Preface - Pipe Trades Training...1 Preface I am pleased to introduce to the readerthe Loyd E. Williams Pipe Trades Training Center (PTTC) Self-Study Report. This report is the culmination

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Preface I am pleased to introduce to the reader the Loyd E. Williams Pipe Trades Training Center (PTTC) Self-Study Report. This report is the culmination of months of effort by the members of our community to achieve accredited status with the Council on Occupational Education (COE). Compiling the Self-Study Report, like the entire accreditation effort, has been a challenging experience, which has caused all of us to experience moments of reflection. As a result of this process we have better understood our strengths and weaknesses, acted to formalize and document some of our procedures, and heightened our attention to planning and acting strategically as we continue to move forward. The Self-Study Report is the product of work by a diverse group of individuals who represent various facets of PTTC. The entire committee reviewed and approved the section on Institutional and Community Characteristics, the Conditions Check Sheet and the accompanying narrative, and the text responding to Standard One. We divided the members of the committee into three working groups to review and approve the texts pertaining to the remaining nine standards. The next page of this report contains the list of committee members and their specific assignments. Glenna Otis, our COE Liaison, and I have personally participated in writing, editing and reviewing every aspect of this report. I am proud of the results of our collective labors in producing a comprehensive examination of all aspects of our operation. We have learned a great deal about ourselves, and our institution, throughout the process. As a result of our efforts we are reinforced in our view that we must continue to grow and develop to adapt to changing times and conditions. Achieving accreditation is a key component in our path forward. Carl Cimino Director of Training

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Self-Study Committee Sarah Aguilar Tom Alexander Frank Austin Bill Bailey Carl Cimino Mark Likeness Brian Murphy Glenna Otis David Plancarte Adam Rule Sabrina Sharp-Fullhart Scott Stroh Working Group 1 (Standards 2, 3 & 5) Aguilar, Cimino, Murphy, Otis, Sharp-Fullhart, Stroh Working Group 2 (Standards 4, 6 & 7) Austin, Cimino, Otis, Plancarte, Rule Working Group 3 (Standards 8, 9 & 10) Alexander, Bailey, Cimino, Likeness, Otis

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Table of Contents Institutional & Community Characteristics 4 Conditions Check Sheet & Narrative 7 Standard One 20 Standard Two: Composite 24 Standard Two: Plumbing 43 Standard Two: Steamfitting 61 Standard Two: HVAC/R 79 Standard Three 97 Standard Four 102 Standard Five 106 Standard Six 115 Standard Seven 121 Standard Eight 129 Standard Nine 137 Standard Ten 140

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Institutional and Community Characteristics

1. Name: Loyd E. Williams Pipe Trades Training Center (PTTC) 2. Address: 780 Commercial Street San Jose, CA 95112 408-453-6330 www.pipetradestraining.org 3. Branch Campuses: None 4. History: Modern apprenticeships in the United States date back to 1937 with the passage of the Fitzgerald Act. Because of World War II, the U.S. Department of Labor did not develop apprenticeship standards until 1945. In 1950, United Association Local 393 joined with its contractors to form its first Apprenticeship Training Committee of five Labor representatives and five Management representatives. In 1955 a Joint Labor Management Trust was created to channel negotiated contributions into a training fund. In 1963, the Trust acquired its first training center, a small 2,000 square foot metal building on Terminal Avenue in San Jose. In 1966, the training center was moved to a much larger 6,000 square foot site on North 10th Street. In 1997, the training center was expanded to 96,000 square feet at its current location. The most recent expansion of our facility was completed during the past month. Our current enrollment consists of 398 apprentices. 5. Overall Summary: PTTC is affiliated with United Association Local 393, which represents employees in San Benito and Santa Clara Counties in California. Apprentices receive wages, benefits and periodic pay raises from the beginning through the end of their programs. Apprenticeship graduates receive a certificate of completion from the California Department of Labor. This program has a 100% job placement rate. PTTC trains apprentices in all aspects of plumbing, steamfitting, and HVAC/R. The training in all three programs includes relevant instruction on health & safety, science, and math. PTTC prides itself on training apprentices so that they are able to earn family-sustaining wages. PTTC also offers continuing education classes to journey workers. Continuing Education classes are scheduled throughout the year and are offered to union members for instruction in health & safety as well as craft specific topics.

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6. Calendar System: PTTC operates on an academic calendar basis with classes beginning in September and concluding in June. 7. Student Load: All trades attend two classes per week for 36 weeks per year. All students are also required to complete a minimum of 9,000 hours of on-the-job training over the course of five years. All three programs are five years long. 8. Summer Sessions: The school does offer a number of continuing education classes that are open to graduates of the program in the summer but there are no apprenticeship classes. 9. Instructional Delivery System: Classes are delivered three hours a day, twice a week, for 36 weeks. These classes are a mixture of classroom lectures and hands-on laboratory. Students are also required to complete an on-the-job internship of 2000 hours per year for 5 years. This internship is under the supervision of journey workers and employers. Students must fulfill a series of progressive work processes or competencies during the course of this internship. There are no on-line classes. Community Characteristics 1. Geographic Service Area: PTTC serves Santa Clara and San Benito Counties in California. 2. Population Statistics:1 The total population of the service area is 1,978,816. Santa Clara has a total population of 1,919,402 and San Benito’s is 59,414. 3. Rural-Urban Population Distribution: 1 Source: U.S. Census Bureau, 2016

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According to the US Census, 24% of the population in San Benito County is rural. Only 1.1% of the population of Santa Clara County lives in rural areas. 4. Population Characteristics: There are no particular population characteristics that have a substantial effect on the operations of PTTC. 5. Population Changes: There has been relatively steady growth over the past ten years and the Census Bureau projects that trend to continue. In order to keep pace with the number of retirements anticipated over the next ten years, we may have to increase the enrollment in our apprenticeship programs. We are working with employers to try to prepare for this situation.

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Council on Occupational Education CONDITIONS CHECK SHEET

RAS/NETI Version – 2017 Edition

CONDITIONS YES

NO N/A

1. The institution demonstrates that it satisfies each of the eligibility requirements to become a Candidate for Accreditation. (See Handbook of Accreditation)

x

2. The institution conducts its affairs with acceptable standards of honesty and

integrity.

x

3. The institution meets all lawful obligations imposed by state and federal

agencies.

x

4. The institution has notified the Commission of any individual affiliated with the institution who has been debarred by a government agency or another accrediting agency or was an owner, an administrator, or a governing-board member of a COE-affiliated institution that was denied accreditation, was dropped from accreditation, or closed without providing a teach-out or refunds to currently enrolled students.

x

5. The institution occupies its own physical facilities and is not co-located with another institution.

x

6. The institution maintains a permanent accreditation file which contains items set forth in the Commission conditions. (See Handbook of Accreditation)

x

Non-Public Institutions Only 7. (If required to operate) The institution has an original current license for the

main campus and each branch and/or extension.

x

Item 8: This item is to be completed by Visiting Teams during accreditation visits. Non-Public Institutions Only 8. List ID numbers and expiration dates of licenses for all campuses: 9. The on-site administrator or other full-time employee at the main campus

attended required workshop(s) within six to eighteen months prior to hosting the accreditation visiting team. (See Handbook of Accreditation)

x

10. For initial accreditation or reaffirmation of accreditation, the institution has placed a notice in the appropriate newspaper(s) and/or media services no more than sixty (60) days prior to hosting the accreditation visit stating that it is applying for initial accreditation or reaffirmation of accreditation with the Commission of COE in compliance with Commission criteria.

x

Item 11: This item is to be completed by Visiting Teams during accreditation visits. 11. Date notice was published, broadcast, or televised:

12. The institution has submitted an evaluation of standards form from one of its occupational advisory committees prior to hosting an accreditation visiting team.

x

13. The institution has informed the Commission of all planned and unplanned substantive changes.

x

14. Innovative or experimental programs operated at variance with the standards have received Commission concurrence prior to implementation.

x

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15. Documents the institution has filed with the Commission accurately represent the status of the institution. (NOTE: If this statement is checked “NO”, documentation which demonstrates the institution’s misrepresentation must be submitted with the team report.)

x

Accredited Institutions Only 16. The institution’s use of the accreditation seal is in compliance with Commission

conditions. (See Handbook of Accreditation)

x

17. The institution adheres to the Commission’s condition on the monitoring of institutional growth and has notified the Commission of increases in total Full-Time Equivalent (FTE) that equal or exceed 25% of the established baseline, and for non-public institutions, increases in gross revenue of 100% or more from the previous year have been reported to the Commission.

x

18. All student recruitment activities used by the institution are truthful and avoid any false or misleading impressions of the institution, its programs and services, or employment, and are in compliance with Commission conditions. (See Handbook of Accreditation)

x

19. All media used by the institution for advertising purposes are truthful and presented with dignity to avoid any false or misleading impressions of the institution, its programs and services, or employment, and are in compliance with Commission conditions. (See Handbook of Accreditation)

x

20. A catalog and/or other official publications, which are published in hard copy or

provided online, provide information specified in the Handbook of Accreditation, and are readily available to students, prospective students, and other members of the interested public.

x

21. If the institution employed a consultant for the purpose of assisting in the accreditation process, it submitted a copy of the consultant’s resume within 7 days after employment was secured, and can demonstrate that the terms of the consultant’s contract meet Commission conditions stated in the Handbook of Accreditation.

x

22. The role of contractors hired by the institution (if any) excludes the authority to make official decisions for the institution or to serve in the role of accreditation liaison officer for the institution.

x

23. If the institution participates in Title IV Financial Aid programs, it does not contract more than 25 percent of the instruction of one or more of its programs with an external agency, corporation, institution, or individual.

x

24. There is a clear indication that the faculty and staff were primarily responsible for the preparation, editing, and revision of documents required in the accreditation process. .

x

25. The institution’s accreditation liaison officer is a permanent staff member located at the main campus.

x

Status with Other Agencies: A “YES” response for statements #25-30 signifies that the institution is in compliance with the Commission’s Conditions. 26. The institution is not the subject of an interim action by a state or federal agency

potentially leading to the suspension, revocation, withdrawal, or termination of the institution’s legal authority to provide postsecondary education in any state in which it operates.

x

27. The institution has not had its instructional authority suspended, revoked, withdrawn, or terminated, even if the required due process procedures have not been completed within any state in which it operates.

x

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28. The institution has not voluntarily withdrawn its candidacy or accreditation while not in good standing from a nationally recognized accrediting agency.

x

29. The institution has not had its candidacy or accreditation withdrawn or been placed on public probation by a nationally recognized accrediting agency.

x

30. The institution is not the subject of an interim action by another accrediting agency potentially leading to the suspension, revocation, or withdrawal of candidacy or accreditation.

x

Campuses other than the Main Campus: Branch Campuses YES

NO N/A

37. The complete name of the main campus is identified in all publications and advertisements when referring to a branch campus, extension campus, or instructional service center.

x

38. Duplicate records on personnel, financial matters, student attendance, and educational progress for branches, extensions, extended classrooms, instructional service centers, and/or auxiliary instructional sites are kept at the main campus. (NOTE: Institutions capable of maintaining and accessing records electronically may keep all records previously mentioned at the main campus.)

x

39. The on-site branch administrator reports to the on-site chief administrator at the main campus.

x

40. Programs offered at branches are described in the main campus catalog or branch supplement.

x

41. Programs offered at the branch that are not offered at the main campus are described in the main campus catalog.

x

Campuses other than the Main Campus: Extension Campuses YES

NO N/A

42. All extensions are located within a 50-mile radius of the main campus.

x

43. All extension programs are included in the main campus catalog.

x

Campuses other than the Main Campus: Extended Classrooms YES

NO N/A

44. All extended classrooms are located within two miles of a main or branch

campus.

x

45. All extended classrooms are supervised by the administration of the main or

branch campus.

x

Campuses other than the Main Campus: Instructional Service Centers YES

NO N/A

46. Program instruction at all instructional service centers is under the direct control of the main campus and located within the geographic service area designated by the governing board of the institution.

x

47. All instructional service center offerings are approved by the Commission.

x

48. Appropriate student services are available on-site at the instructional service center and the full range of services is made accessible to participating students at the main campus.

x

49. All instructional service centers are a joint venture between the institution and an employer or another educational agency.

x

x

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31. The institution has not been notified of the loss of any agency’s accreditation even if the due process procedures have not been completed.

50. The complete name of the main campus is identified in all publications and advertisements when referring to an instructional service center.

Campuses other than the Main Campus: Additional Space

51. Additional space acquired for instructional or administrative purposes is located within one quarter of a mile from a main campus or branch campus.

32. If the institution is presently accredited by another nationally recognized accrediting agency, it describes itself in identical terms to each agency with regard to identity (i.e., main campus, branch campus, branch campus to main campus relationship), mission, governance, programs, degrees, diplomas, certificates, personnel, finances, and constituents to all federal, state, and other agencies, including accrediting agencies.

x

33. If the institution is seeking dual accreditation, the reasons for wanting dual accreditation have been submitted to each accrediting agency and to the Secretary of the U.S. Department of Education, and the institution has also designated which agency’s accreditation is to be utilized in determining the institution’s eligibility for program participation under the Higher Education Act.

x

Campuses other than the Main Campus: General YES

NO

N/A

34. Branch or extension ownership is the same (same entity, proprietorship or partnership, or the same corporation) as the main campus.

x

35. Branch or extension names that have been expanded from the name of the main campus to clearly identify different locations or specific programs have been approved by the Commission.

x

36. Non-main campus locations that operate under the supervision of a full-time, on-site, local administrator who reports to the chief administrative officer of the main campus are properly identified as branch campuses with the Council.

x

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CONDITIONS: 1. The institution demonstrates that it satisfies each of the eligibility requirements to become

a Candidate for Accreditation. ANALYSIS: Loyd E. Williams Pipe Trades Training Center (PTTC) submitted a completed Application for Candidacy for Accreditation along with supporting documentation on July 14, 2017. On August 9th and 10th of last year a site visit was conducted by representatives assigned by COE. On August 14, 2017, the team filed a report indicating that PTTC satisfied the eligibility requirements set forth by COE. There have been no significant changes since the time of that visit that would negatively impact on our eligibility for accreditation. DOCUMENTATION:

1) COE Candidacy Application 2) Candidacy Site Visit Report

2. The institution conducts its affairs with acceptable standards of honesty and integrity.

ANALYSIS: PTTC conducts its’ affairs and activities in compliance with all appropriate standards of honesty and integrity as required by law and in accordance with the expectations of an accredited school. DOCUMENTATION:

Statement Regarding Honesty & Integrity 3. The institution meets all lawful obligations imposed by state and federal agencies.

ANALYSIS: PTTC has a long record of compliance with federal and California state obligations that are applicable to registered apprenticeships. DOCUMENTATION:

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Statement Regarding Meeting Lawful Obligations 4. The institution has notified the Commission of any individual affiliated with the institution who has been debarred by a government agency or another accrediting agency or was an owner, an administrator, or a governing-board member of a COE-affiliated institution that was denied accreditation, was dropped from accreditation, or closed without providing a teach-out or refunds to currently enrolled students. ANALYSIS: PTTC has no such individuals affiliated with it. DOCUMENTATION: N/A

5. The institution occupies its own physical facilities and is not co-located with another institution. ANALYSIS: PTTC owns and occupies its own physical plant located at 780 Commercial Street in San Jose, California. DOCUMENTATION: Deed of Trust 6. The institution maintains a permanent accreditation file which contains items set forth in the Commission conditions. ANALYSIS: PTTC maintains a permanent accreditation file as required and is available for inspection. DOCUMENTATION: Permanent Accreditation File

7. (If required to operate) the institution has an original current license for the main campus and each branch and/or extension. ANALYSIS: PTTC is authorized by the State of California to operate at its current location.

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DOCUMENTATION: Letter From State of California, 8/9/16 8. TO BE COMPLETED BY THE VISITING TEAM 9. The on-site administrator or other full-time employee at the main campus attended required workshop(s) within six to eighteen months prior to hosting the accreditation visiting team. ANALYSIS: Carl Cimino and Glenna Otis have both attended the required COE workshops. DOCUMENTATION:

1) Carl Cimino Certificates of Attendance 2) Glenna Otis Certificates of Attendance

10. For initial accreditation or reaffirmation of accreditation, the institution has placed a notice in the appropriate newspaper(s) and/or media services no more than sixty (60) days prior to hosting the accreditation visit stating that it is applying for initial accreditation or reaffirmation of accreditation with the Commission of COE in compliance with Commission criteria. ANALYSIS: PTTC has placed the required notice in an appropriate newspaper. DOCUMENTATION: Team Visit Notice 11. TO BE COMPLETED BY THE VISITING TEAM 12. The institution has submitted an evaluation of standards form from one of its occupational advisory committees prior to hosting an accreditation visiting team. ANALYSIS: One of the Occupational Advisory Committees has submitted the required evaluation of standards form.

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DOCUMENTATION: Evaluation of Standards Form 13. The institution has informed the Commission of all planned and unplanned substantive changes. ANALYSIS: There have been no substantive planned or unplanned changes. DOCUMENTATION: N/A 14. Innovative or experimental programs operated at variance with the standards have received Commission concurrence prior to implementation. ANALYSIS: There are no innovative or experimental programs of this type at PTTC. DOCUMENTATION: N/A 15. Documents the institution has filed with the Commission accurately represent the status of the institution. ANALYSIS: All documents filed with COE accurately represent the status of PTTC. DOCUMENTATION: Statement Regarding Documents Filed with COE 16. The institution’s use of the accreditation seal is in compliance with Commission conditions. ANALYSIS: PTTC does not currently us the accreditation seal. DOCUMENTATION: N/A

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17. The institution adheres to the Commission’s condition on the monitoring of institutional growth and has notified the Commission of increases in total Full-Time Equivalent (FTE) that equal or exceed 25% of the established baseline, and for non-public institutions, increases in gross revenue of 100% or more from the previous year have been reported. ANALYSIS: This requirement is not applicable inasmuch as PTTC is not yet accredited. DOCUMENTATION: N/A 18. All student recruitment activities used by the institution are truthful and avoid any false or misleading impressions of the institution, its programs and services, or employment and are in compliance with Commission conditions. ANALYSIS: PTTC employs true statements to describe itself in the course of recruiting prospective new students. DOCUMENTATION: PTTC Brochure 19. All media used by the institution for advertising purposes are truthful and presented with dignity to avoid any false or misleading impressions of the institution, its programs and services, or employment and are in compliance with Commission conditions. ANALYSIS: PTTC employs true statements to describe itself in any advertisements. DOCUMENTATION: PTTC Brochure 20. A catalog and/or other official publications, which are published in hard copy or provided online, provide information specified in the Handbook of Accreditation and are readily available to students, prospective students, and other members of the interested public. ANALYSIS: PTTC has a handbook/catalog that is available in hard copy and online.

