Chabot College Program Review Report 2014 -2015 Year 3 of Program Review Cycle Submitted on Contact: Edna Rodriggs, Michelle Sherry, Barbara Ogman, Kathy Kelley, Hilal. H. Ozdemir Final Forms, 1/18/13 1 Table of Content Required Appendices: A: Budget History B1: Course Learning Outcomes Assessment Schedule B2: “Closing the Loop” Assessment Reflections C: Program Learning Outcomes D: A Few Questions E: New Initiatives F1: New Faculty Requests F2: Classified Staffing Requests F3: FTEF Requests F4: Academic Learning Support Requests F5: Supplies and Services Requests F6: Conference/Travel Requests F7: Technology and Other Equipment Requests F8: Facilities YEAR THREE 2 A. What Have We Accomplished? Our success rate by ethnic group is generally the same as that for the college. However, the success rate is higher and the withdrawal rate is lower for Latino students in ECD. This may be attributed to the fact that we have a Spanish Cohort where course are taught in their home language as well as tutoring support. African American students withdrew at a higher rate than that for the college. We have requested funding to hold a focus group for our African American students who are withdrawing and not succeeding in ECD classes. We did not receive financial support for this endeavor. What were your greatest challenges? Were there institutional barriers to success? Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios, CLO/PLO assessment results, external accreditation demands, etc.). Explain: ECD students are slightly more successful, with fewer withdrawals than Chabot students overall. Since ECD is an applied discipline and the courses are required by workforce legislation, students have a stronger motivation to complete the courses. The highest success is found in ECD 63 and 90 which have prerequisites as well as a LAB requirement. If students are successful in the “core” classes (ECD 50, 56, 62, 63), the likelihood of success in the more advanced classes (ECD 65, 68, 83, 90) is great. ECD is predominantly female (11% male). Female success rate is higher than the college overall; male success rate fluctuates from F. 2007-Sp. 2010 between 40%-73%. Female success rate stayed consistent (70%). The challenge is helping male students to commit and feel comfortable in such predominantly female classes. The pay scale for early childhood educators is historically among the lowest wages paid for professionals in our country and therefore attracting men to the field is difficult. We have hired a male part time instructor and look for ways to provide male role models for students. We also advocate in all our classes on issues of gender equity as well as low wages. One of our greatest challenges we have had around our ECD student’s completion rate of the program is that we have a large evening program because most of our students are working either part time or full time in the field and so in order to complete their course of study they need to come to evening or Saturday classes. Because the evening Early Childhood Lab school was not operating due to severe budget constraints on the EC Lab school, for the school year of 2011-12 students were not able to complete required lab hours for their courses in the evening. This impacted their ability to complete the program and for Fall 2011 we had 50% drop out rate. Evening lab programs do not exist in the community. Not having an evening program available is a huge barrier to our working students completing their certificate or degree. We revitalized our evening lab model for the school year 2012-13 as the demand from our working students is very high. Challenges of the evening program is that it has been difficult to recruit children because there is no staff member specifically assigned to help prospective families complete required paperwork etc. We have requested a 40% observation scheduler who would be able to process children’s applications to the EC Lab School and schedule students who are using the EC Lab school for observations. 3 We face the continuing challenge of the EC lab school being considered as a tertiary service of the college. In the past it was housed under Student Services and years ago it finally was established as part of the Social Sciences Division. It is vitally important for our students that we have a fully functioning Early Childhood Lab which meets the needs of our student, not only during the day but also at night for our evening students. . Because of the severe budget reductions to the lab and other barriers presented by the district the ECD faculty along with the Manager of the EC Lab School have been consumed with coming up with temporary solutions to stabilize the lab instruction under such dire circumstances. Having an EC Lab school for our students is a primary goal of our faculty. We cannot meet our employability standards without the college financially supporting the EC Lab school as they do many other programs such as Dental Hygiene, Welding, auto shop, chemistry etc… The process of accountability for CLO’s, PLO’s and College Level Learning Outcomes has been very disjointed with last minute changes to forms and process which has created frustration in actually completing the work and benefitting from the analysis. Adjunct faculty were not supported in being a part of the group assessment process and so this in itself presented another barrier to having reliable results. In the past year we were one of the first programs to be approved for the Early Childhood Development AS-T degree. This was in part because we had been participating in the state wide effort of articulating courses Curriculum Alignment Project (CAP) and we had already started the process. Learning Communities Every Child Counts First 5 of Alameda County (ECC) in the past