Verification Team Report Program/Unit: Criminal Justice ... · PDF fileProgram/Unit: Criminal...

Verification Team Report

Program/Unit: Criminal Justice Training Center Date: 2011/2012

A. Program Evaluation and Planning Team members

PEP Team Members: Lead writer: Damien Sandoval; Other contributors: Greg Miraglia, Don Mort, John Nunez, Art Wegner, Brooke Jackson, Jim Nelson, and Mike Wells met weekly to collaborate on the writing of the report. The Napa County Sheriff and Chief of Police met with the team on an ad hoc basis to contribute to the report and the advisory committee was kept advised of the process.

Verification Team Members: Stephanie Burns, Carollee Cattolica, Amar Abbott.

B. Status of Curriculum Review

All the courses outlines have been reviewed recently and are current; courses that are not being offered have been archived. The Student Learning Outcomes have been identified and are being assessed.

C. Status of Completion

The PEP report is complete and contains a good deal of reflection on the program. The report addresses the recommendations from the California Commission on POST.

D. Strengths of the Program

• The CJTC staff have been leaders in the college in terms of organizing and participating in community outreach. They have participated in job fairs and have created the Community Emergency Response Training Program and brought the Stop the Hate and The Anatomy of Hate Programs to NVC and have offered Stop Bullying workshops at local high schools. The CJTC offers a free Fraud Investigation course at NVC.

• The program's student surveys highlighted the excellent service the program offers. The students responded positively to all the surveys statements and commented on their appreciation of the program.

• The CJTC program surpasses the POST requirements and offers unique training experiences including a Cross Culturallmmersive Training Project. The program has received accommodations from POST for their program.

• The program has higher retention rates than the college average.

• The instructors are all highly trained and stay current by attending workshops and seminars.

• The CJTC maintains a useful and well designed website.

E. Areas for Program Improvement

The program is currently strong and needs to continue to stay up-to-date and continue to provide high quality training.

F. Summary of Verification Team Recommendations

This program is well run and provides high quality training for police officers. It surpasses POST requirements and based on student surveys, meets the needs of the students. The verification team was impressed with the level of detail and reflection in the PEP report.

Signatures:

Classified Representative

Admin/Conf Representative --~~f<'-~--:7"~"""'""'-"~+-', """·,......~~------------• Send a copy of this report to the faculty and staff on the PEP team.

• Send a copy to the Office of Institutional Advancement, Room 1532

The Verification Team will present a summary of their report to a joint meeting of the Planning and

Budget Committees.

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Instructional Program Evaluation Part 1 – Spring 2011

Program: CRIMINAL JUSTICE TRAINING CENTER

Date: SPRING 2011

1. Mission

A. Program Mission Statement

This section should be a short, clearly stated purpose of the program or services. In other words,

what does the program/service/department contribute to Napa Valley College’s (NVC) Mission.

Write or revise your program mission statement in the space below. The NVC Mission is

provided for reference.

Napa Valley College Mission

Napa Valley College engages its students in high quality programs and services that promote

learning and personal growth; enhance academic success and workforce development; and

prepare life-long learners for their roles in a diverse, dynamic, and interdependent world.

The mission of the Criminal Justice Training Center is to provide its students the highest quality training possible. We strive to provide the best opportunity for students' success in meeting basic and advanced training requirements and for enhancing job performance. The Criminal Justice Training Center staff is committed to promoting student success through a positive and supportive learning environment using a variety of approaches that develop individual character, self-confidence, self-discipline, and critical thinking skills. We recognize the critical role and responsibilities of the Justice System in today's society and will continue to maintain the highest ethical and performance standards

to meet the needs of our community.

B. The program falls within one or more of the following categories (check all that apply):

Transfer/Degree

XX Vocational

Remediation

Non-Credit/Community Services

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2. Accreditation and External Reviews

A. If the program is accredited or licensed by another agency, specify the name(s) of that agency.

1. California Commission on Peace Officer Standards and Training (POST)

2. California Corrections Standards Authority

B. Review NVC’s Accreditation Planning Summary (available on the PEP website “Documents”)

and results of previous program evaluations. Discuss the recommendations of the review teams

relevant to the program and how the program responded.

3. Not Applicable.

C. Indicate the sources of information used in Question 2.A. Not Applicable

Accreditation Self-Study Planning Agenda

Accreditation Final Report

Previous program evaluation recommendations

D. Review the recommendations from any other licensing or accreditation bodies. Discuss the

recommendations of the review teams relevant to the program and how the program responded.

California Commission on POST recommendations for the Basic Academy program: Recommendation #1: Make Learning Domain Files more readily available in the Director’s absence. RESPONSE: The Learning Domain files are now maintained in two locations. One set is in the Academy Coordinator office.. Another set is available in the Recruit Training Officers’ Office. Recommendation #2: Availability of the Instructors’ lesson plans would be beneficial for the Academy. RESPONSE: We started assembling detailed lesson plans in January of 2009. We will now retain all teaching materials and lesson plans in a central file in the Academy Coordinator’s office. Recommendation #3: All Instructor resumes must be reviewed for content and brought up to date. Special Certifications (POST Regulation 1070) need to be included in all required instructor files. An annual review of each LD file should be conducted and the Instructor resumes and other relevant information should be regularly updated. RESPONSE: All instructor files have been updated. We verified POST Regulation 1070 instructional topics certifications are in the appropriate instructor files. We now require each instructor to submit a POST Training Profile (101) report.

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Recommendation #4: The Academy’s expanded course outline mirrors the Training and Testing Specifications generated by POST. Additional Academy-specific topics are not included. The documentation for these blocks of additional topics beyond the POST Learning Domains must be documented in the Expanded Course Outline. RESPONSE: Our expanded course outline did contain the additional topics we teach, beyond the POST required Learning Domains. However, we were directed by POST representative (Rich Bond) to remove the additional academy specific topics. Based on this most recent recommendation, we reinserted the information to verify our additional topic presentations. The material will be posted on the electronic data interchange prior to the graduation of the academy class now in session. Recommendation #5: The Academy must ensure that non-sponsored students provide evidence of clearance by the California Department of Justice at the time of application to the academy. [California Penal Code 13511.5] RESPONSE: Our policy has been changed to require students provide a firearms clearance letter from California DOJ at the time of application to the program. Our fliers and informational websites have been updated to reflect this change Recommendation #6: A total of 3 RTOs and 8 part-time DIs (Drill Instructors) are utilized by the Academy for the basic courses. Of the 3 current RTOs assigned to the intensive and extended classes, one (1) had attended the required RTO Workshop. Academy staff reported similar training deficiencies exist for the DIs assigned to the classes. RESPONSE: We utilize part-time Recruit Training Officers. In January 2011, POST changed the training requirement for part-time RTO’s. We have scheduled the requisite training for February 19, 2011. All DI's and RTO's are mandated to complete this training. We will keep records to track their participation Recommendation #7: The Academy’s expanded course outline did not reflect the latest updates to the TTS. Recruits were not given the Training and Testing Specifications at the beginning of Academy training. Instructors were provided with relevant sections of the Training and Testing Specifications for the Learning Domains that they instruct. RESPONSE: We now provide Testing and Training Specifications for students on our Sharepoint site. In the future we will provide them on a flash drive for each class. The Academy’s expanded course outline complies with the latest TTS updates. Recommendation #8 Academy staff told the review team that when a student is terminated and returns for a subsequent Academy class, the student is not required to attend Emergency Vehicle Operations Course (EVOC) training again if they successfully passed EVOC training during the first Academy session.

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Academies presenting the RBC must test all students as specified in the TTS. Academies must require each student to demonstrate proficiency in the competencies required by each exercise test. RESPONSE: This is not our practice or policy at the Napa Valley College Academy. Students who are terminated from the academy, and return for a subsequent class are required to attend EVOC training. We provided this documentation to POST representative Greg Murphy. Recommendation #9: EVOC Instructors reported that students receive one emergency response (Code 3) exercise test with one opportunity to re-test. All other POST-required exercise tests such as skid control, pursuit operations, collision avoidance, and slow speed precision have not been formally administered at the Academy. In the past, students practiced the exercise tests and were informally evaluated by the Instructors. In a later interview, the Academy Director reported that class 70 is the first class that had been tested on all five required EVOC exercise tests using a new test form that was recently developed. However, the Instructors did not recall completing the test forms. One Instructor stated that he would begin using the new test form to evaluate students, but that he had not yet received a copy of the form. RESPONSE: In March of 2010, I appointed EVOC Instructor Team Leader, Marvin Ruff. Mr. Ruff has been instructed to, and is using the required exercise tests. The required forms to document the testing are in use as well. All POST forms are available for review. Recommendation #10: The Academy must ensure all Instructors are fully aware of the POST testing requirements and adhere to the Regulations. (PAM D-1-3(a)(8)(F), PAM D-1-3(d)(2)(F) and Training and Testing Specifications for Learning Domain #33, Arrest Methods, IX.). RESPONSE: All Arrest Methods instructors were trained on POST testing requirements. All instructors are now familiar with POST testing requirements. Our practice will be to have the coordinator or director attend testing sessions to ensure compliance with POST testing requirements. Recommendation #11: A total of 3 RTOs and 8 part-time Drill Instructors (DIs) are utilized by the Academy. One RTO is assigned to each Academy class. Each part-time DI generally works one day per week at the Academy, except in the first week when all DIs are present every day. For each Academy class, daily staffing usually consists of one RTO and either one or two part-time DIs. The ratio of RTOs to recruits has been approximately 1:52 at the beginning of the Academy sessions, which does exceed the POST recommended maximum ratio of 1:25. The Director and Coordinator are not included in this calculation. RESPONSE: While at times, we exceed the POST-recommended RTO/Student maximum ratio of 1:25, we are flexible and able to redirect human resources (Director, Coordinator, and other RTO’s) when class issues have required attention. This flexibility has enhanced our ability to meet class needs. Since January 2009, our class feedback has consistently praised staff availability,

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responsiveness, and attention to student needs. Recommendation #12: Neither the Director nor Coordinator are present during the extended format classes offered in the evenings. One RTO is onsite during the night classes. RTOs perform trainee evaluations, prepare disciplinary recommendations, counsel recruits, conduct test reviews, monitor classroom activities, administer remedial tests, and numerous other duties. The RTOs and part-time DIs are the primary supervisors of the recruits. Academy staff reported that the more difficult or serious disciplinary issues are handled by the DIs so that the RTOs can function as coaches and mentors. RESPONSE: We now employ a part-time coordinator for the extended format class. Recommendation #13: Not all of the Instructor resumes were complete. Some of the Instructor files did not include signed Test Security agreements. Others lacked the required evidence of training specifically for the specialized topics in accordance with POST Regulation 1070. RESPONSE: The following requirements have been verified for all instructors and are available for review: • Complete resumes • Signed Test Security Agreements • Required training certifications for 1070 classes Recommendation #14: The Academy does not offer modified or alternative physical training sessions to accommodate injured students. Students with temporary restrictions due to injury do not receive credit for participation unless they complete the assigned conditioning session without modification. As described on page 28 of the POST Basic Course Physical Conditioning Manual, the Academy should make every reasonable effort to provide alternative physical activity for injured students to address the same conditioning objectives. RESPONSE: We do not offer modified or alternative physical training sessions for injured students. Funding limitations, staffing levels, and limited facilities render such accommodations unreasonable. Since January 2009, every student has been able to achieve the POST minimum performance standard while participating in the requisite number of exercise sessions and performing satisfactorily in required tests. This is attributable to the design of our training program, which supports student physical development while minimizing the occasion for injury. Recommendation #15: By Academy policy, students are permitted to miss up to ten physical training sessions out of 47 scheduled, instead of 6 sessions out of 36 offered, as required by POST. The Academy should submit a Program Change Request form to seek POST approval for a change in the minimum number of missed physical conditioning sessions. RESPONSE: The Academy did submit a Program Change Request form and

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received POST approval for a change. This has been verified by POST. Recommendation #16 The wooden wall, chain link fence, and sawhorse have a rough, splintered, surface on the top that may cause injuries. The wooden wall, chain link fence, and sawhorse for the Work Sample Test Battery (WSTB) are a potential hazard. The WSTB setup should be revised to comply with running and landing surface requirements for the fence climbs, as described in the POST Basic Course Physical Conditioning Manual. Also, the Academy should modify the top surface on the wall to prevent injuries. RESPONSE: The wooden wall, chain link fence, and sawhorse have been resurfaced. The changes include sanding the sawhorse, and placing softened, (faux-grass) surfaces on the tops of the fence and wall. The WSTB was revised to include a soft landing surface. Students now place mats on the landing points and monitor the mats to assure they stay in place during training and testing. Recommendation #17: RTOs have approached students from behind and attempted to disarm the students. This practice is intended to teach weapon retention. This practice should be discontinued. Only trained Arrest Methods Instructors should instruct students in weapon retention, and any such training should occur in a location that has sufficient safety equipment and mats to prevent injuries. RESPONSE: One Recruit Training Officer was identified as participating in the practice described above. The RTO was prohibited from taking these actions. This practice no longer occurs. Corrections Standards Authority Recommendations for the Adult Corrections Core Course Recommendation: The actual Instructors utilized for Weaponless Defense Instruction should be accurately reflected on the submitted course outline. RESPONSE: All potential instructors will be listed on the submitted course outline. As the class occurs, the “actual” instructors will be included in the course paperwork documenting actual training delivery.