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DOCUMENTATION: Student Handbook

21. If the institution employed a consultant for the purpose of assisting in the accreditation process, it submitted a copy of the consultant’s resume within 7 days after employment was secured, and can demonstrate that the terms of the consultant’s contract meet Commission conditions stated in the Handbook of Accreditation. ANALYSIS: Copies of the consultants’ resumes have already been provided to COE and a copy of the consulting agreement is available for review. DOCUMENTATION:

1) Jim Gentile Resume 2) Nancy Gentile Resume 3) Consulting Agreement

22. The role of contractors hired by the institution (if any) excludes the authority to make official decisions for the institution or to serve in the role of accreditation liaison officer for the institution. ANALYSIS: The consultants have no authority to make decisions on behalf of PTTC. They do not serve or act in the capacity of accreditation liaison officer. DOCUMENTATION:

Consulting Agreement 23. If the institution participates in Title IV Financial Aid programs, it does not contract more than 25 percent of the instruction of one or more of its programs with an external agency, corporation, institution, or individual. ANALYSIS: PTTC does not participate in Title IV Financial aid programs. DOCUMENTATION: N/A

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24. There is a clear indication that the faculty and staff were primarily responsible for the preparation, editing, and revision of documents required in the accreditation process. ANALYSIS: A Self-Study Committee under the auspices of the Director of Training has been charged with the task of preparing and revising documents required for the process of accreditation. DOCUMENTATION: List of Self-Study Committee Members 25. The institution’s accreditation liaison officer is a permanent staff member located at the main campus. ANALYSIS: Glenna Otis is a permanent employee of PTTC based on the main campus. DOCUMENTATION: Job Description for Office Manager 26. The institution is not the subject of an interim action by a state or federal agency potentially leading to the suspension, revocation, withdrawal, or termination of the institution’s legal authority to provide postsecondary education in any state in which it operates. ANALYSIS: PTTC is not the subject of any interim action. DOCUMENTATION: Statement Regarding Status with Other Agencies 27. The institution has not had its instructional authority suspended, revoked, withdrawn, or terminated even if the required due process procedures have not been completed in any state in which it operates. ANALYSIS: PTTC has not had its authority suspended, revoked, withdrawn, or terminated.

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DOCUMENTATION: Statement Regarding Status with Other Agencies 28. The institution has not voluntarily withdrawn its candidacy or accreditation while not in good standing from a nationally recognized accrediting agency. ANALYSIS: PTTC has not voluntarily withdrawn candidacy for accreditation. DOCUMENTATION: Statement Regarding Status with Other Agencies 29. The institution has not had its candidacy or accreditation withdrawn or been placed on public probation by a nationally recognized accrediting agency. ANALYSIS: PTTC has not been placed on probation. DOCUMENTATION: Statement Regarding Status with Other Agencies 30. The institution is not the subject of an interim action by another accrediting agency potentially leading to the suspension, revocation, or withdrawal of candidacy or accreditation. ANALYSIS: PTTC is not the subject of interim action by another agency. DOCUMENTATION: Statement Regarding Status with Other Agencies 31. The institution has not been notified of the loss of any agency’s accreditation even if the due process procedures have not been completed. ANALYSIS:

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PTTC has not been notified of any loss of accreditation. DOCUMENTATION: Statement Regarding Status with Other Agencies 32. If the institution is presently accredited by another nationally recognized accrediting agency, it describes itself in identical terms to each agency with regard to identity (i.e., main campus, branch campus, branch campus to main campus relationship), mission, governance, programs, degrees, diplomas, certificates, personnel, finances, and constituents to all federal, state, and other agencies, including accrediting agencies. ANALYSIS: PTTC is not presently accredited by another agency. DOCUMENTATION: N/A 33. If the institution is seeking dual accreditation, the reasons for wanting dual accreditation have been submitted to each accrediting agency and to the Secretary of the U.S. Department of Education, and the institution has also designated which agency’s accreditation is to be utilized in determining the institution’s eligibility for program participation under the Higher Education Act. ANALYSIS: PTTC is not seeking dual accreditation. DOCUMENTATION: N/A 34. – 51. Campuses other than the Main Campus ANALYSIS: PTTC has no campuses other than the main campus. DOCUMENTATION: N/A

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Standard 1 Institutional Mission Introduction The purpose of the Loyd E. Williams Pipe Trades Training Center (PTTC) is to develop and maintain a highly skilled workforce by providing ongoing training opportunities. PTTC has adhered to its mission to promote a highly skilled workforce through apprenticeship and journey worker education. We teach crafts to the students, which have the real potential to keep them gainfully employed throughout their lifetimes. PTTC has been operating for over 50 years with this primary purpose in mind. PTTC is administered by a Joint Apprenticeship Training Committee (JATC), which functions as our Board of Trustees. This board is composed of an equal number of union representatives and employer representatives. The trustees set policies for the institution, review budgets, plan for the future, hire the Director of Training, and represent the school in the community. The Board of Trustees operates under the auspices of a trust document. The trustees meet monthly and serve as the Institutional Advisory Committee for PTTC. The trustees adopted the mission statement and it is published on our website and in the Student Handbook along with school policies and other information pertinent to students. PTTC has been actively involved in the community in many ways. The trustees, administrators and staff serve on a number of boards and committees, especially in the area of workforce development. Every year the school takes on a number community service projects which include providing construction support and maintenance as well as blood drives and fundraising for charities. 1. The primary mission of the institution is to instruct students to such competency levels that they are qualified for initial employment and/or career advancement. ANALYSIS: PTTC has followed a primary mission that is directly related to its goals of training highly qualified plumbers, steamfitters and HVAC/R technicians. This implementation of the mission is demonstrated by high graduation rates and 100% employment upon graduation. DOCUMENTATION: Mission Statement 2. The institution’s mission is clearly and concisely stated in written form and represents the official statement of the institution.

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ANALYSIS: The mission statement is captured in a single sentence and has been endorsed by the Board of Trustees as the official mission of the institution. DOCUMENTATION: Mission Statement

3. The institution has an appropriate hard copy and/or online publication which it uses to accurately present its mission statement and the educational programs offered to achieve its mission. ANALYSIS: The mission statement can be found in the Student Handbook and online at the PTTC website. The educational programs which speak to the mission can be found in the course catalog. DOCUMENTATION:

1) Student Handbook, p.5 2) PTTC Website, www.pipetradestrainingcenter.org 3) Course Catalog

4. The current mission statement is publicly available and is used consistently in publications. ANALYSIS: The mission statement is included on the website and is featured in the Student Handbook, Staff Handbook, and instructor Handbook. DOCUMENTATION:

1) PTTC Website www.pipetradestraining.org 2) Student Handbook, p.5 3) Staff Handbook, p.4 4) Instructor Handbook, p.4

5. The institution has an organized and functional institutional advisory committee. ANALYSIS: PTTC has an active Board of Trustees who meet monthly. They fulfill all of the oversight and review functions of an institutional advisory committee as required by COE. As described in the

http://www.pipetradestrainingcenter.org/

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Trust Document, the trustees are composed of an equal number of employers and worker representatives. The trustees have the final say on all matters of policy. DOCUMENTATION:

1) Board of Trustees Minutes 2) Trust Document

6. The institutional advisory committee is composed of at least three persons with a majority being external to the institution. ANALYSIS: The PTTC Board of Trustees is composed of 12 members, six employers and six worker representatives. None of the trustees are internal to the institution. DOCUMENTATION: Board of Trustees List 7. The institutional advisory committee meets at least once annually, if serving only in an institutional advisory capacity; or twice annually, if serving in an occupational advisory capacity; ANALYSIS: The Board of Trustees meets monthly. DOCUMENTATION: Board of Trustees Meeting Schedule for 2017 and 2018 8. The institutional advisory committee keeps minutes to document their activities, recommendations and meeting attendance. ANALYSIS: Minutes reflecting activities, recommendations and attendance are kept. DOCUMENTATION: Board of Trustees Minutes

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9. Is used to provide community involvement in maintaining a relevant mission for the institution. ANALYSIS: The employer representatives and the union representatives are actively involved in the pipe trades industries and, as such, provide a key link between our programs of instruction and the employment opportunities in the field. Our staff and trustees are also involved through their participation on state and local workforce investment boards. DOCUMENTATION: Board of Trustees List 10. A program of public information and community relations is maintained to promote the institution’s mission in its community. ANALYSIS: In addition to serving on highly visible boards and committees, each year the PTTC students, faculty and staff participate in a number of community programs to help non-profit and civic organizations. DOCUMENTATION:

1) List of Community Projects 2) Letters of Recognition

Challenges All of the activities of PTTC are aimed at providing a skilled workforce for the present and future of the pipe trades industries. The mission statement accurately captures our focus and our commitment. Like any institution, we are constantly challenged to meet our mission and to maintain our focus as we go forward. Summary We believe that we are in compliance with Standard 1.

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Standard 2 - Composite Educational Programs Introduction The Loyd E. Williams Pipe Trades Training Center (PTTC) offers three programs as follows: • Plumbers, who assemble, install and repair plumbing, water flow and drainage systems in

accordance with city, state and federal plumbing codes. • Steamfitters, who install, assemble, fabricate, maintain and repair mechanical piping systems. 1) HVAC/R (heating, ventilation, air conditioning and refrigeration) technicians install, maintain

and repair heating, ventilation, cooling and refrigeration systems in residential homes, commercial buildings and industrial facilities.

Each of these programs consist of 1,080 hours of classroom instruction and 9,000 hours of on-the-job learning which is a highly structured internship consisting of competencies and performance reviews. The program is designed to be completed in five years, although sometimes students require another 6 to 9 months to complete the on-the-job learning due to issues such as work slowdowns or weather impediments. Every applicant must take an entrance examination. The entrance examinations are scheduled based upon estimations of available apprenticeship positions. Applicants must achieve a minimum passing score on an entrance examination prior to being admitted. Admission is contingent upon the actual availability of apprenticeship positions. Applicants will be ranked in order based upon highest test scores and date of testing. Over the past ten years we have graduation rates of well over 80%. This reinforces that our recruitment and admissions process has a high rate of accuracy in terms of predicting graduation results. PTTC apprenticeship programs use the curriculum developed by the National Occupational Competency Testing Institute (NOCTI), a national consortium that develops occupational education curriculum. Over the years, NOCTI, originally a national source for occupational teacher assessments, has evolved into a full-service provider of quality technical assessments for secondary and post-secondary students, teacher candidates, and business and industry. NOCTI has become a valuable partner in the CTE community’s efforts to improve America’s workforce. NOCTI’s products and services have expanded beyond cutting edge assessments to include classroom materials for test preparation, tools for data usage, delivery of national certification exams, customized reporting, and professional development.

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ADMISSIONS/RECRUITING 1-5. The institution’s admissions policies and procedures are published, clearly stated, consistently communicated to students, made available to students prior to enrollment and communicated to prospective students in a time frame that is sensitive to enrollment and completion of programs should changes to the information occur. ANALYSIS: PTTC admissions processes are described in the Admissions Policy and can also be found in the Student Handbook. Recruitment materials also describe the admissions processes. Admissions are open to everyone who meets the requirements and the criteria are identical for all programs. DOCUMENTATION:

1) Admissions Policy 2) Student Handbook, p. 22 3) PTTC Brochure

6. For all students admitted to a Vocational-English-As-A-Second Language program, the institution utilizes written admissions procedures that comply with policies established by the Commission. ANALYSIS: PTTC does not have a VESL program. DOCUMENTATION: N/A 7. The institution clearly defines and publishes a policy on the transfer of students between programs within the institution and the transfer of students from other institutions. ANALYSIS: HVAC/R apprentices are not allowed to transfer to other programs. Plumbers and steamfitters may transfer according to the published policy. Requests for acceptance of prior experience may be granted if the proper steps are followed as outlined in the published policy. DOCUMENTATION:

1) Transfer Policies 2) Student Handbook, pp. 13-14

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8. The institution clearly defines and publishes a policy on the transfer of credits that includes a statement of the criteria established by the institution regarding the transfer of credit earned at another institution. ANALYSIS: PTTC does not offer credits at this time and thus does not accept the transfer of credits. DOCUMENTATION: N/A 9. Admissions requirements offer reasonable expectations for successful completion of the occupational programs offered by the institution regardless of the delivery mode. ANALYSIS: Admissions requirements are linked to graduation and employment. With graduation rates in excess of 80% for the last ten years we believe we meet reasonable expectations for graduation. DOCUMENTATION: CPL Calculation Worksheet 10. Students admitted into associate degree programs have a high school diploma or its equivalent. ANALYSIS: PTTC does not offer an associate degree program at this time. DOCUMENTATION: N/A 11-15. An institution that admits students by exception to its standard admissions policies must: have written admissions policies and procedures for these exceptions; apply them uniformly; provide documented evidence on how they are used; maintain records on student progress; and regularly evaluate the effectiveness of the procedures used in admitting students by exception. ANALYSIS: PTTC does not admit students by exception. DOCUMENTATION: N/A

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16. The institution insures that recruiting activities are ethical and that all materials used in recruiting accurately describe the mission, instructional outcomes, student performance expectations, and completion requirements of each program. ANALYSIS: Our recruitment materials are accurate. Since we do not charge tuition and the nature of our program ensures 100% job placement we are able to avoid questionable ethical issues in our recruitment approach. DOCUMENTATION: PTTC Brochure 17. Prior to admission, students are informed of the costs, equipment, services, time, and technical competencies, if any, required by the program, including, if applicable, personal data collection and processes, and charges associated with verification of student identity. ANALYSIS: While there are no tuition or other costs for these programs, students can find the cost of attendance in the Student Handbook. We do not conduct student identity verification. DOCUMENTATION: Student Handbook, p.22

18. Orientation to technology is provided and technical support is available to students. ANALYSIS: During the regular orientation program time is set aside to orient students to the required technology used in their program. There is a media specialist who provides technical support for computer issues. DOCUMENTATION:

1) Student Services Effectiveness Plan 2) Organizational Chart

19. For all coursework delivered via distance education: The institution has processes in place to establish that the student who registers for a distance education course or program is the same student who participates in and completes the program and receives the academic credit (with methods such as secure logins and pass codes and proctored examinations).

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ANALYSIS: PTTC does not have any distance education classes. DOCUMENTATION: N/A Challenges While PTTC believes it has a fair and appropriate admissions policy, we are always challenged to find qualified candidates for our programs. We believe that accreditation will help us with our recruitment goals. From time to time we review the admissions process to make sure that our requirements contribute to student success. PROGRAMS 1-3. Occupational education program policies are congruent with the governing organization, the mission of the institution and with the occupational needs of the people served by the institution. ANALYSIS: Registered apprenticeship programs are created and administered jointly by employers and workers, so the policies of PTTC align with the governing organization, the mission and the occupational needs of our signatory contractors. DOCUMENTATION:

1) Mission Statement 2) Board of Trustees List

4-6. Occupational education program policies are publicly accessible, non-discriminatory, and consistently applied. ANALYSIS: All of our program policies can be found in the Student Handbook. Our policies are consistent and fair, subject to review by the U.S. Department of Labor and the State of California. DOCUMENTATION:

1) Student Handbook 2) DOL Standards

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3) DAS Standards 7-8. Differences, if any, in occupational education program policies are justified by: student learning outcomes; and/or program outcomes. ANALYSIS: PTTC does not have any differences in occupational education program policies across programs. DOCUMENTATION: N/A 9-12. Each occupational education program has clearly stated objectives, defined content relevant to those objectives and the current needs of business and industry, assessment of student achievement based on the program objectives and content, and the annual evaluation of its objectives. ANALYSIS: Our curricula were developed by NOCTI and each program has stated objectives. These objectives have been reviewed by the Trustees, who represent employers, as well as the faculty and staff. There is an annual review of the curricula and courses are changed, deleted, added or modified as necessary to meet the current needs of the pipe trades industries. DOCUMENTATION:

1) Plumbing Program Objectives 2) Steamfitting Program Objectives 3) HVAC/R Program Objectives

13-14. A systematic process has been implemented to document that the objectives and content programs are current and that coursework is qualitatively and quantitatively relevant. ANALYSIS: In addition to monthly instructor meetings, each year the course objectives and the curricula are reviewed by the faculty to make sure that the subject matter is relevant. If changes or additions are necessary they are brought forth at this time. During the year, the trustees often bring forth changes that are occurring in the industry and the PTTC staff makes every effort to cover these changes in the curricula. DOCUMENTATION:

1) Plumbing OAC Minutes 2) Steamfitting OAC Minutes

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3) HVAC/R OAC Minutes 4) Instructor Meeting Minutes

15-26. Three bona fide potential employers review each educational program annually and recommend: admissions requirements; program content that is consistent with desired learning outcomes; program length; program objectives; competency tests; learning activities; instructional materials; equipment; methods of program evaluation; level of skills and/or proficiency required for completion; and appropriate delivery formats for the subject matter being taught. ANALYSIS: PTTC asks employers to review all of the materials and methods of the respective programs and complete the Employer Verification Forms. DOCUMENTATION:

1) Employer Verification Forms for Plumbing Program 2) Employer Verification Forms for Steamfitting Program 3) Employer Verification Forms for HVAC/R Program

27. The institution considers the length and the tuition of each program in relation to the documented entry level earnings of completers. ANALYSIS: PTTC does not charge tuition for its programs. Students are automatically placed in paying jobs while completing the program. DOCUMENTATION: N/A 28. Courses required for each program are offered with sufficient frequency for the student to complete the program within the publicized time frame. ANALYSIS: PTTC offers all of its programs on a cohort basis. The sequence of instruction for each program is published in the Course Catalog. DOCUMENTATION: Course Catalog Associate degree programs offered must meet the following requirements:

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29. The program is designed to lead graduates directly to employment in a specific career. ANALYSIS: PTTC does not offer any associate degree programs. DOCUMENTATION: N/A 30. The appropriate applied degree title, such as Associate of Applied Technology, Associate of Applied Science, Associate of Occupational Studies, Associate of Science or Associate of Occupational Technology is used and includes the specific career and technical education field (i.e., Associate of Applied Science in Veterinary Technology). ANALYSIS: PTTC does not offer any associate degree programs. DOCUMENTATION: N/A 31. The program has a minimum of 60 semester hours or 90 quarter hours. ANALYSIS: PTTC does not offer any associate degree programs. DOCUMENTATION: N/A 32. The program includes a minimum of 15 semester hours or 23 quarter hours of general education courses, with a minimum of one course from each of the following areas: humanities, behavioral sciences, natural or applied sciences, and mathematics. ANALYSIS: PTTC does not offer any associate degree programs. DOCUMENTATION: N/A 33. For all coursework delivered via distance education: The institution’s distance education courses and programs are identical to those on campus in terms of the quality, rigor, breadth of academic and technical standards, completion requirements, and the credential awarded.

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ANALYSIS: PTTC does not employ distance education. DOCUMENTATION: N/A Each program offered by the institution: 34. Is approved and administered under established institutional policies and procedures and supervised by an administrator who is part of the institutional organization. ANALYSIS: All of the programs are under the supervision of the Director of Training assisted by the Curriculum Coordinator and the Field Coordinator. DOCUMENTATION: Organizational Chart 35. Has appropriate and continuous involvement of on-campus administrators and faculty in planning and approval. ANALYSIS: The Director of Training and the staff continually review the programs with feedback obtained from faculty through regularly scheduled instructor meetings. Changes may be recommended and instituted based on the results of these meetings. DOCUMENTATION: Instructor Meeting Minutes 36. Has varied evaluation methodologies that reflect established professional and practice competencies. ANALYSIS: All of the courses have evaluation requirements which include written tests or performance demonstrations. Students are evaluated based on performance competencies. DOCUMENTATION:

1) Plumbing Program Curriculum 2) Steamfitting Program Curriculum

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3) HVAC/R Program Curriculum 37. Is qualitatively and quantitative consistent at each campus where it is offered. ANALYSIS: PTTC has only one campus DOCUMENTATION: N/A 38. Has measures of achievement of the student learning objectives. ANALYSIS: The curricula are designed to test the learning objectives for each class. Appropriate testing materials or competency evaluations are included in each curricula. DOCUMENTATION:


39. Has individual student records, including period of enrollment, financial, and educational program records, permanently maintained by the institution at the main campus. ANALYSIS: PTTC maintains electronic records for each student. These records are backed up through an offsite server. Records include enrollment data as well as class progression. Financial records are not necessary as tuition is not charged. DOCUMENTATION: Sample Student Record 40. Is described in appropriate catalogs, brochures, and/or other promotional materials and include tuition/fee charges, refund policies, admissions and academic requirements, and information technology requirements. ANALYSIS: Programs are described accurately and appropriately in the Student Handbook, Course Catalog, and recruitment materials.

