Academic Program Review and Action Planning – YEAR ONE
Division
Program
Contact Person
Date
Language Arts
American Sign Language
Arturo Lopez Yanez
March 2011
Section A – Data Review and Analysis
I. Basic Success and Equity (Data from 3 previous years)
 What trends are you seeing over time? How does the basic success data compare to the college
as a whole and to statewide average success rates, if available? What might explain the
differences?
 What courses in your discipline show the greatest/least amount of success? What accounts for
success in these courses? How could you improve success in the less successful areas?
 What do you see in the comparisons between men and women and between different
ethnicities? What accounts for differences? What concerns you? How could you strategically
address the concerns?
Explain:
The American Sign Language program from 2007-2010 experienced a success rate from 58% to 70%
across the three classes offered: SL 64, 65 and 66. The total enrollment for the classes ranged from
375 to 487. The total men enrolled ranged from 111 to 157 and the success rate ranged from 60% to
74%. The total women enrolled ranged from 258 to 331 and the success rate ranged from 57% to
77%.
Below is a table representing the total success and enrollment of different ethnicities from 2007-2010
African
Asian
Filipino Latino
Middle Native
Pacific
White
American
Eastern American Islander
Success
29% 68% 67% 60% 0% 0% 50% 67% 63%
85%
84%
78%
100%
100%
82%
83%
Enrollment 73-115
52-65
35-50
77-134 0-3
1-8
6-18
74-114
American Sign Language 64 ranged in success from 57% to 75% and the total enrollment ranged
from 291 to 409.
American Sign Language 65 ranged in success from 61% to 84% and the total enrollment ranged
from 63 to 86.
American Sign Language 66 ranged in success from 73% to 76% and the total enrollment ranged
from 15 to 24.
Overall, the American Sign Language program tends to have more women enroll in classes than men.
However, both men and women experience approximately the same success rate. Also, African
American, Latino and White students have higher enrollment in classes with varying success rates.
As for individual classes, enrollment is high in SL 64 and then tends to decrease for SL 65 and
Academic Program Review and Planning for 2011-14
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decreases even further for SL 66. In Spring 2009 SL 64 had its highest enrollment of 409 students
but then in Fall 2009 SL 65 only had 86 students. The following semester in Spring 2010 SL 66 had
24 students.
A goal for the program would to have higher enrollment in both SL 65 and 66. The faculty is
responsible for recruiting students to take all 3 classes offered in the program and to see that
enrollment improved in the coming years.
In the future, the plan for the American Sign Language program is to create an Associate’s degree
program in ASL. This will first include creating a SL 67 class, which will be an advanced ASL class.
Then, SL 64 and SL 65 will each be 5 units, including a lab. SL 66 and SL 67 will be 4 units, which
will include a lab also. This plan will ensure a cohesive American Sign Language program that can
be completed in four semesters.
II. Course Sequence (Data from 2 previous years)
Note: Answer this question if you have been provided data about course sequences in your discipline.
 Is success in the first course a good indicator of success in the second course? What are the
curricular, pedagogical, and/or methodological implications of what you see?
 Do your successful students in the first course enroll at a high rate in the second course within
two years? What are the implications of what you see?
Explain:
American Sign Language 64 ranged in success from 57% to 75% and the total enrollment ranged
from 291 to 409.
American Sign Language 65 ranged in success from 61% to 84% and the total enrollment ranged
from 63 to 86.
American Sign Language 66 ranged in success from 73% to 76% and the total enrollment ranged
from 15 to 24.
Students’ success increases as they take classes in the program. Students enrolled in the intermediate
and advanced classes are serious about learning and want to be successful in order to enroll in the
next class.
There is a need to make the program a four-semester program so there is more growth in enrollment
in SL 66 and the future SL 67 class. Students may be more motivated to take four semesters of ASL
classes if they have the chance to major in ASL and so therefore having an Associate’s degree
program will help the enrollment in the classes.
III. Course Review (Data from 5 previous years)
 Ed. Code requires that all courses are updated every five years. Are all of your courses
updated? If not, do you want to maintain or continue these courses? Please indicate your plans
in terms of curriculum. (Need) Have all of your courses been offered recently? If not, why?
Are students counting on courses to complete a program or major when these courses are not
being offered?
Academic Program Review and Planning for 2011-14
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Explain:
American Sign Language 66 was offered starting in Spring 2009 and has slowly started to increase in
enrollment. SL 64 and 65 have also began to increase in enrollment and the hope for the future is that
classes continue to increase in enrollment and SL 66 has enough students to be a class on its own.
The ASL program has recently been working with Carole Splendore to add rubrics to the course
outlines and to also review the outcomes and objectives for each course.
Curriculum changes are to be implemented Fall 2011. Currently, textbook usage is decided
according to the teachers’ preference. In order to be consistent with all students, curriculum and
instructional materials/methodology will be the same across all classes. Signing Naturally is a
pedagogically sound textbook to use for American Sign Language classes and will be used for SL 64,
65 and 66 starting Fall 2011.
In Fall 2011, the Signing Naturally curriculum will be used in the following classes: Level 1 Units 16 for SL 64, Level 1 Units 7-12 for SL 65 and Level 2 Units 13-17 for SL 66.
With the future addition of SL 67, Signing Naturally Level 3 textbook will be used.
IV. Budget Summary (Data from 3 previous years)
 What budget trends do you see in your discipline? What are the implications of these trends?
 Where is your budget adequate and where is it lacking? What are the consequences on your
program, your students, and/or your instruction?
 What projected long-term (5-10 years) budget needs do you see? You will detail your short-term
needs in the action plan that follows. You do not need to cite them here.
Explain:
One immediate budget concern is the changing of curriculum in Fall 2011. Budget needs to be
allocated to order new textbooks for the faculty.
The long-term plan for the ASL program is to offer a comprehensive AA degree that would include:
 SL 64, 65 (five unit courses with a one hour lab course work incorporated) and SL 66 and SL
67 (a four unit course with a one hour lab).
 Part of the long-term plan is to incorporate an ASL lab component during which time students
could go to work on their signing skills. Learning Assistants and tutors would work the lab and
provide enrolled students with training in course content signing and assistance. A component
of the ASL lab would be having ASL tutors who could work with struggling students to
improve their skills.
As the program progresses and enrollment increases, an additional full time faculty member would be
needed. It would also help the program to have two full time faculty members who could work
together and improve the quality of the program.
V. Enrollment Data (Data from 2 previous years)
 Please provide a brief description of: overall enrollment trends; enrollment trends by course; and
enrollment trends by time of day and Saturday.
Academic Program Review and Planning for 2011-14
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

