FASHION DESIGN & MERCHANDISING Annual Program Planning Worksheet 2011 - 2012

A. ANNUAL PROGRAM PLANNING WORKSHEET (APPW) Program: Fashion Design and Merchandising Planning Year: 2011-2012 Last Year CPPR Completed: 20102011

Unit: Human Development Cluster: Work Force and Economic Development Next Scheduled CPPR: 2012-2013

NARRATIVE: APPW I.

Program Outcomes A. Fashion Design 1. Recognize and apply the principles and elements of design 2. Recognize and identify design elements and trends from key eras of fashion history 3. Identify career opportunities in the industry 4. Identify type, fiber content, properties and uses of textiles 5. Demonstrate understanding of what constitutes apparel quality and fit 6. Evaluate and apply apparel production concepts, techniques and how to bring a design/collection to market

B. Fashion Merchandising 1. Recognize and apply the principles and elements of design 2. Recognize and identify design elements and trends from key eras of fashion history 3. Identify career opportunities in the industry 4. Identify type, fiber content, properties and uses of textiles 5. Demonstrate understanding of what constitutes apparel quality and fit 6. Understand and demonstrate key concepts of fashion merchandising, buying and marketing Student learning outcomes, both at the Program and Course level are directly linked to course outcome and objectives. Both SLO and Course Objectives have been developed with the primarily emphasis on preparing degree and certificate recipients for entering and progressing in the working world. Curriculum is also designed to meet these outcomes while allowing for transfer to other educational institutions. These outcomes, course content, and assessment tools are strongly related to the program goals. We strive to meet the needs and learning styles of your students by developing and offering relevant content, creating assignments and activities that encourage knowledge acquisition and skills building, using a variety of information deliver systems (lecture, group discussions, guest speakers, filed trips, and such), and providing meaningful feedback. The motto of our program when developing material, assignments and tests is “What do you really want them to know?” Faculty are directed to frequently refer to the course outlines and outcomes when determining what needs to be taught, how to teach/present that material, and how to measure that the students’ mastery of skills and knowledge (assignments, activities, tests). Emphasis is placed on being able to perform tasks that require application of skills and knowledge. Tests are largely objective in nature and test the students’ ability to recall and apply facts, dates, and terminology, perform calculations, and solve problems. Assignments are set up to earn a set number of points which helps avoid the problem of subjective grading.

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To ensure high quality instruction we hire industry professionals with solid expertise in the area of instruction, evaluating all instructors regularly, providing feedback, keeping on ongoing open dialogue about program issues and student needs, and discussing educational strategies. We also bring in guest speakers and take the students on field trips to insure they get additional exposure to industry facilities and professionals. While the SLOs do not directly refer to ethics and effective citizenship, there is much emphasis, program wide, on developing positive skills and habits such as communication skills, learning to deal with deadlines, learning and using effective and timely work habits, working within teams, and understanding our global community and the reality of the diversity of people they will encounter as they progress in college and in their future careers. Students are provided with historical and current references that aid them in developing a broader view of the world. Efforts are made to provide an educational experience that encourages students to respect differences and see the advantages of being an ethical, participatory citizen.

II.

Program Connections to College Mission, Vision and Values, Strategic Goals and/or College Master Plans: Mission:

At Cuesta, students acquire the tools to be academically successful, develop critical thinking skills and expertise, and learn to appreciate the contributions of all people in a diverse society. At Cuesta, we work together with dignity and respect toward the common goal of serving our students. At Cuesta, we respond effectively to the personal, academic, and professional needs of our community. Vision: Cuesta College is dedicated to accessible, high-quality education for the support and enhancement of student success, professional development, and the community we serve. Values: Access, Success, Excellence.

The mission of the Fashion Design and Merchandising program (FDM program) is to provide a quality education that offers students the opportunity to learn relevant information and develop useful skills that will allow them to successfully pursue a career in the fashion industry, transfer to other educational institutions and/or provide for professional development and personal enrichment and to meet the needs of industry. The goals of our program for fulfilling its mission and for maintaining its status, addressing future trends, meeting faculty, staff, and student needs are as follows:  To introduce the “real world” of fashion to students seeking career information, to prepare students to be well-informed consumers, and to provide personal enrichment.  To prepare students for the entry into or advancement within the fashion industry with appropriate skills and knowledge. Our program emphasis is on providing industry relevant learning opportunities ad skills development.  To provide curricula in fashion design and merchandising leading to the completion of a Certificate of Completion in Fashion Studies, or a Certificate of Proficiency or AA Degree in Fashion Design or Fashion Merchandising.  To prepare the undergraduate for the baccalaureate degree.