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DOCUMENTATION:

1) Student Handbook 2) Course Catalog 3) PTTC Brochure

41. Provides for timely and meaningful interaction among faculty and students. ANALYSIS: Faculty members are available to help students outside of class upon their request. DOCUMENTATION: Student Handbook, p. 22 42. A credit hour is equivalent to a minimum of each of the following: one semester credit for 15 clock hours of lecture, 30 clock hours of laboratory, 45 clock hours of work-based activities; or one quarter credit for 10 clock hours of lecture, 20 clock hours of laboratory, or 30 clock hours of work-based activities. ANALYSIS: PTTC does not offer credits. DOCUMENTATION: N/A 43. For all coursework delivered via distance education: The institution ensures timeliness of its responses (synchronously or asynchronously) to students’ requests by placing a requirement on response time of no more than 24 hours within the institution’s published operational schedule of the program/course. ANALYSIS: PTTC does not offer distance learning. DOCUMENTATION: N/A Challenges

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Several years ago, PTTC invested in curriculum developed by NOCTI. The building of the curriculum required that PTTC provide subject matter experts from both the classroom and the field. The process took over two years to complete at a cost of nearly $1,000,000. Due to the investment of both human and financial resources, PTTC is challenged with keeping the programs current and relevant. This is accomplished through the involvement of instructors, employers and trustees. INSTRUCTION 1. Academic competencies and occupational skills are integrated into the instructional program for each occupational area. ANALYSIS: Under the registered apprenticeship regulations, related instruction and work processes must be integrated into each apprenticeship program. This requirement allows for a strong complement of classroom based and work based learning. DOCUMENTATION:


2. The instructional programs provide instruction in the competencies essential to success in the occupation, including job knowledge, job skills, work habits, and attitudes. ANALYSIS: All of our instructional programs are designed to mesh job knowledge with soft skills such as leadership, team work, and ethics. Because our students start working as soon as they enter the educational program, our classroom lessons complement their work experience with programs that we believe leads to long time employment success. DOCUMENTATION:


3. The sequence of instruction required for program completion (lecture, lab, and work- based activities) is determined by desired student learning outcomes.

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ANALYSIS: The essential element of a registered apprenticeship is to marry classroom instruction with work-based experiences. We have further enhanced that relationship by providing a good mixture of lecture and lab experience through the curricula that we developed with NOCTI. DOCUMENTATION:

1) Plumbing Program Curriculum 2) Steamfitting Program Curriculum 3) HVAC/R Program Curriculum

4-7. The sequence of instruction required for program completion is used to organize the curriculum, guide the delivery of instruction, direct learning activities, and evaluate student progress in order to maximize the learning of competencies essential to success in the occupation. ANALYSIS: PTTC programs are offered in a strict course sequence and each class moves as a distinct cohort through the program. Classes and instructional delivery are designed around this course sequence. Learning activities in the internship are designed to further complement the sequence. DOCUMENTATION:


8. The institution has appointed an occupational advisory committee for each program taught by the institution. ANALYSIS: PTTC has set up Occupational Advisory Committees for each trade. These committees are made up of employer representatives from each trade area. DOCUMENTATION:

1) Roster of Plumbers OAC 2) Roster of Steamfitters OAC 3) Roster of HVAC/R OAC

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9. Occupational Advisory Committees are appointed for each program to ensure that desirable, relevant and current practices of each occupation are being taught. ANALYSIS: As noted above the OAC is composed of current employer representatives in each field in order to make sure that the most relevant information is being brought to the PTTC. DOCUMENTATION:


Each Occupational Advisory Committee: 10. Consists of a minimum of three members external to the institution who have expertise in the occupational program; ANALYSIS: The Plumbing Program OAC is composed of ten members, eight of whom are external to the institution. The Steamfitting Program is composed of eight members, six of whom are external to the institution. The HVAC/R Program is composed of seven members, five of whom are external to the institution. DOCUMENTATION:


11. Represents each geographical service area covered by the program at each meeting (main campus and branch campus); ANALYSIS: OAC membership represents the geographic service area of the PTTC as defined in our apprenticeship standards. DOCUMENTATION:

1) Roster of Plumbers OAC

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2) Roster of Steamfitters OAC 3) Roster of HVAC/R OAC

12. Has at least three external members who meet these criteria present at each meeting (with at least two members physically present and one virtually present); and ANALYSIS: The OACs have met the attendance requirements as stated. DOCUMENTATION:

1) Plumbers OAC Minutes 2) Steamfitters OAC Minutes 3) HVAC/R OAC Minutes

13. Meets at least twice annually; ANALYSIS: The OACs have two scheduled meetings per year. DOCUMENTATION:

1) Plumbers OAC Meeting Schedule 2) Steamfitters OAC Meeting Schedule 3) HVAC/R OAC Meeting Schedule

14. Keeps typed minutes to document its activities, recommendations, meeting attendance, and demographic information for each member. ANALYSIS: Each OAC keeps meeting minutes documenting activities, recommendations and attendance. DOCUMENTATION:


15. Occupational advisory committees review, at least annually, the appropriateness of the type of instruction (such as lecture, laboratory, work-based instruction, and/or mode of

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delivery) offered within each program to assure that students gain competency with specific skills required for successful completion of the program. ANALYSIS: At their meetings each OAC reviews the curriculum and the instructional strategies employed. Their reviews are detailed in the meeting minutes. DOCUMENTATION:


16. Job-related health, safety, and fire prevention are an integral part of instruction. ANALYSIS: Safety instruction is integral to our approach and is interspersed throughout the curricula of each of our programs. DOCUMENTATION:


17. To develop skill proficiency, sufficient practice is provided with equipment and materials similar to those currently used in the occupation. ANALYSIS: All of our apprentices are required to perform 9,000 hours of on the job training which gives them the opportunity to practice on current equipment and materials. In addition, there are a number of lab classes which give them the opportunity to practice their trade in a simulated environment. DOCUMENTATION:


18. All instruction is effectively organized as evidenced by syllabi, lesson plans, competency tests, and other instructional materials.

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ANALYSIS: As previously noted, the NOCTI curricula includes course outlines, lesson plans and testing materials. Other instructional materials are provided through books and online resources. DOCUMENTATION:


19. The institution uses a systematic, objective, and equitable method of evaluating student achievement based on required competencies. ANALYSIS: Grading procedures are established and set forth in the Student Handbook. DOCUMENTATION: Student Handbook, p. 43 20. For all coursework delivered via distance education: The institution directly verifies the currency and quality of all contracted courseware on an annual basis, is directly responsible for such currency and quality, and maintains curriculum oversight responsibility within all contracts. ANALYSIS: PTTC does not offer distance education courses. DOCUMENTATION: N/A 21. For all coursework delivered via distance education: The institution has in place standardized course templates, course descriptions, learning objectives, course requirements (i.e. standard syllabus, outcomes, grading, resources, etc.), and learning outcomes of its programs in order to facilitate quality assurance and the assessment of student learning. ANALYSIS: PTTC does not offer distance education courses.

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DOCUMENTATION: N/A 22. For all coursework delivered via distance education: The institution monitors student progress and participation by means such as course management systems that provide student time online, frequency of logins, electronic footprints, electronic grade book, and percentage of course completed. ANALYSIS: PTTC does not offer distance education courses. DOCUMENTATION: N/A 23-25. Written agreements with work-based activity partners, if any: are current, specify expectation for all parties and ensure the protection of students. ANALYSIS: There are no specific agreements with work-based activity partners other than the collective bargaining agreement to which the employers are signatories. DOCUMENTATION: Collective Bargaining Agreement 26. Each work-based activity has a written instructional plan for students. ANALYSIS: There is a work-based instructional plan for each program. DOCUMENTATION:

1) Plumbing Program Work-Based Instructional Plan 2) Steamfitting Program Work-Base Instructional Plan 3) HVAC/R Program Work-Based Instructional Plan

27. The written instructional plan for each work-based activity specifies the particular objectives, experiences, competencies and evaluations that are required. ANALYSIS:

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Included in the work-based instructional plan is a full description of required activities and competencies. DOCUMENTATION:


28. The written instructional plan for each work-based activity designates the onsite employer representative responsible for guiding and overseeing the students’ learning experiences and participating in the students’ written evaluations. ANALYSIS: Employers are told what to expect of apprentices at each level of the program. The apprentices receive progressive wage increases based on successful performance in the field. DOCUMENTATION:


29. All work-based activities conducted by the institution are supervised by a designated employee possessing appropriate qualifications. ANALYSIS: As is required in our apprenticeship standards and CBA, all apprentices are supervised on the job by journey workers. DOCUMENTATION:


Challenges

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Every educational institution faces the challenge of keeping their classroom instruction relevant. We also face this challenge, but feel fortunate that the structure of our institution provides a constant feedback loop. Summary We believe that all of our educational programs are in compliance with Standard 2.

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Standard 2 - Plumbers

Educational Programs

Introduction

Plumbers install and repair water, drainage, waste & vent, and as well as gas pipes in homes, businesses, and factories. They install and repair large water lines, such as those which supply water to buildings, and smaller ones, including lines that supply water to refrigerators. Plumbers also install plumbing fixtures—bathtubs, showers, sinks, and toilets—and appliances such as dishwashers, garbage disposals, and water heaters. In addition, they fix plumbing problems. For example, when a pipe is clogged or leaking, plumbers remove the clog or replace the pipe. Some plumbers maintain septic systems—the large, underground holding tanks that collect waste from houses not connected to a city or county’s sewer system. Apprenticeship programs in California are linked to local education agencies (LEAs). Admissions criteria and processes must meet the standards of the Division of Apprenticeship Standards for the State of California (DAS) as well as the Department of Labor for the Federal Government (DOL) and include the following steps. Interested candidates must complete an application form, show proof of high school completion and a government issued picture ID (a necessary element for employment). Candidates then take an entrance exam that was created by the National Occupational Testing Institute (NOCTI). Candidates are ranked by their score on the exam. The successful candidate is then notified of their admission as early as four weeks after completing this process. Candidates who are not admitted are informed as well and, if requested, are told why they were not accepted. Unsuccessful candidates have the ability to reapply up to 3 times. The completion rates for the programs have been well over seventy-five percent and tend to reinforce the process. PTTC does not offer online classes or the associate’s degree in the plumber’s program. Our programs require a serious time commitment from our students and we try to impress that fact upon them. We have high graduation rates and work hard to maintain these as well as the high standards that we have in our program competencies and learning objectives. ADMISSIONS/RECRUITING 1-5. The institution’s admissions policies and procedures are published, clearly stated, consistently communicated to students, made available to students prior to enrollment and communicated to prospective students in a time frame that is sensitive to enrollment and completion of programs should changes to the information occur. ANALYSIS:

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PTTC admissions processes are described in the Admissions Policy and can also be found in the Student Handbook. Recruitment materials also describe the admissions processes. Admissions are open to everyone who meets the requirements and the criteria are identical for all programs. DOCUMENTATION:


6. For all students admitted to a Vocational-English-As-A-Second Language program, the institution utilizes written admissions procedures that comply with policies established by the Commission. ANALYSIS: PTTC does not have a VESL program. DOCUMENTATION: N/A 7. The institution clearly defines and publishes a policy on the transfer of students between programs within the institution and the transfer of students from other institutions. ANALYSIS: Plumbers may transfer according to the published policy. Requests for acceptance of prior experience may be granted if the proper steps are followed as outlined in the published policy. DOCUMENTATION:


8. The institution clearly defines and publishes a policy on the transfer of credits that includes a statement of the criteria established by the institution regarding the transfer of credit earned at another institution. ANALYSIS: PTTC does not offer credit at this time and does not accept the transfer of credits. DOCUMENTATION: N/A 9. Admissions requirements offer reasonable expectations for successful completion of the occupational programs offered by the institution regardless of the delivery mode.

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ANALYSIS: The PTTC Plumbers program has a high graduation rate which demonstrates a strong correlation between admissions and graduation. Because the entrance exam was designed by the same consultant (NOCTI) that was instrumental in developing the curriculum and is periodically validated, it has become a tried and true tool for evaluating the readiness of applicants. Because students are immediately placed in the field they have the opportunity to see what their future jobs will be like from the beginning of the program. DOCUMENTATION: CPL Calculation Worksheet 10. Students admitted into associate degree programs have a high school diploma or its equivalent. ANALYSIS: PTTC does not offer an associate degree program at this time. DOCUMENTATION: N/A 11-15. An institution that admits students by exception to its standard admissions policies must: have written admissions policies and procedures for these exceptions; apply them uniformly; provide documented evidence on how they are used; maintain records on student progress; and regularly evaluate the effectiveness of the procedures used in admitting students by exception. ANALYSIS: PTTC does not admit students by exception. DOCUMENTATION: N/A 16. The institution insures that recruiting activities are ethical and that all materials used in recruiting accurately describe the mission, instructional outcomes, student performance expectations, and completion requirements of each program.

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ANALYSIS: Our recruitment materials are accurate. Since we do not charge tuition and the nature of our program ensures 100% job placement we are able to avoid questionable ethical issues in our recruitment approach. DOCUMENTATION: PTTC Brochure 17. Prior to admission, students are informed of the costs, equipment, services, time, and technical competencies, if any, required by the program, including, if applicable, personal data collection and processes, and charges associated with verification of student identity. ANALYSIS: There is no cost for tuition, books or anything associated with attendance in the program other than fines for noncompliance with rules and regulations. We do not conduct student identity verification. DOCUMENTATION: Student Handbook, p.22




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ANALYSIS: PTTC does not have any distance education classes. DOCUMENTATION: N/A Challenges The strongest challenge that we have is widening our recruitment pool. Because we are a non-traditional postsecondary institution many high school students do not understand our programs and do not consider them as a college alternative. We are hoping that accreditation will help us to meet this challenge. PROGRAMS 1-3. Occupational education program policies are congruent with the governing organization, the mission of the institution and with the occupational needs of the people served by the institution. ANALYSIS: Registered apprenticeship programs are created and administered jointly by employers and workers, so the policies of PTTC align with the governing organization, the mission and the occupational needs of our signatory contractors. DOCUMENTATION:



1) Student Handbook 2) DOL Standards

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3) DAS Standards 7-8. Differences, if any, in occupational education program policies are justified by: student learning outcomes; and/or program outcomes. ANALYSIS: PTTC does not have any differences in occupational education program policies across programs. DOCUMENTATION: N/A 9-12. Each occupational education program has clearly stated objectives, defined content relevant to those objectives and the current needs of business and industry, assessment of student achievement based on the program objectives and content, and the annual evaluation of its objectives. ANALYSIS: Our plumbing curriculum has been developed by NOCTI and has stated objectives. These objectives have been reviewed by the Trustees, who represent employers, as well as the faculty and staff. There is an annual review of the curriculum and courses are changed, deleted, added or modified as necessary to meet the current needs of the pipe trades industries. DOCUMENTATION: Plumbing Program Objectives

13-14. A systematic process has been implemented to document that the objectives and content programs are current and that coursework is qualitatively and quantitatively relevant. ANALYSIS: Each year the course objectives and the curriculum are reviewed by the faculty to make sure that the subject matter is relevant. If changes or additions are necessary they are brought forth at this time. During the year, the trustees often bring forth changes that are occurring in the industry and the PTTC staff makes every effort to cover these changes in the curriculum. DOCUMENTATION: Plumbing OAC Minutes 15-26. Three bona fide potential employers review each educational program annually and recommend: admissions requirements; program content that is consistent with desired learning outcomes; program length; program objectives; competency tests; learning activities;

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instructional materials; equipment; methods of program evaluation; level of skills and/or proficiency required for completion; and appropriate delivery formats for the subject matter being taught. ANALYSIS: PTTC asks employers to review all of the materials and methods of the plumbing program and complete the Employer Verification Forms. DOCUMENTATION: Employer Verification Forms for Plumbing Program 27. The institution considers the length and the tuition of each program in relation to the documented entry level earnings of completers. ANALYSIS: PTTC does not charge tuition for the plumbing program. Students are automatically placed in paying jobs while completing the program. DOCUMENTATION: N/A 28. Courses required for each program are offered with sufficient frequency for the student to complete the program within the publicized time frame. ANALYSIS: PTTC offers the plumbing program on a cohort basis. The sequence of instruction is published in the Course Catalog. DOCUMENTATION: Course Catalog Associate degree programs offered must meet the following requirements: 29. The program is designed to lead graduates directly to employment in a specific career. ANALYSIS: PTTC does not offer any associate degree programs. DOCUMENTATION: N/A

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30. The appropriate applied degree title, such as Associate of Applied Technology, Associate of Applied Science, Associate of Occupational Studies, Associate of Science or Associate of Occupational Technology is used and includes the specific career and technical education field (i.e., Associate of Applied Science in Veterinary Technology). ANALYSIS: PTTC does not offer any associate degree programs. DOCUMENTATION: N/A 31. The program has a minimum of 60 semester hours or 90 quarter hours. ANALYSIS: PTTC does not offer any associate degree programs. DOCUMENTATION: N/A 32. The program includes a minimum of 15 semester hours or 23 quarter hours of general education courses, with a minimum of one course from each of the following areas: humanities, behavioral sciences, natural or applied sciences, and mathematics. ANALYSIS: PTTC does not offer any associate degree programs. DOCUMENTATION: N/A 33. For all coursework delivered via distance education: The institution’s distance education courses and programs are identical to those on campus in terms of the quality, rigor, breadth of academic and technical standards, completion requirements, and the credential awarded. ANALYSIS: PTTC does not employ distance education. DOCUMENTATION: N/A Each program offered by the institution: 34. Is approved and administered under established institutional policies and procedures and supervised by an administrator who is part of the institutional organization. ANALYSIS:

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The plumbing program is under the supervision of the Director of Training assisted by the Curriculum Coordinator and the Field Coordinator. DOCUMENTATION: Organizational Chart 35. Has appropriate and continuous involvement of on-campus administrators and faculty in planning, approval, and on-going evaluation. ANALYSIS: The Director of Training and the staff continually review the programs with feedback obtained from faculty through regularly scheduled instructor meetings. Changes may be recommended and instituted based on the results of these meetings. DOCUMENTATION: Instructor Meeting Minutes 36. Has varied evaluation methodologies that reflect established professional and practice competencies. ANALYSIS: All of the courses have evaluation requirements which include written tests or performance demonstrations. Students are evaluated based on performance competencies. DOCUMENTATION: Plumbing Program Curriculum 37. Is qualitatively and quantitative consistent at each campus where it is offered. ANALYSIS: PTTC has only one campus. DOCUMENTATION: N/A 38. Has measures of achievement of the student learning objectives. ANALYSIS:

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The curriculum is designed to test the learning objectives for each class. Appropriate testing materials or competency evaluations are included in the curriculum. DOCUMENTATION: Plumbing Program Objectives 39. Has individual student records, including period of enrollment, financial, and educational program records, permanently maintained by the institution at the main campus. ANALYSIS: PTTC maintains electronic records for each student. These records are backed up through an offsite server. Records include enrollment data as well as class progression. Financial records are not necessary as tuition is not charged. DOCUMENTATION: Sample Student Record 40. Is described in appropriate catalogs, brochures, and/or other promotional materials and include tuition/fee charges, refund policies, admissions and academic requirements, and information technology requirements. ANALYSIS: The plumbing program is described accurately and appropriately in the Student Handbook, Course Catalog, and recruitment materials. DOCUMENTATION:


41. Provides for timely and meaningful interaction among faculty and students. ANALYSIS: Faculty members are available to help students outside of class upon their request. DOCUMENTATION:

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Student Handbook, p.22 42. A credit hour is equivalent to a minimum of each of the following: one semester credit for 15 clock hours of lecture, 30 clock hours of laboratory, 45 clock hours of work based activities; or one quarter credit for 10 clock hours of lecture, 20 clock hours of laboratory, or 30 clock hours of work based activities. ANALYSIS: PTTC does not offer credits. DOCUMENTATION: N/A 43. For all coursework delivered via distance education: The institution ensures timeliness of its responses (synchronously or asynchronously) to student’s request by placing a requirement on response time of no more than 24 hours within the institution’s published operational schedule of the program/course. ANALYSIS: PTTC does not offer distance learning. DOCUMENTATION: N/A Challenges A strong curriculum leads to a strong program. PTTC recognized that their program would not grow if they did not make the financial investment in a strong curriculum. In a highly technological world teaching from a book is not viable. PTTC recognized this and made the challenge is to keep the curriculum vibrant and current. INSTRUCTION 1. Academic competencies and occupational skills are integrated into the instructional program for each occupational area. ANALYSIS: Under the registered apprenticeship regulations, related instruction and work processes must be integrated into each apprenticeship program. These requirements allow for a strong complement of classroom based and work based learning.