has funded 2 Professional Development Coordinator positions (PDC). . As part of the ECC contract the Professional Development Coordinators were able to develop and implement Learning Communities (cohorts). The PDC’s coordinate cohorts and provide academic and professional support to Early Childhood students who are working in early childhood settings and continuing their education at Chabot College. The support that student’s receive include, advising students on their career path in ECD and career options, developing their ECD Educational Plan, providing information and processing of: college certificates and California Child Development Permits (state licensure) , overseeing text book loaning program, promoting PDC’s services and student support by visiting ECD classrooms, facilitating cohort meetings, and aiding students with issues in Admissions and Records such as: applying for admission, pre-requisite waivers, course substitutions, late adds, change of grade, registration and securing space in classes through class holds (this action assures cohort students seamless continuation of required classes). In addition PDC’s make appropriate referrals to all students services on campus. During this past year the PDC’’s have formed 5 Learning Community cohorts of ECD students who meet ECC’s requirements. In these 5 ECD Learning Communities32 students are pursuing an AA Degree in Early Childhood Development; 24 students are pursuing a permit or ECD certificate; and 97 students are in the ELL Spanish cohort. The PDC’s have also processed 60 CA Child Development permits and developed 270 ECD Educational plans. 4 As part of the grant from Every Child Counts Alameda County First 5 they have funded 14 student tutors to support ECD student in their Learning Communities and funded 3 ECD classes needed by the students in the cohort. The funding of the PDC positions is in jeopardy of continuing past school year 2014-15. These services provided by PDC’s are a major factor in the success rate of our students completing the ECD program and receiving the services that they need to be successful. Students find trying to understand the licensing requirements for the state, requirements for the CA Child Development Permit and the certificate and degree requirements of Chabot College as a difficult task, especially how they all inter relate. The PDC’s meet with individual students and plan out their career path and develop their ECD Educational plan. The result of this approach provides a streamlined pathway for students to complete their educational goals. since ECC funding will be no longer available in 2014-15 , we are requesting the funding of a full time Professional Development Coordinator (Classified) position. B. What’s Next? What goals do you have for future program improvement? 1. Develop cohesive plan which meets the needs of ECD Lab students and the ECD pedagogical philosophy which includes collaboration with Chabot EC Lab school 2. Develop a Lab internship course for advanced ECD students 3. Analyze CLO data and develop strategies which target at risk students and increase their success rate 4. Develop a streamlined process for ECD students where they can meet their academic needs as well as the requirements of the ECE workforce. What ideas do you have to achieve those goals? 1. Work collaboratively with college administration, manager of Chabot EC Lab School and ECD faculty to implement the developed EC Lab School proposal. Currently an ECD faculty is given reassigned time to coordinate these efforts with EC Lab Manager and lab teachers. 2. Studying other internship community college models in the state in order to develop the internship course at Chabot. 3. Study and develop the feasibility of a Community Learning study group for those classes where the students are at risk, have a higher dropout rate or are unsuccessful. Faculty mentoring -via TBA units supervised by faculty 4. Maintain the services of a Professional Development Coordinator in the ECD program after the ECC contract ends (2014-15). What must change about the institution to enable you to make greater progress in improving student learning and overall student success? 5 1. EC Laboratory school must be recognized and treated as an integral part of ECD instruction 2. Allocation of some additional FTEF resources to continue the reassigned time for ECD faculty to coordinate the collaboration with the EC Lab School Manager and the ECD Lab teachers. 3. Implement the above proposals in order to increase success rates and student retention. What recommendations do you have to improve the Program Review process? 1. Make it less cumbersome 2. Reduce amount of required documentation in order to make positive changes 3. Forms and reports seem to be in a constant stage of revision and sometimes with minimum number of weeks before deadline. 6 Appendix A: Budget History and Impact Audience: Budget Committee, PRBC, and Administrators Purpose: This analysis describes your history of budget requests from the previous two years and the impacts of funds received and needs that were not met. This history of documented need can both support your narrative in Section A and provide additional information for Budget Committee recommendations. Instructions: Please provide the requested information, and fully explain the impact of the budget decisions. Category 2012-13 Budget Requested 2012-13 Budget Received 2012-13 Budget Requested 2013-14 Budget Received Classified Staffing (# of positions) Supplies & Services Technology/Equipment Other 1. 1. Request $2500 for Yes, we received it ECD faculty to review, within Perkins revise and align 3 Fund. courses with the CAP project and meet all of their guidelines 2. Financial support for developing FIG focusing on ECD 56 success rate compared to other courses. We request $2,000. Yes, we received the requested fund and # 3 will be studied in this particular focus group. 