Venice High School - DOC by KSQw5Ts8

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

Venice High School has the need and the plan to utilize Prop 1D funds to renovate its
Vehicle Maintenance, Service, and Repair program of the Transportation Industry
Sector. The focus of the program is to introduce and train students for entry level
positions as automotive technicians, and to prepare them for future training they will
need to compete and succeed in the automotive repair and service field.

It is projected that by 2014, there will be an 11% job growth in the Automotive Service
Technician and Mechanic sector (LA Occupational Projection 2004). The projected
average wages in this industry sector range from $16-$30 per hour.

In an article titled “Workers Needed: Top 10 positions For Which Employers Seek
Workers” in MarketWatch, March 2007 by Andrea Coombes mechanics, including
automotive service technicians, diesel service technicians small engine mechanics,
aircraft and avionics equipment mechanics and industrial repair are listed as third on the
list top ten positions for which employers are struggling to keep up with the pace of
retirees.

The transportation sector is one of the 10 industry’s projected to have the largest wage
and salary increases between 2004-2014 according to the Bureau of Labor Statistics
report on new employment outlook in 2005.

The automotive industry is one of the largest industries in the United States. It creates
6.6 million direct and spin-off jobs. For every worker directly employed by an automaker,
nearly seven spin-off jobs are created. Employment of automotive service technicians
and mechanics is expected to increase about as fast as the average (10 to 20%)
through the year 2012. Formal automotive technician training is the best preparation for
automotive service jobs. In automotive services, employment growth will continue to be
concentrated in motor vehicle dealerships and independent service repair shops.
Opportunities should be good for automotive service technicians with good diagnostic
and problem solving skills and knowledge of electronics and mathematics.

“In Southern California in particular, the career opportunities are almost limitless. There
is a huge shortage of technical people with technical skills and they are very, very much
in demand. Coupled with a degree, that person is very valuable. It’s good money and
job security is very good. Auto tech can’t be outsourced. “said auto professor Kevin
Taylor of Norwalk’s Cerritos College, one of very few school’s offering automotive
degrees.

Equipment already in the shop includes:
    Snap-on® Kool Kare Xtreme™ A/C Service Centers brings start-to-finish
      programmability for A/C system maintenance. An Auto Sequence feature lets this
       fully automatic A/C service center work unattended for recovery, recycling and
       vacuum operations and refrigerant re-charge, with an integrated oil charge
       procedure as well.
      This equipment gives students hands-on experience on the latest diagnostic and
       service procedures. Students will develop critical thinking, effective
       communication and problem solving skills needed to succeed in the current and
       future job market.
      Wheels are getting larger, heavier and more expensive. New tire systems are
       becoming tougher to change. The Coats APX90A was designed to change the
       toughest runflats and extra-large custom wheels with ease and is able to service
       wheels from 9” to 30” externally. Its helper tools and protective devices minimize
       the chances of tire or wheel damage.
      Tire shops hire an overwhelming majority of entry-level automotive technicians.
       Every automotive student must learn how to mount and dismount a tire.
      The MAX NC-15CL is a small scale complete Computer Numeric Control milling
       system. With this piece of equipment, the student can design and manufacture
       various small parts from scratch. This machine not only gives the student a
       deeper understanding of how various parts are manufactured, it requires them to
       understand precision measurement skills with various measuring tools, but also
       develop computer graphic & programming skills as well.
      The Hawkeye Boroscope is a flexible scope that can be sent inside engine
       passages & cylinders to give students an unprecedented view of the inside of an
       actual engine. Allows student to visually inspect internal engine parts without any
       disassembly.
      A plasma cutter, a heavy duty metal cutting tool that can easily cut through
       various metals up to 3/8 inch quickly and cleanly. This will save time and teach
       the student important metal cutting and fabrication techniques.
      Diagnostic tester and charger, D-Tac plus (w/cart) is the latest in battery and
       electrical system testing equipment. With the new battery technology, the nature
       & procedures in testing has also changed.
      Snap-on MODIS (Modular Diagnostic Information System) is a state of the art
       diagnostic system designed to communicate with the vehicle’s on board
       computers to give the technician the vital information needed to make the correct
       diagnosis and the necessary repairs.
      John Bean Alignment system is a 3D image modeling system which features
       multi processor cameras that allows the operator to measure alignment angles
       on a wide variety of vehicle makes without moving the aligner, a simple keystroke
       opens the advanced programs which walk the technician through to completion.