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DOCUMENTATION: Plumbing Program Objectives 2. The instructional programs provide instruction in the competencies essential to success in the occupation, including job knowledge, job skills, work habits, and attitudes. ANALYSIS: The plumbing program is designed to mesh job knowledge with soft skills such as leadership, team work, and ethics. Because our students start working as soon as they enter the educational program, our classroom lessons complement their work experience with programs that we believe leads to long term employment success. DOCUMENTATION: Plumbing Program Objectives 3. The sequence of instruction required for program completion (lecture, lab, and work based activities) is determined by desired student learning outcomes. ANALYSIS: The essential element of a registered apprenticeship is to marry classroom instruction with work-based experiences. We have further enhanced that relationship by providing a good mixture of lecture and lab experience through the curricula that we developed with NOCTI. DOCUMENTATION: Plumbing Program Curriculum 4-7. The sequence of instruction required for program completion is used to organize the curriculum, guide the delivery of instruction, direct learning activities, and evaluate student progress in order to maximize the learning of competencies essential to success in the occupation. ANALYSIS: The plumbing program is offered in a strict course sequence and each class moves as a distinct cohort through the program. Classes and instructional delivery are designed around this course sequence. Learning activities in the internship are designed to further complement the sequence. DOCUMENTATION:

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Plumbing Program Curriculum 8. The institution has appointed an occupational advisory committee for each program taught by the institution. ANALYSIS: PTTC created a plumbing program OAC in 2018. The OAC members are employer representatives from the plumbing industry. DOCUMENTATION: Roster of Plumbers OAC 9. Occupational Advisory Committees are appointed for each program to ensure that desirable, relevant and current practices of each occupation are being taught. ANALYSIS: As noted above the OAC is composed of employer representatives from the plumbing industry in order to make sure that the most relevant information is being brought to the attention of PTTC. DOCUMENTATION: Roster of Plumbers OAC Each Occupational Advisory Committee: 10. Consists of a minimum of three members external to the institution who have expertise in the occupational program; ANALYSIS: The Plumbing Program OAC is composed of ten members, eight of whom are external to the institution. DOCUMENTATION: Roster of Plumbers OAC 11. Represents each geographical service area covered by the program at each meeting (main campus and branch campus); ANALYSIS:

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The members of the OAC represent plumbing signatory contractors in our regional jurisdiction. DOCUMENTATION: Roster of Plumbers OAC 12. Has at least three external members who meet these criteria present at each meeting (with at least two members physically present and one virtually present); and. ANALYSIS: The OAC has met the attendance requirements as stated. DOCUMENTATION: Plumbers OAC Minutes 13. Meets at least twice annually; ANALYSIS: The OAC has scheduled two meetings per year. DOCUMENTATION: Plumbers OAC Meeting Schedule 14. Keeps typed minutes to document its activities, recommendations, meeting attendance, and demographic information for each member. ANALYSIS: Minutes are kept of the Plumbers OAC meetings, DOCUMENTATION: Plumbers OAC Minutes 15. Occupational advisory committees review, at least annually, the appropriateness of the type of instruction (such as lecture, laboratory, work-based instruction, and/or mode of delivery) offered within each program to assure that students gain competency with specific skills required for successful completion of the program.

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ANALYSIS: At their meetings the Plumbers OAC reviews the curriculum and the instructional strategies employed. Their reviews are detailed in the meeting minutes. DOCUMENTATION: Plumbers OAC Minutes 16. Job-related health, safety, and fire-prevention are an integral part of instruction. ANALYSIS: Safety instruction is integral to our approach and is interspersed throughout the curriculum. DOCUMENTATION: Plumbing Program Curriculum 17. To develop skill proficiency, sufficient practice is provided with equipment and materials similar to those currently used in the occupation. ANALYSIS: All of our apprentices are required to perform 9,000 hours of on the job training which gives them the opportunity to practice on current equipment and materials. In addition, there are a number of lab classes which give them the opportunity to practice their trade in a simulated environment. DOCUMENTATION: Plumbing Program Curriculum 18. All instruction is effectively organized as evidenced by course outlines, lesson plans, competency tests, and other instructional materials. ANALYSIS: As previously noted, the NOCTI curriculum includes course outlines, lesson plans and testing materials. Other instructional materials are provided through books and online resources. DOCUMENTATION: Plumbing Program Curriculum

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19. The institution uses a systematic, objective, and equitable method of evaluating student achievement based on required competencies. ANALYSIS: Grading procedures are established and set forth in the Student Handbook. DOCUMENTATION: Student Handbook, p.43 20. For all coursework delivered via distance education: The institution directly verifies the currency and quality of all contracted courseware on an annual basis, is directly responsible for such currency and quality, and maintains curriculum oversight responsibility within all contracts. ANALYSIS: PTTC does not offer distance education courses. DOCUMENTATION: N/A 21. For all coursework delivered via distance education: The institution has in place standardized course templates, course descriptions, learning objectives, course requirements (i.e. standard syllabus, outcomes, grading, resources, etc.), and learning outcomes of its programs in order to facilitate quality assurance and the assessment of student learning. ANALYSIS: PTTC does not offer distance education courses. DOCUMENTATION: N/A 22. For all coursework delivered via distance education: The institution monitors student progress and participation by means such as course management systems that provide student time online, frequency of logins, electronic footprints, electronic grade book, and percentage of course completed. ANALYSIS: PTTC does not offer distance education courses. DOCUMENTATION: N/A

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23-25. Written agreements with work-based activity agencies, if any: are current, specify expectation for all parties and ensure the protection of students. ANALYSIS: There are no specific agreements with work-based activity partners other than the collective bargaining agreement to which the employers are signatories. DOCUMENTATION: Collective Bargaining Agreement 26. Each work-based activity has a written instructional plan for students. ANALYSIS: There is a work-based instructional plan for the plumbing program. DOCUMENTATION: Plumbing Program Work-Based Instructional Plan 27. The written instructional plan for each work-based activity specifies the particular objectives, experiences, competencies and evaluations that are required. ANALYSIS: Included in the work-based instructional plan is a full description of required activities and competencies. DOCUMENTATION: Plumbing Program Work-Based Instructional Plan 28. The written instructional plan for each work-based activity designates the onsite employer representative responsible for guiding and overseeing the student’s learning experiences and participating in the student’s written evaluations. ANALYSIS: Employers are told what to expect of apprentices at each level of the program. The apprentices receive progressive wage increases based on successful performance in the field. DOCUMENTATION:

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Plumbing Program Work-Based Instructional Plan 29. All work-based activities conducted by the institution are supervised by a designated employee possessing appropriate qualifications. ANALYSIS: As is required in our apprenticeship standards and CBA, all apprentices are supervised on the job by journey workers. DOCUMENTATION: Plumbing Program Work-Based Instructional Plan Challenges One of the biggest challenges that we face is that employers often times do not want to rotate an apprentice and are unable to give them the breadth of learning experience required in the program. This requires us to work closely with our employers to make sure that they recognize the importance of the broad-based education requirements of the apprenticeship program. Summary We believe that the plumbing apprenticeship program is in compliance with Standard 2.

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Standard 2 - Steamfitters


Introduction

Steamfitters are pipe-fitters who have chosen to specialize in pipes that carry high-pressure steam, water and other elements. While on the job, steamfitters must perform tasks that require a variety of tools and skills. Before steamfitters begin installing pipes, they must review the task that lies ahead. If blueprints are available, the steamfitter must study the designs to determine the route, size and fixtures specified. If blueprints are not available, the steamfitter must plan the layout himself based on his experience and the specification given to him. Steamfitters select the proper pipes and measure the lengths needed. After marking the pipes, the steamfitter cuts it to length and joins it in a method specific to the type of pipe utilized. and threads the pipes so that they are ready to install. If brackets or other supports are needed, the steamfitter attaches them. In performing the prep work, steamfitters may use cutting torches, saws, pipe benders and threaders, hammers along with a myriad of other power & hand tools too numerous to mention. Apprenticeship programs in California are linked to local education agencies (LEAs). Admissions criteria and processes must meet the standards of the Division of Apprenticeship Standards for the State of California (DAS) as well as the Department of Labor for the Federal Government (DOL) and include the following steps. Interested candidates must complete an application form, show proof of high school completion and a government issued picture ID (a necessary element for employment). Candidates then take an entrance exam that was created by the National Occupational Testing Institute (NOCTI). Candidates are ranked by their score on the exam. The successful candidate is then notified of their admission as early as four weeks after completing this process. Candidates who are not admitted are informed as well and, if requested, are told why they were not accepted. Unsuccessful candidates have the ability to reapply up to 3 times. The completion rates for the programs have been well over seventy-five percent and tend to reinforce the process. PTTC does not offer online classes or the associate’s degree in the steamfitting program. Our programs require a serious time commitment from our students and we try to impress that fact upon them. We have high graduation rates and work hard to maintain these as well as the high standards that we have in our program competencies and learning objectives. ADMISSIONS/RECRUITING 1-5. The institution’s admissions policies and procedures are published, clearly stated, consistently communicated to students, made available to students prior to enrollment and communicated to prospective students in a time frame that is sensitive to enrollment and completion of programs should changes to the information occur.

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ANALYSIS: PTTC admissions processes are described in the Admissions Policy and can also be found in the Student Handbook. Recruitment materials also describe the admissions processes. Admissions are open to everyone who meets the requirements and the criteria are identical for all programs. DOCUMENTATION:


6. For all students admitted to a Vocational-English-As-A-Second Language program, the institution utilizes written admissions procedures that comply with policies established by the Commission. ANALYSIS: PTTC does not have a VESL program. DOCUMENTATION: N/A 7. The institution clearly defines and publishes a policy on the transfer of students between programs within the institution and the transfer of students from other institutions. ANALYSIS: Steamfitters may transfer according to the published policy. Requests for acceptance of prior experience may be granted if the proper steps are followed as outlined in the published policy. DOCUMENTATION:


8. The institution clearly defines and publishes a policy on the transfer of credits that includes a statement of the criteria established by the institution regarding the transfer of credit earned at another institution. ANALYSIS: PTTC does not offer credits at this time and does not accept the transfer of credits.

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DOCUMENTATION: N/A 9. Admissions requirements offer reasonable expectations for successful completion of the occupational programs offered by the institution regardless of the delivery mode. ANALYSIS: The PTTC Plumbers program has a high graduation rate which demonstrates a strong correlation between admissions and graduation. Because the entrance exam was designed by the same consultant (NOCTI) that was instrumental in developing the curriculum and is periodically validated, it has become a tried and true tool for evaluating the readiness of applicants. Because students are immediately placed in the field they have the opportunity to see what their future jobs will be like from the beginning of the program. DOCUMENTATION: CPL Calculation Worksheet 10. Students admitted into associate degree programs have a high school diploma or its equivalent. ANALYSIS: PTTC does not offer an associate degree program at this time. DOCUMENTATION: N/A 11-15. An institution that admits students by exception to its standard admissions policies must: have written admissions policies and procedures for these exceptions; apply them uniformly; provide documented evidence on how they are used; maintain records on student progress; and regularly evaluate the effectiveness of the procedures used in admitting students by exception. ANALYSIS: PTTC does not admit students by exception. DOCUMENTATION: N/A 16. The institution insures that recruiting activities are ethical and that all materials used in recruiting accurately describe the mission, instructional outcomes, student performance expectations, and completion requirements of each program.

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ANALYSIS: Our recruitment materials are accurate. Since we do not charge tuition and the nature of our program ensures 100% job placement we are able to avoid questionable ethical issues in our recruitment approach. DOCUMENTATION: PTTC Brochure 17. Prior to admission, students are informed of the costs, equipment, services, time, and technical competencies, if any, required by the program, including, if applicable, personal data collection and processes, and charges associated with verification of student identity. ANALYSIS: There is no cost for tuition, books or anything associated with attendance in the program other than fines for noncompliance with rules and regulations. We do not conduct student identity verification. DOCUMENTATION: Student Handbook, p.22




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ANALYSIS: PTTC does not have any distance education classes. DOCUMENTATION: N/A Challenges The strongest challenge that we have is widening our recruitment pool. Because we are a non-traditional postsecondary institution many high school students do not understand our programs and do not consider them as a college alternative. We are hoping that accreditation will help us to meet this challenge. PROGRAMS 1-3. Occupational education program policies are congruent with the governing organization, the mission of the institution and with the occupational needs of the people served by the institution. ANALYSIS: Registered apprenticeship programs are created and administered jointly by employers and workers, so the policies of PTTC align with the governing organization, the mission and the occupational needs of our signatory contractors. DOCUMENTATION:



1) Student Handbook 2) DOL Standards 3) DAS Standards

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7-8. Differences, if any, in occupational education program policies are justified by: student learning outcomes; and/or program outcomes. ANALYSIS: PTTC does not have any differences in occupational education program policies across programs. DOCUMENTATION: N/A 9-12. Each occupational education program has clearly stated objectives, defined content relevant to those objectives and the current needs of business and industry, assessment of student achievement based on the program objectives and content, and the annual evaluation of its objectives. ANALYSIS: Our steamfitting curriculum has been developed by NOCTI and has stated objectives. These objectives have been reviewed by the Trustees, who represent employers, as well as the faculty and staff. There is an annual review of the curriculum and courses are changed, deleted, added or modified as necessary to meet the current needs of the pipe trades industries. DOCUMENTATION: Steamfitting Program Objectives

13-14. A systematic process has been implemented to document that the objectives and content programs are current and that coursework is qualitatively and quantitatively relevant. ANALYSIS: Each year the course objectives and the curriculum are reviewed by the faculty to make sure that the subject matter is relevant. If changes or additions are necessary they are brought forth at this time. During the year, the trustees often bring forth changes that are occurring in the industry and the PTTC staff makes every effort to cover these changes in the curriculum. DOCUMENTATION: Steamfitting OAC Minutes 15-26. Three bona fide potential employers review each educational program annually and recommend: admissions requirements; program content that is consistent with desired learning outcomes; program length; program objectives; competency tests; learning activities; instructional materials; equipment; methods of program evaluation; level of skills and/or

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proficiency required for completion; and appropriate delivery formats for the subject matter being taught. ANALYSIS: PTTC asks employers to review all of the materials and methods of the steamfitting program and complete the Employer Verification Forms. DOCUMENTATION: Employer Verification Forms for Steamfitting Program 27. The institution considers the length and the tuition of each program in relation to the documented entry level earnings of completers. ANALYSIS: PTTC does not charge tuition for the steamfitting program. Students are automatically placed in paying jobs while completing the program. DOCUMENTATION: N/A 28. Courses required for each program are offered with sufficient frequency for the student to complete the program within the publicized time frame. ANALYSIS: PTTC offers the steamfitting program on a cohort basis. The sequence of instruction is published in the Course Catalog. DOCUMENTATION: Course Catalog Associate degree programs offered must meet the following requirements: 29. The program is designed to lead graduates directly to employment in a specific career. ANALYSIS: PTTC does not offer any associate degree programs. DOCUMENTATION: N/A

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30. The appropriate applied degree title, such as Associate of Applied Technology, Associate of Applied Science, Associate of Occupational Studies, Associate of Science or Associate of Occupational Technology is used and includes the specific career and technical education field (i.e., Associate of Applied Science in Veterinary Technology). ANALYSIS: PTTC does not offer any associate degree programs. DOCUMENTATION: N/A 31. The program has a minimum of 60 semester hours or 90 quarter hours. ANALYSIS: PTTC does not offer any associate degree programs. DOCUMENTATION: N/A 32. The program includes a minimum of 15 semester hours or 23 quarter hours of general education courses, with a minimum of one course from each of the following areas: humanities, behavioral sciences, natural or applied sciences, and mathematics. ANALYSIS: PTTC does not offer any associate degree programs. DOCUMENTATION: N/A 33. For all coursework delivered via distance education: The institution’s distance education courses and programs are identical to those on campus in terms of the quality, rigor, breadth of academic and technical standards, completion requirements, and the credential awarded. ANALYSIS: PTTC does not employ distance education. DOCUMENTATION: N/A Each program offered by the institution: 34. Is approved and administered under established institutional policies and procedures and supervised by an administrator who is part of the institutional organization. ANALYSIS:

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The steamfitting program is under the supervision of the Director of Training assisted by the Curriculum Coordinator and the Field Coordinator. DOCUMENTATION: Organizational Chart 35. Has appropriate and continuous involvement of on-campus administrators and faculty in planning, approval, and on-going evaluation. ANALYSIS: The Director of Training and the staff continually review the programs with feedback obtained from faculty through regularly scheduled instructor meetings. Changes may be recommended and instituted based on the results of these meetings. DOCUMENTATION: Instructor Meeting Minutes 36. Has varied evaluation methodologies that reflect established professional and practice competencies. ANALYSIS: All of the courses have evaluation requirements which include written tests or performance demonstrations. Students are evaluated based on performance competencies. DOCUMENTATION: Steamfitting Program Curriculum 37. Is qualitatively and quantitative consistent at each campus where it is offered. ANALYSIS: PTTC has only one campus. DOCUMENTATION: N/A 38. Has measures of achievement of the student learning objectives. ANALYSIS:

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The curriculum is designed to test the learning objectives for each class. Appropriate testing materials or competency evaluations are included in the curriculum. DOCUMENTATION: Steamfitting Program Objectives 39. Has individual student records, including period of enrollment, financial, and educational program records, permanently maintained by the institution at the main campus. ANALYSIS: PTTC maintains electronic records for each student. These records are backed up through an offsite server. Records include enrollment data as well as class progression. Financial records are not necessary as tuition is not charged. DOCUMENTATION: Sample Student Record 40. Is described in appropriate catalogs, brochures, and/or other promotional materials and include tuition/fee charges, refund policies, admissions and academic requirements, and information technology requirements. ANALYSIS: The steamfitting program is described accurately and appropriately in the Student Handbook, Course Catalog, and recruitment materials. DOCUMENTATION:


41. Provides for timely and meaningful interaction among faculty and students. ANALYSIS: Faculty members are available to help students outside of class upon their request.

