CAREER TECHNICAL EDUCATION FACILITIES APPLICATION

CTE Facilities – Proposition 1D – Venice High School Therapeutic Services Pathway

CAREER TECHNICAL EDUCATION FACILITIES APPLICATIONFORM A – COVER PAGE (Rev. 11/07)

Local Educational Agency ContactLocal Educational Agency (LEA) CDS Code

Los Angeles Unified School District 19-64733-1939040Printed Name and Title of Contact

Shawn Atlow, Facilities Division, Grants and FundingAddress

333 S. Beaudry Ave 19th FloorCity Zip Code County

Los Angeles 90017 Los AngelesTelephone Number Fax Number E-mail Address

213-241-4889 213-241-4895 [email protected]

Project Information

Type of Project: New Construction (including equipment) Modernization/Reconfiguration (including equipment) Equipment OnlySchool Name

Venice High SchoolName of Project

Sports Therapy/Therapeutic Service PathwayCareer Technical Education Industry Sector Estimated Total Cost of Project (See Form C)

Therapeutic ServiceNumber of Teaching Stations Annual Number of Students Served Square Footage of Project Total Amount of State Funds Requested (See Form C)

30 500 Approx. 2500

ApprovalDate Governing Board Approved CTE Application (Board must approve project no later than April 30, 2008):

Date Advisory Committee (Element 1, Item B) and Feeder Groups and Partners (Element 3) approved the CTE Plan for this project:

Certification

The local educational agency (LEA) certifies that the Advisory Committee pursuant to Education Code Section 8070 has met and approved the CTE Plan, and the other requirements contained in Education Code Section 17078.72, including sections (i) (1 thru 7) have been accomplished, and minutes and other supporting documentation are on file at the LEA's Office. Further, the LEA certifies that the project is on a comprehensive high school site that meets the requirements of Education Code sections 51224, 51225.3, and 51228.

Print Name of Authorized LEA Representative Signature of Authorized LEA Representative

Date

For California Department of Education Use OnlyApplication Log Number Reviewer Number Received By Original Application and Three Copies

Floppy Disk CD Backup

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TABLE OF CONTENTS

Item PageForm A – Cover Page i

Table of Contents ii

Project Abstract iii

Element 1. Career technical Education Plan iv

Element 2 Projections of Student Enrollment 5

Element 3 Identification of Feeder Schools and Partners 8

Element 4 The Accountability Plan 9

Element 5 Educational Specifications and Equipment/Space Requirements

10

Element 6 Budget Justification/Detail Sheet 10

Element 7 Unique Cnditions 11

Form B Educational Specifications and Equipment/Space Requirements Sheet

12

Form C Budget Justification/Detail Sheet 15

Appendix A LAUSD Advisory Committee 17

Appendix B Therapeutic Services Pathway Advisory Board 18

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Prop 1D Abstract A unique opportunity exists at Venice High School (VHS). An underutilized room on campus could be an ideal state of the art classroom and athletic training room to serve as a lab experience for classes, an on campus internship location and a health care facility for student athletes. The entire Therapeutic Services Pathway for Sports Therapy will be housed in one location.Advisory Committee: In place, consisting of local doctors, sports medicine specialists, administrators, parents and students.CTE Program Description: The Therapeutic Services Pathway allows students to complete “a-g” university and Career Technical Education requirements. The program is open to all students including English Learner and Special Education. This subject will also allow students to not only consider career opportunities in the area of sports training but also jobs in both medical and sports medicine fields such as an EMT, personal trainer, physical therapist, physical therapy assistant, X-ray technician, nurse, or physician's assistant, among others. Career opportunities in healthcare specifically related to sports and the active population continue to grow and expand. More jobs become available each year with the aging of the baby boomer generation, developmental sports leagues and the crossover into industrial, military and artistic athletes. The National Athletic Trainer's Association is making a push to have an athletic trainer in every high school across the nation.Total Students: We project enrollment of approximately 150 students (2008) in the classroom aspect as well as approximately 400 student athletes being served by the new facility. The Sports Medicine Therapeutic Pathway will enroll all interested students grades 9-12 and make necessary accommodations for students with special needs. Over the next five years the student growth is expected to be at least 20 students per year.Partners-Plan Development-Articulation-Review-Approval: VHS has an ongoing relationship with the not for profit West Coast Sports Medicine Foundation (WCSMF) that assigns a certified athletic trainer to campus. This placement will greatly enhance the quality of the proposed program. WCSMF has provided Venice High School with over $250,000 worth of coverage and services for the past 10 years.Geographic Proximity of Similar Programs: Although other sports therapy programs exist in the district, none have the potential of creating an on campus health care facility with an emphasis on sports medicine that VHS is proposing.Accountability Plan: The Therapeutic Services Pathway at VHS is in its infancy, growing from an initial input of 4 students three years ago to the current level of 150. Placement research does not exist at this point. As students complete the CTE Pathway, exit interviews will take place to determine post secondary plans. Annual contact will be made with alumni of the pathway to track education and career progress. Educational Specifications: Student in the Therapeutic Services Pathway in Sports Therapy will enjoy ongoing opportunities in a real-world setting and learn the hands on skills needed in the world of sports medicine including sideline management, emergency preparedness and clinical work.

