vi. school of continuing education · vi. school of continuing education a.conditions external to...

VI. School of Continuing Education

A. Conditions External to the Colleges

The School of Continuing Education (SCE) has a unique mission within the District. It offers noncredit instruction to the more vulnerable residents such as immigrants who may be English language learners. Among the principal cities served by the District there was an average increase of 5.3% in the immigrant population between 2004-14. The extent of change in the cities with larger populations of foreign-born is illustrated in the following table.

Table 26: Change in Foreign-born Populations

Source: U.S. Census Bureau, 5-Year American Communities Surveys; analysis by Cambridge West Partnership, LLC

In all cities, between 2004-14, there was an annual average increase of 7.2% in the five-years of age or older population reporting that they speak English less than “very well.” The extent of change in cities with larger populations of foreign-born where English is spoken less than “very well” is illustrated in the following table.

Table 27: Change in Residents Who Report Speaking English Less Than “Very Well”


A second group of vulnerable residents that the School of Continuing Education serves are high school dropouts who now want to earn a General Educational Development (GED) Certificate. Among the principal public school districts served by SCE, there has been a very slight decline in this population as a representative portion of all high school enrollments between 2010-14. The extent of change in high school dropout rates for each of these school districts is illustrated in the following table.

Anaheim Buena Park Cypress Fullerton La Habra Stanton AverageCategory 2004-2009 2004-2009 2004-2009 2004-2009 2004-2009 2004-2009 Change

Foreign-born population 125,441 27,931 13,516 39,848 16,747 16,230

2010-2014 2010-2014 2010-2014 2010-2014 2010-2014 2010-2014Foreign-born population 126,926 31,027 13,810 43,079 16,567 16,769% Change 2004-09 vs. 2010-14 1.2% 11.1% 2.2% 8.1% -1.1% 3.3% 4.1%

Larger Cities Total Foreign-born Population

Anaheim Buena Park Fullerton La Habra Stanton Yorba LindaAbility to speak English 2004-2009 2004-2009 2004-2009 2004-2009 2004-2009 2004-2009

Less Than Very Well 80,693 17,254 24,585 10,347 10,015 6,601

2010-2014 2010-2014 2010-2014 2010-2014 2010-2014 2010-2014Less Than Very Well 76,824 19,902 27,535 10,638 10,754 7,657

% Change 2004-09 vs. 2010-14 -4.8% 15.3% 12.0% 2.8% 7.4% 16.0%

Larger Cities Foreign-born 5 Yrs & Over, English Languagae Skills

Cambridge West Partnership, LLC 77

Table 28: High School Dropout Rates

Source: California Department of Education, Dataquest; analysis by Cambridge West Partnership, LLC

A third group of vulnerable residents that are served by the School of Continuing Education are adult learners who have achieved less than a high school diploma. Among the principal cities, the percentage of residents with even less than a ninth-grade education is substantial. The number of residents with between a ninth and twelfth-grade education, and no diploma, approaches 50,000 residents. The extent of change in each of these categories is illustrated in the following two tables.

Table 29: Adults Age 25 or Older With Less Than Ninth-Grade Education


2010-11 to 2013-14District 2010-11 2011-12 2012-13 2013-14 Average

Anaheim Union High 2.9% 3.0% 2.1% 2.3% 2.6%Garden Grove Unified 2.4% 2.2% 2.5% 2.1% 2.3%Fullerton Joint Union High 1.8% 1.5% 1.4% 0.9% 1.4%Placentia Yorba-Linda Unified 1.3% 1.4% 0.8% 0.7% 1.1%

Orange County Average 2.4% 2.5% 2.4% 1.9% 2.3%

Annual Adjusted Grade 9-12 Dropout Rates

Less than 9th Grade 2005-09 2010-14 Change % ChangeAnaheim 30,526 29,833 -694 -2.27%Buena Park 4,612 4,461 -152 -3.29%Cypress 1,227 894 -332 -27.09%Fullerton 7,151 6,390 -761 -10.65%La Habra 4,353 4,133 -220 -5.05%Brea 746 794 48 6.38%Los Alamitos 183 236 52 28.59%Placentia 2,600 3,005 405 15.56%Stanton 4,155 4,326 172 4.13%Yorba Linda 518 716 198 38.15%

Total 56,073 54,788


Table 30: Adults Age 25 or Older With 9th to 12th Grade Education, No Diploma


In 2014 unemployment in Orange County averaged 5.8% or roughly 37,000 people.6 Many of the programs offered by SCE address career and technical education for the unemployed.

School of Continuing Education, Anaheim Campus, Wilshire Center, and Cypress Center

6 AB86/AB104 Block Grant. Reports-2014 Census Variables by Region. Retrieved March 27, 2016 from http://aebg.cccco.edu/Resources/Reports

No Diploma9th to 12th Grade 2005-09 2010-14 Change % Change

Anaheim 24,866 22,915 -1,951 -7.85%Buena Park 4,960 4,676 -284 -5.72%Cypress 1,824 1,623 -201 -11.03%Los Alamitos 614 297 -317 -51.68%Yorba Linda 1,382 1,253 -129 -9.34%Brea 1,209 1,506 296 24.49%Fullerton 5,216 5,591 375 7.19%La Habra 3,025 3,582 557 18.41%Placentia 2,156 2,364 207 9.61%Stanton 3,338 3,813 475 14.24%

Total 48,590 47,619


1. School of Continuing Education Effective Service Area

Based upon an analysis of residential zip codes reported by enrolled students over the last five fall terms, the effective service area for School of Continuing Education encompasses 49 zip codes. As a result, the effective service area is grater than the official District service area. Individuals from these 49 zip codes accounted for 96% of all the students participating at SCE in the fall terms from 2010 to 2014. These zip codes represent 27 cities as shown on the following table.

Table 31: School of Continuing Education, Key Cities for Student Origination

Source: California Community College Chancellor’s Office, MIS Referential Files; analysis by Cambridge West Partnership, LLC

Over the periods from fall 2010 to 2014, 77% percent of the 91,281 enrolled students originated from inside the official District service area whereas 23% lived in communities outside of that official area.