The Prop 1D funds will purchase state-of-the-art equipment found in automotive service
centers, such as Mercedes Benz Manhattan Beach, Santa Monica Volkswagon and
colleges such as Cerritos and Wyotech Long Beach. The initial five-year goal of the
program is to stay up to date and relevant to the rapidly changing and evolving
automotive industry, and to keep up with the technological advancement in today’s
vehicles.

Our program prepares young people for challenging, well-paid careers in automotive
service careers. We implement CTE approved course outlines, classroom instruction,
hands-on contextual learning, as well as project work based instruction that prepares
students for continued learning, postsecondary education and entry to a career in the
automotive service industry. The program is open to all students including English
learners and Special Education students.

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

PLEASE SEE APPENDIX A

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

The administration, counseling staff and instructors Venice High School (VHS) will
ensure that every student will participate in a rigorous quality curriculum that is culturally
relevant and linguistically responsive to their unique learning needs, thereby eliminating
the achievement gap between groups of students by focusing on each student as an
individual. District-wide, we have instituted the implementation of the Individual
Graduation Plan, in which each student plans his/her high school program for
completing their graduation requirements and career pathway plan. VHS provides high
quality programs, resources and services to prepare all students for career and
academic success postsecondary education and adult roles and responsibilities.

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

D. Describe how the CTE program includes the following: Industry-validated
certifications, State Board of Education adopted CTE Standards, a sequence of
CTE courses and career pathways. (15 points)
Students will participate in a rigorous curriculum based on high academics and
performance standards. The automotive courses offered will be aligned to the California
Career Technical Education Model Curriculum Standards. The instructional
methodology in the automotive program will be true to the guiding principles set forth in
the California CTE Framework.

The program will encompass theoretical and practical, as well as individual and
collaborative approaches to learning in a technology-infused curriculum which will vary
for each student. A core curriculum will also be varied according to a student’s interest
and abilities to produce a personalized course of study. The personalized career
pathway will enhance a student’s opportunity to pursue additional education, provide a
foundation for life long learning and adaptability to change, and compliment the diversity
and needs of all students.

Program of Study
Semester 1             Semester 2             Semester 3             Semester 4
Auto Mechanic 1A       Auto Mechanic 1B       Auto Mechanic 2A       Auto Mechanic 2B


Sample CTE Pathway Standards include:
TRANS C1.0: Students understand the value and necessity of practicing personal and
occupational safety and protecting the environment by using materials and processes in
accordance with manufacturer and industry standards.

TRANS C3.0: Students understand scientific principles in relation to chemical,
mechanical, and physical functions of various engine and vehicle systems.

TRANS C4.0: Students perform and document maintenance procedures in accordance
with the recommendations of the manufacturer.

TRANS C6.0: Students understand the application, operation, maintenance, and
diagnosis of engines, including but not limited to two-and four-stroke and supporting
subsystems.

TRANS C7.0: Students understand the function, principles, and operation of electrical
and electronic systems, using manufacturer and industry standards.

TRANS C8.0: Students understand the function and principles of automotive drivetrain,
steering and suspension, brake and tire and wheel components and systems in
accordance with portable national industry standards, such as the National Automotive
Technicians Education Foundation.

We have just applied and been accepted to become a new on-campus business as part
of Project ECHO, a local non-profit organization seeking to prepare high school
students for careers in business, both as entrepreneurs and as skilled workers, by
promoting the development of entrepreneurial business skills. Project ECHO
encourages hands-on, experiential learning through the support of on-campus
businesses and integrating modules on new business creation into career technology
courses.

