System Operations - California Community Colleges Chancellor`s

Transcription

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Office of the SupenintendenE/President
Kirnbenly Penny, Ed.D.
May 2,2013
Division of Workforce and Economic Development
California Commun ity Colleges Chancellor's Office
1102 Q Street, Third Floor
Sacramento, CA 9581 1-6549
Subject:
2013-2014 Request for Application (RFA)
RFA Title: Deputy Sector Navigator Package Grant
RFA ldentification: 13-156 Health Sector
To Whom lt May Concern:
Butte College (Butte-Glenn Community College District) is pleased to submit our application for the Butte
College Far North Health Workforce Initiative (HWl)to the California Community Colleges Chancellor's
Office for review and funding consideration under the RFA identification 13-156 Health Sector; RFA tile
Deputy Sector Navigator Package Grant.
The Butte-Glenn Community College District will be the fiscal agent if funded. Butte College remains
supportive of the objectives and activities of the Health Workforce Initiative. In June 2012, all the
Economic and Workforce Programs were relocated into a newly renovated building - The Skyway Center,
in Chico. In addition, HWI has access to all college services necessary for effective program
implementation.
Our strategy is to continue to lead the way in training needs for our rebounding economy, as well as
adapt to expanding and emerging markets and meet the labor needs of the new economy by aligning with
the "Doing What Matters for Jobs and the Economy" framework.
Leveraged resources/match will be from our localworkforce investment board, industry, and the HWI
reserve funds.
The Deputy Sector Navigator will be Trudy Old; phone 530-879-9049, email OldTr@butte.edu. She has
been in the HWI Director role for the North Far North region since July 2010.
Thank you for taking the time to review our application. We look fonvard to working with the California
Community Colleges Chancellor's Office on this project, for jobs and the economy, in both our region and
statewide.
Kimberly Perry,
Superintenden
ident
3536 rUTE,,,gAMp _ lVE
OF|OV|LLE, CAL|FORN.
Chancellor’s Office
California Community Colleges
Grant Number:
1
3
-
1
5
6
C ONTACT P AGE
District/College:
Address:
Butte-Glenn CCD
3536 Butte Campus Drive
Oroville
City:
State:
CA
Zip+4:
95965-8303
District Superintendent/President (or authorized Designee)
Name:
Kimberly Perry, Ed.D.
Title:
Superintendent/President
Phone:
530-895-2484
Date:
May 2, 2013
Fax:
530-895-2836
Email Address:
perryki@butte.edu
Responsible Administrator (Should not be the same as Project Director)
Name:
Samia Yaqub
Title:
VP Learning and Economic Development
Phone:
530-895-2547
Date:
May 2, 2013
Fax:
530-895-2345
Email Address:
yaqubsa@butte.edu
Project Director (Person responsible for conducting the daily operation of the grant)
Name:
Trudy L. Old
Title:
Program Administrator, Grants
Phone:
530-879-9049
Date:
May 2, 2013
Fax:
530-879-0179
Email Address:
oldtr@butte.edu
Person Responsible for Data Entry
Name:
Trudy L. Old
Title:
Phone:
530-879-9049
Date:
May 2, 2013
Fax:
530-879-0179
Email Address:
oldtr@butte.edu
Business Officer (or authorized Designee)
Name:
Andrew Suleski
Title:
VP Administration
Phone:
530-895-2353
Date:
May 2, 2013
Fax:
530-895-2836
Email Address:
suleskian@butte.edu
Person Responsible for Budget Certification
Name:
Trevor Stewart
Title:
Chief Business Officer
Phone:
530-879-6154
Date:
May 2, 2013
Fax:
530-895-2836
RFAAppChklst–DepSecNav-ABDS-Ex. (Rev. 3/13)
Email Address:
stewarttr@butte.edu
Application Abstract
Care continues to be one of the fastest growing industries in the Far North region of
California and faces unprecedented challenges to its delivery systems. The Far North
Health Workforce Initiative (FN HWI) conducts regional needs assessments to
determine training gaps in healthcare workforce preparation, as recommended by its
advisory board.
The structure in place to respond to regional need has been implemented by the
California Community Colleges’ Chancellor’s Office, Workforce and Economic
Development Division’s two-year campaign for DOING What Matters for Jobs and the
Economy, and has aligned statewide resources to improve accountability and better
address the skills gap facing the workforce. This effort will inform local decision making,
address the regional economy and focus on competitive and emerging industry sectors.
The FN HWI will adhere to the structure and act as a workforce systems liaison by
collaborating with the North Far North (NFN) Regional Consortia, the Health Sector
Navigator and Deputy Sector Navigators, and regional Community Colleges, Industry,
and Industry Associations. This delivery system will develop solutions through a
comprehensive problem-solving process that includes assessment and analysis,
planning and development, and implementation and evaluation.
The purpose of the HWI is to provide a mechanism for community colleges to address
the needs of the health care industry. HWI develops partnerships that encourage
collaboration between health care employers and education providers from all
segments. They also complete needs assessments, job analyses, curricula and
resource development, training, certification testing and employee referrals to health
care industry employers. The center focuses the services of community colleges on the
critical needs of the health care industry anticipating high job growth in that sector.
The FN HWI provides education and training programs to meet emerging demands for
health care incumbent workers; to determine needs, facilitate development of innovative
solutions and to leverage resources to implement planned responses; to evaluate and
initialize health-related educational programs. It also provides information and
recommendations to facilitate regional planning for vocational education and economic
development by acting as liaison with business, industry, government, public and
private agencies, and nonprofit organizations. HWI provides curriculum development
and evaluation, and staff, faculty and professional development.
Evaluation of programs and services is provided, and recommendations on a course of
action to facilitate improvement of programs and services are shared. The Far North
Health Workforce Initiative facilitates articulation and pathways with other programs and
service providers, with particular emphasis on career technical education.
Table of Contents
Page
Cover Letter………………………………………........
i
Contact Page…………………………………………..
ii
Application Abstract …………………………………..
iii
Table of Contents……………………………………..
iv
Need……………………………………………………
1
Response to Need…………………………………….
6
Annual Workplan………………………………………
13
Application Budget Summary………………………..
24
Application Budget Detail Sheet Match…………….
25
Application Budget Detail Sheet…………………….
26
Project Management Plan……………………………
28
Organizational Chart………………………………….
33
Resume…………………………………………………
34
Industry References…………………………………..
36
Dissemination………………………………………….
41
NEED
1. Define the size, common characteristics of the businesses and workforce, locations,
industry associations, educational partners (including high schools, ROCPs,
community colleges, universities and others), competitors, projected growth and
prospect for positive outcomes in serving this regional industry sector. Please
identify and discuss supply and demand gaps in this sector’s regional workforce.
The Health Workforce Initiative (HWI) Far North Region’s allied health industry,
businesses, and workforce are spread over a large geographic area encompassing
33,684 square miles within twelve counties, making up 21% of the state according to
Census Data collected in 2010. The twelve counties in the Far North Region consist of
the Northern Coastal region counties of Del Norte, Humboldt, and Mendocino, while the
Northern Inland region counties are Siskiyou, Modoc, Trinity, Shasta, Tehama, Plumas,
Butte, Glenn, and Lassen. These counties are served by the following seven
community college districts: Butte, Feather River, Mendocino-Lake, Redwoods, ShastaTehama-Trinity, Siskiyous Joint, and Lassen. The HWI partners with the community
colleges as well as the universities within the region: California State University Chico
and Humboldt State University.
Additional educational partners include: 1) North/Far North Regional Consortium; 2)
Regional Occupation Programs (ROPs); 3) County Offices of Education; 4) Middle
Schools; 5) High Schools; and 6) private education including Simpson University,
Redding.
In addition to the educational partners, the HWI partners with the following industry
associations to serve the region: 1) Butte County Health Collaborative; 2) California
Community College Nursing Advisory Committee (3C-NAC); 3) California Hospital
Association; 4) California Institute for Mental Health (CiMH); 5) California Organization
of Associate Degree Nursing (COADN North); 6) California State Rural Health
Association; 7) California Workforce Investment Board (CWIB); 8) Centers of
Excellence (COE); 9) Health and Science Pipeline Initiative (HASPI); 10) Health
Alliance of Northern California (HANC); 11) Hospital Council of Northern and Central
California; 12) Office of Statewide Health Planning and Development; 13) Northern
California Area Health Education Center Program (AHEC); 14) Superior Region
Workforce Education and Training (WET) Partnership; and 15) Local Workforce
Investment Boards (LWIBs): Northern Rural Training and Employment Consortium
(NoRTEC); Smart Business Resource Center – Shasta and Trinity Counties; and the
Alliance for Workforce Development (AFWD).
According to the September 2012 Center of Excellence Health Occupations
Environmental Scan, in the Northern Inland and Coastal Regions, there are
approximately 2,514 health care facilities. The facilities employ approximately 33,841
health care workers in various allied health occupations. About half of all health care
jobs are in the ambulatory health care services sub-sector which provides health care
services directly or indirectly to patients and does not usually provide in patient services.