2010-14City # Zips In Dist 2010 2011 2012 2013 2014 Total Average % Change

Anaheim 5 Y 7,006 6,524 6,924 6,805 6,382 33,641 6,728.2 -8.9%Fullerton 4 Y 3,526 3,153 3,247 2,916 2,780 15,622 3,124.4 -21.2%Buena Park 2 Y 1,517 1,314 1,365 1,330 1,170 6,696 1,339.2 -22.9%La Habra 1 Y 1,293 1,153 1,212 1,025 987 5,670 1,134.0 -23.7%Placentia 1 Y 1,056 978 951 820 795 4,600 920.0 -24.7%Yorba Linda 2 Y 940 878 920 752 683 4,173 834.6 -27.3%Cypress 1 Y 627 581 573 544 532 2,857 571.4 -15.2%Brea 2 Y 641 613 595 467 455 2,771 554.2 -29.0%Stanton 1 Y 492 536 534 547 542 2,651 530.2 10.2%Garden Grove 3 Y 509 480 518 474 460 2,441 488.2 -9.6%Los Alamitos 1 Y 364 336 378 323 340 1,741 348.2 -6.6%Anaheim 2 261 279 313 252 252 1,357 271.4 -3.4%Whittier 2 322 205 227 229 248 1,231 246.2 -23.0%Orange 4 218 214 218 194 179 1,023 204.6 -17.9%La Palma 1 Y 183 180 195 184 194 936 187.2 6.0%Santa Ana 3 161 147 133 153 151 745 149.0 -6.2%Long Beach 1 145 126 141 128 134 674 134.8 -7.6%Westminster 1 143 103 118 107 138 609 121.8 -3.5%Garden Grove 2 142 108 111 107 105 573 114.6 -26.1%Cerritos 1 87 94 121 120 143 565 113.0 64.4%Seal Beach 1 117 77 84 53 139 470 94.0 18.8%La Mirada 1 108 84 85 85 102 464 92.8 -5.6%Norwalk 1 47 55 65 69 86 322 64.4 83.0%Huntington Beach 2 57 61 49 58 46 271 54.2 -19.3%Lakewood 1 30 30 34 40 48 182 36.4 60.0%Hawaiian Gardens 1 30 29 26 34 36 155 31.0 20.0%Bellflower 1 24 21 29 34 31 139 27.8 29.2%Fountain Valley 1 37 20 30 26 17 130 26.0 -54.1%

Subtotals from Above 20,083 18,379 19,196 17,876 17,175 92,709 30,903.0 -14.5%

Fall Quarters Unduplicated Headcounts


Table 32: Inside vs. Outside of the District School of Continuing Education Student Origins


The School of Continuing Education effective service area is illustrated in the following chart of zip code areas.

Chart 18: Effective Service Area for School of Continuing Education


Category 2010 2011 2012 2013 2014 Total AverageIn District 86.7% 87.3% 87.2% 86.9% 85.8% 86.8% 86.8%Out of District 13.3% 12.7% 12.8% 13.1% 14.2% 13.2% 13.2%


2. Current and Projected Demographic, Social, and Economic Characteristics

Demographic attributes for the effective service area associated with the School of Continuing Education are provided in the following table. Population growth between the year 2010 and 2020 for the effective service area is estimated to be 6.4%. The projected annual rate of population change in the next several years (2015 to 2020) is 0.66%. The median age, in the mid-30s, will be maturing just beyond the normal college-age range.

Table 33: School of Continuing Education Effective Service Area Demographics

Source: Environmental Systems Research Institute, Demographic and Income Profile and Market Profile; analysis by Cambridge West Partnership, LLC

By way of contrast, similar data for the entire Orange County is shown on the following table.

Table 34: Orange County Demographics

Source: Environmental Systems Research Institute, Demographic and Income Profile and Market Profile; analysis by Cambridge West Partnership, LLC

An extended population projection for the School of Continuing Education effective service area is illustrated on the following table.

2015 to 2020Annual Rate 2000 to 2015 2010 to 2020

Element 2000 2010 2015 2020 of Change % Change % ChangePopulation 2,035,291 2,087,547 2,148,735 2,220,168 0.66% 5.6% 6.4%Households 628,250 639,507 655,276 677,613 0.67% 4.3% 6.0%Average Household Size 3.20 3.22 3.23 3.62 0.9% 12.4%Median Age 35.6 36.2 37.4Median Household Income $68,911 $79,332Per Capita Income $28,133 $31,887

2015 to 2020Annual Rate 2000 to 2015 2010 to 2020

Element 2000 2010 2015 2020 of Change % Change % ChangePopulation 2,846,283 3,010,232 3,124,130 3,253,590 0.82% 9.8% 8.1%Households 935,270 992,781 1,026,508 1,070,885 0.85% 9.8% 7.9%Average Household Size 3.00 2.99 3.00 3.00 0.0% 0.3%Median Age 36.2 36.9 37.8Median Household Income $77,676 $87,267Per Capita Income $35,179 $40,002


Table 35: School of Continuing Education Effective Service Area, Extended Population Projections

Source: Environmental Systems Research Institute, Market Profiles; analysis by Cambridge West Partnership, LLC

Within the School of Continuing Education effective service area, 40% of the residents have either less than a high school diploma or only a high school diploma. Throughout Orange County this level of educational achievement among adults generally represents only 34% of the population. Within the School of Continuing Education (SCE) effective service area, 23% of the adults completed some college, but did not earn an Associate Degree. Throughout Orange County, 21% of the adults completed some college but did not complete an Associate Degree. These residents are prime candidates for the instruction offered by SCE.

