Introduction - Los Angeles Trade Technical College

Transcription

Los Angeles Trade-Technical College
Los Angeles Healthcare Competency to Career Consortium (LA H3C)
Introduction
Hospitals and associated services in Los Angeles County contribute more than $40 billion to the local economy
and more than 423,000 people work in healthcare jobs. With a growing population, an aging healthcare
workforce, and many more citizens to be enrolled in Covered California (the state’s version of the Affordable
Care Act), the demand for trained healthcare professionals is about to grow dramatically. The healthcare sector
in Los Angeles County will continue to need skilled employees for many years. The largest growth is anticipated
in hospitals, physicians’ offices, and home health care services1. This growth comes during a key transition in
California’s economy. The California Workforce Investment Board’s (WIB) recent report Shared Strategy for a
Shared Prosperity succinctly described these changes, as they apply to the entire state:
There are still many more job-seekers than jobs. Perhaps even more importantly, today’s workers face a very
different labor market from their parents, one that is more volatile and rapidly changing. Many of our institutions,
both public and private – including education, training, unemployment, and re-employment systems – have failed
to keep pace. They were designed for a time when technological change was slower, the labor force was less
globalized, and occupations and careers were more stable.
The Los Angeles Community College District (LACCD) is poised to meet the workforce needs of the health
sector with a restructured and re-invigorated WIB, and a newly-elected Los Angeles mayor who places
workforce development high on his priority list. The Los Angeles Healthcare Competency to Career
Consortium (LA H3C) , described in this proposal, is designed to become a model for successful partnerships
b2 etween workforce systems, employers and community colleges. The partnership, involving nine community
colleges, the City of Los Angeles and Southeast Los Angeles County WIBs, and regional employers will impact
the development of healthcare education throughout the Greater Los Angeles region.
Regional Labor Market Profile, Los Angeles County. California Community Colleges Economic & Workforce
Development. http://www.coeccc.net/documents/dwm_profile_la_12.pdf
2
California’s Strategic Workforce Development Plan: 2012 – 2017
1
1
THE LOS ANGELES COMMUNITY COLLEGE DISTRICT (LACCD) serves a quarter-million students per year in 36 cities
and unincorporated areas in Los Angeles County. One in ten of all students in the 72-district California
Community College system attends one of nine LACCD
colleges: Los Angeles Trade-Technical College (Lead
Institution), East Los Angeles College, Los Angeles City
College, Los Angeles Harbor College, Los Angeles
Mission College, Los Angeles Southwest College, Los
Angeles Valley College, Pierce College, and West Los
Angeles College. The colleges’ combined service area
covers nearly 900 square miles, with a population base
approaching 10 million residents, and a 45-year history of
providing employment and training for the region's diverse workforce. While district colleges, offering certificates,
Associate Degree or transfer programs, supply highly-trained health science professionals to medical providers
in Los Angeles County they do not fulfill the regions healthcare needs.3 IN THE HEALTHCARE SECTOR, demand for
trained workers far exceeds the current supply. The LACCD’s enormous reach, combined with the educational
innovations and partnerships outlined in this proposal, will collectively address the region’s critical healthcare
training needs. Led by Los Angeles Trade Technical College (LATTC), LA H3C will engage health science faculty
at all nine colleges and major health care employers in Los Angeles in a multi-year effort to re-design the
educational pipelines to health careers. The proposed project will expand opportunities for TAA-impacted
workers, the unemployed, veterans, and other adults, enabling them to successfully earn credentials which
lead to employment and career-ladder progressions in high-demand, high growth health career pathways.
3
LACCD Institutional Research Office, 2013
2
1. Need and Purpose
LOS ANGELES is often portrayed in the glamour of movie lights and palm-lined beaches. In reality, the city’s
poverty rate is higher than the nation as a whole: over 1.47 million, or 15% of Los Angeles County's residents
live in poverty, (defined as $22,000 per year for a family of 4) compared to 13% for the U.S.4 Low income “pockets”
throughout the city are the primary reason that the Health Resources and Services Administration (HRSA) designated
705 medically underserved areas in Los Angeles County—the largest number of any county in the nation5. There
are 587 census tracts in Los Angeles County designated as Health Provider Shortage Areas6. If LA were a
nation, it would have the twenty-first largest economy in the world. With such scale, income-disparity and
diversity comes vulnerability across multiple sectors coupled with uncertainties of national and global economies.
The innovative LA H3C project will address healthcare shortages, building our capacity to better prepare, train
and place students in the health science pathway. We chose to target NAICS Code 62 —Healthcare and Social
Assistance—because healthcare practitioners and health-related technical occupations in Los Angeles County
are expected to grow significantly in the next five years.7
IMPACT OF FOREIGN TRADE – The chart below presents research conducted on the DOL-ETA-TAA website (June
2, 2013) indicating 44 active TAA certifications affecting 3,627 TAA certified workers in Los Angeles County.
These certifications expire on or after August 2013, an additional 9 petitions are pending. Table 1 lists the active
certifications as requested by a combination of the American Job Centers (formerly One Stop Centers), workers,
U.S. Census Bureau, American Community Survey, 1-Year Estimates 2008; Poverty rate is determined by the HHS
(Health and Human Services Poverty Guidelines) http://aspe.hhs.gov/poverty/09poverty.shtml
5 http://geocommons.com/overlays/1545
6 http://hpsafind.hrsa.gov/HPSASearch.aspx
7 California Employment Development Department, Labor Market Information, 2012.
4
3
unions, individuals, and employers.
Table 1: Active DOLETA TAA Certifications, Los Angeles County8
# of
workers
81
200
22
N/A
82
11
N/A
200
50
N/A
N/A
20
400
3
10
100
6
50
50
380
N/A
N/A
400
10
200
150
18
13
3
300
5
40
15
10
140
3
10
160
40
10
28
4
75
N/A
8
TAW #
82583
82506
82486
82239
82190
82182
82166
82146
82101
82093
82088
82043
82021
82002
81979
81947
81810
81762
81708
81667
81642
81640
81562
81523
81423
81402
81345
81315
81249
81179
81173
81169
81142
81126
81056
80306
80302
80242
80215
80166
80138
80014
80005
80003
Company
Decision
Date
4/8/13
4/4/13
4/3/13
1/28/13
1/3/13
1/2/13
2/14/13
12/12/12
11/9/12
12/3/12
11/26/12
11/5/12
1/28/13
10/16/12
10/5/12
11/2/12
8/1/12
7/31/12
7/20/12
7/3/12
7/10/12
7/10/12
6/15/12
5/11/12
6/20/12
3/16/12
2/23/12
2/22/12
4/20/12
3/23/12
2/21/12
12/28/11
12/30/11
1/13/12
2/23/12
11/30/11
9/14/11
7/8/11
7/20/11
6/29/11
6/10/11
6/14/11
4/26/11
8/12/11
Chromalloy Gas Turbine, LLC
Experian
L & W Supply, Inc.
Hewlett Packard Enterprise Services
Manitowoc FSG Operations
Aramark Uniform Services (AUS)
Technicolor, Inc.
Precision Dynamics Corporation
British Telecom Americas
Korean Air Line Company LTD.
Deloitte Tax LLP
Advantage Transcription Services
Cyberdefender
E! Entertainment Television, LLC
Goodridge USA
Enkeboll Designs
ESIS, Inc.
SMC Corporation of America
Reliance Mediaworks Imaging Srvcs
Health Net, Inc.,
C. R. Laurence Company, Inc.
Kaiser Aluminum
American Honda Motor Co., Inc.,
Dameron Alloy Foundries, Inc.
Sony Electronics, Inc.
Conesys
Rain Bird
Tandy Brands Accessories, Inc.
Jump Clothing, Inc.
Film Services Technicolor
Reichhold, Inc
Ikano Communications, Inc.
Jeunique International, Inc.
Argo Group International Holdings Ltd
Ball Metal Beverage Container Corp
Jem Sportswear, Inc.
Disney Interactive Studios
M/A - Com Technology Solutions
Dex One
Computer Sciences Corporation (CSC)
Southwire Company
Geneon Entertainment (USA)
Abbott Laboratories
Electronic Arts, Inc.
http://www.doleta.gov/tradeact/taa/taa_search.cfm
4
Decision
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Impact date
3/20/12
2/26/12
2/20/12
12/10/11
11/28/11
11/27/11
11/20/11
8/3/12
10/15/11
10/17/11
10/16/11
9/27/11
9/27/11
9/24/11
9/18/11
9/6/11
7/17/11
6/20/11
6/12/11
5/30/11
5/19/10
5/19/10
5/1/11
4/19/11
3/15/11
2/20/11
2/16/11
2/7/11
2/13/10
2/13/10
2/13/10
2/13/10
2/13/10
2/13/10
2/13/10
7/19/10
7/12/10
6/17/10
6/2/10
5/6/10
4/27/10
3/1/10
2/18/10
2/15/10
Expiration
date
4/8/15
4/4/15
4/3/15
1/28/15
1/3/15
1/2/15
2/14/15
12/12/14
11/9/14
12/3/14
11/26/14
11/5/14
1/28/15
10/16/14
10/5/14
11/2/14
8/1/14
7/31/14
7/20/14
7/3/14
5/19/12
5/19/12
6/15/14
5/11/14
6/20/14
3/16/14
2/23/14
2/22/14
4/20/14
3/23/14
2/21/14
12/28/13
12/30/13
1/13/14
2/23/14
11/30/13
9/14/13
7/8/13
1/9/14
11/22/13
6/10/13
6/14/13
4/26/13
8/12/13
N/A
3,299
75286
Moulton Logistics Management
Total certified workers in Los Angeles County
4/6/11
Certified
2/11/10
4/6/13
THESE TAA-CERTIFIED EMPLOYERS represent a cross-section of the
economic sectors that have suffered due to foreign trade. The reasons
stated for the certifications varied, including The Foreign Trade Act,
movement of production offshore (to Mexico, Philippines, India, the UK,
Malaysia and China) as well as economic decline, increases in imports
and decreases in sales. (See pie-chart for distribution of these factors).
PARTNERSHIPS WITH APPLICABLE TAA AGENCIES: The LACCD’s longstanding collaborations with key workforce
investment agencies will ease the transition of TAA-eligible workers into the LA H3C project, and make
healthcare training programs accessible to them. Workforce agencies contacted during development of this
application began with the state Employment Development Department (which coordinates TAA certification
throughout California) and the California Workforce Investment Board (WIB). Locally, more intensive contacts
were established with the City of Los Angeles WIB; Southeast Los Angeles County WIB; and numerous
American Job Centers including Managed Career Solutions (MCS), American Job Centers throughout Los
Angeles County. LA H3C planning also included collaboration with the Los Angeles Area Chamber of
Commerce’s Education & Workforce Development planning group, the Hospital Association of Southern
California, and Managed Career Solutions (in its role as the City of Los Angeles WIB’s Health Care Sector
Intermediary). Employers, unions, and the workforce investment boards, agencies and centers all contributed to
the planning for this project to transform regional health care workforce development.
IN OTHER SECTORS, the colleges designed and operated programs to train thousands of new and incumbent
workers. These collaborative efforts led to continuous improvement of instructional methods and curricular
programs, including ARRA and H-1B funded projects that supported hundreds of displaced and long-term
5
unemployed individuals. The colleges’ experience with outreach, recruitment and close coordination provided by
American Job (One-Stop) Centers ensures that new resources developed by LA H3C will be made accessible to
currently certified TAA-eligible workers.
EDUCATION AND TRAINING NEEDS OF TAA-ELIGIBLE WORKERS: The impacted workers come from a broad spectrum
of sectors and career fields, epitomizing the global reach of Los Angeles’ economy: accounting, manufacturing,
customer service, information technology, entertainment, business and professional services, finance, scientific,
electronics, and logistics. While the California Employment Development Department (EDD) maintains some
records of education/training needs on TAA eligible workers, the agency must keep confidential all individual
TAA records. Therefore, the LA H3C planners relied primarily on anecdotal information from WIB partners.