E. Reflect on your responses in Section 2. Accreditation and External Reviews and write objectives

for improvement on Schedule A. Program/Discipline Plan.

See attached Schedule A.

3. Curriculum and Instruction

A. If necessary, revise the Student Learning Outcomes Matrix and attach a copy to this report.

See attached SLO Matrix.

B. Review the course outlines of record.

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1) Assess the appropriateness of the degree and certificate requirements.

A review of the degree and certificate requirements confirms the requisite items are in place.

2) Evaluate the appropriateness of courses to the program.

The courses support basic training and in-service training requirements identified and certified by the commission on POST. Course Content is specifically reviewed for appropriateness when compared to established Training and Testing Specifications.

3) Assess the appropriateness of current pre- and co-requisites and recommended preparation.

Have the pre- and co-requisites been validated through the NVC curriculum process?

The prerequisites have been validated through the NVC curriculum process.

4) Determine which course outlines have not been updated since the last program evaluation or

within the past five years.

See attached Curriculum Action Plan.

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C. If you need to revise program SLOs and/or course outlines for courses in your program, complete

the Curriculum Action Plan. Follow the directions provided by the Curriculum Committee.

We do not need to revise our SLO’s; however, we do need to upload them to TracDat. The information has not made it to that tracking system. See attached Curriculum Action Plan.

D. Describe how your program ensures that the syllabi for each instructor are congruent with the

course outline. Describe what measures are taken if any syllabi are incongruent with the course

outline.

Instructors are required to submit lesson plans to the Criminal Justice Training Center Director at the beginning of each course, or whenever course content or delivery has changed. The syllabi are the documents either created by the CJTC director, or the state and set the requirements specified in the course outline of record. P.O.S.T. regulates Criminal Justice Training Center Courses. State training and testing Specifications (TTS) are supplied by the state, and the expanded course outlines must include a description of how all TTS’s are to be carried out. The course coordinator supervises the CJT course and assures presentations meet POST requirements. We periodically review course outlines of record to ensure they comply with POST mandates.

E. Assess Student Learning Outcomes

1) Explain the methods used to assess student learning outcomes. Describe which student

performances were assessed and where the assessment occurred (please be specific).

Student learning outcomes are tracked via identified tests and/or competency rubrics established by the course instructor, coordinator and director. Test scores are compiled in given competency groupings, and evaluated against POST and Academy achievement requirements. The Basic Police Academy was assessed in 2010. The following performances were assessed: 1. Communicate effectively in oral and written form. 2. Confront and assess a problem and identify a solution using good judgment. 3. Comprehend and retain factual and technical information related to law enforcement. 4. Understand differences and work with diverse populations. 5. Demonstrate physical fitness, stamina, and the fine motor skills related to law enforcement. 6. Identify personal strengths and weaknesses. The Basic Dispatch Academy was assessed in 2010. The following performances were assessed: 1. Communicate in written and oral form. 2. Summarize and discuss in written form, issues pertinent to the dispatch profession. 3. Comprehend and retain factual and technical information related to law enforcement. 4. Assess problems, prioritize resources and identify solutions using good judgment.

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2) Summarize your findings from the data.

Our Basic Police Academy students reflect satisfactory achievement in six core competencies. Student must score at least 80% in all competencies to pass the academy. Over 80% of our students achieve scores of 90% or higher. Less than 20% achieve scores of 80%-90%. 65% of our Dispatch Academy students achieve a rating above acceptable performance levels in four individual areas. 22% of our Dispatch students achieve acceptable ratings, and 13% receive less than acceptable performance in one or more rating area.

3) Describe how you used the data and the results to improve teaching and student learning?

We provide instructors this information and hold annual workshops to enhance teaching skills. We focus on student involvement in learning, and examine teaching methodology. The last workshop focus included developing exercises to enhance student retention of technical and factual information.

4) An accreditation standard requires that the institution makes public expected learning

outcomes for its degree and certificate programs. In what ways are the program’s expected

learning outcomes made public? Check all that apply:

X Syllabi

X Catalog

X Brochure

Articulation/Transfer agreements

X Website

Other_____________________________

F. Instructional Methods

1) Discuss the methods used by the program to ensure that similar standards of academic rigor of

the course outline of record are followed by all instructors in the discipline?

Course audit by coordinators, the director, and instructional staff.

Outline review and updates on an annual basis. (Coinciding with POST Updates.)

Course Review by POST.

Review of course content for accuracy by an Advisory Committee.

Use of student learning activities including: role-playing, scenario training, group work and exercises.

Submission of all course records to the state for audit and approval.

Review of instructor development on a tri-annual basis.

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2) Discuss the instructional methods used by the program faculty to address the diverse student

population and to encourage retention and persistence?

Writing Assignments

Written Communications via memos and essays

Oral Presentations

Group Work

Workshops

Projects

Written Testing

Oral Testing

Role-play testing

Scenario Testing

Assessment tests

Remedial Training

Classroom Group Assignments

3) Discuss the instructional methods used by the program faculty to address the differences in

learning styles and to encourage retention and persistence?

Writing Assignments

Oral Presentations

Group Work

Workshops

Projects

Written Testing

Oral Testing

Role-play testing

Scenario Testing

Assessment tests

Remedial Training

G. On-line Services

1) List the on-line and hybrid courses that are offered in this program.

Online Academy Preparation Course – CJT 085

2) Is 50% or more of the program offered through a mode of distance or electronic delivery?

Yes_____ No_X

3) Discuss the program’s plans for future on-line offerings.

None planned at this time.

4) Describe any challenges that have been identified and needs that must be addressed to

support the development of on-line offerings.

POST mandates regarding physical skills and interactive skills.

Advisory Committee commitment to in-class, interactive, and group experience.

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The need to create a team perspective and train for a career that relies upon interagency cooperation and tactical team building, creates a need for group learning.

H. Reflect on your responses in Section 3. Curriculum and Instruction, and write objectives for

improvement on Schedule A.

See attached Schedule A. Objective: After completion of our POST Basic Course Curriculum Review in May of this year, we will have a better grasp of potential areas for improvement.

Approved:____________________________________________ Date__________

Curriculum Committee Co-Chair

Approved:____________________________________________ Date___________

SLO and Assessment Coordinator

4. Community Outreach and Articulation

A. Off-Campus Offerings

1) List the off-campus courses offered in the program and the location (Upper Valley Campus,

American Canyon/South County, other/identify).

None

2) Discuss the program’s plans for future off-campus offerings.

None

3) Describe any identified challenges and needs that must be addressed to support off-campus

offerings.

None

B. What recruitment and/or community outreach activities has the program engaged in or initiated?

Recruitment Efforts: Job Fair participation at the American Canyon Middle School. May 2010 Job Fair participation at the American Canyon Community Center in November 2009. Recruitment Presentation at Napa Police Chief’s Association Meeting in February 2010. Community Outreach; The CJTC created the Community Emergency Response Training Program, a non-credit course that teaches citizens basic disaster preparedness skills. The program is presented in cooperation with the Napa County Office of Emergency Services, the Napa County Fire Department and various law enforcement agencies in Napa County. Well over 1500 citizens and community leaders from all areas of the county have completed this specialized training.

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The CJTC hosted the Stop the Hate Program In March of 2010 and March of 2011. The program included college instructors and administrators from all over the United States. The CJTC Director participated as a student in March of 2010, and facilitated a portion of the 2011 offering. The Dean of Career and Technical Education facilitated “Stop Bullying” workshops for teachers and other staff members at Vintage High School in 2011. In early 2010, the CJTC brought “The Anatomy of Hate” program to our campus. Several hundred people attended this event. The Academy Director and several academy students assisted in the logistics leading up to, and during the presentation. The CJTC director is a member of the California Commission on POST Consortium Advisory Committee. In this capacity, he has direct input regarding the content of the consortiums involving every police academy in California. The Napa Valley College CJTC is able to influence the future development of state policies impacting the delivery of basic police academy training throughout the state. The CJTC is involved in a statewide Basic Police Academy testing task force. The task force is examining paperless testing technologies, and other related testing issues. New mandates and policies will be developed and will apply to all academies throughout the state.

C. What has the program done to establish relationships with secondary schools and/or four-year

institutions?

The CJTC Director and Coordinator attend a statewide consortium of academy directors and coordinators twice each year. There are approximately 39 academies in California. Junior Colleges operate about two-thirds of these programs. The CJTC management has participated in state-sponsored workshops, developing curriculum for the Basic and in-service training arenas. These meetings involve subject matter experts in a variety of specialized skills areas. The CJTC has been instrumental in guiding curriculum development for all basic police training programs, thereby strengthening our relationships with other community college programs. The Director is a member of the California State University Sacramento, Alumni Association. In 2009 he attended a Sac State job fair. The Director maintains communication with Sac State professors, providing upcoming course schedules for posting on the campus.

Todd Dischinger continues traveling the state to a wide range of training centers and junior colleges, delivering instructor development training. Our training center frequently consults with other community college training centers to share ideas and problem solve. Todd has been an ambassador, connecting us to CJTC programs throughout the state, in two-year and four-year colleges. The CJTC In-Service Coordinator has conducted six tours of the San Quentin State Prison for junior college students interested in becoming State Correctional Officers. Participants have included students from Napa Valley College, Sacramento State University, Cal State East Bay, et al.

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D. Review existing articulation agreements with high schools and other colleges. Are they

adequate? Current? Effective?

Not Applicable

E. What has the program done to establish relationships with the business community?

The CJTC has nurtured working relationships with police agencies in Napa and Solano Counties. We have hosted training events hosted by local agencies, providing available facilities when appropriate. The Director is a member of the Napa County Police Chiefs’ Association and attends monthly meetings. The exchange of information is helpful in maintaining healthy working relationships with our county law enforcement agencies. The CJTC has hosted regional training managers’ meetings to assess local agency training needs. The CJTC partnered with Wells Fargo Bank, to bring a no-cost “Fraud Investigations” course to the NVC CJTC. The course will be offered later this calendar year. The CJTC has offered instructional updates for instructors from police agencies throughout the Napa and Solano County regions. The CJTC Director meets with members of the Sikh community in Fairfield California in an ongoing dialogue to foster positive relationships between the Law Enforcement Community and the Sikh community. The director, and coordinators have participated in a every consortium meeting, Task Force Meetings, and regional training managers and field trainers.

F. Vocational Programs only: How has the involvement of the advisory committee helped in

improving and/or promoting the program? Describe the size, membership and regularity of

meetings.

