ANNUAL ASSESSMENT REPORT for Auto Body Repair and Refinishing ETC Programs for Fiscal Year 2005-2006 November 1, 2006 Univefsit:" nf 1"1a\\,ili'i IND\Vi\RD \:(111)\11: NI T"'{ COLLE CE 45-720 Kea'ahala Rd., Kaneohe, HI 96744-4570 Telephone: (808) 235-7400 http://www.wcc.hawaii.edu An Equal Opportunity/Affirmative Action Institution
Health Indicator Summary ETC Program Auto Body And Finishing for Fiscal Year 2005-2006 Healthy Overall Program Status Cautionary X Unhealtl!Y Healthy Overall Program Demand Cautionary Unhealthy X Healthy Overall Program Efficiency Cautionary Unhealthy X Healthy Overall Program Outcome Cautionary Unhealthy X
Abbreviations and Acronyms Used in this Program Review (note: to be modified to fit ETC reviews as appropriate) 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 111
Sources of Information for this Program Review 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 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. IV
Signature Page Faculty review and coordination for this report was provided by: ETC Faculty ETC Program Coordinator Administration review for this report was provided by: ETC Director Angela Meixell Chancellor Program information and research for this report was prepared by: Geri Imai ETC Registrar Jeffrey W. Hunt Director, Office of Institutional Research v
Considerations for ETC Program Reviews 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 terminal 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 program review report have been modified and re-iabeled to reflect the nature of ETC training programs. Vi
Table of Contents Program Review Health Indicator Summary..,... i Abbreviations and Acronyms Used in this Program Review... iii Sources of Information for this Program Review... iv Signature Page... v Considerations for ETC Program Reviews... vi Table of Contents... 1 Mission Statements... 3 College mission statement... 3 Employment Training Center mission statement... 3 Program mission statement... 3 Part I. Executive Summary of Program Status... 3 Review of the program rating... 3 Overall Program Status... 3 Overall Program Demand... 3 Overall Program Efficiency... 4 Overall Program Outcomes... 5 Response to previous program review recommendations... 5 Part II. Program Description... 5 Description and history of the program... 5 Program goals/occupations for which this program prepares students... 6 Program Student Learning Outcomes (SLOs)... 6 Admission requirements... 6 Credentials, licensures offered... 6 Faculty and staff... 6 Articulation agreements... 6 Community connections, advisory committees, internships, coops, DOE connections... 7 Distance education programs... 7 Part III. Quantitative Indicators for Program Review... 7 Current and projected positions in the occupation and annual new positions in the State... 7 Number of applicants (students on the "Intake List")... 7 Number of registered students (majors) in the program... 7 Program training hours... 8 Number of program intakes... 8 Average class size... 8 Class fill rate... 8 Low-enrolled training cycles... 8 FTE of BOR appointed program faculty... 8 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... 9 Number of registered students per FTE faculty...,... 9 Number of certificates awarded in previous years by program cycle... 9 1
Cost of program per registered student... 9 Determination of program's health based on outcomesoutcomes... 9 Outcomes... Error! Bookmark not defined. 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 2005-6... 10 Determination of program's health based on outcomes... 12 Part IV. Assessment Chart for Program SLOs... 13 Program SLOs... 13 Changes made as a result of findings... 13 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... 16 Alignment with the mission statement..... 16 Strengths and weaknesses based on analysis of data... 17 Evidence of quality... 18 Evidence of student learning... 18 Resource sufficiency... 18 Recommendations for improving outcomes... 18 Part VIII. Action Plan... 19 Part IX. Budget Implications... 19 Appendices... 20 2
Mission Statements Col/ege 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, learnercentered 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 under-prepared, persons with disabilities, and alienated high school youth. Program mission statement NA Part I. Executive Summary of Program Status Review of the program rating Overall Program Status The overall program status is healthy with 122 students enrolling in the academic year. With 6 intakes during the year, this averages to approximately 20 students per intake filling the class to capacity. By Perkins measures, the ABRP program exceeded the standard for retention in employment by having 100% of the students who were employed maintain employment for over 60 days. Overall Program Demand Overall program demand is healthy with the high enrollment for all 6 intakes. Although the labor market demand shows a decline, the ABRP Advisory committee comprised of industry leaders in the field is concerned about replacing their employees who are retiring. With the huge construction boom in Hawaii, the construction labor unions have been very proactive in their recruitments for high paying jobs leaving less of a pool of workers for other industries. 3