To gain further insight, the project designers sent an online survey to TAA impacted companies to inquire about
the general characteristics of affected workers; 11 employers responded with feedback. East LA College, a
Round 2 TAA single institution grantee, and LATTC, part of a Round 2 Consortium grant, gathered information
about TAA impacted students with whom they have had contact as well. This research was used to identify the
profile of the trade impacted workers. The education levels of the trade-impacted workers in the region range
from less than high school to college graduates. The majority of TAA-eligible workers have been out of school
for many years; some are non-native speakers of English, and need assistance to transition their current skills to
new career pathways. TAA-eligible workers from manufacturing have strong manual dexterity skills—which are
important in some healthcare specialties. Others have customer service experience (also valued in hospitals and
clinics), but very few come from positions that required critical thinking or problem solving skills—justifying the
general education programs offered by community colleges.
In a 2010 national report on the characteristics of TAA-eligible workers, authors noted that “compared with a
national population of the unemployed, the TAA population had less education. Although a slightly larger share
of the unemployed had not finished high school (19 %), many more had continued their education beyond high
6
school, with 27 % completing some college and 20 % receiving a bachelor’s degree or higher.”9 Displaced
workers share additional barriers to finding jobs: lack of funds for transportation, child care, balancing family/work
life, technology gaps, etc. Since LA H3C includes a strong online component, these programs will be made
accessible to, and will serve, TAA-eligible workers through a variety of means. Students will have access to oncampus computer labs, as well as labs in the American Job Centers. All of the content will also be accessible
via mobile devices; the college finds that most students have access to “smart phones” or other mobile devices
even if they do not have access to a computer.
JOB OPPORTUNITIES IN THE TARGETED INDUSTRY – Employment projections in all sectors of the economy are
generally positive. The number of employed persons in Los Angeles County across all sectors is expected to
grow from 4.2 million in 2010 to over 4.9 million in 2020 - a 15.5% increase.10 Health care practitioners and
technical occupations in Los Angeles County (NAICS 62) are expected to grow from 194,812 to 232,440 in the
same time period - a 19.9% growth rate that exceeds the projected growth rate in total employment.11 These
data are shown in the table below:
Table 2: 2010-2020 California Employment Development Department Employment Projections, Selected
LA County Health Occupations
NAICS Code
62
Title
NAICS Code 62, Healthcare and Social Assistance
SOC Code
Title
29-0000
29-9091
21-1094
31-9091
29-2021
Healthcare Practitioners
and Technical
Occupations
Athletic Trainer/Sports
Medicine
Community Health
Worker (Home Health
Aide, Geriatric
Technician, Community
Health Worker, Patient
Navigator)
Dental Assistant
Dental Hygienist
2010
2020
%
Change
New
Replacement
Jobs/year
Jobs/year
Total
Jobs/year
2013 Mean
Hrly Wage
193,810
232,440
19.9%
3,863
3,929
7,792
$41.51
210
240
14.5%
10
30
40
$23.21
39,750
53,985
49.4%
7,280
3,799
11,079
$10.05
10,640
4,350
11,890
5,180
13.7%
19.1%
363
170
134
32
1,430
830
$15.69
$48.26
Dolfin, S & Berk, J. National Evaluation of the Trade Adjustment Assistance Program: Characteristics of Workers Eligible Under the 2002 TAA
Program and Their Early Program Experiences. Final Report April 2010
9
7
29-2041
20-2012
29-2011
31-9092
49-9062
29-2071
29-2052
29-1124
29-1111
29-1126
Emergency Medical
Technicians and
Paramedics
Medical and Clinical
Laboratory Technicians
Medical and Clinical
Laboratory
Technologists
Medical Assistants
Medical Equipment
Repairer
Medical Records and
Health Information
Technicians
Pharmacy Technicians
Radiation Therapist
Registered Nurse
Respiratory Therapist
3,540
5,080
43.5%
154
71
225
$13.79
5,760
6,930
20.3%
117
112
229
$19.47
2,580
3,020
17.1%
44
50
94
$36.31
23,370
28,380
21.4%
860
104
5,010
$14.60
620
830
33.9%
38
14
210
$24.99
4,940
6,040
22.3%
110
99
209
$19.44
6,520
510
68,720
4,070
8,400
600
80,280
4,790
28.8%
17.6%
16.8%
17.7%
188
9
1,156
72
113
10
1,244
77
301
10
2,400
149
$17.94
$45.91
$42.39
$33.57
Data from Economic Modeling Specialists (EMSI) over a shorter timeframe indicates an immediate need that
parallels the longer-term state labor market projections.
Table 3: 2013-2016 Current and Projected Occupational Employment Projections (EMSI)
SOC Code Description
29-9091
21-1094
21-9091
29-2021
29-2041
29-2012
31-9092
49-9062
29-2071
29-2052
29-1124
29-2037
29-1111
29-2054
Athletic Trainer/Sports Medicine
Community Health Worker (Home
Health Aide, Geriatric Technician,
Community Health Worker, Patient
Navigator)
Dental Assistant
Dental Hygienists
Emergency Medical Technicians and
Paramedics
Medical and Clinical Laboratory
Technicians
Medical Assistants
Medical Equipment Repairers
Medical Records and Health
Information Technicians
Pharmacy Technicians
Radiation therapist
Radiologic Technologists and
Technicians
Registered Nurse
Respiratory Therapy Technicians
2013
Jobs
481
2014
Jobs
493
2015
Jobs
503
%
Openings
Change
8%
87
Annual
Openings
29
2013 Avg
Hrly Wage
$23.17
41,844
44,343
46,544
19%
9,110
2,027
$10.67
15,790
6,868
16,083
7,054
16,347
7,225
7%
11%
2,101
1,101
700
367
$16.27
$45.39
5,971
6,301
6,595
14%
1,185
395
$14.51
7,892
8,020
8,127
4%
775
258
$19.11
33,258
1,130
34,079
1,144
34,783
1,163
8%
5%
3,961
148
1,320
49
$15.31
$23.38
6,858
7,016
7,156
7%
887
296
$19.26
10,036
623
10,384
637
10,722
650
7%
6%
1,264
74
421
25
$17.59
$43.58
6,500
6,695
6,877
8%
827
276
$30.23
93,682
362
96,083
364
98,316
366
7%
1%
11,879
24
3,960
8
$40.44
$24.06
The EMSI information takes into account additional data that the California Economic Development Department
does not collect, and while the numbers are different, substantial increases in the number of projected new hires
8
are obvious in all healthcare fields, and the earning power or potential advancement opportunities are also
numerous for TAA-impacted workers and other adults in the community.
SKILLS REQUIRED IN OCCUPATION - The Los Angeles Area Chamber of Commerce, in partnership with LA H3C
colleges, identified primary competencies needed among healthcare employers in a June 2013 survey and
follow-up meetings. LA H3C project planners compared these employer-defined skills with the O*NET job skills
database and the DOL Allied Health Competency Model in Allied Health. The following table summarizes
analysis of knowledge, skills and abilities required for nursing and allied health professions: 12
Table 4: Clinical and Health Information Competencies
Clinical Competencies
Patient Interaction
Health Maintenance and Disease
Infection Control
Medication
Documentation
Diagnostic Procedures
Rehabilitation Therapy
Health Information Competencies
Health Information and Literacy
Electronic Health Records
Privacy and Confidentiality
Data Management
Technical Security
In addition, LA H3C planners researched O*Net job skills database across the range of health career
pathways in the project. The most frequently occurring common skills are:
Table 5: Common O*Net Job Skills
1. Computers and Electronics
2. Customer and Personal Service
Training
1. Active Learning
2. Active Listening
3. Coordination
1. Arm-Hand Steadiness
2. Deductive Reasoning
3. Inductive Reasoning
Knowledge
3. English Language
4. Mathematics
5. Medicine and Dentistry
Skills
4. Service Orientation
5. Monitoring
6. Reading Comprehension
Abilities
4. Finger Dexterity
5. Information Ordering
6. Problem Sensitivity
6. Psychology
7. Science
7. Critical Thinking
8. Social Perceptiveness
9. Speaking
7. Speech Clarity
8. Near Vision
9. Oral Comprehension/ Expression
Discussions with members of a group of 34 regional healthcare employers reiterated that new hires must have
12
http://www.careeronestop.org/competencymodel/pyramid.aspx?EHR=Y
9
these skills or risk not being hired.13 Further they identified a number of skill and knowledge gaps observed in
the region including Bilingual (including technical terms), Gay/Lesbian Sensitivity, Cultural Competencies,
Informatics, Formal Customer Service Training, Basic Computer Skills, Orientation To Medical Records
Training, Critical Thinking/Problem Solving Skills, Emotional Intelligence, Verbal Communication,
HIPPA/Confidentiality Issues, Leadership, and Empathy. The Employer Advisory Council that will be
developed with project funds will provide continual feedback during and after the grant performance period.
These competencies will form the basis for review of existing and new curricula, ensuring that graduates can
demonstrate the required competencies. Based on the Labor Market Data, community outreach, employer
surveys and current college capacity, the following 11 competency- based programs of study will be
strengthened, expanded or developed, and will be options for TAA eligible workers, veterans and other adults.
Table 6: Competencies, Credentials and Job Openings in LA H3CPrograms
Competency Based Program of Study
1. *Athletic Training and Sports Medicine
2. Community Health Aides (certified nurse assistants,
*geriatric care technicians, *patient navigators, etc.)
3. Dental Technician
4. Emergency Medical Technician
5. Health Information Technology (coding specials,
medical billing, medical office assistants, etc.)
6. Medical Assistant
Credentials to Be Awarded
(New, Existing, Expanding,
Strengthening)
Certificate (New)
Annual Job
Openings**
87
Certificates (New and Expansion)
2,027
Associate Degrees (Expansion)
National Registry Cert.(Expansion)
Associate Degrees and
Certificates (Expansion)
Credential: Cal. Health Dept.
Certification (Expansion).
700
395
7. *Medical Lab Technician (including Sterile
Processing Technician)
8. Pharmacy Technician
9. Radiological Technician
10. Registered Nursing (including LVN to RN bridge
programs)
11. Respiratory Therapy
Associate Degree (New)
209
5,010
94
Certificate (Strengthening)
301
Certificate (Strengthening)
276
Associate Degree-Nursing
2,400
(Strengthening)
Certificate/Associate Degree
149
(Strengthening and Expanding)
*Asterisks denote programs that will be developed or transitioned from non-credit to credit as part of the LA H3C project.
** LA County – Jobs per year: EDD & EMSI data, 2012
GAP ANALYSIS – While the data presented above indicates a significant need for workers in the health sciences,
Closing the Health Care Workforce Cap: Aligning workforce development training resources to meet health care
employer demands. June 13, 2013. Alice Benjamin, Clinical Nurse Specialist, Cedars-Sinai Health system; Armine
Tadevosyan, Staff Educator, Kaiser Permanente; Natasha Milatovich, Vice President, Human Resources, White
Memorial Hospital with representatives from all nine LACCD colleges.
13
10
there are a number of factors that impact the capacity of the LA H3C colleges to meet these needs. Through
community outreach with employers in the region, American Job Center staff who work directly with TAA-eligible
workers, and community-based organizations (such as “LA n Sync”), and by examining LACCD Student
Information System data, LA H3C planners identified several significant gaps in existing education and career
training programs. Currently, 5,000 students are enrolled in health sciences across nine colleges, producing 800
degrees and certificates annually.14 While most national certifications in the healthcare field are competencybased, instruction at Consortium colleges is knowledge-based, using conventional courses, credits and
attendance (“Carnegie units”) as the basis for awarding degrees. While career ladders in the healthcare industry
are well-defined, academic progression in healthcare education is characterized by confusing, opaque
pathways, causing many capable students to turn away from these well-paid professions. College-based health
science courses have numerous science and math pre-requisites, requiring most students to spend three to four
years completing “two-year” certificates or degrees. The length of training is especially challenging for TAA
participants who have limited benefits and time for re-training. Offering credit for prior experience is a rare event,
because LACCD colleges have been slow to adopt policies or effective practices to assess prior learning, and
little to no training exists for faculty. Assessments of student skills are often given only once, at college
admission, and each student’s academic accomplishments are effectively locked away in a massive Student
Information System database. If students are able to demonstrate a given healthcare skill, whether acquired in
the military, in the classroom or in previous employment, they must repeatedly ask for transcripts or references
in order to be certified as “competent.” Even then, students are exposed to redundant pre-requisites in order to
meet course requirements. Linkages between the educational system and employment fade away after students
acquire degrees and certificates. There are no follow-up mechanisms or feedback loops to see how well
students perform on the job after graduation, or what skills the colleges should develop in students which they do
14
LACCD Institutional Research Office, 2013
11
not currently emphasize. Based on industry feedback, analysis of Round 1 & 2 TAACCCT healthcare projects,
and district and college faculty and administrators, Table 7 (below) summarizes the needs and gaps in LACCD’s
capacity to meet those needs in the areas of retention, preparedness, technology, assessment of prior learning,
industry awareness and changes in the industry due to the Affordable Care Act.