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ELEMENT 1 CAREER TECHNICAL EDUCATION PLANA. Describe the Career Technical Education Plan, including the rationale for this project application, including the rationale for the requested CTE modification, reconfiguration, new construction or equipment. Identify the industry sector being addressed and describe the high demand labor market for qualified technical employees in this field in the region). (20 points)

A shared vision created by a group of educators, support staff, students, parents, community and industry (Advisory) who advise on a distinctive and focused CTE standards-based curriculum. Detail facilities upgrades to support the CTE program.

A unique and dynamic opportunity exists at VHS. The CTE education plan offers multiple career pathways including a Therapeutic Services Pathway to include Sports Therapy Aide. Pathways provide all pupils with a rigorous academic curriculum that integrates academic and career skills, incorporates applied learning in all disciplines, and prepares all pupils for high school graduation, college admittance or career entry. The Therapeutic Services Pathway allows students to complete “a-g” university and Career Technical Education requirements. The program is open to all students including English Learner and Special Education students. These subjects will also allow students to not only consider career opportunities in the area of sports but also jobs in both medical and sports medicine fields such as an EMT, personal trainer, physical therapist, physical therapist assistant, x-ray technician, nurse, or physician's assistant, among others.

Course Sequences: Therapeutic Services PathwayGrade 9 - American Red Cross Professional Rescuer First Aid, CPR and Sports Safety TrainingGrade 10 – Introduction to Medical TerminologyGrade 11 – Sports Therapy Aide A and BGrade 12 – Advanced Sports Therapy Aide A and B (Curriculum to be proposed as a UC lab Approved Science Course)Grade 9-12 Sports Therapy Lab Experience The Sports Therapy classes are currently held in the Shop-6 classroom on the VHS campus. There is a need to create a reliable, state of the art facility to adequately support a Therapeutic Services Pathway. It would be easy to modify Shop-6 to a comprehensive athletic training room and classroom that provides an atmosphere for education, injury assessment and athlete care. This care encompasses prevention, evaluation, rehabilitation and treatment of all athletic injuries, as well as guidance concerning nutrition, strength and conditioning and provides a platform for athletes to cope with the psychological impact of injuries. As a working health care facility this room would provide students in the Therapeutic Services Pathway an On Campus internship location.

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Currently the Athletic Training room is not secure, safe or sanitary. By moving the athletic training facility to Shop 6, the space would now be used as a classroom and in class lab area for five periods and a working athletic training room/clinic for all student athletes for two periods, plus an extra two hours each day after 7th period. The space would also support an after school study and enrichment area for pathway students.

Reasons for moving the Athletic Training Room to Shop 6 include:

- Secure facility - The door is lockable and no student would have access, keeping valuable equipment safe. - Large enough space to enable students to have a classroom and lab experience. - Safe facility - Issues such as the garage door would be eliminated. - Sanitary – Controlled environment not shared with other students. - There is a small room off the main Shop that can be converted into a wet room, for the teaching and use of hydrotherapy. - Allow our student athletes a more geographically ideal location for rehabilitation, cutting down their time away from school and practice. Students now typically travel any where from 3 - 15 miles for rehabilitative appointments. - Enable us to accept and use donations of equipment. Last summer, we had a number of impressive items donated, among which were two whirlpools used for therapeutic treatments. However, we could not keep them due to lack of space. - Install a separate phone line for calls to EMS responders and parents, thereby drastically reducing the time to receive care for severe emergency injuries. The only working phone line in is the male physical education office meaning an injured athlete must be left unattended in the event a phone call is made.

The conversion of Shop 6 would house all Therapeutic Services Pathway, Sports Therapy Aide, Advanced Sports Medicine classes as well as a working athletic training facility.

B. List the membership of the advisory committee required pursuant to Education Code Section 8070 and each member’s affiliation and contact information, including address, phone, and e-mail. This list may be within the 10-page narrative or clearly label as an appendix. (5 points)

PLEASE SEE APPENDIX A (Page 11)

C. Describe how the school is committed to ensuring that all students are given the opportunity to participate in CTE Programs, activities and experiences. (10 points)

The administration, counseling staff and instructors of VHS will ensure that every student will participate in a rigorous quality curriculum that is culturally relevant and linguistically responsive to their unique learning needs, thereby eliminating the achievement gap between groups of students by focusing on each student as an individual. District-wide, we have instituted the implementation of the Individual

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Graduation Plan, in which each student plans his/her high school program for completing their graduation requirements and career pathway plan. VHS provides high quality programs, resources and services to prepare all students for career and academic success postsecondary education, and adult roles and responsibilities.

This is achieved by providing all students with full access to learning opportunities with differentiated instruction in high quality career technical education offerings. The student population includes socio-economically disadvantaged students, English learners, Standard English learners, students with disabilities, and gifted and talented students. Currently, our school offers students courses in the following career pathways: Cabinetmaking and Wood Products, Graphic Arts Technology, Ornamental Horticulture, Vehicle Maintenance, Service & Repair, and Media and Design Arts.

All students have opportunities to participate in the CTE Programs.