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The Fashion Design and Merchandising Program strives to keep the concept of being a service provider within a community college environment as an important part of the program goals and commitment to the community. Academic success happens only with qualified faculty, current and relevant curriculum and appropriate facilities and resources. The program goals reflect these aspects of the college mission. Program goals promote/advance aspects of the college mission by providing various opportunities for students to pursue knowledge and develop skills designed to meet the needs of a diverse student population. The emphasis in our program is on developing useful knowledge and practical skills that may be applied to academic goals, transfer options, career entry and advancement, and personal enrichment. Program goals promote/advance aspects of the college mission by providing various opportunities for students to pursue knowledge and develop skills designed to meet the needs of a diverse student population. The emphasis in our program is on developing useful knowledge and practical skills that may be applied to academic goals, transfer options, career entry and advancement, and personal enrichment. Program goals, if not met, distract from the college’s ability to fulfill its mission. If we cannot update/expand our curriculum (especially in the areas of fashion industry computer application), we will place our student at a distinct disadvantage in the industry as a result of not properly preparing our students with critical skills needed to succeed. We will make it harder for students to maximize transfer credits if our curriculum doesn’t evolve along with the changes being made in other educational institutions as they too, try to maintain an industry relevant education. Additionally, a drop in enrollment is likely to occur in the future if we do not offer a competitive program resulting in an inability to attract and retain students. In alignment with the College, mission, vision and values, maintain the quality of education currently provided.

III.

Appropriate Institutional Measurements/Data: Analyze the institutional and program specific measurements (data and evidence) that are most relevant to your current program status, and indicate how attention to these measurements is reflected in program outcomes and assessment and/or student learning outcomes and assessment.

Data Summary and Interpretation o Enrollment: Enrollment is typically higher in the Fall Semester Versus the Spring Semester. Although the 2008-09 year was more balanced. Enrollment numbers have fluctuated but overall, we have seen an increase over the five year span.  Due to budget issues, some classes that were low enrolled were dropped from both Fall and Spring semesters.  Offering FDM 263 Apparel Construction every semester has proved successful.  Rotating the course offerings and varying the times offered has also helped retain students and bring in new ones as well.

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o

Fill rates: Fill rates for our courses vary dramatically but typically range from 50 to 110 percent. We did have a 103.5% fill rate in Fall of 2009. Some FDM classes were cut and we assume those students enrolled in the remaining open FDM classes. Ironically, cutting classes across campus may have actually increased our enrollment. Students looking for an elective open course naturally gravitated towards fashion. Both our Apparel Construction and Pattern Development prove to be popular and we are looking to expand on this interest by offering both in the day and evening and drawing students from fashion, the community and drama department.

5

o

Success Rate (the number of A, B, C, and CR grades divided by the number of A, B, C, CR, D, F, NC, and W grades) and Retention (the number of A, B, C, CR, D, F, NC and I grades divided by the number of A, B, C, CR, D, F, W, NC, and I grades- in other words, those who did not drop and received some sort of grade other than a W). The FDM Program’s average success rate has averaged 74.44% which is slightly higher than the college average of 72.2%. The retention rate has averaged 83.4%, just slightly below the college average of 85.8%.We have addressed these two areas together as we feel there are similar factors that influence the statistics.  The success rate varies dramatically from course to course and often within each course by semester.  Students take Fashion classes for a number of reasons. In addition to those seriously considering a career in the fashion industry, we get a large number of students “trying it out”- to see if they really are interested after finding out more about the field, the requirements and their general aptitudes. We also get a fair number of students taking a Fashion class as an elective because they thing it will be “fun and easy”. While we don’t have hard numbers to support this, the majority of instructors do require a Student Survey (see below) at the beginning of the semester and there are a number of questions related to the students’ past fashion related experience, interests, goals. Not all students enrolled in our Program are Fashion majors, nor will they all find the courses “fun and easy” (we hope they find them fun, but challenging).  We end up issuing a fair number of “W” for those who decide they need to spend their time and energy in other areas. We also find that some F grades are issued to those that simply fail to finish the course after the W deadline rather than those who are unable to do the work at a satisfactory level.  We have an unpredictable pattern for success and retention but an overall average consistent with the college as a whole.

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o

FTES/FTEF: Our averages for FTES per FTEF as well as Theoretical FTES per FTEF have been slightly lower than our department, cluster and college numbers. This is due (at least in part) to: The smaller cap sizes of lab classes of which we have several each semester. These classes can hold a limited number of students due to the need for space and a great deal of personal attention and instruction (examples include but are not limited to: Pattern Development, Apparel Construction, and Fashion Illustration).  Additional notes:  FDM 47, Independent Study. Students sign-up individually if they wish to pursue an independent study. While a faculty member is assigned to supervise (generally the Lead Faculty), there is no salary paid for this function.  As all FDM faculty are part-time faculty members, and most are not eligible for fringe benefits, we represent a “bargain” in terms of overall employee compensation.