Chart 19: School of Continuing Education, Effective Service Area, Educational Attainment in 2015 for Adults Age 25 or Older

Source: Environmental Systems Research Institute, Market Profile; analysis by Cambridge West Partnership, LLC

Annual RateArea 2021 2022 2023 2024 2025 of Change

SCE 2,234,821 2,249,571 2,264,418 2,279,363 2,294,407 0.66%

Extended Population Projection

19%

22% 23%

8%

19%

10%

0%

5%

10%

15%

20%

25%

30%

Less Than High School

High School Graduate

Some College, No Degree

Associate Degree Bachelor's Degree

Graduate Degree

Orange Co. SCE


From the 2010 census to 2020 the age group in School of Continuing Education effective service area that will increase the most in proportion to the overall population is the 65+ seniors. Throughout Orange County, the seniors (age 65+) as a proportion of the population are projected (by 2040) to increase while other age groups decrease.

Table 36: Orange County Age Range Projections

Source: Orange County Business Council

Across the State, participation rates in the adult schools operated by community colleges are traditionally the highest among older adults, ages 50+. In recent years 63% of the enrolled students at the School of Continuing Education are in the senior age range of 50+ years of age. The size of that group within the effective service area is critical to future enrollments as it is also the dominant age group at the two other major noncredit adult school providers, San Diego Adult and the San Francisco Centers.7 The second largest age group (15.7%) at the School of Continuing Education is the 40 to 49-age range population. That parallels the experience at the two other major noncredit adult school providers. Traditional college age students, age 18 to 24, represented 15% of the enrollments at the NOCCCD School of Continuing Education, the same proportion as were represented among the students attending the San Diego Adult School. In San Francisco that traditional college-age group represented 22% of the students in continuing education in recent years.

The White racial group is the largest in the SCE effective service areas. The portion of the self-reported White group is expected to shrink 3.6% by 2020 while the portion of the self-reported Asian racial group is anticipated to increase 2.2% by 2020.

Hispanic ethnic residents currently constitute 41% of the population in the effective service area. The Hispanic ethnic group is estimated to continue increasing by 2.5% to become 43.5% by 2020. Across the State, participation in the community college system varies among ethnic groups. However, young people of Hispanic heritage have been historically underrepresented in higher education.

7 California Community College Chancellor’s Office. Data Mart

AbsoluteAge Range 2015 2040 Change

0 to 5 7% 6% -1%6 to 17 15% 14% -1%18 to 24 10% 8% -2%25 to 44 27% 23% -4%45 to 64 27% 25% -2%65+ 14% 24% 10%


Table 37: School of Continuing Education Effective Service Area, Racial Composition

Source Environmental Systems Research Institute, Market Profile; analysis by Cambridge West Partnership, LLC

B. Scan of Conditions Internal to the School of Continuing Education

The Institution from Within From fall 2004 to fall 2015, the unduplicated student headcount at the School of Continuing Education (SCE) saw an average decrease of 1.1% annually. SCE experienced a total decrease of 37% over the fall 2004 to fall 2016 period. Unduplicated headcount peaked in fall 2008

School of Continuing Education ESL Academic Success Award Winners

2010 to 2020Race 2010 2015 2020 Absolute Change

White 53.9% 52.2% 50.6% -3.2%Black 2.5% 2.6% 2.6% 0.1%American Indian 0.7% 0.7% 0.7% 0.0%Asian 19.4% 20.2% 21.2% 1.8%Pacific Islander 0.3% 0.3% 0.3% 0.0%Some Other 19.0% 19.7% 20.1% 1.1%Two or More 4.2% 4.3% 4.5% 0.3%

Total 100.0% 100.0% 100.0%

SCE Effective Service Area


Chart 20: School of Continuing Education Fall Quarter Unduplicated Student Headcount

Source: Chancellor’s Office Data Mart; analysis by Cambridge West Partnership, LLC

As the economy recovered from the Great Recession of 2008, enrollments (seat counts) started to decline in 2010. Compared to the experience in the North Orange CCD Adult Education program sponsored by the School of Continuing Education, enrollments at the two other major providers of community college adult education instruction in the state experienced an even sharper decline in fall term enrollments (seat counts) between 2010 and 2015. Enrollments followed the state unemployment rate.

Table 38: Comparative Fall Enrollments and California Unemployment Rate


The details of seat count trends at the School of Continuing Education, by course and summarized for each program, are located at Appendix J.

0

5,000

10,000

15,000

20,000

25,000

30,000

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

AnnualCollege Name Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 % Change

North Orange Adult 16,384 15,398 15,547 15,975 15,722 15,307 -1.3%San Diego Adult 25,658 23,874 22,316 21,506 21,943 15,839 -7.7%San Francisco Ctrs 30,696 29,209 27,816 24,316 23,444 22,466 -5.4%

Total 72,738 68,481 65,679 61,797 61,109 53,612 -5.3%

CA Aug. Unemployment 12.3% 11.9% 10.4% 8.9% 7.6% 6.1%

Unduplicated Student Counts


SCE has averaged 1,661 units of FTES during the fall terms from 2004 to 2015. The high point was reached in 2007 with 2,110 FTES. The average annual change rate was a negative 1.6%. The volume of fall term FTES declined modestly between 2004 and 2010 and again annually since 2010 as the economy started to improve. A summary of the SCE FTES trends from 2004 to 2014, in two-year increments, is documented in the following table. From 2010 to 2014 the unemployment rate has continued to decline. The details regarding the FTES trends at the School of Continuing Education, by course and summarized by program, are located in Appendix K.

Table 39: School of Continuing Education Fall Term FTES Trends

Source: North Orange County Community College District, Management Information System files; analysis by Cambridge West Partnership, LLC

The full-time equivalent student (FTES) generated in the fall terms by the primary adult education providers in the state follow the pattern found for SCE, but the decline is generally more severe than was the case at SCE. As was noted earlier with seat counts, the unemployment rate and the level of FTES generated follow one another.

