Program Review 2011
Vocational Nursing Program
February 25, 2011
Annual Program Review Form
2010-11
The completion of this form is part of the institutional program review process. Please submit a completed form to
the Program Review Committee and to your School Dean or immediate supervisor by February 25, 2011.
Combined responses to questions 1 through 6 should not normally exceed four pages.
Department:
Contact Person:
Date:
Nursing -- Licensed Vocational
Torres, Chita
November 1, 2010
Please check this box to certify that faculty and staff in your unit discussed the major planning objectives:

Description of Programs and Services and their Locations
Home Health Aide/Nurse Assistant (VOCN 23, 24, 25) – Graduates of this 18 week full-time program will be highly qualified for
entry-level positions as health care providers. They are qualified for positions in acute care and convalescent facilities as well as
home care agencies and out-patient clinics. This program is approved by the California State Dept. of Health Services.
Successful completion qualifies the graduate to take the Nurse Assistant Competency Exam and obtain State Certification to
practice; obtain Home Health Aide Certification without further examination. This program is offered every semester at
Southeast Campus - 1800 Oakdale Drive, S.F. (Credit Program)
Licensed Vocational Nursing (LVN) – This three semester (18 months) Vocational Nursing Program prepares students for a
career in vocational nursing. The program study for the certificate of completion in Vocational Nursing is designed to prepare
students for employment in acute care facilities, clinics, long-term care facilities, physician’s offices, home care, and health
centers. The program includes three levels of preparation representing the three full-time semesters of the program: VOCN 41
(14.5 units), VOCN 42 (15.5 units), and VOCN 43 (14.5 units). Critical thinking concepts and principles will serve as a
framework for studying the nursing and behavioral sciences within a health promotion/risk reduction, multi-cultural based
curriculum. This program is approved by the Board of Vocational Nursing and Psychiatric Technicians. The LVN program is
located at John Adams Campus - 1860 Hayes St. S.F. 94117. (Credit Program)
Geriatric Home Aide (Noncredit Program) – The Geriatric Home Aide program has been designed to prepare students to enter
the home care field by providing job specific training for assistance to elderly persons in their homes. Total # of hours – 104.
Home Health Aide (Noncredit) – VOCN 9194 and VOCN 9195 - This is a combination of theory and clinical practice that
prepares student s to render home care to the adult and geriatric clients. This course is designed for re-entry students and those
with Cantonese /Mandarin bilingual skills. Certification by the State of California is granted upon successful completion of theory
and clinical components. This program is taught at Chinatown Campus.
Licensed Vocational Nurse Refresher (VOCN 9200) - This noncredit course provides a comprehensive review of the principles
of Licensed Vocational Nursing including a State Board Review program for students who already have a LVN or RN license
re-entering the nursing workforce. This program is offered at John Adams Campus in collaboration with JVS/Welcome Back
Center.
Description from Spring 2010 inserted by Research & Planning. Please revise if necessary.