These would include physician offices, dental offices, mental health offices, family
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planning centers, medical labs, home health care, and ambulance services. About a
third of the occupations are in hospitals which provide medical, diagnostic, and
treatment services that include physician, nursing, and other health services to
inpatients and the specialized accommodations services required by inpatients.
Hospitals may also provide outpatient services as a secondary activity. This group
includes general medical and surgical hospitals, psychiatric and substance abuse
hospitals, and other specialty hospitals. The final one-fifth falls within the nursing and
residential care facilities. This group includes long-term care facilities, mental health
and substance abuse facilities, community care facilities for the elderly, and other
residential care facilities.
Health care is one of the largest employers in Northern California, providing a wide
range of job opportunities. In the Far North Region, the health care sector is projected
to outpace the regional economy. By 2016, health care jobs in the Northern Inland
region are projected to grow by 20 percent, compared to 9 percent employment growth
across all industries. In the Northern Coastal region, the health care sector is expected
to grow by 16 percent, compared to 7 percent growth in overall employment.
There are three main factors driving job growth:
1. Health Care Reform: The Patient Protection and Affordable Care Act (PPACA)
enacted in 2010 is designed to restructure the national health care system
through reforms that will expand health care insurance coverage, including MediCal effective 2014. When fully implemented, the expansion will provide health
care coverage to 2 million uninsured residents throughout the state. Several
provisions that require insurance providers to offer the same premium rates for
individuals in the same age and geographical location without regard to gender
and most pre-existing conditions, will increase the demand for health care
services and result in growth of the health care workforce.
2. The growing population will increase overall demand. Over the next ten years,
the population in the Far North is projected to grow by an average 2.5%. This
will place additional demand for health care services on the region. By 2022,
health care organizations in the region will need to expand their operations to
serve an additional 20,912 residents.
3. The aging population will increase overall demand and create staffing shortages.
In 2012 approximately 23 percent of the Far North Region population was age 60
or older. By 2022, this age group is projected to increase to 28 percent of the
total population. Generally, the use of health care services increase with age, so
any increase in numbers of older populations will significantly impact health care
demand. Further, the aging of the health care workforce itself is expected to
create staffing shortages as workers in key health care occupations become
eligible for retirement.
The job growth will create new workforce needs in primary care. This will include
medical assistants, community health workers, registered nurses with special training in
primary care, as well as other direct care workers. According to the Career Pathway
Subcommittee Final Report, Office of Statewide Health Planning and Development and
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the California Workforce Investment Board Health Workforce Development Council,
September 2011, a core goal is to expand California’s full-time primary care workforce
by 10-25% over the next ten years.
The increased demand for health care services, the growth of the health care workforce,
and staffing shortages will require the health industry to expand their workforce. This
expansion will create demand for community colleges to provide students for those
occupations. This will present an opportunity for the HWI to partner to align curriculum
needs according to industry demand to provide a trained workforce. Competitors for the
college programs are the proprietary schools who capture students turned away from
the impacted health programs.
The Health Workforce Initiative anticipates positive outcomes in serving the region’s
health sector. These outcomes will be driven by:
 Remaining accessible, and being responsive to the needs of employers,
workers, and students.
 Collaborating with public institutions and aligning resources to foster cooperation
across workforce education, delivery systems, and career pathways.
 Developing partnerships with the private sector, ensuring industry involvement in
needs assessment, planning, and program evaluation.
The supply and demand gap provides an estimate of the gap between the supply of
newly trained workers and the projected number of job openings over a 12 month
period. The information is derived from the Center of Excellence “Health Occupations
Environmental Scan for the Northern Inland and Northern Coastal Regions” prepared
for the HWI in September 2012. The projected shortage, in order, by the largest
occupation gap, is for certified nurse assistants (454), home health aides (402),
registered nurses (326), licensed vocational nurses (230), and medical assistants (217).
2. Discuss curricular challenges and opportunities with respect to skill gaps facing your
industry sector including the relationship between available workforce and employer
need – within the community college tier of education and between higher education
and industry. Discuss efforts to establish and articulate career pathways in this
sector for region-wide stackable certificates across multiple colleges and districts,
strategies as they relate to a new candidate pool or incumbent workers.
Curricular challenges with respect to skill gaps facing the Far North health sector
community colleges include: Insufficient funding available for health programs, limited
availability of qualified faculty, lack of clinical sites, bottleneck in pre-requisite courses,
more quality applicants than available spaces, student attrition rates, and lack of
articulation among colleges.
These challenges present opportunities for the Far North health sector to address the
current and projected workforce shortages of key health care occupations as well as
address some of the challenges of starting a new program. Potential strategic
opportunities include:
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 Increase partnerships with the health care industry for clinical internships.
 Graduate transition programs, and graduate job opportunities.
 Consider an alternative schedule such as offering a program every other year
that can meet the region’s workforce needs without producing too many
graduates within a specific specialty.
 Review and assess if the college has a sufficient number of prerequisite course
offerings (anatomy, physiology, and microbiology), so that, if needed additional
courses may be added to prevent a bottleneck.
 Connect with campus, the local workforce investment board (LWIB), and
community programs that offer support services to boost student success and
reduce attrition rates.
 Articulate with other colleges in the region and state to offer satellite education.
 Partner with other community colleges to offer distance education for key health
care occupations.
 Identify and apply for grants and other funding sources to help support new
programs.
The Far North HWI is establishing health career pathways in partnership with the Health
and Science Pipeline Initiative (HASPI). HASPI is a statewide project to support middle
and high schools in implementing science-based health career pathway programs
through the infusion of health and medical concepts into traditional standards-based
science courses. In the Far North partners include middle schools, high schools,
science and Career Technical Education (CTE) teachers, ROPs, County Offices of
Education, and industry. Funds were leveraged from career and technical education
grants to provide free workshops to high school and middle school science teachers
and ROPs.
A potential partnership is anticipated with the Los Rios Community College District,
Sacramento City College and the President’s Jobs Council Health Care Pilot Project:
Allied Health Learning Communities – Acceleration of Degree and Certificate
Completion. The purpose of this project is to accelerate degree and certificate
completion by improving student success through a set of stackable prerequisite
courses. As this project culminates at the end of June 2013, and positive assessment
has been determined, it is anticipated that the pilot project will be available for regional
and statewide dissemination and use.
3. Discuss the inventory of organizations, bodies, advisories, hubs, centers,
collaborative, and other entities inside and outside of the community college system
that are currently active in-region for this industry sector. Identify the gaps, overlaps,
and opportunities for improvement and discuss plans to leverage assets into the
current structure.
In addition to the HASPI partnership, the Far North HWI has an advisory board that
includes fifty-five members. The members are from the community college allied health
programs within the region, California State University Chico, County Offices of
Education, Northern Rural Training Employment Consortium (NoRTEC), California
4
State Rural Health Association, Office of Statewide Health Planning and Development,
California Hospital Association, Hospital Council of Northern & Central California, Health
Alliance of Northern California & Area Health Education Center, and the health industry
is represented by hospitals, medical centers, and home health agencies. Additional
partners include Butte County Health Collaborative, California Community College
Nursing Advisory Committee (3C-NAC), California Institute for Mental Health (CiMH)
and the Superior Region Workforce Education and Training (WET), California
Organization of Associate Degree Nursing (COADN North), California Workforce
Investment Board (CWIB) and Local Workforce Investment Boards (LWIBs),and the
SMART Business Resource Center.
All partners are active in-region for the health industry sector. With the economy
downfall and budget shortages over the past few years, many are in the position of
doing more with less. The cuts to the community colleges have created gaps for
students in obtaining core and pre-requisite courses. Underserved urban and rural
areas and health safety net providers face significant supply and distribution challenges;
particularly in primary care and other professions that are critical to health access,
quality, outcomes and cost.
Leveraged funding through a partnership with The Alliance for Workforce Development
(the local workforce investment board) and Enloe Medical Center to provide nurse
specialty training for incumbent workers will continue under the new structure.
4. Describe the opportunity for more effective regional communication and
collaboration with constituents, including the regional consortia leadership,
community college faculty and administration, K-12 and 4-year partner education
institutions, the workforce system, trade associations, and other interested parties.
The ‘Doing What Matters for Jobs and the Economy’ framework provides an opportunity
for more effective regional communication and collaboration by encouraging
constituents to participate with their Regional Consortia. The Regional Consortia and
Health Sector Navigator will provide the leadership for collaboration among community
college faculty and administration. The DSN will then be able to drill the information
down into the advisory board to the workforce system, partners, K-12, and four-year
education institutions.
For the Far North Region, utilizing technology offers opportunity for constituents to
attend advisory meetings that they otherwise may not participate in due to geographical
location or inclement weather halting travel. An opportunity may exist, and will be
investigated, for the region to offer an advisory board representing each micro region;
Inland and Coastal.
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RESPONSE TO NEED
The health care workforce is vital. It constitutes a significant portion of the Far North
region’s labor market and is the source of care for everyone within the region. The
health sector continues to be one of the fastest growing industries in the region and
faces unprecedented challenges to its delivery systems as indicated in the Need.
