PK !NN _rels/.rels PK zTRQCCword/document.xml Non-Instructional PPA: AA - Dean CTE & Workforce Development (DN-CTE&WD) PPA Review Narrative2021 - 2022 GENERALName and Title of ManagerClint Cowden, DeanName and Title of Contributor 1Melissa Casillas - DirectorName and Title of Contributor 2Belen Gonzales - DirectorSTUDENT SUCCESSHow does your service/office/non-instructional program focus on students?The Academic Affairs Division - Offices & Campus Center Services – Dean of CTE and Workforce Development is focused on student learning through instructional supports, grants management and facilitating student engagement in work based learning and leadership training. A major focus is the scheduling and facilitation of credit and not for credit programs located at the Alisal Campus and other locations. This includes the creation of master schedules designed to maximize efficiency while facilitating student access and completion. Ensuring facility availability and supervising the site is another large service conducted by this office. Grant management is another area in which this office is focused on students by strengthening opportunities for student engagement and learning. These opportunities include Strong Workforce, Perkins V, USDA funding and private grants such as the James Irvine Foundation grant to increase work based learning in CTE pathways and other private funding sources. Strengthening opportunities for student engagement and learning are also accomplished by facilitating interaction between the College, regional industry and students. Office staff and faculty work with advisory committees and guest speakers to embed real-world experiences and needed job skills into curriculum and student activities. Faculty and staff work with industry to facilitate and host national industry conferences and workshops such as the Salinas Valley Ag Tech Summit, Western Food Safety Summit and Virtual Career Education Program Fairs. The Career Preparation and Placement Services are focused on preparing students for the employability skills needed within the industry and to place those students with jobs/internships. In addition, students with jobs and internships can earn academic credit through Cooperative Work Experience and grant funding has also been used to employ student workers to be student success coaches in the online environment.We also support student skills attainment with discipline specific tutors that are accessible online.How does your service/office/non-instructional program support students in: a. Completing their program/educational goal? b. Completing their program on time? Is there more that it can do?The Academic Affairs Division of CTE and Workforce Development support students to complete their program and complete on time through course scheduling. Scheduling courses in a manner that students can access and complete their program are essential; ensuring the right faculty/staff are in the right rooms at the right time is a large factor in allowing students to complete on time. Block scheduling and expanding instructional modalities to increase student access and equity are two areas in which this office can do more to support student completion. Faculty have also worked to increase access to courses by expanding the number of courses that are available online as part of the InprovingOnline CTE Pathwaysgrant. Another strategy to support student completion is the increase of low and no cost textbook materials and student online supports. Faculty and adjunct have also received professional development training to improve their knowledge and skills in delivering high quality instruction in the online learning environment. An area in which we could improve is to create/expand cohort model programs in CTE. From past data, we know that Hartnell students perform very well when enrolled in cohort programs like CS in 3 and the Nursing and Allied Health programs have demonstrated.Based on the mission of your service/office/non-instructional program, describe how you offer 'equitable services' to different student groups at Ĵý?The ability for students to complete transfer and career exploration online will increase student access and equity.CTE Programs integrate the use of data related to performance gaps by program and across all CTE programs. Program faculty and deans work together to review and analyze performance gaps to determine the best approach to improve performance. The college supports funding requests to address these gaps on a yearly basis. The gaps in performance identified for the 2020-21 program year include core indicator #1 skill attainment and core indicators #5a nontraditional participation and #5b nontraditional completion. Programs plan to address these areas by improving student supports, skill attainment and outreach efforts targeting special population sub groups specifically English language learners, economically disadvantaged and gender.As part of our continuous program review process, we plan on increasing the evaluation of program supports and activities included in this plan. Examples include increased data collection, stakeholder engagement and student feedback, identifying improvement targets and reassessing effectiveness to adjust approaches as necessary.SERVICE AREA OUTCOMESPlease describe any meaningful outcomes that have been achieved from the SAOs outlined in the prior academic year.SAO #1 Intended Outcome: Provide alignment with intuitions and collaboration foreffective utilization of resources at the regional and state level.Criteria for Assessment: Increase enrollment and student diversity. Increased collaboration with other institutions and agencies and creating opportunities for common grant proposals.Hartnell administrators and faculty worked with CSU Monterey Bay to align Agriculturetransfer programs. Program alignment has helped to increase the number of students that transfer to CSUMB. Recentdata reports from CSUMB staff have revealedthat upto 70 percent of their Agriculture students have transferred from Ĵý.Steady increases in student performance metrics such as: 1) enrollment of non traditional students, 2) retention and completion rates and the increase in the rates of students 3) achieving a livable wage, improved over the past few years according to the most recent Perkins V Core