Describe what your discipline has done in terms of curriculum or scheduling in the last two years
that has effected enrollments.
Describe plans or strategies that you have for the near future in terms of curriculum or
scheduling that could impact your enrollments.
Lastly, look closely at whether the schedule you currently offer provides access to the broader
community that your discipline serves at Chabot College—day time, night time, Saturday,
distance education, special or targeted communities that would or do enroll in your courses.
Explain: From Spring 2008 to Fall 2010, SL 64 continues to have enrollment over 100% in the
morning and mid-afternoons on both Monday and Wednesday and Tuesday and Thursday. In the
evening class, SL 64 had only 41% enrollment at the 5:00pm class so the class moved to 6:30pm and
the enrollment went up to currently 109%. There is also an afternoon class in San Leandro starting at
4:00pm on Thursdays that typically have enrollment ranging from 50% to 75%.
SL 65 has better enrollment in the morning on Mondays and Wednesdays. The class currently has an
enrollment of 140%. In Fall 2008, there was a 12:00pm class offered but only had a 40% enrollment
so it was not offered again. Currently there is a night class starting at 6:30pm that has had enrollment
ranging from 49% to 104%. There is also a San Leandro class offered at 4:30pm on Thursdays that
ranges from 8-13 students each semester.
SL 66 is offered in the morning on Mondays and Wednesday at 10:30am. The enrollment ranges
from 4 students to 18 students. There is also a night class offered at 6:30pm on Tuesdays that has
enrollment ranging from 3-11 students. If enrollment is not up to the minimum then SL 66 is often
combined with SL 65. In the future, SL 66 will hopefully have enough enrolled students to be a class
on its own. In the current semester, faculty is trying to promote SL 66 to students in hopes of having
full SL 66 classes in the future semesters.
I believe our program offers classes at times and days that are accessible to the college population.
We have morning, mid-afternoon and night classes for all three classes.
Beginning Fall 2011, a new curriculum will be implemented for all three classes. The new
curriculum is Signing Naturally, which includes Level 1 Units 1-6 for SL 64, Level 1 Units 7-12 for
SL 65 and Level 2 Units 13-17 for SL 66.
Also, in Fall 2011 SL 66 will be offered on Monday and Wednesday mornings and not offered as a
night class since enrollment numbers have been low for the night class. The goal is for SL 66 to
increase in enrollment so by offering only one section, more students will enroll in that one class.
VI. Student Learning Outcomes Inventory
Acronym Key:
SLO = Student Learning Outcome is a general term, for the following three levels of outcomes:
CLO = Course-level Outcome, i.e. what a student can do after completing a course
PLO= Program-level Outcome, i.e. what a student can do after completing a sequence of courses
CWLG = College-wide Learning Goal
Academic Program Review and Planning for 2011-14
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

