 7,081 to 7,289 diverse, multi-ethnic students. However, in the same period, the enrollment of career technical students decreased from 2,068 (29.2 percent of total enrollment) to 1,545 (21.2 percent of total). Programs most affected by factors such as low unemployment rates in the local economy are Business Education, Food Services, and Legal Education, which have all experienced enrollment declines. Programs experiencing enrollment increases include Health Education and Technology (New Media Arts). KCC’s career and technical programs serve Honolulu and statewide areas.

Several Kapi‘olani programs attract students statewide. The college offers a developmental program called Holomua and the largest liberal arts and transfer programs in the University of Hawai‘i system, serves as a statewide Nursing, Health Sciences and Legal Education training center and provides quality training programs in Hotel Operations, Culinary Arts, Travel and Tourism, Interpreter Training, New Media Arts, Exercise and Sports Science, Education Paraprofessional, and Business Education. KCC, through its Perkins planning process, is creating a coherent and high quality academic environment that connects and reinforces learning across classroom, campus, the state, and cyberspace. KCC’s career and technical programs play a critical role in developing the community building and marketable skills necessary to perpetuate Hawai‘i as a successful multicultural community with an increasingly diversified and globally integrated 21st century economy.

Core Indicators of Performance Currently, the State’s adjusted postsecondary performance standards for academic year 2006-07 are:

Accountability Core Indicators of Performance

06-07 Goals

1P1: student attainment of challenging State established academic skill proficiencies 81.87

1P2: student attainment of challenging State established vocational and technical skill proficiencies 90.42

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2P1: student attainment of a post-secondary degree or credential 38.17 3P1: student placement into further education, employment, or the military 71.07

3P2: student retention in employment 92.00 4P1: student participation in vocational and technical education programs that lead to nontraditional training and employment 14.60

4P2: student completion of vocational and technical education programs that lead to nontraditional training and employment 12.19

Description of the Planning Process and Participants Involved in the Process For the second time, the Perkins planning process followed the college’s annual budget and planning cycle which had been established by the Policy, Planning and Advisory Council (PPAC) in 2005. Perkins performance indicator data was presented at key meetings during the college planning process and was then incorporated into departmental tactical plans and program reviews. The chancellor and the deans were kept apprised of the changes to the Perkins law during administrative staff meetings. Faculty and administrators attended the Perkins IV Overview workshop provided by the state director’s office in October 2006 and became familiar with the major changes in the Perkins Act of 2006 that were not part of the previous Perkins Act of 1998. A special meeting was held at the campus in March 2007 with the UHCC Perkins Coordinator and a staff member to brief campus members on the changes for Perkins IV. Administrators and faculty were asked to be ready with requests for the upcoming 2007-08 year, keeping in mind the new Perkins IV requirements and to promote new initiatives in addition to supporting ongoing successful strategies. Decisions for requesting Perkins achieving standards strategies and Perkins mini-grants funding were made during meetings attended by college administrators, department chairs, and faculty. A permanent Perkins committee consisting of 4 department chairs and the CTE Dean reviews all requests and makes its recommendation to the Chancellor for submittal to the Office of the Associate Vice-President of Community Colleges. In addition to college-wide planning involving campus constituents, special populations program faculty have been involved with their colleagues across the UHCC system and nationally in considering best practices and national models. The college’s planning process requires that departments update their tactical plans on a three-year cycle. The tactical plans must be explicitly aligned with the college’s strategic plan and with applicable campus-wide emphases and initiatives. These college emphases and initiatives are writing, technology, math, international education, service learning, first year experience (FYE), Malama Hawai‘i, teacher preparation, and learning communities. With the adoption of the tactical planning model in 2005, came the creation of Academic Program and Administrative and Educational Support (AES) unit plans that cover student services and learning support programs. Special population students served by these AES units are students with disabilities, single parents, displaced homemakers, and economically disadvantaged students. Supportive activities for these students are included in the Student Services tactical plan. Supportive activities for the students with limited English proficiency and non-traditional students are included in tactical plans of the departments that enroll significant numbers of these special population students.

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The college planning process assures that Perkins strategies are embedded within the career and technical departments’ tactical plans and are the result of data-driven decision-making. For the past three years, the college departments and AES units have presented their tactical plans during the April – July meetings of the PPAC. This ensures that the needs of CTE programs are brought to the attention of a larger audience for consideration in allocating available college resources. The tactical plans drive fiscal and learning resource allocations made annually at the college. Requests for refinements in Perkins performance indicator data resulting from the planning process are forwarded to the Institutional Research Office. The Institutional Research Office is currently providing the academic programs with their tactical planning and other program review data. As the program review and planning processes are continually refined, the relationship between Perkins data and decision-making on the college’s Perkins requests become more direct and transparent. Campus timeline for requesting Achieving Standards funds: April 16 Departments submit proposals to campus CTE dean April 17 Campus Perkins Committee prioritizes proposals received from departments April 18 Administrative staff reviews committee’s recommendations and provides input to Chancellor April 19 Chancellor reviews the proposal and signs assurance form April 20 Campus request due to VPCC office April 26 System-wide CTE deans meet to prioritize proposals received from campuses April-May Award letters received from system office May-June Accounts established July 1 Award year begins

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Data tables or charts of college performance on core indicators relative to the pre-established goal levels

Kapi'olani CC Performance 2003 - 04 2004- - 05 2005--06 standard actual standard actual standard actual Achieving Standards Funding $389,225 $266,544 $318,2631P1: Academic Achievement 81.56 77.80 81.81 85.08 81.92 87.71 1P2: Vocational Achievement 91.53 90.75 90.00 93.56 90.00 95.58 2P1: Program Credentials 35.70 47.69 36.00 50.71 37.33 52.21 3P1: Placement in Employment 70.52 78.20 71.00 74.52 71.72 79.70 3P2: Retention in Employment 90.13 88.46 90.00 88.48 92.00 84.71 4P1: Non-traditional Participation 15.94 19.33 14.18 20.53 14.60 20.06 4P2: Non-traditional Completion 14.34 17.71 12.86 16.18 12.73 17.65

• 1P1: Gains made by eBusiness, culinary arts, travel and tourism, medical assisting,

medical laboratory technician, physical therapist assistant, students with disabilities, economically disadvantaged students, non-traditional students, single parents, displaced homemakers, and students with limited English proficiency resulted in an overall gain of 2.63. The college meets the standard for the second time in three years. This indicator will not be measured by the Perkins IV performance standards.

• 1P2: Gains made by accounting, culinary arts, hospitality, travel and tourism, dental assisting, medical laboratory technician, physical therapist assistant, legal education, new media arts, students with disabilities, non-traditional students, single parents, and students with limited English proficiency resulted in an overall gain of 2.02. The college meets the standard for the second time in three years. Strategies # 3 and #4 are designed to improve performance.

• 2P1: Gains made by accounting, information technology, culinary arts, travel and tourism, medical laboratory technician, physical therapist assistant, emergency medical technician, students with disabilities, non-traditional students, and students with limited English proficiency led to an increase of 1.50. The college met the standard for the past three years. Strategies #3 and #4 are designed to continue this positive trend.

• 3P1: Gains made by accounting, information technology, culinary arts, hospitality, medical laboratory technician, occupational therapist assistant., radiologic technologist, nursing (ADN/LPN), legal education, students with disabilities, economically disadvantaged students, non-traditional students, displaced homemakers, and students with limited English proficiency resulted in an overall gain of 5.18 . The college has met the standard for the past three years. Strategy #2 is designed to continue this positive trend.

• 3P2: Declines made by accounting, information technology, medical assisting, respiratory care, radiologic technologist, nursing (ADN), and non-traditional students offset improvements made by marketing, culinary arts, hospitality, travel and tourism, occupational therapist assistant, physical therapist assistant, legal education, economically disadvantaged students, single parents, and students with limited English proficiency. The college has not met the standard for the past three years and falls 7.29 below standard. Strategy #2 is specifically designed to investigate why the college is not meeting this standard and why the data appears inconsistent with anecdotal reports received from program graduates.

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• 4P1: Although there was a decline of 1.53 the college continued to meet standard this year. The college met the standard for the past three years

• 4P2: Consistent program performance led to an increase of 1.47. The college met the standard for the past three years.

