Chabot College
Program Review Report
Fall 2015-Spring 2016
Year 1 of
Program Review Cycle
Early Childhood Development
Submitted on
Contact: Hilal H. Ozdemir, Barbara Ogman, Edna Rodriggs, and Michelle Sherry
Final Forms, 1/18/13
Table of Contents
Divisions/Programs remain in the same cycle year for 2014-2015
__X_ Year 1
Section 1: Where We’ve Been
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section A: What Progress Have We Made?
Section B: What Changes Do We Suggest?
___ Year 3
Section A: What Have We Accomplished?
Section B: What’s Next?
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
__X__ YEAR ONE
1. Where We’ve Been - Complete Appendix A (Budget History) prior to writing your
narrative. Limit your narrative to no more than one page. As you enter a new
Program Review cycle, reflect on your achievements over the last few years.
What did you want to accomplish? Describe how changes in resources provided
to your discipline or program have impacted your achievements. What are you
most proud of, and what do you want to continue to improve?
The ECD program has accomplished the following in the last few years:
1. As of August 2014 we are one of three Community Colleges in the state who
have completed the ECE CAP (Curriculum Alignment Project) alignment process.
This project required the rewriting and state submission of 7 ECD course outlines
which brings the total number of ECD courses at Chabot College to 15. The 7
courses are in 3 subject areas: Special Needs, Infant/Toddler and Administration.
Also 8 of our ECD courses are C-id approved for a total of 24 units. These 8
courses are the foundation of our program and included in our ECD AS-T
degree, ECD AA Degree and ECD Basic Teacher Certificate.
2. We have had a concern about the low student success rate for ECD 56 Child
Growth and Development which is a foundational course for our program. For
many years in a row we requested funding for a FIG to look at this issue. We
repeatedly did not get that funding. Eventually we received funding for the
research, development and implementation of an ECD Study Hall in spring 2014,
staffed by ECD faculty, to support our students in their ECD classes. The data
from spring 2014 showed that the success rate of our students in ECD 56 went
from F 2011 55%, to Sp 2014 74%.
3. Another way that we support our students in having an ECD Orientation
starting in the fall of 2013. The purpose of the ECD Orientation is to introduce
the ECD faculty, support services and college-wide resources which are
available for ECD students. Professional Development opportunities are also
highlighted. The event is held once a semester at a time convenient for students
to attend.
4. The ECD program provides bilingual tutors for Spanish Cohort participants and
other ECD students whose first language is Spanish. This support has been in
place since 2009 and is funded through a grant with First 5 Alameda County. We
are fortunate that this school year 2014-2015 the ECD Program has been able
to hire with the First 5 Alameda County grant 1 math tutor, 3 ECD content tutors,
including a bilingual tutor in Spanish.
5. The Spanish cohort, which consists of students who are not your typical
college student, is a very successful program. In the chart below you can see
the statistics from this class which consists of 4 ECD courses (13 units) which
are taught in Spanish/English with an ESL support class for all of the students.
1
The 4 ECD courses give the students the basic units they need to enter the
career of an Early Childhood educator.
6. The ECD program for the last 2 years has been able to hire Early Childhood
Lab Assistants using Perkin Funds, which support our ECD students while they
are doing their student teaching in the Chabot EC Lab School. The ECD Lab
Assistants interface with the EC students and the classroom teachers by giving
them on the spot support as they are setting up projects for the children or have
that question about a certain child answered. Having an EC Lab assistant is an
integral part of the success rate for our ECD students in the lab.
Spanish Cohort Success Rate
SUCCESS
NUM
PCT
Fall 2009
32
71%
Spring 2010
34
76%
Fall 2011
Fall 2012
Fall 2013
Spring 201051
Fall 2010-51
Spring 2012
Spring 2013
Spring 2014
Fall 2010
Spring 2011
Fall 2012
Fall 2013
Fall 2011
Spring 2013
40
37
33
36
82%
77%
77%
92%
NONWITHDRA TOTAL
SUCCESS
WAL
NUM PCT NU
PCT NUM PCT
M
4
9%
9
20% 45
100
%
3
6%
8
18% 45
100
%
2
4%
7
14% 49
0
0%
11
23% 48
6
14% 4
9%
43
1
3%
2
5%
39
35
35
31
30
29
27
34
32
24
37
85%
100%
97%
97%
97%
87%
90%
100%
96%
95%
5
0
0
0
0
1
3
0
0
1
Spring 2014
30
100%
0
ECD 50
ECD 56
ECD 62
ECD 63
PERMITS PROCESSED
YEAR
2007
N. OF
PERMITS
175
12%
0%
0%
0%
0%
3%
8%
0%
0%
2.5
%
0%
1
0
1
1
1
3
1
0
1
1
0
3%
0%
3%
3%
3%
10%
2%
0%
4%
2.5
%
0%
41
35
32
31
30
31
38
32
25
39
30
2008
2009
2010
2011
2012
2013
2014
192
269
150
83
111
87
86
2
2. Where We Are Now - Review success, equity, course sequence, and enrollment
data from the past three years at
http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
Please complete Appendices B1 and B2 (CLO's), C (PLO's), and D (A few questions)
before writing your narrative. Limit your narrative to two pages.
After review of your success and retention data, your enrollment trends, your
curriculum, and your CLO and PLO results, provide an overall reflection on your
program. Consider the following questions in your narrative, and cite relevant data (e.g.,
efficiency, persistence, success, CLO/PLO assessment results, external accreditation
demands, etc.):
• What are the trends in course success and retention rates (based on overall results
and CLO assessments) in your program? Do you see differences based
on gender and/or ethnicity? Between on-campus and online or hybrid online
courses? Provide comparison points (college-wide averages, history within
your program, statewide averages).
ECD Success and persistence rates are consistent with our CLO data.
Distance education vs. face-to-face courses.
Generally the dropout rate for online courses is higher than the face to face courses.
The success rate varies depending on the course but seem to be a little lower for online
courses.
We are constantly trying to see how we can make the transition from a two year college
to a four year college be as seamless as possible and we were one of the first program
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.
Men in our ECD classes represent a very small minority when compared to women in
our classes. This is comparable to the overall statistics for men in the field of early
childhood. Perhaps one of the reasons for this is because early care and education is
not as well compensated as teachers in the upper grades. Our culture does not value
young children and their families; public policy reflects that thinking. It is something we
in the field spend long hours trying to change. We also advocate in all our classes on
issues of gender equity as well as low wages.
One of our courses ECD 40, which was taught by a new adjunct, had a low success
rate. This may be that the adjunct did not receive the support that was needed. We are
looking at ways that we can give more support to our adjunct faculty. We have also
discussed the potential need for a prerequisite for this class. We recognize that this will
3
affect the productivity level for this class and are reluctant to have that as a
consequence of greater success in the class. This requires further discussion.
We noticed in the following classes (ECD 40, 50, 52, 62 and 83) have shown success
rates below 60%. These do not represent downward success trends, but rather “onetime” aberrations in success. We attribute these to the following: change in textbook,
and newly hired adjunct with not enough support. Perhaps for ECD 83, we will consider
offering the class every other year rather than once per year in order to increase the
numbers. For all of these courses we will reflect on the CLOs, course expectations and
assignments.
The majority of our course have high success rates above 60 % the College overall
success rate is approximately 69%. 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, 90) is great. Our withdrawal rate is about the same as the overall
college rate. Enrollment numbers seem to be holding steady. (Between 950-1000)
Our Hispanic student’s success rate has improved and we attribute this as the result of
having a Professional Development Coordinator who works specifically with that group.
We are in jeopardy of losing this position which is grant funded and we know that this
would be devastating to our program.
We face the continuing challenge of the lab school being considered a tertiary service of
the college. In the past it was housed under Student Services and 3 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 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…
3. The Difference We Hope to Make - Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SP for PR.pdf prior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resource Requests) to
further detail your narrative. Limit your narrative to three pages, and be very specific about
what you hope to achieve, why, and how.
Note: Chabot is in the process of creating our next Educational Master Plan, to last six years.
Educational Master Plans are generally large enough in scope to be flexible. They are used in
particular at the District Level to guide in facility and community planning.
Please take this moment to reflect on your program’s larger term vision(s) and goals (6 years),
and to incorporate them into Program Review under the section below as a separate paragraph
4
or otherwise. The drafters of the Educational Master Plan will be mining Program Review for
contributions to the plan, with a commitment to read what programs have submitted. IR has
offered to work with programs to determine future market trends to be incorporated into this
year’s program review in relation to long-term goals. Please contact Carolyn Arnold for support.
We will have other avenues to communicate with the Educational Master Plan Consultants. This
is simply one avenue.
•
•
•
•
•
What initiatives are underway in your discipline or program, or could you begin, that
would support the achievement of our Strategic Plan goal?
Over the next three years, what improvements would you like to make to your
program(s) to improve student learning?
Over the next 6 years, what are your longer term vision(s) and goals? (Ed Master Plan)
What are your specific, measurable goals? How will you achieve them?
Would any of these require collaboration with other disciplines or areas of the college?
How will that collaboration occur?
The strategic plan goal for the college is: “Increase the number of students that achieve
their educational goal within a reasonable time by clarifying pathways and providing
more information and support.”
To work towards this goal we have several projects:
#1 Goal: increase the success of underserved students in the Early Childhood program
by having a dedicated Professional Development Coordinator to coordinate Learning
Communities, advice, and support students, especially ELL students.