This is exactly what we needed to make our program more real for our students. Instead
of just providing a passive service to the community and school, students will now
receive a hands-on experience by managing and operating an on-campus business by
creating a business plan with the help of a UCLA Anderson mentor for the Project
ECHO Business Plan Competition.
Project ECHO will provide start-up funds, up to $5,000 in loan funds, annual donations
of $1,500 for student scholarships or awards banquet, teacher support in starting and
managing an on-campus business (e.g. help design a small business management
curriculum for students managing the business), bring in community business leaders
(i.e.: guest speakers from the industry), provide MBA student mentors from UCLA
Anderson to help with projects, participate on a Business Advisory Board to help
support the on-campus business, and assist with public relations and providing
advocacy within the school and the district. We will embark on our adventure of Project
ECHO January 2008.

The Business Plan Curriculum is aligned with the Foundation Standards from the
Entrepreneurial Career Pathway in the Marketing, Sales and Service Sector. This will
enhance the student’s experience in providing a service to the community and school by
earning money for the program.

Element 2 PROJECTIONS OF STUDENT ENROLLMENT
A. Identify the total annual number of pupils expected to attend this CTE program
that will be supported with these funds and describe the method used to project
the student enrollments for each of the first five years. (15 points)

Venice High School is located in the western section of Los Angeles County and is a
traditional track comprehensive high school. It draws students from diverse socio-
economic and racial backgrounds. Venice students come from seven zip codes,
including150 students through the Capacity Adjustment Program. Venice is committed
to providing students with the skills they need to graduate from high school and be
successful at the college level.

Student enrollment in the 2007-2008 school year for grades 9-12 is 2890 students
representing the following groups:
72.6% Latino or Hispanic
11.4% African American
11.1 % White
3% Asian
1.2% Filipino
28% are designated English Language Learners
54% are designated as Title 1
10% of students receive special education services

The automotive program serves 400 students per year in six periods a day, in addition
to the evening class. An additional 30 students are served during summer session.
These 30 students can be students who are programmed in the normal school year, or
students interested in the Transportation Industry Sector, but who cannot take the
program as part of their regular academic plan due to remediation requirements, athletic
program participation or other factors.

We are in the preliminary stages of discussion of converting to the 4x4 class schedule
to accommodate the District initiative that all classes meet A-G requirements. The
switch to the new schedule would significantly help enrollment in all CTE pathways.
2007-2008          2008-2009          2009-2010          2010-2011          2011-2012
430                440                450                460                470

All VHS students are required to take 1 year of technical arts classes for their
graduation.

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

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

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

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

VHS also arranges for the ASVAB to be given at school. Once the results come in a
career awareness workshop is given to provide the students an explanation of their
results and information about how to pursue these interests. All VHS students are
required to take 1 year of technical arts for their graduation requirements. The current
instructor has been teaching at VHS since 1999 and his classes have always been full.
He also teaches adult school and summer school to help meet the demand for this
class.

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

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

Upon graduation, students will have ready access to multiple avenues for continued
pursuit of the field at schools such as Cerritos College, Los Angeles Trade Technical,
Citrus College, Santa Ana College, Abraham Freedman Occupational Center, East Los
Angeles Occupational Center, UTI, Wyotech, and many other colleges, universities,
technical schools, and occupational centers.

Employment opportunities and scholarships are available through Cerritos College,
Greater Los Angeles New Car Dealers Association, BMW of North America, Snap-On
Tools, and many other trade organizations.

PLEASE SEE APPENDIX B FOR OUR SCHOOL ADVISORY BOARD LIST

Element 4 THE ACCOUNTABILITY PLAN
A. Describe the school’s accountability plan for enrollments and outcomes for the
project described in this application. Include the following: (1) the expected
number of students who will complete a certificate, i.e., ROCP, industry-based,
etc, a(2) the number of students expected to enter employment in a related
industry, apprenticeship program or military, (3) the number of students expected
to successfully transition into postsecondary institutions for more advanced
study in the applicable industry or other areas of study, and (4) the process the
school will use to gather analyze, and disseminate the data from 1-3 above to the
school board, parents, community members, business and industry partners, and
other key stakeholders. (20 points)

