CTE and ACADEMIC INTEGRATION - Creating "academies" in which CTE and liberal arts disciplines are integrated based on common themes. Academies include: challenging and integrated liberal arts and CTE core curriculum, problem/project-based learning opportunities, workplace or real world experiences, and extensive support services and structure.

Objective: Institute CTE and academic integration through academies at the College starting with a "Design Academy" pilot.

Engage faculty from "design-related" CTE programs (e.g., Fashion Design, Visual Communications, Sign Graphics, etc) and Math, English, and select liberal arts disciplines in designing a "college within a college" in which non-CTE courses are contextualized and CTE courses are aligned with subjects and content in non-CTE courses.
Conduct professional development and planning sessions with faculty.
Organize faculty into teams to plan implementation activities of the Design College.
Relocate participating faculty and disciplines into one facility.
Implement Design College, conduct outcome research, revise program as necessary based on research.

Objective: Develop a Renaissance Scholars Program - an honors program that integrates academic and CTE advanced studies.

Engage faculty from CTE programs and select liberal arts disciplines in designing the Renaissance Scholars Program.
Conduct professional development and planning sessions with faculty.
Organize faculty into teams to plan implementation activities of the Renaissance Scholars Program.
Implement Design College, conduct outcome research, revise program as necessary based on research.

CTE PROGRAM IMPROVEMENT - Ensuring CTE programs at the College achieve high standards for student success such as skill attainment; successful course, certificate, and degree completion; transfer; and employment.

Objective: Develop an in-person and on-line orientation program for all CTE programs/students that includes overview of the industry, occupations, and employment opportunities; industry specific career-pathways and required preparation/education; cooperative education opportunities; required CTE and academic courses; additional preparation to succeed; and 2- and 4-year academic map.

Engage faculty and industry advisors in designing the orientation program including multiple design sessions.
Gather resource materials for orientation sessions and design 2 and 4 year academic maps, career-pathway materials.
Train faculty, counselors, and staff participating in the orientation program.
Design student self-serve web-portal with online tutoring/counseling assistance for orientation program.

CTE PROFESSIONAL DEVELOPMENT - Providing professional development information, activities, and resources for College faculty and staff.

Objective: Provide a comprehensive professional development program for CTE administrators, faculty, and advisors for using market research data and student outcomes data to improve programs and instruction to meet industry needs; organizing and conducting sector-based initiatives including serving as an intermediary; and strengthening industry advisories.

Conduct and disseminate sector-based research including labor market demand, synthesis of ONet skills and competencies, industry advisory recommendations.
Train administrators, faculty, and staff on how to facilitate and report DACUM panels.
Develop a comprehensive industry advisory program and manual including advisory standards; recruit new and train all advisory members; and revise and conduct industry advisory meetings in accordance with manual/standards.
Using the US Employment and Training Administration's (ETA) comprehensive Competency Model Framework as a guide, provide in-service professional development with faculty to develop and implement teaching strategies that enhance personal effectiveness, academic, and workplace competencies.

CTE PROGRAM INNOVATION - Ensuring CTE programs at the College contribute to preparing the requisite workforce to keep Los Angeles and the United States competitive.

Objective: "Green" CTE programs by: (1) incorporating integrated green course content and curriculum in all certificate and degree programs and creating new training/education programs for high growth, high-demand, and emerging green-related industries and occupations and (2) adopting policies and practices that meet "clean and green" and "green certified' standards such as using environmentally preferable products/practices, conserving resources, implementing pollution prevention measures, and reducing the amount and/or toxicity of materials entering the waste stream.

Develop a comprehensive "green" master plan for CTE programs - including conducting environmental scans and industry studies on emerging green technologies and occupations.
Conduct administrator, faculty, and staff in-service trainings on the green technologies and green policies and practices; particularly pertaining to green business certification standards.
Initiate, improve, or expand curriculum to incorporate green technologies or training for green occupations.
Purchase technology and products necessary for "greening" CTE programs by providing CTE disciplines with green challenge grants

Objective: Integrate the use of Workkeys/Keytrain in CTE programs to supplement instruction, provide opportunities of hybrid courses, as an assessment tool, and to provide certifications to students.

Develop a plan for integrating Workkeys/Keytrain in to multiple, targeted CTE programs year-by-year.
Implement necessary Workkeys/Keytrain training modules.
Conduct administrator, faculty, and staff in-service trainings on the applications of Workkeys/Keytrain.
Convene industry advisories to develop and implement customized "certifications" using Workkeys/Keytrain.
Implement necessary Workkeys/Keytrain testing and certification modules/materials.

Objective: Create new CTE course sequences, options, certifcates, and/or degrees to meet local industry demand.

Provide innovation mini-grants to CTE disciplines.

Objective: Improve and modernize Automotive Technology program to meet NATF certification requirements.

Bring in NATF certification expert to work with administrators and faculty to conduct a gap/needs analysis and action plan for addressing programmatic elements needed for the program to receive NATF certification.
Provide professional development opportunities for faculty to learn about and certification standards and practices in their teaching and in other program activities.
Acquire and implement ACT testing software and materials for student NATF certifications.
Purchase CDX software licenses for student training.