Annual Update Plan 2015-2016 for Academic Departments
Department Name: NURSING
Purpose of the Program Review and Annual Update Process
The purpose of Program Review is to provide a venue through which the college can evaluate its programs in relationship to the College Mission
and its Strategic Goals and priorities. The program review process promotes a self-reflective evaluation of programs in a manner in which faculty
can identify programmatic successes within their disciplines, identify areas in need of improvement and establish departmental goals for
enhanced programmatic and student success. Each department and unit completes an annual update of their efforts. This update is used to
provide the college with an indication of improvement in student learning and the resources needs for each program. The Annual Update serves
as the central planning document for requesting and prioritizing resources.
The values of program review:
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Strengthening of programs through faculty led self-evaluation and goal setting;
Fostering inter-departmental cooperation and communication;
Stimulating dialog on student success and programmatic improvements;
Evaluating each programs unique contribution to the College’s Mission and Strategic Goals;
Promotion of long-term planning focused on the use of data;
Ensuring that curriculum and offerings meet student needs and promote student progression;
Providing a venue to justify programmatic augmentation and to connect program needs to resource allocations.
Enhance transparency about college programs to the broader community.
The value of self-evaluation is enhanced with the broad inclusion of individuals contributing to your department or unit. It is recommended that
each department or unit make all efforts to include all faculty, staff and administration. Each department or unit may include additional
information in their Annual Update Plan as needed to fully describe their department or unit.
The Office of Institutional Effectiveness is available to assist each department or unit in their efforts to complete their self-evaluation.
The completed Annual Update Plan is due by email to carbajm@elac.edu on September 30, 2014. Following submittal, the Program Review and
Viability Committee will review your document and provide feedback for your department’s review. Departments will be notified regarding
budget and resource requests in the spring, following receipt of budget projections from the District Office.
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Section I. Program Review Response
Complete Table by:
a. Reporting progress on program review recommendations
b. Stating the anticipated outcomes and progress to date
Recommendation
1)
That the department
develop and implement
new strategies for
improving student success
and incorporate those
activities in the
department’s program plan.
2) That the department revise
the goals in its program
plan so that all items listed
as goals are indeed goals.
Progress to Date
A new Mission Statement - ELAC
ADN program is committed to
empowering a diverse student
body toward becoming caring and
knowledgeable professionals who,
through their dedication to
lifelong learning, will provide an
invaluable service to their
communities by performing
quality, safe, and competent
nursing practice that is based on
the most current standards in
healthcare.
New Goal Statements:
Goal 1: Increasing student success
and academic excellence by
focusing on a student-centered
approach to instruction, providing
integrated and rich learning
experiences in a variety of
healthcare and community
agencies, and utilizing current
technologies in education and
healthcare.
Anticipated Outcome of
Department/ Unit Goal
Additional Resources Required in
2014-2015
The expected outcome related to
the departments' four goals is to
send a well rounded, competent
healthcare provider that has the
skills and knowledge to pass the
NCLEX-RN of first attempt and to
be a safe practioner once hired as
a Registered Nurse.
Resources needed to help achieve
the expected outcomes is the
need to hire two additional fulltime nursing faculty committed to
providing the necessary
continuity, time , and expertise to
achieve program goals.
2
Goal 2: Increasing equity in
achieving equity in achieving
successful student/graduate
learning outcomes by
systematically aggregatinv,
analyzing and evaluating trends in
student data and using the data to
identify and implement more
effective, student-centered
approaches to learning.
Goal 3: Situating student in
learning experiences that support
and maintain positive
relationships within the
community, expand their
environmental and global
awareness, and encourage their
ability to access higher education
opportunities.
Goal 4: Ensuring program
effectiveness and accountability
through data-driven decisionmaking to maintain or imporve
program outcomes.
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Section II.
Program Description
College Mission:
East Los Angeles College empowers students to achieve their educational goals, to expand their
individual potential, and to successfully pursue their aspirations for a better future for themselves, their
community and the world.
1. Please provide any changes to your programs of study or programs of service,
since the completion of the Program Review Self-Evaluation.
The program was sanctioned by the Board of Registered Nursing for 4 areas of non
compliance: 1.The program lacks evidence of implementation of the systematic plan
for total program evaluation. 2. The Nursing building that provides classroom and
skills/simulation lab space lacks sufficient supplies, and requires physical plant repairs
and maintenance. 3. The program lacks a sufficient number of qualified full-time
faculty to achieve program objectives. 4. The current curriculum does not provide the
structure and content to ensure that students have the knowledge, skills and abilities
necessary to function and to meet the minimum cocmpetency standards of a
registered nurse.
The program began to immediately address all four areas of non-compliance and the
one recommendation made by the BRN after their October 2013 visit.
The chairperson immediately set out to find a consultant (as suggested by the BRN) to
assist the program.
2. Describe any trends, recent events or activities that have impacted your program(s), since the
completion of the Program Review Self-Evaluation. Please be specific to each program provided
in the list above.(P)
a. Which of these changes or trends have most impacted your programs?
b. What efforts have been made to address these changes?
c. What effect have these changes had on student goal attainment?
The program was placed on warning by the California Board of Registered Nursing 7 February 2014.
Faculty, staff, students, and the general public was made aware of the change in status.
The chairperson met with the Curriculum consultant on two occassions to talk about how we would
move forward to make the necessary changes that would address the current changes in NCLEX as
reflected in the recommendations.
One of the assistant chairpersons' was assigned to take the lead in curriculum revision and the two
met and came to an agreement to go forward. Those meeting were followed by a meeting with the
consultant and stratagies were discussed to make sure that there was buy in from all faculty. The
primary reason for the proposed change in curriculum was to create a curriculum which is more
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reflective of current healthcare trends and initiatives which include seven major concepts:
Quality, Safe, Competent nursing care,
Professionalism,
Leadership,
Interprofessional Collaboration,
Clinical Reasoning-Based CAre, and
Informatics and Technology.
3. Use the following tables to describe any new courses or programs that you anticipate
developing and offering over the next six years. (P)
ELAC Nursing in its’ major curriculum revision integrates the ELAC ADN program’s major curricular
concepts with the NCLEX-RN test plan which will provides the structure and content to ensure that
students have knowledge, skills and abilities to function and to meet the minimum competency
standards of a registered nurse. NCLEX-RN preparation begins the day the student starts the
program, it is our hopes that the new curriculum will provide a stronger foundation to achieve
greater success on NCLEX-RN as a first time taker.