Overall Program Efficiency Up to and including program year 2001-02, ABRP was a semester-based program. There was one fall intake date for level 1, and one spring intake date for level 2. With only two intake dates, maximum capacity for ABRP at this time was approximately 50 students per year. During program year 2001-02, the program met maximum enrollment capacity. Staffing during program year 2000-01 was two full-time instructors, so faculty to student ratio was 1:23. With the high risk factor of the auto body equipment and the typically young ages of the students (16-18 years old) enrolled in ABRP, this faculty to student ratio was appropriate and reasonable. During program year 2002-03, ABRP underwent restructuring and delivered services with only one fulltime instructor and an APT staff. The program changes were to maximize efficiency and to better meet the students' needs and serve a larger student base. Starting in program year 2002-03 the program began offering a 6 module schedule annually. Each of the six modules are different and allows students to start in any of the different modules. This programmatic change has allowed the maximum number of students served to increase by 50%. With one full time faculty member serving the 122 students for FY 2005-2006, this program is very efficient. There were 6 intakes for the program throughout the year and all classes were filled. DemandJEfficiency ABRF 1. Current and projected positions in the Occupation (CTE programs) ~----- See fa ~Ie below --- ~Ie below --- 2. Annual new positions in the State (for CTE programs) ~----- See fa 3. Number or students on Intake (Applicant) 121 4. Number of students on Intake that enrolled (Registered)* 109 5. Number of students enrolled 122 6. Totalprogram training hours : >:......... 7. Number of Intake 6 8. Average class size (based on enrollment per week) 17 9. Class fill rate 113% 10. Maximum Class Size* 15 11. Low-enrolled Training cycles a 12. Per program, minimum number of students before intaking 4 13. HE of BOR appointed program faculty 14. Number of program training hours taught by facultylcasuals. 15. Percent of program training hours taught by faculty/casuals 16. Program per FTE faculty 17. Number of Certificate of Professional Development/Competency 109 18. Cost of program 19. Cost per student 20. Determination of program's health...... I" -7-7 1\..... Outcomes: ABRF CNA CO FAMCO ICA-H ICA-' 1. Attainment of student educational goals (see e-mail) 2. Retention of students III 36 10 24 32 49 3. Successrully Completion of program 109 36 10 24 29 49 4.2004-05 Perkins core indicators for CTE programs (see attachment) na na 5. Determination of program's health
Overall Program Outcomes The ABRP program exceeded the internal ETC goal of a 75% completion rate with a 89% completion rate for 2005-2006. Of the 122 students enrolled in the program, 109 successfully completed the program and received certificates. ETC has another ABRP program being conducted at the former Barber's Point military base, currently known as Kalaeloa. This program served a total of 14 students. The completion rate for the ABRP program at Kalaeloa was 79%, still exceeding the internal goal of 75%. This is a part time program with the instructor also teaching construction occupations classes. The Summer auto detailing class had an enrollment of 11 students for 2006 and 3 for summer 2005. ETC plans to continue to work with the various high schools in the DOE's Leeward District to market the program and increase enrollment. Response to previous program review recommendations NA Part II. Program Description Description and history of the program Program Description: The ABRP program is a 7-week program on basic auto body repair and refinishing. Training is articulated with Honolulu Community College's credit courses and successful completers may apply for HCC credits upon completion of ETC's program. The collaborative program is team taught with one of HCC's instructors. The live lab practice is supervised by all three ABRP faculty (two from HCC and 1 from