To provide quality opportunities in Allied Health entry level courses for students exploring the field of medical care. To provide approved, accredited Emergency Medical Service courses and programs on both the basic (EMR and EMT level) as well as advanced (Paramedic) level, with the student outcome goal being successful National Registry certification. Our programs are designed to meet the need of EMS providers with well trained, employment prepared EMTs and Paramedics.
The ALH/EMS Program(s) here at Butte have been successful in meeting the mission statement goals. Our EMT and Paramedic graduates pass the (benchmark) National Registry examination well above the national average. Our programs focus equally on high academic acumen, skill proficiency and affective domain. Employers describe our graduates as well prepared. Our EMS programs enjoy an excellent reputation and longevity with our first EMS class graduating in 1976. Our students are provided classroom support, clinical internships locally that are supervised daily and field internships that are carefully coordinated with local EMS providers and supervised by our faculty.
One Full-time Faculty
Our faculty continue to explore best practices within our industry to further our students' matriculation process as they progress through their training to achieve compedense as entry level EMS providers.
Program SLOs:
Actions toward program implovement:
We respond to industry standard changes within EMS care and will continue to implement new practices as they are approved by our local EMS agency and respond to suggestions for educational change as by our Advisory Committee.
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College |
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Program |
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Indicator |
Source |
2013-2014 Performance |
Standard |
Five Year Goal |
Fall 2014 Performance |
Standard |
Five Year Goal |
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Course Success |
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- Overall |
PDR |
71.1% |
70% |
73% |
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- Transfer/GE |
PDR |
71.5% |
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73% |
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- CTE |
PDR |
75% |
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77% |
75.2% |
70% |
75% |
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- Basic Skills |
PDR |
51.7% |
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55% |
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- Distance Ed (all) |
PDR |
62.5% |
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64% |
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Persistence (Focused). Note: The Persistence (Focused) that is included in the PDR is a different indicator than the three-primary term persistence indicator, from the state Student Success Scorecard, that is used to measure institutional persistence. The Focused Persistence indicator measures the percentage of students that took a second course in a discipline within one year. There is no relationship between the college and program standards in this area. |
PDR |
72.6% (Three-Term) Scorecard |
67% (Three-Term) Scorecard |
75% (Three-Term) Scorecard |
46.2% |
40% |
50% |
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Degrees |
PDR |
1,455 |
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1,600 |
7 |
5 |
10 |
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Certificates |
PDR |
366 |
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475 |
CA: 13 CC: 68 |
CA: 2 CC: 50 |
CA: 15 CC: 150 |
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Developmental Strand Completion |
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- English |
State |
42% |
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45% |
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- Math |
State |
30.7% |
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33% |
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- ESL |
State |
25% |
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28% |
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Licensure Pass Rates |
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- Registered Nursing |
SC |
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- Licensed Vocational Nursing |
SC |
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- Respiratory Therapy |
SC |
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- Paramedic |
SC |
90% |
75% |
90% |
75.2% |
70% |
75% |
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- Cosmetology |
SC |
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- Welding |
SC |
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Job Placement Rates (Paramedic) |
PIV |
90% |
80% |
90% |
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EMS / ALH has paired with several of the local high schools through CT Transition and Career Pathways to offer our entry level courses (Medical Terminology and EMS 2) as a stepping stone to a number of different medical careers.
We have developed an entry level State approved Emergency Medical Responder (EMR) course that should not only improve student sucess at the more rigorous class levels but fill a niche for trained and certified first reponders employed as firefighters, law enforcement, life guards, etc
The EMS Program sets incoming students on the path to success by Enhancing a Culture of Completion and Academic Acheivement by:
Working with local high schools through Career Pathways and Dual and Concurrent enrollment to establish and develop EMS and Allied Health (Medical Terminology) programs that matriculate into career or degree programs at the college level. We have created a planned pathway in EMS from beginning to advanced care levels aligned with both the State and National requirements.
We do this by:
Placing students appropriately, advising them effectively, and ensuring that they have informed educational plans.