o

Degree and Certificate completion:  The number of students that qualified and applied for an Associate of Arts Degree is was 26 from 2004-2009. The majority, 18, received their degree in Fashion Merchandising and the remainder, 8, received their degree in Fashion Design.  The certificates required the exact same courses as the degree- less the general education requirements. The number of certificates awarded 2004 – 2009 was 4 total.  While the numbers may be small, we feel our program is still very successful for the following reasons: o Some students complete most or all of the course work but apply for a general studies degree. o Some students may take only one to most of our FDM courses and choose to transfer to a four year program or specialized private program. o Some students come to us late in their scholastic endeavors at Cuesta, but because of one or two FDM courses, they decide to pursue a fashion related career or four year degree. o Some students discover through their FDM classroom experience that while they like fashion (and shopping), a career in fashion is not what they originally thought it would be and that they may be better suited to another career field.

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B. Areas for change to facilitate program quality and growth. The statistical data has shown consistency, growth, and room for change in various areas. We provide a meaningful opportunity for students to explore possible careers, to express their creativity, to develop and strengthen skills and to expand their knowledge from the perspective or a consumer or industry professional. The quality of instruction is high and we continue to receive positive feedback from students and employers. While we have had significant growth in over all student enrollment over the past 15 years, we have seen our growth slow and occasionally stall within the last five years. The fashion industry, both merchandising and design, has undergone major changes from the effects of new technologies, (related to areas such as textiles, computer processes, communications, marketing and more), the shift of labor bases, global and domestic economic issues, changes consumer buying patterns and habits, new business models and so much more. We are at a critical juncture as we must move forward in order attract and educate students, provide them with the knowledge and skills necessary to further their education and/or succeed in an quickly changing and dynamic industry. We are focusing our attention on the Design portion of our program but are looking at creative concepts for the program as whole. Our program continues to be popular for part time students, both those looking for enrichment and those seeking a degree or certificate. Increasing our enrollment through promoting the program we do have and seeking out alternative students, such as re-entry and high school students, and students from other departments such as drama, art and business will keep our program healthy. Combining courses and designing a logical yet creative class rotation will also strengthen our program. Offering courses at the North County campus, online, and at different times of day with alternative schedules may also increase our enrollment. Seriously reviewing our CAPs in relationship to the course material and physical classroom environment needs to be done and this will also affect our fill rates.

IV. Program Outcomes Assessment: Summarize recent assessment efforts and assessment methods within the program. Include an assessment cycle calendar if one is established. The Fashion Design and Merchandising department in the fall of 2010 implemented its first attempt at standardizing an assessment program for all classes. This was done in conjunction with all Human Development courses. Each enrolled student was given a questionnaire listing the current course’s student learning outcomes and asked to rate on a scale from “not at all”, to “very well” as to what they felt their own personal achievement was to that specific outcome. The following is an example of a questionnaire filled out by students at the end of fall 2010 FDM classes:

9

O

Very Well

O

Fairly Well

Somewhat

1. I am able to define terminology used in the apparel, textile, and merchandising fields.

Slightly

Instructions: Your participation in this assessment of student learning will help improve the quality of education at Cuesta College. The ratings you provide will not affect your course grade or any other personal evaluation. Please rate your achievement of each of the learning outcomes by filling in a bubble on the rating scale provided to the right of each statement. Mark the level of achievement that best describes your learning at the completion of the course.

Not at all

Learning Outcomes Assessment - FDM 210

O

O

2. I am able to determine the fundamental concepts of consumer demand, current trends, and factors that influence clothing and fashion change.

O

O

O

O

O

3. I am able to trace the development, production, and marketing of merchandise from concept to consumer.

O

O

O

O

O

4. I am able to analyze the interrelation of each level of the industry.

O

O

O

O

O

5. I am able to evaluate one’s potential as a professional in the areas of apparel, textiles, and merchandising.

O

O

O

O

O

Data from these assessment efforts are still being created and we have no feedback as of yet. However, we plan on continuing with this format in the spring of 2011 and improving upon the system in the fall of 2011. Discussion with in the department includes standardizing rubrics we already have and connecting each course rubric with each courses’ student learning outcomes. No calendar for assessments has been established. The following are the established Student Learning Outcomes for every Fashion Design and Merchandising course: FDM 210 1. Define terminology used in the apparel, textile, and merchandising fields. 2. Determine the fundamental concepts of consumer demand, current trends, and factors that influence clothing and fashion change. 3. Trace the development, production, and marketing of merchandise from concept to consumer. 4. Analyze the interrelation of each level of the industry. 5. Evaluate one’s potential as a professional in the areas of apparel, textiles, and merchandising. 10

O

FDM 212 1. predict fabric performance, use and care based on fiber properties, yarn structure, fabrication, fabric construction, and fabric finishes. 2. perform and evaluate simple tests to identify fiber content and predict fabric performance. 3. identify a wide variety of fabrics by common name, usual fiber content, yarn structure, fabric construction, and fabric finish and recommend their end use as textile products. 4. relate textile law and legislation to textile product selection and consumer rights. 5. identify care and use of textile products. FDM 214