2
Use data on this and following pages to respond to Question 1:
STUDENT CONTACTS, PERSONNEL, EXPENDITURES, AND PRODUCTIVITY
Lice nce d V oca tiona l N ursing
(7728,7730)
FTES Regular
Credit Enrollment
Headcount
Students
FTES Regular
Non- FTES CDCP
credit Enrollment
Headcount
FTEF Instructional
Credit
FTEF NonInstructional
Faculty
Non- FTEF Instructional
credit FTEF NonInstructional
FTEF Chairs
Other Personnel FTEF Administrator
FTEF Classified
Unrestricted 1000
Unrestricted 2000
Unrestricted 3000
Unrestricted 4000
Unrestricted 5000
Unrestricted 6000
Unrestricted 7000
Unrestricted Total
Restricted 1000
Restricted 2000
Restricted 3000
Restricted 4000
Expenditures
Restricted 5000
Restricted 6000
Restricted 7000
Restricted Total
Other 1000
Other 2000
Other 3000
Other 4000
Other 5000
Other 6000
Other 7000
Other Total
FTES per FTEF
Credit
Apportionment Credit
ProductFTES per FTEF
ivity
NonApportionment Regular NC
credit
Apportionment CDCP
Aca de mic Y e a r
2005-06
2006-07
2007-08
2008-09
2009-10
374.69
1,456
356
57.04
324.21
1,264
376
45.08
295.56
1,317
372
44.59
291.96
1,274
337
44.31
385.07
1,214
245
49.18
165
135
17.03
0.13
125
94
16.98
0.25
125
93
21.08
0.51
128
96
18.94
0.50
118
86
16.00
0.40
3.34
0.03
0.70
2.94
0.02
0.60
3.21
0.02
0.60
2.83
2.32
0.60
0.60
1.00
1.00
0.93
1.00
1.02
$1,227,106
$49,371
$262,191
$4,124
$157
$1,363,273
$74,896
$256,326
$1,884
$899
$1,445,584
$41,454
$268,131
$3,604
$702
$1,480,819
$46,479
$306,612
$3,700
$1,236,443
$51,880
$261,928
$972
$677
$1,542,950
$3,417
$1,697,278
$1,759,476
$1,837,610
$1,551,900
$14,799
$369
$855
$4,414
$378
$396
$427
$29,302
$1,070
$31,195
$200
$15,171
$304
$19,468
$40,832
$2,278
$63,548
$2,756
$450
$2,165
$10,200
$325
$21,593
$23
$86
$35
$352
$35
$5,371
22.00
$1,475,060
17.06
$133,042
$32,118
19.09
$1,356,638
15.35
$111,761
$108
14.02
$1,307,365
13.88
$117,081
$387
15.42
$1,352,507
15.65
$121,620
$35
24.07
$1,786,681
21.24
$135,002
3
STUDENT DEMOGRAPHICS IN CREDIT
Lice nse d V oca tiona l N ursing
Age
Bogg
Ethnicity
Gender
16 - 19
20 - 24
25 - 29
30 - 34
35 - 39
40 - 49
50 Plus
Unknown/No Response
Received Bogg Fee Waiver
Did Not Receive Bogg
African American/Non Hispanic
American Indian/Alaskan Native
Asian (excluding SouthEast)
Filipino
Hispanic/Latino
Other Non White
Pacific Islander
SouthEast Asian
Unknown/No Response
White Non Hispanic
Female
Male
Unknown/No Response
T ota l S tude nts
2005-06
0.8%
22.8%
20.5%
14.0%
13.5%
18.0%
10.4%
0.0%
52.0%
48.0%
20.8%
0.0%
19.9%
27.0%
14.6%
0.8%
1.1%
1.7%
1.4%
12.6%
78.7%
20.5%
0.8%
356
Aca de mic Y e a r
2006-07
2007-08
2008-09
1.6%
1.1%
0.9%
25.5%
22.0%
23.1%
22.3%
18.0%
21.4%
15.4%
12.1%
13.6%
10.4%
11.3%
10.4%
17.3%
20.2%
19.6%
7.4%
15.3%
10.4%
0.0%
0.0%
0.6%
54.8%
45.4%
47.8%
45.2%
54.6%
52.2%
13.3%
11.8%
12.8%
0.3%
0.0%
0.0%
21.5%
22.8%
18.7%
29.8%
31.7%
32.0%
15.4%
12.1%
10.1%
2.7%
2.2%
2.1%
1.1%
1.3%
0.9%
1.6%
2.4%
4.7%
4.0%
3.5%
7.7%
10.4%
12.1%
11.0%
80.3%
80.6%
80.7%
18.9%
18.5%
19.0%
0.8%
0.8%
0.3%
376
372
2009-10
1.2%
22.0%
26.9%
13.1%
9.8%
15.9%
11.0%
0.0%
61.2%
38.8%
15.1%
0.0%
24.9%
25.3%
11.4%
2.9%
1.2%
5.7%
2.4%
11.0%
78.8%
19.2%
2.0%
337
245
Aca de mic Y e a r
2006-07
2007-08
2008-09
1.1%
0.0%
0.0%
2.1%
2.2%
2.1%
5.3%
4.3%
4.2%
8.5%
7.5%
4.2%
7.4%
6.5%
8.3%
25.5%
21.5%
30.2%
45.7%
54.8%
43.8%
4.3%
3.2%
7.3%
0.0%
0.0%
0.0%
100.0%
100.0%
100.0%
6.4%
3.2%
2.1%
0.0%
0.0%
0.0%
61.7%
59.1%