ELAC Nursing has placed greater focus on a student centered approach which provides students
with integrated learning experiences in a variety of healthcare and community agencies. ELAC
Nursing program is committed to preparing graduates with the knowledge, skills, and abilities
necessary to improve and advance health care in the communities it serves.
All Nursing courses have been revised as follows:
N265 FundamentalsThis course is designed to prepare the fundamental student to provide quality,
safe and competent nursing care in a variety of healthcare settings by utilizing the nursing process
and applying various theories regarding growth and development. Theoretical/clinical concepts
include health promotion and maintenance; introduction to critical thinking, clinical reasoning and
clinical decision making; application of the nursing process; communication techniques used for
interacting with patients, families, and other members of the interprofessional team; evidence
based nursing practice; nursing informatics; legal and ethical considerations in healthcare; nursing
role socialization; and an emphasis on holistic, relationship based approach to patient care.
N266 Medical Surgical I
This course is designed to prepare the beginning novice student to
provide quality, safe and competent nursing care for diverse adult populations in a variety of acute
healthcare settings. Students will utilize the nursing process to apply current, evidence-based
nursing practices, while continuing to develop their clinical reasoning and judgment skills.
Theoretical/clinical concepts will focus on priorities of nursing care for patients experiencing acute
and chronic hematologic, oncologic, immunologic and integumentary conditions, with an emphasis
on a holistic, relationship-based approach to providing care; legal and ethical considerations of the
professional nurse; the role of the nurse as leader, healthcare team member, and manager of care;
and integration of current healthcare technologies that support decision making and provision of
comprehensive and safe nursing care.
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N267 Medical Surgical II
This course is designed to prepare the novice student to provide quality, safe and competent
nursing care for diverse adult populations in a variety of acute medical/surgical healthcare settings.
Students will utilize the nursing process to apply current, evidence-based nursing practices, while
continuing to develop their clinical reasoning and judgment skills. Theoretical/clinical concepts will
focus on priorities of nursing care for patients experiencing acute and chronic cardiovascular,
respiratory, and endocrine conditions, with an emphasis on a holistic, relationship-based approach
to providing patient care; legal and ethical considerations of the professional nurse; the role of the
nurse as leader, healthcare team member, and manager of care; and integration of current
healthcare technologies that support decision making and provision of comprehensive and safe
nursing care.
N268 Psychiatric Mental Health
This course is designed to prepare the novice student to provide quality, safe and competent
nursing care for diverse adult and adolescent populations in a variety of mental healthcare settings.
Students will apply the nursing process to apply current, evidence-based nursing practices, while
continuing to develop their clinical reasoning and judgment skills. Theoretical/clinical concepts will
focus on priorities of nursing care for patients experiencing various acute and chronic mental health
conditions, with an emphasis on a holistic, relationship-based approach to providing care; legal and
ethical considerations of the professional nurse caring for mentally ill patients and families; the role
of the nurse as leader, healthcare team member, and manager of care; and integration of current
healthcare technologies in mental healthcare settings that support decision making and provision of
comprehensive and safe nursing care.
N269 Medical Surgical III This course is designed to prepare the intermediate novice student to
provide quality, safe and competent nursing care for diverse adult populations in a variety of acute
medical/surgical healthcare settings. Students will utilize the nursing process to apply current,
evidence-based nursing practices, while continuing to develop their clinical reasoning and judgment
skills. Theoretical/clinical concepts will focus on priorities of nursing care for patients experiencing
acute and chronic musculoskeletal, fluids & electrolytes, acid-base, genitourinary, gastrointestinal,
and hepatobiliary conditions, with an emphasis on a holistic, relationship-based approach to
providing patient care; legal and ethical considerations of the professional nurse; the role of the
nurse as leader, healthcare team member, and manager of care; and integration of current
healthcare technologies that support decision making and provision of comprehensive and safe
nursing care.
N271 Obstetrics
This course is designed to prepare the intermediate novice student to provide
quality, safe and competent nursing care for diverse adult and neonatal populations in a variety of
obstetrical, neonatal, and post-partum healthcare settings. Students will utilize the nursing process
to apply current, evidence-based nursing practices, while continuing to develop their clinical
reasoning and judgment skills. Theoretical/clinical concepts will focus on priorities of nursing care
for patients requiring obstetrical and neonatal care and experiencing acute and chronic
gynecological conditions, with an emphasis on a holistic, relationship-based approach to providing
patient care; legal and ethical considerations of the professional nurse caring for obstetrics,
gynecology, and newborn patients; the role of the nurse as leader, healthcare team member, and
manager of care; and integration of current healthcare technologies in obstetric healthcare settings
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that support decision making and provision of comprehensive and safe nursing care.
N270 Pediatrics
This course is designed to prepare the student to provide quality, safe and
competent nursing care in a variety of pediatric healthcare settings by utilizing the nursing process
and applying various theories regarding growth and development. Theoretical/clinical concepts
include health promotion and maintenance, acute and chronic pediatric conditions, legal and ethical
considerations of pediatric patients while emphasizing a holistic, relationship-based approach to
patient care.
N272 Medical Surgical IV This course is designed to prepare the advanced beginner student to
provide quality, safe and competent nursing care for diverse adult populations in a variety of acute
medical/surgical healthcare settings. Students will utilize the nursing process to apply current,
evidence-based nursing practices, while continuing to develop their clinical reasoning and judgment
skills. Theoretical/clinical concepts will focus on priorities of nursing care for patients experiencing
acute and chronic cardiovascular, neurological, burn, shock and emergency conditions, with an
emphasis on a holistic, relationship-based approach to providing patient care; legal and ethical
considerations of the professional nurse; the role of the nurse as leader, healthcare team member,
and manager of care; and integration of current healthcare technologies that support decision
making and provision of comprehensive and safe nursing care.
N273 Role Transition I
This course introduces the role of professional nursing from past to
present addressing legal/ethical issues and delivery of care in a multi-cultural society. Emphasis is
placed on professional accountability and the ability to demonstrate critical thinking when solving
complex client care issues.
N274 Role Transition II
This theory course offers students the opportunity to explore major
factors involved in the transition from the student role to that of the professional registered nurse
focusing on effective leadership and management, utilizing the Nursing Process, Maslow’s
Hierarchy of Needs, and Erikson’s Developmental Theory in managing client care.