Table 40: Comparative Fall FTES

Source: California Community College Chancellor’s Office. Data Mart; analysis by Cambridge West Partnership, LLC

2004 2006 2008 2010 2012 2014Total 1,754.04 2,059.85 1,973.75 1,560.73 1,349.63 1,407.94

Year to Year % Change 17.4% -4.2% -20.9% -13.5% 4.3%

2004-2010 Average Annual % Change -1.6%

2010-2014 Average Annual % Change -2.0%

Fall Term Full-time Equivalent Students

AnnualCollege Name 2004 2006 2008 2010 2012 2014 % Change

Mt San Antonio 1,664.30 1,823.59 1,719.64 1,597.01 1,510.42 1,508.78 -0.85%Santa Ana 0 0 0 2,269.18 1,781.97 1,691.10 -5.10%Santiago Canyon 0 0 0 912.68 858.69 702.34 -4.61%San Diego Adult 4,137.65 4,066.48 4,243.57 3,670.82 3,358.08 3,528.74 -1.34%San Francisco Ctrs 4,879.93 5,552.79 5,493.44 5,337.75 4,503.41 3,472.78 -2.62%

Total 10,681.88 11,442.86 11,456.65 13,787.44 12,012.57 10,903.74

CA Aug. Unemployment 5.9% 4.9% 7.8% 12.3% 10.4% 7.6%

Non-Credit Fall Term FTES


The gender ratio of males to females at SCE has followed the national trends for many years with women comprising a majority of enrolled students. From 2010 to 2015 the male portion of the student body decreased by 8%.

Chart 21: School of Continuing Education Fall Term Gender Distribution


School of Continuing Education, Graduation Day Student Exit & Faculty Congratulations

67% 67% 69% 68% 68% 68%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015

Female Male


The race and ethnicity data for SCE has many cases reported as “unknown.” However, within the known self-reported race and ethnicity categories, the proportion of Hispanic students has been increasing at the School of Continuing Education. The group has averaged 29% Hispanic student population in recent years and grew by 9% from 2010 to 2015.

Chart 22: School of Continuing Education Student Race/Ethnicity Distribution


Students from the School of Continuing Education Disability Support Services Program pose with Cypress Culinary Arts staff after lunch where they practiced their etiquette skills.

0%

10%

20%

30%

40%

50%

60%


African‐American Asian/Pacific Islander Filipino Hispanic All Other White


The largest age group among the student population, seniors (age 50+), has been more than 50% for several years. From 2010 to 2015 the 19 or less group decreased its proportion of the study body by 1.7% while the 30 to 34 year-old group increased by 1.7%.

Chart 23: School of Continuing Education Student Age Range Distribution


C. Visions of the Future at the School of Continuing Education

A listing of future curriculum visions articulated by faculty members at the School was developed through a questionnaire and follow up dialogue with the management team. The ideas were divided into two groups: (1) those for which some curriculum work had been started, or was recently approved or modified and (2) those for which ideas were still percolating with an undetermined action/implementation date. Some potential additional facilities and technology needs were identified from these curricular visions. In some cases the areas identified growth implications as part of their future scenarios. Faculty members and deans/directors were also asked to identify aspects of the current facilities that were not working well for their programs. The lists and discussions below summarize those visions of the actual present and a potential future.

General Administrative Offices Initiatives Started, Recently Approved or Modified

0%

10%

20%

30%

40%

50%

60%


19 or Less 20 to 24 25 to 29 30 to 34 35 to 39 40 to 49 50 +


o Shift institutional research efforts to enhance SCE’s capacity to use data toimprove student outcomes.

o Expand the functions of the Administrative Services Department to meetadditional requirements to function as the AEBG regional consortiumfiscal agent and for meeting additional reporting/accountability demandsfrom other categorical programs.

Ideas Percolating, Undetermined Implementation Dateo There is a need to create a fully functioning Institutional Research and

Planning Office space.o Several research projects are planned to improve decision making in the

School. These include a: (1) climate survey; (2) retention study; (3) factbook; and (4) survey of student engagement in noncredit curriculum.

o There is a need to establish a fully functional SCE Facilities Department.

Facilities Implications The Institutional Research and Planning office serves the research efforts of SCE at all primary locations, as well as several off-site locations. Centralization of the research and planning services creates the need to establish a fully functional operational office.

Technology Implications The Institutional Research and Planning unit has indicated that statistical software and additional licenses (SPSS, SAS, STATA, Dedoose) will be necessary for analyzing data for various initiatives and rigorous quantitative and qualitative studies.

Basic Skills and High School Diploma Programs Curriculum Started, Recently Approved or Modified

o Develop online courses as an alternative delivery method for the HighSchool Diploma Program (HSDP).

o Incorporate college readiness skill instruction in the HSDP courses.

Ideas Percolating, Undetermined Implementation Dateo Faculty members are exploring ways to increase the rigor of the math and

English curriculum in order to align basic skills and HSDP courses withcredit basic skills courses in math and English

o Restructure the English remediation at both the Anaheim and Cypresslocations into an adaptive technology-based course using the EdmentumPlato web-based instructional software. The course will lead to theEnglish 57 or 58 curricula to support the demand for English remediation.

o The main focus will be on adding relevant job-skills curriculum to developcomputer and writing skills for GED/HiSet students at the WilshireCampus and HiSet Learning Center.

o Provide auxiliary support services such as assistance with childcare andtransportation.


Facilities Implications The School leadership would like to have an electronic testing classroom (laboratory) at each site versus relying upon paper and pencil testing. The HSDP anticipates a need for additional laboratory space with improved furniture for a better direct instruction teaching and learning environment.

The Cypress Learning Center and Math Co-Lab are fully occupied and growth is constrained by the available facilities.

The Anaheim Learning Center (ALC) is scheduled to remove the wall that separates the two ALC rooms.

Technology Implications Due to parking issues and classroom expansion constraints, the Wilshire Learning Center/GED Preparation Laboratory will shift toward more online instruction and utilization of the laboratory facilities for tutoring and testing. The School would like to have enhanced instructional technology and equipment along with proper training in its use. The Cypress Learning Center and Math Co-Lab faculty members are particularly interested in online instructional methods and in acquiring laptop computers to support distance education.