62.5%
8.5%
6.5%
3.1%
6.4%
5.4%
8.3%
1.1%
2.2%
0.0%
1.1%
1.1%
0.0%
0.0%
0.0%
0.0%
10.6%
7.5%
9.4%
4.3%
15.1%
14.6%
83.0%
86.0%
88.5%
7.4%
10.8%
7.3%
9.6%
3.2%
4.2%
2009-10
0.0%
2.3%
4.7%
8.1%
15.1%
25.6%
40.7%
3.5%
0.0%
100.0%
3.5%
1.2%
57.0%
16.3%
1.2%
0.0%
0.0%
0.0%
8.1%
12.8%
88.4%
9.3%
2.3%
STUDENT DEMOGRAPHICS IN NONCREDIT
Lice nse d V oca tiona l N ursing
Age
Bogg
Ethnicity
Gender
16 - 19
20 - 24
25 - 29
30 - 34
35 - 39
40 - 49
50 Plus
Unknown/No Response
Received Bogg Fee Waiver
Did Not Receive Bogg
African American/Non Hispanic
American Indian/Alaskan Native
Asian (excluding SouthEast)
Filipino
Hispanic/Latino
Other Non White
Pacific Islander
SouthEast Asian
Unknown/No Response
White Non Hispanic
Female
Male
Unknown/No Response
T ota l S tude nts
2005-06
0.0%
0.7%
2.2%
10.4%
6.7%
25.9%
51.1%
3.0%
1.5%
98.5%
0.7%
0.0%
63.7%
5.2%
5.2%
1.5%
0.0%
3.0%
9.6%
11.1%
85.2%
5.9%
8.9%
135
94
93
96
86
4
STUDENT SUCCESS IN CREDIT
measured by GRADE POINT AVERAGE and PERCENT UNITS PASSED
Lice nse d V oca tiona l N ursing
Cre dit S ucce ss D a ta by D e mogra phic
2005-06 2006-07 2007-08 2008-09 2009-10
by
Age
16 - 19
20 - 24
25 - 29
30 - 34
35 - 39
40 - 49
50 Plus
Unknown/No Response
0.92
2.63
3.08
2.86
2.93
3.26
2.62
1.67
2.66
2.98
2.73
2.77
2.84
2.59
3.38
3.10
3.11
2.73
3.07
2.85
3.11
2.33
2.96
2.96
2.79
2.97
2.85
3.11
2.38
3.12
3.05
2.98
2.89
3.07
3.17
by
Bogg
Received Bogg Fee Waiver
Did Not Receive Bogg
2.84
2.93
2.74
2.80
3.00
3.01
2.91
2.93
2.96
3.21
2.46
2.56
2.74
3.07
2.94
2.71
3.23
3.35
3.12
3.64
3.26
2.59
3.00
2.93
2.67
2.63
2.66
2.98
2.53
2.72
3.15
2.58
by
E thnicity
African American/Non Hispanic
American Indian/Alaskan Native
Asian (excluding SouthEast)
Filipino
Hispanic/Latino
Other Non White
Pacific Islander
SouthEast Asian
Unknown/No Response
White Non Hispanic
3.09
2.99
2.78
2.83
2.63
2.96
3.42
3.31
2.90
2.84
2.92
3.15
3.18
2.89
2.89
3.38
3.15
3.01
2.99
2.89
2.76
2.86
3.32
3.47
by
Ge nde r
Female
Male
Unknown/No Response
2.84
3.02
3.50
2.75
2.84
2.44
3.00
3.03
2.74
2.93
2.85
3.85
3.03
3.13
3.19
by
Age
16 - 19
20 - 24
25 - 29
30 - 34
35 - 39
40 - 49
50 Plus
Unknown/No Response
33%
80%
96%
88%
80%
91%
80%
54%
75%
84%
82%
87%
86%
76%
50%
76%
92%
87%
98%
92%
89%
100%
89%
90%
89%
97%
88%
93%
100%
67%
95%
91%
98%
99%
95%
98%
by
Bogg
Received Bogg Fee Waiver
Did Not Receive Bogg
85%
87%
83%
78%
86%
89%
88%
93%
92%
99%
78%
79%
93%
87%
92%
86%
67%
75%
67%
100%
89%
71%
100%
92%
81%
77%
76%
100%
91%
64%
80%
75%
by
E thnicity
African American/Non Hispanic
American Indian/Alaskan Native
Asian (excluding SouthEast)
Filipino
Hispanic/Latino
Other Non White
Pacific Islander
SouthEast Asian
Unknown/No Response
White Non Hispanic
92%
88%
84%
83%
100%
89%
100%
90%
91%
96%
92%
100%
100%
93%
82%
87%
97%
93%
96%
94%
67%
92%
100%
97%
by
Ge nde r
Female
Male
Unknown/No Response
85%
89%
100%
80%
83%
93%
88%
85%
67%
91%
88%
100%
94%
97%
100%
Gra de
P oint
Ave ra ge
P e rce nt
U nits
P a sse d
5
STUDENT SUCCESS IN NONCREDIT
measured by ATTENDANCE HOURS
Lice nse d V oca tiona l N ursing
by
Age
by
Bogg
Atte nda nc
e H ours
by
E thnicity
by
Ge nde r
Atte nda nce H ours by D e mogra phic
2005-06 2006-07 2007-08 2008-09 2009-10
16 - 19
20 - 24
25 - 29
30 - 34
35 - 39
40 - 49
50 Plus
Unknown/No Response
398.0
415.3
368.3
306.4
222.1
176.1
115.5
407.3
311.4
316.7
380.1
394.6
296.5
177.4
125.0
407.5
397.5
375.3
400.0
262.8
200.6
162.7
225.0
355.0
341.3
232.0