Ensuring that students take the appropriate prerequisites.
Requiring underprepared students to begin developmental coursework in their first semester and to enter a program of study as soon as possible.
We are currently in the process of hiring a second full time faculty member. Last year we were funded to do the second FT faculty but just as that process was completed our Chair / Program Clinical Director / FT faculty person left on a leave of absence and subsequently resigned leaving us with the original perdicament of needing to upgrade our staffing only this time with a new hire assuming all the duties and responsibilities and heading the Department.
We still are plagued by difficulty finding qualified Associate faculty. That being said, we did just hire a new PT faculty to augment our staff. The FA 15 semester saw us fall short of instructors and we had to do some last minute staffing with FT faculty ifrom other disciples to fill the void.
On the positive side, we have paired with several of the local high schools through CT Transition and Career Pathways to offer our entry level courses (Medical Terminology and EMS 2) as a stepping stone to a number of different medical careers.
We are actively and agressively recruiting students from impacted programs such as Nursing and Respiratory Care into our EMS classes while they are waiting for entry into their field of choice. We are finding that when these students complete their EMS class they actually better prepared for their NSG and RT classes.
To prepare graduates with demonstrated competence in the cognitive (knowledge), psychomototor (skills), and affective (behavior) learning domains of EMS standards as performed by EMTs and Paramedics. To provide our service community with adequate numbers of qualified EMS graduates to meet the current and burgeoning needs of the industry.
Strategy 1 - Paramedic Program Director / Clinical Coordinator
Stipend for Paramedic Program Director / Clinical Coordinator
The Paramedic Program is required to have a Program Director by both our accrediting body (Commission for Accreditation of EMS Programs - CoAEMSP) as well as State regulations, California Code of Regulations, Title 22, Section 9.
The EMS Department answers to an accrediting body (CoAEMSP) with yearly reports as well as a regularly scheduled comprehensive accreditation process similiar to our Program / Curriculum Review. We also comply with our local governing agency (Sierra-Sacramento Valley EMS Agency and to the Advisory Committees suggestions and with the Program Medical Director. All of this falls under the perview of the Program Director. As the current situation allows, the Program Director is the Department Chair so, in essence, doing the work of two Department Chairs and being compensated for one. In addition, the Program Directior is on call on a year round basis whether school is in session or not.
The Paramedic Program is required to have a Clinical Coordinator by both our accrediting body (Commission for Accreditation of EMS Programs - CoAEMSP) as well as State regulations, California Code of Regulations, Title 22, Section 9.
Our EMS Program places approximately 200 students in a hospital or field setting annually, year round. This requires extensive pre-placement screening, orientation at each facility, extensive communication with each facility (HR, Administration, Education and each individual department) to get the process in place before each cohort of students. Once students are placed, site visits are required (pedagogically as well as mandated by Title 22). The clinical requirements vary from facility to facility which takes a great deal of time to reduce redundancy and yet remain in compliance to the level of the most conservative standards. Further, our State and National guidelines must be adhered to which require attendance of meetings and coordination with other educators.
Ours is the only EMS program that I am aware of in the State that combines EMS Chair/Program Director/ Clinical Coordinator and Full Time Faculty into one position. This is supported by a survey of EMS Educators conducted in 2014.
The Program Director is responsible for compliance with outside mandates and agencies that conservatively take 15-20 hours per month on a year round basis and has been historically uncompensated.
I estimate that there are currently 15-20 hours per month of uncompensated effort that I spend on the coordination of clinical activities that is currently not identified as a required position nor compensated.
Our Department is asking for an augmentation of $10,000 annually
Strategy 2 - Travel
Increase in Travel - Regular Budget.
Travel augmentation is necessary to off set the cost of our faculty traveling to the various clinic sites and ambulance stations throughout Butte and Shasta Counties. To meet required training statutes, students must have clinic and ambulance internships to complete their training. Travel to oversee students "in the field" is required on an almost daily basis throughout the Winter and Spring sessions. The most labor intensive students are the Paramedic students, up to 20 each Winter/Spring. In addition, there are about 150 EMT students year round that require site supervision as well. We currently do not have the budget to compensate our faculty for the travel they put in. This is a violation of State labor law.