A PDC would coordinate Learning Communities of students who have specific career
goals and provide academic and professional support to Early Childhood students who
are working in early childhood settings. Support would include recruitment of ECD
Learning Communities, advise students on their career path in ECD and develop an
ECD Educational Plan, provide information and processing of: college certificates and
California Child Development Permits, overseeing text book loaning program, promoting
PDC’s services and support by visiting ECD classrooms, facilitation of Learning
Community 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 Learning Community students seamless continuation of required classes
and their success). In addition PDC’s make appropriate referrals to all students services
on campus. At the present time we have a full time Professional Development
Coordinator who is funded by a grant from First 5 Alameda County and this funding is in
jeopardy. This position is crucial for meeting the strategic goal of the college by
increasing student’s success.
5
#2 Goal: increase student’s success in achieving national Early Childhood skills and
competencies which are required for the workforce.
The ECD program is currently looking at conducting a self-study program of
accreditation by our national professional organization National Association for
Education of Young Children (NAEYC). NAEYC, which is a national organization, not
only accredits Children Programs but also two and four year degree programs of EC
study for the early childhood professional. This self-study will allow us to look closely at
our ECD program and its relation not only to the mission statements of Chabot College
but to align with state competencies and our national standards of professional
preparation for Early Childhood professionals.
Here are some reasons for seeking accreditation of our ECD program:
• Accreditation recognizes excellence in early childhood professional preparation
at a critical time when public demand for early childhood professionals with
specialized degrees and credentials is increasing.
• Recent federal and state efforts aimed at increasing early learning outcomes for
young children emphasize the need for professionals with higher education
credentials and degrees in early childhood education.
• Accredited programs design and implement assessment systems that provide
evidence of students’ performance in relation to national professional standards
and use these data to improve the quality of teaching and learning.
• Accredited programs provide evidence of their students’ performance in relation
to the professional preparation standards and use these data to improve the
quality of teaching and learning.
• Accredited programs demonstrate how teaching and learning are intentionally
planned to align with their institutions’ and programs’ missions, goals, and
conceptual frameworks as well as the national standards for early childhood
professionals.
• Successful accreditation requires engagement with internal and external
stakeholders. This emphasis on partnerships helps to bolster the overall visibility
of the program
#3 Goal: to clarify a new career pathway Transitional Kindergarten Teacher for Early
Childhood students.
The state legislature has passed bills which require credentialed teachers who teach in
a TK (Transitional Kindergarten) classroom to have 24 ECE units.
• “Transitional kindergarten teachers assigned to classrooms after June 15, 2015
will have five years to secure 24 units in early childhood education, comparable
professional experience or a child development permit at the Teacher level”
The legislature has also provided $25 million for professional development for
transitional kindergarten and state preschool teachers.
This legislation provides an opportunity for the ECD program to study the feasibility of
meeting the specific needs of Transitional K teachers from the surrounding districts. In
order to do this we would need to reach out to our neighboring school districts, local
planning council and other parties to determine what part the Chabot ECD program can
play in the role of providing the ECD units for their teachers. The ECD program is in a
6
good position to provide the professional development units that this bill would require
since we are C-id approved, AS-T degree in ECD, CAP aligned and already have a
course of study that meets the requirement of 24 ECE units. This is an exciting
opportunity for us and we will be pursuing meeting the demands of this latest legislation
for TK teachers as well as provide a new career pathway for our ECD students a TK
credentialed teacher.
#4 Goal: increase student success in meeting the CLO’s for individual courses.
In order to strengthen our program we are wanting to find ways that we can involve our
adjunct faculty in our discussions about students success rates, trends in the Early Care
and Education field, course learning outcomes and course grading rubrics. We will be
requesting in the Budget request funds to pay adjunct faculty to attend meetings with
the ECD faculty on these issues during the school year. Each fall semester we have
been holding an adjunct faculty meeting but the attendance has been spotty and having
funds to pay the adjunct to work on these issues should increase the attendance.
#5 Goal: Increase the number of our male student’s in ECD courses.
We are planning on implementing a support group for men in Early Care and Education.
One of our adjunct faculty is male and he is addressing the issue of men in ECE both in
his classes that he teaches and as a guest in other classes.
____ YEAR TWO
A. What Progress Have We Made?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few
questions) prior to writing your narrative. You should also review your most recent
success, equity, course sequence, and enrollment data at
http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
In year one, you established goals and action plans for program improvement. This
section asks you to reflect on the progress you have made toward those goals. This
analysis will be used by the PRBC and Budget Committee to assess progress toward
achievement of our Strategic Plan and to inform future budget decisions. It will also be
used by the SLOAC and Basic Skills committees as input to their priority-setting
process. In your narrative of two or less pages, address the following questions:
•
•
•
•
What were your year one Program Review goals?
Did you achieve those goals? Specifically describe your progress on the goals
you set for student learning, program learning, and Strategic Plan achievement.
What are you most proud of?
What challenges did you face that may have prevented achieving your goals?
7
•
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT
faculty ratios, CLO/PLO assessment results, external accreditation demands,
etc.).
8
B. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdfprior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resources
Requested) to further detail your narrative. Limit your narrative to two pages, and be
very specific about what you hope to achieve, why, and how.
Given your experiences and student achievement results over the past year, what
changes do you suggest to your course/program improvement plan? What new
initiatives might you begin to support the achievement of our Strategic Plan goal? Do
you have new ideas to improve student learning? What are your specific, measurable
goals? How will you achieve them? Would any of these require collaboration with
other disciplines or areas of the college? How will make that collaboration occur?
9
___ YEAR THREE
A. What Have We Accomplished?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few
questions) prior to writing your narrative. You should also review your most recent
success, equity, course sequence, and enrollment data at
http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
In year one, you established goals and action plans for program improvement. This
section asks you to reflect on the progress you have made toward those goals. This
analysis will be used by the PRBC and Budget Committee to assess progress toward
achievement of our Strategic Plan and to inform future budget decisions. It will also be
used by the SLOAC and Basic Skills committees as input to their priority-setting
process. In your narrative of two or less pages, address the following questions:
•
•
•
•
•
•
•
What program improvement goals did you establish?
Did you achieve the goals you established for the three years? Specifically
describe your progress on goals you set for student learning, program learning,
and Strategic Plan achievement.
What best practices have you developed? Those could include pedagogical
methods, strategies to address Basic Skills needs of our students, methods of
working within your discipline, and more.
Are these best practices replicable in other disciplines or areas?
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.).
B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will
inform the development of future strategic initiatives for the college. In your narrative of
one page or less, address the following questions. Please complete Appendices E (New
Initiatives) and F1-8 (Resources Requested) to further detail your narrative and to
request resources.
•
•
•
•
What goals do you have for future program improvement?
What ideas do you have to achieve those goals?
What must change about the institution to enable you to make greater progress
in improving student learning and overall student success?
What recommendations do you have to improve the Program Review process?
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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
Classified Staffing (# of
positions)
Supplies & Services
Technology/Equipment
Student Lab Assistants
2012-13
Budget
Requested
4
2012-13
Budget
Received
0
$27,600
7,000
Elmo
21,888
2013-14
2013-14
Budget
Budget
Requested Received
4
0
6 student
assistant
Yes, we
were able
to hire
student
Lab
Assistants
TOTAL
1. How has your investment of the budget monies you did receive improved 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.
Perkins funds have impacted our program by allowing us to support our ECD lab
students with student Lab Assistants as they complete their lab courses required by our
AA Degree program. We have found that this helps our students to be more successful
in their capstone lab courses as evidenced by the data of course success ( 90%+).
Part of Perkins funds were used to attend the NAEYC (National Association for
Education Young Children) Professional Leadership conference and at this conference
we received information about our AA Degree program becoming accredited nationally.
We will be pursuing this endeavor in the next couple of years.
Funding also helped us to develop a student study hall to help struggling students,
which we are continuing for the next program year. We are currently doing a survey to
see if the Study Hall helps the success rate of our students and is at a convenient time.
We asked for another section of ECD 54, however we did not receive any funding from
the college for this course. Because of First 5 Alameda County grant funds we were
able to add an additional section of ECD 54 in the Spring 2015.
11
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?
#1 Safety Issue: We still have a serious safety issue at the Chabot EC Lab School in
that anyone can walk into our lab. We asked that there be installed some type of
technology system which limits access. We worry that this would only be addressed
after a serious tragedy happens.
#2 Infant Toddler program: Our program also asked for the restoration of the
infant/toddler lab program and we have not received any funding. Not having an
Infant/Toddler program will have a significant negative impact on us receiving NAEYC
AA Degree accreditation since our program needs to offer our students lab
experiences for more than one age group.
#3 PDC: We are at risk of losing funding (provided by First 5 funding for the last 13
years) for the ECD Professional Development Coordinator at the end of this school year
2014-15 and we asked for this position to be institutionalized and funded by the college.
The ECD Professional Development Coordinator provides a vital service to our students
and supports their success in the classes: assists students in completing their Child
Development Permit, advises and completes ECD educational plans, provides tutors,
etc…
#4 In our program review we asked for a 40% position to be an Observation scheduler
who would be in the Chabot EC Lab and at the front desk. Each semester
approximately 620 students come into the EC Chabot Lab to do a minimum of a 1 hour
observation.
# 5 We have asked for over 5 years to upgrade rm 3521 the adult classroom in the EC
Lab School. We have finally received new carpet but in desperate need of chairs,
student desks/tables and shades on windows to prevent glare for students and
instructor.
12
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:
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.
X 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.