306.1
190.4
184.7
418.0
397.0
390.3
404.4
299.8
226.9
290.3
Received Bogg Fee Waiver
Did Not Receive Bogg
401.0
219.1
251.7
251.7
242.3
300.2
African American/Non Hispanic
American Indian/Alaskan Native
Asian (excluding SouthEast)
Filipino
Hispanic/Latino
Other Non White
Pacific Islander
SouthEast Asian
Unknown/No Response
White Non Hispanic
420.0
406.7
278.6
404.5
155.9
421.2
416.1
421.5
193.9
374.4
404.5
370.3
411.0
198.3
378.8
351.1
394.8
382.8
184.8
270.7
349.1
399.7
416.0
244.9
398.2
406.0
218.5
207.4
389.7
242.3
338.0
128.7
397.3
338.1
336.8
325.7
358.8
Female
Male
Unknown/No Response
222.5
254.7
193.0
266.5
136.6
213.1
258.5
258.4
48.0
257.6
137.1
101.3
298.2
336.5
231.5
6
1. Please provide reflections on the above data trends for your department. If you have additional data that
you would like to provide, please also include that here.
The students’ headcount for school year 2009 -2010 is less than the previous school years. This is due to
the fact that the department is still two positions short of full-time faculty. We have limited our admission
to the LVN program by about ten students per semester. For our C.N.A. program, we were able to
maintain our admission numbers due to a Chancellor’s Grant funding ten (10) additional students for three
semesters. Our programs are female dominated but we continue to see a rise in male population to both
the LVN and C.N.A. programs. We also noticed that in school year 2009-2010, there is an increase in the
number of students in the program that are in the age bracket of 20 – 29, while the older adult population
maintain their steady numbers. In terms of ethnicity, the department continues to boast a very diverse
group of students with a slight increase in African Americans and Latino population in last year’s data.
2. Please describe any internal or external developments affecting your department since the last program
review.
Despite having two new Tenure Track faculty this academic year, the department is still two (2) positions
short of full-time instructors. Three of our faculty went on maternity leave posing a challenge to our
ability to meet our staffing needs. The department resorted to Part-time position consolidation last
semester to be able to get two (2) full-time tenure track positions for Fall 2011, approved by FPAC. This
will enable us to have a full compliment of qualified faculty to provide consistency in the delivery of
nursing education to our students.
The LVN and C.N.A programs continue to have a large number of students wanting get in these
programs. The LVN program uses the lottery system to take students in to the program. Through the
efforts of the college’s Board of Trustees, students from San Francisco get a better chance in the lottery as
their names are entered twice.
Clinical placement for our nursing students particularly the Specialty Areas (Maternity, Pediatrics), has
been a challenge. Not all acute care hospitals here in the bay area have Maternity and Pediatric units.
There is a keen competition among nursing schools for these specialty units, and these specialty units will
only take between 6-8 students per rotation. Since the Board of Vocational Nursing approved the use of
simulation laboratory by 20% of students’ clinical time, we will be using the simulation lab to provide
clinical teaching which may not otherwise be available in the hospital setting.