Business Education Programs (Accounting, IT, Marketing and eBusiness) Data on the Kapi‘olani’s Business programs (accounting, information technology, marketing, eBusiness), reflect a decline in enrollment of majors and an uneven performance over the past three years. Business Education students in accounting improved their performance on the 1P2 indicator. Despite improvements made by accounting and information technology, students in all of the majors are not yet meeting standards for 2P1. The department has sought assistance from consultants as well as examined their performance during the past year.

Accounting Performance 2003 - 04 2004- - 05 2005- -06 standard actual standard actual standard actual Achieving Standards Funding $389,225 $266,544 $318,2631P1: Academic Achievement 81.56 83.02 81.81 87.76 81.92 83.33 1P2: Vocational Achievement 91.53 85.25 90.00 88.68 90.00 97.44 2P1: Program Credentials 35.70 24.59 36.00 22.64 37.33 35.90 3P1: Placement in Employment 70.52 70.00 71.00 80.00 71.72 91.67 3P2: Retention in Employment 90.13 100.00 90.00 100.00 92.00 90.91 4P1: Non-traditional Participation 15.94 28.65 14.18 29.26 14.60 28.57 4P2: Non-traditional Completion 14.34 33.33 12.86 18.75 12.73 22.22

Information Tech Performance 2003 - 04 2004- - 05 2005- -06 standard actual standard actual standard Actual Achieving Standards Funding $389,225 $266,544 $318,2631P1: Academic Achievement 81.56 75.00 81.81 89.58 81.92 76.32 1P2: Vocational Achievement 91.53 88.75 90.00 94.12 90.00 90.24 2P1: Program Credentials 35.70 28.75 36.00 19.61 37.33 29.27 3P1: Placement in Employment 70.52 77.78 71.00 47.83 71.72 80.00 3P2: Retention in Employment 90.13 100.00 90.00 100.00 92.00 87.50

Marketing Performance 2003 - 04 2004- - 05 2005- -06 standard actual standard actual standard Actual Achieving Standards Funding $389,225 $266,544 $318,2631P1: Academic Achievement 81.56 66.67 81.81 80.00 81.92 77.78 1P2: Vocational Achievement 91.53 94.12 90.00 93.10 90.00 88.89 2P1: Program Credentials 35.70 23.53 36.00 31.03 37.33 27.78 3P1: Placement in Employment 70.52 66.67 71.00 75.00 71.72 66.67 3P2: Retention in Employment 90.13 50.00 90.00 84.33 92.00 100.00

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eBusiness Performance 2003 - 04 2004- - 05 2005- -06

standard actual standard actual standard Actual Achieving Standards Funding $389,225 $266,544 $318,263 1P1: Academic Achievement 81.56 100.00 81.81 71.43 81.92 100.00 1P2: Vocational Achievement 91.53 100.00 90.00 100.00 90.00 100.00 2P1: Program Credentials 35.70 0.00 36.00 71.43 37.33 0.00 3P1: Placement in Employment 71.72 60.00

Hospitality Education Programs (Culinary AS, Hotel, Travel) The performance of culinary majors improved on all performance indicators and demonstrates a positive trend in reaching their mission of quality career and technical education. Strategy # 1 reflects their goal of continuous improvement as they respond to the demand from industry for more skilled workers. The challenge for the travel/tourism and hotel programs to improve their performance in 3P1 will require some research to determine the cause. Strategy #2 was specifically designed to gather data on employment of program graduates.

Culinary A.S. Performance 2003 - 04 2004- - 05 2005- -06 standard actual standard actual standard Actual Achieving Standards Funding $389,225 $318,263 $318,2631P1: Academic Achievement 81.56 59.57 81.81 65.38 81.92 71.43 1P2: Vocational Achievement 91.53 81.51 90.00 90.09 90.00 94.44 2P1: Program Credentials 35.70 57.14 36.00 49.55 37.33 57.78 3P1: Placement in Employment 70.52 67.65 71.00 77.94 71.72 76.36 3P2: Retention in Employment 90.13 82.61 90.00 86.79 92.00 95.24

Hospitality Performance 2003 - 04 2004- - 05 2005- -06 standard actual standard actual standard Actual Achieving Standards Funding $389,225 $318,263 $318,2631P1: Academic Achievement 81.56 66.67 81.81 89.58 81.92 83.78 1P2: Vocational Achievement 91.53 86.67 90.00 94.00 90.00 97.37 2P1: Program Credentials 35.70 42.22 36.00 60.00 37.33 52.63 3P1: Placement in Employment 70.52 75.00 71.00 47.37 71.72 56.67 3P2: Retention in Employment 90.13 100.00 90.00 88.89 92.00 100.00

Trav and Tourism Performance 2003 - 04 2004- - 05 2005- -06 standard actual standard actual standard Actual Achieving Standards Funding $389,225 $318,263 $318,2631P1: Academic Achievement 81.56 77.80 81.81 71.70 81.92 89.47 1P2: Vocational Achievement 91.53 90.75 90.00 90.74 90.00 94.87 2P1: Program Credentials 35.70 47.69 36.00 50.00 37.33 53.85 3P1: Placement in Employment 70.52 78.20 71.00 64.71 71.72 48.15 3P2: Retention in Employment 90.13 88.46 90.00 81.82 92.00 100.00

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Health Education Health Education programs at KCC employ selective admission strategies to carefully admit only those students having the best potential for completing the program and gaining employment in the career field. The programs do extremely well as measured by the Perkins indicators with only a few exceptions. The LPN program was stopped out this year and will be redesigned to be equivalent to the first year of the ADN program.

Dental Assist. Performance 2003 - 04 2004- - 05 2005- -06 standard actual standard actual standard Actual Achieving Standards Funding $389,225 $318,263 $318,2631P1: Academic Achievement 81.56 62.50 81.81 100.00 81.92 100.00 1P2: Vocational Achievement 91.53 100.00 90.00 100.00 90.00 100.00 2P1: Program Credentials 35.70 80.00 36.00 54.55 37.33 0.00 3P1: Placement in Employment 70.52 77.78 71.00 91.67 71.72 66.67 3P2: Retention in Employment 90.13 85.71 90.00 100.00 92.00 100.00 4P1: Non-traditional Participation 15.94 4.55 14.18 10.34 14.60 3.85 4P2: Non-traditional Completion 14.34 5.56 12.86 0.00 12.73 0.00

Medical Assist. Performance 2003 - 04 2004- - 05 2005- -06 standard actual standard actual standard Actual Achieving Standards Funding $389,225 $318,263 $318,2631P1: Academic Achievement 81.56 77.78 81.81 84.62 81.92 95.45 1P2: Vocational Achievement 91.53 95.00 90.00 92.59 90.00 95.65 2P1: Program Credentials 35.70 75.00 36.00 59.26 37.33 56.52 3P1: Placement in Employment 70.52 72.73 71.00 86.67 71.72 87.50 3P2: Retention in Employment 90.13 93.75 90.00 100.00 92.00 92.86 4P1: Non-traditional Participation 15.94 7.69 14.18 3.39 14.60 3.70 4P2: Non-traditional Completion 14.34 6.25 12.86 0.00 12.73 10.00

Med. Lab. Tech. Performance 2003 - 04 2004- - 05 2005- -06 standard actual standard actual standard Actual Achieving Standards Funding $389,225 $318,263 $318,2631P1: Academic Achievement 81.56 77.78 81.81 88.89 81.92 100.00 1P2: Vocational Achievement 91.53 80.00 90.00 70.00 90.00 87.50 2P1: Program Credentials 35.70 40.00 36.00 60.00 37.33 68.75 3P1: Placement in Employment 70.52 100.00 71.00 25.00 71.72 83.33 3P2: Retention in Employment 90.13 100.00 90.00 100.00 92.00 100.00 4P1: Non-traditional Participation 15.94 25.00 14.18 19.35 14.60 13.33 4P2: Non-traditional Completion 14.34 25.00 12.86 16.67 12.73 18.18