Table 7 – Overview of Need and Gap Analysis
Gap – Limitations in consortium’s capacity to
address the need
Need
Need to Improve Retention
Indicated in 2006 – 07, there were 12,230 students who identified
themselves as “Health Sciences” majors, however, by 2012 (5
years) only 3,102 completed 12 Units or more in the major. This
represents a less than 4% rate of retention of those who intended
to major in the health sciences.
Of those 3,102 students who completed 12 or more Units in the
major courses, 45% of them did not transfer or earn a credential
(degree or certificate). This indicates a need to attend to the
pipeline at the entry point.
Focus groups (N=18) with students who declared the major but
took fewer than 12 units, indicted the following barriers to
completion:
o Lack of awareness of the industry
o Did not do well in the gateway classes
o Cost of texts and lab fees too high
o Too many pre-requisites before getting to start the classes they
wanted
o No way of assessing things they already knew (three students
had worked in the health field and one was from a high school
medical magnet)
There is a lack of a coordinated or effective
approach to reach out to self-identified health
science majors to offer support and planning at
entry.
For recruited TAA workers and others referred
from the American Jobs Centers, colleges offer
little more than an orientation or bridge program.
Funds are not available to develop more
comprehensive, industry focused program or to
staff them initially.
While all colleges have an assessment protocol,
there is a lack of consistency; different colleges
use different assessment tools and/or different
cut off scores in determining placement.
Assessments and decision-making are not
sector-based or informed TAA impact; lack of
industry input on the English, math and computer
skills needed.
Colleges have limited capacity to provide career
awareness, exploration and education planning
for TAA or other workers.
Lack of Preparedness
District-wide many students come to the colleges under-prepared No measurement of college readiness skills
for college level writing, math, and computer skills; fewer than 15%
beyond the academic; limited or no way to
of LACCD entering students are prepared for college level math
measure the industry-related soft skills and
and English.
industry required “personal characteristics”
For TAA workers, in most cases this lack of preparedness is even No courses that include the soft skills content that
greater in the areas of English and computational math skills.
encompasses all of these skills identified and no
funds for curriculum development to include the
Colleges do not assess for personal effectiveness skills, especially
content; cannot include in units curriculum; need
those important to industry.
“modules” to teach content.
Lack of faculty adoption of OER material; costs
still too high for student textbooks.
Technological Needs
Tools for assessment are used in isolation
Assessments are conducted on an annual basis, only for incoming
(primarily for placement). Broader access to
students. There is no way to track student progress incrementally.
assessment data would help students make
realistic educational plans.
Competencies are defined in generic Course Objectives or syllabi;
12
Mapping of course competencies and job
competencies would lead to more engaging and
relevant classes or independent study.
Credentialing is too broad and infrequently
granted. Graduates lack evidence of
competencies they have attained—except
degrees and transcripts.
Credits are “seat-time” based rather than
learning-based. System lacks capacity to adjust
curriculum to individual gaps in knowledge, skills
or abilities.
Colleges are challenged with data informed
decision-making
Need to Prior Learning Assessment
As a district, LACCD does not have wellEmployers and students have indicated that many students have
developed and systemic ways to assess for prior
learning. The majority of the colleges utilize
knowledge and experience in the industry (have worked in the
industry, have degrees from other countries, or were in secondary
“Credit-by-Exam” or offer “challenge” exams, but
health career pathway programs), as well as competencies in
a district-wide approach does not exist.
other areas. The repetition of coursework leads to a lack of
Policy barriers and the lack of administrator or
engagement and unnecessary delays in completion.
faculty time to address this issue creates a gap in
capacity.
Only a small percentage of health science courses offer a credit by
exam process; in the last five years, district-wide there have been
no units awarded as credit-by-exam in a health science course.
Need for Career Awareness
Although some departments have developed
Lack of awareness of healthcare industry; as indicated above,
specialized industry-focused orientations and
students focus groups suggest that lack of completion is linked to
bridge programs, most of the programs of study
do not have the funding for curriculum
a lack of awareness of the industry sector and the career options
within.
development to create career exploration
assessments or content.
Changes in the Industry (ACA)
Programs are currently not aligned with new
occupations; it is not known how this will impact
Employer partners indicate that implementation of the Affordable
the jobs/occupations and training.
Care Act will create some shifts in how healthcare is delivered; the
language of the act includes new terminology to describe positions While faculty is engaged in remaining current with
(for example “patient navigator”) and much needs to be done to
the research in their disciplines, they are
clarify the roles and qualifications and credentials.
challenged with understanding the Affordable
Care Act and its implications.
Employers indicate a shift to an increased need for community
based healthcare.
there are no systems in place to break down information into
smaller units of skill, or to measure individual skill attainment.
Tutoring and reinforcement is offered in labs or through teacherstudent conferences; this is inadequate and inconvenient for
serving large numbers of remedial students.
Instruction is textbook and lecture-dependent. Students are
learning to navigate hand-held devices and advanced technology
much more rapidly than teachers.
Current tracking systems are inadequate in tracking completions
and employment; exit surveys/interviews and alumni surveys
commonly used are inadequate
2. Methodology and Work Plan
PROGRAM DESIGN – LA H3C selected a health care pathway approach based on the Lead Institution’s
competency based framework for student success that has been implemented over the past two years. This
framework will now be used for the first time in healthcare for the LA H3C’s project and is entitled, Health
Science Pathways for Academic, Career and Transfer Success (H-PACTS). H-PACTS contextualizes DOL’s
Competency Models to postsecondary education and the health science training sector. This approach will
13
improve the capacity of all nine LA H3C colleges to meet the needs of the regional healthcare industry, as well
as TAA impacted workers, veterans and other unemployed adults.
The H-PACTS Model is a competency-based approach for the successful entry, retention, completion and
employment/transfer for TAA-eligible students, veterans and other adults. It includes the following: 1) successful
outreach to TAA-eligible students, veterans and others; working collaboratively with MCS and the WIBs to
conduct outreach and recruitment; 2) improved entry and engagement via the Health Science Pathway
Orientation, which will provide a foundation for students; it incorporates evidence-based practices that include
the assessment of interpersonal, academic and career readiness and assessment of credit for prior learning and
experience; 3) improve retention and employability by establishing the Health Science Foundation Credential
with regional workforce systems, regional employers, industry partners, and labor organizations that confirms
readiness for entry-level health care employment as well as preparation to proceed into a program of study; 4)
developing new and strengthen existing health science programs of study at nine colleges to provide
opportunities for stacking and latticing without duplication; 5) increase the attainment of degrees, certifications,
and industry-recognized credentials that match the skills needed by employers through curriculum
enhancements and technology solutions; and 6) in partnership with workforce agencies, community-based
organizations and employers, colleges increase employment rates and transfers to four-year institutions.
Although the H-PACTS Model is based on progressive “layers” of accomplishment, it offers students seamless
pathways toward degree or certificate completion. Students start the Health Science Pathway Orientation with
assessments of prior learning and of their interests and readiness, and with an overview of post-secondary
resources. Once they are assessed, enrolled participants, with help from LA H3C Student Services Support
Assistants, will initiate H-PACTS Plans, which are individual training agreements validated by college counselors
and faculty-advisors. LA H3C staff will use Social Solutions Efforts to Outcomes case management software to
monitor, support and track students as they progress through each of the pathway, culminating in a completed
14
program of study, employment and/or transfer to a another program of study or a four-year institution. At various
points, participants will receive online assessments of basic academic skills, career interests and capacities
(eAssessment). They will also be assessed for prior learning and experience; and based on validated
assessments and policies, they will be granted prior learning assessment (PLA) credits. Career exploration and
online basic skills refresher modules will increase participants’ success in credit-based health sciences courses
leading to degrees and certificates. Each of the LA H3C programs of study will be infused with technologyenabled learning solutions, including adaptive learning, digital tutoring and simulation technology. When
students demonstrate foundational career and academic competencies, their skills will be validated with “digital
badges,” certifying academic and career readiness competencies required for success in the health science
programs of study. The curricular enrichment will broaden transfer pathways leading toward innovative
articulation agreements with 4-year colleges/universities. Each of these strategies and activities, as well as
collaboration with employers and the American Job Centers, is described in the following “Core Elements.”
Core Element 1: Evidence-Based Design - Each of the activities proposed in LA H3C is informed by evidencebased practice and strong empirical research. Most activities have been evaluated using strong evidence,
including cited well-designed and well-implemented experimental or quasi-experimental studies. The majority of
activities are replications of effective practices, but they will be newly applied and enhanced.
HEALTH SCIENCE PATHWAY ORIENTATION (NEW): Authors of the 2011 Harvard Pathways to Prosperity report write,
“a narrowly defined ‘college for all’ goal—one that does not include a much stronger focus on career-oriented
programs that lead to occupational credentials — seems doomed to fail.”15 The need for more career-focused
pathways is echoed by research from the Columbia University Community College Research Center, which
concludes that enrolling students in defined programs of study as early as possible will boost retention and
completion rates.16 17 The H-PACTS entry-level Health Science Pathway Orientation will allow students to
15
16
Harvard Graduate School of Education (2011). Pathways to Prosperity Project.
Davis Jenkins & Sung-Woo Cho.( 2012.) “Get With the Program: Accelerating Community College Students' Entry into and Completion of
15
explore career options and make an informed choice sooner. By providing a sector-contextualized “bridge”
experience the LA H3C colleges will address skill gaps. The effectiveness of this approach is based on
evidence from multiple studies, which indicate that bridge programs have a positive effect on academic
achievement and retention of students.18 19 20
SECTORAL APPROACH (REPLICATED): At the heart of the H-PACTS model are industry-focused programs of study
strategically aligned with industry needs. This approach draws on empirically strong research documenting that
sector-wide approaches lead to better outcomes, improved academic achievement, certificate or degree
attainment, and employment outcomes. In 2003, Public/Private Ventures (P/PV) with support from the Charles
Stewart Mott Foundation, studied the efficacy of the sectoral approach. The outcomes of a rigorous randomdesign evaluation demonstrated that programs using this approach increased retention, engagement and
completion, ultimately resulting in higher rates of employment. 21
STACKED/LATTICED CURRICULUM (REPLICATED): Such credentials offer students an accelerated entrance to the job
market, essential for students who need to work while attending school. These students cannot wait four to six
years to finally earn a marketable credential. Strong empirical research indicates that a stacked/latticed
curriculum increases persistence and motivation of learners by offering small, yet attainable sub-goals.22
Research conducted by the Community College Research Center found that better educational outcomes were
achieved when stackable credentials were implemented; students in stackable credential courses were more
Programs of Study.” New York, NY: Community College Resource Center (http://ccrc.tc.columbia.edu/Publication.asp?UID=885.
17 Center for Community College Student Engagement,” (2012). “A Matter of Degrees: Promising Practices for Community College Student
Success (A First Look).” Austin, TX: The University of Texas at Austin, Community College Leadership Program.
18 Raines, J. M. (2012). FirstSTEP: A preliminary review of the effects of a summer bridge program on pre-college STEM majors. Journal of
STEM Education : Innovations and Research, 13(1), 22-29. Retrieved from http://search.proquest.com/docview/993172350?accountid=14749
19 Gilmer, T.C. (2007). An understanding of the improved grades, retention and graduation rates of STEM majors at the academic investment in
math and science (AIMS) program of bowling green state university. Journal of STEM Education, 8 (1 & 2), 11-21.