Career and Technical Education Program Curriculum Started, Recently Approved or Modified

o Transition pedagogy from lecture-based to skill-based and contextualizedlearning.

o Design trade-specific noncredit-to-credit pathways.o The Electrical Trainee, Medical Assistant, Computers, and Administrative

Assistant programs are currently undergoing a major restructuring. TheElectrical Trainee program will become a fully state-approved certificationprogram.

o The faculty members are working to change the Mobile Media curriculumfrom a credit to a noncredit certificate program.

o The Quality Assurance for Medical Devices program is being betteraligned with business and industry needs and pathways are being createdto the biotechnology and bio-manufacturing credit programs at thecolleges.

o Program leadership is working with faculty to expand an I-BEST pilotprogram with new teaching/learning techniques beyond the four mainCTE programs where it is now implemented.

Ideas Percolating, Undetermined Implementation Dateo Increase business and industry partnerships.o The program leadership is exploring ways to develop an effective model

of online instruction. Only the Pharmacy Technical program hascurriculum committee approved online courses at this time.


o Several new program areas are being explored: Bookkeeping, PersonalCare Aide, Patient Care Technician/Certified Nursing Assistant, andMobile Media.

o A few other areas are being reviewed with the colleges and the regionalDeputy Sector Navigators. These are in the Health, ICT, andHospitality/Culinary industries.

Facilities Implications The program leadership would like to construct a laboratory environment for hands-on vocational training. There are not enough available instructional spaces to offer classes at times when students are able to attend.

The restructured Electrical Trainee program will require a dedicated laboratory space. This space is one of the priorities included in the facilities planning for the Anaheim Campus.

The availability of the majority of the lecture and computer classrooms limits program expansion.

The existing lab facilities for the Medical Assisting and Pharmacy Technician programs do not allow for restructuring of the lab space to efficiently meet student and training needs as well as continue to address accreditation standards and limits on enrollments. This constrains how much hands-on practice students are able to obtain as well as the way classes are structured.

Other programs that only need the occasional laboratory space such as the Funeral Service Assistant and Personal Care Aide are also constrained. It is difficult to operate these programs within defined classroom spaces that cannot be easily adjusted and do not have enough storage space to house larger equipment and supplies. This limits where and how these classes and programs can operate.

Technology Implications Most of the lecture and computer laboratories available to the program limit the faculty members’ abilities to change how they teach because they cannot incorporate many best practices such as creating interactive learning studios that allow for more dynamic interaction and engagement of students as well as allowing for more partnering and creating group learning pods.

Disabled Student Programs and Services Program Curriculum Started, Recently Approved or Modified

o Develop new course offerings in work experience, safe use of socialmedia, and self-advocacy.

o Introduce Universal Design principles to curriculum and facilities design.8

8 Developed by architect Ronald L. Mace and author Selwyn Goldsmith. See for further discussion http://universaldesign.ie/What-is-Universal-Design/The-7-Principles/


Ideas Percolating, Undetermined Implementation Dateo It would be beneficial to have a career center at the Anaheim Campus to

support students looking for jobs.o Program leadership is looking for a way to provide cooking classes at the

Anaheim Campus.

Facilities Implications The program leadership is interested in identifying and designing new instructional spaces at the Anaheim Campus to include a kitchen laboratory, workplace training laboratory, high technology training laboratory, an Autism Spectrum Disorder (ASD) laboratory with a counseling office, and testing accommodation spaces. The Workplace Training class does not have adequate facilities to teach students hands-on skills necessary for employment.

Faculty members in the program are looking for a community site for an apartment simulation laboratory and a vocational preparation laboratory.

The Wilshire Education Center needs additional instructional space to offer more DSS classes and a more accessible counseling office.

The kitchen at the Cypress Education Center needs to be modified (enlarged).

English as a Second Language Program Curriculum Started, Recently Approved or Modified

o Combine language acquisition with contextualized learning pedagogies.

Ideas Percolating, Undetermined Implementation Dateo Faculty members are discussing ways to offer more language skills-based

courses as opposed to integrated courses. The discussion is also aboutconverting the current integrated courses into new specialty courses.

o Program leadership and faculty members are considering ways to offerkeyboarding/typing classes and basic computer skills classes that will bepart of the ESL curriculum for higher levels and Academic Successstudents because the new College and Career Readiness standards requirestudents to have basic technology skills.

o The department is considering the introduction of placement assessmentfor listening, speaking as well as writing.

o Establish an effective online distance education model.o Offer professional development activities designed specifically for adjunct

faculty.o Explore ways to provide childcare at community-based sites.o Pilot an I-BEST counseling course in partnership with Fullerton College.


Facilities Implications The needs of the department at the Anaheim Campus have been addressed in terms of a new assessment center, space for program operations, counseling and instruction. However, at the Cypress and Wilshire Education Centers there is an urgent need for a student intake/registration area as well as an assessment center. The lack of these facilities has negatively impacted the ESL Learning Center activates including FTES generation. With the implementation of the California Common Assessment Initiative all students entering the community college system, including non-credit, will need to be assessed.

Lifeskills Education Advancement Program (LEAP) Curriculum Started, Recently Approved or Modified

o The Parenting curriculum is being refocused to ensure that learningoutcomes are measurable, observable, and achievable. In addition, facultyare developing milestones and communicating strategies for parents to useat home in relation to school readiness preparation.

o The Parenting curriculum in developmental movement will expand thecontact hours to 24 hours to better cover the content.

o Strengthen the home-based entrepreneurship program for handy andcreative arts businesses operated by older adults.

o The computer basics certificate programs were reworked to fit within theolder adult community through partnership with AEBG.

o Expand the Career Pathway Exploration Academy for teens.

Ideas Percolating, Undetermined Implementation Dateo Faculty members are proposing an educational advocacy program for

parents, caregivers, and other adults who impact the educationalattainment of minor children.

o Faculty and program leadership are considering reworking the JoyfulParenting curriculum to be more developmentally appropriate and in linewith school readiness initiatives.

o Consider designing curriculum for older adults re-entering the workforce.New courses on healthy aging, balance and mobility, fitness, computerbasics, job skills, and how to reenter the workforce are all expressed needsin the community and through the faculty.

o Perhaps rebrand the program as an Emeritus Program.o A home-based business program curriculum is planned. Each individual

class has been written and approved but the certificate needs to be createdand implemented.

o Promote a hands-on approach to science and engineering in the STEMProgram for Kids. Also, consider new offerings such as engineering ofroller coasters, robotics, aerospace engineering, Lego robotics, stop-actionanimation, and computer sciences.