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OTA Performance 2003 - 04 2004- - 05 2005- -06

standard actual standard actual standard Actual Achieving Standards Funding $389,225 $318,263 $318,2631P1: Academic Achievement 81.56 77.80 81.81 100.00 81.92 77.78 1P2: Vocational Achievement 91.53 90.75 90.00 100.00 90.00 88.89 2P1: Program Credentials 35.70 47.69 36.00 62.50 37.33 55.56 3P1: Placement in Employment 70.52 78.20 71.00 66.67 71.72 100.00 3P2: Retention in Employment 90.13 88.46 90.00 50.00 92.00 60.00 4P1: Non-traditional Participation 15.94 19.33 14.18 36.84 14.60 25.53 4P2: Non-traditional Completion 14.34 17.71 12.86 50.00 12.73 20.00

PTA Performance 2003 - 04 2004- - 05 2005- -06 standard actual standard actual standard Actual Achieving Standards Funding $389,225 $318,263 $318,2631P1: Academic Achievement 81.56 77.78 81.81 75.00 81.92 100.00 1P2: Vocational Achievement 91.53 100.00 90.00 80.00 90.00 100.00 2P1: Program Credentials 35.70 63.64 36.00 40.00 37.33 50.00 3P1: Placement in Employment 70.52 100.00 71.00 100.00 71.72 75.00 3P2: Retention in Employment 90.13 100.00 90.00 57.14 92.00 66.67

Rad. Tech. Performance 2003 - 04 2004- - 05 2005- -06 standard actual standard actual standard Actual Achieving Standards Funding $389,225 $318,263 $318,2631P1: Academic Achievement 81.56 95.24 81.81 100.00 81.92 100.00 1P2: Vocational Achievement 91.53 100.00 90.00 100.00 90.00 100.00 2P1: Program Credentials 35.70 80.00 36.00 88.10 37.33 75.00 3P1: Placement in Employment 70.52 71.00 85.00 71.72 94.59 3P2: Retention in Employment 90.13 90.00 52.94 92.00 45.71

Resp. Care Performance 2003 - 04 2004- - 05 2005- -06 standard actual standard actual standard Actual Achieving Standards Funding $389,225 $318,263 $318,2631P1: Academic Achievement 81.56 85.71 81.81 92.86 81.92 92.86 1P2: Vocational Achievement 91.53 100.00 90.00 100.00 90.00 100.00 2P1: Program Credentials 35.70 86.67 36.00 93.75 37.33 83.33 3P1: Placement in Employment 70.52 100.00 71.00 100.00 71.72 100.00 3P2: Retention in Employment 90.13 75.00 90.00 100.00 92.00 86.67

EMT Performance 2003 - 04 2004- - 05 2005- -06 standard actual standard actual standard Actual Achieving Standards Funding $389,225 $318,263 $318,2631P1: Academic Achievement 81.56 95.00 81.81 92.86 81.92 92.31 1P2: Vocational Achievement 91.53 96.55 90.00 100.00 90.00 100.00 2P1: Program Credentials 35.70 36.00 10.26 37.33 37.93 3P1: Placement in Employment 70.52 71.00 71.72 100.00 3P2: Retention in Employment 90.13 90.00 92.00 100.00

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MICT Performance 2003 - 04 2004- - 05 2005- -06 standard actual standard actual standard Actual Achieving Standards Funding $389,225 $318,263 $318,2631P1: Academic Achievement 81.56 100.00 81.81 91.67 81.92 94.74 1P2: Vocational Achievement 91.53 100.00 90.00 100.00 90.00 100.00 2P1: Program Credentials 35.70 12.50 36.00 11.76 37.33 10.53 3P1: Placement in Employment 70.52 71.00 100.00 71.72 100.00 3P2: Retention in Employment 90.13 90.00 100.00 92.00 100.00

Nursing ADN Performance 2003 - 04 2004- - 05 2005- -06 standard actual standard actual standard actual Achieving Standards Funding $389,225 $318,263 $318,2631P1: Academic Achievement 81.56 100.00 81.81 100.00 81.92 100.00 1P2: Vocational Achievement 91.53 98.80 90.00 100.00 90.00 98.61 2P1: Program Credentials 35.70 89.16 36.00 94.03 37.33 93.06 3P1: Placement in Employment 70.52 80.36 71.00 81.08 71.72 87.30 3P2: Retention in Employment 90.13 91.11 90.00 96.67 92.00 94.55 4P1: Non-traditional Participation 15.94 25.00 14.18 27.33 14.60 29.17 4P2: Non-traditional Completion 14.34 22.97 12.86 25.76 12.73 25.37

Prac. Nurs. Performance 2003 - 04 2004- - 05 2005- -06 standard actual standard actual standard Actual Achieving Standards Funding $389,225 $318,263 $318,2631P1: Academic Achievement 81.56 89.74 81.81 91.49 81.92 100.00 1P2: Vocational Achievement 91.53 100.00 90.00 88.00 90.00 85.71 2P1: Program Credentials 35.70 51.22 36.00 70.00 37.33 65.71 3P1: Placement in Employment 70.52 88.46 71.00 66.67 71.72 85.71 3P2: Retention in Employment 90.13 60.87 90.00 57.14 92.00 66.67 4P1: Non-traditional Participation 15.94 12.50 14.18 15.38 14.60 20.00 4P2: Non-traditional Completion 14.34 13.79 12.86 14.29 12.73 8.70

Legal Education Programs As of fall 2006, the legal education program no longer used selective admissions practices for entering students. On a pilot basis, the program began accepting all applicants. The program will be examining the results of this pilot during the following year.

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Legal Ed. Performance 2003 - 04 2004- - 05 2005- -06

standard actual standard actual standard Actual Achieving Standards Funding $389,225 $318,263 $318,2631P1: Academic Achievement 81.56 72.73 81.81 81.82 81.92 76.47 1P2: Vocational Achievement 91.53 91.94 90.00 93.22 90.00 96.23 2P1: Program Credentials 35.70 38.71 36.00 42.37 37.33 39.62 3P1: Placement in Employment 70.52 72.00 71.00 66.67 71.72 76.00 3P2: Retention in Employment 90.13 100.00 90.00 100.00 92.00 89.40 4P1: Non-traditional Participation 15.94 13.66 14.18 14.20 14.60 11.92 4P2: Non-traditional Completion 14.34 10.71 12.86 3.70 12.73 8.70

New Media Arts

NMA Performance 2003 - 04 2004- - 05 2005- -06 standard actual standard actual standard Actual Achieving Standards Funding $389,225 $318,263 $318,2631P1: Academic Achievement 81.56 100.00 81.81 100.00 81.92 100.00 1P2: Vocational Achievement 91.53 100.00 90.00 60.00 90.00 100.00 2P1: Program Credentials 35.70 0.00 36.00 100.00 37.33 100.00 3P1: Placement in Employment 71.72 100.00 3P2: Retention in Employment 92.00 60.00

Educational Paraprofessional

Educational Paraprofessional 2005- -06 standard actual Achieving Standards Funding $318,2631P1: Academic Achievement 81.92 100.00 1P2: Vocational Achievement 90.00 100.00 2P1: Program Credentials 37.33 30.00 3P1: Placement in Employment 71.72 100.00 3P2: Retention in Employment 92.00 75.00 4P1: Non-traditional Participation 14.60 18.52 4P2: Non-traditional Completion 12.73 0.00

Exercise and Sports Science

Exercise and Sports Science 2005- -06 standard actual Achieving Standards Funding $318,2631P1: Academic Achievement 81.92 100.00 1P2: Vocational Achievement 90.00 100.00 2P1: Program Credentials 37.33 100.00

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Educational Interpreter Educational Interpreter 2005- -06

standard actual Achieving Standards Funding $318,2631P1: Academic Achievement 81.92 100.00 1P2: Vocational Achievement 90.00 100.00 2P1: Program Credentials 37.33 50.00

Special Populations The special population students perform as well as or better than the general population on 1P1, 1P2. The challenges for special populations students appear to be in the job placement areas of 3P1 and 3P2. Strategies #2 and #4 address the needs of the special populations students.