The Vehicle Maintenance & Repair program will serve an approximate 400 students per
school year, with an additional 30 students will be served during summer session.
Student enrollment will be based on student interest in the program.(1) There is
currently no industry-based certificate students can qualify for in this pathway, however
they do receive adequate training to pursue entry level positions in a variety of career
pathways, (2) At least half of the students are expected to enter employment in a
related industry, apprenticeship program or military, (3) All students are expected to
successfully transition to postsecondary institutions for more advanced study, (4)
Completer and employment information will be collected through face-to-face interviews
with students, parents, counselors and various staff members, as well as through post
graduation follow-us usually by phone. Data is collected in accordance to Perkins IV
requirements, for example CDE 101-E1 and E2 reports.
Student outcomes will be monitored through CAHSEE and STAR test results,
enrollment in postsecondary education institutions as well as employment status upon
completion of the program. We will conduct follow up interviews via phone and/or e-
mail, conduct exit surveys prior to their graduation to survey their post graduation plans.

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

The sequenced course of study will be connected to real-world experiences with the
intent of preparing all students, including special populations (i.e. LEP, foster children,
single parents, special education) for entry-level employment skills in the automotive
industry upon graduation from high school.

Students enrolled in the advanced section of the program (period 6 and 7) provide a
service to the staff and faculty at the school by performing fluid changes, brakes,
alignments, diagnostics, tire changes, and repair. In addition to the career pathway skills
attained, all students upon completion of the automotive program will have a head start
in developing many valuable professional skills, including but not limited to the following
abilities: ability to complete a job application successfully and interview for a job; ability
to develop a resume and an employment portfolio, ability to present a favorable,
businesslike image; communication skills; time management skills; interpersonal skills;
stress management skills; effective self-motivation techniques; standard business/social
etiquette competencies.

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

SEE ATTACHED SCHOOL SITE PLAN AND SCHEMATIC DRAWING

Element 6 BUDGET JUSTIFICATION/DETAIL SHEET
A. Provide the estimated capital cost per pupil and the rationale/method used for
calculating this number. Reference the CTE plan where feasible. (15 points)
Total Funds Requested = $159,749.88
10 Year life span = $15,975 per year
390 students served (360 regular school year + 30 summer school) = $40.96 over 10
years

B. Describe the financial participation of industry partners in the construction and
equipping of the facility, including donations of all kinds. (15 points)
Over the past eight years, this program has had lots of support from the local
automotive service sector. Among his contributions, Mr. Erickson of the Sullivan Auto
Group was an instrumental player in expanding this program to what it is today. Since
then, he has supported this program by hiring graduates, donating various shop
supplies, making presentations to classes and speaking to students about career
opportunities.

Arthur Kee, Owner of Jack’s German Auto has supported this program by providing
valuable industry information and updates, and has donated various shop supplies and
equipment.

In the past this program has also had donations of diagnostic and tire changing
equipment by local shops such as Rocket Smog and Marina Tires Inc.

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

High school students in our neighborhood have no similar Vehicle Maintenance and
Repair programs at their disposal. The program at the closest high school, University
High School, focused primarily on Mobile Electronics and was closed down in June
2006. Furthermore, we are one of only three schools in LAUSD participating in Project
Echo, and the other schools are 8.4 to 16.6 miles away.