ECD 40
09/25/14
ECD 50
09/25/14
ECD 52
09/25/14
ECD 54
09/25/14
09/25/14
ECD 56
ECD 59
09/25/14
ECD 60
09/25/14
ECD 61
09/25/14
ECD 62
09/25/14
ECD 63
09/25/14
ECD 65
09/25/14
13
Last Year’s
Program Review
2-Years Prior
*Note: These
courses must be
assessed in the
next PR year.
ECD 67
09/25/14
ECD 68
X
ECD 69
09/25/14
ECD 79
09/25/14
09/25/14
ECD 83
ECD 87
09/25/14
ECD 88
09/25/14
EC 89
09/25/14
ECD 90
09/25/14
ECD 91
X
ECD 95
09/25/14
ECD 96
09/25/14
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Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 40
Fall 2013
1
1
100%
Spring
Francesca Conterno, Edna
Rodriggs
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
(CLO) 1: ANALYZE THE IMPORTANCE OF THE EARLY
YEARS AND THE EFFECTS OF INTERACTION BETWEEN
MATURATIONAL PROCESSES AND SOCIAL FACTORS
ON SOCIAL AND EMOTIONAL DEVELOPMENT.
(CLO) 2: STUDENTS WILL BE ABLE TO DESCRIBE
THE INFLUENCES ON EARLY BRAIN DEVELOPMENT.
(CLO) 3: STUDENTS WILL BE ANALYZE HOW
DIFFERENCES IN TEMPERAMENT IMPACT SOCIALEMOTIONAL DEVELOPMENT OF CHILDREN.
Defined
Target
Scores*
(CLO Goal)
75% will
score either
3 or 4
75% will
score either
3 or 4
75% will
score either
3 or 4
Actual
Scores**
(eLumen data)
41.6% scored
either a 3 or 4
41.6% scored
either a 3 or 4
41.6% scored
either a 3 or 4
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
15
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success
in this course level outcome?
Scores for Fall semester were below the target of scoring either a 3 or 4 in
the class. However 76% of the students passed the course with a 2 or
better.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Faculty will be looking at the assignments for clarity and addressing
the CLO’s specifically. Faculty will review presentation of materials to
locate the disconnect.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success
in this course level outcome?
Scores for Fall semester were below the target of scoring either a 3 or 4 in
the class. However 76% of the students passed the course with a 2 or
better.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Faculty will be looking at the assignments for clarity and addressing
the CLO’s specifically. Faculty will review presentation of materials to
locate the disconnect.
16
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success
in this course level outcome?
Scores for Fall semester were below the target of scoring either a 3 or 4 in
the class. However 76% of the students passed the course with a 2 or
better.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Faculty will be looking at the assignments for clarity and addressing
the CLO’s specifically. Faculty will review presentation of materials to
locate the disconnect.
D. COURSE-LEVEL OUTCOME (CLO) 4: NA
1. How do your current scores match with your above target for student success
in this course level outcome?
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
17
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
Faculty are still working on analyzing the information and relating it to state
standards since this course is a CAP aligned course.
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
It seems that revisions need to be made to the assignments and presentation
of materials including lecture and group discussions.
3. What is the nature of the planned actions (please check all that apply)?
xCurricular
xPedagogical
 Resource based
 Change to CLO or rubric
xChange to assessment methods
 Other:______________________________________________________
18
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 50
2
4
2
50%
Spring 2014
Hilal Ozdemir, Barbara
Ogman
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
(CLO) 1: Assess early childhood settings,
curriculum, and teaching strategies utilizing
indicators of quality early childhood practice.
(CLO) 2: Students will be able to define and
describe the theories, philosophies, goals,
objectives and methods associated with
contemporary group care and educational
systems - as related to developmentally
appropriate practices for all young children with
typical and atypical development in a play based
environment
(CLO) 3:
19
Defined
Target
Scores*
(CLO Goal)
60%
60%
Actual
Scores**
(eLumen data)
46% scored 3
&4
47% scored 3
&4
(CLO) 4:
DUE TO PROBLEMS WITH ELUMEN, WE WERE NOT ABLE TO ASSESS THE CURRENT CLOS
FOR THIS CLASS. SEVERAL ATTEMPTS TO CORRECTING/CHANGING THEM DID NOT PRODUCE THE
RESULT THAT WE NEEDED. ACTUAL CLOS FOR THIS COURSE ARE:
ECD 50- Define and describe the theories, philosophies, goals, objectives and
methods associated with contemporary group care and educational systems as
related to developmentally appropriate practices for all young children with typical
and atypical development in a play based environment;
ECD 50- Explain the professional standards of early care and education and
importance of establishing relationships with coworkers, families, children and the
professional community;
ECD 50 -Student will be able to analyze an Early Childhood Environment Based on
Specific Standards(such as DAP)
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
20
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success
in this course level outcome?
Only 46% of the class scored either 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
We think the assignment that was supposed to assess this particular
CLO was not a good match. Since we were not able to change the
CLOs, the chosen assignments were not effective because we made
our planning based on the CLOs posted above in red highlighted
section.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
Only 47% of the class scored either 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
We think the assignment that was supposed to assess this particular
CLO was not a good match. Since we were not able to change the
CLOs, the chosen assignments were not effective because we made
our planning based on the CLOs posted above in red highlighted
section.
21
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
22
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 52
Fall 2013
1
1
100%
Spring 2014
Hilal Ozdemir
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
(CLO) 1: Analyze major developmental
milestones for children from 8-18 years of age in
areas of physical, psychosocial, cognitive and
language development.
(CLO) 2: ECD 52 - Explain how human
development occurs as a result of the interaction
of the physical, social, emotional, and cognitive
systems
Defined
Target
Scores*
(CLO Goal)
70% of the
class scored
either 3 or 4
Actual
Scores**
(eLumen data)
54.3 % scored
either 3 or 4
70% of the
class scored
either 3 or 4
61.8 % scored
either 3 or 4
(CLO) 3: Synthesize material to allow for critical 70% of the
thinking regarding contemporary issues impacting class scored
middle childhood and adolescence
either 3 or 4
69.7 % scored
either 3 or 4
(CLO) 4:
N/A
23
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
C. A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
Students scored significantly less than the targeted score. During fall 2013
ECD 52 was offered face-to-face contrary to last few years (last 4 years,
ECD 52 was only offered online).
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
I need to look into this particular CLO and how it is assessed in faceto-face teaching environment. I believe students in online courses take
more ownership when studying for assigned concepts/sections.
Perhaps I can come up with better ways to approach this issue. This
semester (spring 2014) I am scheduled to teach ECD 52 online. I am
really interested in comparing results one more time.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
Students scored about 8% less than the targeted score.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Perhaps I can come up with better ways to reach to targeted score. I
am planning to create some “Case-Study” samples that can be used to
put stronger emphasis how human development occurs as a result of the
24
interaction of the physical, social, emotional, and cognitive systems.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
Students almost at the targeted score.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
I will review the course material, assignments, and guidelines. I will
make sure expectations are clearly spelled out. I will also see if I can
adopt a few more assignments in this particular CLO area since
students showed stronger interests.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
N/A
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
N/A
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
25
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
This semester (Spring 2014) I am scheduled to teach ECD 52 online. While
teaching I will also work on adopting some of the online
“assignments/discussion forums” to face-to-face teaching since online ECD
52 CLO assessment results are better than the face-to-face section.
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
Fall 2013 semester started with 40 students and I had 37 students at the
end of the semester on my roster. However as one can see students
success rate while assessing those course CLOS were lower than the
targeted score. I run into several obstacles that took outside of the
classroom even though students regularly attended to class sessions.
Several students did not have their textbook, several had learning
disabilities and were in the process of working with DSRC, 2 homeless
students, and two were pregnant with complications. Next fall (2014
fall) I will do a survey on basic needs. Also now our ECD Study Hall is
up and running, I believe it will also help those students that are
struggling.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other: Study hall and try to provide basic needs
___________________________________________________________
26
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 54
Fall 2013
2
2
100%
Spring 2014
Janice Fonteno and Edna
Rodriggs
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
Defined
Target
Scores*
(CLO Goal)
75% will
receive 3 or
4
82.6
%received a 3
or 4
75% will
receive 3 or
4
77.8%
received a 3
or 4
(CLO) 3: Demonstrate basic skills of first aid and 75% will
responding to common emergencies encountered receive 3 or
in early childhood settings
4
78.2%
received a 3
or 4
(CLO) 4: Apply knowledge of research and
81.5%
(CLO) 1: Evaluate regulations, standards,
policies and procedures related to health, safety
and nutrition in support of young children,
teachers and families
(CLO) 2: Identify and plan nutritionally balanced
meals and snacks with consideration to cultural
and special nutritional needs
27
75% will
Actual
Scores**
(eLumen data)
community resources to address the specific
health needs of all children, including those with
special needs
receive 3 or
4
received a 3
or 4
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
82.6% received a 3 or 4 on this CLO. It was the highest scored.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Looking at the data we met our desired levels. The course was offered
online as well as face to face.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
77.8% students received a 3 or 4 on this CLO.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Overall we feel that the students are receiving the support they need to
be successful.
C. COURSE-LEVEL OUTCOME (CLO) 3:
28
1. How do your current scores match with your above target for student
success in this course level outcome?
78.2% received a 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
We are pleased with the outcome and observe that the students are
receiving the support they need.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
81.5% received a 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Students met the desired level for this CLO.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
29
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
We are always updating out courses with the latest information and
regulations for Early Childhood programs. We noticed that the students were
having difficulty in the planning of nutritional meals and adjusted our lecture to
give more hands on examples which were worked on for different age levels.
This seemed to pay off with the score.