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DOCUMENTATION: Student Handbook, p.22 42. A credit hour is equivalent to a minimum of each of the following: one semester credit for 15 clock hours of lecture, 30 clock hours of laboratory, 45 clock hours of work based activities; or one quarter credit for 10 clock hours of lecture, 20 clock hours of laboratory, or 30 clock hours of work based activities. ANALYSIS: PTTC does not offer credits. DOCUMENTATION: N/A 43. For all coursework delivered via distance education: The institution ensures timeliness of its responses (synchronously or asynchronously) to student’s request by placing a requirement on response time of no more than 24 hours within the institution’s published operational schedule of the program/course. ANALYSIS: PTTC does not offer distance learning. DOCUMENTATION: N/A Challenges A strong curriculum leads to a strong program. PTTC recognized that their program would not grow if they did not make the financial investment in a strong curriculum. In a highly technological world teaching from a book is not viable. PTTC recognized this and made the challenge is to keep the curriculum vibrant and current. INSTRUCTION 1. Academic competencies and occupational skills are integrated into the instructional program for each occupational area. ANALYSIS:

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Under the registered apprenticeship regulations, related instruction and work processes must be integrated into each apprenticeship program. These requirements allow for a strong complement of classroom based and work based learning. DOCUMENTATION: Steamfitting Program Objectives 2. The instructional programs provide instruction in the competencies essential to success in the occupation, including job knowledge, job skills, work habits, and attitudes. ANALYSIS: The steamfitting program is designed to mesh job knowledge with soft skills such as leadership, team work, and ethics. Because our students start working as soon as they enter the educational program, our classroom lessons complement their work experience with programs that we believe leads to long time employment success. DOCUMENTATION: Steamfitting Program Objectives 3. The sequence of instruction required for program completion (lecture, lab, and work based activities) is determined by desired student learning outcomes. ANALYSIS: The essential element of a registered apprenticeship is to marry classroom instruction with work-based experiences. We have further enhanced that relationship by providing a good mixture of lecture and lab experience through the curricula that we developed with NOCTI. DOCUMENTATION: Steamfitting Program Curriculum 4-7. The sequence of instruction required for program completion is used to organize the curriculum, guide the delivery of instruction, direct learning activities, and evaluate student progress in order to maximize the learning of competencies essential to success in the occupation. ANALYSIS:

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The steamfitting program is offered in a strict course sequence and each class moves as a distinct cohort through the program. Classes and instructional delivery are designed around this course sequence. Learning activities in the internship are designed to further complement the sequence. DOCUMENTATION: Steamfitting Program Curriculum 8. The institution has appointed an occupational advisory committee for each program taught by the institution. ANALYSIS: PTTC created a steamfitting program OAC in 2018. The OAC members are employer representatives from the steamfitting industry. DOCUMENTATION: Roster of Steamfitters OAC 9. Occupational Advisory Committees are appointed for each program to ensure that desirable, relevant and current practices of each occupation are being taught. ANALYSIS: As noted above the OAC is composed of employer representatives from the steamfitting industry in order to make sure that the most relevant information is being brought to the PTTC. DOCUMENTATION: Roster of Steamfitters OAC Each Occupational Advisory Committee: 10. Consists of a minimum of three members external to the institution who have expertise in the occupational program; ANALYSIS: The Steamfitting Program OAC is composed of eight members, six of whom are external to the institution. DOCUMENTATION:

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Roster of Steamfitters OAC 11. Represents each geographical service area covered by the program at each meeting (main campus and branch campus); ANALYSIS: The members of the OAC represent steamfitting signatory contractors in our regional jurisdiction. DOCUMENTATION: Roster of Steamfitters OAC 12. Has at least three external members who meet these criteria present at each meeting (with at least two members physically present and one virtually present); and. ANALYSIS: The OAC has met the attendance requirements as stated. DOCUMENTATION: Steamfitters OAC Minutes 13. Meets at least twice annually; ANALYSIS: The OAC has scheduled two meetings per year. DOCUMENTATION: Steamfitters OAC Meeting Schedule 14. Keeps typed minutes to document its activities, recommendations, meeting attendance, and demographic information for each member. ANALYSIS: Minutes are kept of the Steamfitters OAC meetings, DOCUMENTATION:

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Steamfitters OAC Minutes 15. Occupational advisory committees review, at least annually, the appropriateness of the type of instruction (such as lecture, laboratory, work-based instruction, and/or mode of delivery) offered within each program to assure that students gain competency with specific skills required for successful completion of the program. ANALYSIS: At their meetings the Steamfitters OAC reviews the curriculum and the instructional strategies employed. Their reviews are detailed in the meeting minutes. DOCUMENTATION: Steamfitters OAC Minutes 16. Job-related health, safety, and fire-prevention are an integral part of instruction. ANALYSIS: Safety instruction is integral to our approach and is interspersed throughout the curriculum. DOCUMENTATION: Steamfitting Program Curriculum 17. To develop skill proficiency, sufficient practice is provided with equipment and materials similar to those currently used in the occupation. ANALYSIS: All of our apprentices are required to perform 9,000 hours of on the job training which give them the opportunity to practice their trade in a simulated environment. DOCUMENTATION: Steamfitting Program Curriculum 18. All instruction is effectively organized as evidenced by course outlines, lesson plans, competency tests, and other instructional materials. ANALYSIS:

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As previously noted, the NOCTI curriculum includes course outlines, lesson plans and testing materials. Other instructional materials are provided through books and online resources. DOCUMENTATION: Steamfitting Program Curriculum 19. The institution uses a systematic, objective, and equitable method of evaluating student achievement based on required competencies. ANALYSIS: Grading procedures are established and set forth in the Student Handbook. DOCUMENTATION: Student Handbook, p.43 20. For all coursework delivered via distance education: The institution directly verifies the currency and quality of all contracted courseware on an annual basis, is directly responsible for such currency and quality, and maintains curriculum oversight responsibility within all contracts. ANALYSIS: PTTC does not offer distance education courses. DOCUMENTATION: N/A 21. For all coursework delivered via distance education: The institution has in place standardized course templates, course descriptions, learning objectives, course requirements (i.e. standard syllabus, outcomes, grading, resources, etc.), and learning outcomes of its programs in order to facilitate quality assurance and the assessment of student learning. ANALYSIS: PTTC does not offer distance education courses. DOCUMENTATION: N/A 22. For all coursework delivered via distance education: The institution monitors student progress and participation by means such as course management systems that provide student time online, frequency of logins, electronic footprints, electronic grade book, and percentage of course completed.

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ANALYSIS: PTTC does not offer distance education courses. DOCUMENTATION: N/A 23-25. Written agreements with work-based activity agencies, if any: are current, specify expectation for all parties and ensure the protection of students. ANALYSIS: There are no specific agreements with work-based activity partners other than the collective bargaining agreement to which the employers are signatories. DOCUMENTATION: Collective Bargaining Agreement 26. Each work-based activity has a written instructional plan for students. ANALYSIS: There is a work-based instructional plan for the steamfitting program. DOCUMENTATION: Steamfitting Program Work-Based Instructional Plan 27. The written instructional plan for each work-based activity specifies the particular objectives, experiences, competencies and evaluations that are required. ANALYSIS: Included in the work-based instructional plan is a full description of required activities and competencies. DOCUMENTATION: Steamfitting Program Work-Based Instructional Plan 28. The written instructional plan for each work-based activity designates the onsite employer representative responsible for guiding and overseeing the student’s learning experiences and participating in the student’s written evaluations.

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ANALYSIS: Employers are told what to expect of apprentices at each level of the program. The apprentices receive progressive wage increases based on successful performance in the field. DOCUMENTATION: Steamfitting Program Work-Based Instructional Plan 29. All work-based activities conducted by the institution are supervised by a designated employee possessing appropriate qualifications. ANALYSIS: As is required in our apprenticeship standards and CBA, all apprentices are supervised on the job by journey workers. DOCUMENTATION: Steamfitting Program Work-Based Instructional Plan Challenges One of the biggest challenges that we face is that employers often times do not want to rotate an apprentice and are unable to give them the breadth of learning experience required in the program. This requires us to work closely with our employers to make sure that they recognize the importance of the broad-based education requirements of the apprenticeship program. Summary We believe that the steamfitting apprenticeship program is in compliance with Standard 2.

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Standard 2 - HVAC/R


Introduction

Heating, ventilation, air conditioning, and refrigeration (HVACR) technicians—work on heating, ventilation, cooling, and refrigeration systems that control the temperature and air quality in buildings as well as refrigeration equipment such as grocery store freezers and ice machines etc. HVAC/R technicians work mostly in homes, schools, hospitals, office buildings, or factories. Their worksites may be very hot or cold because the heating and cooling systems they must repair may not be working properly and because some parts of these systems are located outdoors. Working in cramped spaces and during irregular hours is common. Because HVAC/R systems have become increasingly complex, employers generally prefer applicants with postsecondary education or those who have completed a pre-apprenticeship or have some type of HVACR experience. Some states and localities require technicians to be licensed. Employment of heating, air conditioning, and refrigeration mechanics and installers is projected to grow 14 percent from 2014 to 2024, much faster than the average for all occupations. Candidates familiar with computers and electronics and those with good troubleshooting skills will have the best job opportunities as employers continue to have difficulty finding qualified technicians to install, maintain, and repair complex new systems. Apprenticeship programs in California are linked to local education agencies (LEAs). Admissions criteria and processes must meet the standards of the Division of Apprenticeship Standards for the State of California (DAS) as well as the Department of Labor for the Federal Government (DOL) and include the following steps. Interested candidates must complete an application form, show proof of high school completion and a government issued picture ID (a necessary element for employment). Candidates then take an entrance exam that was created by the National Occupational Testing Institute (NOCTI). Candidates are ranked by their score on the exam and are allowed to solicit work from the list of signatory contractors. If a contractor is willing to sponsor the applicant, they sign a commitment letter and the applicant may begin their apprenticeship. The successful candidate is then notified of their admission as early as four weeks after completing this process. Candidates who are not admitted are informed as well and, if requested, are told why they were not accepted. Unsuccessful candidates have the ability to reapply up to 3 times. The completion rates for the programs have been well over seventy-five percent and tend to reinforce the process. PTTC does not offer online classes or the associate’s degree in the HVAC/R program. Graduates must pass licensure examinations for refrigerant recovery. Our programs require a serious time commitment from our students and we try to impress that fact upon them. We have high graduation rates and work hard to maintain these as well as the high standards that we have in our program competencies and learning objectives.

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ADMISSIONS/RECRUITING 1-5. The institution’s admissions policies and procedures are published, clearly stated, consistently communicated to students, made available to students prior to enrollment and communicated to prospective students in a time frame that is sensitive to enrollment and completion of programs should changes to the information occur. ANALYSIS: PTTC admissions processes are described in the Admissions Policy and can also be found in the Student Handbook. Recruitment materials also describe the admissions processes. Admissions are open to everyone who meets the requirements and the criteria are identical for all programs. DOCUMENTATION:


6. For all students admitted to a Vocational-English-As-A-Second Language program, the institution utilizes written admissions procedures that comply with policies established by the Commission. ANALYSIS: PTTC does not have a VESL program. DOCUMENTATION: N/A 7. The institution clearly defines and publishes a policy on the transfer of students between programs within the institution and the transfer of students from other institutions. ANALYSIS: HVAC/R apprentices may not transfer to another program according to the published policy. DOCUMENTATION:


8. The institution clearly defines and publishes a policy on the transfer of credits that includes a statement of the criteria established by the institution regarding the transfer of credit earned at another institution.

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ANALYSIS: PTTC does not offer credit at this time and does not accept the transfer of credits. DOCUMENTATION: N/A 9. Admissions requirements offer reasonable expectations for successful completion of the occupational programs offered by the institution regardless of the delivery mode. ANALYSIS: The PTTC HVAC/R program has a high graduation rate which demonstrates a strong correlation between admissions and graduation. Because the entrance exam was designed by the same consultant (NOCTI) that was instrumental in developing the curriculum, and is periodically validated, it has become a tried and true tool for evaluating the readiness of applicants. Because students are immediately placed in the field they have the opportunity to see what their future jobs will be like from the beginning of the program.. DOCUMENTATION: CPL Calculation Worksheet 10. Students admitted into associate degree programs have a high school diploma or its equivalent. ANALYSIS: PTTC does not offer an associate degree program at this time. DOCUMENTATION: N/A 11-15. An institution that admits students by exception to its standard admissions policies must: have written admissions policies and procedures for these exceptions; apply them uniformly; provide documented evidence on how they are used; maintain records on student progress; and regularly evaluate the effectiveness of the procedures used in admitting students by exception. ANALYSIS: PTTC does not admit students by exception. DOCUMENTATION: N/A

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16. The institution insures that recruiting activities are ethical and that all materials used in recruiting accurately describe the mission, instructional outcomes, student performance expectations, and completion requirements of each program. ANALYSIS: Our recruitment materials are accurate. Since we do not charge tuition and the nature of our program ensures 100% job placement we are able to avoid questionable ethical issues in our recruitment approach. DOCUMENTATION: PTTC Brochure 17. Prior to admission, students are informed of the costs, equipment, services, time, and technical competencies, if any, required by the program, including, if applicable, personal data collection and processes, and charges associated with verification of student identity. ANALYSIS: There is no cost for tuition, books or anything associated with attendance in the program other than fines for noncompliance with rules and regulations. We do not conduct student identity verification. DOCUMENTATION: Student Handbook, p.22



19. For all coursework delivered via distance education: The institution has processes in place to establish that the student who registers for a distance education course or program is the

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same student who participates in and completes the program and receives the academic credit (with methods such as secure logins and pass codes and proctored examinations). ANALYSIS: PTTC does not have any distance education classes. DOCUMENTATION: N/A Challenges The strongest challenge that we have is widening our recruitment pool. Because we are a non-traditional postsecondary institution many high school students do not understand our programs and do not consider them as a college alternative. We are hoping that accreditation will help us to meet this challenge. PROGRAMS 1-3. Occupational education program policies are congruent with the governing organization, the mission of the institution and with the occupational needs of the people served by the institution. ANALYSIS: Registered apprenticeship programs are created and administered jointly by employers and workers, so the policies of PTTC align with the governing organization, the mission and the occupational needs of our signatory contractors. DOCUMENTATION:


4-6. Occupational education program policies are publicly accessible, non-discriminatory, and consistently applied. ANALYSIS: All of our program policies can be found in the Student Handbook. Our policies are consistent and fair, subject to review by the U.S. Department of Labor and the State of California.

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DOCUMENTATION:

1) Student Handbook 2) DOL Standards 3) DAS Standards

7-8. Differences, if any, in occupational education program policies are justified by: student learning outcomes; and/or program outcomes. ANALYSIS: PTTC does not have any differences in occupational education program policies across programs. DOCUMENTATION: N/A 9-12. Each occupational education program has clearly stated objectives, defined content relevant to those objectives and the current needs of business and industry, assessment of student achievement based on the program objectives and content, and the annual evaluation of its objectives. ANALYSIS: Our HVAC/R curriculum has been developed by NOCTI and has stated objectives. These objectives have been reviewed by the Trustees, who represent employers, as well as the faculty and staff. There is an annual review of the curriculum and courses are changed, deleted, added or modified as necessary to meet the current needs of the pipe trades industries. DOCUMENTATION: HVAC/R Program Objectives

13-14. A systematic process has been implemented to document that the objectives and content programs are current and that coursework is qualitatively and quantitatively relevant. ANALYSIS: Each year the course objectives and the curriculum are reviewed by the faculty to make sure that the subject matter is relevant. If changes or additions are necessary they are brought forth at this time. During the year, the trustees often bring forth changes that are occurring in the industry and the PTTC staff makes every effort to cover these changes in the curriculum. DOCUMENTATION: HVAC/R OAC Minutes

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15-26. Three bona fide potential employers review each educational program annually and recommend: admissions requirements; program content that is consistent with desired learning outcomes; program length; program objectives; competency tests; learning activities; instructional materials; equipment; methods of program evaluation; level of skills and/or proficiency required for completion; and appropriate delivery formats for the subject matter being taught. ANALYSIS: PTTC asks employers to review all of the materials and methods of the HVAC/R program and complete the Employer Verification Forms. DOCUMENTATION: Employer Verification Forms for HVAC/R Program 27. The institution considers the length and the tuition of each program in relation to the documented entry level earnings of completers. ANALYSIS: PTTC does not charge tuition for the HVAC/R program. Students are automatically placed in paying jobs while completing the program. DOCUMENTATION: N/A 28. Courses required for each program are offered with sufficient frequency for the student to complete the program within the publicized time frame. ANALYSIS: PTTC offers the HVAC/R program on a cohort basis. The sequence of instruction is published in the Course Catalog. DOCUMENTATION: Course Catalog Associate degree programs offered must meet the following requirements: 29. The program is designed to lead graduates directly to employment in a specific career. ANALYSIS:

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PTTC does not offer any associate degree programs. DOCUMENTATION: N/A 30. The appropriate applied degree title, such as Associate of Applied Technology, Associate of Applied Science, Associate of Occupational Studies, Associate of Science or Associate of Occupational Technology is used and includes the specific career and technical education field (i.e., Associate of Applied Science in Veterinary Technology). ANALYSIS: PTTC does not offer any associate degree programs. DOCUMENTATION: N/A 31. The program has a minimum of 60 semester hours or 90 quarter hours. ANALYSIS: PTTC does not offer any associate degree programs. DOCUMENTATION: N/A 32. The program includes a minimum of 15 semester hours or 23 quarter hours of general education courses, with a minimum of one course from each of the following areas: humanities, behavioral sciences, natural or applied sciences, and mathematics. ANALYSIS: PTTC does not offer any associate degree programs. DOCUMENTATION: N/A 33. For all coursework delivered via distance education: The institution’s distance education courses and programs are identical to those on campus in terms of the quality, rigor, breadth of academic and technical standards, completion requirements, and the credential awarded. ANALYSIS: PTTC does not employ distance education.

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DOCUMENTATION: N/A Each program offered by the institution: 34. Is approved and administered under established institutional policies and procedures and supervised by an administrator who is part of the institutional organization. ANALYSIS: The HVAC/R program is under the supervision of the Director of Training assisted by the Curriculum Coordinator and the Field Coordinator. DOCUMENTATION: Organizational Chart 35. Has appropriate and continuous involvement of on-campus administrators and faculty in planning, approval, and on-going evaluation. ANALYSIS: The Director of Training and the staff continually review the programs with feedback obtained from faculty through regularly scheduled instructor meetings. Changes may be recommended and instituted based on the results of these meetings. DOCUMENTATION: Instructor Meeting Minutes 36. Has varied evaluation methodologies that reflect established professional and practice competencies. ANALYSIS: All of the courses have evaluation requirements which include written tests or performance demonstrations. Students are evaluated based on performance competencies. DOCUMENTATION: HVAC/R Program Curriculum 37. Is qualitatively and quantitative consistent at each campus where it is offered. ANALYSIS:

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PTTC has only one campus. DOCUMENTATION: N/A 38. Has measures of achievement of the student learning objectives. ANALYSIS: The curriculum is designed to test the learning objectives for each class. Appropriate testing materials or competency evaluations are included in the curriculum. DOCUMENTATION: HVAC/R Program Objectives 39. Has individual student records, including period of enrollment, financial, and educational program records, permanently maintained by the institution at the main campus. ANALYSIS: PTTC maintains electronic records for each student. These records are backed up through an offsite server. Records include enrollment data as well as class progression. Financial records are not necessary as tuition is not charged. DOCUMENTATION: Sample Student Record 40. Is described in appropriate catalogs, brochures, and/or other promotional materials and include tuition/fee charges, refund policies, admissions and academic requirements, and information technology requirements. ANALYSIS: The HVAC/R program is described accurately and appropriately in the Student Handbook, Course Catalog, and recruitment materials. DOCUMENTATION:


41. Provides for timely and meaningful interaction among faculty and students.

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ANALYSIS: Faculty members are available to help students outside of class upon their request. DOCUMENTATION: Student Handbook, p.22 42. A credit hour is equivalent to a minimum of each of the following: one semester credit for 15 clock hours of lecture, 30 clock hours of laboratory, 45 clock hours of work based activities; or one quarter credit for 10 clock hours of lecture, 20 clock hours of laboratory, or 30 clock hours of work based activities. ANALYSIS: PTTC does not offer credits. DOCUMENTATION: N/A 43. For all coursework delivered via distance education: The institution ensures timeliness of its responses (synchronously or asynchronously) to student’s request by placing a requirement on response time of no more than 24 hours within the institution’s published operational schedule of the program/course. ANALYSIS: PTTC does not offer distance learning. DOCUMENTATION: N/A Challenges A strong curriculum leads to a strong program. PTTC recognized that their program would not grow if they did not make the financial investment in a strong curriculum. In a highly technological world teaching from a book is not viable. PTTC recognized this and made the challenge is to keep the curriculum vibrant and current. INSTRUCTION 1. Academic competencies and occupational skills are integrated into the instructional program for each occupational area.