We also participated in the 7th Annual Auto Tech Competition sponsored by the Greater
Los Angeles New Dealership Association last year and came in 5th place out of 11, and
were one of five high schools from LAUSD to participate, none of which were remotely
close to us geographically.
           APPENDIX A LAUSD Advisory Committee
NAME                TITLE                 AGENCY                                       EMAIL
Barnes, Eddie        Regional Director             Building & Construction Trades      faseddie@earthlink.net
                                                   Council
Cambell, Errol       Teacher                       Regional Occupational Center        erroljc@uno.com
Carbino, Vince       Administrator                 LAUSD                               vince.carbino@lausd.net
Chavez, Manny        Director, Workforce           City of Los Angeles                 manuel.chavez@lacity.org
                     Development
Clerx, John          Associate Vice Chancellor     LA Community College District       clerxja@email.laccd.edu
Coffeen, Vincent     Director, Design Management   LAUSD                               vincent.coffeen@lausd.net
Crippens, David      Director                      Youth Council                       dcrippens@comcast.net
Dolphin, Michael     Division Chief                Employment Development Dept.        mdolphin@edd.ca.gov
Drummond, Marcy      VP Academic Affairs           LA Trade Tech                       drummomj@lattc.edu
Folsom, Scott        Parent                                                            scott.folsom@lausd.net
Garcia, David        Principal                     Gompers Middle School               david.garcia@lausd.net
Groman, Bill         Teacher                       North Valley Occupational Center    wfgroman@aol.com
Hebert, Darrel       Training Mgr.                 Sempra Energy                       dhebert@semprautilities.com
Kettenring, Ernest   Teacher                       Harbor Community Adult School       arnestk@utla.net
Kol, Koda            Teacher                       Roosevelt High School               kodakol@gmail.com
Loncar, Alicia       Director                      SEIU                                aloncar@seiu99.org
McKoy, Josue         Student - Roosevelt High      A. Friedman Occupational Center     Bbbygo@aol.com
                     School
Melvin, Veronica     Executive Director            Alliance for a Better Community     veronica@afabc.org
Nelson, Debbie       Parent                                                            dbirdnelsn@aol.com
Porter, Pamela       Assistant General Manager     Department of Water and Power       Pamela.Porter@ladwp.com
Retana, Alberto      Director of Organizing        Community Coalition                 alberto@ccsapt.org
Ring, Bill           Parent                                                            lausdparents@aol.com
Ross, Tony           VP Student Affairs            Cal State University LA             tony.ross@calstatela.edu
Slawson, Richard     Executive Secretary           LA/OC Building Trades Council       laocbtc@earthlink.net
Soto, Veronica       Manager, Small Business       LAUSD                               veronica.soto@lausd.net
                     Program
Tash, Larry          Director, Middle Schools      LAUSD                               larry.tash@lausd.net
Templin, Jane        Outreach Director             Electrical Training Institute       janet@laett.com
Torrero, Francisco   Parent                                                            ftor1@sbcglobal.net
Trigueros, Susan     Regional Public Affairs       Southern CA Gas Company/Sempra      susifuentes@semprautilities.c
                     Manager                                                           om
Vasquez, Delia       Student                       East LA Occupational Center
Villanueva, Kathy    Teacher                       Belmont High School                 skmnv@charter.net
Walker, Chris        Attorney                      Nossaman, Guthner, Knox & Elliott   cwalker@nossaman.com
Williams, Clarence   Teacher                       Jefferson High School               cwill6@lausd.net
APPENDIX B Vehicle Maintenance, Service & Repair Program’s Advisory Committee

Guy Forrest, Account Manager Snap-On Tools
1011 Dodson Avenue, San Pedro, CA 90732
(310)963-5854 Cell (310) 521-6332 Fax
Guy.W.Forest@snapon.com

Dennis Ericson, Santa Monica Auto Group
Dennis Erickson
Sullivan Auto Group
2440 Santa Monica Blvd.
Santa Monica, CA 90404
866-469-6574

Kirk Leyton, BMW of North America
Regional after Sales Development Manager
BMW Of North America
1150 South Milliken Ave.
Ontario CA 91761
Ph. 909/ 975-7345
Fax. 909/ 975-7399