VHS draws students from diverse socioeconomic and racial backgrounds. VHS students come to us from 10 zip codes, including 200 students through the Capacity Adjustment Program. VHS is committed to providing students with the skills they need to graduate from high school and have success at the college level.Student enrollment in the 2006-2007 school year for grades 9 through 12 is at 2496 students representing the following groups:

72.6% Latino or Hispanic 28% are designated English Language Learners11.4% African American 54% are designated as Title 111.1% White 10% of students receive Special Education services3% Asian1.2% Filipino

VHS will promote equal representations of the entire Venice student population within each CTE Pathway. Each CTE Pathway will have ELL classes and Special Education classes. The first two years of the Therapeutic Services Pathway are open to all students at Venice High School. The final year enrollment is dependent on performance over the previous two years.

At VHS we will promote equal representation of the student population in the Therapeutic Services Pathway. Additionally, the pathway will focus on the following prioritized CTE standards that are applicable across industry sectors.

CTE01. Academics: Students understand the academic content required for entry into postsecondary education and employment in the chosen sector.

CTE02. Communications: Students understand the principles of effective oral, written, and multimedia communication in a variety of formats and contexts.

CTE03. Career Planning and Management: Students understand how to make effective decisions, use career information and manage career plans.

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CTE04. Technology: Students know how to use contemporary and emerging technological resources in diverse and changing personal, community and workplace environments.

CTE05. Problem Solving and Critical Thinking: Students understand how to create alternative solutions by using critical and creative thinking skills, such as logical reasoning, analytical thinking, and problem-solving techniques.

Career awareness begins in the middle school. VHS will work with Palms, Marina and Mark Twain Middle Schools to develop career awareness before students arrive on the high school campus. The CTE courses will be complemented with field trips, industry guest speakers and job shadows. Venice High School will work with industry partners to create opportunities for advanced internships once an on campus internship has been completed in the new athletic training facility.

D. Describe how the CTE program includes the following: Industry-validated certifications, State Board of Education adopted CTE Standards, a sequence of CTE courses and career pathways. (15 points)

A CTE standards-based educational program includes high expectations for every student so that they achieve grade-level standards, use appropriate technology, meet high school graduations requirements, college entrance requirements and are prepared for post-secondary experiences and the world of work. Include CTE Career pathways, Course sequence and Industry-validated Certifications

In VHS’s Sports Medicine CTE Program, students are prepared for entry-level jobs and/or post-secondary training in the Therapeutic Services Pathway. Each CTE Pathway consists of a sequence of courses, from introductory to capstone, which are aligned or currently being aligned with the new State-approved CTE Standards and Frameworks. One of the strong points of our Sports Therapy/Medicine program is that it represents topics such as anatomy, physiology, emergency preparedness and first aid. These subjects allow students to not only consider career opportunities in the area of sports but also jobs in both medical and sports medicine fields such as an EMT, personal trainer, physical therapist, physical therapist assistant, x-ray technician, nurse, or physician's assistant, among others.

A four year high school plan would include:Grade 9 - American Red Cross Professional Rescuer First Aid, CPR and Sports Safety TrainingGrade 10 – Introduction to Medical TerminologyGrade 11 – Sports Therapy Aide A and BGrade 12 – Advanced Sports Therapy Aide A and B (Curriculum to be proposed as a UC lab Approved Science Course)Grade 9-12 Sports Therapy Lab Experience/Internship (After School Hours)

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The students would start as ninth graders learning basic rules of CPR and Professional Rescuer First Aid. As 10th the students would be introduced to the language of medicine through a terminology class. In the 11th grade, students would take the introductory sports medicine class. In the final year of high school, students would take the advanced level of sports medicine class. Once a student is in the program they will also begin working on the on campus athletic training facility created through this facilities grant. The amount of time and responsibilities each student spends in the athletic training room would be in direct correlation with their academic progress. All students would earn ARC CPR/AED certification (renewable every year) and a Blood Borne Pathogen certification.

As part of the CTE Program, all students will be required to visit a local community college or four year college campus to investigate post secondary education options. As this program continues to grow and develop it would foster a relationship between post secondary institutions and the high school to provide opportunities to visit classes and athletic events, as well as have post secondary sports medicine students come and work with the high school students. Students will receive a First Aid certificate and once UC approval of the Advanced Sports Medicine class is obtained, more opportunities for interaction will be available. As well as the aforementioned ARC CPR/AED certification (renewable every year) and a Blood Borne Pathogen certification.

Specific Standards to be addresses in the Sports Therapy Therapeutic Pathways through integrated, themed class work aligned with CTE courses will include as an example but are not limited to:

Foundation Standards:Communications 2.5 - Know and understand medical terminology to interpret, transcribe, and communicate information and observations necessary for workers in the health care industry.

Communications 2.7 - Understand the importance of verbal and non verbal communication in the health care industry.

Technology 4.5 - Know how to interpret technical materials and medical instrumentation used for health care practice and policies.

Demonstration and Application 11.0 - Students demonstrate and apply concepts contained in the foundation and pathway standards.

Therapeutic Pathway Standards:HSMT E1.0 Students know how to communicate procedures and goals to patients and clients and members of the health care team by using a variety of strategies.

HSMT E1.1 Know how to evaluate the ability of patients and clients to understand the information provided.

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HSMT E1.2 Use appropriate communication strategies with patients and clients.

HSMT E5.0 Students know how to evaluate patients’ and clients’ needs, abilities, and challenges to determine whether treatment goals are being reached.

Element 2 Projections of Student Enrollment

A. Identify the total annual number of pupils expected to attend this CTE program that will be supported with these funds and describe the method used to project the student enrollments for each of the first five years. (15 points)

2007-2008 2008-2009 2009-2010 2010-2011 2011-2012150 170 190 210 230

Over the next five years we expect a pathway growth of at least 20 students per year.