20 Fletcher, S.L., Newell, D.C., Newton, L.D. & Anderson-Rowland, M.R. (2001, June). The WISE summer bridge program: Assessing student
attrition, retention, and program effectiveness. Paper presented at the annual meeting of the American Society for Engineering Education,
Albuquerque, NM.
21 Maguire, Sheila; Freely, Joshua; Clymer, Carol; Conway, Maureen. “ Job Training That Works: Findings from the Sectoral Employment
Impact Study.” Public/Private Ventures Journal In Brief. Issue 7, May 2009
22 Austin, James, Mellow, Gail, Rosin, Mitch and Seltzer, Marlene (2012). Portable, Stackable Credentials: A New Education Model for
Industry-Specific Career Pathways, McGraw-Hill Education Foundation.
16
likely than others to: continue into credit-bearing coursework; earn credits that count toward a college credential;
earn occupational certificates; and make point gains on basic skills tests.23
ADAPTIVE LEARNING TECHNOLOGY (REPLICATED): Adaptive learning strategies will be incorporated into the LA H3C
existing programs of study, the Health Science Pathway Orientation, and the new Health Science Foundation
Credential. Utilization of learner analytics and self-paced modularized content delivered online is supported in
the literature as well. Evaluative research conducted for Arizona State University’s partnership with Knewton’s
adaptive learning math courses revealed an 18 % increase in pass rates and 47 % drop in student withdrawals.
Similarly, a meta-analysis of nearly 700 students across two state universities and four community colleges
indicated that the community college students using McGraw-Hill Education’s LearnSmart, compared to those
using end-of-chapter testbank questions, achieved higher course pass rates among all students – i.e., 7 %
average increase – and 8 % average increase in retention rates.24
SIMULATION TECHNOLOGY (REPLICATED): Systematic review of twelve studies on the effectiveness of high-tech
simulations in nursing education programs published between 1999 and 2009 (all of which used experimental
and quasi-experimental designs) endorsed simulation as a valid teaching/learning strategy. Six of the studies
showed additional gains in knowledge, critical thinking, or confidence compared with a control group.25
CREDIT FOR PRIOR LEARNING (REPLICATED): Strong evidence that granting credit for prior learning is a successful
acceleration strategy, one that leads to better educational and career outcomes, is available in many studies. In a 2010
report by Klein-Collins, data from 62,475 students who received prior learning assessments at 48 postsecondary
institutions showed that students had better academic outcomes, particularly in terms of graduation rates and persistence,
compared to other adult students. Many PLA students also shortened the time required to earn a degree, depending on the
Jenkins, Davis; Matthew Zeidenberg and Gregory Kienzl. “Building Bridges to Postsecondary Training for Low-Skill Adults: Outcomes of
Washington State’s I-BEST Program.” Community College Research Center (CCRC) Brief. May 2009.
24 Newman, Adam (et al). “Learning to Adapt: A Case for Accelerating Adaptive Learning in Higher Education.” Position paper issued in 2013
by Education Growth Advisors (edgrowthadvisors.com).
25 Cant, R.P. & Cooper, S.J., (2010). Simulation-based learning in nurse education: systematic review. Journal of Advanced Nursing 66(1), 3–
15.
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number of PLA credits earned.26
DIGITAL BADGES (REPLICATED): Digital badge technology documents mastery of skills, and can make
accomplishments and traits recognizable in ways that transcripts, degrees and online e-portfolios currently
cannot accomplish. “By highlighting each student’s individual achievements . . . digital badging is making
significant headway in educational experimentation.”27 Secretary of Education Arne Duncan observed: “By
promoting badges and the open education infrastructure that supports them….[w]e can build new avenues for
entrepreneurship and collaboration, and spark economic development at home and around the world.”28
REVIEW OF EVIDENCE AND USE IN PROGRAM DESIGN: Evidence-based strategies were reviewed and selected to
inform LA H3C strategies and activities. Aspects of each of the cited programs, strategies and activities will be
replicated in this project. Almost all of the selected strategies (i.e. orientations and bridge programs, sectoral
approaches, adaptive learning, stacked and latticed credentials, and credit for prior learning) are supported by
strong experimental or quasi-experimental research. Digital badging is a relatively new and innovative way to
document assessment of prior learning and competencies; however, micro-credentialing and the use of
technology to enhance this process shows promise, is based on sound theory, and is supported by educational
leaders at the national and local level. LA H3C staff will consult with the Employer Advisory Council, external
evaluator and previous TAACCCT grantees before and during implementation of each activity.
Core Element 2: Stacked and Latticed Credentials. Industry Engagement – LA H3C planners worked
directly with employer partners and the Los Angeles health care industry sector Intermediary (a group of industry
representatives, healthcare organizations and labor) to determine employers’ needs. Between April and June,
2013 23 healthcare employers, representatives from several of the largest hospitals and several sector-wide
organizations, provided data about gaps in skills and abilities in the healthcare industry, and this group proposed
Klein-Collins, Rebecca. Council for Adult & Experiential Learning (CAEL). “Fueling the Race to Postsecondary Success: A 48- Institution
Study of Prior Learning Assessment and Adult Student Outcomes.” March 2010.
27 Goligoski, E. (2012). Motivating the Learner: Mozilla’s Open Badges Program. Access To Knowledge: A Course Journal, 4(1). Retrieved from
http://ojs.stanford.edu/ojs/index.php/a2k/article/view/381.
28 Offerman, Dana (2013). “Better Prior Learning Assessment Can Be Higher Education’s Merit Badge.”
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strategies for continued employer engagement. Their suggestions provided the basis for common core
foundation competencies, as well as identification of stacked and latticed credentials in the LA H3C project. The
Lead Institution sent an online questionnaire to employer partners to supplement the anecdotal information
gleaned from meetings, and to identify additional employers. Feedback from all sources was integrated into the
planned approach, and such feedback will be used continuously for program improvements. Seventeen
employers have agreed to participate in the LA H3C Employer Advisory Council that will be convened quarterly.
NATIONAL NETWORKS: LA H3C will also extend the work of Cincinnati State Technical and Community College’s
H2P Round 1 TAACCCT project, and collaborate with the ANSI (American National Standards Institute) Health
Care Skills Standards Panel to identify evidence- based skill assessments and competency-based credentials.
Aligning competencies with nationally recognized ANSI standards greatly improves the credibility and
transportability of competency based credentials.29 Through a formal affiliation with The National Network of
Health Career Programs in Two-Year Colleges (NN2), an organization composed of health education leaders
from two year colleges across the nation, LA H3C will participate in a national dialogue with key stakeholders to
further identify national core curriculum and credentials in the healthcare profession.
PLANS TO STACK AND LATTICE CREDENTIALS: The H-PACTS model will be informed, developed, and implemented
using the DOL Competency Model frameworks for Allied Health and Electronic Health Records. The health
sciences industry sector lends itself quite readily to a “latticed” and “stacked” educational approach; however,
none of the current programs of study at the Consortium colleges are stacked or latticed according to industry
standards—except when certificates of achievement are stacked with general education courses towards a
degree. The proposed LA H3C Employer Advisory Council and faculty from all nine Consortium colleges will
work together to develop competency based programs of study in the pathways listed in the table below. HPACTS is comprised of four distinct and stacked tiers, representing competencies students attain to reach key
Center for American Progress (2012). “ANSI Certificate Accreditation Program Helps Drive Success of Competency-based Education
Initiatives.”
29
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milestones leading to completion of a health science program of study. Each tier is comprised of multiple
competencies that collectively prepare students to progress to the next Tier.
Table 8. Health Science Pathway for Academic, Career and Transfer Success (H-PACTS) Competencies
H-PACTS Model Competencies
Tier 4 - Degree and Transfer Program of Study Competencies
Associate Degrees and Transfer – Stacked
Tier 4 Competencies are those that students demonstrate to successfully complete an AA/AS degree and/or transfer in a program of
study, and be prepared to enter a 4-year college or university. These include the Tier 3 certificate competencies, coupled with the
general education requirements needed to transfer.
Tier 3 - Health Science Program of Study Competencies
Certificate(s) of Achievement - Latticed
Competencies that lead to a Certificate of Achievement in one of the 11 defined pathways. The certificates are latticed; as students
progress through the program of study, they can add or shift to another program. Programs of Study: 1) Athletic Training and Sports
Medicine; 2) Community and Other Health Aides (CNA, Home Health Aide, Geriatric Care Technician, Community Health Worker,
Patient Navigators); 3) Dental Technician; 4) Emergency Medical Technician; 5) Health Information Technology (Health Information
Coding Specialists, Medical Billing Assistant, Medical Office Assistant); 6) Medical Assistant; 7) Medical and Clinical Lab Technician
(including Sterile Processing Tech); 8) Pharmacy Technician; 9) Radiological Technician; 10) Registered Nursing (including LVN to RV
Bridge); and 11) Respiratory Therapy
Tier 2 - Academic and Career Competencies and Common Core Foundation Competencies
Health Science Foundation Credential – Regional Industry recognized credential
Tier 2 Competencies are key academic competencies needed to succeed in a health science programs of study, including basic
academic and career competencies that are unique to the healthcare sector including English, computational/math, digital literacy,
science (anatomy, physiology, biology, etc.) and the common foundation competencies, which include knowledge of the healthcare
delivery system, health industry ethics (HIPPA), medical terminology and industry fundamentals.
Tier 1 - Foundational Competencies and Readiness for Success in College and Careers
Assessed, developed and attained during the Health Science Pathway Passport
Tier 1 Competencies include self-efficacy, social and emotional intelligence, self-regulation and time management, empathy, cultural
competence, and awareness of career options in the health sciences. Assessment of prior and other learning (PLA) occurs at this point.
MEETING STUDENT AND INDUSTRY NEEDS: Fewer than 15% of the students (aggregate in all programs) who enroll
in the nine colleges are assessed with college level proficiency in English or math. Proficiencies of TAA-eligible
workers are even lower.30 This “entry-level” statistic suggests that students will need significant assistance
before they are ready to enter credit-based stacked and latticed programs. For this reason, the H-PACTS
pathways begin with Tier 1 competencies, which will prepare students to succeed in their transitions to college.
These competencies consist of essential college readiness skills linked to persistence and completion in creditbased (college-level) programs of study. Self-identified health science majors in the Consortium colleges have
even lower rates of retention. A focus group interview with LACCD students (using Lumina Foundation
30
Based on anecdotal evidence from American Jobs Centers; the n of TAA-eligible workers is too small to track.
20
“Achieving the Dream” facilitators) indicated that reasons for attrition include a lack of preparedness for postsecondary education, and lack of realistic information about the healthcare industry.
ORIENTATION: The Health Science Pathway Orientation is being developed to address these needs. The
Orientation is competency based, rather than based on a prescribed time-frame; some students have little need
for refreshers, and are well-prepared for college and possess a high degree of awareness of the health care
industry. These students may attend the Orientation for a few days or a week, while others who are less
prepared might need eight to ten weeks or longer—the length of a typical “bridge” program. While some shortterm instructor-led modules will be introduced, the Orientation will consist of a blend of self-paced adaptive
learning modules (career exploration/industry awareness, math refreshers, English/writing refreshers, etc.) in
addition to short-term courses and workshops. Each LA H3C college will be piloting different strategies based
on their needs. All LA H3C will orient students not only to the healthcare and related industries, but to all
programs of study available at each of the nine LACCD colleges.
ASSESSMENTS: Once they are enrolled in the Health Science Pathway Orientation, students will participate in
eAssessments measuring each student’s current capacities, interests and education goals. This in-depth
assessment aligns with the California Students Success Act of 2012 and will serve as a pilot to demonstrate
feasibility as a district-wide approach in all educational programs. The eAssessment process can be analogized
to “eHarmony” or “Match.com” approaches to finding a life partner. The system (further described in Core
Competency 4) will assess and identify Tier 1 and Tier 2 competencies; when results are obtained, the electronic
database will recommend supportive services and suggest programs of study. Where indicated, students will be
directed to appropriate short-term modules from which they will earn digital badges, demonstrating the
competencies gained. This eAssessment procedure will strengthen competencies and career awareness,
resulting in better prepared cohorts of students entering the stacked and latticed programs of study.