The structure in place to respond to regional need has been implemented by the
California Community Colleges’ Chancellor’s Office, Workforce and Economic
Development Division’s two-year campaign for DOING What Matters for Jobs and the
Economy, and has aligned statewide resources to improve accountability and better
address the skills gap facing the workforce. This effort will inform local decision making,
address the regional economy and focus on competitive and emerging industry sectors.
In response to the Need, the Far North Health Workforce Initiative (FN HWI) will adhere
to the structure and act as a workforce systems liaison by collaborating with the North
Far North (NFN) Regional Consortia, the Health Sector Navigator and Deputy Sector
Navigators, and regional Community Colleges, Industry, and Industry Associations.
This delivery system will develop solutions through a comprehensive problem-solving
process that includes assessment and analysis, planning and development, and
implementation and evaluation.
The response to the need will comprise the following primary strategies:
1. Collaboration with the NFN Regional Consortium
2. Coordination with the Sector Navigator and other Deputy Sector Navigators
3. Specific programs to respond to the identified labor market gaps
4. Partnership with the California Workforce Investment Board (CWIB) and local
Workforce Investment Boards (LWIBs) to address the need for the primary care
workforce.
Based on the Centers of Excellence September 2012 Health Occupations
Environmental Scan for the Northern Inland and Northern Coastal Regions, as well as,
recommendations from the regional community college allied health advisory meetings,
the occupation gaps in the workforce are for certified nurse assistants (454), home
health aides (402), registered nurses (326), licensed vocational nurses (230), and
medical assistants (217). Potential mini-grants from the CTE Pathways Program inregion investment will be used to start programs projected to have large occupation
gaps. The intent is to develop a minimum of two programs in high need health
occupations within the region. The programs projected to have large occupation gaps
are listed below, with the corresponding college that would implement the new program.
 Certified Nurse Assistant: Shasta College Trinity Campus in Weaverville
 Home Health Aide: College of the Siskiyous
 Licensed Vocational Nurse: Mendocino College
 Medical Assistant: College of the Siskiyous, Butte County ROP
The FN HWI has been in communication with the colleges indicated regarding start-up
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programs. Shasta College and College of the Redwoods are both recruiting for Director
of Nursing positions to replace the current directors that are retiring. As soon as the
new directors are hired, contact with them will be made.
The following project objectives and corresponding activities will provide the response
required.
1. The Deputy Sector Navigator will work collaboratively in a network comprised of the
statewide sector navigator and other Deputy Sector Navigator within the sector. The
Deputy Sector Navigator will work collaboratively with the Chair and/or Co-Chairs of
the Regional Consortia to align the needs of sector employers with the program and
curriculum offered by colleges within the regional consortium. Additionally, the
Deputy Sector Navigator will work with the Regional Consortium, and individual
colleges within the region offering courses and programs within the sector, to
develop faculty collaboratives, connect programs and employers, and promote and
strengthen curriculum and program alignment.
Collaboration and Partnership Activities:
 Participate in the North Far North Regional Consortia meetings representing health
as a priority sector to plan a minimum of three priority activities/projects within the
region.
 Participate in a minimum of three Health Workforce Initiative Statewide Advisory
Meetings facilitated by the Health Sector Navigator, with attendance from education,
industry stakeholders and partners.
 Attend and participate in a minimum of three Health Workforce Initiative Sector
Navigator and Deputy Sector Navigator meetings to collaborate, plan and coordinate
a statewide and/or regional response to specific identified needs of the region(s).
 Provide technical assistance to the California Community College nursing and allied
health program advisory committees by facilitating connections to the healthcare
industry and providing assistance to align the needs of the health industry with the
community college programs and curriculum. Attend a minimum of two meetings at
each community college within the region: Butte College, College of the Redwoods,
College of the Siskiyous, Feather River College, Lassen College, Mendocino
College, and Shasta College.
 Facilitate a minimum of two regional Health Workforce Initiative Far North Advisory
Board meetings with education and industry stakeholders to promote partnerships,
information sharing of best practices, and identify and respond to specific needs of
the region.
 Participate in regional health sector industry meetings and conferences to provide
technical assistance and determine training needs of the workforce and incumbent
workers. These may include the California Hospital Association, California Primary
Care Association, Northern Rural Training Education Consortium (NoRTEC), Local
Workforce Investment Boards (LWIBs), and California Institute for Mental Health
(CiMH) – Superior Region Workforce Education and Training (WET).
 Participate in nursing and allied health organization and association meetings with
an emphasis on health education and the workforce. Including, but not limited to:
the Chancellor’s Office Associate Degree Nursing (COADN) North, the California
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Community College Nursing Advisory Committee (3C-NAC), Regional Occupation
Centers/Programs (ROCPs), and the California Institute for Nursing & Health Care
(CINHC).
Remaining responsive to the needs of industry and education, and to strengthen the
programs at regional colleges and high schools, the FN HWI will collaborate with the
NFN Regional Consortia, the Sector Navigator, and the Deputy Sector Navigator in the
north region to facilitate a faculty and industry convening regarding RN and Radiologic
Technology curriculum alignment by February 2014. The same collaboration will
research and investigate the creation of an ‘Imaging’ regional training center(s) for the
technician level needs for CTE, Nuclear Medicine, MRI, PET, SPECT, Mammography,
and Neurodiagnostic Technologists. The region(s) will be determined for the Imaging
Training Center and will be in the developmental phases by June 2014.
Technical assistance would be provided to the community college nursing and allied
health program advisory committees by facilitating connections to the health industry
and aligning the needs of the health industry with the community college programs and
curriculum.
2. The Deputy Sector Navigator will work with employers, industry and labor
organizations, and Workforce Investment Boards within the region to determine gaps
in the workforce; promote integration of workforce training and employment;
strengthen programs within the sector at regional colleges and high schools; provide
incumbent worker training; promote opportunities for contract education and faculty
professional growth; and thereby, promote and support growth of the sector within
the regional economy.
A plan is in place for the NFN Regional Consortia in partnership with the Center of
Excellence to conduct a gap analysis in December of 2013 or January of 2014. The FN
HWI plans to utilize the gap analysis to identify emerging occupations in the health
sector. Additional environmental scans and/or a gap analysis will be performed as
recommended by the Far North Advisory Committee or other industry partners.
The FN HWI partnered with Mountain Communities Healthcare and the SMART
Business Resource Center – Shasta Trinity Counties to provide training and instruction
for a Certified Nurse Assistant class at Trinity Hospital in Weaverville, November 2011.
The class graduated five students in January 2012, of which all were hired at
approximately 32 hours per week. This is significant considering the extremely rural
and underserved area being represented. The FN HWI and SMART are willing to
partner and offer this training again at Trinity Hospital until a CNA program can be
developed at the Shasta College Trinity Campus in Weaverville.
Two career pathway occupations of specific interest to CA Community Colleges are
nursing and medical assistant. As access to primary care services and coverage
increases due to Health Care Reform, the aging population, and population growth, both
nursing and medicals assistants will be a critical component of that growth and
8
development. A core goal is to expand California’s full-time primary care workforce by
10-25% over the next ten years. (Career Pathway Subcommittee Final Report, Office of
Statewide Health Planning and Development and the CWIB Health Workforce
Development Council, September 2011).
In September of 2012, the HWI conducted a Medical Assistant (MA) DACUM job
analysis as the first step in the revision process of the MA statewide curriculum model.
Also in September of 2012, the HWI completed the Ambulatory Care RN curriculum. To
respond to the need, the FN HWI in collaboration with the Sector Navigator and Medical
Assistant and RN Curriculum Leads, will provide a minimum of two faculty professional
development implementation workshops in the region for the Ambulatory Care RN
and/or the revised Medical Assistant HWI statewide curriculum model to include the
new and expanded role of the medical assistant in the team model of care and in the
Patient Centered Medical Home. In addition to the above, FN HWI will collaborate with
the COADN to offer a minimum of two Associate Degree Nursing faculty development
workshops for faculty in the region.
3. Gaps within the workforce will be identified and prioritized and strategies developed
and implemented using SB 1402 and/or SB 1070 funding. Examples of strategies to
address workforce gaps include: creating community collaboratives, professional
development opportunities, curriculum development, articulation of curriculum in a
career pathway, career lattice, or in a system of stackable credentials, career
guidance module development, seminars, workshops, and collaboration between
faculty, with an outcome of integrating the needs of employers and addressing within
the curriculum and programs the job skills and competencies required for
employment and advancement.
As indicated by industry at advisory meetings, many California students are underprepared in communications skills, computer proficiency, and science preparation to
meet the rigors of the health occupation programs. Programs that provide assistance to
students with needs related to their lack of proficiency and preparation in mathematics
and science are required.