The committee has reviewed and had input on organizational policy. The committee makes recommendations on policy change. [One example occurred when a Sikh candidate asked for a change of policy to accommodate his faith beliefs. The advisory committee supported an exception to our grooming policy to support the student’s participation in the class. (The student withdrew prior to class starting,)] The committee discusses curriculum change and offers recommendations regarding content. Members of the committee routinely participate in graduation ceremonies. Local chiefs conduct class inspections on graduation day. The committee offers recommendations regarding long-term training needs for in-service training. The committee reviews new legislation, and POST mandates, discusses implementation of curriculum focus, and provides direction and input regarding actions taken.

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The committee provides input regarding emerging issues in law enforcement and suggests lesson plan updates to accommodate such trends. The committee communicates with recruiting officers to advise of pending graduations and the availability of candidates for hire. Meetings occur three times a year, in January, May and September. The committee’s membership is comprised of law enforcement officials from the Napa County and Solano County areas, as well as the academy director, and course coordinators. There are 22 members on the Advisory Committee.

G. Reflect on your responses in Section 4. Community Outreach and Articulation and write

objectives for improvement on Schedule A.

See attached Schedule A. More occurrences of recruitment presentations at local career days. More participation in job fair informational days. Increased fee-based course offerings for in-service officers.

Reviews and Signatures

Part I of the program evaluation report is to be reviewed by the program faculty or staff, signed by the

program evaluation chair and division chair or supervisor, and forwarded to the Office of Research,

Planning and Development by May 1.

Program Evaluation Chair Signature: ______________________________

Division Chair/Supervisor Signature: ______________________________

Date:

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Instructional Program Evaluation Part 2 – Fall 2011

Program: CRIMINAL JUSTICE TRAINING CENTER

Date: FALL 2011

5. Enrollment Trends and Student Satisfaction

A. Enrollment Trends (Course & Program Levels)

The following description and analysis of recent enrollment trends in the program was provided

by the Office of Institutional Research:

For the 2011 cycle, data spanning AY 2007-2008, 2008-2009, & 2009-2010 were

analyzed and should be discussed in the report. The data pertaining to this section

are presented in Appendix A.

Enrollment in POLICE Program: Enrollments in POLICE have decreased in

recent years and have not kept pace with the enrollment growth seen across NVC

credit programs. Between 2007-2008 and 2009-2010, enrollments in POLICE

decreased by 61.3%. During the same period, enrollments in NVC credit programs

increased by 11.7%.

Enrollment in POLICE Courses: The decline in enrollment in the POLICE

program is likely attributed to changes in course offerings over the past few years.

Six courses affiliated with the POLICE program claimed 0 enrollments in 2009-

2010 (either because they were not offered or did not have enough enrollments to

continue beyond the first class meeting). The following courses had enrollments of

0 in academic year 2009-2010:

o CJT 110,

o CJT 211,

o CJT 212,

o CJT 213,

o CJT 215, and

o CJT 298 (which has not been offered since 2005-2006).

The following courses experienced a decline in enrollment exceeding 10% between

2007-2008 and 2009-2010:

o CJT 85 (-78.5%),

o CJT 203 (-64.5%),

o CJT 297 (-12.2%), and

o CJT 302 (-83.4%).

Meanwhile, the following course experienced enrollment growth exceeding 10%

between 2007-2008 and 2009-2010:

o CJT 296 (18.3%).

CJT 200 was the only other course in the POLICE program to experience a growth

in enrollment between 2007-2008 and 2009-2010.

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The POLICE program offered 42 fewer class sections in 2009-2010 than it did in

2007-2008 (amounting to a 68.9% decrease in section offerings). The 61.3%

decline in enrollments, therefore, reflects recent changes in course/section

offerings. (See average class size discussion below.)

Reflect on the enrollment trends data and analysis provided. Identify areas for concern as well as

continued success in both program-level and course-level enrollment. Are there external factors

such as community demographics or the economy that have affected the program? What are the

plans to address these factors?

Reductions in course offerings are the result of statewide budget cuts. Enrollment has been impacted by training funding cuts to regional law enforcement agencies. In the period identified, non-essential training funding has been cut. Our offerings have been focused on those courses we know local agencies must have by law. For example, CJT 296 Basic Dispatch Academy and CJT 200 The Basic Police Academy are two required entry-level courses. The lower enrollment is attributable to fewer course offerings. We reduced credit course offerings. The increases in CJT 296 may occur since the training is POST mandated and certifies students for hiring at local agencies. We also stopped offering some credit courses and moved toward non-credit, fee-based courses. Included in this movement are sixteen different CJT 302 Law Enforcement skills classes totaling 48 sections. Despite the bad economy and slowing in hiring by law enforcement, enrollment in the basic police academy has increased as indicated above. We strategically removed one basic academy course offering per year. This decision has allowed our remaining three offerings to fill to capacity with each offering. We plan to continue meeting with our constituents, (e.g. local Law Enforcement, Advisory Committee, California Commission on POST) to continue identifying in-service course offerings and opportunities to increase fee-based course offerings. We are instituting innovative communications technology to identify and draw trainees to our programs. Innovations include the use of Facebook, Twitter. There were several classes with -0- enrollment during 2009-2010 – All of these courses were canceled. These courses represent law enforcement skills courses, and were not legally-mandated courses

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B. Load, Productivity, and Average Class Size

The following description and analysis of faculty load-related data was provided by the Office of

Institutional Research:

For the 2011 PEP cycle, data spanning AY 2007-2008, 2008-2009, & 2009-2010

were analyzed and should be discussed in the report. The data pertaining to this

section are presented in Appendix A.

Load & Productivity: Load and productivity within POLICE have exceeded load

and productivity across college credit programs over the past three years. POLICE

load has ranged from approximately 545 to 812 (vs. range of 406.75 to 465.01

across the college). POLICE productivity has ranged from approximately 18.2 to

27.1 (vs. range of 13.56 to 15.50 across the college). Over the past three years, the

program has ranked 3rd

(among 48 instructional programs) in load and

productivity (based on three-year averages). The target for faculty load is 525.

The target for productivity is 17.5. POLICE exceeded those targets in the three

years examined for the 2011 PEP cycle.

POLICE load and productivity have decreased over the past three years. The

decreases in load and productivity between 2007-2008 and 2008-2009 were due to

decreases in WSCH and FTES (across both academic terms). (The decreases in

WSCH and FTES were accompanied by a slight decrease in FTEF for the academic

year.) POLICE load and productivity then increased between 2008-2009 and

2009-2010, due to a decrease in FTEF (for the academic year). (WSCH and FTES

also decreased in 2009-2010, but load and productivity increased due to the

decrease in FTEF, the denominator of both measures.)

Average Class Size: As noted above, enrollments in POLICE have decreased

dramatically over the past three years. The number of class sections decreased by

a similar proportion over the same period. The combined effect of these trends has

been a steady increase in average class size within POLICE.

Average class size within POLICE tends to reflect (or run slightly lower than) the

average class size across NVC credit programs. Average class size for POLICE

ranged from 24.0 to 29.8 students per section over the past three years, while the

corresponding range for NVC credit classes was 24.8 to 31.6 students per section.

In general, the increase in average class size within the POLICE program has not

been mirrored in the average class size of most POLICE courses. Only one

POLICE course offered in 2009-2010 claimed an increase in average class size

greater than 2.5 students per section over the past three years:

o CJT 296 (with an increase of 6.5 students per section).

Thus, the increase in average class size at the program level has primarily resulted

from reduced section offerings across the program.

The only POLICE course that experienced a decrease in average class size of more

than 1.0 student per section between 2007-2008 and 2009-2010 (and that was

offered in 2009-2010) is CJT 297 (with a decrease of 3.0 students per section).

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Reflect on the load, productivity, and average class size data and analysis provided, and use the

information provided to identify faculty load-related issues within the program. (Provide some

examples.) Summarize those issues below.

Load and productivity has exceeded campus wide averages as a result of fewer FTEFs and higher enrollment per class. We do not use full-time faculty. We maximize our efficiency in this area through utilization of part-time faculty, and closely monitoring required student/instructor ratios There are myriad ratio requirements ranging from one-to-one up to one to fifty. When possible, we use perishable skills facilitators instead of instructors, for manipulative skills testing, thereby limiting our instructional load.

C. Scheduling of Classes

The following information about class scheduling was collected from the student surveys

conducted among all class sections affiliated with the program during the spring semester and

compiled by the Office of Institutional Research:

Student responses to the “grid” portion of the survey (in which respondents were

asked whether they agreed or disagreed with a series of positive statements about

the program) were reviewed to identify potential areas for improvement. The

following criteria were used to identify potential areas for improvement:

<75% of respondents agreed/strongly agreed, or/and

≥ 10% of respondent disagreed with the statement.

Responses to the two scheduling-related questions on the survey indicated that

students are satisfied with class scheduling and course offerings in POLICE, as

neither of the scheduling issues were flagged for improvement based on the criteria

listed above.

o 92% of respondents agreed/strongly agreed that courses affiliated with the

POLICE program are offered at convenient times (48% strongly agreed; 44%

agreed), while 6% were neutral and 2% disagreed. (The remaining 1% did not

respond to the question.) It should be noted that survey respondents were able

to enroll in the courses offered and adjust their schedules to make that possible

(including any online offerings). As a result, the survey likely underestimates

the number of students that are not satisfied with the times POLICE courses

are offered.

o 97% of students agreed/strongly agreed that they are satisfied with the course

offerings in the POLICE program (55% strongly agreed; 42% agreed), while

2% were neutral on the issue and 2% disagreed.

Review student satisfaction survey results (pertaining to scheduling) summarized above as well as

the program’s schedule of classes. Discuss whether the courses are scheduled appropriately to

meet student needs.

Our schedules are similar to other programs offered around the state. We consistently poll students and area agencies we serve, to assure we’re providing schedules that accommodate potential students. We are limited by state mandates in schedule variations. When students are sponsored by an agency, FLSA impacts the schedule. The Commission on POST limits the number of months an extended academy format can run. The chosen presentation schedules have been supported

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as indicated through our feedback mechanisms.

D. Student Satisfaction

The following summary of the results from the student surveys conducted among all class

sections affiliated with the program during the spring semester was provided by the Office of


Student responses to the “grid” portion of the survey (in which respondents were

asked whether they agreed or disagreed with a series of positive statements about

the program) were reviewed to identify potential areas for improvement. The

following criteria were used to identify potential areas for improvement:

<75% of respondents agreed/strongly agreed, or/and

≥ 10% of respondent disagreed with the statement.

For POLICE, none of the seven statements was flagged for improvement based on

the criteria listed above.

The responses to the open-ended portions of the survey indicated that students

appreciate the program in general (i.e., course content), the teamwork, the in-class

activities, and the instructors. In terms of improvement, the comments in the open-

ended portions of the survey indicated an interest in more hands-on opportunities,

more physical fitness training, and more time spent on a few select topics (such as

tasers, laws, prioritization). The select topics were identified by only a few student

respondents (one each student for each topic).

Discuss the results of the student satisfaction survey, identifying areas for improvement and

continued success.

The structure of our program is highly regulated and mandates the bulk of the training we offer. We adjust course content every six months to meet changing CA Commission on Peace Officer Standards and Training requirements. The discretionary training we include is designed to enhance the students’ potential for success in field training programs. Feedback supports the continuation of the presentations in their current format.

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E. Training/Education

Does the program offer unique training/education (and not represent unnecessary duplication of

training/education) in the area? If applicable, what documented labor market demand does this

program address?

Unique training experiences not duplicated later in the students training include: -A Capstone Project that summarizes all aspects of the training experience -A Cross Cultural Immersive Training Project which includes outside-classroom, self-developed research and experiential training. -A workshop setting in the classroom that provides for team learning. None of these experiences will be re-created in Field Training Programs at any agency in the state. The experiences prepare the students to assume responsibility for their own learning once in the field. The closest law enforcement training center is in Contra Costa County and Santa Rosa. Our CJT 200 Basic Police Academy offers 880 hours of training as opposed to the POST minimum of 664 hours. The additional hours of instruction we offer contain topics and activities specifically requested and approved by the CJTC Law Enforcement Advisory Committee in order to meet the needs of local law enforcement agencies.

