Academic Program Review and Action Planning – YEAR ONE
Division
Program
Contact Person
Date
Social Sciences
Early Childhood Development
Edna Rodriggs, Hilal Ozdemir, Barbara Ogman, Michelle Sherry, Kathy Kelley
March 11, 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?
 What inferences can you draw from the data correlating the highest level of Math/English
completed and success in your discipline's courses?
 If you have online/hybrid/telecourse/CD-ROM courses, do the success rates differ from the
same courses offered on-campus? If so, should the success rates be the same, why are they
different, and is this a cause for concern? What areas of inquiry does this raise about
online/hybrid/telecourse/CD-ROM courses?
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, 51, 62, 63), the likelihood of success in the more advanced classes (ECD 65,
68, 83, 90) is great.
The least success is found (under 50%) in ECD 52, ECD 40. The case can be made for having a
prerequisite for these classes to better enable student success.
Because ECD 51 is a fundamentally important class both for the workforce as well as a prerequisite,
a skills lab with learning assistants connected to this class would enhance student success y giving
them the individual help that they may need. This could be a .5 unit, voluntary, or instructor
recommended course
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
Academic Program Review and Planning for 2011-14
Page 1 of 19
for students. We also advocate in all our classes on issues of gender equity as well as low wages.
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
will need to explore why this is the case.
According to the nearly 400 ECD AA Degree student education plans collected between 2006-2010
by the ECD Professional Development Coordinators, ECD students typically begin their math
sequencing coursework at the basic math course; three courses prior to the AA Degree applicable
math course. As of Fall 2010, the early Childhood Development Department, via local grant funding
secured by the Professional Development Coordinators, has therefore developed a learning
community program targeted toward our ECD students by adopting a math remediation course
(Math 122) and 1:1 and group tutorial supports services as a pilot project to develop and establish
strategies that allow our ECD students to decrease the number of times our ECD students are
attempting math courses, and increase the number of ECD students successfully completing math
courses/sequence necessary to achieve their ECD AA degree. The ECD+Math learning community
course content will adhere to the recommendations of the National Mathematics Advisory Panel
(U.S. Department of Education, 2008): Teacher education programs and licensure tests for early
childhood teachers, including all special education teachers at this level, should fully address the
topics on whole numbers, fractions, and the appropriate geometry and measurement topics in the
Critical Foundations of Algebra, as well as the concepts and skills leading to them; (Final Report,
2008, report page 19).
Success for online courses differ from face to face classes. On line courses require self discipline,
motivation, independence and computer literacy that may not be in place when the student enrolls in
the class. Students do not have the same kind of accessibility to instructors in order to get
clarification or help. Students think that on line classes will be “easier” which is not the case.
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:
 Early Child Development department students need to first take ECD 50-Early Childhood
Principles and Practices and ECD 51-Prenatal courses prior to their enrollment in ECD 63
Early Childhood Curriculum. ECD 50 and 51 are introductory courses in which students are
introduced to fundamental concepts/information relevant to the early childhood field. After
completing ECD 50 and 51 with a “C” or better, the students can then enroll in ECD 63. In
ECD 63, the concepts that were previewed earlier are reviewed, reemphasized, and studied in
greater detail. Students are given a lot of support and opportunities to practice translating
these theories into practice.
Over the years, we have observed that once students successfully complete the introductory courses,
their success rate increases in subsequent courses in the sequence.
Academic Program Review and Planning for 2011-14
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The same pattern has also been observed with the ECD 90-Practicum: Supervised Experience. ECD
63 is the prerequisite for ECD 90. ECD 90 is an upper level course in which students are expected to
fully translate theory into practice in a lab setting with minimum interference.