Arthur Kee, Owner, Jack’s German Auto
16650 Harbor Blvd. Suite C-11
 Fountain Valley, CA 92708
Tel: 714-839-5225
Fax: 714-839-0151
CAREER TECHNICAL EDUCATION FACILITIES APPLICATION
FORM A – COVER PAGE (Rev. 11/07)
                                                           Local Educational Agency Contact
Local Educational Agency (LEA)                                                    CDS Code
Los Angeles Unified School District                                               19-64733-1939040
Printed Name and Title of Contact
Shawn Atlow, Facilities Division, Grants & Funding
Address
333 S. Beaudry Avenue, 19th Floor
City                                                                 Zip Code                      County
Los Angeles                                                          90017                         Los Angeles
Telephone Number                         Fax Number                               E-mail Address
213-241-4889                             213-241-4895                             Shawn.atlow@lausd.net
                                                                       Project Information
Type of Project:          New Construction (including equipment)              Modernization/Reconfiguration (including equipment)              Equipment Only
School Name
Venice High School
Name of Project
Vehicle Maintenance, Service & Repair
Career Technical Education Industry Sector                                                                              Estimated Total Cost of Project (See Form C)
Transportation Industry
       Number of Teaching Stations           Annual Number of Students Served        Square Footage of Project      Total Amount of State Funds Requested (See Form C)
                   30                                     430
                                                                                Approval
Date Governing Board Approved CTE Application (Board must                              Date Advisory Committee (Element 1, Item B) and Feeder Groups and Partners
approve project no later than April 30, 2008):                                         (Element 3) approved the CTE Plan for this project:

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



       Print Name of Authorized LEA Representative                     Signature of Authorized LEA                              Date
                                                                       Representative


                                                      For California Department of Education Use Only
         Application Log Number                      Reviewer Number               Received By       Original Application and Three Copies
                                                                                                    Floppy Disk  CD Backup
                    CALIFORNIA DEPARTMENT OF EDUCATION
CAREER TECHNICAL EDUCATION FACILITIES APPLICATION
FORM B – EDUCATIONAL SPECIFICATIONS AND EQUIPMENT/SPACE
REQUIREMENTS SHEET (Rev. 11/07)
Use additional sheets as necessary.

 Type of Project:         New Construction (including equipment)            Modernization/Reconfiguration (including equipment)         Equipment Only
 County                                     Number of Teaching Stations for this Project    Number of students occupying teaching station(s) or using equipment
                                                                                                                    (per class period)
 Los Angeles                                30                                                                             30
 Local Education Agency                                                                    Name of Project
 Los Angeles Unified School District                                                       Vehicle Service, Maintenance & Repair
 Name of School                                                                            Proposed Schematic Drawing Attached?           Yes       No
 Venice High School                                                    School Site Plan Drawing Attached?                                 Yes       No
 Project Summary
 Summarize the scope of this project and its CTE educational goals and outcomes.
 Upgrade all electrical systems, remove and replace the three in-ground lifts, install Dynamometer, which will require
 excavation, upgrade exhaust ventilation system, paint floors, purchase classroom chairs and tables, anti-fatigue
 flooring mats, Flow Water jet, 3M Digital Wall Display Plus Series, Xiom Powder Coating System to provide a safer learning
 environment and more professional training.

 Program and Space Functionality
 Explain the program activities and how this CTE teaching station/equipment will support those activities. Include the number of
 students expected to occupy various spaces or work stations (i.e. lecture, lab, equipment areas) at one time.
 The existing electrical system does not have the capacity for the new and modern equipment. If we try to run the parts cleaner, a
 shop light, and a box fan, it will overload the circuit and shut everything down. Also, there are no 220v outlets in the shop yet many
 of the newer equipment require them. Drop extension cord and compressed air hose drops from the ceiling, In addition to, and
 outside the shop.

 The Dynamometer is a powerful diagnostic tool that is becoming more and more necessary. Most drivability problems happen
 when a vehicle is under way. With a dyno, the problem and driving conditions can be duplicated while the car is in the shop. It is a
 powerful teaching tool as well. Giving the graduating students more job skills and making them more competitive in the job market.
 This piece of equipment requires in ground installation with heavy electrical cables.

 The current lifts date back to 1970’s, and one of them cannot be used on most modern automobiles. They do not meet modern
 lift’s lifting capacity and environmental standards.

 Currently, there is no set exhaust ventilation system in the shop. Luckily, with the windows open and the doors open the shop gets
 enough airflow not to create a hazardous situation.