3. Funding for a focus group to look at success rate of ECD Yes, we received African American the funding for students 4. TOTAL this particular 4. Lab student request. assistants (6) to support ECD faculty and lab students $22, 377 7 1. How has your investment of the budget monies you did receive improve student learning? When you requested the funding, you provided a rationale. In this section, assess if the anticipated positive impacts you projected have, in fact, been realized. Projector and computer enhanced teaching and student learning since the new one is reliable and working properly. Received partial lab student assistant funding which enhances student’s ability to integrate theory and practice and get immediate feedback in the Chabot EC Lab. They worked collaboratively with the ECD faculty Lab instructor to provide one on one support to lab students as needed. ECD Lab students have expressed appreciation for the extra support that enables them to have a more successful experience in this complex environment. Comments from ECD Lab students: “gives me feedback on my interactions with children”, “ give advice when I encounter situations with children” , “preschool teachers need to give their top priority to the children and the lab student assistant can answer my question on the spot in a teachable moment” and “periodically checks in with me, which gives me comfort”. This has been a very successful model to use for the success of our ECD lab students and we observed measurable competencies that students developed which has increased their success. This model has become vital since the EC lab school’s budget has been reduced significantly and the EC Specialist teacher in the classroom has multiple tasks and this significantly reduced their ability to assist and guide lab students in the EC Lab. 2. What has been the impact of not receiving some of your requested funding? How has student learning been impacted, or safety compromised, or enrollment or retention negatively impacted? We still need to study and assess why students are having a lower success rate in some of the ECD courses. It is important that we understand why students are unsuccessful so that we can support students and they can be successful. It is also required by state regulatory agencies for employment and the California Child Development permit for specific courses to be completed in order to be employable. Another issue to study is why our African American student success rate is lower than other ethnic students in ECD. We have proposed funding to support a focus group on each of these issues and have not received support from the college budget committee. These issues are still vital to our program and the success of our students and to meet one of the Chabot College mission statements of Workforce Employability. 8 Appendix B1: Student Learning Outcomes Assessment Reporting Schedule I. Course-Level Student Learning Outcomes & Assessment Reporting (CLOClosing the Loop). A. Check One of the Following: X No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be submitted with this Year’s Program Review. Note: All courses must be assessed once at least once every three years. Yes, CLO-CTL were completed for one or more courses during the current Year’s Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed this year and include in this Program Review. B. Calendar Instructions: List all courses considered in this program review and indicate which year each course Closing The Loop form was submitted in Program Review by marking submitted in the correct column. Course *List one course per line. Add more rows as needed. This Year’s Program Review *CTL forms must be included with this PR. Last Year’s Program Review *Note: These courses must be assessed in the next PR year. ECD 40 ECD 50 ECD 52 ECD 54 ECD 56 ECD 60 ECD 61 ECD 62 ECD 63 9 2-Years Prior ECD 65 ECD 67 ECD 68 ECD 69 ECD 76 ECD 83 ECD 87 ECD 88 ECD 89 ECD 90 ECD 91 ECD 95/96 10 Appendix D: A Few Questions Please answer the following questions with "yes" or "no". For any questions answered "no", please provide an explanation. No explanation is required for "yes" answers :-) 1. Have all of your course outlines been updated within the past five years? If no, identify the course outlines you will update in the next curriculum cycle. Ed Code requires all course outlines to be updated every six years. Yes 2. Have all of your courses been offered within the past five years? If no, why should those courses remain in our college catalog? Yes 3. Do all of your courses have the required number of CLOs completed, with corresponding rubrics? If no, identify the CLO work you still need to complete, and your timeline for completing that work this semester. Yes 4. Have you assessed all of your courses and completed "closing the loop" forms for all of your courses within the past three years? If no, identify which courses still require this work, and your timeline for completing that work this semester. Yes 5. Have you developed and assessed PLOs for all of your programs? If no, identify programs which still require this work, and your timeline to complete that work this semester. Yes 6. If you have course sequences, is success in the first course a good predictor of success in the subsequent course(s)? Yes 7. Does successful completion of College-level Math and/or English correlate positively with success in your courses? If not, explain why you think this may be. Since we are approved for an AS-T Degree it is necessary that those students who are seeking this degree have college level English and Math. However we are one of the highest programs for students to attain certificates. And for our certificate programs it is important that they have college level English skills. 