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
Students are being successful in the class and this will help them as
they find a career in this field. It demonstrates that they have a basic
understanding of children’s health, safety and nutritional needs.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:______________________________________________________
30
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 56
Fall 2013
4
3
75%
Spring 2014
Hilal Ozdemir, Barbara
Ogman
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
Defined
Target
Scores*
(CLO Goal)
70%
77 %
(CLO) 2: Student will describe current trends in
research about early childhood.
70%
74%
(CLO) 3: Student will be able to identify
techniques for studying children.
70%
74%
(CLO) 1: The student will be able to analyze
development as a result of the influences of
nature and nurture
Actual
Scores**
(eLumen data)
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
31
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
32
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
77% of the class scored either 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The statistics show that our students are grasping the content of this
outcome and are successful.
We have noticed however these scores didn’t mean that all these
particular students who scored 3 &4 also did well in other areas as
well. These scores only measured this specific CLO outcome.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
74 % of the class scored either 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The statistics show that our students are grasping the content of this
outcome and are successful.
We have noticed however these scores didn’t mean that all these
particular students who scored 3 &4 also did well in other areas as
well. These scores only measured this specific CLO outcome.
33
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
74% of the class scored either 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The statistics show that our students are grasping the content of this
outcome and are successful.
We have noticed however these scores didn’t mean that all these
particular students who scored 3 &4 also did well in other areas as
well. These scores only measured this specific CLO outcome.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
N/A
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
N/A
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
34
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
Because ECD 56 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 giving them the individual help that they
may need. This could be a .5 unit, voluntary, or instructor recommended
course. (2011/12 Program Review)
This semester (Spring 2014) we developed a pilot program “ECD Study Hall”
To increase student success.
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
We would like to see if the ECD Study Hall is successfully attracting
students and if there is a significant improvement in over all successful
completion of the course.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:______________________________________________________
35
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 60
Fall 2013
1
1
1
Spring 2014
1
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
(CLO) 1:
Demonstrate ability to compare and contrast
typical and atypical development of young
children and the implications for adaptation.
Defined
Target
Scores*
(CLO Goal)
75% of the
class scored
either 3 or 4
Actual
Scores**
(eLumen data)
77%
(CLO) 2:
Appraise the identification, screening and
assessment processes for children with
exceptional needs
75% of the
class scored
either 3 or 4
63%
(CLO) 3:
Demonstrate knowledge and understanding
of disabilities that affect children and
community resources that meet the needs of
their families.
(CLO) 4:
Understand and can apply laws protecting
75% of the
class scored
either 3 or 4
71%
75% of the
class scored
54%
36
children with exceptional needs including
Individual Development Education Act (IDEA)
and use of Individual Educational Plan (IEP) and
Individual Family Service Plan (IFSP).
either 3 or 4
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
The current scores are only slightly higher than the target for student
success in this course level outcome.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
I think that the students have a fair foundational basis of what is typical
development from their knowledge of typical child development from
their college courses and work or personal experiences working with
children. They are beginning to understand how wide the variations
can be.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
The current scores are below the target for student success in this course
level outcome.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
It is much harder to explain and show them what is atypical
development when it goes beyond the obvious physical or mental
differences that a child with special needs might exhibit. I think that
the students have just begun to understand scratching below the
surface when they are doing observations of children and learning to
37
look at the overall picture or background of a child to note more mild
symptomology. I have taught them to assess children in two methods,
criterion referenced and standardized. Both have a function in
assessing a child and are important for the students to know the
distinctions and difference in using them correctly to obtain
information. I think I need to give them more examples and visual
aides to comprehend the impact of their findings.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
The current score is slightly below the target for student success in this
course level outcome
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
I spent almost 1 / 4 of my class time going into greater detail about
different disabilities. The class lectures discussed possible causes of
disabilities as well as ramifications of having certain kinds of
disabilities. I have given the students many community resources for
them to develop their own library. I think that this CLO is the main
emphasis of this course. Given the wide variety of backgrounds and
experiences the students come into class with, I think that the score is
a good representation of what an average student should know by the
time this course is finish.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
The current score is significantly lower than the target for student success in
this course level outcome.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Laws are numerous, complicated and often require numerous
implementations before society can agree on the “letter of the law”.
My students and society often accept how they are written and assume
that laws will be followed and upheld even if they do not agree with
38
them. I think that my students can differentiate the laws but applying
them has been an obstacle This is an course outcome that I need to
work on and also I am aware that many of my students to whom
English as a second language are struggling with even more because
of the laws’ vagueness in wording and actual law cases.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
This is my first closing of the loop reflection. I have made small changes and
adjustments to my lectures and assessments over the time that I have taught
this class based on my own reflections of my teaching
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
I believe that my strengths are in helping my students understand and
become aware of disabilities and inclusion. I provide them simple
strategies that they can use with a variety of disabilities. I help them
build more mutually respected relationships with parents who have
children with special needs. I emphasize that all children are children
first and are more alike than different.
I realize that I need to find a way for more of my students who are
English Language Learners to learn better from me. This requires me to
dissect my vocabulary and produce a key. I realize I need to use more
visual aides and review my assessments questions to make them less
convoluted to reading. I think that I should par down my presentation of
so many laws and place greater emphasis on only key laws that affect
children with special needs. I also think that actually going over an
actual IEP and IFSP form will be a way to help the students understand
them better and emphasis how the laws require these parts to protect
the rights of children and their families.
39
3. What is the nature of the planned actions (please check all that apply)?
XCurricular
 Pedagogical
XResource based
 Change to CLO or rubric
xChange to assessment methods
Other:_______________________________________________
40
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 61 Literature for Young
Children
Fall 2013
1
1
100
Spring 2014
2
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
(CLO) 1:
Evaluate criteria for children's picturebooks,
fiction and nonfiction
(CLO) 2:
Demonstrate an ability to read aloud both prose
and poetry in an engaging fashion and to develop
storytelling techniques
Defined
Target
Scores*
(CLO Goal)
Actual
Scores**
(eLumen data)
75%
91%
75%
91%%
(CLO) 3:
75%
Understand developmental stages and types of
books appropriate to use within each stage.
(CLO) 4:
41
91%
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
The students’ performance exceeded expectations. They were able to use
new information from the course to effectively evaluate Children’s Literature.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The approach I have been using seems to be very effective. I think that
more inclusion of non-fiction books and folklore would be beneficial.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
Each student read successfully to the class members as an assignment.
Each did very well in presenting the stories and poems. They read in an
engaging manner.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Perhaps more in class practice reading would help the more reluctant
reader gain confidence to read with more animation. Perhaps
providing a “practice” presentation before the final reading would be
helpful.
42
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
The “hands-on” materials helped the students to understand which books
are best for each specific stage of development.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
It would be very helpful if the students could actually see a skilled
reader present a story time session to young children. Perhaps
arranging a class when some children could be visitors would give the
students a clearer idea about how to conduct a successful story time.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
N/A
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
N/A
43
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
I did have a guest speaker talk to the students about the book publishing
world and tell her personal experience as a children’s book writer.
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
Providing more opportunity to practice reading to each other is planned.
A trip to a local library to see a professional story reader in action is
also planned for the next semester this course is offered.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:______________________________________________________
44
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 62
Fall 2013
3
2
100%
Spring 2014
Ogman
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Defined
Actual
Target
Scores**
Scores*
(eLumen
(CLO Goal)
data)
75%
43.9
ECD 62 - Student will analyze their own values, goals
and sense of self as it relates to family history and life
experiences and assess how this impacts relationships
with children and families
Rubric: ECD Rubric
(CLO) 2:
75%
43.9
75%
43.9
ECD 62 - student shall be able to analyze and compare
how services offered to families and children are
determined by political influences
Rubric: ECD 62 - student shall be able to analyze and
comp
(CLO) 3:
ECD 62 - Student shall be able to identify the impact of
culture on children and families
45
Rubric: ECD 62 - Student shall be able to identify the imp
(CLO) 4:- student shall be able to identify and describe
different parenting styles
Rubric:
75%
43.9
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
43.95 falls below the target for success.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
One section of ECD 62 was taught in the morning; the other section
was a 6 week all-day Saturday class. The students on Saturday had
greater success than the morning students. The morning class has
younger and less experienced students than the weekend class.
Perhaps more committed students attend on Saturdays.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
43.95 falls below the target for success.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
46
One section of ECD 62 was taught in the morning; the other section
was a 6 week all-day Saturday class. The students on Saturday had
greater success than the morning students.
The morning class has younger and less experienced students than
the weekend class. Perhaps more committed students attend on
Saturdays.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
43.9%
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Continue offering this class at a variety of days/times.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
43.9
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Continue offering this class at a variety of days/times.
47
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:______________________________________________________
48
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 63
Fall 2013
2
2
100%
Spring 2014
Hilal Ozdemir, Michelle
Sherry
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
Defined
Target
Scores*
(CLO Goal)
75%
Over 80 %
(CLO) 2: student shall be able to discuss the
learning process in early childhood as it relates to
play
75%
Over 80 %
(CLO) 3: student shall be able to evaluate
teacher practices for best practices reflecting
current research
75%
Over 80 %
(CLO) 4: student shall be able to plan curriculum
that refects an understanding of cultural diversity
75%
Over 75%
(CLO) 1: Observe, plan, assess and evaluate an
EC environment
Actual
Scores**
(eLumen data)
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
49
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
50
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
Close to 90 % scored with a 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The statistics show that our students are grasping the content of this
outcome and are successful.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
Close to 90 % scored with a 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The statistics show that our students are grasping the content of this
outcome and are successful.