As part of the President’s Council on Job and Competiveness, the HWI developed a
statewide pilot project ‘Accelerated Pathways Towards Workforce Readiness in the
Allied Health Skills’. Under this program, Sacramento City College developed the Allied
Health Learning Community (AHLC) to accelerate degree and certificate completion
through a defined pathway of stackable pre-requisites, improved student success,
providing stronger connection between academic achievement and career readiness,
and increasing the diversity of those seeking allied health careers. To date, there has
been a 94.6% persistence rate and an 89% success rate. Results are promising as this
pilot project continues. The FN HWI, in collaboration with the DSN in the north, will
continue to follow the pilot project and based on final outcomes, will determine how to
partner with Sacramento City College to implement the alignment of the pre-requisites
regionally, in the north and far north, using the Allied Health Learning Community as a
model.
9
To increase readiness of middle and high school students, and improve linkages and
CTE pathways between high school and community college, the FN HWI has partnered
with the Health and Science Pipeline Initiative (HASPI). HASPI is a statewide project
that has been documented to improve students’ ultimate success in healthcare. In San
Diego high schools, California Standardized Testing (CST) scores from 2010-11 reflect
that 93% of students that take HASPI Medical Biology score higher on the biology exam
than the state average.
The three primary goals of the HASPI are to increase healthcare career awareness,
improve performance in high school and college science courses, and strengthen
transition and retention rates in college programs. Funds are leveraged from a CTE
Strategic Hub grant to increase student success and attainment of certificates. HASPI
and FN HWI outcome strategies for the next year include:
 A convening of middle and high school science teachers that have integrated the
curriculum to provide professional development to improve delivery of CTE.
 A Science Teacher Consortium to allow teachers to share best practices and
improve delivery of academic and technical education.
 Inquiries regarding support from industry for job placement of students through
internships, apprenticeships or entry-level employment for middle and high school
students in a pathway.
 Discussions with health industry, associations, and CTE student organizations to
identify professionals that would speak to classes that have implemented the HASPI
curriculum.
The New Graduate RN Transition Program will provide competency-based transition-topractice training for new graduates unable to find employment as registered nurses,
preparing them for available nursing positions across the continuum of care. The
Transition Program is designed to provide a preceptor clinical experience utilizing the
knowledge, attitudes and skills of the newly licensed RN. This clinical experience differs
from the undergrad experience in that the Transition participants are licensed RNs and
should therefore provide the opportunity for the new RN to function in the RN role and
develop competencies and independence in the safe and effective care of patients
within a clinical facility. The FN HWI plans to implement the New Graduate RN
Transition Program at a minimum of two colleges in the region: Butte College and
College of the Siskiyous.
4. The Deputy Sector Navigator will work with representatives of business, labor, and
professional trade associations to develop and implement courses and programs to
train incumbent workers in the regional industry sector. A key objective is to enable
incumbent workers to become more competitive in their region’s labor market,
increase competency, and identify career pathways to economic self-sufficiency.
Sector strategies may be implemented using articulated career pathways or career
lattices and a system of stackable credentials. Curriculum will be offered through a
variety of methods including credit, non-credit, or contract education depending on
the needs of the employer.
10
The FN Deputy Sector Navigator will collaborate with representatives of industry and
regional health associations to determine rural health training and workforce
development needs. A minimum of two needs for health sector training and workforce
development will be implemented. Some of the health associations include:
1. California State Rural Health Association
2. Hospital Council of Northern and Central California
3. Northern Sierra Consortium
4. Health Alliance of Northern California (HANC)
5. Area Health Education Center ( AHEC)
6. Local Workforce Investment Boards (LWIBs)
7. Office of Statewide Health Planning and Development (OSHPD)
A key objective is to enable incumbent workers to become more competitive in their
region’s labor market and increase competency. To meet this objective, the FN HWI
will partner with industry and the LWIBs to leverage funding for nursing and allied health
workforce training programs. In addition, mini-grants and/or sub-contracts may be used
to fund the presenters. A minimum of three allied health workforce training programs
will be offered in the following areas: Certified Nurse Assistant, Licensed Vocational
Nurse, Medical Assistant, and RN Specialty Training (incumbent workers).
The RN specialty training is a collaboration with a local hospital and the LWIB. The
hospital provides the venue and logistics, the LWIB tracks outcomes, and the HWI
provides the speaker. A minimum of three allied health workforce-incumbent worker
training programs will be offered. Listed here are a few of the RN Specialty Trainings
that can be offered: Medical Surgical, Orthopedic Review Course, Interactive Trauma
Course, OB – Delivery, Critical Care RN – PCCN, Functional Independence
Measurements (FIM), Certified Emergency Nurse (CEN) Review, and Trauma Care
after Resuscitation (TCAR).
The FN HWI DSN will provide technical assistance at industry meetings and
conferences and participate to determine training needs of incumbent workers. Some
industry partners include:
1. California Hospital Association
2. California Primary Care Association
3. LWIBs: Northern Rural Training Employment Consortium (NoRTEC), Alliance for
Workforce Development (AFWD), and The SMART Business Resource Center
4. California Institute for Mental Health (CiMH) and Superior Regions Workforce
Education and Training (WET)
5. The Deputy Sector Navigator will collect and report data on all required
accountability measures working with common metrics and accountability measures,
and working with the statewide LaunchBoard initiative.
In order to deliver outcomes for the region, all data will be collected and reported to the
CA Community College Chancellor’s Office on a quarterly and year-end basis through
the Data Collection System (DCS). In addition, the FN HWI will research and stay
11
abreast of the proposed performance framework for the Accountability Reporting for the
community colleges (ARRC) 2.0/Scorecard and/or Launchboard. Clear and concise
information on key student progress and success metrics will be provided in order to
improve performance and provide data-driven, evidence-based data that can be used to
advocate for the Division of Workforce and Economic Development.
As part of the Student Success Act, the California Community Colleges were required to
produce a scorecard that would provide the data needed to spark an ongoing dialogue
about community college performance. The first iteration of this scorecard is now
complete. Staff development workshops may be offered through a mini-grant process,
as requested, for community college faculty and staff that would describe the scorecard,
review the scorecard data for the college and lead a discussion of its potential
implications for the college and its programs.
Staff development workshops may be offered through a mini-grant process, as required,
for community college faculty and staff to be trained on the data collection requirements
for (ARRC) 2.0 Scorecard/Launchboard.
As the framework for Doing What Matters for Jobs and the Economy moves forward
utilizing regions, sectors, and technical assistance for support of the framework, a
mechanism will be developed for communication between the strategic partners. The
four prongs of the framework are: 1. Give Priority for jobs and the economy, 2. Make
room for jobs and the economy, 3. Promote Student Success, and 4. Innovate for jobs
and the economy.
The Far North Health Workforce Initiative anticipates a positive outcome in serving the
region’s health sector. These outcomes will be driven by:
 Remaining accessible and being responsive to the needs of employers, workers,
and students.
 Collaborating with public institutions and aligning resources to foster cooperation
across workforce education, delivery systems, and career pathways.
 Developing partnerships with the private sector, ensuring industry involvement in
needs assessment, planning, and program evaluation.
 Leveraging of resources.
The activities provided in the response to the need will meet the goals to supply in
demand skills for employers, create relevant career pathways and stackable
credentials, promote student success, and fill job openings. Work plan objectives and
outcomes will be achieved.
12
District:
College:
Butte Glenn CCD
Butte College
Grant Number:
1
3
-
1
5
6
A NNUAL W ORKPLAN
Objective Number*:
1.0
Collaborate with the Sector Navigator and other Deputy Sector Navigators within the health sector, the NFN Regional Consortia Chair
and Co-Chair, and the community colleges within the region to align the needs of the health industry with the community college
programs and curriculum. Work with the NFN Regional Consortia and colleges within the region to develop faculty collaboratives,
connect programs and employers, and promote and strengthen curriculum and program alignment.
Activities
Timelines
Responsible
Person(s)
Performance Outcomes
Deputy
Sector
Navigator
In-Region
Investment
Metric(s)
No.
1.1 Participate in the North Far
North (NFN) Regional
Consortia meetings
representing health as a
priority sector to plan
activities within the region.
1.1 September,
1.1 Deputy
December,
Sector
January, March at Navigator
CCCAOE North,
and May.
1.1 Plan a minimum of three
priority activities/projects within
the region.
100%
QS2,
QS4
1.2 Participate in the Health
Workforce Initiative (HWI)
Deputy Sector Navigator
meetings.
1.2 September,
January, May,
and additional as
determined by the
Sector Navigator.
1.2 Deputy
Sector
Navigators,
Sector
Navigator
1.2 Participate in a minimum of 100%
three meetings to respond to the
specific identified needs of the
region.
QS2
1.3 Provide technical assistance 1.3 October,
1.3 Deputy
to the CA Community
December 2013, Sector
March, April 2014 Navigator
College nursing and allied
health program advisory
committees by facilitating
connections to the
healthcare industry.
1.3 Technical assistance to align 100%
the needs of the health industry
with the community college
programs and curriculum.