A review of the website: http://www.labormarketinfo.edd.ca.gov/. reveals data that indicates career openings in law enforcement are most available in Southern California and the Inland Empire County regions. Job opportunities are available throughout California, so our graduates are eligible to apply at agencies throughout the state. Graduates may need to relocate since openings are limited, and downsizing across the state has flooded the market with certified, experienced, and highly desirable candidates proven in the field.

F. Reflect on your responses to Section 5: Enrollment Trends and Student Satisfaction, and write

objectives for improvement on Schedule A.

-Establish annual meetings with Field Training Officers in the Solano and Napa County, to discuss emerging trends in the field training experience. -Begin a discussion toward designing a cross-communication process to follow up with program graduates who have gotten hired, and try to identify training areas that could be enhanced. -Evaluate the current 880 hours of basic academy training we offer, and identify potential areas for improvement. -Conduct a study to evaluate the nexus between classroom instruction and scenario based training See attached Schedule A.

6. Student Success and Equity

http://www.labormarketinfo.edd.ca.gov/

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A. Retention (Course & Program Levels)

The following description and analysis of retention was provided by the Office of Institutional

Research:


were analyzed and should be discussed in the report.

Program-Level Retention: The retention rate within POLICE tends to exceed the

college-wide retention rate. Over the last three years, retention within POLICE has

ranged from 90.4% to 97.0%. Over the same period, the retention rate across the

college has ranged from 85.0% to 86.1%. The histograms and summary statistics

reported in Appendix B show that the POLICE retention rate exceeded the mean and

median retention rates among NVC credit programs in the three years examined.

Course-Level Retention: Over the past three years, the following course has

consistently claimed retention rates lower than the program-level retention rate:

o CJT 200.

Note: The above description of retention is intended to increase awareness of

student performance in the program. It is included in the PEP process to inform

discussion so that writing teams can develop strategies for improvement and, if

appropriate, target those strategies in certain areas. Low retention rates might be

appropriate for some programs and courses. If any unique characteristics of the

program (or courses in the program) might be affecting retention, those unique

characteristics should be highlighted in the discussion below.

Reflect on the data and analysis provided above and identify areas for improvement among

individual courses (based on course-program comparison) and within the program as a whole

(based on program-college comparison).

All of our “300” classes are only for in-service police officers only. Therefore the retention rates reflect students who must complete the course to maintain a POST training standard.

The California Commission on POST requires training delivered in a consistent and structured manner. Retention rates in the Basic Academy (“200”) are consistent with other academies throughout the state: On September 21, 2011, the director met with 20 other program directors from throughout the state at the Commission on POST Consortium Advisory Council meeting. The members compared retention data over the last year. The retention rates throughout California ranged from 70% to 85% per presenter. A review of the reasons students did not complete 200 Basic Police Academy over the last three years revealed the common reason to be voluntary resignation. The majority of these resignations occurred within the first nine weeks of the academy. After reviewing this data with academy staff we identified the most common reason was the students’ lack of preparation for the rigors of the program. Existing law does not mandate a preparatory course, which we feel would be helpful. In the past we have offered such a course. Attendance has been so low

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we’ve had to cancel the offering. (CJT 85)

B. Successful Course Completion (Course & Program Levels)

The following description and analysis of successful course completion was provided by the

Office of Institutional Research:



Program-Level Successful Course Completion: Over the last three years, the

successful course completion rate within POLICE has ranged from 58.3% to 90.0%.

Over the same period, the successful course completion rate across the college has

ranged from 70.7% to 70.9%. In 2007-2008 and 2008-2009, the POLICE program-

level successful course completion rate exceeded the college-wide successful course

completion rate. In 2009-2010, the successful course completion rate among

POLICE courses was lower than the college-wide rate. The histograms and

summary statistics reported in Appendix B reflect the same pattern in the successful

course completion rate within POLICE relative to the performance of other NVC

credit programs. In 2007-2008 and 2008-2009, the successful course completion

rate within POLICE exceeded the mean and median successful course completion

levels among NVC credit programs. In 2009-2010, the POLICE rate fell below the

mean and median levels among NVC credit programs. The difference between

retention and successful course completion within POLICE has ranged from 6.9% to

32.1% over the past three years. The difference between the two rates tracks the

proportion of students who remain enrolled in the course throughout the semester

(i.e., that are retained) but do not receive successful grades. This measure indicates

that between 6% and 33% of students enrolled in POLICE classes over the past

three years have received grades of D, F, I, NP/NC (i.e., were unsuccessful). Over

the same period, the difference measure has ranged from 14.1% to 15.3% at the

institutional level (across all NVC credit programs).

Course-Level Successful Course Completion: Over the past three years, the

following courses have consistently claimed successful course completion rates

lower than the program-level successful course completion rate:

o CJT 200 (in all three years), and CJT 213 (in the one year it was offered).

Both of these courses are entry level courses.

Note: The above description of successful course completion is intended to increase

awareness of student performance in the program. It is included in the PEP process

to inform discussion so that writing teams can develop strategies for improvement

and, if appropriate, target those strategies in certain areas. Low successful course

completion rates might be appropriate for some programs and courses. If any

unique characteristics of the program (or courses in the program) might be affecting

successful course completion, those unique characteristics should be highlighted in

the discussion below.


individual courses (based on course-program comparison) and within the program as a whole

(based on program-college comparison).

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CJT 302 courses are those attended by working police officers. These are professionally mandated courses students must complete to continue working in the field. The students are being paid to attend, and the state attendance mandates require they be present 95% of the time the course is scheduled. The attendance rates in these courses reflect these mandates. Conversely, in CJT 296 students often fall out because they are self-sponsored, fail to meet the 95% attendance requirement, and self-select out of the course. CJT 200 is a demanding and rigorous course. The attrition rate is impacted by those students who sign up for the course and then withdraw because of their lack of preparedness. It is common for students to quit within the first nine weeks of the course The addition of a pre-admission interview and screening process

would enable the CJTC to eliminate students whose level of preparation falls short of the necessary preparation to be successful in the program.

The addition of a state-mandated preparatory course could have a positive impact on this data as well

NOTE: See data above regarding academy completion rates.

C. Enrollment by Equity Group

The following description and analysis of enrollment by equity group was provided by the Office

of Institutional Research:



Enrollment among equity groups in POLICE were compared with enrollment

among equity groups across all NVC credit programs to identify differences

between the POLICE student population and the college as a whole. Over the past

three years, the following groups claimed a significantly smaller proportion of

enrollments in POLICE than they did in NVC credit programs as a whole:

o 2007-2008: females, African Americans, Asians/Pacific Islanders, Filipinos,

Hispanics, students under 21 and 21 to 29, and students with disabilities

reported;

o 2008-2009: females, African Americans, Asians/Pacific Islanders, Filipinos,

Hispanics, students under 21, and students with disabilities reported; and

o 2009-2010: females, Filipinos, Hispanics, students under 21, and students

with disabilities reported.

The groups that are underlined in all three years – females, Filipinos, Hispanics,

students under 21, and students with disabilities reported – tend to consistently be

underrepresented within the POLICE program.

The POLICE program adds to the diversity of the NVC student population by

consistently (across all three years examined) claiming a significantly larger

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proportion of enrollments (vis-à-vis the college) among the following groups:

o Males,

o Whites,

o Students age 30 to 39,

o Students age 40 to 49, and

o Students without disabilities reported.

Note: The above description of enrollment by equity group is intended to increase

awareness of the program’s student population. It is included in the PEP process

to inform discussion so that writing teams can identify areas for improvement.

Differences between the overall NVC credit-student population and the population

of students enrolled in the program are to be expected and might be appropriate for

some programs. The differences between the two populations should be discussed

below, highlighting any unexpected findings.

Reflect on the data and analysis provided above and identify areas for improvement within the

program as a whole (based on program-college comparison).

We strive to welcome all groups to our program. Cultural diversity, valuing difference and encouraging tolerance is infused throughout our training. The director is a member of the Bias Incident Response team, and has recruited females, and other underrepresented groups from a selection of evening college courses. We have attended community outreach activities in American Canyon. (Job Fair). We made four presentations to students at American Canyon Middle School. We have provided tours and presentations hosted by the career center. Disabled students are screened out only if they are unable to perform unique essential job functions represented in the Work Sample Test Battery required as part of the certification criteria. We have worked with student services on multiple occasions when testing accommodations have been requested. At least two students with learning disabilities have successfully completed the basic academy. We offer a monthly testing service, open to all applicants who wish to attend a basic police academy. We recruit from these testing processes as well.

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D. Retention by Equity Group

The following description and analysis of retention by equity group was provided by the Office of




Just as the POLICE program-level retention rates tends to exceed the retention rate

of NVC as a whole, retention rates among equity groups in POLICE tend to exceed

the retention rates claimed by each group at the institutional level. Of the 15

subgroups examined, three subgroups claimed lower retention rates in POLICE

than they did across college credit programs in 2009-2010. In 2007-2008 and

2008-2009, no subgroup claimed lower retention rates in POLICE than they did

across the college.

Over the last three years, the following groups claimed significantly lower retention

rates than their counterparts across the college:

o 2007-2008: none;

o 2008-2009: none; and

o 2009-2010: none.

No equity group consistently (across all three years examined) claimed significantly

lower retention rates in POLICE (vs. the college as a whole).

The equity analysis included in Appendix B provides a means of assessing

performance of equity groups within the program (rather than in the program vs.

the college as a whole). The equity analysis that was conducted for POLICE using

data spanning 2007-2008 through 2009-2010 did not yield any significant

differences between an equity group’s share of the population of retained students

and its respective share of the baseline population of students enrolled in the

POLICE program. That is, no equity group claimed a significantly lower

proportion of the retained population, given the population share that group

claimed among the population of students enrolled in POLICE courses.

In summary, the retention rates claimed by POLICE do not consistently impact any

one equity group over another.

Note: The above description of retention by equity group is intended to increase

awareness of student performance in the program. It is included in the PEP

process to inform discussion so that writing teams can identify areas for

improvement. If any consistent differences in the performance of subsets of students

were found, they should continue to be monitored, and a plan for monitoring and

addressing the differences should be outlined below.

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groups of students (based on equity analysis/any disparities identified).

There are no consistent differences in the performance of subsets of students. We

will continue to evaluate our performance in this area.

E. Successful Course Completion by Equity Group

The following description and analysis of successful course completion by equity group was

provided by the Office of Institutional Research:



Just as the POLICE program-level successful course completion rates tend to

fluctuate around the successful course completion rate of NVC as a whole (with the

POLICE rate exceeding the college rate in 2007-2008 and 2008-2009 and then

being lower than the college rate in 2009-2010), successful course completion rates

among equity groups in POLICE tend to fluctuate around the successful course

completion rates claimed by each group at the institutional level. Of the 15

subgroups examined, two subgroups claimed lower successful course completion

rates in POLICE than they did across college credit programs in 2007-2008. In

2008-2009, one subgroup claimed a lower successful course completion rate in

POLICE than it did across the college, and in 2009-2010, 12 subgroups claimed

lower successful course completion rates in POLICE than they did across the

college.

Over the last three years, the following groups claimed significantly lower

successful course completion rates than their counterparts across the college:

o 2007-2008: none;

o 2008-2009: none; and

o 2009-2010: females, males, Filipinos, Hispanics, Whites, students under 21,

21 to 29, and 30 to 39, and students without disabilities reported.

No equity group consistently (across all three years examined) claimed significantly

lower successful course completion rates in POLICE (vs. the college as a whole).

The equity analysis included in Appendix B provides a means of assessing

performance of equity groups within the program (rather than in the program vs. the

college as a whole). The equity analysis that was conducted for POLICE using data

spanning 2007-2008 through 2009-2010 yielded significant differences between the

following equity groups’ respective shares of the population of successful POLICE

course completers and their shares of the baseline population of students enrolled in

POLICE courses:

o Filipinos in 2009-2010; and

o Students age 21 to 29 in 2007-2008 and 2009-2010.