Many students will take the beginning classes and then have a change of heart about entering
the field of early childhood. The beginning classes also attract students from other disciplines
because they are transferable to the 4 year schools as well as meeting some GE requirements.
Our core classes are capped at 44 while our Lab classes (ECD 63 and ECD 90) are capped at
25 and 15 respectively.
1
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. 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?
Explain: 2 courses (ECD 59 and ECD 88) will be revised this year (2011)
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:
Difficult budgetary conditions make it challenging to be able to offer highest quality instruction in the
Lab school. Retrenchment and downsizing of the Chabot Lab school has meant fewer Lab placements
for students because children’s classrooms have been eliminated. As a program we are seriously
concerned how the impact of eliminating the evening lab program will have on the ECD instructional
program because students will not have access to a lab in the evening to complete their course of
study. Our evening students are currently working in the Early Childhood settings during the day
and cannot take daytime lab courses without seriously jeopardizing their income. This makes their
completion of ECD program requirements a great challenge. We are looking at other sources of
funding to help support the evening program such as Carl Perkin funds (CTE). The ECD program
does not require large capital equipment. We DO rely on the Chabot Lab for program requirements,
i.e. state required practicum placements, observations, etc. This means staffing the children’s
classrooms with Early Childhood Specialist and lab assistants.
Academic Program Review and Planning for 2011-14
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In our past Unit Plans and Program Reviews we have repeatedly asked that Room 3521, the ECD
adult classroom in the Chabot Lab, be refurbished and updated with current technology that is in all
the Social Science classrooms in the 500 building along with chairs, tables and carpet. The situation
in the classroom has deteriorated significantly over the years and is a high priority. We request that
Carl Perkin funds (CTE) for this.
During this next year the ECD department will be expected to incorporate the Early Childhood state
wide competencies into our current program which may mean revision of our current course outlines.
There will be a need for release time in order to work on these revisions to meet state standards and
requirements. We request Carl Perkin funds (CTE) for this.
Our long-term budgetary needs are for sustainability of the Children’s Center Lab School (daytime
and evening) so that when our program has the FTEs to expand again we will be prepared to provide
the necessary environment for program requirements.
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.
 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:
After reviewing trends from previous years, as well as accommodating budgetary restrictions, we
made adjustments to course offerings. For instance, only offering some classes once per year rather
than every semester. We added Saturday short term, intensive classes. In collaboration with LPC
ECD, we are offering courses on alternating semesters to leverage reduced FTEs and increase
students’ access.
We have expanded our online courses from 3 courses to 8 courses.
The ECD department strongly supports the Spanish Cohort Program. The department has allocated 6
units per semester for that program. This program offers monolingual (Spanish) and bilingual ECD
classes and serves an average of 70 students per semester. Students complete the 13 ECD units
required by California Child Care Licensing and obtain an Associate Teacher Certificate in two years.
As they complete their ECD units, students also increase their English skills by completing at least 3
ESL units per semester. The program has been coordinated by a bilingual Professional Development
Coordinator funded by Every Child Counts, First Five Alameda County. This position may no longer
be funded and needs to be institutionalized by the College which is currently a Hispanic Serving
Institution.
Academic Program Review and Planning for 2011-14
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Because of the state curriculum alignment project (CAP) we have introduced three new courses:
ECD 54 (Health, Safety and Nutrition for Young Children), ECD 69 (Observation and Assessment)
and ECD 79 (Teaching in a Diverse Society). ECD 54 and 79 meet general education requirements
for the AA degree.
The Lab program is in jeopardy of being so significantly reduced that the ECD Program would be
compromised in its ability to deliver a full and comprehensive Lab experience that fulfills state mandates.
As of fall 2011, the Lab will have been downsized from 11 classrooms to 4 classrooms. The evening
program will face the most significant reduction which will mean its elimination.
Half of the students enrolled in ECD classes use the evening Lab hours to fulfill their Lab requirement.
Reducing the number of Lab classrooms will affect instruction:
 Students will not be able to complete their AA in ECD;
 Students will not be able advance on the state of California Child Development Permit;
 ECD 63, which requires Lab hours, is a prerequisite for many advanced ECD classes. Students
will be unable to complete their program of study in a timely fashion;
 Chabot will have lost a unique and well-regarded educational program for an underserved
population;
 Chabot College ECD Certificates will be reduced by 50%;
All ECD instructors give assignments that require students to observe, assess and conduct research. If the
evening Lab were closed, students would lose an important access to complete their assignments.
We request Perkins Funds for the following:
Four student lab assistants (part time) to staff the Lab classrooms:
One part time (50%) site supervisor.
One part time cook
One part time front desk receptionist/security
Supplies
$45,000.
$40,000
$10,000
$7500
$10,000
The total amount of Perkins Funds we request is: $112,500.
We are always reviewing and adjusting our schedules in reaction to student trends. Therefore we are
meeting the needs of the community and our students.
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

Percentage of courses in your discipline that have CLOs and rubrics
developed:______100%_x__
Academic Program Review and Planning for 2011-14
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



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) .04%
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: 3/8/2011
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
21%
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: We will meet our target date as indicated on our CLO Assessment schedule.
Courses: Fall 2009 Spring 2010 Fall 2010 Spring 2011
Fall 2012
ECD 50
Assess
Evaluate and Discuss Use of
Results
ECD 56
Assess
Evaluate and Discuss Use of
Results
ECD 62
Assess
Evaluate and Discuss Use of
Results
ECD 63
Assess
Evaluate and Discuss Use of
Results
ECD 90

Spring 2012
Assess
What actions has your discipline determined that might be taken as a result of these reflections,
discussions, and insights?
Actions planned: We will develop after we have completed CLO assessments after Fall 2011.

What course-level and programmatic strengths have the assessment reflections revealed?
Strengths revealed: We will analyze after we have completed CLO assessments after Fall 2011.