N275A Pharmacology I
This course introduces basic pharmacological therapy and mathematical
computations of drugs to first year nursing students utilizing the Nursing Process, Maslow’s
Hierarchy of Needs, and Erikson’s Developmental Theory.
N275B Pharmacology II
This course focuses on the nurse’s role and responsibilities in the
medication administration process. Emphasis is placed on assessment of client’s health status,
knowledge of various pharmacological agents, expected outcomes and health teaching, utilizing the
Nursing Process, Maslow’s Hierarchy of Needs, and Erikson’s Developmental theory.
N276 Nursing Process
This course introduces Nursing Process, Maslow’s Hierarchy of Needs,
and Erikson’s Developmental Needs and how to develop a nursing care plan.
N277 Nursing Health Assessment This course introduces beginning nursing students to basic
physical assessment tools and skills in developing a client’s health history and conducting head to
toe physical examinations. The Nursing Process, Maslow’s Hierarchy of Needs, and Erikson’s
Developmental Theory will be discussed and utilized to integrate assessment findings.
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While the course numbers remain the same, the focus and design of the courses was completely
revised "Major Curriculum revision," to focus on a student centered approach which provides
students with integrated learning experience.
In addition to the revised mission statement vision statement was created along with a new ADN
Philosophy statement.
Vision Statement:
By focusing instruction on a student-centered approach which provides students with integrated
learning experiences in a variety of healthcare and community agencies, ELAC ADN Program is
committed to preparing graduates with the knowledge, skills, and attitudes necessary to improve and
advance health care in the community.
Value Statements:
The ELAC ADN Faculty values excellence in nursing grounded in the following:
1. Leadership that is empowering, and future-oriented.
2. Collaborative relationships that are respectful, collegial, and build on communities of
professional education and practice.
3. Learning and work environments that are supportive, challenging, dynamic and creative.
4. Professionalism that is based in knowledge, ethics, competence and accountability.
5. Scholarship that encourages clinical reasoning and dissemination of new knowledge in
education and practice.
6. Patient-centered care which focuses on the goals and values of the patient and facilitates
patient participation and decision-making to meet health care needs.
7. Compassionate care which is founded upon a combination of concern for patients’ responses to
health care and mutual respect.
EAST LOS ANGELES COLLGE ASSOCIATE DEGREE NURSING PROGRAM PHILOSOPHY STATEMENT
The East Los Angeles College (ELAC) Associate Degree Nursing (ADN) program is a vital
component of ELAC and embraces the mission, values, and traditions of both the Los Angeles
Community College District (LACCD) and the College. The ELAC ADN program prepares quality, safe,
competent nurses using a student-centered approach through teaching excellence in an
environment that is conducive to learning. The program prepares graduates to assume entry-level
registered nursing roles and to effectively collaborate with other professionals and consumers in the
8
delivery of holistic healthcare.
The curriculum framework is designed with the ELAC ADN graduate at its core. The curriculum
is grounded in the nursing metaparadigm: nurse, patient, environment, and healthcare through
which seven (7) major concepts emerge. These concepts revolve in a circular pattern within the
nursing metaparadigm and culminate in the student and graduate learning outcomes (SLOs and
GLOs). The seven (7) concepts, which are reflective of current healthcare trends and initiatives,
include: Quality, Safe, Competent nursing care; Professionalism, Leadership, Interprofessional
Collaboration; Clinical Reasoning and Judgment, Relationship-Based Care, and Informatics and
Technology.
The ELAC Nursing Department believes that professional nursing is both an art and science. It is a
dynamic, interactive, evidence-based, patient-centered practice discipline. The focus of the practice of
the professional nurse includes the diagnosis and treatment of human responses to actual or potential
health problems. Nurses use the nursing process as a systematic approach to plan and implement safe,
quality, patient-centered nursing care and to make clinical judgments in a variety of settings. Nurses
serve as patient advocates providing care across the lifespan. The ELAC ADN program prepares
graduates for entry-level, nurse generalists to serve in the roles of provider of care,
manager/coordinator of care, and member of a profession.
The Faculty believe that environment plays a role in health and in learning which is composed of
internal and external stimuli including social, cultural, economic, political, legal, ethical, and spiritual
realms. Each individual is viewed as a unique, complex, holistic being with biological, psychological,
social, cultural and spiritual dimensions. Individuals have diverse values and beliefs and possess dignity,
unconditional worth and the inherent right to restorative health. Individual members of the society have
responsibility for self-maintenance of health within the limits of their knowledge and abilities. The
environment influences the person’s health and the person in turn, influences the environment. The
faculty and students are committed to addressing health disparities by supporting and implementing
training, education, and interventional programs that will improve the health of underserved and
vulnerable populations
The faculty and students believe that health is a dynamic state of wholeness (mind-body-spirit)
influenced by one’s cultural beliefs and personal circumstances across the lifespan and in various
healthcare environments. The faculty and students believe that patients are active participants in their
health care and nurses are collaborators in their decisions regarding health promotion and illness
prevention. We believe the nurse practices within a health care system that is diverse and that is
constantly changing in response to advances in technology and health-promoting discoveries.
The faculty believes that education is based on a humanistic and an individualized approach to
learning that fosters critical thinking and promotes awareness of social and cultural diversity among
individuals. The faculty views each student as a unique person with special talents, abilities, needs, and
goals.
The program is designed to meet the educational needs of an ethnically and culturally diverse
population of learners by recognizing their diverse learning styles using a simple-to-complex, novice to
advanced beginner continuum (Benner, 1984).
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ELAC Nursing Department believes that both the nursing instructor and nursing student play
dynamic roles in the learning process. The instructor’s role is that of the facilitator of learning
experiences and the nursing student’s role is that of being self-directed and committed to their own
learning and self-development. The Faculty’s view of teaching and learning aligns directly with various
theories of adult learning such as Knowles (1980) Adult Learning Theory and Bandura’s (1985) Social
Cognitive Theory . The nursing instructor and nursing student both assume responsibility and
accountability for positive learning outcomes, by remaining committed to lifelong learning for
professional growth. Learning is facilitated when the student has the opportunity to grow through the
application of nursing knowledge in a variety of classroom and clinical situations. The faculty perceives
learning as an active and continuous process using evidence-based teaching and practice which is critical
to the successful development of safe practitioners and professional nurses.