Disabled Performance 2003 - 04 2004- - 05 2005- -06 standard actual standard actual standard actual Achieving Standards Funding $389,225 $318,263 $318,2631P1: Academic Achievement 81.56 70.59 81.81 78.57 81.92 100.00 1P2: Vocational Achievement 91.53 88.89 90.00 78.57 90.00 100.00 2P1: Program Credentials 35.70 44.44 36.00 21.43 37.33 25.00 3P1: Placement in Employment 70.52 50.00 71.00 62.50 71.72 100.00 3P2: Retention in Employment 90.13 100.00 90.00 80.00 92.00 80.00 4P1: Non-traditional Participation 15.94 26.67 14.18 45.45 14.60 50.00 4P2: Non-traditional Completion 14.34 12.86 50.00 12.73 0.00

Econ. Disadv. Performance 2003 - 04 2004- - 05 2005- -06 standard actual standard actual standard actual Achieving Standards Funding $389,225 $318,263 $318,2631P1: Academic Achievement 81.56 79.50 81.81 82.44 81.92 85.99 1P2: Vocational Achievement 91.53 91.63 90.00 92.27 90.00 91.48 2P1: Program Credentials 35.70 40.34 36.00 57.51 37.33 48.86 3P1: Placement in Employment 70.52 70.42 71.00 75.00 71.72 82.09 3P2: Retention in Employment 90.13 88.00 90.00 83.33 92.00 85.45 4P1: Non-traditional Participation 15.94 14.91 14.18 20.94 14.60 20.10 4P2: Non-traditional Completion 14.34 16.67 12.86 15.73 12.73 16.98

Non-Trad. Performance 2003 - 04 2004- - 05 2005- -06 standard actual standard actual standard actual Achieving Standards Funding $389,225 $318,263 $318,2631P1: Academic Achievement 81.56 88.37 81.81 88.37 81.92 90.91 1P2: Vocational Achievement 91.53 90.91 90.00 86.79 90.00 92.00 2P1: Program Credentials 35.70 49.09 36.00 52.83 37.33 54.00 3P1: Placement in Employment 70.52 82.35 71.00 74.07 71.72 96.43 3P2: Retention in Employment 90.13 92.86 90.00 90.00 92.00 81.48

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Single Parent Performance 2003 - 04 2004- - 05 2005- -06 standard actual standard actual standard actual Achieving Standards Funding $389,225 $318,263 $318,2631P1: Academic Achievement 81.56 76.92 81.81 83.33 81.92 86.67 1P2: Vocational Achievement 91.53 95.24 90.00 90.91 90.00 94.44 2P1: Program Credentials 35.70 50.00 36.00 72.73 37.33 33.33 3P1: Placement in Employment 70.52 66.67 71.00 76.19 71.72 68.75 3P2: Retention in Employment 90.13 87.50 90.00 81.25 92.00 90.91 4P1: Non-traditional Participation 15.94 3.70 14.18 2.56 14.60 0.00 4P2: Non-traditional Completion 14.34 6.25 12.86 0.00 12.73 0.00

Disp. Home. Performance 2003 - 04 2004- - 05 2005- -06 standard actual standard actual standard actual Achieving Standards Funding $389,225 $318,263 $318,2631P1: Academic Achievement 81.56 75.00 81.81 57.14 81.92 83.33 1P2: Vocational Achievement 91.53 75.00 90.00 100.00 90.00 100.00 2P1: Program Credentials 35.70 37.50 36.00 80.00 37.33 33.33 3P1: Placement in Employment 70.52 66.67 71.00 33.33 71.72 100.00 3P2: Retention in Employment 90.13 50.00 90.00 100.00 92.00 100.00

Limited Eng. Performance 2003 - 04 2004- - 05 2005- -06 standard actual standard actual standard actual Achieving Standards Funding $389,225 $318,263 $318,2631P1: Academic Achievement 81.56 84.91 81.81 86.67 81.92 89.06 1P2: Vocational Achievement 91.53 83.93 90.00 90.63 90.00 94.37 2P1: Program Credentials 35.70 44.64 36.00 53.13 37.33 57.75 3P1: Placement in Employment 70.52 63.64 71.00 44.00 71.72 47.06 3P2: Retention in Employment 90.13 85.71 90.00 81.28 92.00 100.00 4P1: Non-traditional Participation 15.94 14.98 14.18 15.79 14.60 19.23 4P2: Non-traditional Completion 14.34 14.98 12.86 20.00 12.73 10.00

An analysis of the college’s progress in achieving the goal levels of performance on the core indicators, including the performance for special populations. The following table tracks the college’s performance on the six standards over the past three years. The numbers in the cells refer to the number of years the college has performed above the standard (black font) or below the standard (red font). Except for 3P2, KCC has performed above standard consistently since the 2004-05 academic year.

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Perkins Measure 1P2:

Vocational Achievement

2P1: Program Creden-

tials

3P1: Placement in Employment

/Transfer

3P2: Retention

in Employ-

ment

4P1: Non-

traditional Participa-

tion

4P2: Non-

traditional Comple-

tion

Kapi`olani-Overall 2 3 3 3 3 3 Accounting 1 3 2 1 3 3 Information Technology 2 3 1 1 Marketing 1 3 1 1 eBusiness 3 1 1 1 Culinary 2 3 2 1 Hospitality 2 3 2 1 Travel and Tourism 2 3 2 1 Dental 3 1 1 2 3 3 Medical Assisting 3 3 3 3 3 3 Medical Laboratory Tech 3 3 1 3 1 3 Occupational Therapy Asst. 1 3 1 3 3 3 Physical Therapy Asst. 1 3 3 2 Radiologic Technology 3 3 3 2 Respiratory Care 3 3 3 1 EMT 3 3 3 3 MICT 3 3 3 3 Nursing ADN 3 3 3 3 3 3 Nursing LPN 2 3 1 3 2 1 Legal Ed 3 3 1 1 1 2 Students with Disabilities 1 2 1 2 3 1 Disadvantaged (Pell) 3 3 2 3 2 3 Non Trad 1 3 3 1 Single Parent 3 1 1 3 3 3 Displaced Homemaker 2 1 1 2 2 2 Limited English 2 3 3 1 2 1

The 2007-08 Perkins Achieving Standards Plan provides an opportunity for KCC to create programs and practices for credit and non-credit CTE students to achieve success as measured by the six Perkins postsecondary indicators. The 2007-08 plan promotes the articulation of career and technical courses that are aligned with a complete program of study at the secondary level and includes career guidance activities. The plan also addresses 3P2, retention in employment, where the college has for the past three years consistently scored below the standard. Perkins funds awarded to Kapi`olani will supplement existing efforts at the college through a variety of activities administered by the Deans. The college’s request includes strategies to develop more fully the academic, career and technical skills of postsecondary students enrolled in 21st century careers by including counseling and general education support activities that are integral to the success of any program. By the end of the 2007-08 academic year, the college will measure its performance on the six Perkins postsecondary indicators and evaluate the impact of the first-year pilot strategies as well as those strategies continued from the previous year.

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At the UHCC system level, trend data indicates performance weaknesses over the past three years for 3P1, Placement in Employment. For the first time this year, 3P2, Retention in Employment was also reported as a system weakness. Included in the College’s plan are specific activities that provide supplemental student support for students to improve their vocational performance, placement rates and non-traditional performance through a combination of instruction, student services and academic support. The following table provides a summary of KCC’s 2005-06 enrollment data for career and technical students at the college:

Career/Tech Participants Majors 2034 students Participants 1761 students Concentrators 1314 students Concentrators/Leavers 611 students Completers 473 students Individuals with Disabilities 26 students Economically Disadvantaged 435 students Nontraditional Enrollees 139 students Single Parents 47 students Displaced Homemakers 15 students Limited English Proficiency 199 students Total Special Populations 861 students

A summary of how the proposed strategies are designed to address the performance indicators and a brief statement of how the needs of under-performing programs and/or special populations will be addressed. The change in Perkins law requires the college to evaluate its prior year activities to be in compliance with new regulations. Our request includes strategies that continue to address areas where the laws are similar and to add new strategies where additions have been made to the law. Our request follows the themes of accountability and improvement, secondary-postsecondary connections, rigorous academic, and focus on business and industry. Two of our program areas, health education and hospitality, are recognized through professional standards/organizations and undergo rigorous self-examination with visits by leading professionals in their fields. Other programs such as Respiratory Care have developed articulation agreements for transfer to four-year institutions. These activities require that KCC programs meet high levels of industry standards, including retention and attainment of recognized degree and certificate credentials. Placement in the industry is also emphasized with KCC serving as the statewide training campus for several health fields. The college currently maintains strong relationships with Kaimuki High School, Kaimuki/Kaiser Community School for Adults, and McKinley High School through GEAR UP and ABE partnerships that transition students from high school to college.