Facilities Implications The demand for parenting courses continues to increase in key areas such as developmental movement and Saturday classes. New classroom space is needed at each site to eliminate the need to continually set-up and take down classroom furniture to accommodate the different classes.

The LEAP office will be moved to the main SCE building on the Anaheim Campus. This will allow the program access to a new dedicated classroom and free up space in other parts of the current building for other programs.

Student Services Area Curriculum or Services Started, Recently Approved or Modified

o Disability Support Services intends to remain on the forefront of newtechnology for access and accommodations.

o The State Student Success and Support Program initiative has promptedscaling up of all existing services to all eligible students, including thoseattending community-based sites.

Ideas Percolating, Undetermined Implementation Dateo School leadership has identified a need for more unique supports for

students that come to the School, including counselors housed at localhigh schools in order to provide efficient transition counseling.

o The School needs to be prepared to offer crisis management for studentswith mental health challenges, executive functioning skills for studentswith Autism Spectrum Disorder (ASD), etc.

o Additional instructional support for students with vision loss who are alsolearning English will be needed. These students need instruction inintensive technology as well as language acquisition in a new culturalenvironment.

o There is a professional development need to help faculty membersunderstand unique learning differences. DSS faculty and staff help providethis instruction/information.

o School leadership is exploring ways to start a Youth Leadership Forum(YLF) in the Southern California area. There is an YLF annual conferencein Sacramento that takes 50 participant students on weeklong leadershiptraining on a college campus. School leadership would like to collaboratewith other local colleges and agencies to sponsor this event annually.

o Admissions and Records is in the process of planning and discussing theparameters that will be used to implement a priority registration system forSCE students wishing to enroll in a CDCP course. Providing studentswith a priority registration appointment will encourage and facilitatestudent matriculation through a CDCP program by increasing theopportunity to register for classes needed to complete the programrequirements.


o Counseling faculty members have recommended the implementation ofPilot software (“early alert” system to support retention efforts).

o The state Student Success initiative has required mandatory StudentEducation Plans. Counseling faculty members would like to see theSchool introduce mid-point checks for all students/programs.

o Counseling program leadership believes that increased collaboration withlocal social services and vocational agencies, local high schools, localbusinesses, and college programs (EOPS, Financial Aid, or similar) wouldbe in the best interest of the School.

o Counseling program leadership anticipates a need for increases/improvedarticulation agreements with Cypress College and Fullerton College.

o Counseling faculty members are suggesting that the School offerTransition to College courses at the Anaheim and Wilshire locations.

Facilities Implications A counseling office needs to be established adjacent to the high-technology laboratory at the Anaheim Campus so that the counselor can serve students with ASD.

Two DSPS student centers are needed at the Anaheim Campus (a study space and a social hang-out space with meal options available).

Each SCE location needs a health center available to students

Additional workspace for Student Accounting personnel has been discussed and is currently being explored at the Wilshire Center where the functions are centralized. However, the need for additional storage, to comply with Title 5 records retention regulations, has not been addressed for either Student Accounting or Admissions and Records.

Expansion of the workspace for the Admissions and Records front counter area at the Anaheim Center has been discussed and is currently being explored.

Additional and appropriate office space for new counselors/staff will be needed at all three primary School locations. Space for assessment centers is at the Cypress and Wilshire locations.

Currently, there is a plan to build an Assessment Center on the 7th floor at the Anaheim Campus. There is also discussion of 2nd floor remodeling at Anaheim with details to be determined. It is assumed that this renovation will meet the Counseling needs at the Anaheim Center for the foreseeable future. Currently, the most pressing facilities need is for appropriate space to provide assessments for students attending the Cypress and Wilshire Centers.

With the expected increase in student demand for counseling services, it may become necessary to hire new counselors and staff who will need office space at the Anaheim Campus, as well as the Cypress and Wilshire Education Centers.


Several additional facilities might be needed to support the Counseling program. These include (1) an improved Student Center/Lounge at the Anaheim Campus; (2) the development of student-friendly spaces at the Cypress and Wilshire Education Centers; (3) additional casual and formal meeting spaces for small group sessions, workshops, and individual sessions at all three primary locations; and (4) staff break rooms at the Anaheim Campus (this may be addressed by 2nd floor remodeling plans?) as well as the Cypress and Wilshire Education Centers.

Technology Implications The Student Success and Student Equity statewide initiatives have created an additional demand for additional data collection, tracking, and reporting. In addition, to the implementation of the Dream Act by the State will continue to increase the need for student records.

The implementation of DegreeWorks, the requirement to complete an online orientation, and completion of assessment for some courses will increase the need for staff to support students over the phone and through the StarHelp (online support via email), and Chat (online support via chat box).

Improved and new technology will be needed specifically for (1) automation for submitting transcript and verification of enrollment requests; (2) improved online applications for LEAP and Kids’ College Programs; and (3) the purchase of additional software licenses to accommodate the increase in electronic archiving of student records.

Counseling program leadership identified several technology needs: (1) eSARS (online assessment and counseling appointment scheduling software); (2) LANSchool (software to assist proctor with managing assessment center computers); (3) access to CCCapply and corresponding C-ID numbers for all SCE students in order to track and analyze assessment attempts and scores; (4) scanning software to move SSSP to a paperless environment; (5) implementation of Pilot (“early alert” intervention software); and (6) WiFi at the Wilshire location.


D. Projections for Future Growth at the School of Continuing Education

The School of Continuing Education has been allocated no FTES growth for the 2016-17 academic year. By instructional program, the estimated 2015-16 annual FTES is described in the following table.

Table 41: Estimated 2015-16 Annual FTES

Source: Office of the Provost, School of Continuing Education.