ETC). Students learn the introductory skills of safety, proper use of tools and equipment, basic auto body repair, and basic metal working. Following modules builds upon the skills in cosmetic repair, welding, plastic filler, painting and refinishing. The Automotive cluster of programs began in the early 1960's with the Auto Body Repair and Auto Mechanic training. It has grown and developed over theyears to a nationally certified program with the National Automotive Technicians Education Foundation, Inc (NATEF). ETC's ABRP moved to its current location at the Honolulu Community College campus in the early 1990's and has been team teaching with HCC faculty since 1995. The introductory training is articulated with HCe's credit courses, and successful completers may apply for HCC credit upon successful completion.. Currently, this program is under review for possible changes to its delivery structure and content 5
Program goals/occupations for which this program prepares students The program prepares students for the following occupations: Auto Body Repairer Auto Painting Specialist Auto Detailer Program Student Learning Outcomes (SLOs).. Identify and use tools and resources necessary to continue their chosen life long learning pursuits.. Provide and accept constructive criticism, contrasting points of view.. Demonstrate proficiency in basic math,reading, writing listing and speaking skills.. Transfer learning from one environment to another 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.. Demonstrates interpersonal skills necessary to work effectively in diverse groups Admission requirements There admission requirements to this ETC training program is a Test of Adult Basic Education (T ABE) scores in reading and math at 6.0 grade level or higher. Credentials, licensures offered The program offers successful student completers a Certificate of Completion and a Record of Training. Faculty and staff: Faculty: Staff Donald Frost, Instructor Dennis Pajela, APT Articulation agreements There is an articulation agreement with this program within the University of Hawaii system with Honolulu Community College's Auto Body and Repair program. ETC students who successfully complete their first year with ETC may elect to enter Honolulu Community College's ABRP program via an assessment/evaluation of skills attained and program Passport. Successful students completing the assessment may receive up to 24 credits for their first year at ETC. 6
Community connections, advisory committees, internships, coops, DOE connections The program has an Advisory Committee comprised of the following members. Team 1 Donald Frost Jerry Ranion Dale Matsumoto Team 4 Dennis Pajela Steven White Dexter Kakazu Team 2 Milton Tadaki Scott Furuta Francis Parsons Team 5 Jon Blumhardt Eric Takemoto Walden Zane John Vim Team 3 Steven Chu Ronald Burkhart Michael Ma Team 6 Alex Cho Warren Takeda Tim Gruber Distance education programs This program is not associated with any distance education programs. Part III. Quantitative Indicators for Program Review Current and projected positions in the occupation and annual new positions in the State EMSI and Hawaii State employment data indicates that there is continuing demand for those employees trained in the Automotive body and related repairers: Automotive body and related repairers: Current State jobs 766 Current Honolulu jobs 525 2005-2012 Projected new State jobs -22 2005-2012 projected new Honolulu jobs 147 Annual new State jobs -3.1 Annual new Honolulu jobs -6.7 Number of applicants (students on the "Intake List'? ABRP 121 Number of enrolled students in the program 7
ABRP 115 Program training hours ABRP: Total of 30 hours a week; 24 ABRP vocational training and 6 hours/week of integrated academics. Number of program intakes 6 intakes annually A verage class size ASRP: 17 Class fill rate The fill rate exceeded the goal of 15 with 6 intakes serving 122 students or an average of 20.33 students per class. This shows a high interest for this vocational program from the Department of Education students who thrive and benefit from a hands-on, live lab training program. ASRP: 113% Low-enrolled training cycles ABRP: none FTE of BOR appointed program faculty The FTE of BOR appointed program faculty is 1.0 for the ABRP program conducted in collaboration with Honolulu Community College's ABRP program. There is another ABRP program that is conducted at the Kalaeloa site. This program has a 1.0 full time faculty member. Who is teaching this class as part of his FT teaching load. 8