51
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
A little over 80 % scored with a 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The statistics show that our students are grasping the content of this
outcome and are successful but perhaps we need to put a little
stronger emphasis on cultural diversity.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
A little over 80 % scored with a 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The statistics show that our students are grasping the content of this
outcome and are successful but perhaps we need to incorporate
assignments that will include current research.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
52
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
CLO # 1-The students are able to reflect on information that they have gained in
the class through an observation of an EC program and apply that to creating a
developmentally appropriate classroom. However due to severe budget cuts,
providing a developmentally appropriate model classroom has become
challenging task.
CLO # 2-The students are able to reflect on information that they have gained in
the class and to be able to articulate the importance of play in young children’s
development.
Even though students scored above the target for CLO # 3, we need to perhaps
put more emphasis on culture. As a department we make this a high teaching
priority.
Although we exceeded predicted percentage rate for CLO #4 we are hoping our
student assistants help us reach to 100% success goal.
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
CLO # 1: Rely heavily on Lab Faculty Student Assistants
CLO # 3: New assignments
CLO # 4: New assignments involves recent research
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 X Resource based
 Change to CLO or rubric
 X Change to assessment methods
 Other:______________________________________________________
53
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 65
Fall 2013
1
1
100%
Spring 2014
2
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
(CLO) 1:STUDENT WILL BE ABLE TO DISCUSS LEGAL
AND ETHICAL ASPECTS OF OPERATING EARLY CARE
AND EDUCATION PROGRAMS
(CLO) 2: STUDENT WILL DEVELOP AND IMPLEMENT
OPERATING POLICIES AND PROCEDURES IN CHILD
CARE PROGRAMS.
(CLO) 3: STUDENT WILL IDENTIFY AND DESCRIBE
THE RESPONSIBILITIES AND TASKS ASSOCIATED WITH
ADMINISTERING AN ECE PROGRAM
(CLO) 4: ANALYZE THE RESPONSIBILITIES AND
TASKS WITH ADMINISTERING AN EARLY CHILDHOOD
DEVELOPMENT PROGRAM
54
Defined
Target
Scores*
(CLO Goal)
75% score 3
or 4
Actual
Scores**
(eLumen data)
83% scored 3
or 4
75% score 3
or 4
89% scored 3
or 4
75% score 3
or 4
89% scored 3
or 4
75% score 3
or 4
83% scored 3
or 4
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
Scores are above 75% at 83%
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
It seems students are not only meeting the target but going beyond.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
Scores are above 75% at 89%
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
It seems students are not only meeting the target but going beyond.
55
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
Scores are above 75% at 89%
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
It seems students are not only meeting the target but going beyond.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
Scores are above 75% at 83%
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
It seems students are not only meeting the target but going beyond.
56
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
Faculty reviewed assignments and made some tweaks to assignments to
more reflect outcomes.
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
Revealed that students are exceeding the expectations of the course. Does
not seem that any are needed.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:______________________________________________________
57
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 67
Fall 2013
1
1
100%
Fall 2013
Mitchell Ha
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
Defined
Target
Scores*
(CLO Goal)
75%
88.5%
(CLO) 2: Apply the principles of infant/toddler
development to create safe and healthy
environments which meet licensing requirements
and are responsive to the needs of individual
infants and toddlers.
75%
88.5%
(CLO) 3: Analyze qualities of team approach,
collaboration, communication, professional and
ethical behaviors in infant/toddler care
environments.
(CLO) 4:
75%
88.5%
(CLO) 1: Analyze skills of infants/toddlers in
physical cognitive, social emotional domains as
well as key elements of language development
58
Actual
Scores**
(eLumen data)
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
Actual scores of 88.5% exceeded defined target scores of 75%.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The students did much better than anticipated based on the 88.5%
actual scored. The combinations of lecturing, small groups and large
group discussions helped students in understanding the materials
presented to them in class.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
Actual scores of 88.5% exceeded defined target scores of 75%.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The students did much better than anticipated based on the 88.5%
actual scored. The combinations of lecturing, small groups and large
59
group discussions helped students in understanding the materials
presented to them in class.
60
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
Actual scores of 88.5% exceeded defined target scores of 75%.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The students did much better than anticipated based on the 88.5%
actual scored. The combinations of lecturing, small groups and large
group discussions helped students in understanding the materials
presented to them in class.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
N/A
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
N/A
61
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
More group discussions were added to class time. Students were given time
to discuss their reading in small groups.
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
Students certainly did better through the combinations of lectures and
peer discussions.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:______________________________________________________
62
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 69
Fall 2013
1
1
100%
Fall 2013
Adrienne Hodson
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
(CLO) 1: APPLY CHILD DEVELOPMENT PRINCIPLES
ACROSS ALL DOMAINS USING AUTHENTIC
ASSESSMENTS, QUANTITATIVE AND OBSERVATIONAL
SKILLS TO THE PREPARATION OF A CHILD’S
DEVELOPMENTAL PORFILE AND PORTFOLIO
(CLO) 2: COMPARE AND ANALYZE CURRENT
ASSESSMENT TOOLS USED IN EARLY CARE AND
EDUCATION
(CLO) 3: DEMONSTRATE THE USE OF OBSERVATION
AND ASSESSMENT TO IMPLEMENT CURRICULUM AND
ENVIRONMENTAL CHANGES IN SUPPORT OF CHILD’S
INDIVIDUAL NEEDS
63
Defined
Target
Scores*
(CLO Goal)
75% of
students
scored 3 or
4
80% of
students
scored 3 or
4
80% of
students
scored 3 or
4
Actual
Scores**
(eLumen data)
79% scored 3
or 4
93% scored 3
or 4
93% scored 3
or 4
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
The students scored 4% above the target for CLO 1.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The first CLO was discussed and reflected in all the curriculum and
discussions.
Students discussed and analyzed each domain and reflected how this
related to the individual child’s strengths and needs.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
The students scored 13% above the target for CLO 2.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The second CLO reflected on specific assessment tools. During the
class session the discussion was on the following assessment tools:
DRDP (Desired Results Developmental Profile) and how it is used to
reflect the needs of the individual child; ASQs (Ages and Stages) and
how this tool is used to assess a child who may have a special need;
64
ECERS (Early Childhood Environment Rating Scale) and how the
environment affects the quality of a program; CLASS (Classroom
Assessment Scoring System) and the importance of interactions
between teachers and students and what the teachers do with the
material they have.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
The students scored 13% above the target for CLO 3.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The class demonstrated the use of observations including anecdotal
notes, running records, rubrics, child interviews and document panels.
Discussion included a developmental checklist, individual
observations of children in each domain and a portfolio on one child to
be presented to the class and completed portfolio to be part of their
final project. The discussion was also on interpreting and using the
data and discovering what observational tool would work best for them
and their program.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
This is the first time I’ve taught this particular course. I will address any
changes needed before teaching this course again.
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
The strengths of the assessment reflections showed the need for students to
understand the importance of observation, techniques to be successful when
observing children and the importance of understanding the needs of the
individual child.
65
In the future the domains of child development should be stressed when
using authentic assessments.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular X
 Pedagogical
 Resource based X
 Change to CLO or rubric
 Change to assessment methods
 Other:______________________________________________________
66
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 79
Spring 2104
1
1
100%
Summer 2014
Mitchell Ha & HilalOzdemir
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
Defined
Target
Scores*
(CLO Goal)
85%
Actual
Scores**
(eLumen data)
(CLO) 1:
Critique theories and review the multiple impacts
on young children's social identity
(CLO) 2:
85%
identify and analyze personal cultural
backgrounds and contrast and compare their
cultural identity to those of other groups.
Recognized groups include but are not limited to
African American, Asian American,
Chicano/Latino, European Americans, Indigenous
Peoples of the Americans and Americans of
Middle Eastern origin
93.6
(CLO) 3:Compare and contrast diverse cultural
values, childrearing practices, attitudes towards
play and education in order to work more
93.6
67
85%
93.6
effectively with children, families and co-workers
(CLO) 4:apply the principles of developmentally
85%
93.6
appropriate practice and of anti-bias pedagogy to
develop environments and curriculum which are
linguistically appropriate and support diversity,
inclusion and a multiethnic perspective
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
It’s a successful class overall.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
I will look at each student’s success rate based on each individual
assignments submitted. This would allow me a better understanding
of the needs of each students and their style of learning.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
Overall, the students did really well in the class.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Even though it was a successful class, I still would like to do more
68
intensive reflection basing on current events each week. This would
allow them to move beyond their own community and reaching out of
their comfort zone which is the main goal of the course; understanding
different environment and dynamics of families and children served.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
The class went well.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The class lecture/discussion was great. If I have to add another
component, I would add the hands-on in the actual environment where
children are served.
Perhaps visiting several children centers/lab school at Chabot to see
how could we work with the center staff and Director to create an
environment that is inclusive for all families and children.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
This class was successful in this aspect as well.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
We covered best practices in several ways; through discussions,
reflection papers, and small as well as large group discussions using
the assigned textbook as well as other relevant articles.
69
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 83
Fall 2013
1
1
100%
Spring 2014
Ogman
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
(CLO) 1:
Student will identify and support developmental
stages of adults.
(CLO) 2:
Student will maintain a safe and developmentally
appropriate environment
Defined
Target
Scores*
(CLO Goal)
75%
Actual
Scores**
(eLumen data)
66.60
75%
66.60
(CLO) 3:
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
70
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
71
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
Students fell below success level.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
ECD 83 is an “advanced” course and many students are not prepared
to take the class. They lack the experience to provide an adequate
framework for success. Perhaps additional prerequisites should be
considered.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
66.60
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Consider adding additional prerequisite or recommendation.