CREDENTIALS: In partnership with employers, LA H3C will develop an industry recognized Health Science
21
Foundation Credential representing a “minimal skills” exit point at an early stage of the healthcare pathway. This
certificate will incorporate the competencies determined to be most critical among the myriad of pre-requisites
that currently vary among programs at the partner colleges. The Health Science Foundation Credential will be
vetted and approved by the District Curriculum Committees, a process that typically takes six to eight months
once certificate requirements have been distributed. This competency-based approach, combined with
technology-mediated learning strategies and granting of credit for prior learning, will actually decrease students’
time to completion—thereby expanding the capacity of the healthcare training “pipeline.” Students who choose
to exit early, before the completion of a full program of study, will be able to have a competency-based credential
(and digital badges) with value in the labor market.
COMPETENCY MODELING: TrueNrth competency modeling technology (described in detail later) will map each
student’s competencies to current courses, thereby identifying commonalities and redundancies of both prior
experience and training. TrueNrth’s “big data” solution integrates content from employers, job descriptions and
industry credentials and certifications, creating a set of competencies aligned with industry expectations, and
demonstrating how to align existing curricula with these competencies. LA H3C will convene the Employer
Advisory Council, faculty and other consultants to assist with identifying ways to assess mastery of the common
Foundation Credential competencies. Once students have earned the Health Science Foundation Credential,
they are prepared to enter Tier 3, the occupation specific competencies that are needed to earn a state
approved certificate of achievement.
LATTICED PROGRAMS AND CREDENTIALS: It is within Tier 3 that the programs of study are “latticed.” At any time
students can change from one program of study to another related field, or choose to earn multiple credentials,
thus creating latticed opportunities. Tier 4 competencies include those that result in a degree and/or transfer to a
four-year college or university. Trends in the regional and national healthcare industry suggests that some
occupations for which the associate degree was formerly sufficient are now moving toward requiring bachelor
22
level preparation. Each college has an articulation coordinator who will work with the project to have new
credentials approved. The district has an articulation/transfer department that will work with the project to stack
and lattice the new credentials recommended by large employer organizations and approved by each
participating college. The Student Support Services Assistant will work with faculty to identify such programs and
to encourage transfer.
PRIOR LEARNING ASSESSMENT – Assisted by TrueNrth, a competency-mapping and curriculum-matching software
consultancy, LA H3C and the Employer Advisory Council will provide meaningful content or “chunks” for the
digital badges and recommend strategies to assess mastery. Online, industry-aligned assessments and skill
demonstration exams are essentially thoughtful, rigorous and effective versions of credit-by-examination.
Despite the prevalence of industry-standard exams, LACCD’s nine colleges—and the district as a whole—
struggle to find comparable strategies to grant credit for prior learning. Across the U.S., there is a pervasive lack
of understanding of prior learning credit policies. Questions about how such a policy might impact state funding,
tuition levels, faculty assignments or roles, accreditation, etc. cause a great deal of hesitancy to commit to this
practice. Recently, however, the U.S. Department of Education issued guidance for higher education institutions
that offer competency-based programs, reminding institutions that they may be eligible for Title IV (Financial Aid)
funds under the direct assessment provision of the Higher Education Act of 1965. The Department supports
competency-based education and prior learning assessment, but there is still much to do at the policy level.31 To
address policy issues, LATTC (the Lead Institution) will leverage funds from a grant awarded by the Ford
Foundation to the college and UNITE-LA (a development agency part of the LA Area Chamber of Commerce).
The grant is intended to establish policies and practices for the integration of prior learning assessment. LA H3C
will leverage these activities by convening business, civic, college and district personnel to advise the LACCD
Chancellor and the Board of Trustees on policy barriers at the State Chancellors Office, the state Educational
Education Department Documents and Publications (March 2013). “Education Department Releases Guidance on Providing Title IV Eligibility
for Competency-Based Learned Programs.”
31
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Code, LACCD Board rules, industry licensing and credentialing agencies, etc. By Year 3 of the LA H3C project,
Consortium colleges will take the necessary steps to address those policy barriers and institutionalize prior
learning assessment and implement the determined ways that credit for prior learning and digital badges are
reflected on student transcripts. In February 2013, LACCD published a White Paper about the Boost for Vets
Initiative, which explored a number of strategies for granting credit for military and prior/other learning including
portfolio development; credit by college-developed exams; experiential essays; standardized exams such as
College Level Examination Program (CLEP) exams, DANTES Subject Standardized Tests; the Army/American
Council on Education Registry System; American Council on Education’s College Credit Recommendation
Service; National College Credit Recommendation Service; badges as competency based credentials; and
more. The work of this Initiative will be leveraged as the district develops PLA policies for all students.
Core Element 3: Transferability and Articulation.
TRANSFER FROM NON-CREDIT TO CREDIT-BASED COURSES: Four programs which are currently offered on a noncredit basis—Pharmacy Tech, Medical Assisting, Geriatric Care Assistant and Community Health Worker—will
be converted (with assistance from the LA H3C project) to competency-based credit courses. Courses within
these programs will adapt their newly-defined competencies to the Health Science Certificates of Achievement
and digital badging.
TRANSFERS AMONG CONSORTIUM OR OTHER TAA COLLEGES: Since the goal of LA H3C is to develop a district-wide
approach to health science career education, transferability and articulation of all credentials between
Consortium colleges is an integral part of the program design. The development of common foundation
competencies, seamless transferability among all district colleges is integrated into the policies and framework of
the governing body—the district. New articulation agreements needed to document transferability of the
certificates, degrees and badges to universities and four-year institutions will also be coordinated on a districtwide basis. Partnerships with regional workforce development college groups and national networks of
24
healthcare TAACCCT grantees (such as Cincinnati State’s H2P or Missouri’s “Health Wins” Project in Round 1)
LA H3C will also focus on transfer opportunities.
TRANSFERS FROM ASSOCIATE DEGREE TO BACCALAUREATE LEVELS: Due to the rapidly changing focus and
emphasis in some health science careers, especially nursing, bachelor’s level preparation is increasingly
considered the lowest-level terminal degree. LA H3C will enrich and strengthen the transfer pathways through
competencies already aligned with health science transfers, and new competency based programs of study
which will be included in articulation agreements. During the preparation of this application, several large
hospitals asked for community colleges to find new ways to expand opportunities for nurses to work while they
complete their Bachelor of Science in Nursing (BSN) degrees. This flexibility will be important for TAA-impacted
workers and other economically disadvantaged individuals who need to work while attending school.
OPPORTUNITIES FOR ACCELERATED TRANSFERS: LATTC has been working directly with the California State
University (CSU) Chancellor's General Education Advisory Committee (GEAC) to explore strengthened
articulation agreements. The CSU encourages innovative approaches to general education and transfer, and is
currently sponsoring several pilot projects to gather evidence of educational effectiveness and student success
related to improved articulation and transfer processes. Six California community colleges (including Santa
Barbara and Santa Monica—but no LACCD colleges) are piloting alternate pathways to college-level math and
alternatives to the traditional General Education Transfer curriculum. In preparation for this application, LATTC
administration met with CSU’s Director of Student Engagement and Academic Initiatives & Partnerships, to
discuss the H-PACTS Model and its implications for articulation and transfer. LA H3C will explore articulation
opportunities with the UC System and other colleges as well.
Core Element 4: Online and Technology-Enabled Learning. Advanced technology is infused into the
program design in several ways that will positively impact the outcomes for trade-impacted and other adult
students in the program. These technological resources and OER courseware will allow participants to access
25
and engage in learning outside the classroom. All online and technology-enabled content and courses
developed by LA H3C must incorporate the principles of universal design in order to ensure that they are
readily accessible to qualified individuals with disabilities. Colleges in the LA H3C Consortium currently use
robust online and hybrid instructional platforms (primarily Moodle and Etudes). Teachers in the health-related
disciplines augment these online teaching systems with other technologies, such as simulations, audience
response systems and real-time conferencing. LA H3C will further enrich their materials by expanding the
technology-mediated teaching and learning tools, including the use of 3-D models, the development of high-end,
high-interest reusable learning objects, and gaming techniques to enhance curriculum at all levels. The
consortium will explore resources available on Creative Commons, as well as produce additional tools to have a
Creative Commons attribution, and will be widely disseminated on the Department of Energy’s National Training
and Education Resource (NTER) platform. The tools will focus on enrichment of difficult concepts as a tool for
increased engagement and completion.
ADAPTIVE LEARNING STRATEGIES – The LA H3C project will implement an adaptive learning system, targeting the
project’s foundation courses that focus on reading, writing, and math, as well as academic health science
courses (chemistry, anatomy, biology, etc.) A recent research report describes the typical adaptive learning
system as “behaving differently based on how the learner interacts with it – the system goes beyond providing
binary responses (i.e., right/wrong) to student interactions, and can do more than simply point the learner back to
appropriate materials at an earlier stage in the linear learning sequence. An adaptive learning system will adjust
to what the learner’s interactions with the material suggest about his or her mastery of the materials over time
and, based on the learner profile it develops, will begin to anticipate things about the learner and serve up
content based on knowledge of that profile.”32 In a typical adaptive learning scenario, professors are furnished
with robust student performance profiles (i.e., “dashboards”) that allow them to adapt and differentiate instruction
Newman, Adam (et al). “Learning to Adapt: A Case for Accelerating Adaptive Learning in Higher Education.” Position paper issued in 2013
by Education Growth Advisors (edgrowthadvisors.com).
32
26
for students. Adaptivity is enabled by technology through rich learner analytics and effective presentation of
student data; the actual application can range from digital tutoring to cognitive task analysis. In most cases, the
student profile will inform not only the sequencing and instructional content presented, but also its modality (e.g.,
text, video, simulation, audio), duration, frequency, timing, etc. to best align with individual learners’ prior
knowledge, cognitive ability, pace of learning, and motivation. The project will explore all potential vendors and
procure one with an adaptive learning platform that allows OER to be selected by teachers and can be quickly
learned by students who fit the TAA worker profile. Established vendors include Cerego, a Japanese learning
platform, as well as publishers such as Pearson, Jones & Bartlett, McGraw-Hill and Houghton-Mifflin (which
recently purchased Knewton, the most widely-used platform in the U.S.).
eASSESSMENT: While not a technology that directly affects curriculum and student content learning, the use of
eAssessments is a technology tool that has a positive impact on individual student outcomes. A specific
technology vendor has not yet been procured, but State Center Community College District in northern California
developed an online product that LA H3C will consider for expansion to meet the needs of Consortium colleges.
The goal of the eAssessment process will be to produce usable online reports of students’ college and career
readiness, where data output includes a profile of each student’s needs, recommended refresher modules and
courses, and other recommendations for students support and resources. eAssessment will also be used as a
way to track students’ progress toward degree attainment. The electronic assessment will also be linked to the
Employer Score Card data and digital badges. Using this sector based, coordinated, technological solution will
greatly improve LA H3C’s ability to increase student retention by identifying barriers and suggesting solutions to
TAA students and others. Assessment is essential for each student to design an educational pathway, and
linking students to needed support services is an integrated feature of e-Assessment.
COMPETENCY MODELING: “TrueNrth” technology is a cutting edge solution that meets the needs of students,
industry and colleges; it is a data-mining tool to identify and develop industry-based competencies. The software
27
applies learning algorithms to data, enabling an effective and smooth transition to a competency-based
curriculum, linked to real world jobs. The technology tool essentially provides a crosswalk database that maps
competencies for multiple purposes. Leveraging the power of “big data,” machine learning and semantic web
technologies, the TrueNrth database is populated with measurable competencies indexed from millions of real
world job listings and resumes, together with other sources such as job descriptions, published competency
frameworks, knowledge, skills and abilities identified in O*Net databases, industry credentials and certifications,
etc. LA H3C project faculty will use the mapping tool to identify competencies covered in existing courses, or to
determine whether a specific competency is covered in existing courses, or if it is not covered at all. Developers
have agreed to link this system to the eAssessment Orientation data, as well as Employment Score Card data.