Located in the Western section of Los Angeles City, VHS is a single-track comprehensive high school (grades 9-12) serving 2,496 students from a diverse population. The VHS Therapeutic Services Pathway will serve a heterogeneous group of approximately 150 students. In addition to students in the classroom, the on campus Athletic Training clinic will serve over 400 student athletes. This facility would be serving approximately 1/5 of the student body. The school administration, counselors, and coaches will provide students and parent’s information regarding the Therapeutic Services Pathway, the sports medicine curriculum, to include post secondary options and the athletic training room.

The R.O.P. Sports Therapy Aid course is a 360 hour course curriculum. In a single school year of Sports Therapy Aid A and B, we cover approximately 180 hours of content. Therefore in the fall of 2007, we will offer a Basic Sports Therapy Aid A and B, as well as an Advanced Sports Therapy Aid A and B.

R.O.P. has approved five periods of Sports Therapy Aid for 2007- 2008. The Basic Sports Therapy would continue as is, but we would make one period an advanced class. The prerequisites for Advanced Sports Therapy Aid would follow the completion of Basic Sports Therapy Aid with a “C” or better. If a student has not taken the basic course, the student must have passed Biology and Geometry with a “C” or better. The number of advanced class periods would increase in 2008 - 2009.

Another goal is to eventually make the advanced class a UC approved lab course. This process takes approximately two years. A presentation was given, at The Far West Athletic Trainer’s Conference, on procedures necessary to get a sports medicine class UC approved and we are currently taking steps to get course approval at VHS approved.

7th Period would still be considered a lab/hands on training, similar to those R.O.P. students who take retail classes. This class would contain work experience with both

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team coverage and in the Athletic Training Room/Clinic (See Section Two below). This class period would be by instructor permission only and starting in 2007 - 2008, all students who are part of the VHS Sports Medicine Team must maintain a 2.5 G.P.A.

B. Describe the procedures in place that will ensure that the projected student enrollment will be met. Include the specific role of the guidance and counseling component of the school in the recruitment and enrollment process. (10 points)

VHS students and incoming 9th graders meet with their counselors each semester to insure they meet their graduation requirements and career choices. There is also a Career Technical Education Advisor, a College Advisor, Career/Work Experience Advisor whose offices are available for students and their parents. A major recruiting tool for students is the variety of career technical education programs available at VHS.

In addition to the procedures outlined above, a personalized learning plan (Individualized Graduation Plan) and parent input will help students in their decision-making (pursuant to AB1810). Each student and parent is required to meet with their counselor in the 10th grade to review their academic progress and fulfillment of graduation requirements. A student’s career pathway graduation requirement will be fulfilled by participation in the Sports Therapy program.

The Regional Occupational Program will also provide students with access to information promoting the Sports Therapy program. The Career Advisor (funded by ROP) will provide all students with access to Career Cruising which is an online, internet career assessment tool, will provide students with career assessments and career profiles as well as college information such as graduation rates, freshmen drop out rates, and other higher education data. It also provides a link to financial aid information, and allows the students to create an electronic portfolio in which they build their resume.

VHS also arranges for the ASVAB to be given at school. Once the results come in a career awareness workshop is given to provide the students an explanation of their results and information about how to pursue these interests. All VHS students are required to take 1 year of technical arts for their graduation requirements. Students at VHS collaborate and meet with their individual counselor to set up and accordingly adjust their Individual Graduation Plan. Counselors meet any of the concerns or needs their particular students may have. Counselors at VHS meet with all 9th grade Advisory classes to begin planning their Individualized Graduation Plan.

Each student is allowed to choose a CTE Pathway at the beginning of high school matriculation. Counselors visiting various feeder middle schools advise incoming freshmen on academy and CTE Pathway choices. All Venice High School students including English learners (EL), resource, and advanced placement students are incorporated into every aspect of the Venice High School curriculum options.

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The program has continued to grow and develop at a rapid pace. The Sports Therapy program started with one class period in the spring of 2005 and four student athletic trainers.

2005 - 2006 School YearOne Period of classroom Sports Therapy with approximately 20 studentsOne 7th Period Lab Experience of approximately 20 student athletic trainers

2006 - 2007 School YearTwo Periods of classroom Sports Therapy with approximately 30 studentsOne 7th Period Lab Experience of approximately 25 student athletic trainers

2007 - 2008 School YearFour Periods of classroom Sports Therapy to include an advanced levelOne 7th Period Lab Experience of 30 tentative student athletic trainers

This fall, VHS has over 150 students enrolled in the Therapeutic Services Pathway on track to complete certification in the R.O.P. program.