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Through the Center for Learning and Teaching Technologies (CELTT), KCC offers high quality professional development workshops and technology training for online and other courses offered by distance. CTE faculty are provided with training to design and deliver courses online and over television through a program of sustained professional development activities. Within student services, special populations students receive financial aid services at the Kekaulike Information and Service Center-KISC in Ilima 102, disabilities services through the Disabilities Support Services Office in Ilima 103, and counseling and support services through the Single Parents and Displaced Homemakers Office in Iliahi 201. Through strategy #4, emphasis will be placed on preparing special populations for high skill, high wage, or high demand occupations leading to self-sufficiency through academic counseling and learning support. The addition of a strategy for programs of study to this year’s request assures that KCC meets the new requirement of the Perkins IV law. Through strategy #1, the college will begin to incorporate and align courses at the secondary level into a program of study that does not duplicate courses as students transition from high school to college. Included in this strategy are internships in industry, career counseling, increased communication between the college and students/families, training for high school teachers on all aspects of industry, and opportunities for secondary students to earn postsecondary credit.

16

CARL D. PERKINS VOCATIONAL AND TECHNICAL EDUCATION ACT OF 2006

Perkins IV Intervention Strategy Worksheet

Strategy # 1

Fiscal Year 2007-2008 College: Kapi‘olani Community College (Descriptive) Strategy Title: Developing Programs of Study between the DOE and

College Amount Requested: $147,231 Identified problem area, and reason for selection: Given the Perkins IV focus on articulation between secondary and postsecondary institutions, the college is requesting funds to link secondary and postsecondary education through programs of study. The identified programs for articulation with the DOE include but are not limited to:

• Hospitality • New media arts • Marketing • Educational Paraprofessional • Medical Assisting • Information Technology • Culinary

Business Education: Hawai‘i’s is in need of Business Education majors to fulfill the future economic needs of the state. The “Employment Outlook for Industries & Occupations 2004-2014” report by the Research and Statistics Office of the Department of Labor and Industrial Relations provides data that indicate that a large segment of employment in the areas of retail trade, financial activities professional and business services with positive growth through 2014 (due to the expected retirement of baby boomers). It is important to address this need by providing activities that will introduce high school students to careers in business, support and nurture their interest, encourage further education and provide a smoother and seamless pathway for the high school students to enter business majors in higher education and then to transition into the profession. Health Education: According to the U.S. Department of Labor, Bureau of Labor Statistics, there is a continuing need in the health industry for professionals because of high job turnover. Employment growth is expected to account for about 3.6 million new wage and salary jobs. Projected rates of employment growth range from 13% in hospitals to 69% in home health care services. Providing a smoother and seamless pathway for high school students to transition into the profession will assist in addressing this need. Educational Paraprofessionals: According to Career Kokua Occupational Outlook, there is a shortage of educational paraprofessionals in Hawai‘i because of the increase growth in special education and ESL students. In addition, school budget cuts increase the number of students in

17

the classroom. All of these factors increase the need for educational paraprofessionals. Providing a smoother and seamless pathway for high school students to transition into the profession will assist in addressing this need. It is also important to increase the awareness of where students can obtain an educational paraprofessional program. New Media Arts: Nationally, the number of jobs in NMA is anticipated to grow through the year 2014. This is a small-sized occupation in Hawai‘i, with about 60% of animators and multi-media artists being self-employed (Career Kokua). KCC’s New Media Arts instructors have conducted informational sessions for high school students and would like to work towards developing at least one specialized program in the Arts and Communication Pathway. It is important to continually showcase the NMA Program with students and faculty especially since there is a growing interest in digital media at the secondary level. Brief Strategy Description: CTE faculty recognize the need to upgrade their expertise in their program areas and provide activities for the high school students and faculty which will introduce them to current and/or emerging occupational opportunities. The following examples are for the business, hospitality, health, educational paraprofessional and New Media Arts pathways and will serve as a local model for other CTE programs at the college to develop articulated programs of study with the DOE. Activities with the DOE:

1. Provide co-advisors to student business clubs and/or as a mentor to the business or marketing competition teams.

2. Provide KCC faculty internship opportunities. 3. Provide “train the trainer” activities for high school faculty by KCC faculty. 4. Provide a summer career camp to introduce Business Education to high school students

and other activities including field trips to their sites, luncheons, and speakers. Solicit industry sponsors for internships.

5. Introduce e-portfolio to Business students to bridge accomplishments, reflections, career resume, etc. from high school to college to employment.

6. Provide field trips and internships to support and initiate students’ receiving part-time jobs in the industry while going to school, and/or future summer employment to further explore their career objectives and bolster ambitions for higher education with the continued monitoring by the project faculty.

7. Create a learning community for the health services pathway. 8. Develop SLOs for Health 125 (1 credit medical Terminology for general students) 9. Develop SLOs for Health 110 (2 credit Medical Terminology for Medical Assisting

students). 10. Articulate Health 125 with DOE equivalent courses. 11. Articulate Health 110 with DOE equivalent courses. 12. Articulate Biol 120 with DOE equivalent courses (Human Physiology). 13. Develop and disseminate needs assessment survey and analyze the results to develop a

highly visible pathway for high school students to effortlessly transition to educational paraprofessional programs.

14. Develop and disseminate information (via professionally-developed materials and website development) to high school teachers, counselors, and students on the educational paraprofessional programs

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15. Conduct informative presentations at the high schools on the educational paraprofessional programs

16. Plan, coordinate, and implement college visits and tours for the high school teachers and students on the educational paraprofessional programs

17. Plan, coordinate, and implement summer bridge programs for high school students and in-service educational paraprofessionals.

18. Develop and/or articulate specific educational paraprofessional courses between KCC and the high schools.

19. Develop credit by exam assessment for specific educational paraprofessional courses 20. Provide information sessions about New Media Arts to high school students and offer

classes at the high schools in preparation for entrance into KCC’s NMA Program. 21. Provide high school students the opportunity to participate in New Arts Lecture series. 22. Offer an Art 112, Introduction to Digital Art, in the high schools to train teachers and

serve as a resource. 23. Develop computer-rendered educational materials (eg. Space in 3d animation) for

schools nation-wide. Use state-of-the-art animations to illustrate complex concepts in physics and geoscience.

24. To provide opportunities for New Media Arts majors to serve as mentors for high school students and resources for faculty.

25. Offer KCC faculty-lead workshops for teachers in high-demand content areas, such as Photoshop, Introduction to Maya, and the Basics of Creating a Website.

26. Utilize WorkKeys to assess the preparation of culinary and hospitality majors for employment in the industry. Utilize the results to provide early intervention to students at the high school level.

Activities with the DOE and Business Partners

Design internships for high school (seniors) students through a partnership with the Society for Human Resource Management, Hawai‘i Chapter. The internships will be offered to high school students who are interested in directly enrolling in KCC’s Business and Hospitality or other related programs after earning their high school credential. A recruiting framework or model will be designed for industry internship programs with special focus on high school students through a "learn and earn" business/career pathway model (with a Hawaiian emphasis). Develop an articulation agreement with the DOE for 1-2 business-focused courses.

Strategy Themes (check at least one) x

Creating and supporting learning communities and other similar strategies that integrate instruction, counseling, academic support, and work experience. (addressing Perkins Act, Section 135 (b) Required Uses #s 1, 3, 4, and 5)

x Developing articulated Programs of Study with a technology component. Articulation may involve other post-secondary campuses, secondary institutions, or business and industry. (addressing Perkins Act, Section 135 (b) Required Uses #s 2, 4, and 7)

Developing and implementing a program review model that ensures consistency of data elements and data definitions across the system. (addressing Perkins Act, Section 135 (b) Required Use # 6)

Supporting initiatives that provide better data on special populations and ensuring follow-up with the identified students to provide them the career counseling (especially in high skill, high wage, and/or high demand fields) and other support services they need. (addressing Perkins Act, Section 135 (b) Required Uses #s 6 and 9)

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Effectiveness Measures: (Indicate the numerical outcomes projected from the implementation of the strategy. Where appropriate, indicate the effectiveness measures that will be reported after year one.) Coordinator role and functions (to be evaluated after year one)

• Communicate with the VPCC and DOE on status of pathways initiatives. Attend at least 80% of UH community colleges’ system Pathways’ meeting and document meeting results. Attend at least 80% of DOE meetings and document meeting results.