However, these two groups did not consistently (across all three years

examined) claim significantly smaller proportions of the population of

successful course completers in POLICE than they did among the population

of students enrolled in POLICE courses.

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In summary, the successful course completion rates claimed by POLICE do not

consistently impact any one equity group over another.

Note: The above description of successful course completion rates by equity group

is intended to increase awareness of student performance in the program. It is

included in the PEP process to inform discussion so that writing teams can identify

areas for improvement. If any consistent differences in the performance of subsets

of students were found, they should continue to be monitored, and a plan for

monitoring and addressing the differences should be outlined below.


groups of students (based on equity analysis/any disparities identified).

No consistent differences in the performance of subsets of students were found. We will continue to monitor this area of performance. We could not identify any reason to indicate why underrepresented groups appeared in 2009-2010.

F. At-Risk Students

Identify strategies used to identify and assist students at risk. Discuss their effectiveness.

We use score spreadsheets to identify quickly, students who are struggling with the academic or physical performance requirements. We identify weak performance areas, draft performance improvement plans, and review plan progress intermittently. Students who fail examinations are provided remedial training and are re-tested. We refer students to students’ services when appropriate and provide alternative resources when appropriate. We have experienced some success using these intervention methods. The efforts are successful when students stick to performance improvement plans, however, oftentimes, students fail to follow through, or find they have limited time to implement an improvement plan, and self-select out of the program.

G. Links with Other NVC Programs

What has the program done to create links with support services for students? What has the

program done to create links with other NVC instructional programs?

(Examples of links with support services for students: incorporating Writing Center/Math Lab

time into course requirements, linking courses with Writing Center course, securing Supplemental

Instruction for courses; Examples of links with other NVC instructional programs: establishing

learning communities (with linked inter-disciplinary courses), development of courses such as

Occupational Spanish, relationship between basic skills and program)

We have referred students to the counseling center. Several times the director met with Wendy Martinez to work through disability accommodations for disabled students. We have referred students to the Writing Center to strengthen report writing skills.

H. Program Completion

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The following information about degrees and certificates was provided by the Office of




PEP is intended to increase awareness of how each instructional program

contributes to success indicators at the institutional level. The POLICE program

claims degrees and certificates awarded in Administration of Justice and Police

Academy. Certificates conferred within those disciplines over the past three years

are discussed below.

Between 2007-2008 and 2009-2010, POLICE awarded between 92 and 113

certificates per year. Since 2007-2008, the number of certificates awarded in the

discipline decreased by 18.6%. The number of certificates awarded by the

institution increased by 4% across the same three-year period.

POLICE certificates have accounted for approximately 44% of the certificates

awarded by NVC over the past three years (range across the three years: 35% to

57%). This share of certificates is the largest claimed by any discipline area. As a

result, the POLICE program is a major contributor to the institutional-level awards

figures, and the institutional-level numbers are heavily dependent on students’

completion of the POLICE program.

Reflect on degree/certificate data and analysis provided and assess the effectiveness of your

program in terms of program completion. If applicable/available, provide job placement data

pertaining to your program and assess the effectiveness of the program in terms of job placement.

We are pleased with our performance in this area. The decrease coincides with our canceling one academy class per year. We are able to maintain contact with students only if they choose to communicate with us. Over the past two years we have used social media (Facebook, etc) to maintain contact with our graduates. We are finding that about 30% of our graduates have either been hired or are in the final stages of a hiring process. Moreover, those hired are traveling farther from the bay area to find employment. For example, many have gone to Imperial Valley, Kern County and Orange County seeking employment. We know of several students who have taken jobs with agencies outside the Napa County area.

I. Reflect on your responses in Section 6: Student Success and Equity and write objectives for

improvement on Schedule A.

See attached Schedule A.

7. Planning and Budget Requests

While answering the questions in this section, consider the staffing available, the existing budget, as well as

the objectives that you included on Schedule A. Schedule A will be your program plan and will be sent to

your division chair to be included as part of the division plan. Complete Schedules B-I, as needed, to justify

requests for additional resources.

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A. Program Plan. Reflect on your responses to all of the questions above. If changes and/or

improvements are needed, write objectives on Schedule A. Add other objectives that will further the

mission of your program. The objectives must support the NVC Strategic Plan Goals and

Objectives. In the right column of Schedule A, identify all additional resources that are needed to

accomplish these objectives.

B. Faculty and Staff. Summarize the staffing resource needs identified in Schedule A. Discuss any

changes needed. Complete Schedule B. Request for Permanent Faculty and Staff form as needed.

C. Operational Budget. Are operational funds appropriate to enhance program success? If not, how

would additional operational funds be used to enhance program success? Complete Schedule C

Request for Operating Budget Augmentation form as needed.

D. Program-Specific Equipment. Discuss the strengths and weaknesses of the program-specific

equipment available to enhance program success. What needs remain? What strategies are planned

to meet those needs? Complete Schedule D Program Specific Equipment Request form as needed.

E. Technology. Discuss the strengths and weaknesses of the technology available to enhance program

success. What needs remain? What strategies are planned to meet those needs? Complete Schedule

E Technology Request form as needed.

F. Facilities Improvement/Renovation. Discuss the strengths and weaknesses of the physical resources

available to enhance program success. What needs remain? What strategies are planned to meet

those needs? Complete Schedule F Facilities Improvement/Renovation Request as needed.

G. Professional Development. Using the results of the Faculty/Staff Accomplishments survey,

summarize the professional development activities undertaken by faculty and staff. Based on the

goals that resulted from this program evaluation, complete the Schedule G Professional Development

Needs form to indicate what areas of focus have been identified for future faculty/staff development.

Note: Budget requests for Travel and Conference should be addressed on Schedule C. Operating

Budget.

H. Learning Resources/Media Materials. What learning resources (i.e., books, periodicals, videos) are

needed to enhance program success? Complete Schedule H Learning Resources/Media Materials

Request form as needed.

I. Research. If the program/department needs additional data or research conducted to inform decision

making or planning, complete Schedule I, Research Project Request form.

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The program evaluation report is reviewed by the program faculty or staff, signed by the program

evaluation chair and division chair or supervisor, and forwarded to the V.P. (Instruction or Student

Services) or President with a copy to the Office of Research, Planning and Development for the

verification phase.

Program Evaluation Chair Signature: ______________________________

Division Chair/Supervisor Signature: ______________________________

Date:

Verification Phase

The verification team will review the Program Evaluation Report for accuracy and completeness,

and the process used to develop the report (see verification team duties). Once the report is verified,

it is forwarded to the appropriate Vice President or President (for administrative services).

Verified on:

Verification Committee Signatures:

Acknowledgement Phase

The Vice President/President reads and acknowledges the program and planning document and sends a

letter to the program team and discipline/program faculty or staff, with copies to the Academic Senate

President, the Planning Committee, and the President of the college (who will forward them to the Board

of Trustees). The vice presidents and/or President will use program review results to (1) base discussions

and decision making on data and evaluation provided by program evaluation; (2) inform program

planning; and (3) advocate for program needs.

Vice President/President

Date Letter Sent:

Recommend review in 2 years: Yes No

CJTCSJ!:CTIONS 1-6 WITH COMMENTSOCTOBER.3.201l

Program Evaluation Summary

Program: _________________ CJTC ________________ __

Complete the following sections based on the program evaluation completed. This summary will be forwarded to the Planning Committee after the verification phase is complete.

Program Achievements (major achievements, changes, implementations, progress since last program review)

..,.. Received a positive Basic Course Curriculum Review resulting in our continued certification ..

..,.. Continued developing our reputation and role on campus and in Napa County for being a leader in providing hate crimes education .

..,.. 1 00% of our instructional staff has completed a 40-hour instructional skills course .

..,.. We continue to provide students with electronic instructional materials- saving students $600.00 in materials costs .

..,.. We developed, and had approved by our advisory committee, an ethical competency examination testing process .

..,.. We recently were selected to represent California Academy Directors on the P.O.S.T. Consortium Advisory Committee .

..,.. Recognized by POST as providing state-of-the-art training facilities for our students .

..,.. Completed a revision of the criminal justice training center website to provide a more user friendly interface and more contemporary look .

..,.. Implemented on-line pay systems, saving students time and money as they register for our courses

..,.. Recognized by POST as providing comprehensive lesson planning and team collaboration with academy staff.

Strengths (unique characteristics, special capacities) ..,.. Recognized by POST for our record keeping and training form development. ..,.. Recognized by POST as having extremely well-constructed and maintained training

facilities ..,.. Recognized by POST as innovative training use of prop weapons to provide realistic

training ..,.. We maintain unique and rigorous academic achievement requirements not replicated in

any other Basic Police Academy.

Challenges (concerns, difficulties, areas for improvement) ..,.. We expect the state will implement innovative testing processes that will require the

maintenance of new technological infrastructure. Discussions for such implementation may occur within the near future.

Instructional Program Evaluation Apri12010

31

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STUDENT LEARNING OUTCOME (SLO) MATRIX

CRIMINAL JUSTICE TRAINING CENTER

PROGRAM AND COURSE SLOs

CJT 085 ONLINE ACADEMY PREPARATION COURSE 1. Identify the academic and physical preparation required to begin the basic police academy. 2. Demonstrate a general understanding of the role of a peace officer in today’s society. 3. Identify the rules and regulations related to the police academy and student conduct. 4. Demonstrate how to write a journal entry and a self-assessment. CJT 100 INTRODUCTION TO PUBLIC SAFETY PROFESSIONS 1. Identify major job functions and career opportunities in law enforcement, fire suppression, and emergency medical services. 2. Demonstrate the ability to create a professional resume. 3. Identify effective job application and interviewing techniques related to public safety employment. CJT 110 – COMMUNITY SERVICES OFFICER 1: Demonstrate how to write a basic police report. 2: Explain how the Law Enforcement Code of Ethics applies to the job of CSO. 3: Demonstrate how to identify the classification and elements of crimes and Vehicle Code violations. 4: Demonstrate basic driving and parking maneuvers with a standard police vehicle. 5: Demonstrate how to secure and document a basic crime scene. CJT 200 BASIC ACADEMY COURSE 1: Demonstrate oral and written communication skills 2: Confront and assess a problem and identify a solution using good judgment. 3: Comprehend and retain factual and technical information related to the profession. 4: Understand differences and work effectively with diverse populations. 5: Demonstrate physical fitness, stamina, and fine motor skills related the profession 6: Identify personal strengths and weaknesses CJT 211: ADULT CORRECTIONS 1. Demonstrate oral and written communications skills related to the job of adult correctional officer. 2. Explain how personal biases can influence decision making in the job of adult correctional officer. 3. Explain how the Corrections Code of Ethics influences decision on and off duty in the job of adult correctional officer. 4. Apply laws, rules, and regulations related to the job of adult correctional officer. 5. Demonstrate physical fitness and agility related to the job of adult correctional officer.

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CJT 212 PROBATION ACADEMY 1. Demonstrate oral and written communications skills related to the job of probation officer. 2. Explain how personal biases can influence decision making in the job of probation officer. 3. Explain how the Corrections Code of Ethics influences decision on and off duty in the job of probation officer. 4. Apply laws, rules, and regulations related to the job of probation officer. 5. Demonstrate physical fitness and agility related to the job of probation officer. CJT 215 CORRECTIONS 1. Demonstrate oral and written communications skills related to the job of state correctional officer. 2. Explain how personal biases can influence decision making in the job of state correctional officer. 3. Explain how the Corrections Code of Ethics influences decision on and off duty in the job of state correctional officer. 4. Apply laws, rules, and regulations related to the job of state correctional officer. 5. Demonstrate physical fitness and agility related to the job of state correctional officer CJT 296 PUBLIC SAFETY DISPATCHERS' BASIC COURSE 1. Communicate in written and oral form. 2. Summarize and discuss in written form, issues pertinent to the dispatch profession. 3. Comprehend and retain factual and technical information related to law enforcement. 4. Assess problems, prioritize resources and identify solutions using good judgment.