The platform provides colleges with a curriculum builder and student guidance tool, and can be used by
employers as a knowledge and skills-based hiring tool. According to former Chair of the National Commission on
Employment Policy Anthony Carnevale, “Making the connections between CTE programs and job openings
transparent is the crucial reform going forward.”33
DIGITAL BADGES: While the crux of competency based educational programs of study lies in the definition and
assessment of competencies, digital badges will be used to verify and “package” competencies. This new
technology increases the portability of competency based credentials, and allows for more refined descriptions of
those competencies and assessment protocols. According to Peck (2013 - Pennsylvania State University) the
deceptively simple “digital badging movement” can accelerate critical changes in higher education practice.
Often compared to the merit badges earned by scouts, academic badging is a form of “micro-credentialing.”
Each badge represents important accomplishments that are smaller than course-level, but are nevertheless
carefully assessed and validated.34 LA H3C will utilize Mozilla Open Badges, a free online software solution that
allows users to create, issue and verify digital badges. In this project, badges will serve as a medium for
Carnevale, Anthony P., Jayasundera, Tamara; Hanson, Andrew R. “Career and Technical Education: Five Ways that Pay Along the Way to
the B.A.”, et. al., September 2012.
34 Peck, Kyle. (2013). “Digital Badges: Catalyst in the Evolution of Higher Education or “Killer App” for Alternatives?”
33
28
documenting the transformation of the curriculum from a purely “seat time” educational delivery model, to a
competency-based educational model. Badges also provide a solution to granting credit for prior learning across
institutions. An individual student’s “badge” record is a more accurate and accessible reflection of a student’s
competencies than a transcript, or even a course outline. Skills posted in syllabi are often aspirational, and do
not reflect mastery of specific competencies; rather, they provide a generalized assessment of performance on
multiple variables. The use of badging in this project will be the first time that regional educational institutions,
major employers and the workforce system will collaborate in creating a large-scale “badging” ecosystem.
All of the technology solutions will be integrated and coordinated to maximize the impact on student retention,
completion, employment and transfer.
Core Element 5: Strategic Alignment. Coordination with Governor’s Economic Development and WIAWP Integrated State Workforce Plan - The strategies and focus of LA H3C are aligned with the goals and
priorities of Governor Brown’s Economic Development and WIA-WP State Workforce Plan, titled “Shared
Strategy for Shared Prosperity, California’s Strategic Workforce Development Plan: 2012 – 2017.” Several key
factors demonsrate the project alignment with the plan: 1) the industry sector chosen (healthcare); 2) the career
pathway strategy, and 3) the development of stackable programs of study and “bridge programs” with input from
strategic partners. The report states that “California’s economy of tomorrow is an economy built on investment in
training and education to prepare a globally competitive, highly-skilled workforce. The State Workforce Board will
focus resources on the sectors of health care services, advanced manufacturing, and energy and utilities, and
the high-wage occupations within these sectors.35 The report further states that there is an urgent and important
need for California to expand its health workforce capacity to achieve the goals of health care reform (Affordable
Care Act) and meet the health needs of its growing, increasingly diverse and aging population. Currently, Los
Angeles lacks enough highly-skilled workers to meet future demand in the healthcare field—especially if the
35
California’s Strategic Workforce Development Plan: 2012 – 2017
29
Affordable Care Act shifts residents’ focus from acute/emergency care to preventive medicine. All of the
programs of study included in the LA H3C project are on the list of occupations identified as growth areas in the
Governor’s Plan. Further, the blueprint for action developed in the plan included 1) the use of regional workforce
and economic development networks that can engage employers, labor, education and workforce training
providers, economic developers, and other community partners to address a region’s education and training
priorities; and 2) Industry sector partnerships with deep employer engagement that develop career pathway
programs to support job-seekers and workers as they acquire and enhance industry-relevant skills over the
course of their lifetimes.36 Both of these statewide efforts are aligned with LA H3C’s strategy to address the
region’s healthcare training needs, by engaging broad-based partners, including employer engagement.
The Governor’s Strategic Workforce Development Plan Identified key goals, objectives and actions aligned with
the LA H3C project components and strategies. Many of the recommendations of the Governor’s plan are
especially relevant: create and distribute model curriculums for high demand occupations; support the
development of stackable credentials, basic skills on-ramps, and bridge programs that provide for interim
achievement with multiple entry and exit points; align curricula within pathways to growing and emergent
industry sectors; develop partnerships among community colleges, One-Stop Career Centers, adult education,
community-based organizations and other: 37
COORDINATION WITH EMPLOYERS AND INDUSTRY ORGANIZATIONS –Through LA H3C’s partnership with the LA Area
Chamber of Commerce and the forming of the Employer Advisory Council, the Consortium will continue to work
closely with key employer groups, representing thousands of healthcare employers in the region, as well as
employers. Members of the Employer Advisory Council include: Achievable Clinic; AltaMed; American Diabetes
Association; The Community Clinic Association of L.A.; Children's Hospital Los Angeles; Los Angeles Trust for
Children’s Health; Managed Career Solutions; Hospital Association of Southern California; UCLA Ronal Reagan
36
37
Shared Strategy for a Shared Prosperity California’s Strategic Workforce Development Plan 2012 – 2017 ~ 2 ~
Shared Strategy for a Shared Prosperity California’s Strategic Workforce Development Plan 2012 – 2017
30
Medical Center; UCLA Health; CareMore; Kaiser Permanente; South Central Family Health Center
Southside Coalition of Community Health Center; and St. Vincent Medical Center. All listed employers serve the
LA Region and have been involved in the development of the project and the identification of gaps and needs.
Employers will also assist in identifying and linking students to internship, job shadowing opportunities and
employment at hospitals, clinics and primary care provider groups. Funds are allocated to several community
based clinics and associations to identify internships and coordinate these activities. LA H3C expects that every
student will have some form of work-based experience developed and coordinated by our employer associations
and coalitions. Other key roles employers will play include assisting with the curriculum development, aligning
credentials with industry needs, and the identification, assessment and validation of competencies.
The Hospital Association of Southern California’s (HASC) consists of more than 170 hospitals and covers six
counties, including Los Angeles County. Its mission is to serve the political, economic, informational and
educational needs of hospitals and to help improve the quality and accessibility of health services.
The Community Clinic Association of Los Angeles County (CCALAC) is the largest regional association of
community and free clinics in California serving over 1 million patients per year. CCALAC members share a
common mission to assist in the creation of a comprehensive health care system for underserved populations,and
help reduce health disparities in the county. The Southside Coalition of Community Health Centers (SCCHC) is
a network of autonomous non-profit community clinics that have joined together to better sustain, coordinate,
and improve healthcare to the publicly insured, under-insured or uninsured people without access to care in the
South Los Angeles area. These clinics will serve as special consultants, and will coordinate and provide sites for
job shadowing, internships, host job fairs and will provide employment opportunities for LA H3C students.
COORDINATION WITH THE PUBLIC WORKFORCE SYSTEM - The LA H3C Consortium will work closely with the public
workforce system to identify and recruit TAA eligible workers and others (including veterans) for the project and
will provide supportive services to trainees, including assistance with transportation, textbooks, and material
31
costs paid for with leveraged funds available to TAA eligible workers and other qualified adults. To assist
veterans, the one stop centers will do the crosswalk on relevant military occupations and will relay that
information to key program personnel. Primary WIB partners are the City of Los Angeles Workforce Investment
Board and SELACO. LA H3C will work directly with MCS, strategically positioned within both the City of Los
Angeles and County of Los Angeles Workforce Investment Systems, which operates American Job Centers in
the region, and provides workforce development, economic development, vocational counseling, and innovative
intermediary services. MSC serves a broad geographic area, with ten office locations throughout the City and
County of Los Angeles, including the areas served by each LA H3C project site/college. MCS was selected as
the primary WIB-affiliated partner largely because of their role as a sector intermediary partner for the regional
healthcare industry. MCS will assist with identifying and referring TAA-eligible workers and other program
participant candidates to the LA H3C program; leveraging TAA or WIA training resources to implement workbased training such as OJT in the healthcare sector; connecting TAA-eligible workers and other program
participants with employers; providing supportive services with leveraged funds; and tracking TAA-eligible
workers and other participants as they re-enter the workforce. The City WIB and SELACO will also track
employment, host events and develop jobs.
COORDINATION WITH PHILANTHROPIC ORGANIZATIONS, BUSINESS-RELATED AND OTHER NON-PROFIT, COMMUNITYBASED, AND LABOR ORGANIZATIONS - LA H3C will work with a number of philanthropic, community-based and
labor organizations to strengthen the program, leverage existing projects and resources and provide regional,
state and national dissemination. UNITE LA, affiliated with the LA Area Chamber of Commerce, is a non-profit
organization with the mission to promote and support an effective public education system in Los Angeles,
emphasizing business and community partnerships with schools. The project will work closely with UNITE LA
through its role as a sector intermediary for the healthcare careers industry sector. The Allied Health Workforce
Pipeline Project was established through UNITE-LA and the LA Area Chamber of Commerce to institutionalize a
32
pipeline program that moves underrepresented students to entry-level and advanced health careers in Los
Angeles County. The LA H3C project will be part of the Pipeline to help students get career level jobs. This
district-wide partnership with LA community colleges will improve outcomes by ensuring that programs of study
and competencies align with industry needs. An new non-profit community-based agency, LA n Sync, is a
unique coalition of philanthropies, non-profits, businesses, academic institutions and all levels of government,
with the goal of identifying community wide projects and collaboratively supporting them. LA n Sync has agreed
to support the LA H3C project and a number of future needs were discussed, including assistance for
development of a technology infrastructure to capture and share wage data for the Employability Score Card.
Because the TAACCCT project is not requesting equipment, LA n Sync agreed to leverage funds to supplement
the project’s budget for technology infrastructure.
The National Network of Health Career Programs in Two-Year Colleges (NN2) is composed of health
education leaders across the nation from two-year colleges. NN2 promotes and encourages innovation,
collaboration, cooperation, and communication among two-year colleges sponsoring health career programs.
NN2 has worked closely with Cincinnati State Technical and Community College’s H2P consortium (TAACCCTfunded in Round 1). LA H3C and NN2 will jointly pursue a nationally-recognized common health care “core”
curriculum, part of H2P and NN2’s mission to galvanize a national movement of competency based education
and assessment.
The Community College Consortium for Open Educational Resources (CCCOER) is a joint effort by
individual community colleges, regional and statewide consortia, the Open Courseware Consortium, the
American Association for Community Colleges, the League for Innovation in the Community Colleges, and many
other educational partners to develop and use open educational resources, open textbooks, and open
courseware to expand access to higher education, and to improve teaching and learning. LACCD will join the
Consortium and participate in utilizing the open educational resources for healthcare programs of study when
33
available. The project will work toward faculty endorsement of the most recent online textbooks in anatomy,
physiology and biology 3. Related to this strategy, LA H3C will also align itself with the Twenty Million Minds
Foundation and its mission to support open educational resources that reduce excessive textbook costs.
Student focus groups of non-completers indicated that healthcare textbooks are exceedingly expensive and,
along with costly lab fees, they render healthcare programs of study unaffordable.
Core Element 6: Alignment with Previously-Funded TAACCCT Projects. LA H3C will extend the work of
Round 1 TACCT grantee Cincinnati State Technical and Community College’s Health Professions Pathways
Consortium (H2P), which is identifying standards for the use of evidence-based skill assessments and
competency-based credentials. Another Round 2 grantee, Northern Virginia Community College’s “Credentials
to Career” program, is developing the capacity of participating community colleges to deliver STEM education
and career training programs; LATTC (the Lead in LA H3C) is a consortium partner in this project. The LA H3C
colleges will also rely on East Los Angeles College’s individual TAACCCT grant strategies for student success
and accountability models.
The LA HC3 strategies are closely aligned with those of Cincinnati’s H2P, which includes a model of best
practices centered on a career pathways framework and competency-based core curriculum. A national model
for core curriculum that incorporate on-line tools is being developed by H2P to share as open source
contextualized developmental education courses. The H2P Consortium shared its Scaling Plan with the
Community College Transformative Change Scaling Conference in Chicago. This partnering provides an
opportunity for LA H3C to participate in the H2P scaling effort. The H2P Consortium will assist LA H3C in
implementing the health science pathway and competency based foundation curriculum and to participate in
"Galvanizing a National Movement to Improve Healthcare Education.” Cincinnati State, as
contractor in the LA H3C project, will subcontract with NN2 and other technical assistance experts to provide
supportive services to our Consortium regarding pathway implementation, and will be responsible for the
34
continuation of the national movement to implement healthcare core competencies in community colleges.