Indicator 3-year trendreports.We have attributed this gain to faculty collaborationwith staff and administrators to study and understand the data toidentify areas in need of improvements.During the Spring and Fall semesters each year, faculty presented program performance data to their advisory committees to solicit industry feedback and support for continuous improvement. Theclose examination of data, labor market information and industry advisory feedbackhas informed our strategic planning and decision making and allowedus to create specific goals and strategies to increase areas in need of improvement. Faculty haveused this information to writeproposals for grant funding to fundprofessional development trainings, and to acquire new industry-standard equipment and technologies. Purchasing with grant funding that is data informed and targeted to improve student performance has proven to be very effective and has dramatically steadily increased our Strong Workforce Incentive funding over the past three years.SAO #2 Intended Outcome: Increase current(Career Prep and Placement) position from 30-40 hours/week; increase counseling hours from 22-40 hours/week; create tutoring services; create reference book and study area accessibility; create career and internship opportunities for CTE.Criteria for Assessment: Improved, student services (educational counseling), student success; increased career and internship services for CTE students.Over the past three years, Strong Workforce and Perkins funding has beenused to create a Career Prep and Placement Services Center at Alisal Campus with a full-time Job Placement and Internship Coordinator. Inaddition, administrative, faculty and staff positions have been funded to increase enrollment in CTE programs, expand job readiness training and work based learning opportunties, job placement services for students and grow high quality programs that prepare students for livable wage jobs in high priority industries. The team has dramatically improved student success metrics with has resulted in increased Strong Workforceincentive funding related to performance over the past three years. Specific strategies to achieve these resultswereto performessential outreach and recruitment activites to increase equity and access for non-traditional and underrepresented students. Normally, we would conduct serveral hands-on Fridays activities throughout the year and conduct tours with high school groups, but with the COVID pandemic our outreach activities had to go virtual. As a result, the outreach staff, faculty and administrators hosted/co-hosted 14 local and 3 regional Virtual Career and Job Fair events with616 participants and 45 employers. In addition, the County of Monterey Internship Launch Workshops registered 132 participants for Hartnell. Other activities included virtualtours of CTE programs and hands-on workshops for local middle and high school students.Other activcities that facuty, staff and administrators regularly participated in to support CTE program and pathwaydevelopment and expand employment training and placement opportunities for students included:Job Developer Meetings and Network meetings = 32+Monterey County Worforce Development Board meetings = 10Monterey Bay Economic Partnership-(Career Connect)-4Monterey County Work Based Learning Communitywith K-12 partners-4Each CTE program holds a minimum of 2 advisory meetings per yearWhat factors and/or challenges have influenced the effectiveness of your service/office/non-instructional program (e.g. staffing, equipment, facilities, etc.) over the last three academic years?The Job Internship and Placement Coordinator has been a full-time, grant funded position for the past three years. The addition of this position has allowed us to build a successful Career Prep and Placement services program that providesstudents with job readiness training and internship placement services. In addition,Perkins grant funding was used to add tutors to the CTE programs to support student learning in the classroom. Grant funds were also used to build upon the resource library so that students had increased access to textbooks and to purchase equipment in lab classes so that the eqipment to student ratio was increased. Over the past three years, we expanded on the number of textbooks available and promoted zero and low cost textbooks for students which has been very effective in helping students to access the curriculum and materials they need to succeed.In 2021, we focused on promoting the use ofzero and low cost textbooks among faculty and we implemented a student peer support model to help students with transitioning to the online environment. This supportmodel was very important to help student transition to the online enviroment during the campus closure related to the COVID 19 pandemic. Students were able to talk with there peer coachesover the phone to address their questions and connect them to appropriate college services, personnel and resources to address their needs. Improvements were also made to the Hartnell Career Prep and Placement website including a “bot” that answers frequently asked questions.SIGN OFF / APPROVALPK !eH6 6 word/footnotes.xml PK !S0 0 word/endnotes.xml PK ! uword/theme/theme1.xml PK !uz word/settings.xml PK !@##word/webSettings.xml PK !C  word/fontTable.xml PK zT(ȯdocProps/app.xml 852211379Microsoft Office Word011falseTitle1false91falsefalse16.0000PK zT docProps/PK zTword/PK zT word/_rels/PK zT=AdocProps/core.xml Jason McElravyJason McElravy122020-07-22T14:41:00Z2021-03-31T16:52:00ZPK zTF~~word/_rels/document.xml.relsPK zTȹ(([Content_Types].xml PK zTc./word/styles.xml PK zT4Y word/header1.xml Non-Instructional PPA: AA - Dean CTE & Workforce Development (DN-CTE&WD) PK zTz1word/footer1.xml 4/27/2022 Generated by Nuventive Improvement Platform Page PAGE * Arabic * MERGEFORMAT 1 of NUMPAGES * Arabic * MERGEFORMAT 1 PK !NN _rels/.relsPK zTRQCCwword/document.xmlPK !eH6 6 word/footnotes.xmlPK !S0 0 Oword/endnotes.xmlPK ! uword/theme/theme1.xmlPK !uz word/settings.xmlPK !@##zword/webSettings.xmlPK !C  word/fontTable.xmlPK zT(ȯdocProps/app.xmlPK zT HdocProps/PK zToword/PK zT word/_rels/PK zT=AdocProps/core.xmlPK zTF~~word/_rels/document.xml.relsPK zTȹ((c[Content_Types].xmlPK zTc./word/styles.xmlPK zT4Y word/header1.xmlPK zTz1Yword/footer1.xmlPK_