The Nursing Faculty of the ELAC ADN program are entirely committed to students’ success in the
nursing program. Our goals are that our students and graduates will become professional nurses, being
able to think critically and make sound clinical decisions when caring for patients in hospitals and in the
community. They will also become life¬‐long learners and continue to nurture the new nurses entering
the profession.
ELAC ADN PROGRAM OUTCOME INDICATORS (POIS)/TERMINAL OBJECTIVES
The ELAC ADN Faculty are committed to implementing consistent and comprehensive program
review processes that facilitate achievement of the following Program Outcome Indicators/Terminal
Objectives:
1. NCLEX-RN first-time passing rates that meet or exceed state and national means.
2. Program attrition rates < 25%.
3. Graduates’ consistently indicate their satisfaction with the program in preparing them to ssume
entry-level registered nursing positions as evidenced by their response on a 6-month and
1yearsurvey.
4. Employers consistently indicate satisfaction with the educational preparation of graduates from
the ELAC ADN program as evidenced by their response on an annual survey.
3. Use the following tables to describe any new courses or programs that you anticipate
developing and offering over the next six years. (P)
Proposed
Program
Type
Estimated Time
to Completion
Existing Courses
Required for Program
New Courses Required
for Program (Also list
in the next table)
New Program
10
New Program
Select item
Select item
Select item
Proposed Course
Type
Expected
Semester of First
Offer
New course
New course
New course
New course
New course
New course
11
Section III.
Program Assessment
In order to fulfill the College Mission, the college has developed four goals. These goals serve as the
broad planning objectives through which all other college planning documents and departmental plans
will be based. Together these goals provide a foundation for building a true agenda of student success.
Goal 1: Increasing student success and academic excellence through student-centered instruction,
student-centered support services, and dynamic technologies.
a. The college has the following institutional set standards. In setting these standards, the college
acknowledges that each program serves a unique population and provides curriculum that leads
to varied anticipated outcomes. Please provide the program set standards for each of your
programs of study/service. These standards indicate the level of success, below which would
cause concern and indicate a need for programmatic improvement. The institution set standards
may serve as a guideline in your discussions.
Course-level standards of retention and success are important indicators of student success.
Please indicate your standard for these indicators. You may provide a break-down in any way
you feel appropriate, such as setting standards for each discipline. The Office of Institutional
Effectiveness is available to train faculty and staff on ways to use the new interactive datasystem to disaggregate in this manner.
Course level standards by discipline (If you elect to set standards for separate courses within the
same discipline, contact OIE about inserting an attachment.)
Course standard
College
College
Discipline(s)
Discipline
Discipline
Standard
Goal
Standard
Goal
In-Course Retention
84%
90%
Nursing
90.5%
95% 1st yr
In-Course Success
63%
70%
Nursing
87.9%
100% 2nd
yr
Program-level standards for completion exist for programs of study with degrees and/or
certificates. For each degree and certificate, list the standard and target.
Program
Completion Standard Completion Target
Nursing
99%
100%
Licensure pass rate and employment rate standards should be provided for all appropriate CTE
programs. The college is in the process of developing effective methods for tracking job
placement. Until such time that college specific data is available, data from the Launch Board
can be used.
Program
Licensure pass rate
Employment rate
standard, if applicable
standard
Nursing
75%
85%
12
b. Using the following link oiedata.elac.edu, evaluate your efforts to improve student achievement
(retention, success, program completion). What plans have been put in place to improve these
outcomes, since the completion of the Program Review Self-Evaluation? (D)
More intensive work with students to enhance clinical skills, placing value on stanfardized testing,
confidence building, faculty created viable remediation plans, student adherence to policies and
procedures. Outside 3 day face to face NCLEX-RN review provided for students stressing content
followed by Kaplan 4 day face to face NCLEX-RN review focusing on technique and content.
Goal 2: Increasing equity in successful outcomes by analyzing gaps in student achievement and using
this, to identify and implement effective models and programming to remedy these gaps.
1. Evaluate the success and retention rates by demographics oiedata.elac.edu. Please describe any
follow-up discussions that have taken place regarding these retention and success rates. What
efforts have been planned or have taken place to address any inequities, since the completion of
the Program Review Self-Evaluation? (D)
Nursing maintains a low attrition rate based on program definition of attrition. Any
student that fails two nursing courses becomes a program failure and is unable to
return to the program.
Goal 3: Sustaining community-centered access, participation, and preparation that improves the
college's presence in the community, maximizes access to higher education and provides outlets for
artistic, civic, cultural, scientific and social expression as well as environmental awareness.
1. The college strives to reach non-traditional students. Each discipline may have a different nontraditional student base. Based on the following enrollment data, please describe any findings
regarding your enrollment as compared to the college and/or community. Please describe what
efforts have been planned or have taken place to increase access to your programs for these
underrepresented groups, since the completion of the Program Review Self-Evaluation? (P)
Nursing has no difficulty reaching non-traditional students for the selection process creates opportunities for
entry into the program based on the lottery once all criteria has for selecrion has been met. A minimun GPA of
2.5 in the sciences (Anatomy, Physiology, & Microbiology), completion of prerequisities and a cut score on the
TEAS 62%.
13
Goal 4: Ensuring institutional effectiveness and accountability through data-driven decision-making as well as evaluation and improvement of all
college programs and governance structures.
1. Please share with us two or three success stories about the impacts of Course Learning Outcome practices on student learning and
achievement within your department. Describe the practices which led to the success.
2. As an attachment, please include the 4-column, Program Learning Outcome report from TracDat for each Program of Study. If you have
not completed an assessment for a Program of Study, please complete and include the Program Assessment Plan. The following tables
will help you to identify the different components in the Program Learning Outcomes (PLOs), which is useful for connecting to CLOs in
the program. PLOs will help you investigate problems students may encounter, and lead you to a meaningful assessment method that
will stimulate dialog and change.
Program Learning Outcome
What aspects of the outcome
are critical to measure?
For each aspect, list the courses in
which that aspect will be assessed.
What do you hope to learn from the assessment
of this outcome? What challenges or problems
do you think you will uncover?
1.
2.
3.
Program Learning Outcome
How will you directly assess
student performance of this
outcome?
If Necessary, how will you
indirectly assess student
performance of this outcome?
Who is responsible for
what?
Timeline for completion of
assessment
1.
2.
3.
14
Section IV.