QS2,
QS4
13
District:
College:
Butte Glenn CCD
Butte College
Grant Number:
1
3
-
1
5
6
A NNUAL W ORKPLAN
a. Butte College
b. College of the Redwoods
c. College of the Siskiyous
d. Feather River College
e. Lassen College
f. Mendocino College
g. Shasta College
a. April
b. To be
determined
(TBD).
c. April
d. TBD
e. TBD
f. December,
March
g. TBD
1.4 Facilitate the Far North HWI
advisory board meetings with
education and industry
stakeholders throughout the
region.
1.4 May and
November.
1.4 Deputy
Sector
Navigator
1.4 A minimum of two regional
advisory meetings to promote
partnerships, information
sharing of best practices, and
identify and respond to specific
needs of the region.
100%
QS2,
QS4
1.5 Participate in HWI statewide
advisory meetings.
1.5 Meetings in
September,
January, and
May.
1.5 Deputy
Sector
Navigator
1.5 Attend a minimum of three
HWI statewide advisory
meetings.
100%
QS2
14
District:
College:
Butte Glenn CCD
Butte College
Grant Number:
1
3
-
1
5
6
A NNUAL W ORKPLAN
Objective Number*:
2.0
Collaborate with the health industry and the Workforce Investment Boards within the region to determine gaps in the workforce; promote
integration of workforce training and employment; strengthen programs within the sector at regional colleges and high schools; provide
incumbent worker training; promote opportunities for contract education and faculty professional growth; and thereby, promote and
support growth of the sector within the regional economy.
Activities
2.1 Perform or partner with
NFNRC to conduct an
environmental scan and/or gap
analysis as recommended by
the Far North Advisory
Committee or other industry
partners.
Timelines
Responsible
Person(s)
2.1 December 2.1 Regional
2013 – January Consortia,
2014
Deputy Sector
Navigator,
Center of
Excellence,
local WIBs.
2.1 Determine gaps in the
workforce and need for new
allied health programs in the
region.
Deputy
Sector
Navigator
In-Region
Investment
100%
Metric(s)
No.
QS2
2.2 Provide technical assistance 2.2 January
to CA Community Colleges
2014
interested in starting programs
projected to have large
occupation gaps utilizing
potential mini-grants:
a. Certified Nurse Assistants
b. Home Health Aides
c. Associate Degree Nursing
d. Licensed Vocational Nurses
e. Medical Assistants
2.2 Deputy
2.2 Develop a minimum of two
Sector
programs in high need health
Navigator,
occupations.
Sector
Navigator and
Regional Allied
Health
Program
Directors.
50%
50%
QS 2,
QS4
2.3 Provide faculty development 2.3
2.3 Deputy
50%
50%
LI6
2.3 A minimum of two faculty
15
District:
College:
Butte Glenn CCD
Butte College
Grant Number:
1
3
-
1
5
6
A NNUAL W ORKPLAN
workshops for:
a. The medical assistant revised
HWI statewide curriculum model
to include the new role of the
medical assistant in the team
model of care.
b. Ambulatory Care RN
curriculum implementation.
2.4 Collaborate with the
Regional Consortia and Sector
Navigator to research locations
for Imaging Regional Training
Centers for the technician level
needs: CT, Nuclear Medicine,
MRI, PET, SPECT,
Mammography, and
Neurodiagnostic Technologists.
a. December March
Sector
professional development
Navigator,
workshops in the region.
Medical
Assistant and
RN Curriculum
Leads.
b. By April
2014
2.4 August –
March
2.5 Partner with North DSN and 2.5 October
COADN to provide Associate
and May
Degree Nursing/Allied Health
faculty development workshop
(Potential mini-grant project).
2.4 Sector
Navigator,
Deputy Sector
Navigator and
Regional
Consortia.
2.4 Region(s) determined for
50%
Imaging Training Center and will
be in the developmental phases
by June 2014.
50%
LI2
2.5 Sector
Navigator,
Deputy Sector
Navigator and
Regional
Consortia.
2.5 A minimum of two faculty
25%
development workshops offered
for faculty in the region.
75%
LI6
16
District:
College:
Butte Glenn CCD
Butte College
Grant Number:
1
3
-
1
5
6
A NNUAL W ORKPLAN
Objective Number*: 3.0
Gaps within the workforce will be identified and prioritized and strategies developed and implemented using SB 1402 and/or SB 1070 funding.
Examples of strategies to address workforce gaps include: creating community collaboratives, professional development opportunities, curriculum
development, articulation of curriculum in a career pathway, career lattice, or in a system of stackable credentials, career guidance module
development, seminars, workshops, and collaboration between faculty, with an outcome of integrating the needs of employers and addressing within
the curriculum and programs the job skills and competencies required for employment and advancement.
Activities
Timelines
Responsible
Person(s)
Deputy
Sector
Navigator
In-Region
Investment
Metric(s)
No.
3.1 Improve career technical
3.1 Sep 2013,
education pathways between fall semester.
middle schools, high
schools, and community
colleges in partnership with
HASPI.
.
3.1 Deputy
Sector
Navigator
(DSN), HASPI,
Middle/High
Schools,
School
Districts, WIBs,
ROCPs
3.1 A minimum of two high
20%
school classes utilize HASPI to
promote pathways and increase
attainment of industry
recognized certificates from
community college career
technical education programs.
80%
QS2,
MP4
3.2 Provide professional
development to middle and
high school teachers and
community college faculty.
a. Science Teacher Consortium
- Faculty Convening to share
best practices.
b. Conference convening for
teachers to learn new
strategies.
3.2 DSN,
HASPI, Sector
Navigator
3.2 A minimum of two Faculty
Collaboratives to improve
teacher and faculty delivery of
academic and career technical
education pathways. Expand
teacher and faculty
opportunities.
80%
LI6
3.2
a. Sep/Oct
2013
20%
b. Fall 2013
San Diego and
spring 2014
17
District:
College:
Butte Glenn CCD
Butte College
Grant Number:
1
3
-
1
5
6
A NNUAL W ORKPLAN
Sacramento.
3.3 Acquire information
3.3 February
regarding the development
2014.
for middle and high school
student internships and/or
job shadowing opportunities.
3.3 DSN,
HASPI, ROCPs
Teachers,
Industry
3.3 Plan developed to increase 20%
the readiness of middle and high
school students for
postsecondary education.
80%
MP13
3.4 Develop partnerships to plan 3.4 July 2013
for rural middle and/or high
school pipeline activities.
3.4 DSN,
Industry
Associations,
Middle and/or
High Schools
3.4 Plan to develop rural training 20%
and/or guidance activities to
assist middle/high school
students determine their interest
in health as a pathway.
80%
MP1
3.5 Research how to partner
with Sacramento City
College to implement the
pre-requisite alignment and
the Allied Health Learning
Community model in the far
north, and in the north in
partnership with the DSN.
3.5 DSN
3.5 Develop a plan to implement 100%
the pre-requisite alignment in
the north and far north.
3.5 November
2013
3.6 Implement the RN Graduate 3.6 July 2013
Transition to Practice
program in the region.
3.6 DSN, Allied 3.6 Implement a minimum of
Health
one program in the region.
Deans/DONs,
Clinical Sites
100%
QS2,
QS4
MP27
18
District:
College:
Butte Glenn CCD
Butte College
Grant Number:
1
3
-
1
5
6
A NNUAL W ORKPLAN
Objective Number*:
4.0
The Deputy Sector Navigator will work with representatives of industry and professional trade associations to develop and implement
courses and programs to train incumbent workers in the regional health sector. A key objective is to enable incumbent workers to
become more competitive in their region’s labor market, increase competency, and identify career pathways to economic selfsufficiency. Sector strategies may be implemented using articulated career pathways or career lattices and a system of stackable
credentials. Curriculum will be offered through a variety of methods including credit, non-credit, or contract education depending on the
needs of the employer.
Activities
4.1 Collaborate with regional
health associations to determine
rural health training and
workforce development needs.
a. California State Rural Health
Association
b. Hospital Council of Northern
and Central California
c. Northern Sierra Consortium
d. Health Alliance of Northern
California (HANC)
e. Area Health Education Center
(AHEC)
f. Workforce Investment Boards
g. Office of Statewide Health
Planning and Development
(OSHPD)
Timelines
4.1
a. September
2013
b. October
2013
c. November
2013
d. July 2013
Responsible
Person(s)
4.1 Deputy
Sector
Navigator
(DSN),
Advisory
Committee
4.1 Identify a minimum of two
needs for health sector training
and workforce development.
Deputy
Sector
Navigator
100%
In-Region
Investment
Metric(s)
No.
QS2
e. July 2013
f. July 2013
g. September
2013
19
District:
College:
Butte Glenn CCD
Butte College
Grant Number:
1
3
-
1
5
6
A NNUAL W ORKPLAN
4.2 Participate in health sector
4.2
4.2 DSN
industry meetings and
conferences to provide technical
assistance.
a. California Hospital Association a. September
2013
b. California Primary Care
b. March 2014
Association
c. NoRTEC
c.
d. Alliance for Workforce
d. August 2013
Development
e. Superior Region Workforce
e. February
Education and Training
2014 or sooner
f. Other regional health sector
f. As posted
associations.