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Percentage of courses in your discipline that have CLOs and rubrics developed: 100%
For this information, please see the list of which courses do and do not have CLOs on the
SLOAC’s main webpage:
http://www.chabotcollege.edu/sloac/default.asp
Percentage of courses in your discipline that have the minimum number of CLOs developed:
(1 unit = 1 or more CLO, 2 units = 2 or more CLOs, 3 or more units = 3 or more CLOs) 100%
For this information, please see the CLO spreadsheet on the SLOAC’s main webpage:
http://www.chabotcollege.edu/sloac/default.asp
Date the CLO Assessment schedule was submitted: March 8, 2011
For this information, please see the Course-level Outcomes assessment schedules list from the
Assessment Progress and Plans webpage:
http://www.chabotcollege.edu/sloac/progress.asp
Percentage of courses in your discipline that have had all the CLOs assessed within the past three
years, as per Chabot’s Assessment policy: 33%
For this information, please see Chabot’s Assessment Policy from the SLO/Assessment
Guidelines webpage:
http://www.chabotcollege.edu/sloac/guidelines.asp
Percentage of courses in your discipline that have had all the CLO assessments reflected upon, or
discussed with colleagues, within the past three years 0%
What questions or investigations arose as a result of these reflections or discussions?
Explain:

What actions has your discipline determined that might be taken as a result of these reflections,
discussions, and insights?
Actions planned:

What course-level and programmatic strengths have the assessment reflections revealed?
Strengths revealed:



Percentage of programs within your discipline that have established at least two PLOs, and
mapped appropriate CLOs to them: 100%
For this information, please see the Program-level Outcomes progress page from the Assessment
Progress and Plans webpage:
http://www.chabotcollege.edu/sloac/progress.asp
Which of the CWLGs do your discipline’s CLOs address? Critical thinking, communication,
global, and cultural involvement.
In which if any of the College-wide Learning Goals Faculty Inquiry Groups have discipline
member(s) participated? _________________________________________________________
Academic Program Review and Planning for 2011-14
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______________________________________________________________________________
Insights gained:
VII. Academic Learning Support
What kinds of academic learning support does your discipline use or require to help students succeed
(e.g., tutoring, learning assistants, student assistants, peer advisors, lab support, supplemental
instruction, peer-led team learning, peer advisors)? How many hours per semester do you use and/or
how many hours per semester do you need?
Explain:
The American Sign Language program does not currently offer tutoring services for students at the
Learning Connections/PATH Center. In the future the program needs to set up tutoring services to
support students’ learning as well as an ASL lab for students to work on and improve their skills.
VIII. External Data
 Cite any relevant external data that affects your program (e.g., labor market data, community
demand, employment growth, external accreditation demands, etc.).
Academic Program Review and Planning for 2011-14
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Section B – Data Summary