• Identify barriers to articulation, if any, and analyze issues blocking progress. Summarize the barriers and identify at least two possible solutions to breakdown barriers.

• Maintain ongoing communication with KCC programs and departments involved in developing programs of study. List all Pathway activities, their status and possible future activities. (Identify all Pathway initiatives at KCC and their status. This includes programs such as, but not limited to, Hospitality, New Media Arts, Marketing, Educational Paraprofessional, Medical Assisting, Information Technology, and Culinary.)

• Become knowledgeable in various articulation models and practices. Attend at least one workshop and conference relating to articulation models and practices and summarize possible adaptations which may be relevant at KCC.

• Create and implement a local model for secondary to postsecondary articulation. Apply the model to an articulation process at KCC.

Counselor role and functions (to be evaluated after year one)

• Work with the coordinator to identify career counseling and enrollment strategies. Attend at least 80% of all pathway meetings and document results of meetings.

• Develop career and enrollment materials. Produce at least one career brochure to either summarize all of KCC’s Pathway connections or do individual program brochures.

• Provide awareness of pathways to high schools and the community. Present information on at least four high school/community activities and document the results of the activity.

Strategy Goals and Milestones (the measurement of effectiveness will be based upon the accomplishment of the activities including the following.)

• To strengthen business curricular pathways and programs of study for high school students.

• To continue articulation of student learning outcomes and business courses between the high school and community colleges

• To provide opportunities to community college and high school faculty in business • To provide opportunities to high school students in business • To strengthen health services pathway for high school students • Submit course proposal reflecting SLOs for Health 125 • Submit course proposal reflection SLOs for Health 110. • Meet with DOE to articulate Health 125. • Meet with DOE to articulate Health 110. • Meet with DOE to articulate Biol 120. • Meet with DOE to develop a program of study for Medical Assisting Program. • Develop at least five strategies to create a learning community for off-campus sites.

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• To strengthen and streamline the educational paraprofessional pathway for high school students

• To increase recruitment and retention efforts of high school students in the A.S. Educational Paraprofessional Programs

• Develop an instrument to be administered to at least two high school campuses for the educational paraprofessional program.

• Develop a website and visit at least two high schools to meet with teachers, counselors and students for the educational paraprofessional program.

• Conduct informative presentations to at least two high schools for the educational paraprofessional program.

• Have at least two high schools visit KCC for the educational paraprofessional program • Plan, coordinate, and implement summer bridge programs for high school students and

in-service educational paraprofessionals. • Develop and/or articulate at least one educational paraprofessional course between KCC

and the high schools (ED 100). • Develop credit by exam assessment for the identified specific educational

paraprofessional courses. • Bring in students from at least two high school participate in the New Media Arts Lecture

series. • Offer an Art 112, Introduction to Digital Art, in at least one high school to train teachers

and serve as a resource. Rationale: During the Perkins transition year, designated departments at the college will work with the coordinator to develop a local model that is designed to foster the creation of programs of study. The model will be designed to adapt to the changing secondary, postsecondary and business environments. The pathways would be implemented at the departmental level with the department chair or program coordinator making decisions to support the successful transition of students from secondary to postsecondary institutions.

21

Budget Summary

Budget Description

Total Q1 Q2 Q3 Q4

A

PERSONNEL (Indicate fringe* percentage and cost as a separate line item) .25FTE coordinator to work with all programs at KCC that are actively pursuing the development of pathways to further their efforts and work with prospective programs to develop pathways in their program area. In addition, the coordinator will oversee the process for approving articulated agreements. Based on Rank 2 @$45,780 Faculty fringe @ 41.47% .10 FTE Tech support person for web development, data systems and assessment Staff fringe @ 39.22% 28 credits of assigned time for program coordinators/chairs (to cover 8 programs) @ $1,460/credit hour

$8,583

$3,836

$4,152

$1,628

$40,880

2145

959

1038

407

10,220

2145

959

1038

407

10,220

2145

959

1038

407

10,220

2148

959

1038

407

10,220

A-L

12 credits of lectureship to teach students in the summer career camp @ $1,460 8 credits of lectureship to train DOE teachers in the summer @ $1,460 Fringe

$17,520

$11,680

$540

4380

4380

4380

5,840

270

4380

5,840

270

22

A-1

6 Student assistants for e-portfolio and WorkKeys support $8.50/hour, 20 hours/week for three 3-week summer “career camp” 6 Student peer mentors $8.50 per hour, 20 hours per week for three 3-week summer “career camps” Total fringe

$3,060

$3,060

$36

1530

1530

18

1530

1530

18

A-O

Stipends for DOE/UHCC to attend all-day training workshops (16 faculty x 5 workshops) Student Internships (12 students @ $1000) Total fringe

$10,000

$12,000

$256

2,500

64

2,500

64

2,500

6,000

64

2,500

6,000

64 TOTAL PERSONNEL

SERVICES

B OTHER CURRENT EXPENSES (List by Object Symbol and Description)

Supplies for career camps,

articulation activities, training activities, SHRM internships, etc. Graphic design, brochures, career materials, enrollment materials. Travel to one professional conference for counselor and coordinator WorkKeys accounts for 100 students

$20,000

$4,000 $4,500 $1,500

1,000

$1500

12,000

1,000

2,250

4,000

1,000

2,250

4,000

1,000

TOTAL OTHER CURRENT

EXPENSES

TOTAL OPERATING COSTS $147,231

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Strategy # 2 Fiscal Year 2007-2008

Campus: Kapi‘olani Community College (Descriptive) Strategy Title: Tracking Students Through Job Placement and Transfer and

Employment Retention Amount Requested: $60,283 Identified problem area, and reason for selection: Data indicates that completers of half of the college’s 25 CTE programs or special populations do not meet the standard for 3P2, retention in employment. In order to better understand what happens to our students after they leave KCC, we need to find better and more efficient ways of gathering data and tracking our students. Several factors may contribute to this problem, including the lack of an integrated and systematic method for collecting reliable student placement, tracking, and employment retention data once students enter the workforce. Additionally, successful student placement and retention depends on the appropriate alignment of the college’s programs with industry needs and students’ workforce readiness. Brief Strategy Description: There appears to be a disparity between the number of students who are gainfully employed but are reported as having left their jobs, or have simply disappeared. Using online resources, mining data from an existing alumni registry, consulting with private businesses and non-profit organizations that regularly keep track of clients, and working with job placement records, the following actions will be explored:

• Find the best ways of keeping track of graduates and leavers. Assign or hire a faculty or counselor to set up procedures, produce or acquire materials (including surveys, manuals, and WebPages), and coordinate others to do actual information gathering on our graduates and leavers;

• Develop a user-friendly online survey to query and reconnect with alumni; • Research and purchase successful workforce tracking publications pertinent to the

College’s career and technical programs; • Provide more job skill seminars and to identify internship and employment opportunities

for students; • Provide linkages to support career and technical student organizations; and • Share information from all of the above with department chairs for programs not meeting

3P2 standards and work with them to develop ways of improving job placement, transfer, and employment retention.

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Services of the Job Placement Office will focus on identifying and disseminating information about local, national, and international employment trends to ensure close alignment between college programs and industry needs. This will be done by conducting research as well as establishing and maintaining regular contact with business and industry. The Job Placement Office will coordinate with Alumni Development, Institutional Research, and the vocational programs to support an integrated and systematic approach for collecting student placement, tracking, and employment retention data.