Program Plan
Complete Table A by:
a. Based on the data provided in the preceding questions, review your department or unit goals for the next six years and the
programs involved. Additional goals may be added if necessary.
b. Reporting progress on stated goals
c. Stating the anticipated outcomes of the stated goals
Department/Unit
Goal
Description of
goal
Programs
Involved
List of
programs
involved
Alignment
with
Education
al Master
Plan
Objectives
Alignment
with Tech
Master
Plan
Objectives
Alignment
with
Facilities
Master
Plan
Objectives
Progress to date
Anticipated Outcome of
Department/ Unit Goal
Goal 4: Develop
Goalmethods
2: Ensure
Goal
to all
promote
1:
students
Complete
the
Description
have
usethe
of
equitable
data
Health
of anCareers
access Center
Description
project of
previous or ongoing
anticipated
activities
improvements on
measures
Improve NCLEXRN first time pass
rates
Goal 1: Ensure
Goal
on-campus
1: Increase
Goal
student
student
3: Develop
engagement
success
a plan,
through
to inc
withsmart
inputand
from students a
Ensure student
support
Goal 1: Strengthen
Goal 2:college
Ensure
Goal
response
all 1:
students
Complete
to struggling
havethe
equitable
Health Careers
access Center project
None
None
Additional Resources
Required in 2014-2015?
Description of resources
required to accomplish
department goals
None
1. Please describe what additional resources are required in order to meet your planning goals.
2 additional Full-time faculty for program continuity and delivery of content.
Maintain budget allocation for Long term Psychiatric Nursing instructor.
15
Section V. Department Evaluation Rubrics
The College seeks to continually improve its processes and enhance student achievement and institutional
effectiveness. Below you will find two rubrics with descriptors of effectiveness standards for student
learning outcomes and for program review and planning. Please complete the rubrics to indicate whether
your department meets each standard. Be mindful that your responses will be validated by the Office of
Institutional Effectiveness (OIE). Below each rubric, please provide a brief narrative on your
department’s level of implementation.
1. Please evaluate your department’s effectiveness in Student Learning Outcomes.
a. Complete the third column of the rubric by indicating whether your department meets the
standard by inserting “Y” for yes and “N” for no in the third column.
Student Learning Outcomes Rubric
Levels of
Implementation
Awareness
Development
Proficiency
Sustainable
Continuous
Quality
Improvement
Characteristics of Department Effectiveness in
Student Learning Outcomes
Y/N
The department has defined outcomes for some courses and
programs.
The department has established authentic assessment strategies for
assessing course and program learning outcomes.
Department allocates appropriate time and resources to support
student learning outcomes and assessment.
Faculty and staff in your department are fully engaged in student
learning outcome development.
Student learning outcomes and authentic assessments are in place for
all course and program learning outcomes, and all courses and
programs have implemented assessments.
Departmental decision-making includes a dialog on the assessment
of course and program learning outcomes.
The department completes comprehensive assessment reports that
include planned improvement efforts.
The department uses its resources and, when appropriate, requests
budget augmentation to support improvements identified and
planned through the student learning outcomes assessment process.
Course and program learning outcomes are aligned with Institutional
and General Education Learning Outcomes.
Course and program learning outcomes and assessments are ongoing,
systematic and used for continuous quality improvement.
Dialog about student learning in ongoing, pervasive and robust.
Student learning improvement is a visible priority in department
goals and practices.
Results of the learning outcomes assessment process are a
fundamental data component in department program review and
planning.
Y
To be
completed
by OIE.
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
16
c. Provide a brief narrative assessing your department’s overall effectiveness on student
learning outcomes (awareness, development, proficiency, or sustainable continuous
quality improvement).
17
2. Please evaluate your department’s effectiveness in Program Review and Planning.
a. Complete the third column of the rubric by indicating whether your department meets the
standard by inserting “Y” for yes and “N” for no in the third column.
Program Review and Planning Rubric
Levels of
Implementation
Awareness
Developmental
Proficiency
Sustainable
Continuous Quality
Improvement
Characteristics of Department Effectiveness in
Program Review and Planning
Y/N
Department program review self-evaluation/annual update plan is
completed in full and submitted on time.
Department planning includes broad participation, use of
quantitative and qualitative data, and alignment of department
goals with college mission and strategic planning goals.
The program review self-evaluation/annual update plan includes
effective measures for evaluating progress in completing
department goals, and desired outcomes reflect improvements in
department effectiveness and student learning. Requested
resources are thereby justified.
The department effectively uses its resources to achieve its goals,
support the College goals and support improvement.
The department ensures that its goals, and measures toward
completing those goals, are known throughout the department.
The department assesses the progress toward meetings its planned
goals and program review recommendations.
The department planning effectively incorporates program review
results into improvements in instruction and service delivery.
Program review processes and department planning are ongoing,
incorporating systematic evaluation, and used to continually refine
and improve program practices resulting in improvements in
student achievement and learning.
Dialog about program effectiveness is ongoing, robust, and
pervasive. Data and analysis are widely distributed and used
throughout the department.
Consistent and continuous commitment to improving student
learning and educational effectiveness is a demonstrable priority in
the department.
N
To be
completed
by OIE.
Y
Y
Y
Y
Y
Y
Y
Y
Y
b. Provide a brief narrative assessing your department’s overall effectiveness on program review and
planning (awareness, development, proficiency, or sustainable continuous quality improvement).
18
EAST LOS ANGELES COLLEGE
For Academic Year 2015-2016
USE A SEPARATE FORM FOR EACH POSITION REQUESTED
If you are requesting more than one position in this discipline, prioritize each position by # 1
Hiring requests will only be considered when they are submitted by the department chair. For Counselor requests,
please identify any additional Program Reviews that should be considered:
Department: NURSING
Discipline or Program: NURSING
Replacement
Is this a replacement request for a full-time position
that has not been filled during the last five years?
Yes
No
____________________________
_______________
Name
_______________________________
Name
Date
__________________
Date
If yes, provide the name(s) and dates of separation.
In addition to the information provided by OIE, please address the following questions.
A. Staffing Hours
1.
_______/50 pts possible
Hours (30 points maximum)
Do you currently have the standard hours to offer an additional full-time faculty during the spring and fall
terms? YES
In fall 2013, how many total hours were offered in this discipline?
How many hours were taught/worked* by all regular/contract faculty? (Include ONLY those
hours that are necessary as part of their full-time load.)