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



Functional Relationship to Site
Describe how the location of the new construction or modernized building will integrate with educational programs on the site. Please label
applicable buildings related to the industry sector on the school site plan.
These improvements will advance the program and make the room a safe place to learn.

PLEASE SEE SCHEMATIC
Site Development Considerations
Provide, if any, additional site development needs associated with the career technical project.
None Required
                                          Venice High School Automotive Program – Prop 1D




   CAREER TECHNICAL EDUCATION FACILITIES APPLICATION
FORM C – BUDGET JUSTIFICATION/DETAIL SHEET (Rev. 11/07)
       CALIFORNIA DEPARTMENT OF EDUCATION
Use additional sheets as necessary.
 Local Education Agency   Los Angeles Unified School District Venice High School        Project Name Vehicle Maintenance, Service & Repair Program


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

                                     Project/Equipment Description                                                      Subtotal Each Item
 DYNOmite DynamometerPro 1000 AWD Chassis Dyno Kit Land & Sea’s DYNOmite Dynamometers                                   $77,950.00
 are affordable state-of-the-art automotive and marine engine dyno systems featuring sophisticated
 data acquisition electronics.
 Shipping & handling                                                                                                    $4,495.00
 Subtotal                                                                                                               82,445.00
 Excavation will be necessary to install the DYNO in the ground.                                                        ?

 Peterson Hydraulics
 Three Rotary SL210 basic, 10,000 lb lifting capacity, 220V 1 ph operation fully contained and                          $20,095.00 ea
 environmentally safe in ground lift.
 Shipping                                                                                                               $649.00
 Labor                                                                                                                  $8,54500
 Materials                                                                                                              $2000.00
 Rental Equipment                                                                                                       $1,345.00
 Tax                                                                                                                    $1,315.88
 Grand Total for two                                                                                                    $35,809.88
 Bid includes the following:
       Provide and install two (2) eRotary nSL210 basic 10,000 lb cap Lift
       All necessary insurance requirements
       Installation by factory trained installers
       Receiving and staging of two SL210 basic 10,000 lb lifting capacity lifts
       Layout of equipment location. Shoot benchmark and elevations
       Saw cut and break existing concrete
       Excavate location for lift placement and disposal of excavated material
       Set lifts and level lift per manufacturers requirements
       Back fill excavation to within 12” of finish grade (provide bobcat)
       Run rebar and drill into existing concrete to tie rebar together, per manufacturers
          requirements
       Run conduit pipe PVC Sch 80. for hydraulic lines and air lock release system
       Concrete stabilization and finish concrete to existing grade
       Final assembly, install power unit, heads, hydraulic hose, ball valves, filter/regulator combo
          and hydraulic oil for operation.
       Connections of air supply lines

 Install Exhaust ventilation system                                                                                     ?
 Upgrade electrical                                                                                                     ?

                                                                                   15
                                   Venice High School Automotive Program – Prop 1D

Anti-fatigue/safety flooring mats, 54 @ $185                                                                    $10,000
Classroom chairs 32@$125                                                                                        $4,000
Computer tables 24X36, 18@$250                                                                                  $4,500
Paint floor                                                                                                     ?
3M Digital Wall Display Plus Series                                                                             $9,099
Flow Water Jet                                                                                                  $90,000
Xiom 1000 Powder Coat System                                                                                    $12,500




                                                                     Estimated Total Cost of Project: $
                                                                                    Project Cost Breakdown
State Funding Guidelines: Under Education Code Section
 17078.72, the state grant maximum is $3 million for new         a. LEA Cash Match:                            $ ____________________
 construction and $1.5 million for modernization CTE projects.   b. State Funding:      $ __________________

Loan From the State: Under State Allocation Board Regulations    c. Loan from State:    $ __________________
 Section 1859.194, LEAs may request a loan up to $3 million
 for new construction and $1.5 million for modernization CTE     d. Total Amount of State Funds Requested
 projects from the Office of Pubic School Construction.                     Total (b + c)                      $___________________

Will the LEA request a loan from the state?     Yes     No       Estimated Total Cost of Project
If yes, please provide the amount in section c.                                 Total (a + d)                  $___________________




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