Element 3 IDENTIFICATION OF FEEDER SCHOOLS & PARTNERSA List the feeder schools, middle schools, high schools, regional occupational centers and programs (ROCPs), students, parents, counselors, community members, business & industry partners related to the sector being addressed, community colleges, and other key stakeholders who participated in the development, articulation, review and approval of the CTE plan which was described in Element 1. Describe the geographic proximity of other similar programs to ensure that the project complements CTE offerings in the area. Include a roster with participant’s names and affiliations. (15 points)

PLEASE SEE APPENDIX B FOR VENICE HIGH SCHOOL SPORTS THERAPY SCHOOL ADVISORY BOARD LIST (Page 12)

High school students in the VHS neighborhood have no similar programs at their disposal. Upon graduation however, students will have ready access to multiple avenues for continued pursuit of sports medicine, sports training, fitness training, and support and therapeutic services. Students may pursue further training and post-secondary education at LA Trade Tech, LA City College, Mission College, Glendale College, Pierce College, Moorpark College, Cerritos College, West Los Angeles College, Santa Monica College, UC and CSU system schools, and private universities. The closest academic institutions to Venice High School are Santa Monica College, WLA College and Loyola Marymount University. There are opportunities to pursue careers with Kaiser Permanente, Cedars Sinai Hospital and Centinela Hospital, including organizations that promote health, therapy and fitness in the region as well as numerous physical therapy clinics.

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The three area feeder middles schools are Palms, Mark Twain and Marina Del Rey. None of them offer a Sports Therapy program. VHS counselors visit these schools and program their students into Sports Therapy classes. Discussions have been started to invite middle school students to visit the school prior to their enrollment to see the various CTE programs we have to offer in preparation of their selection of classes. Pursuant to AB2448, which requires coordination between middle schools through community colleges for a sequence of courses, we have begun the dialogue with our feeders and adult schools.

Element 4 THE ACCOUNTABILITY PLANA. Describe the school’s accountability plan for enrollments and outcomes for the project described in this application. Include the following: (1) the expected number of students who will complete a certificate, i.e., ROCP, industry-based, etc, a(2) the number of students expected to enter employment in a related industry, apprenticeship program or military, (3) the number of students expected to successfully transition into postsecondary institutions for more advanced study in the applicable industry or other areas of study, and (4) the process the school will use to gather analyze, and disseminate the data from 1-3 above to the school board, parents, community members, business and industry partners, and other key stakeholders.

Student enrollment is based on student interest in the program and on the necessity of the school to balance enrollment. All students will participate in career awareness activities, job shadows and internships. As part of their course work, each student will work with their counselor to develop an Individualized Graduation Plan and a 10-year career plan in class.

1. 100% of students in the class will complete an ROP certificate upon completion of the school year. During the school year all students will become certified in First Aid/CPR/AED and Blood borne Pathogens.

We expect all students to go on to post secondary careers and education.

2. 65% of students will enter employment in a related industry, apprenticeship program or military.

3. 35 % will continue on to post secondary institutions for more advanced study.

4. Data is collected through face-to-face interviews with students, parents, counselors and various staff members as well as through post graduation follow-ups, usually by phone. We will work with the LAUSD Program Evaluation and Research Branch to identify key indicators and measurable objectives. As this is a new program, data will be gathered from each graduating class, with a longitudinal study rating the efficacy of the program created.

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An advisory committee has been established that consists of students, parents, partners and community members (Please refer to Appendix B). Data collected will be presented to the advisory which will meet regularly to evaluate the effectiveness of the program as well as continue program development. Student articulation to college and careers is a vital area of evaluation. The school’s success in continuing with its goal of 100% graduation rate from students in the program, completion of planned certifications and their effect of future employment, and the participation of students in internships (on and off campus) and their relationship to future student jobs and college enrollment will also be part of the evaluation process.

B. Describe how the school will meet or exceed its obligations pursuant to Education Code Section 51228(b). (5 points)

The Therapeutic Pathway offers students a way to become both college prepared and career ready. The courses challenge students academically and help to develop them into critical thinkers with the ability to transfer classroom learning into real world situations.

In the classroom environment the Sports Medicine curriculum crosses all subjects. The main one being it is a science based course. Within this course students are exposed to Language Arts through the need to be able to read the text and supplementary materials. Writing is addressed on a regular basis by answering questions in written form as well as completing required papers. The subject of math is seen in a myriad of ways including discussions on range of motion, developing a budget, establishing safe environmental guidelines for practice or proper hydration protocols. Visual and performing arts are seen by oral presentations and creative hands on projects to reinforce learning.

Students will be prepared to pursue post secondary career opportunities in the following areas Athletic Trainer Aide, Physical Therapy Aide, or EMT.

If a student chooses to pursue sports medicine at the post secondary level the course work completed at the high school level is above and beyond a normal student entering college. In the event a student decides to pursue a course at a trade school, the foundation for a career as an x-ray technician or massage therapist has been laid.

Element 5 EDUCATIONAL SPECIFICATIONS AND EQUIPMENT/SPACE REQUIREMENTS SHEETA. Applicants are to provide educational specifications that define the educational goals of the particular CTE program and show how the requested grant will be used (specify location of equipment, furniture and facilities construction or modernization) to meet those goals. Please include a copy of the school site plan and a schematic drawing with dimensions of the proposed space and/or location of the equipment for this project. (10 points)

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Element 6 BUDGET JUSTIFICATION/DETAIL SHEETA. Provide the estimated capital cost per pupil and the rationale/method used for calculating this number. (15 points)Total Funds Requested = $ 600,0005 Year life span = $ 120,000 240 students served = $ 500.00 per student per year

B. Describe the financial participation of industry partners in the construction and equipping of the facility, including donations of all kinds. (15 points)

West Coast Sports Medicine Foundation (WCSMF) has been a vital partner in the development of the Sports Therapy program at Venice High School. Since 1994, WCSMF has provided a certified athletic trainer for student athletes and provided health insurance coverage. This partnership has allowed a Sports Medicine program to develop into a CTE Therapeutic Pathway. Since the relationship between WCSMF and VHS began, WCSMF has donated over $250,000 worth of services and coverage to the students.