How many hours were taught/worked by all hourly faculty? (Include hours for hourly
assignments taught/worked by full-time faculty)
In spring 2014, how many total hours were offered in this discipline?
How many hours were taught/worked by all regular/contract faculty? (Include ONLY those
hours that are necessary as part of their full-time load.)
How many hours were taught/worked by all hourly faculty? (Include hours for hourly
assignments taught/worked by full-time faculty)
* “worked” applies to non-teaching counselor and librarian assignments
List the faculty member, reassignment position, the reassignment (0.2, .04, 0.6) and the reassignment dates. Do
not include positions that are permanently assigned to the department (ex: Department Chair, Department
Centers)
Example: John Smith, Curriculum Chair, 0.6, Fall 2012-Spring 2014; Michele Ramos, Senate President, 0.8, Fall 2013-Spring 2015
19
2.
Trends (20 points maximum)
Please justify the replacement of the position or need for growth:
a.
For instructional departments, include enrollment trends and any factors that may increase or limit WSCH or
enrollment.
Hourly faculty currentlly teach 28-30 standard hours per semester, which would certainly
validate the need for 2 Full-Time facultyepacements.
OR
b.
For non-instructional departments (Counseling and Library), include an assessment of faculty/student ratios and
any other factors that may affect these ratios.
B. Educational Program
_______/50 pts possible
Please reference your most recent Annual Update and Program Review Self-Evaluation (PRSE) to answer the
following questions:
1.
How does filling this position align with the Program Plan and/or recommendations of your department’s
PRSE? (25 points maximum)
2. In what ways will filling this position further departmental efforts to develop or enhance new or existing
programs and/or curriculum in ways that cannot be done by current faculty? (25 points maximum)
Oral Response (Optional): TBD
Please be on time and note that no additional or updated paperwork will be accepted.
Originator _________________________________________________________
Department Chair _________________________________________________________
Designated Dean’s Signature _______________________________________________
For questions regarding the Program Review Self-Evaluation process, please contact Maribel Carbajal-Garcia at the
Office of Institutional Effectiveness: (323) 415-4152 OR carbajm@elac.edu
20
21
Perkins Funds Proposal
2015-2016
Guidelines
1.
Proposals will be assigned up to 85 points. Extra points may be given for interdepartmental proposals,
proposals that are project related, and proposals that tie in with the non-credit basic skills program.
2.
You must complete the “Program Improvement and Permissive Activities” form and the “Perkins Required
Use” table on the next pages. You need to complete these forms for EACH TOP CODE you are submitting
a proposal for. In the Perkins Required Use table you must identify activities your program/dept. is
developing/implementing with or without Perkins funds. Activities may not necessarily relate to this
funding request. However, all sections must be answered. If you are not able to identify an activity for each
“Required Use” then your funding request(s) must address the required activity.
3.
Handwritten proposals will not be accepted. Proposals must be submitted by Thursday, March 19th,
2015 by 4:00 p.m. NO EXCEPTIONS.
4.
There is no limit to the number of proposals that a department can submit. However, if you are on the
proposal ranking committee, you cannot vote on proposal(s) that involves your department. Please rank
your proposals collectively, staffing and projects, by department. If ranking is not identified correctly the
committee will rank proposals for the department.
5.
Proposals must include a budget summary reflecting the exact amount requested and an expected timeline
for completion/implementation of the proposal. The person directing the project must be prepared to
submit a completed purchase order with quotes if requesting equipment or supplies by or before Thursday,
September 24, 2015. Include exact specifications: vendor, make, model, etc. Remember, if prices go
down after the quote has been submitted, you will not be able to use the extra funds. These funds will
be swept to the general pot for future use.
6.
All questions on the application must be answered in the space provided. Failure to do so will result in
automatic elimination. Be specific and clear in your responses. The committee will be judging your
proposal solely on what they read.
7.
100% of funds for equipment must be spent or encumbered by January 30, 2016 that have not been spent
or/encumbered by the deadline will be swept to the general pot for future use.
8.
An electronic copy (email) of the proposal and the cover page with the original signatures are due by
Thursday, March 19, 2015 by 4:00 p.m.
9.
ANY QUESTIONS about the Perkins Proposal please contact Laureano Flores or Laura E. Ramirez ext.
4173.
22
Perkins Proposal
2015-2016
Program Improvement and Permissive Activities Form
(10 points)
Briefly describe program improvement issue(s) concerning this TOP code and include specific examples. (Limited to 2,000 characters, or
approximately ½ page of text.) For sample narrative responses, click here.
Briefly describe how the issue(s) will be addressed. (Limited to 2,000 characters, or approximately ½ page of text.) For sample narrative
responses, click here.
Below are the nine §135(b) Requirements for Uses of Funds. Programs receiving these funds must meet these
requirements. Indicate with a check mark those requirements that the program currently meets (met). Any remaining
unmet requirement(s) must be addressed with completed or ongoing activities by the time of submission of the final
report by August 30, 2015. Note: If all nine required uses of funds have been met, funds may be used for the permissive
activities specified in number 10.
Requirements for Uses of Funds
1.
Strengthening the academic, and career and technical skills of students participating in CTE programs through the integration of
academics with CTE programs. [§135(b)(1)]
2.
Link CTE at the secondary and the postsecondary levels, including by offering elements of not less than one program of study
described in §122(c)(1)(A). [§135(b)(2)]
3.
Provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning
experiences. [§135(b)(3)]
4.
Develop, improve, or expand the use of technology in CTE, which may include training to use technology, providing students with
the skills needed to enter technology fields, and encouraging schools to collaborate with technology industries to offer internships
and mentoring programs. [§135(b)(4)]
5.
Provide in-service and pre-service professional development programs to faculty, administrators, and career guidance and
academic counselors involved in integrated CTE programs, on topics including effective integration of academics and CTE,
effective teaching skills based on research, effective practices to improve parental and community involvement, effective use of
scientifically based research and data to improve instruction. Professional development should also ensure that faculty and
personnel stay current with all aspects of an industry; involve internship programs that provide relevant business experience; and
train faculty in the effective use and application of technology. [§135(b)(5)]
6.
Develop and implement evaluations of the CTE programs carried out with Perkins funds, including an assessment of how the needs
of special populations are being met. [§135(b)(6)]
7.
Initiate, improve, expand and modernize quality CTE programs, including relevant technology. [§135(b)(7)]
8.