4.2 Determine training needs of
incumbent workers.
100%
QS2
4.3 Participate in Nursing and
Allied Health organization and
association meetings (i.e.
ROCPs, COADN, 3C-NAC,
CINHC).
4.3 September, 4.3 DSN
December
2013, March,
June 2014
4.3 Participate in the nursing
and allied health meetings with
an education and workforce
emphasis.
100%
QS2
4.4 Provide technical assistance
to the community college nursing
and allied health program
advisory committees by
facilitating connections to the
health industry.
4.4 October,
December
2013, March,
April 2014
4.4 DSN
4.4 Technical assistance to align 100%
the needs of the health industry
with the community college
programs and curriculum.
QS2
4.5 Partner with industry and
local Workforce Investment
4.5 a. – d.
November
4.5 DSN,
4.5 A minimum of three allied
LWIB, Industry, health workforce training
20%
80%
LI1
20
District:
College:
Butte Glenn CCD
Butte College
Grant Number:
1
3
-
1
5
6
A NNUAL W ORKPLAN
Boards (LWIBs) to fund nursing 2013, January, Contractor,
and allied health workforce
March, June
Regional
training in the following areas:
2014
Colleges
a. RN Specialty Training
Incumbent Worker; i.e. MedSurg, Orthopedic Review,
Interactive Trauma, OB-Delivery
b. Certified Nurse Assistant
c. Licensed Vocational Nurse
d. Medical Assistant
programs will be offered.
21
District:
College:
Butte Glenn CCD
Butte College
Grant Number:
1
3
-
1
5
6
A NNUAL W ORKPLAN
Objective Number*:
5.0
Collect and report data on all required accountability measures working with common metrics and accountability measures, and
working with the statewide LaunchBoard initiative.
Activities
5.1 Develop a mechanism for
communication with the
Regional Consortia and Sector
Navigator regarding regional
sector activities.
Timelines
5.1 November
2013
Responsible
Person(s)
Deputy
Sector
Navigator
In-Region
Investment
Metric(s)
No.
5.1 Deputy
Sector
Navigator
(DSN)
5.1 Implement communication
mechanism by January 2014.
100%
QS 2,
QS4
5.2 Research and stay abreast 5.2 July 2013
of the proposed performance
framework for the Accountability
Reporting for the community
Colleges (ARRC) 2.0/Scorecard,
LaunchBoard.
5.2 DSN
5.2 Provide clear and concise
100%
information on key student
progress and success metrics in
order to improve performance.
QS2,
QS4
5.3 Provide staff development at 5.3 January
community colleges regarding
2013
data collection requirements.
5.3 DSN,
consultants
5.4 Staff development
workshop.
100%
QS2,
QS4
5.4 Utilize the NFN Regional
5.4 December
Consortia environmental scan to 2013, January
identify gap analysis and
2014
emerging occupations in the
5.4 Regional
5.4 New health occupations
Consortia,
identified.
DSN, Center of
Excellence,
100%
QS2,
QS4
22
District:
College:
Butte Glenn CCD
Butte College
Grant Number:
1
3
-
1
5
6
A NNUAL W ORKPLAN
health sector.
NoRTEC
5.5 CA Community College
5.5 Quarterly,
Chancellor’s Office reporting as year-end, and
required utilizing the
as requested.
LaunchBoard.
5.5 DSN and
assistant.
5.5 Chancellor’s Office, ARRC
100%
2.0 accountability/ LaunchBoard
requirements met.
QS2,
QS4
23
Chancellor's Office
Galifornia Community Colleges
District:
Butte Glenn
Gollege:
Butte College
Grant
Number:
ccD
FTtl
- l-1T5-l-61
ApPLICATION BuoCET SUMMARY
Note:
When entering dollar amounts, round off to the nearest dollar.
Submit details explaining the expenditures by category on the Application Budget Detail Sheet.
Object of
Expenditure
1
000
Classification
I
nstructional Salaries
Line
TotalProgram
Funds Requested
1
$1,000
Match
2000
Noninstructional Salaries
2
$64,940
3000
Employee Benefits
3
$30,061
4000
Supplies and Materials
4
$4,000
5000
Other Operating Expenses and Services
5
s184.960
6000
CapitalOutlay
6
$3,500
7000
Other Outgo
7
0
I
I
$288.461
$200.000
$11,539
0
10
$300,000
s200,000
Total Direct Costs
Total fndirect Gosts (4% of line
B)
TotalCosts
$200.000
I authorize this cost proposal as the maximum amount to be claimed for this project and assure that funds shall
be spent in compliance with State and federal regulations.
'iltft Deputy Sector
Navi gator/Ad m i n istrator Name/Title
Title:
Name: Trudy L. Old
Date:
Authorized Signature
4122113
District Chief Business Officer (or Authorized Designee)
Name: Andrew sulesk
Administration
Authorized Signature
tr/
24
RFAAppChklst-DepSecNav-ABS (Rev.
3/1 3)
District:
Butte Glenn
College:
Butte College
Grant Number:
1
CCD
3
-
1
5
6
A PPLICATION B UDGET D ETAIL S HEET
M ATCH
Object of
Expenditure
5000
Classification
Local Workforce Investment Board(s) and Enloe Medical Center; Nurse
Specialty Training incumbent worker; 4 review courses at $7,670 each
Match
$30,680
5000
Health and Science Pipeline Initiative (HASPI) funds to implement
teacher/faculty conference in Sacramento in Spring 2014.
$60,000
New Graduate RN Transition Program
Enloe Medical Center, Feather River Hospital, Oroville Hospital
Provide preceptors for 10 New Grad RNs x 240 hours
(estimate) Salary $35/hour = $84,000 + 23% benefits = $19,320
HWI NFN Advisory x2 meetings at 3 hours each; participation 20 @ $50/hour
$103,320
5000
5000
$6,000
Total Direct Costs $200,000
Total Indirect Costs (Not to Exceed 4% of Direct Costs)
0
Total Costs $200,000
25
District:
Butte Glenn
College:
Butte College
Grant Number:
1
CCD
3
-
1
5
6
A PPLICATION B UDGET D ETAIL S HEET
Funds Requested Funds Requested
Object of
Expenditure
1000
Classification
Instructional Salary
Academic Stipend
Deputy Sector
Navigator
$200,000
$1,000
In-Region
Investments
$100,00
Administrative/Managerial Salary
Trudy Old, Program Administrator, Grants
$54,380 MSC Range 5 Step J Annually, 100%
Student Assistant, non-instructional
1,320 hours x $8
$54,380
$30,061
$500
$500
4200
Benefits
a. Academic Stipend $1,000 x .13192 = $132
b. Admin/Managerial ($54,380 x .22559) + $17,497 = $29,765
c. Student Asst $10,560 x 1.552 = $164
Duplicating Supplies
Workshop handouts, office forms
Instructional Related Supplies
Lab Kit Refill Supply (middle/high school)
$1,000
$1,000
4300
Non-instructional Supplies
Office and workshop supplies and materials
$1,000
4500
Personal Service Contracts (Potential Mini-Grants)
a. Professional development workshops/training for allied
health faculty and regional health occupations $50,000
b. Curriculum development $30,000
Travel and Conference
a. Regional meetings and activities $5,000
b. Allied health faculty/staff, regional trainings and/or staff
development $5,000
Catering
Advisory meetings and professional development
workshops/training
Dues and Memberships
$20,000
$60,000
$7,000
$3,000
Leases and Rents Facilities
Conference room rental for meetings and workshops/training
$3,000
5611
Leases and Rents Equipment
Audio/visual for conferences, meetings, workshops/training
$1,000
5612
2110
2368
3000
5100
5200
5240
$10,560
$2,500
$500
5300
26
5630
Maintenance and Service Contracts
Equipment repair $500, website mait. $1,000
$1,500
Audit Expense
$200
5730
Postage
$1,000
$4,000
$5,000
$49,606
$26,654
6410
Advertising and Marketing
Newsletters, EWD Program Marketing, CTE/allied health
brochures, high school guides
Other Misc Service/Expense (Potential Mini-grants)
a. Nurse specialty training, incumbent worker/ faculty training
b. RN Grad Transition
c. Other as needed to meet outcomes
Equipment Additions
Office equipment: copy machines, fax, printers
6411
Computing Equipment
Upgrade desktop or laptop system
5810
5820
5890
$1,000
$2,500
Total Direct Costs
Total Indirect Costs (Not to Exceed 4% of Direct Costs)
Total Costs
$192,307
$96,154
$7,693
$3,846
$200,000
$100,000
27
Project Management Plan
1. Explain the Deputy Sector Navigator’s professional experience in this sector,
including direct work experience, specific expertise, existing networks and
partnerships; major accomplishments in both the public and private sector work; and
recognition or awards that serve as a testimony to subject matter expertise.