1. The student will be able to apply correct terminology for garment silhouettes, garment details, findings, stitches, seams, edge treatments and apparel construction features. 2. The student will be able to relate legislative regulations and labeling requirements as applied to apparel. 3. The student will be able to identify and evaluate various commercial apparel construction techniques and related quality factors. 4. The student will be able to evaluate textile quality to meet aesthetic and functional performance expectations for apparel. FDM 215 1. Demonstrate a knowledge of the principles and elements of design. 2. Gain awareness of the properties of color and an understanding of color theory and application. 3. Demonstrate professional presentation and lettering. 4. Analyze various designs from the standpoint of artistic principles. 5. Demonstrate the critical skills (visual, oral and written) used in design analysis by solving design problems in a creative way. FDM 216 1. Render a fashion “croquis” using the 9-head measuring techniques. 2. Use one and two point perspective in drawing and apply this to respective disciplines. 3. Successfully draw the fashion figure using various classic poses, also action poses. 4. Gain ability in shading techniques, and techniques in rendering various fabrications including those with texture, stripes, plaids, and prints 5. Render portfolio quality illustrations for their discipline. FDM 218 1. Analyze the aesthetics of a design applying elements and principles of design and color theory. 2. Translate ideas into saleable garments practical for manufacturing purposes. 3. Create concept and line boards. 4. Evaluate current fashion trends that target customer needs. 5. Use trade sketching techniques to incorporate appropriate fabrication, color, and texture into projects.

FDM 220 1. Recognize the significance of apparel: socio-psychological, physiological and cultural influences. 2. Identify influences on consumer clothing selection: physical, demographic, fashion industry. 3. Apply design principles and elements to clothing and individuals. 4. Understand consumer clothing purchase issues: fit, quality, care, wardrobe planning. 5. Group fashion personalities . 6. Plan wardrobes .

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FDM 225 1. Identify costume designs from ancient times to the present. 2. Emphasize the relation and influence of historical trends to contemporary fashion. 3. Recognize the social, political, economic, geographic, and religious forces that affect styles of fashion from antiquity to the present day. 4. Awareness and ability to see and identify design details in contemporary styles that originated from a previous era. 5. Explain the influence of historical art to classic contemporary fashion designs. 6. Identity apparel design details from ancient times to the present.

FDM 230 1. Identify target customer and determine Merchandise mix to satisfy demographics. 2. Develop sales forecasts and create a six month merchandising plan to determine inventory levels And open-to-buy. 3. Prepare assortment plans and calculate sales ratios. 4. Learn the importance of vendor partnerships and how to develop a negotiating strategy. 5. Use retail math formulas to calculate sales percentage, cost averages, ratios, markup/down, pricing and open-to-buy.

FDM 235 1. Identify and describe target market customers in primary and secondary markets. 2. Produce a series of effective promotional and marketing tools for an apparel related business concept. 3. Demonstrate critical thinking skills and understanding of the promotional mix by way of a persuasive presentation that uses an integrated marketing approach.

FDM 240 1. Identify what materials may be used in different areas of display appropriate to store’s image. 2. Demonstrate techniques used to construct the various displays. 3. Identify the different types of displays appropriate to different products, stores and areas within the stores. 4. Apply the elements and principles of design and color theory to visual merchandising design and display. 5. Work within a determined/fixed promotional budget.

FDM 260 1. Recognize apparel product categories, market segments, and consumer groups. 2. Analyze trend forecasting methods. 3. Apply Line Development theories. 4. Manage color, print, and fabrication in apparel designs. 5. Develop specifications, bills of materials, and cost sheets. 6. Judge quality and proper fit.

FDM 263 1. Demonstrate understanding of clothing construction techniques. 2. Develop skills in garment construction through the construction of a dress, blouse, or shirt 3. Develop skills in evaluating the quality of garment fit and construction.

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FDM 265 1. Demonstrate accurate body measurements. 2. Create a customized hip block/sloper skirt pattern. 3. Analyze garment fit and required adjustments. 4. Draft a variety of flat patterns (skirts, bodices, sleeves, and collars) from a sloper pattern. 5. Interpret garment designs and demonstrate proper flat pattern method for its creation. FDM 270 1. Identify customer and target markets. 2. Create portfolio formats 3. Explores the roles and historic important influences in fashion design. 4. Prepare a design presentation 5. Render designs using illustrative and flat drawing techniques.

V.

Program Improvement(s): Briefly summarize program changes and improvements since the prior APPW and/or CPPR based on analysis of outcome assessment results.

