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
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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.
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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.
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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?
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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.
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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
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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.
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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
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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
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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.
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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
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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?
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“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:
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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
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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
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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
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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.
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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
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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.
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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
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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