Training cycles and hours taught by position count faculty and casual hires ETC's model is a frequent entry, frequent exit program with program enrollment every 8 weeks. There were 6 cycles of enrollment for the 2005-2006 year. The full time ABRP faculty at HonCC site taught all of the 6 cycles. At 24 hours per class week multiplied by 48 school weeks per year, the ratio of faculty to teaching hours is 1 :1,152 Casual hires hired to assist the program were for hours that the full time instructor was either on sick leave or on vacation. Per cent of hours taught by position count faculty and casual hires The percentage of classes taught by position count faculty and casual hires in the program classes is shown below. Most of the program courses are taught by position count faculty. ASRP:' 100% Number of enrolled students per FTE faculty 1:122 The number of enrolled students per FTE of program faculty is on average 1 :20.33 Number of certificates awarded in previous years by program cycle 2004-2005 Program Health Indicator reports 18% of the students attained certificates. Cost of program per enrolled student Determination of program's health based on outcomes 9
ABRP Program Outcomes: Perkins Measures Data Standard 1. Attainment of Academic skill proficiencies. (lpl) 56% 80.81 2. Attainment of vocational and technical skills proficiencies. (lp2) 26% 91.53 3. Attainment of a post-secondary credential. (2Pl) 18% 34.95 4. Placement into employment. (3Pl) 4% 69.77 5. Retention in employment. (3P2) 100% 90.13 6. Participation in Non-Traditional programs. (4Pl) 2% 15.60 7. Non-traditional student completions. (4P2) 0% 14.00 Attainment of student educational goals Retention of enrolled students in the program Unlike the traditional community college programs where retention is viewed by re-enrollment in the next semester, ETC's programs are designed to have students complete at any module and be able to exit with the credentials, skills, and knowledge to enter competitive employment. Successful completion rate of enrolled students The rate for ABRP 89% Licensure information There are no requirements for licensure to be employed in the ABRP field. Perkins core indicators/phis for the Program for 2004-05. ABRP Outcomes: 10
Perkins Measures Data Standard 1. Attainment of Academic skill proficiencies. (IPl) 56% 80.81 2. Attainment of vocational and technical skills proficiencies. (lp2) 26% 91.53 3. Attainment of a post-secondary credential. (2Pl) 18% 34.95 4. Placement into employment. (3Pl) 4% 69.77 5. Retention in employment. (3P2) 100% 90.13 6. Participation in Non-Traditional programs. (4Pl) 2% 15.60 7. Non-traditional student completions. (4P2) 0% 14.00 Program Goals: The goal of the program is to prepare students with the introductory level auto body repair skills to enter the job market in the auto body industry. ETC students may elect to continue their education and submit a request for advanced standing through our articulation agreement with HCC. Program Demand: Program demand is evaluated as healthy as ABRP has been able to serve 120 students over the program goal of 90. The program has consistently met the enrollment goal since 1998. The 12 referring agencies included the DOE, Division of Vocational Rehabilitation, Samoan Service Providers Association, Private Rehabilitation, one self-pay, and other agencies. Internal Demand Year Enrollment Goal Actual Enrollment 1998-1999 50 52 1999 2000 50 67 2000-2001 50 45 2001 2002 50 50 2002-2003 75 121 2003-2004 90 128 2004-2005 90 115 External Demand: According to 2000-2010 Industry Employment Projection for the State of Hawaii, "Employment Outlook for Industries and Occupations 2000-2010" www.state.hi.us/dlir/rs/loihi the auto body industry will have the following growth: Industry 2000 2010 Change in Avg. Annual Trends Employment Growth ABRP 6680 7390 710 1.1 % This demand demonstrates the viability of the program and shows the vital need to continue this type of vocational training. 11
Program Efficiency: Up to and including program year 2001-02, ABRP was a semester-based program. There was one fall intake date for levell, and one spring intake date for level 2. With only two intake dates, maximum capacity for ABRP at this time was approximately 50 students per year. During program year 2001-02, the program met maximum enrollment capacity. Staffing during program year 2000-01 was two full-time instructors, so facuity to student ratio was 1 :23. With the high risk factor of the auto body equipment and the typically young ages of the students (16-18 years old) enrolled in ABRP, this faculty to student ratio was appropriate and reasonable. During program year 2002-03, ABRP underwent restructuring and delivered services with only one full-time instructor and an APT staff. The program changes were to maximize