I am requesting an annual augmentation of $6000 to cover our travel expenses,
Strategy 3 - Technology
Purchase of current IT hardware: Computer and Printer for new full time faculty.
The current laptop computer available to our Department is 10 years old and needs to be replaced. We have a new full time faculty starting in FA 2016. This laptop is so old it can't connect with the "smart classroom" because the technology is outdated.
I am requesting a one time augmentation of $2500 to cover the cost of computer and printer.
Strategy 4 - Institutionalize Program Assistant Position
Our Allied Health Programs and Services Program Assistant salary is currently grant funded position. We would like to see this moved to a district funded position.
Our Program Assistant is crucial to the clerical support of our programs and requires long term stability.
Our Allied Health Programs and Services Program Assistant salary is currently grant funded position. We would like to see this moved to a district funded position. The amount requested is $58,650 cto cover salary and benefits on an annual basis.
Strategy 5 - Institutionalize Laboratory Technician Position
Our Allied Health Lab Technician salary is currently grant funded as a part time position. We would like to see this moved to a full time district funding position.
The position of Laboratory Technician is crucial to the management, scheduling and support of all Allied Health programs and skills labs.
Our Allied Health Lab Technician salary is currently grant funded as a part time position. We would like to see this moved to a full time district funding position. The amount requested is $40,557 to cover salary and benefits on an annual basis.
Strategy 6 - Professional Development
We would like to send our faculty to a variety of training and educational opportunities such as EMS Symposium, National EMS Educators Conference, CoAEMSP accreditation training, and other Professional Development opportunities.
We currently do not have funds budgeted for Professional Development. We are requesting $2000 in funding to augment our professional development opportunities.
Strategy 7 - Clinical Simulation Development
Collaboration with Nursing and Respiratory Care Programs on Clinical Simulation development.
The ADN, Paramedic and Respiratory Care Programs are interested in developing clinical simulations that involve students from each of these programs, utilizing our current tecnology in this area. Fourth semester Nursing and RT students, along with first semester Paramedic students would be managing the care of a simulated patient from the pre-hospital scene to the emergency departmet of a hospital and beyond. The development of clinical simulations that involve so many facets of clinical care will require extensive time to plan, build and impliement outside of the faculty's normal workload.
The Paramedic Program is asking for a $1000 stipend for the Paramedic Program faculty member who will be collaborating with the Nursing and RT instructors in the development of these extensive clinical simulations. The stipend would be paid after the successful completion and implimentattion of a collaborative clinical simulation.
Strategy 8 - High-Fidelity Simulation Manikin
High-fidelity patient simulators can mimic most presentations of the sick and injured.
Psychomotor skills are an important component of safe and effective out-of-hospital care. Psychomotor education begins in the simulation lab, where psychomotor learning takes place. It is not realistic to practice all skills on live patients. The use of simulation provides us with a method to approximate a realistic patient presentation. High-fidelity patient simulators can mimic many patient presentations of the sick and injured. When using simulation it is important to make it as realistic as possible.
The simulation lab component provides students a contextual opportunity to demonstrate what they have learned in a simulated environment. The simulation lab component is the setting for educational imprinting, cognitive integration, frequent drilling and autonomic development of psychomotor skills. Once students have demonstated skill competence in the simulated environment, they progress to assessing and treating real patients in the clinical phase.
The EMS Dept is requesting funding to purchase two high-fidelity manikins at $45,000 a piece including a 3 year warranty. This will not only better prepare our students for the rigors of patient care in the field but keep up with the current model of testing and licensing that are standard to the industry. (The industry incorporates high-fidelity manikins as the standard to test and license EMS graduates applying for National Registry Certification)
Strategy 9 - Professional Expert Funding
Professional Experts to assist with skills and scenario training
We are mandated by our accrediting body and Title 22 statute to keep our instructor to student ratio at 1:6 in our Paramedic Program and 1:10 in our EMT and EMR courses for skills training. We are under funded to support these ratios and therefore run the risk of being losing our accreditation. Routinely we are over budget and our request is a permanent yearly augmentation of $13,000 to support our financial need to pay for these mandated positions.