Trudy Old has been designated to the Deputy Sector Navigator (DSN) role for the ButteGlenn Community College District that is hosted at Butte College. Her role will be at
100%. She has over twenty-five years of experience in the health care industry with
thirteen of those years at the North Far North (NFN) Health Workforce Initiative (HWI),
formerly the Regional Health Occupations Resource Center (RHORC). For eight years
she was in an administrative role supporting the HWI Director and Statewide HWI
Director. Since 2007 she has been in a management role, and in 2010 she became
acting director for the NFN HWI.
Trudy also worked over eleven years between Butte Home Health & Hospice and Butte
Home Health Plus, a Medicare certified home care agency with a private division. She
began in the billing department and worked her way up the ranks to Office Supervisor of
the private division, managing patient care in five northern counties, collaborating with
hospitals, doctors, nursing facilities, and other allied health industries to meet the needs
of the patients and their families and to promote the best patient outcome.
While at Butte Home Health Plus, Trudy implemented the private insurance and nurse
case management department, the injury and illness prevention program in coordination
with CAL OSHA, and developed the accounts payable department.
Existing networks and partnerships include 1) Butte County Health Collaborative; 2)
California Community College Nursing Advisory Committee (3C-NAC); 3) California
Hospital Association; 4) California Institute for Mental Health (CiMH); 5) California
Organization of Associate Degree Nursing (COADN North); 6) California State Rural
Health Association; 7) California Workforce Investment Board (CWIB); 8) Centers of
Excellence (COE); 9) Health and Science Pipeline Initiative (HASPI); 10) Health
Alliance of Northern California (HANC); 11) Hospital Council of Northern and Central
California; 12) Local Workforce Investment Boards (LWIBs); 13) Northern California
Area Health Education Center Program (AHEC); 14) Northern Rural Training and
Employment Consortium (NoRTEC); 15) Office of Statewide Health Planning and
Development (OSHPD); 16) Smart Business Resource Center – Shasta and Trinity
Counties; 17) Superior Region Workforce Education and Training (WET) Partnership;
18) California State University Chico; 19) County Offices of Education; 20) SMART
Business Resource Center; 21) School Districts; 22) Regional Community Colleges;
Northern Sierra Consortium; 23) California Primary Care Association; 24) Industry; 25)
Regional Occupation Centers/Programs (ROCPs); and 26) The California Institute for
Nursing & Health Care (CINHC).
Major accomplishments include financial and project management on:
28
 Economic & Workforce Development (EWD) Program Statewide Strategic Hub grant
since 2007-2008
Goal: Provide leadership, coordination, outreach and support to healthcare related CTE
programs and activities.
Outcomes: 1) Collaborate with HASPI to provide curriculum and support to middle and
high schools to implement science-based health pathway programs using the following
curriculum: Medical Biology, Medical Chemistry, Medical Anatomy & Physiology, and
Medical Math. Fourteen workshops statewide, including two in the NFN, to middle and
high school teachers, 561 participants. 2) A Health Exploration and Careers (AHEC)
Day; a partnership with the Health Alliance of Northern California (HANC) to offer a
health careers fair, targeting middle and high school students in rural and remote
Siskiyou County, 120 students participated. 3) ‘Life After High School Guides’
Statewide Distribution; 2008-2013 an on-going project the Health Workforce Initiative
purchased from the Los Angeles County Office of Education the rights to design and
maintain updates to the publication ‘Getting Ready for Life After High School’, a career
and college planning guide for California students and their families. The HWI redesigned and updated the guide twice; May 2010 and April 2012. Over 39,000 copies
have been printed and distributed statewide to counselors, high schools, career fairs,
school districts, ROPs, community colleges, and county offices of education.
 Private Industry Council
Goal: To establish and maintain vocational and technical training programs, August
2005 – March 2007.
Outcomes: 1) Butte College Nursing Program is made available to students in the
Lassen and Plumas County service delivery area to meet the health care industry needs
for registered nurses. 2) Implement courses required for LVN to RN upgrade at
Butte College.
 California Department of Education Tech Prep Regional Coordination Project, June
2007 – June 2010.
Goal: Facilitate and direct the implementation of a coordinated regional work plan
designed to provide a forum for regional collaboration, alignment of education and
training efforts, and effective utilization of new and existing resources between
workforce investment boards, economic development agencies, and each of the seven
Tech Prep Local Consortia within the region to provide high quality, successful Tech
Prep pathway programs from high school to college. The Far North local Consortium
consists of Butte College, Feather River College/Plumas County Office of Education,
Lassen College, Mendocino College, College of the Redwoods, College of the
Siskiyou/Siskiyou County Office of Education, and Shasta College.
Outcomes: 1) Ten articulation agreements at College of the Redwoods. 2) Three new
courses in the Lassen Union High School District - Business Finance Pathway. 3)
Lassen, College and career fair, certification program for pathways in Arts, Media and
29
Design, and a Simulated Intro to Business course/2 semesters (retail warehousing and
sports team). 4) Mendocino dual credit green construction class, 1 new green related
certificate. 5) Shasta nine teacher externships. 6) Siskiyous COE Geometry in
Construction program. 7) Six staff development workshops.
Additional accomplishments include financial management and assisting with project
management on the following grants since 2010-2011:
 Perkins Statewide Advisory Committee contract. Plan and coordinate logistics for
three advisory meetings per year.
 Career Technical Education Perkins1B Statewide Collaborative – Health
Occupations. Plan and coordinate logistics for four 3C-NAC meetings per year.
Assist with projects and activities as directed by the Statewide Initiative
Director/Sector Navigator.
 EWD Strategic Priority Leadership, Coordination and Technical Assistance. Assist
with projects as directed by the Statewide Initiative Director/Sector Navigator.
Recognition or awards: Butte College Service Recognition Award, International
Association of Administrative Professionals Certificate of Appreciation Award.
2. Describe the Deputy Sector Navigator’s past successes in creating educational
products and/or services that address skills gaps for industry, including but not
limited to development and adoption of curriculum (be sure to highlight any
experience at the community college level). What were the goals? What were the
outcomes attributable to the Deputy Sector Navigator’s efforts?
In addition to the goals and outcomes listed in number one, Trudy has participated in
the development of the Human Services Program at Butte College, provided technical
assistance to Butte County Office of Education with the start-up of a Medical Assistant
(MA) class offered at the Butte College Skyway Center, and assisted the Chico One
Stop, Butte College, and the Alliance For Workforce Development with the Butte
College Certified Nurse Assistant – Home Health Aide start-up. The goals would be to
meet workforce demand and the outcomes were met as follows: The first MA cohort of
sixteen students completed in December 2012. For the CNA, fourteen certificates were
issued, and of those fourteen, twelve continued on to receive their Home Health Aide
certificate.
Trudy also collaborated with the Smart Business Resource Center for Shasta-Trinity
Counties to provide CNA training at Trinity Hospital in Weaverville, one of the most rural
frontier counties in far northern California. Through the partnership, funding was
provided for instruction, books, scrubs, stethoscopes, live scan fees, back ground
checks, and on the job training reimbursement to the hospital of at least 50% of the
wages for the first 90 days of employment for the six CNA’s. The six CNA students
were workforce re-entry individuals who were without work. The goal was for them to
receive a job and provide Trinity Hospital much needed CNAs. After they graduated in
January 2012, all six were hired at Trinity Hospital to work approximately thirty-two
hours per week.
30
The creation of the successful partnership between the FN HWI, Enloe Medical Center,
and the Alliance for Workforce Development has created a model for Nurse Specialty
Training for incumbent workers. Since May of 2009, eleven trainings have been offered
to 627 incumbent workers. These two-day review courses prepare the incumbent nurse
to pass the test for the specialty training being pursued, often leading to a new, higher
paying position.
3. Describe how the Deputy Sector Navigator has taken a leadership role in creating a
vision, identifying opportunities, and acquiring resources to organize crossorganizational and cross-functional teams to achieve a common set of goals.
The opportunity existed to offer over thirty of the HWI curricula to industry educators
and educational constituents on a broader level. Therefore Trudy came up with the
vision to offer the curriculum on the website so they were accessible to institutions,
public and private, as well as industry educators. The key players were identified and
existing funds were utilized to format each curriculum model and upload to the HWI
website: www.ca-hwi.org, to a specific page called ‘Product Ordering’. The availability
of the curricula on-line has saved time and money from shipping the curriculum, and the
HWI offers approximately thirty-six hours a year in technical assistance support to about
144 phone requests. The orders are linked to a data-base that captures the outcome
data.
Another example of Trudy in a leadership role would be the Tech Prep Regional
Coordination Project from June 2007-June 2010. Funding from a California Department
of Education contract was utilized to provide a forum for regional collaboration among
the seven Tech Prep Local Consortia, economic development agencies, and the
workforce investment boards with a common goal to align education and training efforts
and effective utilization of new and existing resources.
4. Describe the Deputy Sector Navigator’s experience in outcome-centric
environments/projects with strong emphasis on data collection, performance
baselining, measurement, reporting and analysis.