11 Appendix E: Proposal for New Initiatives (Complete for each new initiative) Initiative #1 Revitalize Infant/Toddler Lab Classrooms Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic Plan. The project will require the support of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for finding both internal and external funding. How does your initiative address the college's Strategic Plan goal, or significantly improve student learning? What is your specific goal and measurable outcome? Students will gain competent skills and improve their performance as an Early Childhood teacher in the Early Childhood Lab school at Chabot with Infant/Toddlers and Preschoolers as they complete their lab hours and successfully complete the program and therefore become more employable. ECD students will have the skills required to make them more employable. What is your action plan to achieve your goal? Target Completion Date Activity (brief description) An ECD Lab instructor will be given reassigned time to support the EC Lab and collaborate with the EC specialist and EC Lab manager to ensure that the Early Childhood teaching pedagogical theory is put into practice in addition to teaching the 2 Lab courses ECD 63 Early Childhood Curriculum and ECD 90 Practicum: Supervised Experience. Support the ECD Lab Instructor/faculty in the Early Childhood Lab to give feedback and support ECD lab students as they are doing their required lab hours. Re-instate infant and toddler programs in order to provide appropriate laboratory experiences and settings for students Fall 2013We need this plan to become institutionalized Fall 2013We need this plan to become institutionalized Fall 2014 12 Required Budget (Split out personnel, supplies, other categories) Additional CAH 3.75 per semester 6 student Assistant ( 12 hrs per week ) for 2 semesters $21,888 Employ 3 Early Childhood Specialist ($300,00 approximately) and secure funding from which will make them more employable. Head Start requires their Infant Toddler teachers to have 6 units of specific Infant Toddler courses. Meet employability requirements. Chabot ECD students have a deficit in their training by not having the infant toddler program. WE have the classrooms; we need the Early Childhood Specialist to staff the rooms. Head Start for qualified children which will offset some of the costs. How will you manage the personnel needs? X New Hires: Student Assistants X 3.75 CAH Faculty position per semester X Classified staff # 3 Early childhood Specialist Infant/Toddler positions Reassigning existing employee(s) to the project; employee(s) current workload will be: Covered by overload or part-time employee(s) Covered by hiring temporary replacement(s) X Other, explain Additional CAH for ECD Lab Instructor/Faculty At the end of the project period, the proposed project will: Be completed (onetime only effort) X Require additional funding to continue and/or institutionalize the project Will the proposed project require facility modifications, additional space, or program relocation? No x Yes, explain: Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements? No X Yes, explain: Addition to Head Start contract Do you know of any grant funding sources that would meet the needs of the proposed project? No Yes X list potential funding sources: Career Technical funds VTEA Grant for Student Assistant Initiative #2 Learning Communities Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic Plan. The project will require the support of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for finding both internal and external funding. How does your initiative address the college's Strategic Plan goal, or significantly improve student learning? 13 “Increase the number of students that achieve their educational goal within a reasonable time by clarifying pathways and providing more information and support.” What is your specific goal and measurable outcome? Increase student success rate for students who are at risk of not succeeding in ECD classes. Help students to gain competent skills, complete coursework with success and therefore be employable. We specifically will target students who are taking ECD 56 and through additional support they will be provided guidance and assistance to ensure success in this class. What is your action plan to achieve your goal? Target Completion Date Develop Learning Communities for specific courses which have 2014 Fall higher withdrawal rates and low success rates in which a Student Assistant supports student learning. Activity (brief description) Required Budget (Split out personnel, supplies, other categories) 2 Student Assistants (10 hours a week one designated for day students and 1 for evening students) $3420 per semester How will you manage the personnel needs? X New Hires: Student Assistant Faculty # of positions Classified staff # of positions Reassigning existing employee(s) to the project; employee(s) current workload will be: Covered by overload or part-time employee(s) Covered by hiring temporary replacement(s) Other, At the end of the project period, the proposed project will: Be completed (onetime only effort) X Require additional funding to continue and/or institutionalize the project (obtained by/from): Fall 2014 & 2015 Will the proposed project require facility modifications, additional space, or program relocation? No Yes, explain: Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements? X No Yes, explain: 14 Do you know of any grant funding sources that would meet the needs of the proposed project? No X Yes Career Technical funds VTEA Grant for Student Assistants 15 Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000] Audience: Faculty Prioritization Committee and Administrators Purpose: Providing explanation and justification for new and replacement positions for full-time faculty and adjuncts Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request, including enrollment management data (EM Summary by Term) for the most recent three years, student success and retention data , and any other pertinent information. Data is available at http://www.chabotcollege.edu/ProgramReview/Data2013.cfm. 1. Number of new faculty requested in this discipline: NA PLEASE LIST IN RANK ORDER STAFFING REQUESTS (1000) FACULTY Position Description Faculty (1000) Program/Unit Division/Area Rationale for your proposal. Please use the enrollment management data. Data that will strengthen your rationale include FTES trends over the last 5 years, FT/PT faculty ratios, recent retirements in your division, total number of full time and part-time faculty in the division, total number of students served by your division, FTEF in your division, CLO and PLO assessment results and external accreditation demands. NA 2. Statements about the alignment with the strategic plan and your student learning goals are required. Indicate here any information from advisory committees or outside accreditation reviews that is pertinent to the proposal. NA 16 Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct. Category 2000] Audience: Administrators, PRBC Purpose: Providing explanation and justification for new and replacement positions for full-time and part-time regular (permanent) classified professional positions (new, augmented and replacement positions). Remember, student assistants are not to replace Classified Professional staff. Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan goal, safety, mandates, and accreditation issues. Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of new categorically-funded position where continuation is contingent upon available funding. 1. Number of positions requested: _____ STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS Position One 40% classified (18 hours) (3) Early Childhood Specialist for Infant & Toddler Programs. 1 Professional Development Coordinator Classified Professional Staff (2000) Description Program/Unit Observation Scheduler—managing, directing observation for ECD department students and to ensure security by being at the front desk during operating hours. ECD 3 Qualified PITC-trained teachers for infants and toddlers. ECD Meeting individually with students to develop Early Childhood professional development plans and guide students to complete their application for state credential (Child Development Permit) ECD 17 PLEASE LIST IN RANK ORDER Division/Area Social Science Social Science Social Science STAFFING REQUESTS (2000) STUDENT ASSISTANTS Position 1) 6 positions Student Assistants (2000) Description Program/Unit Supports ECD Lab Faculty and ECD Lab students in the EC Lab school. ECD PLEASE LIST IN RANK ORDER Division/Area Social Science 2. Rationale for your proposal. Observation Scheduler: ECD department students are required to do observation of children for the following classes ECD 40, 50, 56, 69, 90, 63, 87, 95/96 61 and 64 Based on enrollment potential of 620 students per semester doing minimum of 1 hour observation. In addition other programs also use the EC Lab school for observations. RESTORATION of Infant and Toddler programs not only to serve student needs but as ‘feeders’ to existing preschool classrooms. It is required by licensing and Head Start to have 3-6 units specifically in a course of Infant/Toddlers to be employable Lab assistants support the ECD Lab Instructor/faculty in the Early Childhood Lab to give feedback and support ECD lab students as they are doing their required lab hours. 3. Statements about the alignment with the strategic plan and program review are required. Indicate here any information from advisory committees or outside accreditation reviews that is pertinent to the proposal. Employability Requirement: Since Early Childhood Development is a Career Technical Education we also need to meet employability standards. California Community Care Licensing requires 3 units and Head Start requires 6 Infant Toddler units: ECD 67 infant Toddler and Caregiving & ECD 87 Quality Environments Infant and Toddler to qualify as infant or toddler teacher. Students must complete observations and assignments in all classes as well as have opportunities to observe and participate in a quality program which model best practices for infants and toddlers, in 18 order to gain employable skills. The California Child Development Permit issued by the Commission on Teacher Credentialing also has a Master Teacher Permit which includes the 6 Infant Toddler units. The advisory committee for the ECD department on more than one occasion has recommended that students have opportunity to observe Infants and Toddlers so they would be more employable. 19 Appendix F3: FTEF Requests Audience: Administrators, CEMC, PRBC Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty Contract. Instructions: In the area below, please list your requested changes in course offerings (and corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze enrollment trends and other relevant data athttp://www.chabotcollege.edu/ProgramReview/Data2013.cfm. COURSE ECD 54 CURRENT FTEF (2013-14) ADDITIONAL FTEF NEEDED CURRENT SECTIONS ADDITIONAL SECTIONS NEEDED CURRENT STUDENT # SERVED ADDITIONAL STUDENT # SERVED 9 units 3 units 3 1 140 44+ The course we would like to add ECD 54 Healthy Safety and Nutrition of Young Child. This course meets the requirements of the ECD AA Degree, THE AS-T Degree, Basic Teacher Certificate, and Early Intervention Assistant Degree. It also meets a Chabot GE requirement. 