A projected 2% growth scenario has been prepared for the School of Continuing Education. By program those projections with growth based on expansion and efficiency are illustrated in the following table.

Table 42: Projected Annual FTES

Source: Office of the Provost, School of Continuing Education.

Program CDCP Noncredit Grand TotalBasic Skills 314.18 54.41 368.59 CTE 563.07 35.57 598.64 DSS 57.88 367.19 425.06 ESL 2,114.23 340.19 2,454.42 LEAP 1,652.53 1,652.53

Grand Total 3,049.36 2,449.89 5,499.25

Program CDCP Noncredit Grand Total% of

FTES

Growth Through

Expansion Percent

Growth Through

Expansion FTES

Growth Through

Efficiency

2020-2021 Total (2% Growth)

FTES at 2%

GrowthBasic Skills 314.18 54.41 368.59 7% - 4.84 373.43 CTE 563.07 35.57 598.64 11% 1.5% 8.98 7.86 615.48 DSS 57.88 367.19 425.06 8% - 5.58 430.64 ESL 2,114.23 340.19 2,454.42 45% 0.5% 12.27 32.23 2,498.92 LEAP 1,652.53 1,652.53 30% 1.0% 16.53 21.70 1,690.76 Grand Total 3,049.36 2,449.89 5,499.25 100% 37.78 72.21 5,609.24 5,609.24

Identified Potential Growth to 2020-212015-16 FTES Estimate


E. Future Program of Instruction Space Considerations

Three large program initiatives (Adult Education Block Grant, Noncredit Student Success and Support Program, and the Student Success and Equity Plan) influence the future space needs for the School of Continuing Education.

Adult Education Block Grant Beginning 2009, a significant economic downfall led to a sharp drop in state funding for adult education and, subsequently a serious decline in enrollments. In December 2012, the Legislative Analyst’s Office (LAO) produced a report titled “Restructuring California’s Adult Education System,” cautioning about the erosion of the adult education mission and urging to engage in systemic reforms. In response to the adult education/noncredit field feedback and the LAO’s findings, in 2013 the governor proposed and Legislature approved AB 86, which tasked the California Department of Education and the California Community College Chancellor’s Office to jointly implement an adult education planning process. In September 2014, the Legislature also passed SB 173, which mandated CDE and Chancellor’s Office to develop join recommendations for assessment, placement practices, accountability, and fees.

AB 86 appropriated $25 million for the purpose of regional planning for adult education services. This included forming regional consortia composed of at least one community college and one K-12 adult school district and developing joint plans to serve adult learners in their region. Across the state, 70 consortia were formed representing 72 community college districts. Each consortium identified current adult education services and plans to address determined gaps. The programs included in this planning process were noncredit Basic Skills, ESL, CTE, and DSPS.

The North Orange County Regional Consortium for Adult Education (NOCRC) was formed. Its planning efforts culminated in the Regional Comprehensive Plan for Adult Education (RCP) in March 2015. NOCRC includes Anaheim Union High School District (AUHSD), Fullerton Joint Union High School District (FJUHSD), Placentia-Yorba Linda Unified School District (PYLUSD), Garden Grove Unified School District (GGUSD), Los Alamitos Unified School District (LAUSD), Orange County Department of Education (OCDOE), and the NOCCCD, which includes Fullerton College, Cypress College, and the School of Continuing Education (SCE). The School of Continuing Education is the fiscal agent for the NOCRC.


The organizational structure of the NOCRC is illustrated in the following chart.

Chart 24: Governance Structure for the NOCRC

Source: Office of the Provost, School of Continuing Education

Five working groups provide the substantive direction of the NOCRC efforts. They are: (1) Basic Skills/High School Diploma; (2) ESL/Citizenship; (3) Disability Support Services; (4) Career Technical Education; and, (5) Support School Children to Succeed in School.

The RCP integrated regional adult education services with the goal of either preparing adult learners for employment or assisting them in transitioning to credit programs through the following objectives:

integrate existing programs and create seamless transitions into postsecondaryeducation or the;

employ approaches proven to accelerate a student’s progress toward his or heracademic or career goals;

collaborate in the provision of ongoing professional development opportunitiesfor faculty and other staff to help them achieve greater program integration and improve student outcomes; and

leverage existing regional structures.

Representative workgroups developed long-term strategies for the five AEBG program areas. The strategies are regionally inclusive, i.e., address the needs of adults throughout the region, encourage seamless transitions and/or pathways to credit post-secondary education or job placement and address the adult education gaps identified in the NOCRC RCP. The strategies of each workgroup are illustrated in the following chart.

EXECUTIVE COMMITTEE AEBG Consortium Member Representatives*

NOCCCD: Cypress College, Fullerton College, School of Continuing Education

K-12s: AUHSD; FJUHSD; GGUSD; Los Alamitos USD; and PYLUSD JPAs:OCDOE and North Orange County ROP

(1 rep each entity, but only 1 Board-Approved Desginee per Member)

Workgroup Representatives (2 elected leaders representing different entities per Workgroup)

Decisions are reached via consensus of all voting Executive Committee representatives.

Non-Voting Member/Primary Contact NOCRC AEBG Director


Chart 25: NOCRC Workgroup Strategies

BasicSkillsWorkgroup Off‐SiteHighSchoolDiplomaLabs HighSchoolLab(On‐Site)Direct

Instruction BasicSkillsOnlineTutoringTraining

ESL/CitizenshipWorkgroup Off‐SiteESLClasses:Childcare Off‐SiteESLClasses:Counseling ESLNoncredit‐to‐CreditMentorship

Program ESLLower‐LevelAcademicSuccess

ProgramCourse

CTEWorkgroup CTEOutreach,Pathways,&Student

Support OlderAdultsDiscovertheInternet

PilotCourse WorkforceDevelopment&Career

Services IntegratedBasicEducationSkills

TrainingProgram(I‐BEST)DSSWorkgroup

DSSOff‐SiteTransitionCounselors(K‐12toNoncreditand/orCredit)