We are going to need more classroom space as our Program grows.
In addition, wWe anticipate the new Paramedic testing process to require dedicated space for simulations. The simulation manikins are very expensive and should be stored and used in a secure site to insure their safety and longevity of use.
Our current revenue stream does not have provision for any of the requested funds.
| Original Priority | Program, Unit, Area | Resource Type | Account Number | Object Code | One Time Augment | Ongoing Augment |
| Description | Supporting Rationale | Potential Alternative Funding Sources | Prioritization Criteria | |||
| 1 | ALH/EMS | Equipment | 11-000-519-1-125000 | 51390 | $90,000.00 | $0.00 |
| High-Fidelity Simulation Manikin | Psycho-motor skills are an important component of safe and effective out-of-hospital care. Psycho-motor education begins in the simulation lab, where psycho-motor learning takes place. It is not realistic to practice all skills on live patients. The use of simulation provides us with a method to approximate a realistic patient presentation. High-fidelity patient simulators can mimic many patient presentations of the sick and injured. When using simulation it is important to make it as realistic as possible. The simulation lab component provides students a contextual opportunity to demonstrate what they have learned in a simulated environment. The simulation lab component is the setting for educational imprinting, cognitive integration, frequent drilling and autonomic development of psycho motor skills. Once students have demonstrated skill competence in the simulated environment, they progress to assessing and treating real patients in the clinical phase. The EMS Dept is requesting funding to purchase two high-fidelity manikins at $45,000 a piece including a 3 year warranty. This will not only better prepare our students for the rigors of patient care in the field but keep up with the current model of testing and licensing that are standard to the industry. (The industry incorporates high-fidelity manikins as the standard to test and license EMS graduates applying for National Registry Certification) |
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| 2 | ALH/EMS | Personnel | 11-000-519-1-125000 | $0.00 | $15,000.00 | |
| Professional Experts to assist with skills and scenario training | We are mandated by our accrediting body and Title 22 statute to keep our instructor to student ratio at 1:6 in our Paramedic Program and 1:10 in our EMT and EMR courses for skills training. We are under funded to support these ratios and therefore run the risk of being losing our accreditation. Routinely we are over budget and our request is a permanent yearly augmentation of $15,000 to support our financial need to pay for these mandated positions. |
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| 3 | ALH/EMS | Operating Expenses | 11-000-519-1-125-000 | 55200 | $0.00 | $6,000.00 |
| Travel and mileage reimbursement | Travel augmentation is necessary to off set the cost of our faculty traveling to the various clinic sites and ambulance stations throughout Butte and Shasta Counties. To meet required training statutes, students must have clinic and ambulance internships to complete their training. Travel to oversee students "in the field" is required on an almost daily basis throughout the Winter and Spring sessions. The most labor intensive students are the Paramedic students, up to 20 each Winter/Spring. In addition, there are about 150 EMT students year round that require site supervision as well. We currently do not have the budget to compensate our faculty for the travel they put in. This is a violation of State labor law. I am requesting an annual augmentation of $6000 to cover our travel expenses, |
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| 4 | ALH/EMS | Personnel | 11-000-519-1-125000 | 51390 | $0.00 | $10,000.00 |
| Paramedic Program Director / Clinical Coordinator | The Paramedic Program is required to have a Program Director by both our accrediting body (Commission for Accreditation of EMS Programs - CoAEMSP) as well as State regulations, California Code of Regulations, Title 22, Section 9. The EMS Department answers to an accrediting body (CoAEMSP) with yearly reports as well as a regularly scheduled comprehensive accreditation process similiar to our Program / Curriculum Review. We also comply with our local governing agency (Sierra-Sacramento Valley EMS Agency and to the Advisory Committees suggestions and with the Program Medical Director. All of this falls under the perview of the Program Director. As the current situation allows, the Program Director is the Department Chair so, in essence, doing the work of two Department Chairs and being compensated for one. In addition, the Program Directior is on call