20 Appendix F4: Academic Learning Support Requests [Acct. Category 2000] Audience: Administrators, PRBC, Learning Connection Purpose: Providing explanation and justification for new and replacement student assistants (tutors, learning assistants, lab assistants, supplemental instruction, etc.). Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan goal. Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of new categorically-funded position where continuation is contingent upon available funding. 1. Number of positions requested: 2. If you are requesting more than one position, please rank order the positions. Position Description 1. Student EC Lab Assistants (6 @ 12 hours week) Lab assistants support the ECD Lab Instructor/faculty. 2. 3. 4. 3. Rationale for your proposal based on your program review conclusions. Include anticipated impact on student learning outcomes and alignment with the strategic plan goal. Indicate if this request is for the same, more, or fewer academic learning support positions. The EC Lab Assistants give feedback and support ECD lab students as they are doing their required lab hours in the EC Lab School. . ECD Lab students have expressed appreciation for the extra support that enables them to have a more successful experience in this complex environment. Comments from ECD Lab students: “gives me feedback on my interactions with children”, “ give advice when I encounter situations with children” , “preschool teachers need to give their top priority to the children and the lab student assistant can answer my question on the spot in a teachable moment” and “periodically checks in with me, which gives me comfort” Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000] Audience: Administrators, Budget Committee, PRBC Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of funds. Instructions: In the area below, please list both your current and requested budgets for categories 4000 and 5000 in priority order. Do NOT include conferences and travel, which are submitted on Appendix M6. Justify your request and explain in detail any requested funds beyond those you received this year. Please also look for opportunities to reduce spending, as funds are very limited. Supplies Requests [Acct. Category 4000] Instructions: 1. There should be a separate line item for supplies needed and an amount. For items purchased in bulk, list the unit cost and provide the total in the "Amount" column. 2. Make sure you include the cost of tax and shipping for items purchased. Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril) or to meet mandated requirements of local, state or federal regulations or those regulations of a accrediting body for a program. Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not received in the requested academic year. Priority 3: Are requests that are enhancements, non-critical resource requests that would be nice to have and would bring additional benefit to the program. Needed totals in all areas Description Subscription for digital licenses for videos/instructional 2013-14 Request Requested Requested 2014-15 Request Received Amount Vendor $ 3023 Insight Media Not received 22 Division/ Unit Priority #1 X Priority #2 Priority #3 materials Contracts and Services Requests [Acct. Category 5000] Instructions: 1. There should be a separate line item for each contract or service. 2. Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.) Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril) or to meet mandated requirements of local, state or federal regulations or those regulations of a accrediting body for a program. Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not received in the requested academic year. Priority 3: Are requests that are enhancements, non-critical resource requests that would be nice to have and would bring additional benefit to the program. augmentations only Description NA Amount Vendor Division/Unit 23 Priority #1 Priority #2 Priority #3 Appendix F6: Conference and Travel Requests [ Acct. Category 5000] Audience: Staff Development Committee, Administrators, Budget Committee, PRBC Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development Committees in allocation of funds. Instructions: Please list specific conferences/training programs, including specific information on the name of the conference and location. Note that the Staff Development Committee currently has no budget, so this data is primarily intended to identify areas of need that could perhaps be fulfilled on campus, and to establish a historical record of need. Your rationale should discuss student learning goals and/or connection to the Strategic Plan goal. Description Amount Vendor Priority #1 Division/Dept Priority #2 $ 2000 Higher Education Colloquium for Early Care and Education Spring 2014 Los Angeles area NAEYC Professional Development Institute June 2014 Minneapolis, Minn CDTC 2061 per attendee NAEYC Social Science/ECD X Social Science/ECD X 24 Priority #3 Notes Child development and early education faculty throughout the state (both two and 4 year institutions) work together in a joint effort to inform and shape professional preparation in ealy care and education and stay current on state requirements. Main focus of these colloborative efforst is to streamline trantion/transfer from two year instituions to four years. National Association Education of Young Children National Institute for Early Childhood Professionals, June 8-11 2014 Minneapolis. This national institute helps College instructors as well as other Early Childhood professionals to gain new skills and knowledge, network with other EC professionals and to keep current with national and state issues in Early Childhood. CAEYC Spring 2014 Southern California $2000 per attendee CAEYC Social Science/ECD X California Association of Education of Young Children-biggest ECE professional organization in the state. ECD is a CTE program and faculty need to attend statewide conferences so that they can keep current with employability skills in the field of Early Childhood. Perkins funds are an appropriate funding source for these conferences. 