All the projects Trudy has worked on with the HWI in the past eleven years and even
the Public Service Area (PSA) area II grants at the home health agency required
evidence-based data reporting in order to deliver outcomes. Project reporting
experience includes data collection and timely submission of quarterly and year-to-date
expenditure and progress/narrative reports via the online Data Collection System (DCS)
and direct mail or email to the project monitor. All projects performed through the
following funds were measured, analyzed and reported: Economic and Workforce
Development Statewide Strategic Hubs and Strategic Priority Leadership, Perkins
Statewide Advisory Contract, and the Career Technical Education Perkins 1B Statewide
Collaborative Health. In addition to the on-line data collection experience, Trudy has
experience reporting on the Federal Workforce Investment Act (WIA), the Private
Industry Council, and the California Department of Education funding streams.
31
Accountability for and measurement of grant activities for outcomes has been a priority
for the HWI in order to make decisions based on the data outcomes to assist in student
success and advocacy for the Division of Workforce and Economic Development.
5. Describe how the Deputy Sector Navigator will manage the project in order to
leverage personnel, in-kind funding and network connections for project success.
Since the Deputy Sector Navigator (DSN) role is at 100%, hiring of additional personnel
will be unnecessary. It is anticipated that current part-time staff will assist, in a limited
role as necessary to support the DSN. Butte College, as the host, provides in-kind
funding for office space, utilities, and upper level management that oversees the grant.
Programs which are collaborative efforts with industry employers, local workforce
investment boards (WIBs), and industry associations such as the New Graduate RN
Transition Program, the Nurse Specialty Workshops, and Career Fairs also provide inkind funding in the form of providing classroom space, salaries for program participants,
clinical preceptors, workbooks and supplies, as well as paying for participants tests.
Network connections with existing partners will continue with additional collaboration
efforts within the NFN Regional Consortia to expedite program implementation.
Additional focus will be placed on partnerships with middle and high schools, regional
occupations programs, and school districts to offer pathways for students.
6. For those Deputy Sector Navigators who currently are operating from fixed asset
facilities previously developed with EWD funding (previously center grants), describe
how you will utilize those assets in fulfilling the regional objectives of this grant.
Economic and workforce development is part of Butte College’s mission. Utilizing
redevelopment money, the College purchased and reconstructed the Skyway Center to
house economic and workforce development in one location in June 2012. The facility
and all equipment previously purchased will be utilized to continue operating and
fulfilling the regional objectives of this grant. Video conference equipment will continue
to be used for regional advisory and/or other meetings to accommodate those in areas
where travel may be hindered during inclement weather.
Previously, funding was for the North and Far North regions combined. The new
funding structure has divided the single region into two macro regions with each
receiving its own funding. As DSN, I will partner with the DSN in the north region to
fulfill existing and common objectives. All existing partnerships in the far north will be
maintained as well as create additional partnership to fulfill the Career Technical
Education Pathways Program.
32
Butte College Deputy Sector Navigator Health
Organizational Chart
Superintendent/President
`
Vice President for Student
Learning and Economic and
Workforce Development
Advisory
Committee
Deputy Sector Navigator
Health Sector
Tech Asst
Providers
Sector
Navigator
Regional
Consortium
Student Clerical Assistant
33
Trudy L. Old
1481 Pomona Lane – Chico, CA 95928 – (530) 342-8964 – OldHartman@yahoo.com
EXPERIENCE:
August 1999 – Current
Butte-Glenn Community College
2480 Notre Dame Blvd., Chico, CA 95928
Supervisor: Linda Zorn, Statewide Health Initiative Director (530) 879-9069
I have over twenty-five years of experience in the health care industry with thirteen of
those years at the North Far North (NFN) Health Workforce Initiative (HWI), formerly the
Regional Health Occupations Resource Center (RHORC). For eight years I was in an
administrative role supporting the HWI Director and Statewide HWI Director. Since
2007 I have been in a management role, and in 2010 I became acting director for the
NFN HWI.
Achievements:
• Manage over $2M annually for numerous grant and contract budgets. Prepare
quarterly year-to-date expenditures, year-end close out and final program
narratives to various agencies: CA Community College Chancellor’s Office, CA
Department of Education, and the Private Industry Council.
• Facilitate the NFN HWI regional meetings 2/year; plan and coordinate logistics
for statewide meetings: HWI Statewide Advisory Board (SWAC), 3/year; and the
CA Community College Nursing Advisory Committee (3C-NAC), 4/year.
• Coordinate educator and incumbent worker professional development
workshops.
• Partner regionally with the health industry, educational institutions, and health
associations to provide workforce training needs.
August 1995 – Current
Real Estate Investor and Property Manager
Own and manage eight real estate investments in California and Illinois.
November 1997 – August 1999 Butte Home Health Plus
Office Manager
55 Declaration Drive Suite C, Chico, CA 95973
Supervisor: Leslie Fonseca RN, PHN (530) 343-7095
Achievements:
• Managed patient care in five northern counties, collaborating with hospitals,
doctors, nursing facilities, and other allied health industries to meet the needs of
the patients and their families and to promote the best patient outcome.
• Administrator of the private division human resource department, private
insurance, payroll, accounts payable, and the scheduling department.
• Developed the private insurance and nurse case management departments, the
injury and illness prevention program in coordination with CAL OSHA, and the
accounts payable department.
34
•
•
•
Reversed three destructive work environments that stifled creativity and
productivity. Reduced turnover by 75% while sharply improving efficiency and
teamwork.
Developed and managed a comprehensive accounting system by selecting and
implementing state of the art software applications. Financial management of
over $1M now internalized, resulting in better fiscal control and improved
customer service.
Met state and federal reporting requirements.
December 1988 – November 1997
Butte Home Health & Hospice
Billing Assistant
10 Constitution Drive, Chico, CA 95973
Supervisor: Debbie Hamilton, Billing & Office Supervisor (530) 895-0462
Achievements:
• Coordinated the installation for a new phone system for 30+ employees.
• Transcribed medical plans of care and nursing notes.
• Facilitated continuing education training for Certified Nurse Assistants and Home
Health Aides.
• Medicare, private insurance and hospice case management and billing.
• Created and maintained statistical reports. Met state and federal reporting
requirements.
• Managed office equipment and supplies. Billing department trainer.
EDUCATION:
Joliet Junior College-Joliet, IL and Butte College-Oroville, CA
Associate Arts Degree Business Administration, May 1999
PROFESSIONAL ORGANIZATIONS:
St. Jude Children’s Research Hospital, Member 2010 – current
Easter Seals, Member 2008 – current
Butte County Humane Society, Member 2000 – current
Parent Teacher Association/Organization, Member 1998 – current
Athletic Horizons Gymnastics Boosters, Treasurer 2005 – 2007
Parent Teacher Association, Auditor 2004 – 2006
35
36
37
38
39
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Dissemination
The Health Workforce Initiative (HWI) statewide website www.ca-hwi.org is the
repository for products and deliverables created by the HWI, both regionally and
statewide. Products disseminated through the website are the statewide model
curriculum, job analysis (DACUM), and Allied Health Marketing brochures. In addition,
the website serves as a communication portal for the Statewide Advisory Committee
(SWAC), CA Community College Nursing Advisory Committee (3C-NAC), Chancellor’s
Office Associate Degree Nursing (COADN) North and South workgroups, and the
pathways project with the Health and Science Pipeline Initiative (HASPI). Meeting
agendas, minutes, and handouts are accessible through the website via the calendar or
a specific page identified for the industry partner. The Health Occupations Directory is
also housed on the HWI website and was developed so programs can be browsed by
college or program to access information about CA Community College nursing and
allied health programs. The Directory is a great tool to assist students in determining a
pathway, and the colleges that offer programs within a pathway. The website also
provides information on the Certified Nurse Assistant Regional Testing Centers for the
North and South, informational links, and resources.
Other mediums will be utilized as appropriate. For instance, the newly released video
‘Grow Your Own’ highlighting Mercy Mt. Shasta’s effort to train and hire from within the
facility or the local area, is posted on the HWI website homepage and on You Tube.
Twitter, Facebook, and others will be used in conjunction with the HWI website for
dissemination.
Dissemination of information through regional and statewide email distribution lists is
another source of sharing. There are about ten different lists for various groups
including one list of over 2,000 contacts that is focused on allied health faculty at the
community colleges. Information regarding health care programs, meetings,
workshops, and conferences are sent via the distribution lists on a regular basis.
The FN HWI participates in regional and statewide venues where the HWI products and
information are distributed. The Health Sector Navigator coordinates and develops
effective communication between the HWI’s, the community colleges, and business and
industry representatives to ensure appropriate services are delivered. The DSN sharing
and dissemination of regional HWI information will continue to be accomplished through
the Sector Navigator facilitated monthly conference calls, regular e-mail updates, and at
least three face-to-face meetings per year.
The HWI Newsletter is another source of disseminating information. The newsletters
are distributed at meetings and workshops statewide, in addition to distribution through
email network. The newsletters include upcoming events and professional development
workshops, incumbent worker training programs, clinical faculty academy information,
new curriculum releases, and success stories. The website and contact information for
the DSN of each region is included.
41

System Operations - California Community Colleges Chancellor`s

Transcription

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