Northern Virginia Community College’s (NOVA) “Credentials to Career” program, a Round 2 grantee, focuses on
improving the on-ramps for STEM careers, and health sciences. LA H3C will build on NOVA’s work in identifying
ways to strengthen outcomes for STEM careers through technology enrichment and simulations created for the
health science pathway by the Credentials to Careers program. ELAC will share best practices and will provide
technical assistance with outreach to TAA workers, DOL grant management and reporting requirements. In
addition, this project will connect to the Community College Transformative Change Initiative (TCI), managed by
the Office of Community College Research and Leadership, and the Collaboratory, which are supported by the
Joyce, Lumina and Gates Foundations. TCI is a newly-formed network of TAACCCT Round 1 & 2 consortium
grantees, focused on scaling the innovations in each grant beyond their consortia, in order to achieve greater
impact. LA H3C will join in a TCI network meeting, and will help facilitate a session of Round 1 grantees, to
learn about their greatest innovations, and to learn how these innovations can be integrated into the LA H3C
project. LA H3C will also be involved with the learning events connected to the TCI.
Project Workplan
The workplan below summarizes key activities needed to develop, implement and sustain the program.
Activity #:1
Implementers:
Development of the LA H3C Project Management Team
Lead College; Consortium Director
Costs:
1.1: Select and assign LA H3C Consortium Management
Total:
Staff/Project Management Team
$60,560
1.2: Develop LA H3C training manual
1.3: Hire, train and orient program staff
Equipment:
0
1.4: Develop meeting schedules, template agendas and
Year 1:
$60,560.00
minutes
Year 2:
$0
1.5: Procure necessary supplies and equipment
Year 3:
$0
Start:
10/1/2013
End:
12/31/2013
Activity #:2
Implementers:
Deliverables:
Posted on Website:
Roster of Administrative Oversight
Coordinators and LA H3C Project
Staff
LA H3C Training Manual
Schedule of trainings,
meetings/events
Development of H-PACTS Stacked and Latticed Programs of Study: Core Elements 1 & 2
Consortium Director, Employer Advisory Council, LA H3C Faculty
Costs:
Deliverables:
2.1: Engage Industry via meetings of the Healthcare
Total:
Approved industry recognized
Employer Advisory Council
$3,543,125
Health Science Foundation
2.2: Identification of common foundational competencies;
35
development of an industry-recognized Health Science
Foundation Credential (HSFC) utilizing digital badging
2.3: Create educational pathway between HSFC and
identified new and existing health science programs of study
(POS)
2.4: Develop and obtain approvals for four new credit-bearing
health science programs of study
2.5: Establish common prior learning assessment policies
and procedures across the nine campuses
2.6: Obtain permission from the Department of Education to
award financial aid for Direct Assessment (Competency
Based Education)
Equipment:
Year 1:
Year 2:
Year 3:
Start:
End:
$0
$1,096,873
$1,192,531
$1,253,722
10/1/2013
06/30/2016
Credential
Documented pathway between
HSFC and POS
Documented alignment of digital
badging component with POS
competencies
Approved POS (4 new)
Approved Prior Learning
Assessment policies and
procedures (9 campuses)
DOE approval to award aid for
Direct Assessment (9 campuses)
Activity #:3
Implementers:
Implementation of H-PACTS: Core Elements 1 & 2
Project Management Team, Partner WIB’s, Project Staff, American Job Center Staff, LA H3C Faculty
Costs:
Deliverables:
3.1: Develop the Health Science Pathway Orientation with an Total:
Health Science Pathway
online component, which includes: eAssessment, career
$6,680,073
Orientation Data Collected:
exploration, industry awareness, and assessment of prior
obtained digital badges,
learning
Equipment:
$0
assessment results, prior learning
3.2: Create and implement an outreach and recruitment plan Year 1:
credits awarded
$3,714,733
with partner WIB’s and American Job Centers targeting TAA Year 2:
$1,449,875
Roster of TAA-eligible and other
workers, Veterans and other unemployed adults
students enrolled
Year 3:
$1,515,466
3.3: Enroll students and assist them with completing the
Start:
10/1/2013
Report of Health Science
Health Science Pathway Orientation and Health Science
Foundation Credentials Awarded
End:
06/30/16
Foundation Credential
including digital badges obtained
3.4: Assist students with selecting and completing an HReport of H-PACTS POS
PACTS program of study
enrollment
Activity #:4
Formalizing Transportability & Articulation of H-PACTS Pathway Credentials (Core Element 3)
Implementers:
Consortium Director, Project Management Team, LA H3 Faculty
Costs:
Deliverables:
4.1: Transition four existing pathways from non-credit to credit Total:
Approved credit bearing POS (4)
bearing (see 2.4)
$1,285,474 Signed Articulation Agreements
4.2: Develop formal articulation agreements between
Plan developed to pilot
consortium colleges documenting transferability of
Equipment:
$0
competency based transfer with
competencies/credentials
Year 1:
$419,801
CSU for LA H3C POS
4.3: Explore plans to pilot competency based transfer
Year 2:
$431,881
process with CSU
Year 3:
$433,793
Start:
10/1/2013
End:
6/30/2015
Activity #:5
Implementers:
Development of Technology Enabled Learning Solutions (Core Element 4)
Consortium Technology Coordinator, College Instructional Development Coordinators
Costs:
Deliverables:
5.1: Develop and implement 6-8 adaptive learning modules
Total:
6-8 adaptive learning modules
for selected Tier 2 and Tier 3 courses
$2,434,453
complete and operational
5.2: Develop and implement competency mapping technology
eAssessment TrueNrth
5.3: Develop and implement eAssessment content
Equipment:
$0
Competency Mapping, digital
5.4: Develop digital badges and digital badge platform
Year 1:
$81,3315
badge and score card, developed
and operational
Year 2:
$803,485
Year 3:
$ 817,653
Start:
10/1/2013
End:
12/31/2015
Activity #:6
Strategic Alignment with Partners and Previously Funded TAACCCT Grant Recipients (Core
Elements 5 & 6)
36
Implementers:
Consortium Program Director, Project Management Team, Project Staff, Employer Advisory Council,
WIB’s, American Job Centers, H2P and NN2 Consultants
Costs:
Deliverables:
Total:
6.1: Convene Healthcare Employer Advisory Council biMeeting schedules posted on the
monthly to solicit information and feedback
$1,915,163
LA H3C website
6.2: Convene WIB’s and American Job Center partners to
Formal agreements signed with
coordinate outreach, recruitment, and support services and
Equipment:
$0
WIB’s and American Job Center
set up a regular meeting schedule
Year 1:
$645,163
(employer training agreements, job
6.3: Coordinate design and development of initial and
development services etc.)
Year 2:
$635,000
ongoing Healthcare Competency Institutes with H2P
Year 3:
$635,000
Operational Healthcare
6.4: Collaborate with the H2P and NN2 on continued efforts
Competency Institutes
Start:
10/1/2013
related to the National Movement to Improve Healthcare
Host National Advisory Council
End:
09/30/2016
Education and Core Competencies in Healthcare Pathways
Meetings
Activity #:7
Project Tracking and Reporting Outcome Measures
Project Management Team, Consortium Technology Coordinator, Systems and Research Coordinator,
External Evaluator
Costs:
Deliverables:
7.1: Develop data management protocols
Total:
Secure systems that combine
California Score Card (college
7.2: Research Analysts meet monthly
$3,306,120
7.3: Develop Score Card - separate work plan
performance) and State employment
information
Equipment: $0
Year 1:
$ 772,761
Year 2:
$864,935
Year 3:
$867,357
Year 4:
$801,067
Start
10/1/2013
End:
09/30/2017
3. Project Impact
Analysis of Outcome Projections - The following matrix lists numerical outcome projections on an annual
basis for nine categories that reflect LA H3C’s impact on participants. Totals and annual projections are based
on the district’s experience in administering capacity-building grants in education as in addition to employment
training programs. In particular, recent data gathered for current TAACCCT funded projects by Trade Technical
College (lead organization) and East Los Angeles College were used to support the outcome measures.
LA H3C Outcomes Projections
Targets for All Grant-Funded
Programs of study (All Students)
Outcome Measures
1
Total Unique Participants Served
2
Total Number of Participants Completing a
Grant-Funded program of study
Year 1: 1,500
Year 2: 3,000
Year 3: 3,300
Year 1: 900
Year 2: 2,100
Year 3: 2,475
37
Total: 7,800
Total: 5,475
3
Total Number of Participants Retained in
Their program of study or Program of Study
4
Total Number of Participants Completing
Credit Hours
5
Total Number of Participants Earning
Credentials
6
Total Number of Participants Enrolled in
Further Education After Grant-funded
program of study Completion
7
Total Number of Participants Employed After
Grant-funded program of study
Completion
8
Total Number of Participants Retained in
Employment After program of study
Completion
9
Total Number of Those Participants Employed
at Enrollment Who Received a Wage Increase
Post-Enrollment
Year 1: 570
Year 2: 855
Year 3: 784
Year 1: 1,275
Year 2: 2,640
Year 3: 2,970
Year 1: 900
Year 2: 2,100
Year 3: 2,475
Year 1: 270
Year 2: 945
Year 3: 1,238
Year 1: 536
Year 2: 982
Year 3: 1,052
Year 4: (follow-up): 263
Year 1: 455
Year 2: 834
Year 3: 894
Year 4 (follow-up): 224
Year 1: 64
Year 2: 128
Year 3: 140
Year 4: (follow-up): 28
Total: 2,209
Total: 6,885
Total: 5,475
Total: 2,453
Total: 2,832
Total: 2,407
Total: 360
Targets -The LA H3C partners identified the number of unique participants, (Outcome #1) based on
enrollment and capacity of the nine colleges. The number of participants increases in years two and three
as Year 1 activities focus on capacity-building and program development. The overall project completion
rate of 70% (Outcome #2) is based on an annual projected increase of student completion rates from the
present 63% over a three-year period. As previously discussed, the LA H3C colleges serve a
predominantly under-prepared student population with an overall program retention rate of 65%. The
project’s student tracking system will provide for intense student support aided by technology. LA H3C’s
curriculum development activities will help develop stacked and latticed credentials that will provide an
opportunity for program participants to attain additional credentials in another TAA-funded program of study
and or transfer to a four-year institution (Outcome #6). Of the remaining students who complete a program
of study and are not enrolled in further study, 85% are projected to be employed given LA H3C’s emphasis
on employment readiness competencies and employer engagement.
38
Balance of Deliverables and Outcomes - LA H3C is a largely a capacity building grant with much of the
focus on the development of competency-based educational tools, activities and policies that strengthen
the health science programs of study and the capacity of the colleges to produce a well-trained workforce.
However, LA H3C also will train a significant number of students to fill the growing need for healthcare
professionals in the region. The projected outcomes and deliverables are well-balanced, in that we are
able to innovate the health science pathway while still serving a large number of students.
SYSTEM OR PROCESS FOR TRACKING AND REPORTING OUTCOME MEASURES – Students are currently tracked by the
use of the District Student Information System which, while adequate for the purposes of maintaining
transcripts and keeping track of certificates and degrees earned, is not very robust for gathering data
beyond completion, not for tracking services. To address gaps in tracking, students will be tracked through
the use of Social Solutions Efforts to Outcomes (ETO) data management software that enables real-time
participant and program tracking, performance reporting and outcomes measurements. ETO will be
configured to work dynamically with LACCD’s Student Information System (SIS) for collecting student data
(e.g., demographic, enrollment and grade data). A full-time staff position is funded to coordinate data
management solutions; the LA H3C Systems and Research Coordinator will oversee data systems
integration to avoid duplication of data entry and to help coordinate projects and service delivery across
agencies, programs and partners.