efficiency and to better meet the students' needs and serve a larger student base. Starting in program year 2002-03 the program began offering a 6 module schedule annually. Each of the six modules are different and allows students to start in any of the different modules. This programmatic change has allowed the maximum number of students served to increase by 50%. Analysis of Datal Program's Action Plan: ABRP exceeded Perkins Benchmark measurement in one of seven measures. As ETC utilizes the team approach of a vocational instructor, an academic instructor and a counselor assigned to the program, ETC will meet with the program staff to evaluate and determine the reason(s) for not meeting 6 of the seven measures. Program and academic competencies will be reviewed and updated as necessary. ETC has an Assessment Coordinator who will be working with the respective Program Coordinators and Instructors to evaluate the data and modify the program to meet the state standards. The new program format has already aided the program in increasing enrollment and offering a more varied and flexible program to our students. Automotive body and related repairers: Current State jobs 766 Current Honolulu jobs 525 2005-2012 Projected new State jobs -22 2005-2012 projected new Honolulu jobs 147 Annual new State jobs -3.1 Annual new Honolulu jobs -6.7 Determination of program's health based on outcomes Program Enrollment Health Auto Body Repair and Painting 115 Cautionary 12
Part IV. Assessment Chart for Program SlOs Program SLOs The program SLOs are that the student will be able to:.. Identify and use tools and resources necessary to continue their chosen life long learning pursuits.. Provide and accept constructive criticism, contrasting points of view.. Demonstrate proficiency in basic math,reading, writing listing and speaking skills.. Transfer learning from one environment to another 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.. Demonstrates interpersonal skills necessary to work effectively in diverse groups Changes made as a result of findings NA 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 AUTO BODY INDUSTRY students may also elect to continue their education and submit a request for advance standing through our articulation agreement with HCC. Course SLOs NA Program Student Learning Outcomes (SLOs).. Identify and use tools and resources necessary to continue their chosen life long learning pursuits II Provide and accept constructive criticism, contrasting points of view II Demonstrate proficiency in basic math,reading, writing listing and speaking skills co Transfer learning from one environment to another 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 ;acknow/edge and respect the uniqueness of others.. Demonstrate learning related to employability skills and attitudes <II Demonstrates interpersonal skills necessary to work effectively in diverse groups 13
Part VI. Survey Results Student satisfaction NA Occupational placement in jobs Placement into employment 4% Employer satisfaction NA Graduatelleavers Total Survey Total Responses Total Undeliverable/Disconnected 1. What was the main reason for attending ETC To Prepare for a Job or Career To Improve Skills or Knowledge To Prepare for further College Education or Training To Improve Basic Skills in Reading or Math To Gain High School Credits toward Graduation Other 2. How would you rate the overall quality of your academic experience at ETC Excellent Good Fair Poor 3. How would you rate the quality of academic programs at ETC Better than Expected About What Expected Worse than Expected 4. How satisfied were you with the academic preparation your received Very Satisfied Satisfied ABRF 37 4 8 2 1 0 0 0 1 0 3 1 0 2 2 0 1 3 0 14
Dissatisfied 0 Very Dissatisfied 5. How would you rate the quality of your certificate from ETC 0 Above Average 4 Aver~lge 0 Below Average 6. What is your current employment status Employed full-time (also answer #7 to 10) 3 Employed part-time (also answer #7 to 10) 1 Unemployment by choice 0 Unemployment seeking work 0 Full-time homemaker/caregiver 0 7. Is your job related to the education and training your received 0 Closcly Related 0 Indirectl y Related 4 Bit Related at all 8. How well did the education and training you received prepare you for your current job Well Prepared 1 Moderately Well Prepared 0 Adequately Prepared 2 Poor Prepared 1 9. How did you find this job a. Temporary Employment agency or 0 Employment Agency 0 b. ETC Job Placement Counselor/personnel 0 c. ETC Field Experience turned into a paid 0 job 0 d. ETC Learning/Volunteer turned into a paid 2 job 0 e. Sponsoring Agency 2 f. Applied directly to Employer 0 g. Newspaper Ad h. Relativc or Friend i Other 10. What was your annual salary before deductions <l. Below $10,000 2 b. $10,000 to $14,999 0 c. $15,000 to $19,999 0 d. $20,000 to $24,999 1 f. $25,000 to $29,999 1 c. $30,000 and up 1 15