Our C.N.A. program is located at Southeast campus. The room that they are using does not have a sink
and water supply that they need when they are demonstrating basic nursing skills such as hand washing,
bed bath, etc. Students and faculty have to go to the restroom to wash their hands and get water for their
demonstration of certain skills. Southeast campus has a skills laboratory but is being used by another
program. The C.N.A. program needs a skills laboratory that can provide the necessary space and
equipments they need to teach effectively.
3. Summarize your department’s progress since the last program review on implementing your six-year
plan for reviewing all courses, programs, projects, and services. Please also update the Excel spreadsheet
that contains your timeline for this review and for the assessment of student learning outcomes. If your
unit does not offer courses, use this space to discuss your plans for assessing your administrative unit
outcomes.
The department has completed updating VOCN 24 course outline, and approved by the Curriculum
Committee Spring 2010. VOCN 23 and VOCN 25 course outlines have been updated and will be sent to
the college’s curriculum committee for approval this semester. The department’s curriculum committee
met on several occasions last Fall 2010 updating the course outlines for VOCN 42 and VOCN 43. They
will be sent to Ms. Moriwaki, chair of curriculum committee for her review. We anticipate presenting
these two course outlines to the college’s curriculum committee for their approval on their March/April
meetings. On Flex day, the department’s curriculum committee met to discuss updating VOCN 41 A and
B course outlines. Series of meetings are planned this semester to work on these two course outlines.
7
4. Summarize your department’s progress since the last program review on the plans for improvement in
courses, programs, projects, and services based on the assessment of student learning outcomes. If your
unit does not offer courses, use this space to discuss your progress in improving your services based on
the assessment of your administrative unit outcomes. What is working particularly well? Are there items
you need help with?
Through Perkins grant funding, we have implemented last Fall 2010 the use of Northstar Learning
software, a NCLEX –PN study aide for our students in all three levels. This software follows the NCLEXPN detailed test plan which is incorporated in the students’ course work. It also has a remediation
program that includes standardized test that faculty implements as a tool to help students who are
struggling academically. We also have replaced our outdated NCLEX –PN review software in our
computer lab that allow students to practice taking the NCLEX-PN test in a stress-free environment, while
making them more familiar with the Board of Vocational Nursing testing format. It is our hope that this
endeavor will increase the NCLEX – PN pass rates of our graduates.The faculty had a series of staff
development using these softwares, and training on how they will integrate and utilize the NCLEX – PN
study aide in the nursing curriculum.
Now that our simulation laboratory is in place, we anticipate its full use especially for our specialty areas
(Maternity, Pediatrics). The lab simulates real life experiences for students in a controlled no –risk
environment. By undertaking clinical work both in a simulation lab and in the field, every student has the
opportunity to participate in the full range of essential practice experiences prior to graduation, making
them competent practitioners. Sim lab also provides the opportunity for remedial training that
significantly influence students’ success.
The subcommittee recommended the need for an Early Alert system for our students who are struggling
academically especially those with English as a second language. The department instituted an Early Alert
system last Fall 2010. Students identified are counseled and offered tutorial during faculty’s office hours.
The curriculum committee is also looking into the idea of offering Medical Terminology as a prerequisite
to the program.
5. Summarize your progress to date on the major objectives you identified in last year’s program review
(excluding progress already cited in #3 and #4).
Faculty are now using the simulation laboratory as an adjunct to their clinical teaching. Despite the
training of faculty with the use of the simulation lab, faculty recognized the need of a simulation
laboratory technician to assist them with the maintenance and support of the simulation lab through out
the academic year.
Due to the department’s lack of adequate full-time and part-time staff this academic year, we have not
addressed the plan of offering a part – time LVN program. It is my hope that once we stabilize our
staffing issues in Fall 2011, we can proceed with looking at this matter.
The LVN to RN Bridge program is a work in progress. The curriculum is in place. We need to find
money to fund the program, and to continuously work with the RN program to support such endeavor.
6. What are the department’s major objectives for the 2011-12 academic year? Cite linkages, where
applicable, to college plans. You may also cite linkages to the department’s review of courses, programs
and assessment of student learning.
We envision our simulation laboratory to be in full use by the three levels with the assistance of a
simulation laboratory technician that will support and maintain the laboratory through out the school year.
Professional development of faculty with the use of the simulation mannequins/softwares is critical in the
implementation of the simulation laboratory. We purchased the simulation mannequins three years ago
but were not fully used due to our being relocated to a different site for the renovation of John Adams.
Faculty could use a refresher on how these mannequins work including the building of clinical scenarios
on each level.