Percentage of programs within your discipline that have established at least two PLOs, and
mapped appropriate CLOs to them: 0 in process
Academic Program Review and Planning for 2011-14
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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? Our CLO’s as well as our program
as a whole address critical thinking, (inquiry, analysis, logic, problem solving), Communication
(reading, comprehension, writing, respectful and ethical communication), Civic responsibility
(promoting the development of values, integrity, and ethical behavior), Development of the
Whole Person ( creativity, lifelong learning and increasing professional and self development
for increasing employability).
In which if any of the College-wide Learning Goals Faculty Inquiry Groups have discipline
member(s) participated? _ Michelle Sherry participated in the Critical Thinking FIG
Insights gained:
Critical thinking is a valuable skill in Early Childhood classes and can be incorporated into all classes.
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 ECD program has a Spanish cohort that was started in 2001. The Spanish cohort model
has been very successful and as they are taking their courses in Spanish they are also getting ESL
support in a contextualized ESL course. As of this date 329 have succeeded in the program and
completed the Associate Teacher permit (13 units). We have instituted a Phase 2 of the Spanish
cohort for those students who want to continue to take ECD courses and complete their Basic
Teacher Certificate ( 28 ECD units). The first time we offered Spanish cohort Phase 2 we had 20
start and 10 completed. Starting in the Fall semester 2010 we started the second Spanish Cohort
Phase 2. In this model the students are imbedded as a cohort in ECD courses and because of their
emerging English skills they have access to a tutor, which is funded by outside sources, to help them
with their writing.
Academic Program Review and Planning for 2011-14
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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.).
Current California labor market statistics which project the percentage of increase in jobs for the years
2008-2018. The chart below indicates the change for preschool teachers as 11 %, special education
teachers preschool and elementary 20%; and kindergarten teachers 16%. All 3 of the areas are directly
linked to knowledge in Early Childhood Development. As a comparison the chart also indicates the
labor market statistics for nursing as 21 % and auto technician 7%.
Preschool Teachers 11%
Nursing aides, technicians 21%
Kindergarten Teachers 16%
Special Education Teachers
preschool and elementary 20 %
Automotive Technician 7%
0
0.05
0.1
0.15
0.2
0.25
During this next year the ECD department will be expected to incorporate the Early Childhood state
wide competencies into our current program which may mean revision of our current course outlines.
There will be a need for funds in order to work on these revisions to meet state standards and
requirements. We request Perkins Funds to support this endeavor. We request $5000.
Academic Program Review and Planning for 2011-14
Page 8 of 19
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:
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, 51, 62, 63), the likelihood of success in the more advanced classes
(ECD 65, 68, 83, 90) is great.
The least success is found (under 50%) in ECD 52, ECD 40. The case can be made for having a
prerequisite for these classes to better enable student success.
Because ECD 51 is a fundamentally important class both for the workforce as well as a
prerequisite, a skills lab with learning assistants connected to this class would enhance student
success by giving them the individual help that they may need. This could be a .5 unit, voluntary,
or instructor recommended course
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.
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 will need to explore why this is the case.
We will form a focus group to help us understand both the gender equity issues as well as the lack
of success for African American students. We request Perkins Funds to study this issue. We
request $1500.
The Lab program is in jeopardy of being so significantly reduced that the ECD Program would be
compromised in its ability to deliver a full and comprehensive Lab experience that fulfills state
9
mandates. As of fall 2011, the Lab will have been downsized from 11 classrooms to 4 classrooms.
The evening program will face the most significant reduction which will mean its elimination.
We request Perkins Funds for the following:
Four student lab assistants (part time) to staff the Lab classrooms:
One part time (50%) site supervisor.
One part time cook
One part time front desk receptionist/security
Supplies
$45,000.
$40,000
$10,000
$7500
$10,000
The total amount of Perkins Funds we request is: $112,500.
Since we discovered that our student success for ECD 51 is close to 50% and it is a fundamental
course as well as a prerequisite in the ECD program, we request Perkins Funds to fund a .5 unit
class to function as a tutorial/lab. This would help to ensure student success in this important class
and increase the ECD workforce. We request $3,000.
State competencies require the ECD program to adapt and revise course. This will require
extensive study and time to accomplish. Adhering to these competencies will make our students
more employable and better prepared for entering the workforce. We request Perkins Funds for
funds in order to accomplish this. We request $5,000.
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
Provide a fully functional
and comprehensive Lab
program
Ongoing
Increase success in ECD 51
through creation of a .5 unit
basic skills support class
Spring 2011spring 2012
Activity
Secure funding through Perkins
Funds and other outside sources
Support Needed to
Accomplish These
Activities*
Outcome(s) Expected
College support for use of Lab stability
Perkins Funds
Person(s)
Responsible
Accomplished?
Yes/No/In
Progress
ECD faculty/Social
Science Dean
Grant writing
workshops
Write course outline
Funds to support this pilot Increased success in ECD 51
class
ECD faculty
Increase success for African Spring 2011American students in ECD spring 2012
classes
Develop an inquiry for a focus
group
Funds to support this
focus group
ECD faculty
Development of CLOs and
PLOs and close the
assessment loop
Continue to develop and close the None
loop
Spring 2011
Increased success for African
American students
CLOs and PLOs will be
implemented
ECD faculty
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.
11
*Types of Support Needed to Accomplish Activities:
 Training or workshops
 Publications, library, resources
 Guidance to support research and/or inquiry projects
 Technology
Because we are behind the timeline for SLOs, we do not have any data at this time. However, we are
planning to complete the first assessment cycle by fall 2011.
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
12
Provide safe, secure and up-to-date facilities and technology
13
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
14
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




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?
_________________________________________________________________________
_________________________________________________________________________
15

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.).
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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
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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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