WCSMF will continue to support the program through the placement of a certified athletic trainer on campus, consumable training room supplies and opportunities for students to job shadow athletic trainers, family practice physicians and orthopedic surgeons.

Element 7 UNIQUE CONDITIONSA. Describe any unique conditions which may affect this application. Unique conditions may include, but are not limited to, such items as rural or isolated schools or educational agencies, unique partnership agreements, unique costs and expense issues, unique physical plant conditions or facilities issues, etc

VHS is unique in that a room already exists as a foundation for this grant proposal. The space is large enough to create an outstanding health care facility for classroom lab experiences as well as internships. The space has tremendous potential to house both an athletic training facility and a classroom under one roof.

The second unique aspect is that the athletic training room will be run as a health care facility for injury prevention, rehabilitation, treatment and strength and conditioning of all VHS student athletes. Students in the Therapeutic Pathway will receive professional hands on experience on the actual high school campus. Their first experience in a lab or internship allows them to stay at the school and not lose time in a commute.

A third unique aspect is the relationship that already exists with West Coast Sports Medicine Foundation with their financial, personnel and supply support.

Finally, since 2005, the Venice High School Sports Therapy has participated in a CATA sanctioned Sports Medicine Competition involving schools from across the state and

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Pacific Northwest. In 2007 the students placed second at the competition and first in the state of California. The winners were from Washington.

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CAREER TECHNICAL EDUCATION FACILITIES APPLICATIONFORM B – EDUCATIONAL SPECIFICATIONS AND EQUIPMENT/SPACE REQUIREMENTS SHEET (Rev. 11/07)

Use additional sheets as necessary.

Type of Project: New Construction (including equipment) Modernization/Reconfiguration (including equipment) Equipment Only

County Number of Teaching Stations for this Project Number of students occupying teaching station(s) or using equipment (per class period)

Los Angeles 18 2Local Education Agency Name of Project

Los Angeles Unified District Sports MedicineName of School Proposed Schematic Drawing Attached? X Yes No

School Site Plan Drawing Attached? XYes NoVenice High School

Project SummarySummarize the scope of this project and its CTE educational goals and outcomes.

A unique and dynamic opportunity exists at Venice High School. The CTE education plan offers multiple career pathways including a Therapeutic Services Pathway to include Sports Therapy Aide. Pathways provide all pupils with a rigorous academic curriculum that integrates academic and career skills, incorporates applied learning in all disciplines, and prepares all pupils for high school graduation, college admittance or career entry. The Therapeutic Services Pathway allows students to complete “a-g” university and Career Technical Education requirements. The program is open to all students including English Learner and Special Education students. These subjects will also allow students to not only consider career opportunities in the area of sports but also jobs in both medical and sports medicine fields such as an EMT, personal trainer, physical therapist, physical therapist assistant, x-ray technician, nurse, or physician's assistant, among others.

The Sports Therapy classes are currently held in the Shop-6 classroom on the Venice High School campus. There is a need to create a reliable, state of the art facility to adequately support a Therapeutic Services Pathway. It would be easy to modify Shop-6 to a comprehensive athletic training room and classroom that provides an atmosphere for education, injury assessment and athlete care. This care encompasses prevention, evaluation, rehabilitation and treatment of all athletic injuries, as well as guidance concerning nutrition, strength and conditioning and provides a platform for athletes to cope with the psychological impact of injuries. As a working health care facility this room would provide students in the Therapeutic Services Pathway an On Campus internship location.

Course Sequences: Therapeutic Services PathwayGrade 9 - American Red Cross Professional Rescuer First Aid, CPR and Sports Safety TrainingGrade 10 – Introduction to Medical TerminologyGrade 11 – Sports Therapy Aide A and BGrade 12 – Advanced Sports Therapy Aide A and B (Curriculum to be proposed as a UC lab Approved Science Course)Grade 9-12 Sports Therapy Lab Experience Currently the Athletic Training room is not secure, safe or sanitary. The room is never 100% secure as there is no locking door. If the weight room is left open, as it often is, anyone has access to the athletic training room and items have been stolen. The garage door that has to be opened every day is quite heavy and potentially dangerous. The spring loaded system does not work well and students have a very difficult time lifting the door. While efforts to keep the weight room clean are commendable, often students in P.E. classes inadvertently sweep trash under the training room door.

By moving the athletic training facility to Shop 6, the space would now be used as a classroom and in class lab area for five periods and a working athletic training room/clinic for all student athletes for two periods, plus an extra hour each day after 7th period.

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Reasons for moving the Athletic Training Room to Shop 6 include:

- Secure facility - The door is lockable and no student would have access, keeping valuable equipment safe. - Large enough space to enable students to have a classroom and lab experience. - Safe facility - Issues such as the garage door would be eliminated. - Sanitary – Controlled environment not shared with other students. - There is a small room off the main Shop that can be converted into a wet room, for the teaching and use of hydrotherapy. - Allow our student athletes a more geographically ideal location for rehabilitation, cutting down their time away from school and practice. Students now typically travel any where from 3 - 15 miles for rehabilitative appointments. - Enable us to accept and use donations of equipment. Last summer, we had a number of impressive items donated, among which were two whirlpools used for therapeutic treatments. However, we could not keep them due to lack of space. - Install a separate phone line for calls to EMS responders and parents. Thereby drastically reducing the time to receive care for severe emergency injuries. The only working phone line in is the male physical education office meaning an injured athlete must be left unattended in the event a phone call is made.