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ANALYSIS: Under the registered apprenticeship regulations, related instruction and work processes must be integrated into each apprenticeship program. These requirements allow for a strong complement of classroom based and work based learning. DOCUMENTATION: HVAC/R Program Objectives 2. The instructional programs provide instruction in the competencies essential to success in the occupation, including job knowledge, job skills, work habits, and attitudes. ANALYSIS: The HVAC/R program is designed to mesh job knowledge with soft skills such as leadership, team work, and ethics. Because our students start working as soon as they enter the educational program, our classroom lessons complement their work experience with programs that we believe leads to long time employment success. DOCUMENTATION: HVAC/R Program Objectives 3. The sequence of instruction required for program completion (lecture, lab, and work based activities) is determined by desired student learning outcomes. ANALYSIS: The essential element of a registered apprenticeship is to marry classroom instruction with work-based experiences. We have further enhanced that relationship by providing a good mixture of lecture and lab experience through the curricula that we developed with NOCTI. DOCUMENTATION: HVAC/R Program Curriculum 4-7. The sequence of instruction required for program completion is used to organize the curriculum, guide the delivery of instruction, direct learning activities, and evaluate student progress in order to maximize the learning of competencies essential to success in the occupation. ANALYSIS:

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The HVAC/R program is offered in a strict course sequence and each class moves as a distinct cohort through the program. Classes and instructional delivery are designed around this course sequence. Learning activities in the internship are designed to further complement the sequence. DOCUMENTATION: HVAC/R Program Curriculum 8. The institution has appointed an occupational advisory committee for each program taught by the institution. ANALYSIS: PTTC created a HVAC/R program OAC in 2018. The OAC members are employer representatives from the HVAC/R industry. DOCUMENTATION: Roster of HVAC/R OAC 9. Occupational Advisory Committees are appointed for each program to ensure that desirable, relevant and current practices of each occupation are being taught. ANALYSIS: As noted above the OAC is composed of employer representatives from the HVAC/R industry in order to make sure that the most relevant information is being brought to the PTTC. DOCUMENTATION: Roster of HVAC/R OAC Each Occupational Advisory Committee: 10. Consists of a minimum of three members external to the institution who have expertise in the occupational program; ANALYSIS: The HVAC/R program OAC is composed of seven members, five of whom are external to the institution.

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DOCUMENTATION: Roster of HVAC/R OAC 11. Represents each geographical service area covered by the program at each meeting (main campus and branch campus); ANALYSIS: The members of the OAC represent HVAC/R signatory contractors in our regional jurisdiction. DOCUMENTATION: Roster of HVAC/R OAC 12. Has at least three external members who meet these criteria present at each meeting (with at least two members physically present and one virtually present); and. ANALYSIS: The OAC has met the attendance requirements as stated. DOCUMENTATION: HVAC/R OAC Minutes 13. Meets at least twice annually; ANALYSIS: The OAC has scheduled two meetings per year. DOCUMENTATION: HVAC/R OAC Meeting Schedule 14. Keeps typed minutes to document its activities, recommendations, meeting attendance, and demographic information for each member. ANALYSIS: Minutes are kept of the HVAC/R OAC meetings, DOCUMENTATION:

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HVAC/R OAC Minutes 15. Occupational advisory committees review, at least annually, the appropriateness of the type of instruction (such as lecture, laboratory, work-based instruction, and/or mode of delivery) offered within each program to assure that students gain competency with specific skills required for successful completion of the program. ANALYSIS: At their meetings the HVAC/R OAC reviews the curriculum and the instructional strategies employed. Their reviews are detailed in the meeting minutes. DOCUMENTATION: HVAC/R OAC Minutes 16. Job-related health, safety, and fire-prevention are an integral part of instruction. ANALYSIS: Safety instruction is integral to our approach and is interspersed throughout the curriculum. DOCUMENTATION: HVAC/R Program Curriculum 17. To develop skill proficiency, sufficient practice is provided with equipment and materials similar to those currently used in the occupation. ANALYSIS: All of our apprentices are required to perform 9,000 hours of on the job training which gives them the opportunity to practice on current equipment and materials. In addition, there are a number of lab classes which give them the opportunity to practice their trade in a simulated environment. DOCUMENTATION: HVAC/R Program Curriculum 18. All instruction is effectively organized as evidenced by course outlines, lesson plans, competency tests, and other instructional materials.

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ANALYSIS: As previously noted, the NOCTI curriculum includes course outlines, lesson plans and testing materials. Other instructional materials are provided through books and online resources. DOCUMENTATION: HVAC/R Program Curriculum 19. The institution uses a systematic, objective, and equitable method of evaluating student achievement based on required competencies. ANALYSIS: Grading procedures are established and set forth in the Student Handbook. DOCUMENTATION: Student Handbook, p.43 20. For all coursework delivered via distance education: The institution directly verifies the currency and quality of all contracted courseware on an annual basis, is directly responsible for such currency and quality, and maintains curriculum oversight responsibility within all contracts. ANALYSIS: PTTC does not offer distance education courses. DOCUMENTATION: N/A 21. For all coursework delivered via distance education: The institution has in place standardized course templates, course descriptions, learning objectives, course requirements (i.e. standard syllabus, outcomes, grading, resources, etc.), and learning outcomes of its programs in order to facilitate quality assurance and the assessment of student learning. ANALYSIS: PTTC does not offer distance education courses. DOCUMENTATION: N/A

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22. For all coursework delivered via distance education: The institution monitors student progress and participation by means such as course management systems that provide student time online, frequency of logins, electronic footprints, electronic grade book, and percentage of course completed. ANALYSIS: PTTC does not offer distance education courses. DOCUMENTATION: N/A 23-25. Written agreements with work-based activity agencies, if any: are current, specify expectation for all parties and ensure the protection of students. ANALYSIS: There are no specific agreements with work-based activity partners other than the collective bargaining agreement to which the employers are signatories. DOCUMENTATION: Collective Bargaining Agreement 26. Each work-based activity has a written instructional plan for students. ANALYSIS: There is a work-based instructional plan for the HVAC/R program. DOCUMENTATION: HVAC/R Program Work-Based Instructional Plan 27. The written instructional plan for each work-based activity specifies the particular objectives, experiences, competencies and evaluations that are required. ANALYSIS: Included in the work-based instructional plan is a full description of required activities and competencies. DOCUMENTATION:

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HVAC/R Program Work-Based Instructional Plan 28. The written instructional plan for each work-based activity designates the onsite employer representative responsible for guiding and overseeing the student’s learning experiences and participating in the student’s written evaluations. ANALYSIS: Employers are told what to expect of apprentices at each level of the program. The apprentices receive progressive wage increases based on successful performance in the field. DOCUMENTATION: HVAC/R Program Work-Based Instructional Plan 29. All work-based activities conducted by the institution are supervised by a designated employee possessing appropriate qualifications. ANALYSIS: As is required in our apprenticeship standards and CBA, all apprentices are supervised on the job by journey workers. DOCUMENTATION: HVAC/R Program Work-Based Instructional Plan Challenges One of the biggest challenges that we face is that employers often times do not want to rotate an apprentice and are unable to give them the breadth of learning experience required in the program. This requires us to work closely with our employers to make sure that they recognize the importance of the broad-based education requirements of the apprenticeship program. Summary We believe that the HVAC/R apprenticeship program is in compliance with Standard 2.

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Standard 3 Program and Institutional Outcomes

Introduction PTTC has been keeping students records in some fashion since it began. Currently it maintains a file for each student which contains their admissions materials, student certificates, executed apprenticeship agreements, handbook acknowledgement, and individualized student paperwork. All records are maintained electronically. The electronic database is backed-up routinely. Upon completion of their program, student records are archived. Paper records are kept in locked file cabinets in a room with fire suppression equipment. Placement data is maintained by the local union benefits office. PTTC is able to generate reports from their information system to verify the CPL. PTTC has recently developed a student and graduate follow-up plan in order to collect data on the quality of the program and to ascertain formally the assessment of graduate readiness to perform the job. These results are shared with the trustees and faculty and will be used for program improvements and curriculum changes in coming years. 1. Individual student progress data, including (a) appropriate evaluations of knowledge and skills required for occupation(s) studied and (b) notations of completion(s) of and/or withdrawal from programs, are maintained and made a part of his/her record. ANALYSIS: A student transcript is kept electronically which shows their course evaluations, wage progressions and any certifications earned. Withdrawn students files are also maintained. All files are kept electronically. DOCUMENTATION: Sample Student Record 2. The institution submits accurate and verifiable program completion data each year to the Commission for comparison with required benchmarks. ANALYSIS: PTTC submits completion data each year as required.

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DOCUMENTATION: CPL Calculation Worksheet 3. The majority of programs meet the required benchmark for completion for the most recent 12-month period possible. ANALYSIS: All PTTC programs exceed the benchmark for completion. DOCUMENTATION: CPL Calculation Worksheet 4. FOR ACCREDITED INSTITUTIONS ONLY 5. The institution submits accurate and verifiable program placement data each year to the Commission for comparison with required benchmarks. ANALYSIS: PTTC has submitted placement data as required. DOCUMENTATION: CPL Calculation Worksheet 6. The majority of programs meet the required benchmark for placement for the most recent 12-month period possible. ANALYSIS: All PTTC programs have 100% placement, far exceeding COE requirements. DOCUMENTATION: CPL Calculation Worksheet

7. FOR ACCREDITED INSTITUTIONS ONLY 8. If applicable, the institution submits accurate and verifiable licensure exam pass rate data each year to the Commission for comparison with required benchmarks.

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ANALYSIS: Only the HVAC/R Technician program requires licensure. The data for this program is reported on the CPL. DOCUMENTATION: CPL Calculation Worksheet 9. If applicable, the majority of programs meet the required benchmark for licensure exam pass rates for the most recent 12-month period possible. ANALYSIS: Only the HVAC/R technician program requires licensure. The data for this program is reported on the CPL. The benchmark is met. DOCUMENTATION: CPL Calculation Worksheet

10. FOR ACCREDITED INSTITUTIONS ONLY

11. The institution has a written plan to ensure that follow-up is systematic and continuous. ANALYSIS: PTTC developed a written plan to memorialize that there is a systematic process in place. DOCUMENTATION: Institutional Placement & Follow-Up Services Plan The institution’s written plan for follow-up includes the following elements: 12. Identification of responsibility for coordination of all follow-up activities. ANALYSIS: The Director of Training is responsible for the coordination of follow-up activities.

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DOCUMENTATION: Institutional Placement & Follow-Up Services Plan 13. Collection of information from completers and employers of completers ANALYSIS: Each year a survey of graduates and a survey of employers will be conducted. The results will be provided to the trustees, faculty, staff and any interested parties. DOCUMENTATION: Institutional Placement & Follow-Up Services Plan 14. Information collected from completers and employers of completers focused on program effectiveness for various modes of delivery and relevance to job requirements. ANALYSIS: Information will be collected from graduates and their employers to determine the effectiveness of the programs and the relevancy of instruction to employment. DOCUMENTATION: Institutional Placement & Follow-Up Services Plan 15. Placement and follow-up information used to evaluate and improve the quality of program outcomes. ANALYSIS: The JATC will review the aggregate annual results of the surveys and the accompanying report of the Director of Training in order to make a determination as to what, if any, changes or improvements should be made to the academic programs and placement services offered by Loyd E. Williams Pipe Trades Training Center. DOCUMENTATION: Institutional Placement & Follow-Up Services Plan 16. Placement and follow-up information made available at least on an annual basis to all instructional personnel and administrative staff.

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ANALYSIS: The data will be compiled and disseminated to staff and faculty for comment. A final report to the JATC will be issued and made available to the entire school community. DOCUMENTATION: Institutional Placement & Follow-Up Services Plan Challenges As a registered apprenticeship program, PTTC has both strong graduation rates and 100% placement rates. Challenges can be noted in two areas: 1) making sure that we have a wide and diverse recruitment pool that is prepared to succeed in the program; and 2) making sure that we keep up with new technologies for student record storage and retrieval. PTTC is meeting these challenges by surveying our graduates to determine how we can make the program better for incoming students. We are also exploring record keeping changes with our technology staff and consultants. Summary We believe that we are in compliance with Standard 3.

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Standard 4 Strategic Planning

Introduction Most organizations benefit from strategic planning, which is based upon integrating organizational experience and rigorous analysis into decision-making. Choosing an analytical approach to decision making is not an either–or proposition. Analytical thinking and intuitive thinking complement each other. What makes strategic planning valuable is that it incorporates all elements of the organization’s activities and plans into a united whole. PTTC has been engaged in strategic planning through the engagement of PTTC staff to formulate recommendations and discussions among members of the Board culminating in the drafting of its new plan over the past year. The Board of Trustees and the Director of Training engage in the process of planning to better prepare for the coming changes to the pipe trades industry. We are also mindful of the importance of making adjustments as we transition our registered apprenticeship programs into an accredited post-secondary educational institution. The value of the strategic planning experience is evident and has confirmed to us the importance of keeping the process going long into the future. We believe that planning will help us with our programmatic, financial and capital building projects and intend to incorporate annual review of the plan into our trustee meetings. The new plan is reflected in our current budget. 1. The institution has a written strategic plan. ANALYSIS: PTTC has had previous strategic plans, but revived the process of planning and drafted a new plan in the fall of 2017, which was formally approved earlier this year. DOCUMENTATION:

1) Strategic Plan 2) Board of Trustees Minutes

The strategic plan includes as a minimum, the following components: 2. Mission of the Institution; ANALYSIS: The Mission Statement is included in the Strategic Plan and serves as the overall guide for plan development.

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DOCUMENTATION: Strategic Plan 3. Vision of the Institution; ANALYSIS: The Vision Statement was developed for the Strategic Plan. It provided the opportunity for our Trustees to think long range about what they would like the PTTC to become in the future. DOCUMENTATION: Strategic Plan 4. Objectives for a minimum period of three years; ANALYSIS: The Strategic Plan developed objectives that ranged from one to five years. DOCUMENTATION: Strategic Plan 5. Strategies for achieving the objectives; and ANALYSIS: The Pipe Trades Training Center listed in the Strategic Plan a number of implementation steps or strategies for meeting our goals. DOCUMENTATION: Strategic Plan 6. Current and projected financial resources that provide a basis for initiatives specified in the strategic plan. ANALYSIS: PTTC has the used the strategic plan as a basis for building the annual budget. There are line items in the budget which are directly related to the initiatives in the Strategic Plan.

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DOCUMENTATION: 2018 Budget 7. Strategies for evaluating progress toward achieving the objectives. ANALYSIS: PTTC includes benchmarks in the Strategic Plan. The trustees will use these benchmarks to determine progress for each of the initiatives in the plan. The review process will include input from other stakeholders such as students and faculty. Benchmarks may be strengthened or changed to provide more appropriate measures for future years. DOCUMENTATION: Strategic Plan 8. The strategic plan is reviewed by the faculty, administration and institutional advisory committee and revised as necessary at least annually. ANALYSIS: The Strategic Plan was developed by the administration and trustees and was distributed to faculty and students for review and feedback. That process will be replicated in the annual review of the plan. DOCUMENTATION:

1) Apprenticeship Council Minutes 2) Instructor Meeting Minutes 3) Board of Trustees Minutes

9. The results of the evaluation of progress toward achieving the objectives are documented annually. ANALYSIS: The process for adopting the Strategic Plan is documented. The same process will be replicated each year as the plan is reviewed. DOCUMENTATION:

1) Apprenticeship Council Minutes 2) Instructor Meeting Minutes

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3) Board of Trustees Minutes Challenges While strategic planning is not new to us, the commitment to a formal process, a written plan, and annual review is a departure for PTTC. Formalizing a planning process is never easy. Many of our trustees are not used to a formal process. We waded through the process however and are pleased with the tangible outcome. We have seen the importance of planning for achieving our accreditation goals and we believe that if we continue to use this process for our other goals, we can be equally successful. Summary We believe that we are in compliance with Standard 4.

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Standard 5 Learning Resources Introduction Loyd E. Williams Pipe Trades Training Center makes sure that the necessary resources are available to support its three apprenticeship programs. In addition to a newly expanded physical plant, the training center features up-to-date equipment for hands-on learning and educational media that support the curricula. The educational resources are primarily available through our affiliation with the International Training Fund (ITF), a COE-accredited institution of higher education. Underlying the learning resources which we provide are sound management systems as exemplified by our Inventory of Equipment and our Procurement Policy. Media Services 1. The institution has a written plan for its media services which is appropriate for and inclusive of all methods of program delivery ANALYSIS: We have recently adopted a Media Services Plan, which provides a summary description of our available resources as well as defining the purposes, roles and responsibilities, and processes for continuing to upgrade our resources. DOCUMENTATION: Media Services Plan The institution’s written plan for media services includes the following: 2. The scope and availability of the services.

ANALYSIS: The Plan sets forth the scope of available resources, most notably access online to the Instructor Resource Library developed by ITF. The plan also refers to the Resource Room located in Room 149 at the training center that serves as a physical nexus point for online resources. DOCUMENTATION: Media Services Plan

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3. A variety of current and relevant educational materials, such as reference books; periodicals and manuals of a business, professional, technical, and industrial nature; audio-visual materials and equipment; internet access to sites with educational and reference materials appropriate to program offerings; and other materials to help fulfill the institution’s purposes and support its educational programs.

ANALYSIS: The wealth of material available through access to the Instructor Resource Library encompasses up-to-date information gleaned from sources throughout the pipe trades industry. These materials are specifically suited to the curricula we offer to apprentices in these fields. DOCUMENTATION: Media Services Plan 4. The staff person (administrative, supervisory, or instructional) responsible for the implementation and coordination of the media services.

ANALYSIS: The Director of Training is responsible for the implementation and coordination of media services. He works closely with the coordinators and instructors to ensure that learning resources are sufficient and current to meet the needs of our students. DOCUMENTATION: Media Services Plan 5. Roles and responsibilities of designated staff member(s).

ANALYSIS: As indicated above, the plan spells out the responsibility of the Director of Training. He works closely with faculty and staff to see that the purposes of the plan are achieved. DOCUMENTATION: Media Services Plan 6. Orientation for user groups (i.e., instructors, students, and others).

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ANALYSIS: Both new students and new employees are oriented to the media services as part of their general orientation processes. DOCUMENTATION:

1) Media Services Plan 2) Student Handbook 3) Instructor Handbook 4) Staff Handbook

7. Facilities and technical infrastructure essential for using media materials.

ANALYSIS: Students and instructors have access to computers located in Room 149. There are also computers in the instructor workroom to be used for class prep that are networked to the copiers. There are also laptops available as loaners. Finally, there are LCD projectors in every classroom. DOCUMENTATION: Media Services Plan

8. Annual budgetary support for the services. ANALYSIS: The budget provides support for learning resources. DOCUMENTATION: 2018 Budget 9. Annual evaluation of the effectiveness of media services and utilization of the results to modify and improve media services.