Instead of having the basically same schedule for each fall and spring, we began a three semester class rotation to help improve our fill rates but to also accommodate the students. With the help of Cuesta’s marketing department, you can now find Cuesta College Fashion on facebook and become a fan! Our students and faculty are once again participating in the (sometimes) annual Fashion Symposium in Los Angles with contests, judging, fashion shows and static displays. The lead faculty member has continued conversation with the local high school instructors to create a smooth transition from area high schools to Cuesta’s fashion program.

VI. Program Development/Forecasting We would like to have a full time faculty member to oversee the development of the program. This would include updating curriculum to reflect industry standards, consolidating classes, and creating a more concise AA degree and individual Certificates for specific areas of study (i.e.: Fashion Journalism, Costume Design, Textile Design, Garment Technician, Fashion Stylist, for example). Due to unknown budget constraints, we hope to keep classes from our department available to the community.

VII. Anticipated Program and/or Scheduling Changes Creating short courses or a semester combining three courses into one semester is a direction we would like to pursue. Instructing classes online and providing Computer Aided Design instruction will likely happen in the future.

VIII. Facility Changes Discussion of removing Fashion classes from room 2503 continues to come up each year and even though we have not received an official notice, we are assuming a move is in our future. The Fashion Design and Merchandising faculty are open to teaching anywhere that has decent equipment, storage and tables. Because we are able to access the costume design classroom 7309, most of our heavy equipment is there with the exception of the textiles microscopes which do require special storage. 13

IX. Staffing Projections A full time faculty member would alleviate many of the problems the FDM department faces. Consistency of curriculum, updating curriculum, marketing our program, scheduling, would all benefit from having a full time faculty person. Because the costume design classroom contains expensive equipment and is used primarily by the fashion instructors, having a student or part time lab technician would insure the safely of our students and the preservation of valuable equipment. It is of great concern that students use the machines, scissors, cutting blades, etc. with out enough supervision.

X.

Overall Budgetary Issues

Certainly having classes cut has huge ramifications for students and faculty. Being able to move students through the program in two years becomes difficult when classes are removed from a semester. We have already felt the budget crunch on limiting the money spent on materials for instruction. Having no web site is our number one complaint and related to budget issues. Being able to market our program is import to us but we are extremely limited in money for this endeavor. Having no visible presence in the community or online has greatly diminished our numbers over the past few years. Students often tell us they just “stumble” upon the fashion program.

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B.

UNIT PLAN Unit: Human Development Planning Year: 2011-2012

Cluster: Work Force and Economic Development

NARRATIVE: Unit Plan The majority of our fiscal needs are either updating or maintaining what we already have. Because our industry goes through swift changes every year, we need to update our collection of garments, fabrics, reference books, DVDs, and related items to have to use as examples for lectures and projects. It is vital to remain in step with current changes in the fashion business and using apparel samples, video, etc. that is more than a few decades old is a real detriment to our department. Betty Boster who has been instrumental in providing much of what we currently have in our library (much owned by her personally) is retiring soon and will need to take some of her personal items with her. Secondly, the upkeep and maintenance to some of our machines, shears, and blades are extremely important. We are asking for some money this year to service sewing machines and sharpen used scissors and rotary blades. Some of the requests in the unit plan involve potential physical changes to room 2503. However, the future of where we teach may be unknown at this point. Technology requests reflect updating our instruction to be current with industry standards. Protecting the equipment and providing a safe environment for students in room 7309 is the goal for employing a laboratory technician for the costume design classroom.

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C.

CAREER TECHNICAL EDUCATION (CTE) TWO-YEAR PROGRAM REVIEW Program: Fashion Design and Merchandising Planning Year: 2011-2012 Unit: Human Development Cluster: Work Force and Economic Development Last Year of CPPR/Voc. Ed Review: 2110-2011 California Ed Code 78016 A. Every vocational or occupational training program offered by a community college district shall be reviewed every two years by the governing board of the district to ensure that each program, as demonstrated by the California Occupational Information System, including the State-Local Cooperative Labor Market Information Program established in Section 10533 of the Unemployment Insurance Code, or if this program is not available in the labor market area, other available sources of labor market information, does all of the following: 1) Meets a documented labor market demand. 2) Does not represent unnecessary duplication of other manpower training programs in the area. 3) Is of demonstrated effectiveness as measured by the employment and completion success of its students. B. Any program that does not meet the requirements of subdivision (A) and the standards promulgated by the governing board shall be terminated within one year. C. The review process required by this section shall include the review and comments by the local Private Industry Council established pursuant to Division 8 (commencing with Section 15000) of the Unemployment Insurance Code, which review and comments shall occur prior to any decision by the appropriate governing body. D. This section shall apply to each program commenced subsequent to July 28, 1983. E. A written summary of the findings of each review shall be made available to the public. NARRATIVE: I. Meets a documented labor market demand.