on a year round basis whether school is in session or not. The Paramedic Program is required to have a Clinical Coordinator by both our accrediting body (Commission for Accreditation of EMS Programs - CoAEMSP) as well as State regulations, California Code of Regulations, Title 22, Section 9. Our EMS Program places approximately 200 students in a hospital or field setting annually, year round. This requires extensive pre-placement screening, orientation at each facility, extensive communication with each facility (HR, Administration, Education and each individual department) to get the process in place before each cohort of students. Once students are placed, site visits are required (pedagogically as well as mandated by Title 22). The clinical requirements vary from facility to facility which takes a great deal of time to reduce redundancy and yet remain in compliance to the level of the most conservative standards. Further, our State and National guidelines must be adhered to which require attendance of meetings and coordination with other educators. Ours is the only EMS program that I am aware of in the State that combines EMS Chair/Program Director/ Clinical Coordinator and Full Time Faculty into one position. This is supported by a survey of EMS Educators conducted in 2014. The Program Director is responsible for compliance with outside mandates and agencies that conservatively take 15-20 hours per month on a year round basis and has been historically uncompensated. I estimate that there are currently 15-20 hours per month of uncompensated effort that I spend on the coordination of clinical activities that is currently not identified as a required position nor compensated. |
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| 5 | ALH/EMS | Equipment | 11-000-519-1-125000 | 56411 | $2,500.00 | $0.00 |
| Faculty computer and printer | The current laptop computer available to our Department is 10 years old and needs to be replaced. We have a new full time faculty starting in FA 2016. This laptop is so old it can't connect with the "smart classroom" because the technology is outdated. I am requesting a one time augmentation of $2500 to cover the cost of computer and printer. |
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| 6 | ALH/EMS | Personnel | 11-000-519-1-125000 | 52120 | $0.00 | $58,650.00 |
| Program Assistant - Provide 100% District Funding | Our Program Assistant is crucial to the clerical support of our programs and requires long term stability. Our Allied Health Programs and Services Program Assistant salary is currently grant funded position. We would like to see this moved to a district funded position. The amount requested is $58,650 cto cover salary and benefits on an annual basis. |
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| 7 | ALH/EMS | Personnel | 11-000-519-1-125000 | 52190 | $0.00 | $40,557.00 |
| Laboratory Technician Position - change to full time, district funded | The position of Laboratory Technician is crucial to the management, scheduling and support of all Allied Health programs and skills labs. Our Allied Health Lab Technician salary is currently grant funded as a part time position. We would like to see this moved to a full time district funding position. The amount requested is $40,557 to cover salary and benefits on an annual basis. |
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| 8 | ALH/EMS | Operating Expenses | 11-000-519-1-125000 | 56220 | $1,000.00 | $0.00 |
| Clinical Simulation Development | The ADN, Paramedic and Respiratory Care Programs are interested in developing clinical simulations that involve students from each of these programs, utilizing our current tecnology in this area. Fourth semester Nursing and RT students, along with first semester Paramedic students would be managing the care of a simulated patient from the pre-hospital scene to the emergency departmet of a hospital and beyond. The development of clinical simulations that involve so many facets of clinical care will require extensive time to plan, build and impliement outside of the faculty's normal workload. The Paramedic Program is asking for a $1000 stipend for the Paramedic Program faculty member who will be collaborating with the Nursing and RT instructors in the development of these extensive clinical simulations. The stipend would be paid after the successful completion and implementation of a collaborative clinical simulation. |
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| 9 | ALH/EMS | Operating Expenses | 11-000-519-1-125000 | 55200 | $0.00 | $2,000.00 |
| Professional Development | We currently do not have funds budgeted for Professional Development. We are requesting $2000 in funding to augment our professional development opportunities. |
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