Strategy Themes (check at least one) Creating and supporting learning communities and other similar strategies that integrate instruction,

counseling, academic support, and work experience. (addressing Perkins Act, Section 135 (b) Required Uses #s 1, 3, 4, and 5)

Developing articulated Programs of Study with a technology component. Articulation may involve other post-secondary campuses, secondary institutions, or business and industry. (addressing Perkins Act, Section 135 (b) Required Uses #s 2, 4, and 7)

X



Effectiveness Measures: (Indicate the numerical outcomes projected from the implementation of the strategy. Where appropriate, indicate the effectiveness measures that will be reported after year one.) Current return rates of Systemwide Graduate/Leaver surveys are usually 3% - 5%. Because much of the surveys planned involve direct contact with a counselor, program coordinator and with employers, higher return rates are anticipated. Follow-up and personalized calls will also reinforce the importance of each graduate queried. The Job Placement Office will maintain a database of employers that utilize job placement services (i.e. on-campus office, job fairs, emails, online job postings, etc.). The Job Placement Office, in collaboration with the Institutional Research Office, will develop a longitudinal study that will assist in monitoring the employment tracking and retention of our students. Surveys will be administered to all job fair employers, graduating students, or individuals visiting the Job Placement Office, with follow up surveys to be administered after a period of six months. Information gathered from these surveys will be shared with Institutional Research and Alumni Development. Objectives include:

• Increase student tracking by 50% • Increase employment tracking by 50% • Hold two job fairs per year

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Rationale: Without reliable data on what happens to our students after they leave college, we will not be able to effectively provide students with the appropriate services and support they need while in college. By having an efficient tracking system in place, KCC will be able to produce quality data to streamline preparedness efforts as well as improve the coordination of services for proper referrals. Failure to assess and remediate student deficiencies and properly align college programs to fit current industry needs has probably contributed to a lack of performance in employment retention. Students on campus did not readily take advantage of available job placement services until late 2006, when the Job Placement Office increased contact and marketing efforts with students, faculty, and employers, resulting in the generated influx of 649 employment opportunities from off-campus employers during the 2006–2007 school year. This year to date, 187 students have contacted the Job Placement Office regarding off-campus employment.

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Budget Summary (Insert or delete rows as needed.)

Budget Description

Total Q1 Q2 Q3 Q4

A

PERSONNEL (Indicate fringe* percentage and cost as a separate line item) 6 credits faculty for planning and development @ $1,460 .5 FTE Faculty (Job Placement Coordinator) @$45,780 Total Fringe @ 41.47%

$8,760

$22,890

$13,125

2190

5722

3281

2190

5722

3281

2190

5722

3281

2190

5724

3282

A-1

Student assistants for data input and other tech support (8.50/hr x 30 hpw x 47 weeks) Fringe

$11,880

$128

2970

32

2970

32

2970

32

2970

32

TOTAL PERSONNEL SERVICES


Development and production of manuals, surveys and resource handbooks for student, faculty and employers; other instructional materials and supplies, computer software

$3,500

1750

1750

TOTAL OTHER CURRENT

EXPENSES

TOTAL OPERATING COSTS $60,283

14195 15945 15945 14198

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(revised February 2007) Strategy #3

Fiscal Year 2007-2008 College: Kapi‘olani Community College (Descriptive) Strategy Title: Building a Learning Community of Distance Education

Faculty to Advance Student Engagement and Success in Online Distance Learning

Amount Requested: $21,467 Identified problem area, and reason for selection: Data for the Accounting, Information Technology and Marketing programs have shown underperformance for the past three years in 2P1, Program Credentials (student attainment of an industry-recognized credential, certificate or degree). The number of majors in each of these programs has also steadily declined although employment outlook, especially in entry level and paraprofessional accounting positions, has shown a steady rise. The Business Education Department has spent the past two years on curriculum improvements in each of our programs that include transformations that improve and increase our alignment with current industry needs. The changes also include a required business core of four courses that provide each of our students in any one of the business majors a strong foundation in business knowledge and skills. Modifications to courses from entry through capstone courses include the integration of business career topics into the first semester general business course as well as the inclusion of the capstone internship course as a graduation requirement. Additionally, the creation of shorter nine and twelve credit certificates will allow students to complete a meaningful series of courses in one or two semesters, exit for employment, and/or continue towards a higher certificate or degree with all the courses fitting into the next level’s requirements. The curriculum has been updated and new certificates have been created. We still need to increase enrollment and attainment of program credentials by identifying and reaching a targeted population of interested and motivated students. Recent feedback from a retail industry representatives meeting confirmed the need for online courses for workers whom they would like to encourage and support to earn certificates or degrees to advance their positions into management areas. A new agreement with the Western Association of Food Chain’s Retail Management Certificate Program will provide another pathway to KCC’s courses. This program, supported by Safeway, Foodland, and Times Supermarkets and KTA on the Big Island encourages employees to take courses towards the management certificate. Online courses will serve as a good option for those students with varying work schedules, those who live a considerable distance from one of the college campuses and also for those students who reside on one of the neighbor islands.

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We have studied our enrollment in business education online classes. They fill faster and to a higher capacity than face to face sections of the same course. Instructors report that students are active in asking questions and participating in discussions. Completion rates are about the same as those for face to face courses. According to data cited in the KCC “Developing a Plan for Online Distance Learning …” there has been an 18.2% increase in the last two years in the number of students who study online. Clearly online courses are filling a need and allowing students access to an education without the limitations of time and place. Chancellor Leon Richards announced at a Policy Planning Advisory Council meeting that he would like to establish a goal of 30% of our courses available online in the future. Recognizing that Business Education can increase enrollment and completion of certificates and degrees by offering more distance education online courses and recognizing that effective course strategies and delivery is necessary to improve learning and retain students to completion of the courses, we are proposing to:

• Provide faculty and counselors with the training, mentoring, software and technology support as a community of learners in developing and delivering quality learning experiences for students

• Maximize the use of technology to design and deliver effective online distance courses based on best practices in teaching/learning strategies, multi-sensory and multi-intelligences learning, social/psychological dynamics of communication and engagement and the awareness of the adept skills of the technology native

• Develop online distance counseling and advising resources as an integral part of the online course with a distinct and prominent presence in the online delivery of courses

Brief Strategy Description: The major goal of this project is to provide training and technology resources and support for a group of Business Education Department faculty and counselors who are committed to further development of exemplary distance learning resources for online distance course students. A mini-Perkins grant received this spring 2007, “Distance Education Course Development and Support” is providing funding and the opportunity for the training, design and development of online courses and online advising resources to be delivered in fall 2007 or spring 2008. The group of 10 faculty have formed a learning community of experienced and new users of a course management system such as WebCT and have demonstrated the beginnings of a team of collaborative and supportive designers and developers. They have shared pedagogy that applies learning theory and human growth and development, technology favorites, strategies and techniques that work, questioning and sharing that nurtures purposeful learning and improving and an appreciation for each other’s knowledge and skills and the unique individual personality that is embedded into their teaching. The four-day Business Education Distance Learning Institute during spring break has moved our faculty forward in our effort to improve and increase our online distance education courses. We have learned that online distance learning can be a powerful tool in encouraging multiple interactions between faculty and student and between/among students, in improving learning through formative feedback strategies and that there are very positive social/psychological dynamics in Web-based interactions and communication.

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Through this experience, we have determined that faculty with the pertinent resources, can more effectively craft courses and engineer the delivery of the courses by maximizing the use of technology. The outcome we desire is to provide a dynamic learning environment that improves not just completion of courses, but improved engagement with learning. We intend to increase access to education, provide another option for learning and to do it with effective course design and delivery. The strategy that we are proposing includes:

1. Provide assigned time for an experienced instructor to continue to train and mentor our team of faculty and coordinate the learning community

2. Rotate in new faculty in the learning community of distance education faculty 3. Provide adjunct “visiting” experts via KCC’s CELTT (Center for Excellence in Learning,

Teaching and Technology) to continue to expand the knowledge and skills of our faculty in creating and improving distance learning delivery

4. Provide student assistant technology support for faculty in training and course development

5. Provide specific software for multimedia, “multiple-intelligences” learning and for efficient development of coursework

6. Provide an opportunity to pilot a training model for other programs/departments 7. Provide a core of faculty to participate with the College in the establishment of standards

of training, evaluation and practice including policy and procedures that assist in the effective development of KCC’s online distance course learning

Effectiveness Measures: (Indicate the numerical outcomes projected from the implementation of the strategy. Where appropriate, indicate the effectiveness measures that will be reported after year one.)