California’s fashion industry is a $41.9 billion dollar fashion industry. (www.grabstats.com). Second to New York, California employs a large percentage of the more than 4 million nationwide workers. The state industry includes 2 major segments: designers (which consists of product developers and manufacturers) and merchandisers (which include sales and promotion). As usual, a quarter of all fashion designers are self employed and most fashion companies begin as sole proprietorships. The industry has taken a hit over the past few years but because of the ever changing nature of this business, companies continue to thrive. The Bureau of Labor Statistics (www.bls.gov) states that most fashion businesses seek workers with a 2 year fashion degree. It also shows that fashion designers numbered 22,700 in 2008 and it is expected to have 22,900 by 2018. The number of fashion merchandisers is also expected to rise. Median income in 2008 was $61,160. While the local labor market is relatively low, most of our students are not looking for local jobs, but excited to work in a larger city such as Los Angles or San Francisco. We do have many students that have created their own local businesses (see section III). There are plenty of retail management and merchandising 16

opportunities in our area. However, just like the local industry, fashion production is mainly available only in large metropolitan areas within the state. The following statistics were gathered from the Employment Development Department of California at: www.labormarketinfo.edd.ca.gov/commcolleges. Retail Store Operations and Management Jobs in California SOC Code 412031 419099 413099 435081

Occupation Title (Link to Occupation Profile) Retail Salespersons Sales and Related Workers, All Other Sales Representatives, Services, All Other Stock Clerks and Order Fillers Total

2008 Employment 499,400 30,000

Annual Job Openings1 19,900 930

82,500 207,700 819,600

2,790 7,720 31,340

Retail Store Operations and Management Jobs in San Luis County SOC Code 412031 413099 435081

Occupation Title (Link to Occupation Profile) Retail Salespersons Sales Representatives, Services, All Other Stock Clerks and Order Fillers Total

2008 Employment 4,790

Annual Job Openings1 201

280 1,220 6,290

12 43 256

Retail Store Operations and Management Jobs in Santa Barbara County SOC Code 412031 419099 413099 435081

Occupation Title (Link to Occupation Profile) Retail Salespersons Sales and Related Workers, All Other Sales Representatives, Services, All Other Stock Clerks and Order Fillers Total

2008 Employment 6,170 360

Annual Job Openings1 220 8

590 2,150 9,270

19 65 312

Retail Store Operations and Management Jobs in Kern County SOC Code 412031 419099 413099 435081

Occupation Title (Link to Occupation Profile) Retail Salespersons Sales and Related Workers, All Other Sales Representatives, Services, All Other Stock Clerks and Order Fillers Total

2008 Employment 7,090 200

Annual Job Openings1 284 6

720 2,950 10,960

29 118 437

Fashion Design Jobs in California SOC Code 271022

Occupation Title (Link to Occupation Profile) Fashion Designers Total

2008 Employment 5,900 5,900

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Annual Job Openings1 210 210

Fashion Merchandising Jobs in California SOC Code 112021 131022

Occupation Title (Link to Occupation Profile) Marketing Managers Wholesale and Retail Buyers, Except Farm Products Total

2008 Employment 35,800

Annual Job Openings1 1,070

18,300 54,100

470 1,540

Fashion Merchandising Jobs in San Luis Obispo County SOC Code 131022

Occupation Title (Link to Occupation Profile)

2008 Employment

Wholesale and Retail Buyers, Except Farm Products Total

Annual Job Openings1

100 100

2 2

Fashion Merchandising Jobs in Santa Barbara County SOC Code 112021 131022

Occupation Title (Link to Occupation Profile) Marketing Managers Wholesale and Retail Buyers, Except Farm Products Total

2008 Employment 280

Annual Job Openings1 8

110 390

3 11

Fashion Merchandising Jobs in Kern SOC Code 112021 131022

Occupation Title (Link to Occupation Profile) Marketing Managers Wholesale and Retail Buyers, Except Farm Products Total

2008 Employment 210

Annual Job Openings1 8

140 350

5 13

Fashion Production Jobs in California SOC Code 516092 271022 516099

Occupation Title (Link to Occupation Profile) Fabric and Apparel Patternmakers Fashion Designers Textile, Apparel, and Furnishings Workers, All Other Total

2008 Employment 3,300 5,900

Annual Job Openings1 40 210

1,800 11,000

30 280

Small Business and Entrepreneurship in California SOC Code 119199

Occupation Title (Link to Occupation Profile) Managers, All Other Total

2008 Employment 116,700 116,700

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Annual Job Openings1 3,420 3,420

Small Business and Entrepreneurship in San Luis County SOC Code 119199

Occupation Title (Link to Occupation Profile) Managers, All Other Total

2008 Employment

Annual Job Openings1

370 370

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II. Does not represent unnecessary duplication of other manpower training programs in the area. Fashion Design and Merchandising does not duplicate any other comprehensive training programs in San Luis Obispo County