Provide services and activities that are of sufficient size, scope and quality to be effective. [§135(b)(8)]
9.
Provide activities to prepare special populations, including single parents and displaced homemakers enrolled in CTE programs,
for high-skill, high-wage or high-demand occupations that will lead to self-sufficiency. [§135(b)(9)]
Indicate with a check
mark which
requirements have been
met, below.
MET
UNMET
FOR THOSE REQUIREMENT(S) LISTED ABOVE AS “UNMET:”
Describe specific activity(ies) intended to address the unmet requirement(s). (Limited to 2,000 characters, or approximately ½ page of text.)
For sample narrative responses, click here.
10. Permissive Uses Per Section 135(c) (check activities to be funded with CTE funds)
1.
Involve parents, businesses, and labor organizations, in the design, implementation and evaluation of CTE programs. [§135(c)(1)]
2.
Provide career guidance and academic counseling for students participating in CTE programs, that improves graduation rates and provides information
on postsecondary and career options, and provides assistance for postsecondary students and adults, [§135(c)(2)]
23
3.
4.
Local education and business partnerships, including work-related experiences for students, adjunct faculty arrangements for qualified industry
professionals and industry experience for teachers and faculty. [§135(c)(3)]
Provide programs for special populations. [§135(c)(4)]
5.
Assisting career and technical student organizations. [§135(c)(5)]
6.
Mentoring and support services. [§135(c)(6)]
7.
Leasing, purchasing, upgrading or adapting equipment, including instructional aides and publications (including support for library resources) designed
to strengthen and support academic and technical skill achievement. [§135(c)(7)]
Teacher preparation programs that address the integration of academic and CTE and that assist individuals who are interested in becoming CTE faculty,
including individuals with experience in business and industry. [§135(c)(8)]
Developing and expanding postsecondary program offerings at times and in formats that are accessible for all students, including through the use of
distance education. [§135(c)(9)]
Developing initiatives that facilitate the transition of sub-baccalaureate CTE students into baccalaureate degree programs, including articulation
agreements, dual enrollment programs, academic and financial aid counseling and other initiatives to overcome barriers and encourage enrollment and
completion. [§135(c)(10)]
Providing activities to support entrepreneurship education and training. [§135(c)(11)]
8.
9.
10.
11.
12.
13.
Improving or developing new CTE courses, including the development of programs of study for consideration by the state and courses that prepare
individuals academically and technically for high-skill, high-wage or high-demand occupations and dual or concurrent enrollment opportunities.
[§135(c)(12)]
Developing and supporting small, personalized career-themed learning communities. [§135(c)(13)]
14.
Providing support for family and consumer sciences programs. [§135(c)(14)]
15.
17.
Providing CTE programs for adults and school dropouts to complete secondary education or dropouts to complete secondary education or upgrade
technical skills. [§135(c)(15)]
Providing assistance to individuals who have participated in services and activities under this Act in continuing their education or training or finding an
appropriate job. [§135(c)(16)]
Supporting training and activities (such as mentoring and outreach) in nontraditional fields. [§135(c)(17)]
18.
Providing support for training programs in automotive technologies. [§135(c)(18)]
19.
Pooling a portion of such funds with a portion of funds available to other recipients for innovative initiatives. [§135(c)(19)]
20.
Supporting other CTE activities consistent with the purposes of the Act. [§135(c)(20)]
16.
Check all types of activities to be funded with Perkins Funds:
[ ] Professional Dev. (including stipends)
[ ] Instructional Equipment Purchase/Replacement
[ ] Facility Rental/Lease (off-campus location)
[ ] Curriculum Development
[ ] Program Marketing and Outreach
[ ] Other (specify)________________
Check one: UNMET REQUIREMENTS WILL BE ADDRESSED:
[ ] Entirely with Perkins Funds
[ ] Entirely with Other Funding Sources
[ ] Using Both Perkins and Other Funding Sources
[
[
[
[
] Instructional Materials Purchase/Replacement (including software)
] Project Administration
] Programs/Services for Special Populations
] Consultants or Other Contracted Services
24
APPLICATION FOR PERKINS 2015-2016 FUNDS
Perkins Required Use
(20 points)
Perkins
Required Use
Current Activities
Curriculum revision
Strengthen academic & technical
skills of students
Link secondary and postsecondary
CTE programs (at least one program
of study)
Provide students with strong
experience and understanding all
aspects of an industry (WBL)
Develop, improve, and expand use of
technology
Professional Development
Evaluate programs with emphasis in
meeting needs of spec. pops.
Initiate, improve, expand and
modernize quality programs
Core Indicator
Status
One: Technical Skill Attainment
Two: Completions
Three: Persistence & Transfer
Four: Placement
Five: Equity Non-Traditional Emp.
New Activity
Continuing Activity
Planned
Completed
One: Technical Skill Attainment
Two: Completions
Three: Persistence & Transfer
Four: Placement
Five: Equity Non Traditional Emp.
New Activity
Continuing Activity
Planned
Completed
One: Technical Skill Attainment
Two: Completions
Three: Persistence & Transfer
Four: Placement
Five: Equity Non Traditional Emp.
New Activity
Continuing Activity
Planned
Completed
One: Technical Skill Attainment
Two: Completions
Three: Persistence & Transfer
Four: Placement
Five: Equity Non Traditional Emp.
One: Technical Skill Attainment
Two: Completions
Three: Persistence & Transfer
Four: Placement
Five: Equity Non Traditional Emp.
One: Technical Skill Attainment
Two: Completions
Three: Persistence & Transfer
Four: Placement
Five: Equity Non Traditional Emp.
One: Technical Skill Attainment
Two: Completions
Three: Persistence & Transfer
Four: Placement
Five: Equity Non Traditional Emp.
New Activity
Continuing Activity
Planned
Completed
New Activity
Continuing Activity
Planned
Completed
New Activity
Continuing Activity
Planned
Completed
New Activity
Continuing Activity
Planned
Completed
25
Provide services & activities of
sufficient, size, scope and quality.
One: Technical Skill Attainment
Two: Completions
Three: Persistence & Transfer
Four: Placement
Five: Equity Non Traditional Emp.
New Activity
Continuing Activity
Planned
Completed
Provide activities to prepare special
pops. For high skill, high wage, or
high demand occupations leading to
self-sufficiency
One: Technical Skill Attainment
Two: Completions
Three: Persistence & Transfer
Four: Placement
Five: Equity Non Traditional Emp.