8
We have been successful in assisting our students in their completion of the LVN program however; we
have not been successful in helping them with their desire to upgrade to become RNs. The LVN
department would like to work collaboratively with the RN program to figure out ways to offer the LVN
to RN Bridge program in the near future. This will allow past and present graduates of the LVN program
pursue their long awaited nursing career ladder.
Our students’ population is very diverse. They come to our program with a variety of educational, social
and economic issues that affect their ability to complete the program in a timely manner. The program
needs a case manager to assist students with their various needs so that they can be successful in the
program, thereby decreasing our attrition rate and increasing the completion rates of our students.
Bonus Question for 2010-11: What progress has your department / program made on the college-wide
initiative to improve textbook affordability and access for all our students? Please indicate what
discussions you have had and what strategies you have developed to combat the high cost of textbooks.
The faculty is very much aware of the high cost of textbooks for our students. In our efforts to assist our
students with regards to affordability of textbooks, we are using a textbook that combines Maternity,
Pediatrics and Growth and Development rather than having three separate textbooks. For our Medical
Surgical Nursing textbook, we use one textbook for the entire program (three semesters). For Community
Health Nursing, students are made to use web based designed textbook as well as do research work rather
than using a prescribed textbook.
Faculty is also looking into the use of Kindle electronic reader which might be more cost effective for the
students.
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New Resources Needed
Briefly describe each project. Include specific links, where applicable, to college plans to support your request. You
may also include specific links to the department’s review of courses, programs and assessment of student
learning. Please remember to include any costs associated with staffing, equipment, supply, facilities, or unit
requests. If exact costs are unknown, please approximate. Put your projects in order of priority. Add additional
items as necessary.
First Priority
 X This is a new request
 We initially made this request in our
Program Review
Project Title:
Hiring of a Simulation Lab Technician
Brief Project Description:
The LVN program through Perkins and Block monies acquired simulation
mannequins, softwares,and an enclosed simulation laboratory with TV
projection as an adjunct to clinical teaching. The simulation lab technician will
support and maintain the simulation laboratory through out the school year.
Fall 2011
Timeline:
Rationale:
Links to Plans:
While the LVN faculty had previous training regarding the use of Simulation
mannequins, they have expressed the need for a technician to support and
maintain the simulation laboratory through out the academic year. The faculty is
busy with students during the scheduled simulation activity, and immediately
after their simulation activity, the faculty has either a class or has to go to the
hospital for clinical work. Maintenance of the simulation lab is difficult without
someone taking responsibility of the equipment and the laboratory itself. These
equipments are expensive and hard to replace if they breakdown.
Insert links here
Staffing Needs:
Simulation lab technician
Equipment Needs:
N/A
Supply Needs:
N/A
Facility Needs:
N/A
Request for Additional Units:
Second Priority
 X This is a new request
 We initially made this request in our
Program Review
Project Title:
Offering an LVN to RN Bridge Program
Brief Project Description:
In collaboration with the RN program, a LVN to RN Bridge program will be
offered to our LVN graduates.
Fall 2012
Timeline:
Rationale:
Links to Plans:
The LVN program completes about 75 students per year. Most of these
students have the desire to upgrade themselves to become an RN. The RN
program at City College is very impacted with hundreds of applicants. Having a
LVN to RN Bridge program at the college allows past and present graduates of
our LVN program the ability to pursue their quest to become a RN.
Insert links here
Staffing Needs:
One full-time instructor
Equipment Needs:
10
Supply Needs:
Insert supply needs, if any, here
Facility Needs:
Insert facility needs, if any, here
Request for Additional Units:
Insert FTEF needs, if any, here
Third Priority
 This is a new request
 X We initially made this request in our
2009 - 2010
Program
Review
Project Title:
Case Manager for our Vocational Nursing Students
Brief Project Description:
A case manager for the LVN program to assist faculty in providing support
services in a variety of ways to our students to help them be successful in their
educational endeavor.
As soon as fund becomes available
Timeline:
Rationale:
Students come to our program with a variety of educational, social, economic issues
that affect their ability to complete the program. The counselor for the program has a
huge caseload besides our students which makes it hard for our students to get the one
to one attention or follow up from the counselor. Having this Case Management service
for our students can decrease the attrition rate and eventually increase the completion
rates of our students.
Links to Plans:
Insert links here
Staffing Needs:
One full – time Case Manager
Equipment Needs:
11