All Program Directors will have access to a LA H3C Score Card developed by the LA H3C Information Systems
Coordinator working with the college and district Institutional Researchers. Continuous and accurate student
information at each college for enrollment and completion data, including tracking units, certificates, degrees and
credentials earned. The California Community Colleges have recently improved their Accountability Reporting
for the Community Colleges (ARCC) system by implementing standard “Score Cards.” These Score Cards are
based on recent emphasis on accountability for student progress and success metrics used throughout public
39
higher education. LA H3C colleges will also use Salary Surfer, a new online tool that allows students and the
public to view the aggregated median earnings of those who complete certificates or degrees in community
college programs and then enter the workforce as reported through the state Employment Development
Department. Salary Surfer displays median incomes for those who complete the LA H3C programs of study. LA
H3C Systems and Research Coordinator will develop and implement the systemic reporting as well as the
development of the new SQL-based system that will receive inputs from each of the tracking and reporting
systems and integrate them into the LA H3C Score Card. The LA H3C Systems and Research Coordinator
will work with the State Chancellor’s and the Employment Development Department to develop a system for
colleges to match student participant data with UI wage data records, ensuring the confidentiality of all data
beyond the aggregate. This process will comply with employment-related reporting for outcomes, as well as data
that will be used to develop the LA H3C Score Card.
USING DATA FOR CONTINUOUS IMPROVEMENT – Although developing the Score Card protocol will improve data
analysis for the nine participating colleges, LA H3C plans for a formal review process quarterly; data about
enrollment, retention in courses, competency completion/badging, and other program outcomes will be shared
monthly with Consortium members and instructional leaders. If enrollment is low, the LA H3C management team
will convene a meeting with the WIBs and project staff responsible for outreach and recruitment to determine
strategies for increasing engagement of TAA-eligible participants. For example, if there are issues with retention
of students in classes, or low rates of attainment of certificates and degrees, the H3C management team will use
specific data to address the need. Using competencies to measure students’ incremental progress rather than
only course completions and grades will provide rich data and multiple opportunities to determine and address
gaps. These gaps can be addressed with digital and traditional tutoring, adjustments to the curriculum, and
additional resources. LA H3C staff and MCS will regularly convene employers to make sure students who enter
employment have the expected workplace competencies and technical expertise. If this analysis uncovers gaps
40
in knowledge, technical skills or soft skills, that aspect of the curriculum will be revisited and faculty will meet with
employers to adjust the curriculum as needed. Project staff will also review data from the external evaluator at
least twice per year, and will work on program modifications as needed. Higher Education Leadership & Policy
(IHELP) at California State University, Sacramento has been selected to evaluate the project based on their
expertise evaluating similar programmatic outcomes and processes. Details are included in the attached
program evaluation plan. Sustainability Plan - LA H3C will focus on capacity building activities that will enhance
the delivery of the health sciences programs of study and will develop sustainable strategies. The Health
Science Foundation Credential, and the new programs of study, once approved, will be institutionalized as will
the policies and procedures for prior learning assessment. The development of a robust system to maintain
student data and track outcomes will also be integrated into the infrastructure of LACCD. The relationship with
employers will be maintained beyond the performance period and the alignment and validation of competencies
will continue to strengthen the programs of study. Funds from LA n Sync, Perkins and other available resources
will be used to update the technology and maintain licenses for proprietary software. LA H3C activities and
outcomes will potentially serve as a model for the transformation of programs of study in other industry sectors.
The LA H3C project will partner with The Collaboratory, LLC, to conduct technical assistance and quality
control activities. The Collaboratory, LLC, will develop a consortium needs assessment, technical
assistance plan and garner content and technical experts to provided needed assistance; conduct
knowledge capture activities particularly capturing best or promising practices and lessons learned;
convene third party content experts to review deliverables; conduct monitoring site visits; develop a
sustainability plan; and serve as an independent Consortium advisor.
4. Organizational Capacity and Project Management
CAPACITY OF THE COLLEGES TO MANAGE THE GRANT - LATTC is aware of the complexity of managing a multicollege consortium grant and all of the colleges are accustomed to collaborations within the same district. The
41
Vice Presidents of Academic Affairs and/or Workforce Development at each Consortium college have been
meeting since January 2013 to develop the Project Management Plan, which outlines how the colleges will
effectively manage the fiscal and program management tasks. The LA H3C will be managed by the Workforce
Development Division at Los Angeles Trade-Technical College (LATTC). Leticia Barajas, Vice President of
Academic Affairs and Workforce Development, will have administrative oversight of the LA H3C project and will
serve as interim director until the LA H3C Consortium Director is hired. Each of the college vice presidents will
also serve in this capacity until program staff is hired. Vice President Barajas has twelve years of progressive
experience in senior level college administration as a Dean and Program Director and has managed over $35
million in state, federal and foundations grants in the past seven years. As of 2012, LATTC has participated in
four U.S. Department of Labor grants totaling $9 million dollars. LATTC is recognized as a leader in workforce
education and grant management. All nine of the Consortium Colleges have also managed or participated in
federal grants, including providing timely fiscal and programmatic reports to ETA and DOL. LATTC will hire staff
that will work on behalf of the whole Consortium, and each college will hire college-based staff. Table 7
summarizes the positions, duties and qualifications of LA H3C staffing.
Table 7 – Staff Descriptions
Consortium Staff (Lead Institution – LATTC)
Position
Duties
LA H3C
Work closely with the program’s main partners and other
Consortium
collaborators to assure full compliance with DOL project
Director (100%,
standards.
4 YRS)
Stay in alignment with project timelines and achieve Work
Plan objectives;
Account for project activities, develop budgets and oversee
submission of quarterly and final reports;
Assure continuous flow of information between all
Consortium and partner entities;
Convene and supervise Consortium and College staff.
Qualifications
oA minimum of 10 years of progressive
experience within the training and
grant management field (including
procurement, program/fiscal
monitoring, and curriculum
development).
oA Master’s Degree in educational
administration or related field will be
required.
oExperience in healthcare, health
education or related field preferred.
LA H3C
Coordinate activities related to the technological innovations oA minimum of five years of experience
Instructional
within the computer technology and
that will be developed, including the technology based
Technology
design field, including computer
curriculum enrichment modules; the development and
Coordinator
programming, data
implementation of the eAssessment; the implementation of
(100%, 3 years)
interface strategies, education
the TrueNrth Technology competency bridge; and the
42
digital badging.
Work with the Information Systems Coordinator and
Research Coordinator, and district and college institutional
researchers on the implementation of the Score Card
platform.
LA H3C
Work with the Instructional Technology Coordinator and
Systems and
district and college institutional researchers on the
Research
implementation of the Score Card platform.
Coordinator
Responsible for the system and database integration;
(100%, 4 years)
programming.
information systems and curriculum
development.
oA Master’s Degree in computer
technology or related field will be
required.
oA minimum of 5 years progressive
experience preparing and analyzing
statistical and analytical reports.
oKnowledge of data structure design,
database design, preferably SQL
server.
oExperience in system programming
and web design, preferably
SharePoint.
oA Master’s Degree in computer
science or technology, mathematics
or related field will be required.
Program
oA
minimum of three years of full•time
Typical duties include processing documents, preparing
Specialist budget and other reports, scheduling and staffing meetings, paid professional experience .
(100%, 3 years,
events and program activities on behalf of the Director, and oA bachelor’s degree from a
50% in 4th year
recognized four year college or
performing a variety of technical computer support,
webpage design and maintenance, and multimedia creation university, preferably with a major in
accounting, business administration,
duties.
economics, finance, or a closely
related field.
College Staff (Nine Colleges, including LATTC)
College
oA minimum of 5 years of progressive
Responsible for implementing all programmatic matters at
Program
experience within the training and
the college.
Director
grant management field (including
procurement, program/fiscal
monitoring, and curriculum
development).
oA Master’s Degree in educational
administration or related field will be
required.
oResearch and data management
experience required.
oExperience in healthcare, health
education or related field preferred .
College
oA minimum of three years of full•time
Typical duties include processing procurement paperwork,
Program
preparing budget and other reports, scheduling and staffing paid professional experience.
Specialist
oA bachelor’s degree from a
meetings, events and program activities on behalf of the
recognized four year college or
Director, and performing a variety of technical computer
university, preferably with a major in
support, webpage design and maintenance, and
accounting, business administration,
multimedia creation duties.
economics, finance, or a closely
related field.
Student Support Responsible for the implementation of the Health Science
oHigh school diploma, A.A. preferred.
Services
Pathway Orientation, including the eAssessment, referrals oTwo years of full-time paid experience
that must have included responsibility
Assistant
and case management of educational support needs, as
43
College
Instructional
Development
Coordinator
well as job development and placement assistance.
Track student progress and link to needed additional
support.
Develop the curriculum competencies, the fundamentals
certificate of achievement and degree.
With the Round 1 Consultant on the continuation of the
work started by the Cincinnati State Technical and
Community College’s H2P project to develop national core
competencies in healthcare.
for providing information and
guidance to students.
oCurrent tenured or adjunct faculty
from the health science pathways, or
from departments representing Tier 2
academic departments such as
English or math.
oExpressed interest in competency
based education models.
MANAGEMENT STRUCTURES AND COMMUNICATION – Project staff will have frequent meetings, both in person and
via California’s community college web-based teleconferencing platform (CCCconfer). The Consortium Director
will meet with the College Directors twice a month during the first 12 months of program implementation, and
monthly thereafter. The Directors will meet at least quarterly with external and internal evaluators on process
measures to ensure that the program is being implemented as planned, and that necessary adjustments are
made. The College Instructional Development Coordinators will meet quarterly with the Employer Advisory
Council to develop and refine the competency-based programs of study. The LA H3C Consortium Instructional
Technology Coordinator will meet with the LA H3C Systems and Research Coordinator, and current research
analysts regarding the data mining structures and development of SQL databases for Score Card development.
The LA H3C Instructional Technology Coordinator will also work with the technology vendors (Social Solutions,
TrueNrth, adaptive learning vendors, eAssessment, etc.), meeting monthly, and more often as needed. Once a
month the LATTC VP of Academic Affairs and Workforce Development will meet with the LA H3C Management
Team, consisting of the Consortium Director, Instructional Technology Coordinator, Systems and Research
Coordinator and the Program Specialist.
SYSTEMS AND PROCESSES – LACCD has a centralized fiscal management system and procurement policies and
financial management processes are also applied district-wide. The district utilizes SAP AG, a leader in
enterprise software and software-related services, to manage all budget, procurement and human resources
needs. Within LACCD "procurement" refers to both purchasing and contracting transactions. The general
44
procurement function at LACCD is performed at each college, regional location, and the District Office. It is the
policy of LACCD to procure necessary supplies, materials, equipment and services in a timely and efficient
manner for a reasonable price, via transactions that are advantageous to the district in accordance with
procedures set forth by the Board of Trustees, the California Public Contract Code, the California Education
Code and other applicable laws of the State of California. All contracts must be authorized or ratified by the
Board of Trustees. For those employees with delegated contracting authority for specified procurement
transactions, LACCD shall be bound to the contracts without prior authorization from the Board of Trustees.
However, these contracts still require ratification by the Board within 60 days of the contract execution. Contracts
with LACCD shall be limited to three years for purchase of materials or supplies and five years for equipment or
services, unless otherwise defined by statute. LACCD shall not contract out for any personal services that are
generally found within the expertise of the district's classified service, except for those reasons specified within
Education Code. LACCD shall formally bid contracts for supplies, materials, equipment and services in
accordance with the bidding threshold established by the State of California (adjusted annually). For transactions
not required to be formally bid, LACCD will apply other competitive procurement processes when practicable.
Travel related purchases are covered by the policies found in the Human Resources Guide or Personnel
Commission Rules. LA H3C will comply with all procurement processes as described.
CONCLUSION: The management team assembled for the LA H3C project consists of experienced administrators
and key personnel who have worked on similar projects and who have worked together on major collaborative
efforts over the past several years. Team members will train new staff on the district’s hiring, contracting, and
procurement policies and will serve as mentors to new staff. New personnel will be carefully chosen by the
management team to assure they have the necessary skills and aptitudes to be part of a complex multi-college
consortium.
45

Introduction - Los Angeles Trade Technical College

Transcription

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