CJT 297 BASIC ACADEMY RECERTIFICATION COURSE 1. Explain how personal biases can influence decision making in the job of peace officer. 2. Explain how the Law Enforcement of Ethics influences decision on and off duty in the job of peace officer. 3. Apply laws, rules, and regulations related to the job of peace officer. 4. Demonstrate use of a baton and arrest and control techniques commonly used by a peace officer. CJT 302 ADVANCED LAW ENFORCEMENT SKILLS 1. Based on the subject matter, the student will demonstrate the knowledge and or skills related to the job function that is the subject of the class..

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Course CJT 085 CJT 100 CJT 110 CJT 200 CJT 211 CJT 212 CJT 215 CJT 296 CJT 297 CJT 302

SLO #

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INSTRUCTIONAL PROGRAM EVALUATION SELF-STUDY

CURRICULUM ACTION PLAN

PROGRAM: Criminal Justice Training Center

PROGRAM FACULTY: Damien Sandoval, et al

DATE: March 11, 2011

1. COURSE REVIEW LIST AND TIMELINE

A. COURSES REVIEWED WITHOUT SUBSTANTIVE REVISIONS: DUE BY THE BEGINNING OF FALL 2011

The following courses have been revised within the last five (5) years and/or do NOT require substantive changes to remain current.

COURSE NUMBER COURSE NUMBER COURSE NUMBER

CJT 100

CJT 110

CJT 200

CJT 203

CJT 211

CJT 212

CJT213

CJT 296

CJT 298

CJT 85

PLAN FOR COMPLETION OF NON-SUBSTANTIVE REVISIONS / COURSE REVIEW:

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B. COURSES THAT REQUIRE SUBSTANTIVE REVISIONS: DUE BY THE BEGINNING OF FALL 2011

The following courses need substantive revisions to course description, content, objectives, assessment methods, assignments, or conditions on enrollment.

COURSE NUMBER COURSE NUMBER COURSE NUMBER

PLAN FOR COMPLETION OF SUBSTANTIVE REVISIONS:

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C. COURSES TO BE MOVED TO OBSOLETE OR ARCHIVED STATUS: DUE BY THE BEGINNING OF FALL 2011

The following courses or course numbers are no longer relevant to our program. Those listed as Obsolete are outdated course numbers that correspond to currently offered courses. Those listed as Archive are courses that are no longer offered and which will be moved to Archived status. All requests for course archiving must be entered into WebCMS and approved through the regular curriculum process.

COURSE NUMBER: OBSOLETE

COURSE NUMBER: OBSOLETE

COURSE NUMBER: ARCHIVE

COURSE NUMBER: ARCHIVE

CJT 204

CJT 205

CJT 215

CJT 280

LEGS 100

LEGS 110

LEGS 120

LEGS 130

TIMELINE FOR COMPLETION OF COURSE ARCHIVING

2. BY FALL OF 2011. To be entered into WebCMS by March 31, 2011.

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NEW COURSES

COURSE NUMBER COURSE TITLE PROPOSED UNITS/HOURS

PLAN FOR SUBMISSION AND IMPLEMENTATION OF NEW COURSES

3. COURSE-LEVEL STUDENT LEARNING OUTCOMES: PLEASE REFER TO THE ATTACHED SLO MATRIX. (TRAINING PENDING FOR ENTRY OF SLO’S INTO THE TRACDAT SYSTEM)

4. DEGREE OR CERTIFICATE REVISION TIMELINE: THERE ARE NO DEGREE OR CERTIFICATION REVISIONS

PENDING. (REVISIONS ARE SUBJECT TO MODIFICATIONS MANDATED BY POST.)

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APPENDIX A SECTION 5 DATA

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ENROLLMENT TRENDS IN POLICE ACADEMY

NAPA VALLEY COLLEGE

PROGRAM EVALUATION & PLANNING DATA

POLICE ACADEMY, 2004-2005 THROUGH 2009-2010

ENROLLMENT TRENDS

ENROLLMENT 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

CJT 1106 968 1211 1465 1144 567

NVC CREDIT 35078 32776 36620 35525 37923 39690

GROWTH 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

CJT -12.5% 25.1% 21.0% -21.9% -50.4%

NVC CREDIT -6.6% 2.6% 5.7% 6.8% 4.7%

SOURCE: NVC MIS SX FILES

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ENROLLMENTS IN POLICE ACADEMY

NAPA VALLEY COLLEGE



ENROLLMENTS

COURSE 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

CJT 85 0 29 237 267 51

CJT 110 0 26 23 13 0

CJT 200 194 213 227 180 242

CJT 203 57 47 62 73 22

CJT 211 0 0 42 60 0

CJT 212 0 0 0 12 0

CJT 213 0 0 0 28 0

CJT 215 0 25 0 0 0

CJT 296 55 39 71 71 84

CJT 297 45 49 49 48 43

CJT 298 29 0 0 0 0

CJT 302 588 783 754 392 125

PROGRAM TOTAL 968 1211 1465 1144 567


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AVERAGE CLASS SIZE IN POLICE ACADEMY NAPA VALLEY COLLEGE



AVERAGE CLASS SIZE

COURSE 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

CJT 85 N/A 7.3 26.3 53.4 25.5

CJT 110 N/A 26.0 23.0 13.0 N/A

CJT 200 32.3 35.5 37.8 36.0 40.3

CJT 203 19.0 23.5 20.7 24.3 22.0

CJT 211 N/A N/A 21.0 30.0 N/A

CJT 212 N/A N/A N/A 12.0 N/A

CJT 213 N/A N/A N/A 28.0 N/A

CJT 215 N/A 25.0 N/A N/A N/A

CJT 296 27.5 19.5 35.5 35.5 42.0

CJT 297 22.5 24.5 24.5 24.0 21.5

CJT 298 14.5 N/A N/A N/A N/A

CJT 302 25.6 29.0 20.9 19.6 20.8

PROGRAM AVERAGE 25.5 26.9 24.0 27.2 29.8

DETAIL (# enrollments in # sections)

CJT 85 N/A 29 in 4 237 in 9 267 in 5 51 in 2

CJT 110 N/A 26 in 1 23 in 1 13 in 1 N/A

CJT 200 194 in 6 213 in 6 227 in 6 180 in 5 242 in 6

CJT 203 57 in 3 47 in 2 62 in 3 73 in 3 22 in 1

CJT 211 N/A N/A 42 in 2 60 in 2 N/A

CJT 212 N/A N/A N/A 12 in 1 N/A

CJT 213 N/A N/A N/A 28 in 1 N/A

CJT 215 N/A 25 in 1 N/A N/A N/A

CJT 296 55 in 2 39 in 2 71 in 2 71 in 2 84 in 2

CJT 297 45 in 2 49 in 2 49 in 2 48 in 2 43 in 2

CJT 298 29 in 2 N/A N/A N/A N/A

CJT 302 588 in 23 783 in 27 754 in 36 392 in 20 125 in 6

PROGRAM TOTAL 968 in 38 1211 in 45 1465 in 61 1144 in 42 567 in 19


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LOAD IN POLICE ACADEMY

NAPA VALLEY COLLEGE



LOAD DATA

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

TOTAL FOR ACADEMIC YEAR

WSCH 12722.63 13124.03 15548.46 9831.94 7790.61

FTEF 17.74 9.50 19.14 18.03 13.11

LOAD (WSCH/FTEF) 716.98 1381.61 812.17 545.42 594.42

FALL SEMESTER

WSCH 5825.65 4058.04 8047.19 4502.71 4141.14

FTEF 6.74 5.78 8.05 14.13 4.74

LOAD (WSCH/FTEF) 864.57 701.82 999.85 318.62 874.25

SPRING SEMESTER

WSCH 6896.98 9065.99 7501.27 5329.23 3649.47

FTEF 11.01 3.72 11.10 3.89 8.37

LOAD (WSCH/FTEF) 626.62 2439.13 676.04 1368.40 436.05

SOURCE: WSCH/FTEF RATIO REPORT (XWFR)

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PRODUCTIVITY IN POLICE ACADEMY

NAPA VALLEY COLLEGE



PRODUCTIVITY DATA

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

TOTAL FOR ACADEMIC YEAR

FTES 424.09 437.47 518.28 327.73 259.69

FTEF 17.74 9.50 19.14 18.03 13.11

PRODUCTIVITY (FTES/FTEF) 23.90 46.05 27.07 18.18 19.81

FALL SEMESTER

FTES 194.19 135.27 268.24 150.09 138.04

FTEF 6.74 5.78 8.05 14.13 4.74


SPRING SEMESTER

FTES 229.90 302.20 250.04 177.64 121.65

FTEF 11.01 3.72 11.10 3.89 8.37


SOURCE: WSCH/FTEF RATIO REPORT (XWFR)

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APPENDIX B SECTION 6 DATA

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RETENTION IN POLICE: COURSE & PROGRAM LEVELS

NAPA VALLEY COLLEGE



RETENTION AT COURSE & PROGRAM LEVELS

COURSE 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

CJT 85 N/A 93.1% 99.2% 97.4% 84.3%

CJT 110 N/A 100% 100% 100% N/A

CJT 200 92.8% 94.4% 85.5% 85.6% 83.1%

CJT 203 100% 100% 98.4% 100% 100%

CJT 211 N/A N/A 97.6% 100% N/A

CJT 212 N/A N/A N/A 100% N/A

CJT 213 N/A N/A N/A 100% N/A

CJT 215 N/A 96.0% N/A N/A N/A

CJT 296 96.4% 94.9% 90.1% 97.1% 94.0%

CJT 297 100% 100% 100% 100% 100%

CJT 298 100% N/A N/A N/A N/A

CJT 302 100% 100% 100% 100% 100%

PROGRAM TOTAL 98.3% 98.6% 97.0% 96.9% 90.4%


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SUCCESSFUL COURSE COMPLETION IN POLICE: COURSE & PROGRAM LEVELS

NAPA VALLEY COLLEGE



SUCCESSFUL COURSE COMPLETION AT COURSE & PROGRAM LEVELS

COURSE 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

CJT 85 N/A 24.1% 92.4% 88.4% 25.5%

CJT 110 N/A 100% 100% 100% N/A

CJT 200 41.2% 56.3% 39.2% 62.2% 26.0%

CJT 203 93.0% 93.6% 85.5% 98.6% 90.5%

CJT 211 N/A N/A 90.5% 96.7% N/A

CJT 212 N/A N/A N/A 91.7% N/A

CJT 213 N/A N/A N/A 89.3% N/A

CJT 215 N/A 92.0% N/A N/A N/A

CJT 296 92.7% 71.8% 71.8% 88.6% 82.1%

CJT 297 100% 100% 100% 100% 97.7%

CJT 298 93.1% N/A N/A N/A N/A

CJT 302 99.7% 100% 99.9% 100% 100%

PROGRAM TOTAL 87.0% 88.9% 87.0% 90.0% 58.3%


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ENROLLMENT BY EQUITY GROUP IN POLICE

NAPA VALLEY COLLEGE



ENROLLMENT BY EQUITY GROUP

GENDER 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

FEMALE 17.9% 16.9% 16.9% 26.0% 24.3%

MALE 77.8% 79.2% 80.8% 71.4% 73.4%

UNKNOWN 4.3% 3.9% 2.4% 2.5% 2.3%

RACE/ETHNICITY 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

AFRICAN AMERICAN 6.0% 4.5% 5.1% 5.1% 4.6%

ASIAN/PACIFIC ISLANDER 2.7% 4.0% 3.7% 1.7% 3.4%

FILIPINO 7.3% 2.3% 2.5% 2.6% 4.8%

HISPANIC 15.4% 15.7% 13.9% 16.5% 14.3%

NATIVE AMERICAN 1.2% 1.4% 1.6% 2.0% 0.5%

OTHER 1.8% 1.4% 1.2% 1.6% 0%

WHITE 50.8% 58.2% 60.6% 60.2% 41.4%

UNKNOWN 14.8% 12.6% 11.4% 10.2% 31.0%

AGE GROUP 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

UNDER 21 17.5% 12.4% 10.6% 15.6% 5.3%

21 TO 29 27.5% 28.2% 25.3% 36.2% 45.0%

30 TO 39 27.3% 32.0% 32.1% 25.1% 29.3%

40 TO 49 17.4% 17.9% 22.2% 16.2% 15.7%

50 & OVER 10.1% 9.4% 9.4% 6.9% 4.8%

UNKNOWN 0% 0.1% 0.5% 0% 0%

DISABILITY STATUS 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

DISABLED 0.3% 0.2% 0.1% 0.2% 0.5%

NOT DISABLED 99.7% 99.8% 99.9% 99.8% 99.5%

SOURCES: NVC MIS SX, ST, & SD FILES

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RETENTION BY EQUITY GROUP IN POLICE