1. 80% of faculty who participate in this project will complete the design, development, and delivery of their course/resources

2. faculty surveys and other evaluation methods conducted by KCC’s CELTT staff will determine that we have increased course design and effectiveness by 10% according to web course professional standards

3. participant survey will show above average ratings on specific aspects of this project including the use of the equipment and software

4. evaluation survey will determine that the coordinator has met 80% of the objectives established for the coordinator and the quality of the performance is more than satisfactory as evaluated by faculty participants

Strategy Themes (check at least one) X

Creating and supporting learning communities and other similar strategies that integrate instruction, counseling, academic support, and work experience. (addressing Perkins Act, Section 135 (b) Required Uses #s 1, 3, 4, and 5)




30

5. student completion will increase by 5% 6. student satisfaction will show satisfactory ratings on a survey developed for online

courses/advising information; future rating will show 5% increase in ratings on subsequent delivery of the course

7. online course development for courses in the management short-term certificate will be completed by the end of fall 2007; short-term certificate in retail and tax preparation by the end of spring 2008

8. minimally two presentations to other programs/departments/system colleges on this project will be completed by the end of the project year

Rationale: (If this strategy is a continuation of a current strategy, indicate rationale for continuance. Include supporting data i.e. effectiveness measures. Strategies will not be considered for continued funding unless supporting data and rationale demonstrate impact effectiveness.) The campus strategic plan includes three key goals that relate to this project: Goal 1 – To Promote Learning and Teaching for Student Success Goal 5 – To Invest in People: Professionals in a Learning Organization Goal 6 – To Invest in the Learning Environment This proposal presents a strategy to increase the knowledge and skills of our faculty and provide them with the necessary tools to improve student learning and increase success in online distance learning. It will provide the Business Education students with a good option to learn, and attract more students to enroll in college courses to attain a certificate and/or degree. This new proposal is directly linked to the current mini Perkins grant which we received for spring 2007. This grant has provided the initial effort that we hope to continue with another Perkins grant. Thus far:

• 8 instructors and 2 counselors participated in the 4-day institute conducted by CELTT • 5 new courses are currently being developed for fall 07 and spring 08 delivery • 1 continuing education program coordinator will work on a new website for the Business

Education business management continuing education program • existing online distance education course, ICS 101 will be enhanced for fall 07 • a counseling/advising website has been developed; all participating teaching faculty have

agreed to include this link from their WebCt homepage and all department instructors will be asked to do the same

• 1 faculty will use skills to develop online resources for cable delivery of appropriate entrepreneurship course

• Written evaluation results of the institute and mini presentations on the last day of the institute showed the progress made on their material and provided evidence of the success of this first effort; another presentation in June will provide the opportunity for the faculty to share further progress and completion of their course development

Further training, mentoring and the use of equipment and software will move our faculty forward in their quest to create and improve learning via online distance delivery. They will be supported in learning to maximize available technology and create courses that use the best of design principles, learning theory and pedagogy. This effort in the Business Education Department can

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be replicated in other departments in a purposeful way that inspires and supports the best of teaching methodologies and responds to the learning needs and interests of O‘ahu students with unique needs, neighbor island students and teachers, Pacific Rim students and teachers, and international students.

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Budget Description

Total Q1 Q2 Q3 Q4

A PERSONNEL (Indicate fringe* percentage and cost as a separate line item)

A-L

6 credits reassigned time or other pay for one instructor coordinator or trainer @ $1,460 per credit Fringe: 41.47%

$8,760

$3632

2190

908

2190

908

2190

908

2190

908

A-1 Stipend for “visiting experts” @ $200.00 per session for 4 sessions

$ 800

400

200

200

A-O

Student Assistant Tech Support @ $8.50 per hr for 10 hrs. week for 30 weeks Fringe: 41.47%

$ 2548

$27

637

637

637

637

TOTAL PERSONNEL SERVICES


Software such as Adobe Acrobat Professional 8, SnagIT, Camtasia, Office 2007, maintenance and other necessary supplies.

$5700

5700

TOTAL OTHER CURRENT

EXPENSES

C EQUIPMENT TOTAL EQUIPMENT TOTAL OPERATING COSTS $21,467

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Strategy # 4

Perkins IV Intervention Strategy Worksheet Fiscal Year 2007-2008

College: Kapi‘olani Community College (Descriptive) Strategy Title: Support Programs for Special Populations Amount Requested: $148,616 Identified problem area, and reason for selection: Although special population students perform as well as or better than the general population on 1P1, 1P2, students with disabilities and single parents/displaced homemakers continue to perform below expected standards for 2P1, program credentials, and 3P2, retention in employment. Based on information gathered through surveys, special populations students struggle with the financial aid application process and many do not complete the FAFSA to qualify for aid. Brief Strategy Description: The College plans to provide career services, recruitment services, success workshops, WorkKeys assessment, and financial aid outreach and scholarship search assistance to students of these special populations. The college will continue to provide notetakers, readers, scribes, interpreters, and other accommodations to students with disabilities. In addition, the College plans to provide a variety of programs and activities designed to assist the special population students in feeling more engaged in their campus experience. This is a major retention strategy that has been proven successful. A peer-advising program will be developed to support students new to career and technical majors, as well as activities for students approaching graduation such as financial literacy and job readiness skills, which will provide them with knowledge and resources as they prepare to enter the workforce. Special populations counselors would serve as trainers for the Peer Advisors. A job description or qualifications for Peer Advisors would be created and training would be provided. A process for selecting the special populations students to be matched with the peer advisors would be developed. Each Peer Advisor would be assigned to 10 students. The Peer Advisors would work alongside the counselor to help students address academic and transition issues, provide tutoring, and refer students to appropriate campus resources. Other retention activities planned are English brush-up workshops that provide help for deaf and hard of hearing students, and personal development workshops addressing topics which may range from relationship issues to gender roles and stereotypes. The college will also provide supplemental instruction (SI) and other forms of learning support such as online tutoring that increase student performance and retention. The courses targeted for

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SI are Math 24, Math 25, Math 100 and FSHE 241. The academic rigor of these courses exceeds the academic preparation of most incoming students and they are considered to be historically difficult for career and technical students. Of the students taking developmental math, 66.7% are preparing for study in one of KCC’s career and technical degree and/or certificate programs. Understanding the concepts of Math 24 and 25 is imperative in later math courses as evidenced by a 54% success rate in Math 100 which meets the requirement for nursing, culinary and business degrees. FSHE 241, Cost Analysis, required for culinary majors, is another course affected by prior performance in Math 24 and 25.

Strategy Themes (check at least one) Creating and supporting learning communities and other similar strategies that integrate instruction,

counseling, academic support, and work experience. (addressing Perkins Act, Section 135 (b) Required Uses #s 1, 3, 4, and 5)



x


Effectiveness Measures Programs offered to special populations students are targeted to reach 70% of the designated populations and increase rates for 1P1, 1P2, 4P1, 4P2 by 2% for the coming program year. Rationale: This is an ongoing strategy. The commitment of the college is to provide the resources and support necessary for successful program completion and employment. This broad strategy provides the college with a comprehensive method of supporting students and a good foundation for positively impacting degree completion and participation in non-traditional programs. The College is enhancing student progress by allocating resources to meet the specific needs of students on a 1:1 basis via tutoring, academic accommodations, and counselor intervention.

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Budget Description

Total Q1 Q2 Q3 Q4

A

PERSONNEL .5 FTE Faculty (WorkKeys Coordinator) @ Rank 2, $45,780 Fringe @ 41.47%

$22,890

$9492

5722

2373

5722

2373

5722

2373

5724

2373

A-L

Notetakers [includes KCC Deaf Center] (This budget is dependent on the number of students needing this service and was determined on previous year’s expenditures)

$15,000

3750

3750

3750

3750

A-1 21 SI leaders/tutors: 8 hours/week @ $12.60/hr x 17 wks x 2 semesters, includes fringe of 1.08%

$50,333

12583

12583

12583

12584

A-O

Counseling Asst. (Casual) @ $16.35/hr @ 20 hr wk Retention/Peer Mentoring Asst. (Casual) @ 16.35/hr x 20 hr wk Peer Mentors @ $400/ semester X 10 Fringe

$16,104

$16,104

$8,000

$1,017

4026

4026

2000

254

4026

4026

2000

254

4026

4026

2000

254

4026

4026

2000

255 TOTAL PERSONNEL SERVICES


Notetaker tablets and supplies

(this includes KCC Deaf Center) Peer mentoring and workshop program supplies Online tutoring

$800

$3,876

$5,000

TOTAL 148,616

carl d. perkins vocational and technical education … · skill proficiencies 81.87 1p2: student...

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