72
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
N/A
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
N/A
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
N/A
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
N/A
73
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:______________________________________________________
74
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 87
Spring 2014
1
1
100%
Summer 2014
Mitchell Ha & Hilal Ozdemir
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL
DIFFER BY COURSE)
(CLO) 1:
Analyze infant/toddler classrooms using
the infant toddlers environmental rating
scale rating
Defined Target
Scores*
(CLO Goal)
75%
(CLO) 2:
75%
Develop learning experiences that support
children’s optimal development.
(CLO) 3:
75%
Develop strategies that are effective in
creating partnerships with families.
75
Actual
Scores**
(eLumen
data)
80.0
80.0
80.0
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycles.PART II: COURSE- LEVEL
OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
The class was successful with 80.0.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Overall the students did well in their classwork as well as small group
projects.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
It was a successful class.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The students were able to plan and maximized their learning
experience to optimize their learning experiences.
76
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
This class was successful in this aspect.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Students were able to work on gathering resources to support families
and children’s needs.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
It would be great if the students could actually observe children in the natural
environment
This class was offered in the evening and there were no infant/toddler serve
at the lab school. Therefore, working with the community to identify model
centers in the community where students may visit to make it more
successful.
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
The class was successful. However, 16% of the students stop attending
class due to lack of transportation, family issues, and financial
difficulties. In term of curriculum, it could be even more successful if
the lab school serves infants and toddlers as well as open during the
evening hours so students could connect theory with practice in an
actual lab school setting.
77
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other: Conduct a survey to find out students needs and connect them
with the resources offered on campus.
78
Course
Semester assessment data gathered
ECD 88
Spring 14
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
One
100%
Spring 14
Ogman
Course-Level Outcome (CLO) 1:
Outcome: Student will be able to demonstrate the ability to use the Environmental
Ratings Scale
In the context of the course as a whole, what scores for your CLOs would indicate
success for you? (Example: 75% of the class scored either 3 or 4.)
We expected 75 % success.
How do your current scores match with your above definition of success?
100 % achieved success. The students surpassed our predictions.
Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
This is a one-day, ½ unit course. There is only one “agenda”: to teach how to
use the tool. It is an effective format for mastering this particular assessment
too.
What course-level and programmatic strengths have the assessment reflections
revealed?
Critical thinking, cultural sensitivity
What actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
None at this time
79
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome:
In the context of the course as a whole, what scores for your CLOs would indicate
success for you? (Example: 75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
What course-level and programmatic strengths have the assessment reflections
revealed?
What actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
We need to give students more time and opportunities to practice reflection
during the class.
What is the nature of the planned actions?
 Curricular
Pedagogical
 Resource based
 Change to CLO or rubric
Change to assessment methods
 Other:
________________________________________________________________
80
Course-Level Outcome (CLO) 3:
Outcome:
In the context of the course as a whole, what scores for your CLOs would indicate
success for you? (Example: 75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
What course-level and programmatic strengths have the assessment reflections
revealed?
What actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
What is the nature of the planned actions?
 Curricular
Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
________________________________________________________________
______________
Course-Level Outcome (CLO) 4:
Outcome:
In the context of the course as a whole, what scores for your CLOs would indicate
success for you? (Example: 75% of the class scored either 3 or 4.)
81
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
What course-level and programmatic strengths have the assessment reflections
revealed?
What actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
Other: _____________________________________________
82
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 89
Fall 2013
1
1
100%
Spring 2014
Michelle Sherry
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
(CLO) 1: Students will analyze and apply
information gained from the specific topic of this
session in their everyday interactions with young
children and professional colleagues
Defined
Target
Scores*
(CLO Goal)
80%
Actual
Scores**
(eLumen data)
100%
(CLO) 2:
(CLO) 3:
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
83
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
The scores exceed the target
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The assignment was specifically designed to discuss theory in class,
implement in an early childhood classroom and then return to class to
discuss and evaluate
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
84
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
85
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
The successful assignment is a new one, based upon evaluation of prior
classes
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
To continue the use of the assignment
3. What is the nature of the planned actions (please check all that apply)?
xCurricular
xPedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:______________________________________________________
86
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 90
Fall 2013
2
1
50%
Spring 2014
Michelle Sherry
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY
COURSE)
Defined Target
Scores*
(CLO Goal)
Actual
Scores**
(eLumen
data)
92.3%
(CLO) 1: Critically assess one's own teaching
experience to guide and inform practice
75% receive 3 &
4
(CLO) 2:
Demonstrate knowledge of current research and
understanding of how young children learn by way
of planning and implementing developmentally
appropriate practices that emerge from
observation.
(CLO) 3: Demonstrate ability to use feedback,
constructive criticism and reflection to improve
teaching skills
(CLO) 4: Demonstrate and discuss the learning
process in early childhood as it relates to play
75% receive 3 &
4
84.7%
75% receive 3 &
4
92.3%
75% receive 3 &
4
84.6%
87
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
88
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
The current scores surpassed the target
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Journal assignments are fostering reflective practice by students
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
Current scores exceed target
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Use of “Plan/do/review” assignments are proving to be successful
89
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
The current scores exceed the target
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
Present scores exceed target
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Use of curriculum webs documenting values of play are helping
students
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PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
Providing more assignments that require students with opportunities to make
connections between theory and practice
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
To continue with current assignments
3. What is the nature of the planned actions (please check all that apply)?
X Curricular
xPedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:______________________________________________________
91
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 95
Fall 2013
1
1
100%
Spring 2014
Edna Rodriggs
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
(CLO) 1: ECD 95 - Demonstrate one or more
new skills acquired as a result of selected
professional objectives
Defined
Actual
Target
Scores**
Scores*
(eLumen data)
(CLO Goal)
75% will
100% received
receive 3 or4 a 3 or 4
(CLO) 2:
(CLO) 3:
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
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PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
Students achieved the goal that was set for this course
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
This course is a work based course and students are demonstrating
their ability to set professional goals and achieve them.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
N/A
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
N/A
93
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
N/A
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
N/A
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
N/A
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
N/A
94
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
We have looked at the assignments and have made them in accordance to
specific ECE Competency skills such as planning a learning activity at their
work site.
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
It has revealed that the assessment is a valid assessment for this
course.
3. What is the nature of the planned actions (please check all that apply)?
 X Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:______________________________________________________
95
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the
Loop” discussion
ECD 96
Fall 2013
1
1
100%
Spring 2014
Edna Rodriggs
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in Appendix
B1: Student Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
Defined
Target
Scores*
(CLO Goal)
(CLO) 1:
75% receive
Apply concepts encountered in ECD instruction to 3 or 4
problems and situations occurring in early care
and education
Actual
Scores**
(eLumen data)
91% received
a 3 or 4
(CLO) 2:
(CLO) 3:
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate
success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based
on the eLumen data collected in this assessment cycle?
96
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student
success in this course level outcome?
Target was met 91% received a 3 or 4
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
The students have been able to apply the information that they have
acquired in the course with ethical scenarios at a desired level.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student
success in this course level outcome?
N/A
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
N/A
97
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student
success in this course level outcome?
N/A
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
N/A
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student
success in this course level outcome?
N/A
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
N/A
98
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
We have not made any changes to the course since we are meeting our goal
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your
reflections, discussions, and insights?
It demonstrates that the students have had acquired the skills that they
need so that they are able to apply the NAEYC code of Ethics in specific
work based scenarios.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:______________________________________________________
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Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course
level discussions, please reflect on each of your Program Level Outcomes.
Program: AA
PLO #1: Apply ethical standards and professional behaviors that demonstrate
understanding of the needs, the characteristics and multiple influences on the
development of children birth to age eight as related to high quality care and education
of young children.
PLO #2: Design, implement and evaluate environments and activities that support
positive, developmental play and learning outcomes for all children.
What questions or investigations arose as a result of these reflections or discussions?
Expand # of PLOs so it is more inclusive of competencies. Reflect on and adjust CLOs
and PLOs to align with NAEYC Accreditation standards
What program-level strengths have the assessment reflections revealed?
ECD 63 and ECD 90 which are our advanced classes require prerequisites of the
foundational courses. The success rate for these classes are high. Our analysis of the
CLOs indicates that students are able to demonstrate their ability to design, implement
and evaluate activities in early care and education environments. The students are able
to connect theory to practice through their highly supervised Lab experiences on
campus. The on-campus Lab experience allows students to learn and develop their
skills over time and through the progression of ECD courses. Students get constant,
real-time feedback on their work in a classroom. Their Lab instructor is available to
answer questions and model appropriate behavior.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Faculty has made efforts to support student learning in the Lab by finding funds for
student Lab assistants. This enhances the program and the learning for students in this
climate of diminishing resources. We will explore the creation of an Internship in ECD to
help develop leadership skills and provide professional development for advanced
students as they mentor beginning ECD students.
NAEYC Program Accreditation requires a self-study. We will become more aware of
specific professional competencies and will need to work to assure that those
competencies are core elements of all of our classes.
12% of our courses did not meet our expected CLO scores of success. We will reflect
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on these results and come up with appropriate response.
Program: AA Intervention
PLO #1: Design, implement and evaluate environments and activities that support
positive, developmental play and learning outcomes for children with special needs.
PLO #2: Develop strategies that promote partnerships between programs, teachers,
families and their communities to meet the needs of children with special needs and
their families.
What questions or investigations arose as a result of these reflections or discussions?