ANALYSIS: The Media Services Plan commits to a formal process of annual evaluation with opportunity for students and instructors to provide input.

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DOCUMENTATION: Media Services Plan 10. Media services (instructional supplies, physical resources, technology, and fiscal resources) are available to support the instructional programs offered by the institution. ANALYSIS: All of the learning resources are supported by excellent physical facilities and a solid technological infrastructure. We are committed to making sure that the learning resources available serve first and foremost our instructional programs. DOCUMENTATION:

1) Physical Facilities & Technical Infrastructure Plan 2) Media Services Plan

11. Media services are available to ensure the achievement of desired student learning and program objectives. ANALYSIS: The purpose of the instructional media services is to support the faculty and staff with timely, creative, and quality media services and resources and to enrich the experiences of Loyd E. Williams Pipe Trades Training Center students by enhancing and extending their bases of knowledge. DOCUMENTATION: Media Services Plan 12. A current inventory of media resources is maintained. ANALYSIS: An inventory of media resources is maintained. DOCUMENTATION: Inventory of Media Resources 13. Provisions are made for necessary repair, maintenance, and/or replacement of media equipment and supplies.

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ANALYSIS: The Equipment Plan provides for repair, maintenance and, where necessary, replacement of media equipment. DOCUMENTATION: Equipment Plan 14. Services for creating instructional media (both print and non-print) are adequate and appropriate to support all students and faculty in meeting the objectives of the education program(s). ANALYSIS: In addition to media we create ourselves, we rely upon the Instructor Resource Library developed by the International Training Fund (ITF), specifically to support curricula in the pipe trades fields. We believe that there is no better available source for these materials. DOCUMENTATION: Media Services Plan 15. All elements of the institution’s learning resources (media services, technology, facilities, and materials) are comprehensive, current, selected with faculty input and accessible to the faculty and students. ANALYSIS: We believe that the learning resources we provide meet all relevant standards of comprehensiveness and currency. These resources reflect the best available information and practices in the pipe trades industry and are reviewed and approved by staff and faculty. DOCUMENTATION: Media Services Plan Instructional Equipment 1. The institution has a system of instructional equipment inventory. ANALYSIS: An inventory of instructional equipment is maintained.

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DOCUMENTATION: Inventory of Instructional Equipment 2. The institution has a system for emergency purchases to assure the acquisition and/or repair of equipment within a reasonable period of time to support continuous instruction. ANALYSIS: Under the terms of the Procurement Policy the Director of Training has authority to approve expenditures of up to $30,000 in unbudgeted costs. This amount is more than sufficient to provide the needed flexibility to deal with emergency repairs and/or replacement of equipment. DOCUMENTATION: Procurement Policy 3. Relevant and up-to-date equipment is available to support the instructional programs offered by the institution. ANALYSIS: Each of the apprenticeship programs features up-to-date equipment that is consistent with the goal of providing apprentices and journey workers advanced and necessary skills to compete in the ever-changing climate of the pipe trades industry so that excellence in business can be achieved. DOCUMENTATION: Equipment Plan 4. The institution has a written plan for maintaining equipment and for replacing or disposing of obsolete equipment. ANALYSIS: The Equipment Plan documents the commitment to maintaining and/or replacing equipment, as may be necessary. DOCUMENTATION: Equipment Plan

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5. All instructional equipment meets appropriate and required safety standards. ANALYSIS: We place an emphasis upon safety in our instruction and that extends to the equipment we use. We believe it is very important to our mission to ensure that safety standards are inculcated in apprentices and, consistent with that, we are committed to providing safe learning tools to our students. DOCUMENTATION: Equipment Plan Instructional Supplies 1. Instructional supplies are available to support the instructional programs offered by the institution. ANALYSIS: The current budget reflects a 30% increase in funds for training supplies in order to ensure that they are sufficient and appropriate to support our programs. DOCUMENTATION: 2018 Budget 2. The institution has a system for purchasing and storing instructional supplies. ANALYSIS: Instructors requiring additional supplies may request by using the designated request form. Laboratory supplies are stored in locked storage areas. Classroom and office supplies are stored in the administrative offices DOCUMENTATION: Instructional Supplies Purchase & Storage 3. Funds are budgeted to provide supplies at a level that assures quality of occupational education.

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ANALYSIS: As noted previously, the most recent budget reflects a significant increase in funding for instructional supplies in order to assure continued quality of our educational offerings. DOCUMENTATION: 2018 Budget 4. The institution has a system for emergency purchases of instructional supplies within a reasonable period of time to support continuous instruction. ANALYSIS: Under the terms of the Procurement Policy the Director of Training has authority to approve expenditures of up to $30,000 in unbudgeted costs. This amount is more than sufficient to provide the needed flexibility to deal with emergency purchase of supplies. DOCUMENTATION: Procurement Policy 5. First aid supplies are readily available. ANALYSIS: First aid supplies are kept on hand in the training center. DOCUMENTATION: Health & Safety Plan 6. All instructional supplies meet appropriate and required safety standards. ANALYSIS: Loyd E. Williams Pipe Trades Training Center has always been committed to a safe learning environment and a safe working environment. In 2014 we adopted an Injury and Illness Prevention Program in order to ensure a comprehensive approach to safe practices in all facets of our activities, including supplies and equipment. DOCUMENTATION: Injury and Illness Prevention Program

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Challenges The challenges, insofar as learning resources are concerned, require constant vigilance in an effort to maintain the currency of our equipment and materials. That vigilance must be matched by a commitment of sufficient resources to address issues as they arise. The same is true as far as continuing to maintain the highest standards of safety for equipment and supplies. Summary We believe that we are in compliance with Standard 5.

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Standard 6 Physical Resources Introduction Loyd E. Williams Pipe Trades Training Center is proud to feature outstanding physical facilities and a safe, strong, and secure technical infrastructure that ensures data privacy. We recently completed an expansion of the physical plant so that is now a total of 102,200 square feet. We pride ourselves not only upon the quality of our facilities, but upon the emphasis we place on having a safe and healthful environment for student learning. Maintaining quality facilities and a technologically advanced infrastructure requires a commitment of time and resources which we are happy to maintain in order to better serve the needs of our apprentices. 1. A plan that addresses the adequacy and improvement of all physical facilities and technical infrastructure has been developed and is maintained that includes, if applicable, distance education infrastructure. ANALYSIS: There is a written plan that addresses the state of the physical plant and technical infrastructure. We do not, at this time, engage in distance education. DOCUMENTATION: Physical Facilities & Technical Infrastructure Plan 2. The technology used by the institution to deliver services and, if applicable, program content to students meets the needs of the students without creating barriers to student support or learning. ANALYSIS: We feature hands-on classroom and laboratory construction, but nonetheless our technology is up-to-date and appropriate for our students. DOCUMENTATION: Physical Facilities & Technical Infrastructure Plan

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3. An appropriate plan for ongoing operation and maintenance of all physical facilities, technical infrastructure, and if applicable, distance education infrastructure, has been developed and is in use. ANALYSIS: There is an appropriate plan addressing the operation and maintenance of the physical plant and technical infrastructure that is in use. It does not include distance education provisions because we do not engage in distance education. DOCUMENTATION: Physical Facilities & Technical Infrastructure Plan

The operation and maintenance plan addresses the following elements: 4. Personnel: ANALYSIS: Under the supervision of the Director of Training, the primary responsibility for physical plant repairs and maintenance is the Facilities Technician. DOCUMENTATION:

1) Physical Facilities & Technical Infrastructure Plan 2) Job Description for Facilities Technician

5. Equipment and supplies; ANALYSIS: There are specific documents addressing the responsibilities for equipment and supplies at the Pipe Trades Training Center. DOCUMENTATION:

1) Equipment Plan 2) Procurement Policy

6. Relevant state law; and ANALYSIS: Our facilities are in compliance with applicable state laws.

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DOCUMENTATION: Physical Facilities & Technical Infrastructure Plan 7. Applicable federal codes and procedures. ANALYSIS: Our facilities are in compliance with applicable federal codes. DOCUMENTATION: Physical Facilities & Technical Infrastructure Plan The operation and maintenance plan is: 8. Available to employees and students; and ANALYSIS: The Physical Facilities & Technical Infrastructure Plan is available from the Director of Training at the request of employees and students. DOCUMENTATION: Physical Facilities & Technical Infrastructure Plan 9. Regularly evaluated/revised. ANALYSIS: The Physical Facilities & Technical Infrastructure Plan is subject to regular review and evaluation. DOCUMENTATION: Physical Facilities & Technical Infrastructure Plan 10. Physical facilities at all locations provide adequate, safe, and clean facilities with appropriate supporting utilities for classrooms, laboratories/shops, offices, rest rooms, lounges, meeting rooms, parking, etc.

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ANALYSIS: The facilities consist of an auditorium and a multi-purpose room as well as 21 welding booths, 3 Computer/CAD Labs, a Brazing Lab, a Torch Cutting Lab, a Backflow Lab, a Basic Electricity & DDC Control Lab, a Start, Test & Balance Lab, a Medical Gas Lab, a Plumbing Fixtures Lab, a Steam Lab, an Orbital Welding Lab, a Rigging Area and Pneumatics Lab in addition to numerous classrooms, conference rooms, offices and other facilities. DOCUMENTATION: Physical Facilities & Technical Infrastructure Plan 11. An appropriate plan for assuring the health and safety of the institution’s employees, students and guests has been developed and is in use. ANALYSIS: An appropriate plan for ensuring the safety and health of students, employees, and guests has been developed and is in use. DOCUMENTATION: Health & Safety Plan The health and safety plan: 12. Includes a system for reporting and investigating accidents; ANALYSIS: Included in the Health & Safety Plan is a detailed system for reporting accidents and incidents that may occur. DOCUMENTATION: Health & Safety Plan 13. Has been distributed to employees; ANALYSIS: The Health & Safety Plan is available to all employees. It is included in the Instructor Handbook.

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DOCUMENTATION: Health & Safety Plan 14. Is available to students; and ANALYSIS: The Health & Safety Plan is included in the Apprentice Handbook. DOCUMENTATION: Health & Safety Plan 15. Is regularly evaluated/revised with appropriate input from employees and students. ANALYSIS: The Health & Safety Plan is subject to regular review and evaluation. DOCUMENTATION: Health & Safety Plan 16. An appropriate plan to ensure the privacy, safety, and security of data contained within the technical infrastructure of the institution networks, whether provided directly by the institution or through contractual arrangements, has been developed and is in use.

ANALYSIS: The training center maintains information on two different servers located at the campus. The servers are equipped with portable hard drives that back up all of the information at least once per day. At least once each day data is backed up to the cloud via a service provided by Dell/EMC. Each evening the apprentice and journeyman database (Union Manager) is backed up to the headquarters of Integrated Software Applications. DOCUMENTATION: Physical Facilities & Technical Infrastructure Plan 17. The institution ensures computer system and network reliability and emergency backup for all technical services whether provided directly by the institution or through contractual arrangements.

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ANALYSIS: The backup protocols for data security are reconfirmed in the Disaster Recovery Plan in effect since 2012. DOCUMENTATION: Disaster Recovery Plan Challenges Recently, the Pipe Trades Training Center successfully faced one of its most important challenges by expanding the physical plant on time and under budget, without disrupting ongoing educational programs. We recognize that future growth may require additional expansion. Furthermore we accept that constant vigilance is necessary to continue to maintain the high quality of physical facilities we have become accustomed to. Summary We believe that we are in compliance with Standard 6.

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Standard 7 Financial Resources

Introduction Loyd E. Williams Pipe Trades Training Center has a very solid financial foundation upon which it has been able to build a strong and stable educational institution. Like other registered apprenticeships throughout the United States, we are supported by a per hour contribution of the dues paid by each local 393 signatory contractor in the pipe trades throughout our jurisdictional area. Because we take seriously the responsibility of using those funds wisely we have developed a very responsible financial system that emphasizes accountability. The proof of our financial soundness is demonstrated by a close examination of our audited financial statements. 1. A qualified financial officer or department oversees the financial and business operations of the institution. ANALYSIS: The financial management of the institution is the responsibility of the Board of Trustees. They exercise a fiduciary responsibility that is a matter both of law and of long-standing practice. They work closely with the Director of Training to oversee the day-to-day business operations of the organization. In turn, the Director of Training is assisted by the Office Manager and a qualified staff of individuals. DOCUMENTATION:

1) Trust Document 2) Organizational Chart

2. Financial records are maintained so that the institution’s fiscal position may be analyzed in a timely manner. ANALYSIS: The maintenance of the financial records is primarily the responsibility of the Office Manager. She maintains a close working relationship with the certified public accounting firm that independently audits the financial statements of the Pipe Trades Training Center. DOCUMENTATION: Job Description for Office Manager

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3. The institution demonstrates responsible financial management with funds sufficient to maintain quality educational programs and to complete the education of all students enrolled. ANALYSIS: Our financial position is strong. Adequate reserve funds exist to compensate for any economic downturn which could result in reduced revenues. DOCUMENTATION:

1) 2017 Audit 2) 2016 Audit

4. The institution considers its financial resources as a basis for strategic planning. ANALYSIS: The newly adopted Strategic Plan explicitly recognizes the necessity of committing financial resources to support strategic initiatives. The 2018 Budget reflects this reality. For example there is a significant increase in funds allotted to professional fees attributed to costs associated with pursuing accreditation, a major emphasis of the Strategic Plan. DOCUMENTATION:

1) Strategic Plan 2) 2018 Budget

5. The institution uses adequate auditing and budgetary controls and procedures consistent with local, state, and federal requirements. ANALYSIS: We are in compliance with all requirements of the State of California and the U.S. Department of Labor as well as other control processes dictated by prudence and good practice as evidenced by the results of our audits. DOCUMENTATION:

1) 2017 Audit 2) 2016 Audit

6. The institution exercises proper management, financial controls, and business practices.

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ANALYSIS: Management practices and controls meet all required standards and are sound as evidenced by the results of our audits. The Procurement Policy summarizes the most significant practices and procedures followed to ensure sound financial management. DOCUMENTATION:

1) 2017 Audit 2) 2016 Audit 3) Procurement Policy

7. All persons handling institutional funds or revenues from any source are bonded or are covered under an employee-dishonesty insurance policy. ANALYSIS: The Pipe Trades Training Center has a policy covering employee dishonesty which protects against mishandling or misuse of funds. DOCUMENTATION: Insurance Policy 8. Financial aid programs using public and/or private funds are capably administered and accurately documented. ANALYSIS: PTTC does not participate in either public or private financial aid programs. DOCUMENTATION: N/A 9. Qualified personnel are responsible for proper record-keeping, reporting, and auditing. ANALYSIS: The Office Manager is the individual primarily responsible within the staff for overseeing proper record-keeping. The independent audits are conducted by an outside firm of certified public accountants, BPM LLP. BPM LLP has been in existence since 1986 and is a well-regarded firm throughout the San Francisco Bay area.

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DOCUMENTATION:

1) Signed Personnel Form of Glenna Otis 2) Qualifications of BPM LLP

10. The institution has reported all contingent liabilities in a timely manner. (See the definition for ‘contingent liability’) ANALYSIS: The Pipe Trades Training Center has no contingent liabilities as reflected in our audits. DOCUMENTATION:

1) 2017 Audit 2) 2016 Audit 3) COE Financial Questionnaire

11. To satisfy Commission reporting requirements, the institution has submitted notices and copies of all lawsuits filed against the institution within 5 days of being served. ANALYSIS: There are no lawsuits currently pending against the Pipe Trades Training Center. DOCUMENTATION: N/A 12. Compliance with the Higher Education Reauthorization Act Title IV eligibility and certification requirements is maintained, including compliance with default management and audit benchmarks. ANALYSIS: The Pipe Trades Training Center does not participate in Title IV programs. DOCUMENTATION: N/A 13. A written, comprehensive student loan repayment program addressing student loan information, counseling, monitoring, and cooperation with available lenders is utilized. ANALYSIS: The Pipe Trades Training Center does not participate in student loan programs.

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DOCUMENTATION: N/A 14. Students are informed of their ethical responsibilities regarding financial assistance. ANALYSIS: The Pipe Trades Training Center does not participate in student loan programs. DOCUMENTATION: N/A 15. The institution clearly identifies sources of funds and revenues and shows evidence of fiscal stability.

ANALYSIS: Both the budget and the audited financial statements reflect clear evidence of sources of revenue as well as financial stability. DOCUMENTATION:

1) 2018 Budget 2) 2017 Audit 3) 2016 Audit

16. To document financial stability, the institution submits annual audited financial statements prepared by an independent certified public accountant and completed COE financial forms. Financial statements are prepared in accordance with Generally Accepted Accounting Principles (GAAP). The audit is performed in accordance with Generally Accepted Government Auditing Standards (GAGAS). A separate income statement must be provided for each main campus. (See definition of audited financial statements in Section VII. Definitions, Standard Seven.) For initial accreditation, RASs and NETIs must submit audited financial statements for the two most recent fiscal years. Restated (or revised) audited financial statements will not be accepted without third-party certification ANALYSIS: Our financial statements are prepared in accordance with GAAP. Our audits are conducted in accordance with GAGAS. DOCUMENTATION:

1) 2017 Audit 2) 2016 Audit

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The institution demonstrates its financial stability through submission of the most recent audited financial statement that reflects: 17. A minimum, unrounded composite score of 1.5; and, ANALYSIS: Our most recently audited financial statements reflect a maximum composite score of 3.0 DOCUMENTATION: Composite Score Calculation 18. No condition or event which could potentially affect the institution’s ability to continue operation, including but not limited to, contingent liabilities, on-going litigation, or the financial stability of a parent corporation. ANALYSIS: There is no known condition or event which potentially affects our ability to continue operations, as evidenced by our audited financial statements. DOCUMENTATION:

1) 2017 Audit 2) 2016 Audit

19. The institution has a fair and equitable refund policy for the refund of tuition, fees, and other institutional charges in the event the institution cancels a class or if a student does not enter or does not complete the period of enrollment for which the student has been charged. ANALYSIS: We do not charge tuition and fees and thus there is no refund policy. DOCUMENTATION: N/A 20. The institution’s refund policy is published in the catalog and uniformly administered. ANALYSIS: We do not charge tuition and fees and thus there is no refund policy.

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DOCUMENTATION: N/A 21. Refunds, when due, are made without requiring a request from the student. ANALYSIS: We do not charge tuition and fees and thus there is no refund policy. DOCUMENTATION: N/A 22. Refunds, when due, are made within 45 days (1) of the last day of attendance if written notification has been provided to the institution by the student, or (2) from the date the institution terminates the student or determines withdrawal by the student. ANALYSIS: We do not charge tuition and fees and thus there is no refund policy. DOCUMENTATION: N/A 23. Retention of tuition and fees collected in advance for a student who does not commence class does not exceed $100. ANALYSIS: We do not charge tuition and fees and thus there is no refund policy. DOCUMENTATION: N/A 24. The institution complies with the refund policies adopted by the Commission unless a different policy is mandated by an institution’s state/federal approval agency. ANALYSIS: We do not charge tuition and fees and thus there is no refund policy. DOCUMENTATION: N/A Challenges We believe strongly in the soundness of the model for funding apprentice training through the contributions of signatory contractors. Our experience has been that the programs remain well-funded even during years when the economy is not as robust as we would like. We are

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confident that any future financial challenges will be overcome without damaging our programs. Summary We believe that we are in compliance with Standard 7.