III. Is of demonstrated effectiveness as measured by the employment and completion success of its students. The Perkins IV Core Indicators of Performance by 6-Digit Vocational TOP Code Summary for 20092010 Fiscal Year Planning summary: The Perkins System uses three different TOP codes for Fashion: 130300 Fashion, 130310 Fashion Design, and 130320 Fashion Merchandising. The following is an aggregate of all three codes for Core 1 Attainment: Core 1 Skill Attainment Percent Count Total Program Area Total

90.00

36

40

Female

90.00

36

40

Male

0

0

Non-Traditional

0

0

100.00

1

1

Economically Disadvantaged

87.00

20

23

Limited English Proficiency

100.00

1

1

Single Parent

100.00

1

1

Students with Disabilities

50.00

2

4

0

0

Displaced Homemaker

Technical Preparation District

88.00

97

110

State

89.20

16663

18670

Due to a relatively high number of students with disabilities and economically challenged students, our skill achievement is at 88%, lower than the state rate of 89.2%, both below the 92.46% goal. However, our program area total is better at 90% with the actual numbers being two students with disabilities and three who were economically challenged.

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The following is an aggregate of all three codes for Core 2 Completions: Core 2 Completions Percent Count

Total

Program Area Total

76.00

13

17

Female

76.00

13

17

0

0

Male Non-Traditional

0

0

Displaced Homemaker

0

1

Economically Disadvantaged Limited English Proficiency

63.00

5

8

100.00

1

1

0

0

Single Parent Students with Disabilities

100.00

Technical Preparation

1

1

0

0

District

75.00

33

44

State

74.00

4538

6133

Our completion rate exceeds the state by 1%, ours being 75%, the state at 75%. Both exceeding the 66.13% goal. The following is an aggregate of all three codes for Core 3 Persistence:

Core 3 Persistence Percent Count

Total

Program Area Total

85.30

35

41

Female

85.30

35

41

0

0

Male Non-Traditional

0

0

Displaced Homemaker

0.00

0

1

Economically Disadvantaged

82.60

19

23

Limited English Proficiency

50.00

1

2

Single Parent

100.00

1

1

Students with Disabilities

100.00

4

4

District

89.70

96

107

State

81.40

15133

18585

Technical Preparation

Our Core 3 persistence rate is 89.7%, much higher than the 81.4% state rate and above the 82.18% goal.

20

The following is an aggregate of all three codes for Core 4 Employment: Core 4 Employment Percent Count

Total

Program Area Total

100.00

15

15

Female

100.00

15

15

0

0

Male Non-Traditional Displaced Homemaker

100.00

0

0

1

1

Economically Disadvantaged

100.00

6

6

Limited English Proficiency

100.00

1

1

0

0

Single Parent Students with Disabilities

100.00

Technical Preparation

1

1

0

0

District

100.00

38

38

State

73.60

3836

5213

We do very well in the employment core 4 group. Our department has a 100% employment rate compared to the state at 73.6%, the goal being 79.5%. The following are the three separate TOP codes The Perkins IV Core Indicators of Performance by 6Digit Vocational TOP Code Summary for 2009-2010 Fiscal Year Planning Fashion 130300: Core 1 Skill Attainment

Core 2 Completions

Percent

Count

85.71

24

28

85.71

24

28

Male

0

Non-traditional

0

Program Area Total Female

Displaced Homemaker Economically Disadvantaged Limited English Proficiency Single Parent Students with Disabilities

Total

Core 3 Persistence

Percent

Count

Total

Percent

Count

80.00

8

10

80.00

8

10

0

0

0

0

Total

85.71

24

28

85.71

24

28

0

0

0

0

0

0

0

0

0

0

0

0

12

15

3

5

13

15

0.00

0

1

1

1

100.00

1

1

100.00

1

1

0

0

100.00

1

1

50.00

2

4

1

1

100.00

4

4

0

0

0

0

0

0

80.00

Technical Preparation

60.00 100.00

100.00

86.67

District

85.71

24

28

80.00

8

10

85.71

24

28

State

91.06

3,781

4,152

82.11

1,359

1,655

86.04

3,570

4,149

21

Core 4 Employment Percent

Count

Program Area Total

100.00

9

Total 9

Female

100.00

9

9

Male

0

0

Non-traditional

0

0

Displaced Homemaker

0

0

4

4

Economically Disadvantaged Limited English Proficiency

100.00

1

1

Single Parent

0

0

Students with Disabilities

1

1

0

0

100.00

9

9

77.48

829

1,070

100.00

100.00

Technical Preparation

District State

Performance Rate Less Than Goal is Shaded Core 1 - Skill Attainment, GPA 2.0 & Above: 92.46% Performance Goal - (2006-2007) Core 2 - Completions, Certificates, Degrees and Transfer Ready: 66.13% Performance Goal - (2006-2007) Core 3 - Persistence in Higher Education: 82.18% Performance Goal - (2006-2007) Core 4 - Employment: 79.50% Performance Goal - (2006-2007) Core 5 - Training Leading to Non-traditional Employment: Greater than 20.16% Participation & 22.96% Completion - (2006-2007)