Expand # of PLOs so it is more inclusive of competencies. Reflect on and adjust CLOs
and PLOs to align with NAEYC Accreditation standards
What program-level strengths have the assessment reflections revealed?
ECD 63 and ECD 90 which are our advanced classes require prerequisites of the
foundational courses. The success rate for these classes are high.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
The capstone course for the AA Intervention Degree is ECD 91 Adaptive Curriculum
and it is not offered every year and so we do not have latest results
Program: ECD Certificate: Associate Teacher
PLO #1: Student will be able to observe, reflect, develop and carry out an activity that
is developmentally appropriate for a group of young children.
What questions or investigations arose as a result of these reflections or discussions?
Students at this level have completed 24 ECD units. Based on CLO data, at this level
students are competent to observe, reflect and implement appropriate activities under
the direct supervision of a Lab instructor. Students need more specialization to continue
in the ECD career ladder. The California Child Development Permit requires students to
pursue higher academic levels. Because of budget cuts, we have been limited in our
ability to offer any but the most basic ECD courses. Students need electives in order to
meet their educational and professional goals.
Reflect on and adjust CLOs and PLOs to align with NAEYC Accreditation standards
What program-level strengths have the assessment reflections revealed?
Students at this level have completed 24 ECD units. Based on CLO data, at these level
students are competent to observe, reflect and implement appropriate activities under
the direct supervision of a Lab instructor.
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What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Reinstate when possible, advanced and elective and specialization ECD courses.
Students are completing the units but not completing paperwork for certificate and so
we are being more intentional in supporting students to apply for the certificate with the
support of the ECD Professional Development Coordinator. Students are being
educated as to the value of a certificate even if their long term goal is a degree.
Program: ECD Certificate: Basic Teacher
PLO #1: Student will be able to demonstrate their understanding of children's
development through documentation of their skills.
What questions or investigations arose as a result of these reflections or discussions?
Reflect on and adjust CLOs and PLOs to align with NAEYC Accreditation standards
What program-level strengths have the assessment reflections revealed?
Number of students for this certificate since 2011 is 49.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Reflect on and adjust CLOs and PLOs to align with NAEYC Accreditation standards.
Insure that all eligible students apply for their basic certificate.
Program: ECD Intervention (C)
PLO #1:Student will demonstrate an understanding of atypical development in children
birth through age 8 by designing an environment and planning curriculum that meets the
diverse needs and learning styles of all children.
What questions or investigations arose as a result of these reflections or discussions?
Since this Certificate is relatively new, we have trouble filling the required courses. It
also requires a Lab placement, which represents a challenge for many students to
accommodate to their work schedule.
What program-level strengths have the assessment reflections revealed?
The strengths of this program are still to be determined. It has the potential to be a
meaningful educational path for our students, as well as meeting community needs.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
102
Reflect on a
Better “marketing” of the program, specifically the financial benefits of being an inclusion
specialist.
103
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? ECD
52, 54, 61, and 88 will be revised this semester (Fall 2014).
2. Have you deactivated all inactive courses? (courses that haven’t been taught in five
years or won’t be taught in three years should be deactivated) Yes
3. Have all of your courses been offered within the past five years? If no, why
should those courses remain in our college catalog? We were not able to offer
some of the courses due to low enrolment, i.e., ECD 91 and 68. ECD 91 is part
of the AA Intervention Degree and ECD 68 is required for advance CA Teacher
Permit requirement? Therefore both of these courses must be offered.
4. 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
5. 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.
We closed the loops (completed data entry and reflective discussion) for all ECD
courses accept the ECD 91 and 68. These courses were not offered fall 2013
and spring 2014.
6. 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. We have minimum number of PLOs for each AA degree and
certificate. We will develop a few more PLOs in the near future (see PLO
reflections) so more of those competencies would be assessed.
7. If you have course sequences, is success in the first course a good predictor of
success in the subsequent course(s)? Yes, if a student is successful in ECD 56
and 50 will be more likely to meet with the requirements of the next coming
course (ECD 63).
8. 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. Successful completion of English correlate positively with the courses in
ECD. If students have a good understanding of the lecture language
(comprehension), it would help them be successful.
104
105
Appendix E: Proposal for New Initiatives (Complete for each new initiative)
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?
#1 Goal To increase the success of underserved students in the Early Childhood program by having a dedicated PDC to
advise, support and individualized career pathways.
What is your specific goal and measurable outcome?
#1 Goal To increase the success of underserved students in the Early Childhood program by having a dedicated PDC to
advise, support and individualized career pathways.
At the present time we have a full time Professional Development Coordinator who is funded by a grant from First 5
Alameda County and this funding is in jeopardy. This position is crucial for meeting the strategic goal of the college by
increasing student’s success.
What is your action plan to achieve your goal?
Activity (brief description)
PDC position
Target
Required Budget
Completi (Split out personnel,
on Date supplies, other
categories)
2015
125,000
106
To assist in ranking classified staffing needs, the Classified Prioritization Committee requests that the following
information be included under Program Review Appendix F1 "Classified Staffing Requests including Student Assistants
[Acct. Category 2000]:
When requesting classified professionals through the program review process, please include the following:
·
Job title. Is this a new position?
Early Childhood Development Professional Development Coordinator (PDC).
Not a new position.
This position has been funded by Every Child Counts, First Five
Alameda County (ECC) since 2001.
·
Justification for position, including any relevant data and/or legal mandates:
ECC supported this position with the ultimate goal of being institutionalized by the colleges in Alameda
County.
·
Funding source (e.g., grant or general funded)
Currently funded by ECC, current contract will end June 30, 2015. There is a verbal agreement that ECC
will have a last contract with the college for the 2015-2016 academic year. No amount of funding has been
established for the “contract”.
The request is for funding from he General Fund.
·
Is the work currently being done by other employees
No, currently there is only one PDC
·
To whom would this person report
Dean of Social Science
·
What is the consequence of not funding this position
PDC coordinates Learning communities, including the Spanish Cohort. The Spanish cohort program was
initially funded by ECC and is now institutionalized at Chabot College. This program provides access to college
to the Hispanic community by offering ECD classes in Spanish and bilingually. Students in this Learning
Community benefit from the PDC as she assist them from matriculation to graduation.
PDC assists all ECD students on planning their education pathway in the field of early care and education. The
field requires that teachers hold, permits and/or degrees. Requirements to work with young children varies
based on the program funding sources. This translates into a complex and broken field. PDC helps ECD
107
students navigate the early care and education system as well as the college system. Child development
Permits are process in campus.
·
How will the campus community (students, staff, faculty and community) be positively impacted by filling
this position
Some data:
Loaning ECD books, 157 textbooks in Spring 14
ECD plans 140 ECD plans, Fall 13
1318 e-mails returned, Fall 13
1070 voice mail returned, Fall 13
Academic year 2013-2014, 96 applications Academic year 2012-2013, 70 applications processed
Academic year 2011-2012, 111 applications processed
Spanish Cohort needs a coordinator to recruit, matriculate, find and hire tutors, assist students with certificates and
permit applications.
How will you manage the personnel needs?
New Hires:
Faculty # of positions
x Classified staff # of positions 1
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, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
Will the proposed project require facility modifications, additional space, or program relocation?
X No
Yes, explain:
108
(obtained by/from):
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No X
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
Appendix E: Proposal for New Initiatives (Complete for each new initiative)
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?
The ECD program is currently looking at conducting a self-study program of accreditation by our national professional
organization National Association for Young Children (NAEYC). NAEYC, which is a national organization.
What is your specific goal and measurable outcome?
Goal: This self-study will allow us to look closely at our ECD program and its relation not only to the mission statements of
Chabot College but to align with state competencies and our national standards of professional preparation for Early
Childhood professionals.
What is your action plan to achieve your goal?
Activity (brief description)
Self-study
Target
Required Budget
Completi (Split out personnel,
on Date supplies, other
categories)
2016 Fall $ 6000 fee
109
Focus groups, Community Outreach, surveys
2015
$ 1500
Site visit of accrediting Team
2018
Spring
$ 6000
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
x
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
X X Other, explain Perkins
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
X We will need the reinstatement of the Lab School’s classrooms for infants, toddlers and two year
Require additional funding to continue and/or institutionalize the project
olds.
(obtained by/from):Perkins (meet the requirements to stay accredited)
Will the proposed project require facility modifications, additional space, or program relocation?
X No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No X
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
X
Yes, list potential funding sources: Perkins
110
Appendix E: Proposal for New Initiatives (Complete for each new initiative)
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?
Goal to clarify a new pathway for Early Childhood students as a Transitional Kindergarten Teacher
What is your specific goal and measurable outcome?
This self-study will allow us to look closely at our ECD program and its relation not only to the mission statements of
Chabot College but to align with state competencies and our national standards of professional preparation for Early
Childhood professionals.
What is your action plan to achieve your goal?
Activity (brief description)
Focus groups, Community Outreach, surveys,
conferences
Target
Required Budget
Completi (Split out personnel,
on Date supplies, other
categories)
2015
$8000
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
x
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
111
x
Other, explain Perkins
At the end of the project period, the proposed project will:
x
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(
Will the proposed project require facility modifications, additional space, or program relocation?
X No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No X
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
X
Yes, list potential funding sources: Perkins
Appendix E: Proposal for New Initiatives (Complete for each new initiative)
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?
Goal: increase student success in meeting the CLO’s for individual courses.
What is your specific goal and measurable outcome?