NAPA VALLEY COLLEGE



RETENTION BY EQUITY GROUP

GENDER 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

FEMALE 98.8% 98.5% 95.1% 97.0% 88.2%

MALE 98.3% 98.6% 97.3% 96.9% 91.3%

RACE/ETHNICITY 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

AFRICAN AMERICAN 100% 96.3% 91.9% 93.1% 92.3%

ASIAN/PACIFIC ISLANDER 100% 97.9% 98.1% 94.7% 89.5%

FILIPINO 100% 100% 88.9% 96.7% 85.2%

HISPANIC 98.0% 96.8% 97.1% 96.3% 92.6%

NATIVE AMERICAN 83.3% 100% 100% 100% 100%

OTHER 100% 100% 100% 100% N/A

WHITE 99.4% 98.8% 97.3% 97.4% 92.3%

AGE GROUP 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

UNDER 21 97.6% 97.3% 99.4% 97.8% 76.7%

21 TO 29 96.6% 98.0% 93.5% 95.1% 89.0%

30 TO 39 99.2% 99.0% 97.4% 97.6% 91.4%

40 TO 49 100% 99.0% 98.5% 98.9% 97.8%

50 & OVER 100% 100% 98.5% 97.4% 88.9%


DISABLED 100% 100% 100% 100% 66.7%

NOT DISABLED 98.3% 98.6% 97.0% 96.9% 90.5%


NOTE: RETENTION RATES AMONG STUDENTS OF UNKNOWN GENDER, RACE/ETHNICITY, OR AGE WERE NOT CALCULATED.

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SUCCESSFUL COURSE COMPLETION BY EQUITY GROUP IN POLICE

NAPA VALLEY COLLEGE



SUCCESSFUL COURSE COMPLETION BY EQUITY GROUP

GENDER 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

FEMALE 83.2% 90.2% 81.3% 89.2% 64.0%

MALE 87.5% 88.2% 88.2% 90.1% 56.8%

RACE/ETHNICITY 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

AFRICAN AMERICAN 87.9% 81.5% 78.4% 79.3% 46.2%

ASIAN/PACIFIC ISLANDER 80.8% 87.5% 68.5% 84.2% 78.9%

FILIPINO 90.1% 67.9% 66.7% 96.7% 33.3%

HISPANIC 91.3% 88.1% 82.4% 91.0% 58.0%

NATIVE AMERICAN 66.7% 100% 95.8% 100% 66.7%

OTHER 82.4% 100% 83.3% 88.9% N/A

WHITE 87.3% 89.7% 89.3% 89.8% 67.8%

AGE GROUP 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

UNDER 21 94.0% 93.3% 91.0% 91.6% 50.0%

21 TO 29 72.2% 78.1% 67.8% 83.3% 45.5%

30 TO 39 88.6% 91.9% 91.9% 92.0% 61.7%

40 TO 49 96.4% 95.5% 95.4% 97.3% 84.3%

50 & OVER 94.9% 94.5% 97.1% 97.4% 81.5%


DISABLED 33.3% 66.7% 100% 50.0% 33.3%

NOT DISABLED 87.1% 89.0% 87.1% 90.1% 58.4%


NOTE: SUCCESSFUL COURSE COMPLETION RATES AMONG STUDENTS OF UNKNOWN GENDER, RACE/ETHNICITY, OR AGE WERE NOT CALCULATED.

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DEGREES & CERTIFICATES IN POLICE

NAPA VALLEY COLLEGE



AWARDS CONFERRED

AWARD TYPE 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

DEGREE 4 0 0 0 0

CERTIFICATE 61 110 113 103 92

TOTAL 65 110 113 103 92

NOTE: AWARDS WITH TOPCODE OF 210500 (ADMINISTRATION OF JUSTICE) LISTED FOR 2005-2006 & AWARDS WITH TOPCODE OF 210550 (POLICE ACADEMY) LISTED FOR 2006-2007 & SUBSEQUENT YEARS

SOURCES: CCCCO DATA MART & NVC MIS AWARDS FILES

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Histograms of Program-Level Retention & Successful Course Completion Rates, NVC Credit Programs, 2009-2010

Retention in POLICE: 90.4% Successful Course Completion in POLICE: 58.3% Difference (Retention Rate – Successful Course Completion Rate) for POLICE: 32.1%

Summary Statistics, Program-Level Retention & Successful Course Completion Rates among NVC Credit Programs, 2009-2010

Summary Statistic

Retention Rate Successful Course Completion Rate

Difference (Retention Rate – Successful Course Completion Rate)

Mean 86.0% 70.6% 15.4%

Median 85.9% 70.7% 13.3%

Minimum 56.7% 31.6% 0%

Maximum 100% 95.4% 65.8%

Standard Deviation

7.2% 12.5% 10.9%

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1009080706050403020100

RETENTION

12

10

8

6

4

2

0

Fre

qu

en

cy

Mean = 86.416Std. Dev. = 7.458N = 51

1009080706050403020100

SUCCESS

10

8

6

4

2

0

Fre

qu

en

cy

Mean = 69.769Std. Dev. = 13.6313N = 51

Retention in POLICE: 96.9% Successful Course Completion in POLICE: 90.0%

Difference (Retention Rate – Successful Course Completion Rate) for POLICE: 6.9%


Summary Statistic



Mean 86.4% 69.8% 16.6%

Median 86.0% 68.0% 16.0%

Minimum 61.5% 32.7% 0.0%

Maximum 99.6% 96.8% 66.7%

Standard Deviation

7.5% 13.6% 11.3%

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1.00.90.80.70.60.50.40.30.20.10.0

RETENTION

14

12

10

8

6

4

2

0

Fre

qu

en

cy

Mean = 0.86055Std. Dev. = 0.100971N = 51

1.00.90.80.70.60.50.40.30.20.10.0

SUCCESS

8

6

4

2

0

Fre

qu

en

cy

Mean = 0.68904Std. Dev. = 0.141429N = 51

Retention in POLICE: 97.0% Successful Course Completion in POLICE: 87.0%

Difference (Retention Rate – Successful Course Completion Rate) for POLICE: 10.0%


Summary Statistic



Mean 86.1% 68.9% 17.2%

Median 87.1% 68.1% 15.0%

Minimum 44.4% 30.6% 1.8%

Maximum 100% 98.1% 66.7%

Standard Deviation

10.1% 14.1% 11.1%

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Analysis of Retention & Successful Course Completion Rates among Equity Groups

Program: Police Academy Explanation of Analysis: The table below reports the population proportions claimed by female and males students in CJT in 2007-2008. This example is used to describe the analysis for all equity groups across the three years of PEP data. As described in the table, females claimed 16.8% of the enrollments in CJT in 2007-2008. Of the population of students retained in CJT courses, 16.5% were female, and of the population that successfully completed CJT courses, 15.7% were female.

Population Proportion Claimed by Group

Equity Indices

Enrolled Retained Successful Retained Successful

GENDER GROUP

Female 16.8% 16.5% 15.7% 0.98 0.93

Male 80.8% 81.1% 81.9% 1.00 1.01

To analyze the performance of equity groups in the program, each target group’s population share within the “successful” population (i.e., the population that was retained or successfully completed courses in the program) is compared with the population share claimed by that group within the “baseline” population (i.e., the population that enrolled in courses in the program). The comparison is conducted by forming a ratio between the two population proportions – with a group’s share of the retained/successful population appearing in the numerator, and the group’s share of the enrolled population appearing in the denominator. Example: For successful course completion in 2007-2008, females claimed 15.7% of students that successfully completed CJT courses and 16.8% of enrollments in CJT courses. The resulting equity index = 15.7/16.8, or 0.93. The equity indices resulting from this analysis appear in the final two columns of the table above. An equity index of 1.00 indicates that equity has been achieved. That is, the group’s share of the “successful” population is the same as its share of the “baseline” population. An index of 1.00 indicates that the group claims its “fair share” of the “successful” population, given its share among the “baseline” population. An equity index above 1.00 indicates that the group claims more than its “fair share,” relative to its proportion among the “baseline” population. Finally, an index less than 1.00 indicates that the group claims less than its “fair share.” For cases resulting in an equity index of less than 1.00, an additional test was conducted to determine whether the difference between the two relevant population proportions (the proportion among the “successful” population and the proportion among the “baseline” population) was statistically significant. Any significant differences in the

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performance of groups are highlighted in the table below (in bold), and the results of the analysis are summarized in the statement at the end of this document. The method described here is based on the Equity Index developed by the University of Southern California’s (USC’s) Diversity Scorecard Project. (Note that this approach was used to develop student equity measures for Napa Valley College.)

The table below reports the population proportions claimed by each equity group among three different populations – the population of students enrolled in courses in the program, the population of students that were retained in those courses, and the population of students that successfully completed those courses.

2007-2008

Equity Indices 2008-2009

Equity Indices 2009-2010

Equity Indices

Retained Successful Retained Successful Retained Successful

GENDER GROUP

Female 0.98 0.93 1.00 0.99 0.98 1.10

Male 1.00 1.01 1.00 1.00 1.01 0.97

ETHNIC/RACIAL GROUP

African American 0.94 0.90 0.96 0.88 1.02 0.80

Asian/Pacific Islander 1.00 0.78 0.94 0.94 0.97 1.35

Filipino 0.92 0.76 1.00 1.08 0.94 0.56

Hispanic 1.00 0.95 0.99 1.01 1.02 0.99

Native American 1.06 1.13 1.05 1.11 1.20 1.20

White 1.00 1.02 1.00 1.00 1.02 1.16

AGE GROUP

Under 21 1.02 1.04 1.01 1.02 0.85 0.87

21 to 29 0.96 0.78 0.98 0.93 0.98 0.78

30 to 39 1.01 1.06 1.01 1.02 1.01 1.06

40 to 49 1.01 1.09 1.02 1.08 1.08 1.45

50+ 1.01 1.12 1.01 1.09 0.98 1.40

DISABILITY STATUS

Disability Reported 1.00 0.00 1.00 0.50 0.80 0.60

No Disability Reported 1.00 1.00 1.00 1.00 1.00 1.00

Note for programs with enrollment proportions differing from those reported in PEP data: The “Enrolled Population Proportion” reported here differs from the proportion reported in the PEP data sheets because this analysis only includes students who received grades of A, B, C, D, F, CR (P), NC (NP), I, W. This analysis does not include the 1 student who received a grade of RD (report delayed) in POLICE in 2007-2008, the 5 students who received grades of RD (report delayed; 4) or DR (drop; 1) in 2008-2009, and the 4 who received grades of RD (report delayed) in 2009-2010.

Result Summary:

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The following groups claimed a significantly smaller proportion of the “successful” population (defined as students that were retained or that successfully completed POLICE courses) than they did among the population of students enrolled in POLICE courses:

o Filipinos: successful course completion in 2009-2010; and o Students age 21 to 29: successful course completion in 2007-2008 and 2009-

2010. Filipinos and students age 21 to 29 did not consistently claim significantly smaller proportions of the population of successful course completers in POLICE than they did among the population of students enrolled in POLICE courses.

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SCHEDULE A

2011 INSTRUCTION PROGRAM/DISCIPLINE PLAN

PROGRAM NAME CRIMINAL JUSTICE TRAINING CENTER

NVC

Strategic Goal #1 - 5

Program

Evaluation Section

Objectives

Priority

In Rank Order

Program Activities/Actions The specific activities you will implement to accomplish the objectives (e.g. implement a new course).