25 Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000] Audience: Budget Committee, Technology Committee, Administrators Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology Committee. Instructions: Please fill in the following as needed to justify your requests .If you're requesting classroom technology, see http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model numbers that are our current standards. If requesting multiple pieces of equipment, please rank order those requests. Include shipping cost and taxes in your request. Instructions: 1. For each piece of equipment, there should be a separate line item for each piece and an amount. Please note: Equipment requests are for equipment whose unit cost exceeds $200. Items which are less expensive should be requested as supplies. Software licenses should also be requested as supplies. 2. For bulk items, list the unit cost and provide the total in the "Amount" column. Make sure you include the cost of tax and shipping for items purchased. Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril) or to meet mandated requirements of local, state or federal regulations or those regulations of a accrediting body for a program. Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not received in the requested academic year. Priority 3: Are requests that are enhancements, non-critical resource requests that would be nice to have and would bring additional benefit to the program. Description Amount Vendor Division/Unit Priority #1 attending Lab hours $1710 Staples Social Science-ECD X Elmo for projection of written material $859 Amazon Social Science-ECD X Electronic time card for students * $285 ea 26 Priority #2 Priority #3 on screen for viewing Supplies for Lab student projects: paint, paper, brushes, time cards etc.. 1,000 Lakeshore Social Science ECD x * We need a system for logging in LAB hours for students in the five preschool classrooms. Currently we use SARS to log in non-lab students who come to fulfill assignments for ECD classes as well as classes in other programs. However SARS will not be efficient for our Lab students who are scheduled on a weekly basis in our preschool classrooms. We are required by the state to capture and document these hours. 27 Appendix F8: Facilities Requests Audience: Facilities Committee, Administrators Purpose: To be read and responded to by Facilities Committee. Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities Committee (FC) has begun the task of reprioritizing Measure B Bond budgets to better align with current needs. The FC has identified approximately $18M in budgets to be used to meet capital improvement needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two to be used as match if and when the State again funds capital projects, and to fund smaller projects that will directly assist our strategic goal. The FC has determined that although some of the college's greatest needs involving new facilities cannot be met with this limited amount of funding, there are many smaller pressing needs that could be addressed. The kinds of projects that can be legally funded with bond dollars include the "repairing, constructing, acquiring, equipping of classrooms, labs, sites and facilities." Do NOT use this form for equipment or supply requests. Instructions: Please fill in the following as needed to justify your requests .If requesting more than one facilities project, please rank order your requests. Brief Title of Request (Project Name): Safety of Building 3500 and Refurbish Classroom 3521 Building/Location: Building/Location: 3500/3521 Description of the facility project. Please be as specific as possible. 1. Serious Safety issue: Child Development Laboratory must be safe, such that only parents, teachers and enrolled students have access with some kind of technological access code which can also serve to ‘take roll’ of students attending and doing observations and other assignments at the Center. Currently anyone can walk into the EC Lab school and go into the children’s classrooms. This is a serious safety issue. In the past there was a full time staff member who was at the front desk and could screen people as they came in and also assist students in scheduling observations. Currently there is no front desk scheduler or anyone to screen people who come into the building. 2. Room 3521 is ‘our’ ECD instructional classroom. This room is out of date, shabby, has torn and soiled carpeting (which creates a safety hazard all of its own) and needs a physical update: new chairs, tables and carpeting, sunscreen shade( The wall of windows creates a glare and makes showing videos and use of computer/projection impossible). In addition ECD Instructor must stare into high-glare windows when teaching. We have been asking for the last 5 years for refurbishment to our classroom and it is always either VTEA funds does not support your request or you are not on the list prepared by facilities committee. It is 28 time for our request to be seriously considered. What educational programs or institutional purposes does this equipment support? Described within last paragraph. This facility project supports the ECD program and any other programs that use our building for meetings, classes, conferences, workshops etc.. Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning? Students need to be in a classroom environment which is safe, equipped with high technology and which meets their needs. 29