This study will allow us to look closely at our ECD program, including part time instructors, and its relation not only to the
112
mission statements of Chabot College but to align with state competencies and our national standards of professional
preparation for Early Childhood professionals.
What is your action plan to achieve your goal?
Activity (brief description)
Meetings with fulltime and part time faculty
Target
Required Budget
Completi (Split out personnel,
on Date supplies, other
categories)
2015 Fall 2000
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
x
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
X
Other, explain Perkins
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):Perkins
Will the proposed project require facility modifications, additional space, or program relocation?
X No
Yes, explain:
113
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No X
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
X
Yes, list potential funding sources: Perkins
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: ___
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
ECD Lab Instructor
Description
Faculty (1000)
Program/Unit
In addition to teaching and
supervising EC Lab students the
lab Instructor will collaborate with
classroom teachers in:
1.lab curriculum which includes
daily activities, classroom
Add 3 units to Lab Instructor role
114
Division/Area
AHSS/ECD
environment indoors and out
2.maintain daily contact with
classroom teachers in order to
align the practice in the lab
classrooms with ECD pedagogy
(theory to practice)
3. Collaboration with EC Lab
Manager to insure lab goals are
met, daily check-in.
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.
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.
115
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: 4
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
Position
#1 (1) Professional
Development
Coordinator
#2 (3) Early Childhood
Specialist for Infant &
Toddler Programs.
#3 (1) 40% classified
Classified Professional Staff (2000)
Description
Program/Unit
Meting individually with students to
develop early childhood
professional development plans
and guide students to complete
their application for state credential
(Child Development Permit)
ECD
3 Qualified PITC-trained teachers
for infants and toddlers.
Observation Scheduler—managing,
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ECD
ECD
PLEASE LIST IN RANK
ORDER
Division/Area
Social Science
Social Science
Social Science
(18 hours)
directing observation for ECD
department students and to ensure
security by being at the front desk
during operating hours.
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Student Assistants (2000)
Position
Description
2 student assistant
Lab Student
Assistants
Help with
Accreditation
Process
(office)
3 student tutors
Tutor ECD
students
6 student assistant
Division/Are
Program/Unit a
Art,
Humanities,
& Social
ECD
Science
Art,
Humanities,
& Social
ECD
Science
Art,
Humanities,
& Social
ECD
Science
2. Rationale for your proposal.
One of the responsibilities of the Professional Development Coordinator will be to have Learning Community groups
which will support students who are at risk of failing or where English is not their first language and they are struggling to
understand the concepts. They also will receive advising on their career pathway and other student support services
(tutoring, cohort meetings and etc…)
To assist in ranking classified staffing needs, the Classified Prioritization Committee requests that the following
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information be included under Program Review Appendix F1 "Classified Staffing Requests including Student Assistants
[Acct. Category 2000]:
When requesting classified professionals through the program review process, please include the following:
·
Job title. Is this a new position?
Early Childhood Development Professional Development Coordinator (PDC).
Not a new position.
This position has been funded by Every Child Counts, First Five
Alameda County (ECC) since 2001.
·
Justification for position, including any relevant data and/or legal mandates:
ECC supported this position with the ultimate goal of being institutionalized by the colleges in Alameda
County.
·
Funding source (e.g., grant or general funded)
Currently funded by ECC, current contract will end June 30, 2015. There is a verbal agreement that ECC
will have a last contract with the college for the 2015-2016 academic year. No amount of funding has been
established for the “contract”.
The request is for funding from the General Fund.
·
Is the work currently being done by other employees
No, currently there is only one PDC
·
To whom would this person report
Dean of Social Science
·
What is the consequence of not funding this position
PDC coordinates Learning communities, including the Spanish Cohort. The Spanish cohort program was
initially funded by ECC and is now institutionalized at Chabot College. This program provides access to college
to the Hispanic community by offering ECD classes in Spanish and bilingually. Students in this Learning
Community benefit from the PDC as she assist them from matriculation to graduation.
PDC assists all ECD students on planning their education pathway in the field of early care and education. The
field requires that teachers hold, permits and/or degrees. Requirements to work with young children varies
based on the program funding sources. This translates into a complex and broken field. PDC helps ECD
students navigate the early care and education system as well as the college system. Child development
Permits are process in campus.
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·
How will the campus community (students, staff, faculty and community) be positively impacted by filling
this position
Some data:
Loaning ECD books, 157 textbooks in Spring 14
ECD plans 140 ECD plans, Fall 13
1318 e-mails returned, Fall 13
1070 voice mail returned, Fall 13
Academic year 2013-2014, 96 applications Academic year 2012-2013, 70 applications processed
Academic year 2011-2012, 111 applications processed
Spanish Cohort needs a coordinator to recruit, matriculate, find and hire tutors, assist students with certificates and
permit applications.
Infant/Toddler/ Classrooms: 3 classified positions Early Childhood Specialist: RESTORATION of Infant and Toddler
lab classroom ( 1 Infant classroom, 1 Toddler classroom) A requirement of NAEYC accreditation is to place students in
two different age level lab experiences and at the present time we only have 1 age group 3-5 year old preschool children.
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.
Student Assistants: Student learning outcomes depend on adequate opportunities to observe, analyze and incorporate
information discussed in classes. For this reason, we have and widely use our Laboratory setting, to allow students to
observe children in a highly functioning Early Childhood Lab experience which models best practices. While in laboratory
settings, students also have opportunities to practice the application of theoretical concepts presented in class and to
practice their skills
Two student assistants will help faculty with coordination of the self study for the NAEYC Accreditation.
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ECD tutors will provide much needed support to ECD students in particularly those courses that the CLO outcomes lower
than indicated student success rate
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 ECD program is a Career Technical course we also need to meet
employability standards.
• California Community Care Licensing requires 3 units and Early 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 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.
At our last ECD Advisory Committee meeting October 2, 2014, the advisory committee was very supportive of the Chabot
ECD program to pursue NAEYC AA Degree accreditation and conduct the self-study. They offered their resources and
support.
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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.
COUR
SE
CURRENT
FTEF
(2013-14)
ADDITION
AL FTEF
NEEDED
CURRE
NT
SECTIO
NS
REASSIGN
TIME FOR
LAB
INSTRUCT
OR
3 CAH
1
ADDITION
AL
SECTIONS
NEEDED
CURRE
NT
STUDE
NT #
SERVE
D
ADDITION
AL
STUDENT
# SERVED
60
60
We are asking for this additional 3 CAH to continue our successful pilot of being able to
provide an integrated, high quality lab experience for students. The additional 3 CAH
enables the ECD Lab Instructor and the Lab Classroom Teachers an opportunity to
meet and collaborate on a daily basis.
This is critical in order for Lab Classroom Teachers to align their practices in the
classrooms with children to the ECD Pedagogy taught to ECD students in our program
(we are translating theory into practice and practice into theory.) The Lab Instructor
who teaches ECD 63 and ECD 90 is allotted a total of 9 hours lab time. The additional
CAH allows the Lab Instructor to spend a minimum of 16 hours in the classrooms
supervising ECD students, as well as having additional time to meet with the Director
and Staff on a daily basis and collaborate with the Lab school staff on curriculum,
classroom environments, both indoors and outdoors in the school. The ECD Lab also
provides an environment for observing children and many classes have assignments to
spend time observing children and the environment. The additional time allows the Lab
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Instructor to collaborate with ECD Instructors and assist students in being successful in
completing their assignments. The ECD Department is undertaking a National
Accreditation through the National Association for the Education of Young Children and
this additional 3 CAH will enable the ECD Lab staff and ECD Faculty to work together in
this endeavor.
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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: 3
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. ECD Tutors (3)
Provide support to those struggling ECD students
with their course work and support their success in
classes.
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.
We will target specific courses which have low CLO”s success rate and have the ECD tutors work with those struggling
students.
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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 ben
to the program.
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needed totals in
all areas
2013-14
Request
Requested
Description
“Create a
Course”
Beanbag
Learning Center
2014-15
Reques
t
Received
Amount
Vendor
Constructi
ve
$159.98 playthings
Constructi
ve
$159.00 playthings
Division/
Unit
Priority
#1
Priority
#2
Priority #3
Social
Science
Yes
Social
Science
Yes
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.
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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
Independent Lab School
Quality Assessment using
ECERS and CLASS
assessment tools (as part of
NAEYC Accreditation) and
consultant for ten year
strategic planning for Lab
Amount
Vendor
Division/Unit
$6000
Independent
Contractors
ECD
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Priority
#1
#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
2015 NAEYC National
Institute
for Early Childhood
Professional
Development
The Early Math
Collaborative at
Erikson Institute
Amount
6000
Vendor
Division/Dept
Priority Priority Priority
#1
#2
#3
NAEYC
Social
Science/ECD
1
2500 Erikson Institute
Social
Science/ECD
1
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Notes
June 2015 At this NAEYC
Institute there will be a
meeting of all Colleges
who are in the process of
being accredited for
NAEYC AA Degree
Faculty will have
professional development
around the Math and
Science skills needs for
Early Childhood Teachers
(TK)
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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.
For bulk items, 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.
Description
Amount
Vendor
Division/Unit
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Priority
Priority
Priority
#1
N/A
130
#2
#3
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 re-prioritizing 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, and 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): 3500/3521
Building/Location: 3500/3521
Description of the facility project. Please be as specific as possible.
Serious Safety issue:
1. 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, 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
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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 time for our request to be
seriously considered.
What educational programs or institutional purposes does this equipment support?
Safe and positive learning environment
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
The EC Lab School is part of the ECD program and as such a safety issue needs to be addressed for the safety of the
students, personnel and children.
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