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Standard 8 Human Resources

Introduction Loyd E. Williams Pipe Trades Training Center is proud to feature a staff of dedicated individuals who are committed to the mission of our institution and an extensive roster of experienced instructors who share that commitment. The responsibilities of the staff are delineated in written job descriptions. The instructors are evaluated by their students and by their supervisors to ensure that they are keeping up-to-date in their fields and are effectively communicating the content of the courses they teach. In short, we believe the quality of our staff and faculty is a very strong point in our favor. General 1. Duties and responsibilities of each position are specified in written job descriptions made available to administrators, faculty, and staff of the institution. ANALYSIS: There are written job descriptions for each full-time and part-time position. DOCUMENTATION: Job Descriptions 2. The institution has provided and implemented appropriate and published procedures for handling complaints/grievances for faculty and staff, consistent with the policies of the institution’s governing board. ANALYSIS: The staff has access to the grievance procedures specified in the collective bargaining agreement between the training center and Local 29 of the Office & Professional Employees International Union (OPEIU). The instructors have access to a complaint process as spelled out in the Instructor Handbook. DOCUMENTATION

1) Local 29 Agreement 2) Staff Handbook 3) Instructor Handbook

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3. Appropriate procedures have been developed for the continuous evaluation of the performance and effectiveness of all institutional employees, with at least an annual written formal review and evaluation. ANALYSIS: The performance of each staff member is evaluated annually to ensure that they are fully and competently discharging their duties as assigned. Staff members who are not carrying out their duties as required are subject to discipline and discharge pursuant to the terms of the collective bargaining agreement. Instructors are also subject to regular review based in part upon student evaluations. DOCUMENTATION:

1) Local 29 Agreement 2) Staff Handbook 3) Instructor Handbook

4. Appropriate orientation procedures for all employees are maintained and followed equitably. ANALYSIS: New staff and new instructors are oriented appropriately to the institution and to their respective responsibilities and duties. DOCUMENTATION:

1) Staff Handbook 2) Instructor Handbook

Faculty 1. The institution has a sufficient number of faculty members to fulfill its mission and operate its programs. ANALYSIS: The training center has a large roster of instructional staff of widely varied experience that is more than sufficient to instruct students properly and to fulfill the institutional mission. DOCUMENTATION: Roster of Instructional Staff

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Each faculty member possesses: 2. A least a high school diploma (or its equivalent); ANALYSIS: Each instructor possesses a high school diploma or the equivalent thereof. DOCUMENTATION: Roster of Instructional Staff 3. Expertise in the area of responsibility that is actively maintained; and, ANALYSIS: Each instructor has extensive experience in their area of responsibility and is expected to keep up-to-date in their knowledge of the field. The training center encourages instructors to pursue opportunities for professional development that will help maintain and improve their skills. DOCUMENTATION:

1) Roster of Instructional Staff 2) Instructor Handbook

4. A record of performance that reflects work-based standards as interpreted by the institution. ANALYSIS: As part of the ongoing process of instructor evaluation, the performance of instructors is reviewed according to applicable and appropriate standards. Student evaluations and observations by the Curriculum Coordinator and Field Coordinator are used in assessing the performance of instructors. DOCUMENTATION: Instructor Handbook 5. Additional requirements established for faculty members by the institution’s governing board and/or state regulatory agencies are met.

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ANALYSIS: Standards for instructors are subject to review by Foothill Community College as required by regulations established by the State of California. DOCUMENTATION: Foothill College Agreement 6. Faculty members who teach general education courses in associate degree programs hold a minimum of a bachelor’s degree with 15 semester hours or 23 quarter hours in the teaching discipline with a grade of at least a ‘C’ in these courses. ANALYSIS: We do not offer an associate degree program at this time. DOCUMENTATION: N/A 7. Faculty members who teach technical course in associate degree programs have a minimum of an associate degree in an area that is related to the technical courses they teach. (In exceptional cases, evidence of documented work experience and skills in the technical field may be considered in lieu of formal academic requirements.) ANALYSIS: We do not offer an associate degree program at this time. DOCUMENTATION: N/A 8. For all coursework delivered via distance education: The institution provides appropriate training for faculty who use technology in distance education courses and programs. ANALYSIS: We do not offer distance education courses at this time. DOCUMENTATION: N/A 9. The institution plans, provides, supports, and annually documents professional growth opportunities for and participation by all faculty members.

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ANALYSIS: We encourage and support our instructors to pursue opportunities for professional growth and development. In particular, we are supportive of opportunities available by arrangement with Foothill College and those offered for participants in the Instructor Training Program of the International Training Fund (ITF). DOCUMENTATION: Instructor Handbook 10. Documentation is available to demonstrate that each faculty member in a technical field maintains liaison with employers in the technical field through annual visitations and personal contact. ANALYSIS: Each instructor in the program is either actively employed in the field and/or is kept in touch with employers as facilitated by the efforts of the Field Coordinator and the Curriculum Coordinator. DOCUMENTATION:

1) Roster of Instructional Staff 2) Job Description for Field Coordinator 3) Job Description for Curriculum Coordinator

Administrative and Supervisory Personnel 1. The institution has a sufficient number of administrative and supervisory personnel to fulfill its mission and operate its programs. ANALYSIS: The Director of Training is responsible for the overall administration and supervision of the organization. He is assisted by the Field Coordinator, the Curriculum Coordinator, and the Office Manager. DOCUMENTATION:

1) Job Description for Director of Training 2) Job Description for Field Coordinator 3) Job Description for Curriculum Coordinator 4) Job Description for Office Manager

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2. All administrative and supervisory personnel possess postsecondary education credentials and/or experience and demonstrated competencies appropriate to their areas of responsibility. ANALYSIS: The administrative and supervisory personnel have extensive training and experience that is well-suited to their assigned areas of responsibility. DOCUMENTATION:

1) Signed Personnel Form of Carl Cimino 2) Signed Personnel Form of Scott Stroh 3) Signed Personnel Form of Mark Likeness 4) Signed Personnel Form of Glenna Otis

Instructional Support Staff 1. The institution has a sufficient number of instructional support staff members to fulfill its mission and enable its programs. ANALYSIS: The support staff consists of five individuals under the supervision of the Office Manager who provide all necessary assistance to support the mission and programs of the training center. DOCUMENTATION: Organizational Chart 2. Personnel are employed to maintain student records and financial records; to assist in producing instructional materials; and to prepare correspondence, reports, and other records as needed. ANALYSIS: The support staff consists of the Registrar, Lead Administrative Assistant, Technology Assistant, Media Specialist and Apprentice Pay Assistant under the supervision of the Office Manager. Collectively they are responsible for student records, financial records, instructional materials, correspondence, and reports.

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DOCUMENTATION:

1) Job Description for Registrar 2) Job Description for Lead Administrative Assistant 3) Job Description for Technology Assistant 4) Job Description for Media Specialist 5) Job Description for Apprentice Pay Assistant

3. All instructional support staff possess education credentials and/or experience and demonstrated competencies appropriate to their areas of responsibility. ANALYSIS: The support staff possesses appropriate training and experience to perform their duties and responsibilities in a professional manner. DOCUMENTATION:

1) Signed Personnel Form of Marisa Booth 2) Signed Personnel Form of Cindy Amaral 3) Signed Personnel Form of Kim Nakamoto 4) Signed Personnel Form of Will Rodriguez 5) Signed Personnel Form of Barbara Field

Non-Instructional Support Services 1. Custodial services are available to provide routine care and maintenance of facilities and grounds for the institution. ANALYSIS: The facilities technician is responsible for routine care and maintenance of the facilities and grounds with additional assistance as required. DOCUMENTATION: Job Description for Facilities Technician 2. Preventative maintenance services are provided to ensure continued operation of the facilities. ANALYSIS: Preventive maintenance services are the responsibility of the facilities technician.

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DOCUMENTATION: Job Description for Facilities Technician

Challenges Notwithstanding the strength of our human resources, we are mindful of the need to maintain adequate numbers of staff in the event enrollment increases in the future. We are also mindful of the need to continue to ensure that our instructors are up-to-date and effective. Continued emphasis on professional growth and development as well as recruitment of new instructors are key elements in meeting that challenge. Summary We believe that we are in compliance with Standard 8.

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Standard 9 Organizational Structure

Introduction Loyd E. Williams Pipe Trades Training Center has an organizational structure that is common for registered apprenticeship organizations. The organization is founded on a common interest among employers and employees to provide for well-trained individuals who can assume positions of employment within the pipe trades industry. The Board of Trustees is composed equally of representatives of labor and management who establish the policies and set the overall direction within the boundaries of applicable federal and state regulations. The Board of Trustees has hired an individual to serve as Director of Training to oversee the implementation of policies and to supervise the employees. The functional relationships of the different personnel are described by the organizational chart. 1. The institution has a properly constituted governing body or board that has the legal authority and responsibility for the institution’s operation and control. ANALYSIS: Loyd E. Williams Pipe Trades Training Center is organized as a non-profit institution under section 501 © (5) of the Internal Revenue Service Code. The governing body is a sixteen member Board of Trustees known as the Joint Apprenticeship Training Committee (JATC). Half of the members of the board are representatives of the union and half of the members of the board are representatives of local employers. Under the trust document, which established the training center as a legal entity, the Board of Trustees has the responsibility for setting the policies and determining the overall direction of the organization. DOCUMENTATION:

1) IRS Non-Profit Determination 2) Trust Document 3) List of Board of Trustees

2. If applicable, the non-public institution has in custody the currently valid original document(s), typically a license, required to operate as an occupational education institution within the state or federal jurisdiction where it is located.

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ANALYSIS: Loyd E. Williams Pipe Trades Training Center is authorized by the State of California to operate at its current location. The Pipe Trades Training Center is also certified by the U.S. Department of Labor. DOCUMENTATION:

1) Letter from State of California, 8/19/16 2) U.S. Department of Labor Certificate

3. The authority for implementation of the governing body’s policies is delegated to a chief administrative officer is responsible for the institution’s operation. ANALYSIS: The Chief Administrative Officer is the Director of Training. He is authorized by the Board of Trustees to implement the policies established and to supervise all of the employees of the training center. DOCUMENTATION:

1) Organizational Chart 2) Job Description for Director of Training

4. The chief administrative officer is the official of record for all purposes of the Commission, is a full-time staff member of the institution, has his/her office on the main campus, and is the Commission’s point of contact with the institution, including branches, if any. ANALYSIS: The Director of Training is the Chief Administrative Officer. He is a full-time employee of the Loyd E. Williams Pipe Trades Training Center and his office is located at the sole campus of the training center on 780 Commercial Street, San Jose, California. He is the official of record and point of contact for COE. DOCUMENTATION:

1) Job Description for Director of Training 2) COE Candidacy Application Certification & Disclosure Statement

5. An organizational chart is available that shows the functional relationships among the personnel of the institution.

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ANALYSIS: The organizational chart accurately reflects the current functional relationships among the personnel of the institution. DOCUMENTATION: Organizational Chart 6. The organizational structure is designed to promote the effective operation of educational programs and institutional services for students. ANALYSIS: The organizational structure is well designed to promote the effective operation of the educational programs and to serve the mission of the institution. The Board of Trustees represents the interests of employers and workers in the pipe trades. The trustees establish policies that are carried out efficiently and effectively by the organization under the overall supervision of the Director of Training. DOCUMENTATION: Organizational Chart Challenges There are no substantial challenges in the area of organizational structure. Summary We believe that we are in compliance with Standard 9.

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Standard 10 Student Services and Activities Introduction The scope of student services provided is limited but appropriate to the nature of our educational programs and our mission. Our students, as apprentices, are full-time working individuals. We do provide the important elements of student services – assessment, orientation, advisement, an opportunity to air grievances – along with placement services. In fact, placement in employment is not ancillary to what we do or an outcome of how we train people, but rather it is the essential element of what is unique and productive about apprenticeships. 1. Tests or other means of assessing the achievement and aptitudes of students for various occupations are appropriate and are used to provide personalized counseling and program placement services to students. ANALYSIS: In order to be admitted to any of the three apprenticeship programs, students must take and achieve a minimum passing grade on a test designed by the National Occupational Competency Testing Institute (NOCTI) to determine aptitude and suitability for potential apprentices. In addition, students in all three of the apprenticeship programs must take and pass the JATC Completion Examination before graduating. Students in the plumbing apprenticeship program must also complete additional exams before graduating. DOCUMENTATION: Policy on Student Coursework, Testing & Records Access

2. There is a student orientation program to acquaint new students with policies, functions, and personnel of the institution. ANALYSIS: The Pipe Trades Training Center provides a robust orientation process for new students. New students are provided a comprehensive paperwork orientation by a member of the administrative support staff. They are then required to complete a 3 part Workplace Readiness Course that includes an OSHA 10 Course, a Union Heritage Course that includes a segment on Union rules and procedures, a segment on the Student Handbook that emphasizes the expectations of the employers and the training center, as well as a short tour of the facilities. New students are encouraged to access the Student Handbook as a reference for questions.

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DOCUMENTATION: Student Services Effectiveness Plan

3. A designated staff member is responsible for maintaining official files and records of students. ANALYSIS: There is an individual who serves as Registrar, being officially responsible for maintaining official student files and records under the supervision of the Lead Administrative Assistant, and the Office Manager. DOCUMENTATION:

1) Job Description for Registrar 2) Job Description for Office Manager 3) Job Description for Lead Administrative Assistant

4. Written procedures for access to student coursework, testing, and records are established to protect their confidentiality, limiting access to authorized personnel only. ANALYSIS: The Pipe Trades Training Center has a strict policy on access to student records that adheres to the legal requirements established in FERPA. DOCUMENTATION: Policy on Student Coursework, Testing & Records Access 5. The institution, upon request by students, provides transcripts or procedures for obtaining transcripts containing as a minimum the following information: program of study, courses or units of study completed with corresponding grades, and period of enrollment. ANALYSIS: The institution provides transcripts upon requests by students. The transcript information provided meets the accepted standards of completeness and accuracy DOCUMENTATION:

1) Policy on Student Coursework, Testing & Records Access 2) Sample Student Record

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6. All period-of-enrollment, financial, academic, and current educational progress records are available at the institution. ANALYSIS: Under the supervision of the Office Manager, the Registrar maintains all student records in both electronic format and hard copy version. DOCUMENTATION: Sample Student Record 7. Preserving and protecting student coursework, testing, and records are provided by the use of storage devices, duplicate physical or digital records, security files, or other measures that ensure both the preservation and security of the records from fire, theft, vandalism, and other adverse actions. ANALYSIS: Hard copy records are maintained in a secure room on the premises of the Pipe Trades Training Center with adequate fire protection. Electronic records are maintained securely on a server that has up-to-date security protocols as well as cloud-based backups performed on a regular basis as described in the Disaster Recovery Plan. DOCUMENTATION:

1) Physical Facilities & Technical Infrastructure Plan 2) Disaster Recovery Plan

8. The institution provides and has implemented appropriate grievance policies for handling complaints from students as described in the institution’s catalog and/or the student handbook. ANALYSIS: The student grievance procedures are described in detail in the Student Handbook. DOCUMENTATION: Student Handbook, pp.5-6 9. The Commission’s mailing address, telephone number, and website are included within the grievance policy for cases where the grievance is not settled at the institutional level.

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ANALYSIS: COE contact information is included in the grievance procedure information provided to students. DOCUMENTATION: Student Handbook, pp.5-6 10. Institutional records reflect that program complaints and grievances receive due process and include evidence of resolution. ANALYSIS: There are very few grievances filed against the training center. Those that have been filed were handled in accordance with the established procedures and have been adjudicated fairly. DOCUMENTATION: Records of Student Grievances 11. The institution maintains records on student complaints that are filed in accordance with the institution’s grievance policy to ensure acceptable quality in the educational programs offered by the institution. ANALYSIS: The institution maintains copies of the student complaints that have been filed in order to comply with our policies and to ensure fairness. DOCUMENTATION: Records of Student Grievances 12. The institution provides academic advisement services to assist students in planning and completing the occupational programs that they pursue. ANALYSIS: Staff is available to advise students on their individual progress and other matters related to their potential employment opportunities.

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DOCUMENTATION: Student Services Effectiveness Plan 13. If the Institution has processed Title IV loans or is currently processing Title IV loans, it has a default management plan that meets the requirements of the Commission for as long as required by the U. S. Department of Education to maintain a plan. ANALYSIS: We do not currently process Title IV loans or grants. DOCUMENTATION: N/A 14. The institution has adopted and implemented a written plan for the health and safety of students in cases of sickness, accidents, or emergency health care needs on campus; and the plan is evaluated regularly. ANALYSIS: Since July of 2014, the training center has followed a rigorous and detailed plan for student health and safety. Like all policies it is subject to periodic review and updating. DOCUMENTATION: Injury and Illness Prevention Program 15. A system is in effect for reporting and investigating all incidents affecting health and safety. ANALYSIS: The safety program includes specific steps for reporting and investigating all incidents that impact upon student health and safety. DOCUMENTATION: Injury and Illness Prevention Program

16. The institution is responsible for any reasonable accommodations of students who are identified to have special needs.

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ANALYSIS: We comply with all applicable state and federal regulations regarding the accommodation of individuals with special needs. DOCUMENTATION: Apprenticeship Standards 17. The institution has a written plan for determining the effectiveness of student personnel services, for documenting an annual evaluation of these services, and for disseminating the results to the staff so that pertinent information can be used to improve the student personnel services. ANALYSIS: We have recently adopted a comprehensive plan that encompasses all current student services and provides for a mechanism to survey students and use the results of that survey to consider improvements. The training center also receives input from monthly meetings of the Apprenticeship Council to gain perspective on student service needs. DOCUMENTATION: Student Services Effectiveness Plan 18. The institution provides placement services for all program completers. ANALYSIS: The essence of the apprenticeship process is the direct connection between post-secondary training we offer to individuals and their employment in the field. Each of our apprentices is placed with an employer and paid throughout the course of their training. It is anticipated that in most cases they will continue to work for the same employer after successfully completing the apprenticeship program. DOCUMENTATION: Apprenticeship Agreement 19. The institution demonstrates that it is following a written plan for placement services.

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ANALYSIS: The training center follows the established protocols for placing individual apprentices and has a follow-up process that relies upon our ongoing relationship with the local union. DOCUMENTATION:

1) Apprenticeship Agreement 2) Institutional Placement & Follow-up Services Plan 3) Workbook Records

20. – 24. The plan for placement services includes the following elements: Identification of responsibility for coordination of services; A communications network (must exist between the person responsible for placement coordination, the staff, the faculty and various businesses and industries of the service area; File/listing of employers and employment opportunities; Counseling of students; and Maintenance of placement records for completers as a means of measuring the success of the institution in achieving its mission. ANALYSIS: Every one of the elements of the ideal placement services plan (Identification of responsibility; Communication; Listing of employment opportunities; Counseling; Maintenance of records) are contained within the apprenticeship process. Students are admitted to one of the three programs only if they can be placed in the field with paid employment. The process depends upon continued flow of information among the training center, the apprentices, and the employers. The employers who hire students from our programs are represented on our Board of Trustees. The union, to which the apprentices belong, is also represented on the Board of Trustees. Through the union’s records we have access to the employment records of our graduates. DOCUMENTATION: Institutional Placement & Follow-up Services Plan Challenges The central component of placing our students in employment works exceptionally well. We are, however, mindful that improvements could potentially be made in other areas of student services. We look forward to assessing the results of student surveys to determine if any changes are advisable. Summary We believe that we are in compliance with Standard 10.