Fashion Design 130310: Core 1 Skill Attainment Percent

Count

Program Area Total

100.00

12

Female

100.00

12

Male

0

Non-traditional Displaced Homemaker Economically Disadvantaged Limited English Proficiency

100.00 100.00

Core 2 Completions

Total

Percent

Count

12

66.67

4

12

66.67

4

0

0

0

0

1

1

8

8

66.67

Core 3 Persistence

Total

Percent

Count

6

83.33

10

12

6

83.33

10

12

0

0

0

0

0

0

0

0

0

0

1

2

3

6

8

0.00 75.00

Total

1

1

0

0

0

1

Single Parent

0

0

0

0

0

0

Students with Disabilities

0

0

0

0

0

0

Technical Preparation

0

0

0

0

0

0

100.00

12

12

66.67

4

6

83.33

10

12

88.94

10,494

11,799

67.80

2,333

3,441

79.41

9,328

11,746

District State

100.00

22

0.00

Core 4 Employment Percent

Count

Program Area Total

100.00

5

5

Female

100.00

5

5

Male

0

0

Non-traditional

0

0

Displaced Homemaker

1

1

2

2

Economically Disadvantaged Limited English Proficiency

100.00 100.00

Total

1

1

Single Parent

0

0

Students with Disabilities

0

0

Technical Preparation

0

0

100.00

5

5

69.81

2,368

3,392

District State

100.00

The DR notation indicates privacy requirements - EDD requires that counts less than six not be displayed. Performance Rate Less Than Goal is Shaded Core 1 - Skill Attainment, GPA 2.0 & Above: 92.46% Performance Goal - (2006-2007) Core 2 - Completions, Certificates, Degrees and Transfer Ready: 66.13% Performance Goal - (2006-2007) Core 3 - Persistence in Higher Education: 82.18% Performance Goal - (2006-2007) Core 4 - Employment: 79.50% Performance Goal - (2006-2007) Core 5 - Training Leading to Non-traditional Employment: Greater than 20.16% Participation & 22.96% Completion - (2006-2007)

Fashion Merchandising 130320: Core 1 Skill Attainment Percent

Count

Program Area Total

0.00

0

Female

0.00

0

Male

0

Non-traditional Displaced Homemaker

Core 2 Completions Percent

Count

Percent

Count

1

100.00

1

1

100.00

1

1

100.00

1

1

1

100.00

1

0

0

1

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Economically Disadvantaged Limited English Proficiency

0

0

0

0

0

0

Single Parent

0

0

0

0

0

0

0

0

0

0

0

0

Students with Disabilities

0

0

0

0

0

0

Technical Preparation

0

0

0

0

0

0

0.00

0

1

100.00

1

1

100.00

1

1

87.83

2,388

2,719

81.58

846

1,037

83.09

2,235

2,690

District State

Total

Core 3 Persistence

23

Total

Total

Core 4 Employment Percent

Count

100.00

1

1

100.00

1

1

Male

0

0

Non-traditional

0

0

Displaced Homemaker

0

0

Economically Disadvantaged Limited English Proficiency

0

0

0

0

Single Parent

0

0

Students with Disabilities

0

0

Technical Preparation

0

0

100.00

1

1

85.09

639

751

Program Area Total Female

District State

Total

The DR notation indicates privacy requirements - EDD requires that counts less than six not be displayed. Performance Rate Less Than Goal is Shaded Core 1 - Skill Attainment, GPA 2.0 & Above: 92.46% Performance Goal - (2006-2007) Core 2 - Completions, Certificates, Degrees and Transfer Ready: 66.13% Performance Goal - (2006-2007) Core 3 - Persistence in Higher Education: 82.18% Performance Goal - (2006-2007) Core 4 - Employment: 79.50% Performance Goal - (2006-2007) Core 5 - Training Leading to Non-traditional Employment: Greater than 20.16% Participation & 22.96% Completion - (2006-2007)

24

D. SIGNATURE PAGE Faculty, Director(s), Manager(s), and/or Staff Associated with the Program

Instructional Programs: All full-time faculty in the program must sign this form. If needed, provide an extra signature line for each additional full-time faculty member in the program. If there is no full-time faculty associated with the program, then the part-time faculty in the program should sign. If applicable, please indicate lead faculty member for program after printing his/her name. Student Services and Administrative Services Programs: All full-time director(s), managers, faculty and/or classified staff in the program must sign this form.

Division Chair/Director Name

Signature

Date

Name

Signature

Date

Name

Signature

Date

Name

Signature

Date

Name

Signature

Date

Name

Signature

Date

Name

Signature

Date

Name

Signature

Date

25