From what you have learned in your basic data review, what does the information tell you
about your program?
Overall, what improvements would you like to make to your program? How do you plan
to address these concerns? Are there any immediate issues that require immediate
attention (e.g., outdated course outlines)?
Where appropriate, please cite relevant data in your discussion (e.g., efficiency,
persistence, success, FT/PT faculty ratios, SLO/PLO assessment results, external
accreditation demands, etc.).
Data Summary and Plan of Action Description/Rationale:
The information above tells me that the American Sign Language program is a small program that
has a lot of potential to grow. Addressing the enrollment issue found in the higher level (SL 66),
the program should continue to grow and develop harmoniously given the opportunity to offer
students with an AA degree and its sequence of courses (adding a fourth level ASL course). The
quality of the program will further benefits from an ASL lab component in each course and
tutoring services to support students’ learning.
In Fall 2011, the program is implementing pedagogical content changes (new textbook adoption)
and the faculty will need to be trained using the new materials. Also, funding needs to be
provided to make sure the faculty has all the teaching materials needed.
As the program continues to grow and improve, an additional full time faculty member would be
a great addition to the program. It would allow the program to have more stability, support and
would give the program the opportunity to grow.
Section C – Action Planning
Please propose a two-year plan of action and timeline to address any immediate and/or long-term
concern(s). This includes activities to assess the CLO(s) to discover a plan of action. It may also
include specific activities that address improving CLO(s) and their assessment, that is to say
evaluating the CLO(s) and the assessment activities.
Examples of activities include:
 Research and inquiry project – why is this happening?
 Innovation and Pilot Projects – this is something I want to try
 Intervention activities such as support services – this is what I want to do about it
 Program and curriculum modification – this is what I want to do about it
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I.
Action Plan Timeline: Detail the timeline for accomplishing your goals
PLOs and/or Program
Goal(s)
Timeline
Activity
Support Needed to
Accomplish These
Activities*
Outcome(s) Expected
Person(s)
Responsible
Fall 11-Spring
12
Curriculum revisions (SL 64, 65,
66)
Yes
Adoption and implementation
of new course outlines.
A. Lopez Yanez
On going
Curriculum adoption (SL 67)
Yes
Addition of new course SL 67
A. Lopez Yanez
On going
Development / proposal of ASL
AA degree
Yes
Addition of new course SL 67
A. Lopez Yanez
Accomplished?
Yes/No/In
Progress
YEAR
ONE
LEAVE
BLANK
Definitions of terms:
Program Goal = A general statement of what the program hopes to accomplish, for the long-term. It may be in qualitative (narrative) rather
than quantitative (numeric) terms. It may include the integration of several program outcomes, or relate to class scores, credits, units, course
completion, retention term to term, progression to next course/level, program completion, degree and certificate completion, transfer,
success/scores on licensure exams, job placement, attitudes, fundraising, media promotion, etc.
PLO = Program-level Outcome, i.e., what students can do, what knowledge they have, after completing a sequence of courses. It is a subset
of the Program Goals, related to student learning.
*Types of Support Needed to Accomplish Activities:
 Training or workshops
 Publications, library, resources
 Guidance to support research and/or inquiry projects
 Technology
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II.
Strategic Plan Goals and Summaries: Which Strategic Plan goals and strategies does your action plan support?
Awareness and Access
Increase familiarity with Chabot
Reach out to underrepresented populations
Promote early awareness and college readiness to youth and families
Multiple ways to deliver instruction and services for all
Student Success
Strengthen basic skills development
Identify and provide a variety of career paths
Increase success for all students in our diverse community
Assess student learning outcomes to improve and expand instruction and services
Community Partnership
Increase experiential learning opportunities
Initiate/expand partnerships among the college, businesses and community organizations
Promote faculty and staff involvement in college and community activities
Engage the community in campus programs and events
Vision Leadership and Innovation
Improve institutional effectiveness
Streamline academic and student support services
Professional development to support teaching, learning and operational needs
Support effective communication both in the college and the community
Provide safe, secure and up-to-date facilities and technology
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Program Review and Action Planning – YEAR TWO
Action Plan Progress Report
Division
Program
Contact Person
Date
Audience: IPBC; Program Review Committee; Deans/Unit Administrators; Budget Committee
Purpose: To provide evidence of progress on from previous year and to provide input into
planning for subsequent years.
Instructions: If you have completed your unit plan last year, please update your timeline and
answer the questions below. If you are updating/changing your timeline, list the appropriate
year in which revisions were made.
IA. Problem Statement: Summarize your Program Review Year One conclusions.
IB. Analysis: If there are any new data or conclusions, what is the basis for these new
conclusions?
II. List your accomplishments: How do they relate to your program review and PLO
work? Please cite any relevant data elements (e.g., efficiency, persistence, success, FT/PT
faculty ratios, SLO/PLO assessment results, external accreditation demands, etc.).
III. Student Learning Outcomes Inventory Update
Acronym Key:
SLO = Student Learning Outcome is a general term, for the following three levels of outcomes:
CLO = Course-level Outcome, i.e. what a student can do after completing a course
PLO= Program-level Outcome, i.e. what a student can do after completing a sequence of courses
CWLG = College-wide Learning Goal
10