The conversion of Shop 6 would house all Therapeutic Services Pathway, Sports Therapy Aide, Advanced Sports Medicine classes as well as a working athletic training facility.

Program and Space Functionality Explain the program activities and how this CTE teaching station/equipment will support those activities. Include the number of students expected to occupy various spaces or work stations (i.e. lecture, lab, equipment areas) at one time.

Main Room: Create two spaces (classroom and athletic training lab) in large room currently 46’ x 50’. Install a retractable wall to divide spaces for concentrated classroom time. Wall can be opened for combined lab/classroom experience. Most of the room will have to be gutted except for storage closets. The wiring will need to be redone to have GFCI grounded outlets every 4-6 feet. The room will need to be repainted and wall surfaces repaired where built in furniture has been removed. A classroom flooring surface as well as a shock absorbent training surface will need to be installed. The room will need to have a computer station built and either school Ethernet or WiFi installed. An outside phone line will be necessary in case of emergency class while students are treating athletes.

The classroom will be used by 25 - 30 students each class period of the day. Depending on topics taught the room will be opened for lab inclusion. After the school day the training room/lab will be used by students gaining internship or practicum experience as they care for the student athletes of Venice High School. On a daily basis the room will be used by 150 – 250 students.

Wet Room: Gut current room completely. Re-floor and re-wall room with tiles to be a wet room. Bring in water piping from adjacent bathroom to run 2 (110 gallon) whirlpools, ice machine, washing machine and sink. Install appropriate wiring for whirlpools, ice machine, washing machine, dryer, hydrocullators. Construct shelves and storage area for hydrocullator pads, coolers and wet room area storage. Install drainage system for washing machine, whirlpools and ice machine.

Storage Room: Re-floor, re-wall and paint. Build cabinets and counter space for storage.

Space and Equipment RequirementsIdentify square footage of areas used for equipment, lecture space and hands-on teaching spaces. Label equipment and all spaces (teaching station, storage, office, lab, lecture area, etc.) on schematic drawing. If possible, provide dimensions of the spaces.

Please see attached schematic drawings

Functional Relationship to SiteDescribe how the location of the new construction or modernized building will integrate with educational programs on the site. Please label applicable buildings related to the industry sector on the school site plan.

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The conversion of Shop 6 would enable all Therapeutic Services Pathway, Sports Therapy Aide, Advanced Sports Medicine classes as well as a working athletic training facility to be housed in the same location.

Site Development ConsiderationsProvide, if any, additional site development needs associated with the career technical project.

None required

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CAREER TECHNICAL EDUCATION FACILITIES APPLICATION

FORM C – BUDGET JUSTIFICATION/DETAIL SHEET (Rev. 11/07)

Use additional sheets as necessary.Local Education Agency Los Angeles Unified School District Venice High School Project Name Sports Medicine Program

Provide sufficient detail to justify the budget. The budget justification page(s) must provide all required information even if the items have already been identified and discussed in another section. For each project or equipment description, list the associated costs. The scope and budget in this application must be consistent with the funding application submitted to Office of Public School Construction. Equipment without a ten year life span and supplies are not eligible to participate in the CTEFP.

Project/Equipment Description Subtotal Each ItemRemoval and relocation of all current built in shop furnitureNew flooring in classroom, storage area and wet roomPiping of wet room brought in through wall from neighboring bathroomDrainage system on wet roomVentilation of wet roomRewiring in wet room to be standard with water accessPhone line installedRetractable wall installedNew drywall and paint in main room and storage roomTiling of wet roomWindows repaired so they open and closeWiring to be standard with healthcare facilityWiFi system to be installedUpgrade room heating and cooling system16 Classroom Tables (197.00) 40 Desk Chairs ($67.74) 1 Modular Taping Station 3 Hi - Lo Split Leg Treatment Table ($3,2750.50) 3 Split Leg Table w/ Backrest ($1,445.00) 1 Mat Platform Table (6x8) 1 6 Door, 3 Drawer Base Cabinet w/sink 1 5 Door, 3 Drawer Base Cabinet 6 Five Leg Pneumatic Stool1 Hoshizaki Flake Ice Machine1 Freezer and Stand 1 Hydrocullator 24 Pack Model Hydrocullator Terry Covers3 Terry Cover Rack ($54.95)2 Stationary Whirlpool (110 gal) ($3499)2 Whirlpool Suspension Seat (24”) ($200.95)3 4 Channel Combination Electrotherapy w/cart ($ 4095.95)6 EMS 2000 Stimulator ($ 175.25)2 Upright Stationary Bike ($3175.95) 2 Schwinn Airdyne Bike ($748.95) 1 SciFit All Body Ergometer 2 Elliptical ($3495.00) 1 Kettle Bell Set (20 - 80 lbs) 1 Kettle Bell Rack