Resources* Any additional resources you will need to accomplish the objectives. Please be realistic.

10 1. Integrate management staff into local, regional and state level meetings and workshops.

1. 1. Participate in the POST Consortiums in 2011 and 2012. 2. Participate in POST Test Task Force Workshops. 3. Schedule regular meetings with training managers in the region. 4.Meet regularly with Field Training Supervisors in the region.

N/A Travel and tuition reimbursed by the Commission on POST. Meetings to occur within work hours.

12 2. Evaluate Weaponless Defense instructional equipment to insure it reflects current industry standards. Purchase one replacement computer for the RTO Office

1 2

1. Meet with instructional staff for feedback Consult with area agency instructors Review POST curriculum requirements. Consult with IT to identify the appropriate hardware and software needed to achieve this objective.

$5,000 to be funded by VTEA $3,000.00 to be funded by VTEA

1, 8 Develop a fee-based program to support the offering of advanced law enforcement skills courses.

1 Identify instructors able to provide training Begin marketing proposed

$2,000.00

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courses to agencies throughout the state.

* New requests should be defined on resource forms and included in the unit budget.

Internet address: www.napavalley.edu/apps/comm.asp?$1=262

Program Evaluation Section

2. Accreditation & External Reviews 3. Curriculum & Instruction 4. Community Outreach & Articulation 5. Enrollment Trends & Student Satisfaction 6. Student Success & Equity

http://www.napavalley.edu/apps/comm.asp?$1=262

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SCHEDULE B REQUEST FOR NEW PERMANENT

FACULTY AND STAFF PROGRAM/UNIT NAME CRIMINAL JUSTICE TRAINING CENTER

Accreditation reference: Human resource planning is integrated with institutional planning. The institution systematically assesses the effective use of human resources and uses the results of the evaluation as the basis for improvement. Project additional needs above and beyond the current status. Please include in your projected needs any known position that will be vacated due to retirement. List in priority order. Replacement positions are not guaranteed. Information will be used in the faculty and staff prioritization processes. Job Title and Justification N/R* FTE Range Corrections and In-Service Coordinator R 1.0 14.0 Staff Secretary II R 1.0 15.5 The Corrections and In-Service Coordinator is currently being filled by an hourly professional. This position is required in order to sustain delivery of our CJT-296, CJT297, and CJT-302 classes as well as the 48 sections of fee-based classes. The Staff Secretary II position directly supports this role. *N=New, R=Replacement Submitted By: Approved By:

Budget Center Manager President/Vice President

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SCHEDULE C REQUEST FOR OPERATING BUDGET AUGMENTATION

PROGRAM/UNIT NAME CRIMINAL JUSTICE TRAINING CENTER

Budget Center: ___________________ Activity __________________________ Accreditation Reference: Financial planning is integrated with and supports all institutional planning. Operating Budget This section is used to request and justify non-capital outlay additions to your department’s budget. This form applies only to Account Codes 113XX, 114XX, 523XX, 524XX, 54XXX and 55XXX. List in priority order. Account No. & Description Additional Amt Requested Justification (Link to Plan) 54310 Equipment $5000.00 Replacement equipment for weaponless defense instruction Submitted By: Approved By: _________________________ ________________________ Budget Center Manager President/Vice President

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SCHEDULE D PROGRAM SPECIFIC EQUIPMENT REQUEST

PROGRAM/UNIT NAME CRIMINAL JUSTICE TRAINING CENTER Accreditation rationale: Equipment supports student learning programs and services and improves institutional effectiveness. Examples of program specific equipment include maps, skeletons, microscopes, artifacts, etc. They may be located in each classroom or centrally located in a workroom. For this request, consider equipment with a value greater than $200. All technology requests should be listed on Schedule E. List in priority order. Estimated Estimated Annual Description Cost Maintenance Cost Justification (Link to Plan) A. Instructional NONE REQUESTED B. Non Instructional NONE REQUESTED Submitted By: Approved By: __________________________ __________________________ Budget Center Manager President/Vice President

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SCHEDULE E TECHNOLOGY REQUEST


Accreditation reference: Technology planning is integrated with institutional planning. The institution assures that any technology support it provides is designed to meet the needs of learning, teaching, college-wide communications, research, and operational systems. In order to determine the feasibility of your idea, it is necessary to consult with the Information Technology (IT) Department. It is important that all computer related technology be centrally coordinated. This will allow the IT Department to know the full picture of the need, to plan for adequate capacity of equipment and infrastructure, and to ensure standardized equipment is purchased, if possible. It is equally important that all technology requests are consistent with the NVC Technology Plan.

List in priority order. Provide a general description of the project that includes:

1. The equipment needed, students and/or staff who will be served, and how often it will be used. 2. Will installation and maintenance support be required? 3. Where will the equipment be located? Will space need to be modified? 4. Describe the infrastructure requirements (i.e. network, power, connectivity, security, etc.) 5. Software support needed (i.e. new licenses, upgrades, system integration, ongoing support) 6. Is additional furniture necessary? 7. Useful life of equipment – when will the equipment need to be replaced?

1. Purchase and install a self-contained wireless network with T-1 level access to the Internet to support law enforcement students bringing their own laptops and other mobile devices to class in order to access POST exams, conduct research, and interact with the existing training center website. This will relieve the district of the obligation to maintain and replace the existing 100 laptop computers currently in use by the CJTC. We estimate that the service and related wireless transceivers will cost $10,000 installed. 2. Replace the existing 9 desktop computers used by CJTC staff and administration with latest model machines. The computers currently in use are between 2 and 8 years old and are running a variety of software versions. 3. Replace the existing 3 LCD projectors in rooms 1006, 1010, and 1013 with high-resolution LCD projectors. 4. Replace the existing classroom computers in rooms 1006, 1010, and 1013 with high-speed machines capable of streaming video and supporting higher resolution presentation software.

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Cost estimates will be provided for priority projects only. Submitted By: Approved By: ________________________ _________________________ Budget Center Manager President/Vice President

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SCHEDULE F

FACILITIES IMPROVEMENT/RENOVATIONS REQUEST PROGRAM/UNIT NAME CRIMINAL JUSTICE TRAINING CENTER

Accreditation reference: Facilities support student learning programs and services and improve institutional effectiveness. Physical resource planning is integrated with institutional planning. Small project include remodeling a small area, reconfiguring walls, building shelving, etc. Generally, projects should be under $20,000. Larger scale projects include construction and renovation projects costing more than $20,000. In order to make sure that your idea meets legal requirements or is even feasible to do, we ask that you consult with the Director, Facilities Services, and address the following items on the form.

List in priority order. Provide a description of the project that includes:

How the project supports the mission and objectives of your program

Project description

Location of the proposed project

Health and safety impacts of the project

On-going maintenance that will be necessary

Describe Small Project(s) under $20,000 1. To maintain compliance with State Training Mandates we need to resurface saw horse obstacles, solid fence and chain link fence obstacles, and curb obstacles of the Work Sample Test Battery Obstacle Courses. The project requires replacing some structural components, sanding, painting, and sealing the above items. The project will occur in the vicinity of the football field and track. The materials used present limited health and safety impacts. This is an intermittent, on-going maintenance item. Describe Large Project(s) over $20,000 Cost estimates will be provided for priority projects only. Submitted By: Approved By: ___________________________ Budget Center Manager President/Vice President

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SCHEDULE G

PROFESSIONAL DEVELOPMENT NEEDS PROGRAM/UNIT NAME CRIMINAL JUSTICE TRAINING CENTER

Accreditation reference: The institution provides all personnel with appropriate opportunities for continued professional development, consistent with the institutional mission and based on identified teaching and learning needs. Please identify the professional development needs required for faculty and staff to stay current in the discipline, office technology, diversity, safety, instructional methods, and other areas. Specific training and estimated number of attendees are requested. 1. What training needs have been identified from your program review?

The Director and Coordinators must attend quarterly Academy Director and Coordinator consortiums.

The physical training staff must attend and update physical training course within the next three years.

2. What pedagogical training needs have been identified in your program review?

Currently, all training center instructional staff are required to complete a 40-hour instructional skills course certified by POST. An additional 200 hours of training is available for those who wish to pursue further training in critical thinking, problem-based learning, and instructional systems design. Most of this training is funded by POST.

The instructional assistants should attend POST instructor training in firearms, chemical agents, and driving in order to serve as a “safety monitor” during this training.

3. What types of technology does your program use? What technology training needs have you

identified?

Lap Top Computers Tower Computer Smart Boards Display monitor Television Monitors Portable Radios

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4. What are the leading publications specific to your discipline and/or program?

CA Commission on Peace Officers Learning Domain Workbooks CA Vehicle Code CA Penal Code CA Emergency Response Guide

Submitted By: Approved By: Budget Center Manager President/Vice President

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SCHEDULE H

LEARNING RESOURCES/MEDIA MATERIALS REQUEST PROGRAM/UNIT NAME CRIMINAL JUSTICE TRAINING CENTER

Books including Reference: Number of titles to add: _____ Areas to consider for maintaining and developing a collection that supports this course and corresponding assignments: Titles that provide: a multi-cultural perspective to the topics covered in the course; gender perspectives on subjects; a literary, dramatic, or fictional perspectives for students to explore; or titles that provide biographical information on innovators, leaders, or historic figures in the discipline. Recommendations/ comments: Estimated cost for new materials:

Periodical Titles: (Newspapers, Journals, Magazines) Number of titles to add: ____ Recommendations/comments: Estimated cost for new materials:

Electronic Databases and Indexes: Number of databases to add: _____ Recommendations/comments: Estimated cost for new materials:

Media Collection (closed captioned or DVD): Number of titles to add: _____ Recommendations/comments: Estimated cost for new materials:

Are library/ learning resource service hours adequate for this course/ program? Yes _X_ No__ Is the quantity of materials sufficient for students within needed time frame? Yes_X_ No __ Will library/learning resources assignments be used in your course? Yes_X_ No__ Will this course/program require the assistance of library faculty for orientations or other information competency instruction? Yes__ No_X I would like to meet with a Librarian for developing a plan for selecting and adding materials to the Library or Media Center. _____ To keep the collection reflecting current knowledge, I will alert the librarians of new developments in my field and send suggestions of books and other materials to be ordered.

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SCHEDULE I

RESEARCH PROJECT REQUEST PROGRAM/UNIT NAME CRIMINAL JUSTICE TRAINING CENTER

Accreditation references:

The institution assesses progress toward achieving its stated goals and makes decisions regarding the improvement of institutional effectiveness in an ongoing and systematic cycle of evaluation, integrated planning, resource allocation, implementation, and re-evaluation. Evaluation is based on analyses of both quantitative and qualitative data. (Standard I.B.3) The president guides institutional improvement of the teaching and learning environment by ensuring that evaluation and planning rely on high quality research and analysis on external and internal conditions. (Standard IV.B.2.b)

If a need for research or interest in a research project is identified through the Program Evaluation & Planning (PEP) process, please complete this form. If you have any questions, contact the Office of Institutional Research for assistance.

List research projects/requests in priority order. Provide the following information about each project/request:

Project description

Purpose of project

Link between project and NVC’s strategic goals

Question(s) project is intended to answer

Potential changes to current practice that will result from research findings

Relevant page(s)/section(s) of PEP report identifying need for research

Timeline for conducting/completing the project

None. Submitted By: Approved By: ___________________________ Budget Center Manager President/Vice President

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SCHEDULE J SLO ASSESSMENT YEARLY PLAN


Accreditation reference:

The institution identifies student learning outcomes for courses, programs, certificates, and degrees; assesses student achievement of those outcomes; and uses assessment results to make improvements.

Provide summary of proposed assessment plans for each assessment unit in your budget center and indicate how they relate to the unit plan objectives: 1. The following courses will be assessed three times each year. CJT-200 2. The following courses will be assessed once per year. CJT-211 CJT-296 CJT-297 3. Currently, the following courses are not scheduled to be offered in a credit format. CJT-85 CJT-100 CJT-110 CJT-302 Submitted by: Reviewed By: Budget Center Manager Vice President

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