Percentage of courses in your discipline that have CLOs and rubrics developed:_________
For this information, please see the list of which courses do and do not have CLOs on the
SLOAC’s main webpage:
http://www.chabotcollege.edu/sloac/default.asp
Percentage of courses in your discipline that have the minimum number of CLOs
developed:
(1 unit = 1 or more CLO, 2 units = 2 or more CLOs, 3 or more units = 3 or more
CLOs)_______
For this information, please see the CLO spreadsheet on the SLOAC’s main webpage:
http://www.chabotcollege.edu/sloac/default.asp
Date the CLO Assessment schedule was submitted:________
For this information, please see the Course-level Outcomes assessment schedules list from
the Assessment Progress and Plans webpage:
http://www.chabotcollege.edu/sloac/progress.asp
Percentage of courses in your discipline that have had all the CLOs assessed within the
past three years, as per Chabot’s Assessment policy: _______
For this information, please see Chabot’s Assessment Policy from the SLO/Assessment
Guidelines webpage:
http://www.chabotcollege.edu/sloac/guidelines.asp
Percentage of courses in your discipline that have had all the CLO assessments reflected
upon, or discussed with colleagues, within the past three years_______
What questions or investigations arose as a result of these reflections or discussions?
Explain:

What actions has your discipline determined that might be taken as a result of these
reflections, discussions, and insights?
Actions planned:

What course-level and programmatic strengths have the assessment reflections revealed?
Strengths revealed:


Percentage of programs within your discipline that have established at least two PLOs, and
mapped appropriate CLOs to them:________
For this information, please see the Program-level Outcomes progress page from the
Assessment Progress and Plans webpage:
http://www.chabotcollege.edu/sloac/progress.asp
Which of the CWLGs do your discipline’s CLOs address?
_________________________________________________________________________
_________________________________________________________________________
11

In which if any of the College-wide Learning Goals Faculty Inquiry Groups have
discipline member(s) participated?
_________________________________________________________________________
_________________________________________________________________________
Insights gained:
VII. Academic Learning Support
What kinds of academic learning support does your discipline use or require to help students
succeed (e.g., tutoring, learning assistants, student assistants, peer advisors, lab support,
supplemental instruction, peer-led team learning, peer advisors)? How many hours per semester
do you use and/or how many hours per semester do you need?
Explain:
IV. External Data
 Cite any relevant external data that affects your program (e.g., labor market data,
community demand, employment growth, external accreditation demands, etc.).
12
V.
Action Plan Timeline Update: Cut and paste your previous timeline from Year One and update the “Accomplished?”
column. List any new PLOs or program goals and activities you may have in the second chart.
PLOs and/or Program
Goal(s) from Year
One
Timeline
Activity
Support Needed to
Accomplish these
Activities*
Outcome(s) Expected
Person(s)
Responsible
Accomplished?
Yes/No/In
Progress
New PLOs and/or
Program Goal(s)
Timeline
Activity
Support Needed to
Accomplish these
Activities*
Outcome(s) Expected
Person(s)
Responsible
Accomplished?
Yes/No/In
Progress
YEAR
TWO
LEAVE
BLANK
13
Definitions of terms:
1. Program Goal = A general statement of what the program hopes to accomplish, for the
long-term. It may be in qualitative (narrative) rather than quantitative (numeric) terms. It
may include the integration of several program outcomes, or relate to class scores,
credits, units, course completion, retention term to term, progression to next course/level,
program completion, degree and certificate completion, transfer, success/scores on
licensure exams, job placement, attitudes, fundraising, media promotion, etc.
PLO = Program-level Outcome, i.e., what students can do, what knowledge they have, after
completing a sequence of courses. It is a subset of the Program Goals, related to student
learning.
*Types of Support Needed to Accomplish Activities:
 Training or workshops
 Publications, library, resources
 Guidance to support research and/or inquiry projects
 Technology
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Program Review and Action Planning – YEAR THREE
Final Summary Report
Division
Program
Contact Person
Date
I. Reflect upon the last three years' analysis and activities.
II. Briefly summarize the accomplishments of the discipline, and how they relate to the review of the
program, the program-level outcomes (PLOs) and course-level outcomes (CLOs).
III. Please list what best practices (e.g., strategies, activities, intervention, elements, etc.) you would
recommend? What was challenging? Was there a barrier(s) to success?
Best practices:
Challenges/Barriers to Success:
IV. Next Steps: Recommendations for program and institutional improvement.
Program Improvement:
Institutional Improvement:
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