??????????????$ 3152.00$ 2709.60$ 4,595.00$ 9, 825.50$ 4, 335.00$ 545.00$ 1245.00$ 1175.00$ 813.00$ 7,310.00$ 1, 005.00$ 2, 645.95$ 250.00$ 164.85$ 6998.00$ 401.90$ 12, 287.85$ 1051.20$ 6351.90$ 1497.90$ 4095.95 $ 6990.00$ 695.95$ 299.95

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1 Steel Frame Plyo Box Set 1 Lateral Plyo Box 1 Keiser Functional Trainer 1 Keiser Air Compressor 1 Stacked Washer/Dryer Unit 2 Power Station Package ($ 4,000.00) 2 Set of Bumper Plates ($ 790.00) 2 Olympic Test Bars ($150.00) 1 Electric Golf Cart1 Golf Cart Shelter 1 Set of 6 Walkie Talkies and back up batteries

$502.95$ 279.95$ 3860.00$ 1250.00$ 1149.00$ 8,000.00 $ 1580.00 $ 300.00$ 3, 000.00$ 375.00$ 2,000.00

Estimated Total Cost of Project: $

Project Cost BreakdownState Funding Guidelines: Under Education Code Section 17078.72, the state grant maximum is $3 million for new construction and $1.5 million for modernization CTE projects.

Loan From the State: Under State Allocation Board Regulations Section 1859.194, LEAs may request a loan up to $3 million for new construction and $1.5 million for modernization CTE projects from the Office of Pubic School Construction.

Will the LEA request a loan from the state? Yes No If yes, please provide the amount in section c.

a. LEA Cash Match: $ ____________________b. State Funding: $ __________________

c. Loan from State: $ __________________

d. Total Amount of State Funds RequestedTotal (b + c) $___________________

Estimated Total Cost of Project Total (a + d) $___________________

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APPENDIX ALAUSD Career Technical Advisory Committee

NAME TITLE AGENCY EMAILBarnes, Eddie Regional Director Building & Construction Trades

[email protected]

Cambell, Errol Teacher Regional Occupational Center [email protected], Vince Administrator LAUSD [email protected], Manny Director, Workforce

Development City of Los Angeles [email protected]

gClerx, John Associate Vice Chancellor LA Community College District [email protected], Vincent Director, Design

ManagementLAUSD [email protected]

tCrippens, David Director Youth Council [email protected], Michael Division Chief Employment Development Dept. [email protected], Marcy VP Academic Affairs LA Trade Tech [email protected], Scott Parent [email protected], David Principal Gompers Middle School [email protected], Bill Teacher North Valley Occupational

[email protected]

Hebert, Darrel Training Mgr. Sempra Energy [email protected]

Kettenring, Ernest Teacher Harbor Community Adult School [email protected], Koda Teacher Roosevelt High School [email protected], Alicia Director SEIU [email protected], Josue Student - Roosevelt High

SchoolA. Friedman Occupational Center

[email protected]

Melvin, Veronica Executive Director Alliance for a Better Community [email protected], Debbie Parent [email protected], Pamela Assistant General Manager Department of Water and Power [email protected]

mRetana, Alberto Director of Organizing Community Coalition [email protected], Bill Parent [email protected], Tony VP Student Affairs Cal State University LA [email protected], Richard Executive Secretary LA/OC Building Trades Council [email protected], Veronica Manager, Small Business

ProgramLAUSD [email protected]

Tash, Larry Director, Middle Schools LAUSD [email protected], Jane Outreach Director Electrical Training Institute [email protected], Francisco Parent [email protected], Susan Regional Public Affairs

ManagerSouthern CA Gas Company/Sempra

[email protected]

Vasquez, Delia Student East LA Occupational CenterVillanueva, Kathy Teacher Belmont High School [email protected], Chris Attorney Nossaman, Guthner, Knox &

[email protected]

Williams, Clarence Teacher Jefferson High School [email protected]

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Appendix B

Venice High School Sports Therapy Advisory Committee

Jill Sleight, MS, ATC, DirectorWest Coast Sports Medicine Foundation1200 Rosecrans Ave, #101Manhattan Beach, CA 90266(310) 726-0750

Keith Feder, MDWest Coast Center for Orthopedic Surgery and Sports Medicine1200 Rosecrans Ave, #208Manhattan Beach, CA 90266(310) 416-9700

Carol Frey, MDWest Coast Center for Orthopedic Surgery and Sports Medicine1200 Rosecrans Ave, #208Manhattan Beach, CA 90266(310) 416-9700

Eli Hallak ATC, EMTHead Certified Athletic TrainerSt. Francis High School200 Foothill Blvd.La Canada, CA 91011(818) 790-0325 ext. 310

Brendan Murray, DCSpine and Sports Care2825 Santa Monica Blvd # 101Santa Monica, CA 90404(310) 998-5800

Jan Davis, PrincipalMark Paez, Assistant PrincipalCraig Alessi, Assistant PrincipalFrank Nunez, Assistant PrincipalTony Chretin, Athletic DirectorMonica Studer, Perkins AdvisorBetsey Alkaly, Career CounselorVenice High School13000 Venice Blvd.Los Angeles, CA 90066(310) 577-4200

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Veronica and Amber HansenParent/Student425 W. Manchester AvePlaya Del Rey, CA 90293(310) 827-1612

Migdalia and Briana Richardson8632 Kentwood AveLos Angeles, CA 90045(310) 866-8190

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Documents

CAREER TECHNICAL EDUCATION FACILITIES APPLICATION