DSSStrategiestoRespondtoRegionalNeeds:Autism


Noncredit Student Success and Support Program (SSSP) In accordance with the Student Success Act of 2012, School of Continuing Education developed its first Noncredit SSSP Plan in October 2015. The Noncredit Student Success and Support Program (SSSP) Plan aids the college or noncredit adult education program in planning and documenting how SSSP services are provided to noncredit students. The goal of this program is to increase student access and success by providing students with the following core SSSP services to assist them in achieving their educational and career goals:

Orientation Assessment and placement Counseling Follow-up services Noncredit Student Education Plan (NSEP)

These services are targeted toward students who are enrolled in: Elementary and Secondary Basic Skills English as a Second Language Short-Term Vocational Workforce Preparation

The following are the highlights of planned directions and activities. To serve the needs of students with limited English and technology skills, the SCE SSSP Plan indicates the necessity of maintaining in-person orientation delivery mode in addition to online self-paced orientation. It also provides an overview of the current assessment practices,


which include administration of both computer-based and paper-based tests supported by multiple measures at scheduled times in designated locations. The plan points to the desire of faculty to require diagnostic assessments in math and English for the students seeking enrollment in CTE programs. Expanding assessment to CTE offerings, in addition to High School Diploma and ESL programs, will ensure that SCE is compliant with SSSP requirements. The plan includes strategies to provide greater access to counseling, including offsite and progress advising.

Student Success and Equity Plan In October 2014, SCE developed its first Student Success and Equity Plan which focuses on the indicators of access, course completion, and CTE, Basic Skills and ESL graduates, certificate completion and transfer. For the purpose of developing strategies specific to noncredit students, the indicator of “transfer” was defined as transition from noncredit to credit courses and programs. The plan contains a description of the approach that was taken for each of the equity indicators for our noncredit students. While ethnicity and gender data was readily available for analysis, SCE recognized the need to develop additional mechanisms to examine students with disabilities, veterans, students who are economically disadvantaged and foster youth in greater depth. The process of collecting and analyzing disproportionate impact data led SCE to the realization of the need to build a comprehensive research and planning department.

A summary of selected Student Equity Plan goals and activities is shown in the following chart.


Chart 26: Selected Student Equity Plan Goals and Activities

AccessGoal ActivityIncrease male student enrollment in CTE,BasicSkills,andESLprograms.

NOCCCD counselors (CypressCollege, Fullerton College, and SCE)aswellastheACCTCoordinatorwillpromoteCTEoptionstothestudentsenrolled at the offsite HSDP labs,GilbertWestandElCamino.

The Disability Support Services(DSS)programwilloutreachtoAdultEducation Block Grant (AEBG)partners with the goal of enrollingmore students with disabilities inSCECTEcoursesandprograms.

CourseCompletionGoal ActivityIncreasesuccessofCTEcourseandprogramcompletionbyAfricanAmerican(male)andPacificIslander(female/male)students.

StudentsatriskoffailingCTEcourseswillbeindividually referred to the Basic SkillsLearning Center for contextualized andindividualized math, reading, and writinginstruction.

TransferGoal ActivityIncreasenoncredit‐to‐credittransferrateofLatino/Hispanic, White Non‐Hispanic,AfricanAmerican,andAmericanIndianHighSchool Diploma Program students and ESLAcademicSuccessstudents.

HSDPandESLstudentsintendingtotransferto credit will be identified individually andreferred to the IHSS 300 Transitioning toCollegecourse.


Most of SCE’s facilities needs are necessitated by a desire to tailor learning and student support spaces to the emerging needs of adult learners, effective instructional practices, and new reporting mandates. The leadership of the SCE expects that the outcomes of the proposed facilities projects will be increased efficiency and retention as well as strengthened safety. The facilities needs are summarized in the following tables.


Table 43: School of Continuing Education Facilities Needs

Anaheim Center Educational Need Proposed Facility Project

Improve the intake flow for the ESL Program students and address a growing need for DSS testing accommodations in the CTE Program.

An upgraded ESL assessment center with an area for DSS assessment proctoring (7th floor).

Create flexible and adaptable space for student assessment to ensure compliance with data reporting requirements for adult educations initiatives: AEBG, WIOA, and SSSP.

An additional assessment center for SSSP testing and orientation (7th floor).

Build high-capacity classrooms to address a % growth of Parenting Program and to plan for future expansion.

One lecture style classroom (1st floor).

Expand counseling services to meet the mandates of SSSP and to reinforce the concept of guided pathways.

Conversion of the SSSP testing room into three offices for counselors (2nd floor).

Design high-capacity and flexible instructional spaces to strengthen competency-based open-entry instruction, especially in the area of basic skills.

Conversion of two smaller Learning Center rooms (140 and 138) into one high-capacity lab.

Relocation of Business/Computer Skills Lab to 606.

Increase student engagement through student leadership program and provide study space for students.

Renovation of the Students Center for student activities Conversion of the Conference Room 102C into a study area adjacent to the Student Center.

Respond to the increasing numbers of students on the Autism Spectrum Disorder.

Conversion of classroom 404 into the Academics, Relationships, Independence, Self-Advocacy, and Emotional health (ARISE) Program center.


Cypress Center Ensure compliance with data reporting requirements for adult educations initiatives: AEBG, WIOA, SSSP.

Relocation/remodel of dedicated assessment center (TE-2).

Reflect effective learning practices in the design of instructional space.

Relocation/remodel of the existing Learning Center for larger capacity and a variety of instructional settings (TE-2).

Address increased demand for independent living skills courses.

Remodel of the WISE kitchen to allow for more practice stations.

Wilshire Center Create flexible and adaptable space for student assessment to ensure compliance with data reporting requirements for adult educations initiatives: AEBG, WIOA, SSSP

Build-out of an assessment center through an extension of the 300 building.

Enforce safe environment for classes enrolling minor students, e.g., Parenting and Kids’ College

Reinforce play yard fence and install a panic bar inside the fence (North side of the 200 building).

Source: Office of the Provost. School of Continuing Education


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