New Activity
Continuing Activity
Planned
Completed
26
Application for Perkins Funds
Staffing Proposal
2015-2016
75 points
Rank if multiple proposals being favored by discipline (
)
Please note that you must have also completed the “Program Improvement and Permissive Activities” form and the
“Perkins Required Use” table. You only need to complete each of those forms once regardless of the number of
proposals submitted.
Program
TOP Code
Initiator/Contact Person
Signature
Department Chair
Signature
Department
Phone #
Supervising Dean
Signature
Student Employee Position and Rate:
Program Assistant $11.04
Career Guidance Counselor $15.46
Total Funds Requested
Student Worker $9.20
Student Tutor I-$9.20, II-$11.04, III-$13.25
Unclassified Non Student Worker
Professional Expert (rate TBD)
$
Budget Preparation
Hours per week
Number of weeks
Subtotal Hours
Fall
Winter
Spring
Summer (3 weeks)
Total Hours
Hourly Rate
1.
X
$
Total Cost
Describe the typical duties, support, or expected activities the employee will complete. (10 points)
SENATE EXECUTIVE COMMITTEE DRAFT – February 4, 2014
SENATE ADOPTED—February 11, 2014
2.
How will staffing this position support
a.) the required uses of funds(10 points):
b.) core indicators (10points):
c.) program review (10 points):
d.) annual goals( 5 points):
SENATE EXECUTIVE COMMITTEE DRAFT – February 4, 2014
SENATE ADOPTED—February 11, 2014
Application for Perkins Funds
2015-2016
Project Proposal
Must be a CTE approved TOP Code program
NOTE: Core indicator data must be reviewed every year.
Contact Laura E. Ramirez for current data.
85 POINTS Possible
Rank if multiple proposals being favored by discipline (
)
Please note that you must have also completed the “Program Improvement and Permissive Activities” form and the
“Perkins Required Use” table. You only need to complete each of those forms once regardless of the number of
proposals submitted.
Program
TOP Code
Initiator/Contact Person
Signature
Department Chair
Signature
Total Funds Requested
1.
Department
Supervising Dean
Phone #
Signature
Title of Proposal
Is your Proposal interdepartmental?
Please have the chair of the departments involved sign below.
Print Name
Signature_____________________________
Department
2.
What is nature of this project request? The project must be more than an equipment/supplies request? Indicate
how- for example are you revising curriculum, developing a certificate, conducting an event, etc. (10
POINTS) (5 sentences)
3.
Please provide a brief description of your proposal idea and state how it supports the
a.) Requirement for Uses of Funds: (5 POINTS)
b.) Core Indicator Data for your discipline: (5 points)
c.) Unmet Requirements/Permissive Uses: (5 points)
4.
Please write a few sentences indicating how this project relates to goals stated in the program review (please
reference) or operational plan of your department. (5 POINTS)
SENATE EXECUTIVE COMMITTEE DRAFT – February 4, 2014
SENATE ADOPTED—February 11, 2014
5.
Attach most recent advisory committee meeting minutes/attendance. Identify, if applicable, where the advisory
committee supported this project.
(5 POINTS)
6.
What are the expected outcomes of your project and how will you evaluate the success? Identify how many
students will be impacted by this project.
(10 Points)
Number of Participating Students
Number of Participating Faculty
SENATE EXECUTIVE COMMITTEE DRAFT – February 4, 2014
SENATE ADOPTED—February 11, 2014
Perkins Funds
Budget Summary (10 points)
(Not required for Staffing Proposal)
Proposal Title
Date
Proposal Director/Designee
Department/Area
(Each participating Department/Area must complete a separate form)
Anticipated
Completion
Date
Object code:
Amount
1000 Certificated Salaries (hourly instruction)
Subtotal
$
$
$
$
2000 Classified Salaries (professional expert, instructional aides, tutors,
clerical/ student help)
$
$
$
$
3000 Benefits for permanent certificated and classified employees
$
$
$
4000 Materials & Supplies (books, media, software1, printing)
$
$
$
$
5000 Operating Expenses (contract consultants, lecturers, conferences,
postage, mileage, travel, advertising)
$
$
$
$
6000 Capital Outlay (facilities modifications, equipment, computers)
$
$
$
$
7000 Other (student grants, student travel)
1
Less than $200, considered supply; otherwise considered equipment
$
$
$
$
Total Requested
Total
$
$
SENATE EXECUTIVE COMMITTEE DRAFT – February 4, 2014
SENATE ADOPTED—February 11, 2014
SAMPLE RESPONSES
Briefly describe program improvement issue(s) concerning this TOP code and include specific
examples.
Example A:
Student achievement is below state level. Program attrition is below state level. Increasingly there is
limited access to clinical training sites. Increasingly there is limited access to clinical faculty. There is
a need to maintain employment rates of completing students and involvement of non-traditional
students.
Example B:
A) Facilities for EMT’s & Paramedics need to be improved. The classroom, restrooms, lab and storage
space provided are extremely inadequate. B) Old outdated equipment needs to be replaced with
industry standard equipment. C) EMT and Paramedic staff needs to stay current in the field. D)
Female enrollment in the program has decreased. Bringing female numbers up needs to be a priority.
E) Program and course SLOs and assessments need to be developed.
Briefly describe how the issue(s) will be addressed.
Example A:
Provide support materials to enhance student success. Expand student proficiency in computer use and
test taking. Promote online practice of state board reviews. Provide faculty training in BVNPT test
plan and curriculum coordination. Integrate technology across curriculum and provide for integrated
academics. Provide exposure to industry through observation and work experience. Expand industry
contacts to increase clinical training opportunities.
Example B:
A) Funding from the recently approved bond measure will provide funding for new construction. B)
New industry standard equipment will be identified and purchased with a combination of Perkins and
District funds. C) Professional development opportunities will be made available with Perkins, District
and other sources of funding. D) EMT/Paramedic staff will participate in non-traditional career fairs.
Female staff will serve as role models and mentors for female students.
FOR THOSE REQUIREMENT(S) LISTED AS "UNMET”-- Describe specific activity(ies) intended to
address the unmet requirement(s).
Example A:
Provide faculty training in test plan preparation and curriculum.
Example B:
No unmet requirements, therefore no response required.
SENATE EXECUTIVE COMMITTEE DRAFT – February 4, 2014
SENATE ADOPTED—February 11, 2014