11. After you left ETC, did you continue your education into College 1 Yes 3 No 12. Please mark your reason for leaving ETC Training Program Ended 0 Found ajob 2 Terminated from Program by Instructor or 0 Counselor 0 Dissatisfied with ETC's Training Program 0 Left for Personal Reasons 0 Other 13. Upon enrollment, did the instructor discuss with you what he/she expected of you Yes 4 No 0 14. In general, did you find your instructor(s) to be knowledgeable in the subject material Yes 4 No 0 15. In general, did the instructor(s) cover all program material you lhrough he/she should Yes 4 No 0.16. The counseling you received during your training was 3 Very useful and met my needs 1 Somewhat useful 0 Did not meet my needs 0 Did not receive any counseling Part VII. Analysis of the Program Alignment with the mission statement This program is closely aligned with the mission statement NA 16
Strengths and weaknesses based on analysis of data Strengths This program is in high demand by the students in our Career Opportunities Program serving the Dept. of Education's at-risk population. The program is team taught with the faculty of Honolulu Community College's program, a nationally certified program by NATEF. ETC and HCC students work together in the live laboratory where their knowledge learned in the classroom is put to practice working on live jobs. The classrooms, live labs, tool rooms, and equipment are shared by both ETC and HCC. Weaknesses The Auto Body and Repair program has been filling a large need in the industry over the past decade. Current data, however, shows that there is a decrease in the number of jobs that will be available in the period from 2006-2012. The Auto Body Advisory committee however, is a strong supporter of the program as their close relationship with the industry has shown a concern for the replacement of their current workers who will be retiring in the near future. With the advent of the huge construction industry demand, fewer workers are entering vocational fields. 17
Evidence of quality.. Retention of employment: 100%.. Certified program with the NATEF.. Successful completion rate 89% II Number of certificates 109.. Class fill rate 113% Evidence of student learning.. Completion rate 89% III Number of certificates 109 Resource sufficiency 1.0 FTE 1.0 APT Dedicated class room Excellent working lab Recommendations for improving outcomes To improve program outcomes the program needs to continue: Academic alignment with program Assess Program Evaluation Assess student SLO's Address student weaknesses Focus on students strength 18
Part VIII. Action Plan The program has developed the following action plan: Analysis of Datal Program's Action Plan: ABRP exceeded Perkins Benchmark measurement in one of seven measures. As ETC utilizes the team approach of a vocational instructor, an academic instructor and a counselor assigned to the program, ETC will meet with the program staff to evaluate and determine the reason(s) for not meeting 6 of the seven measures. Program and academic competencies will be reviewed and updated as necessary. ETC has an Assessment Coordinator who will be working with the respective Program Coordinators and Instructors to evaluate the data and modify the program to meet the state standards. The new program format has already aided the program in increasing enrollment and offering a more varied and flexible program to our students. Part IX. Budget Implications The program's Action Plan and the improvement of outcome gathering has the following budget implications: No change to current budget plan 19
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 30 th 1 Pi 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 Pi Degrees and Credentials: concentrators who received a certificate and who stopped program participation in the year reported. Placement 3P1: com pieters in the year reported who are employed within one UI quarter following program completion. 3P2 Retention: completers in the year reported who are employed within one UI quarter following program completion (Numerator for 3Pi) and employed in the following UI quarter. 4Pi Non-Traditional Programs: participants in under-represented gender groups who participated in non-traditional programs in the year reported. 4P2 Non-traditional completion: com pieters in under represented gender group in non-traditional programs in the year reported. B. 2004-2005 Perkins III Core Indicator Reports. 20