Chabot College
Academic Services
Program Review Report
2016 -2017
Year in the Cycle: 2
Program: Early Childhood Development
Submitted on
Contact: Barbara Ogman, Michelle
Sherry and Edna Rodriggs
FINAL 9/24/15
Table of Contents
___ Year 1
Section 1: Who We Are
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
_X_ Year 2
Section 1: What Progress Have We Made?
Section 2: What Changes Do We Suggest?
___ Year 3
Section 1: What Have We Accomplished?
Section 2: 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 and Ongoing Initiatives and Projects
F1A: New Faculty Requests
F1B: Reassign Time Requests
F2A: Classified Staffing Requests
F2B: Student Assistant Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies Requests
F6: Services/Contracts and Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
YEAR ONE
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single
Resource Request Spreadsheet:
a. Follow the link to the spreadsheet provided in Appendix F1A, save the spreadsheet where you
can continue to access it and add requested resources from each appendix to it as appropriate.
Once completed, submit to your Dean/Area Manager with this finalized Program Review
Narrative.
b. Requests should be made for augmented/ additional resources (more than what you are already
receiving). If you have questions about what constitutes an “additional/augmented” request,
please talk with your administrator who can tell you what maintenance resources you are
already receiving.
c. Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a
master spreadsheet and prioritize for his or her entire area.
d. Submit resource requests on time so administrators can include requests in their prioritization
and discuss with their area at November division meetings.
1. Who We Are
Limit your narrative to no more than one page. Describe your program--your mission, vision,
responsibilities and the goals of your area. How does your area support the college? What impact do
you have on student learning? Describe the number and type of faculty in your area.
2. Where We Are Now
Complete Appendices A (Budget History), B1, 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/Data2015.asp. Limit your narrative to two
pages.
As you enter a new Program Review cycle, reflect on your achievements over the last few years. What
did you want to accomplish? What are your Student Learning Outcomes (SLOs) and Service Area
Outcomes (SAOs), and what progress have you made toward achieving them? What are you most proud
of?
Reflect on your curriculum as well as your success, retention, and enrollment data. What trends do you
observe? 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).
Discuss other important trends that will have a significant impact on your unit over the next three years.
Those could include technology, facilities, equipment, and student demand.
Describe how changes in resources provided to your area have impacted your achievements. What
opportunities and challenges do your foresee in the next three years?
3. The Difference We Hope to Make
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior to completing your narrative.
Please complete Appendices E (New and Ongoing Initiatives and Projects) and F1-8 (Resource Requests)
as relevant to your needs to support your narrative. Limit your narrative here to one page and reference
appendices where further detail can be found.
1




Over the next three years, what improvements would you like to make to your program(s) to
support student learning outcomes, equity, and/or the College Strategic Plan Goal?
What steps do you plan to take to achieve your goals? Describe your timeframe.
Would any of your goals require collaboration with other disciplines or areas of the college?
How will that collaboration occur?
What support will you need to accomplish your goals? (Complete Appendices and Resource
Request spreadsheet.)
X YEAR TWO
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single
Resource Request Spreadsheet:
a. Follow the link to the spreadsheet provided in Appendix F1A, save the spreadsheet where you
can continue to access it and add requested resources from each appendix to it as appropriate.
Once completed, submit to your Dean/Area Manager with this finalized Program Review
Narrative.
b. Requests should be made for augmented/ additional resources (more than what you are already
receiving). If you have questions about what constitutes an “additional/augmented” request,
please talk with your administrator who can tell you what maintenance resources you are
already receiving.
c. Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a
master spreadsheet and prioritize for his or her entire area.
d. Submit resource requests on time so administrators can include requests in their prioritization
and discuss with their area at November division meetings.
1. What Progress Have We Made?
Complete Appendices A (Budget History), B1, 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/Data2015.asp. Limit your narrative to two
pages.
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 to inform future
budget decisions. In your narrative of two or less pages, address the following questions:
 What were your previous 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?
 Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios,
CLO/PLO assessment results, external accreditation demands, etc.).
#1 Goal: increase the success of underserved students in the Early Childhood program by having a
dedicated Professional Development Coordinator to coordinate Learning Communities, advise,
and support all students specifically targeting ELL students.
CHALLENGES WE HAVE FACED THAT HAVE PREVENTED US FROM ACHIEVING
THIS GOAL
2
We have not been able to secure funds from the college for the position of a PDC which is crucial for
achieving the strategic goal of the college for increasing student success in our ECD program. .
Funding for the position has been through First Five; that funding is being eliminated in June 2016.
Due to a number of staffing factors, we currently have a PDC for less than 20 hours per week. Given
the nature of the work the PDC does (see Year 1 PR) we are concerned that student’s needs are not
being met and this impacts their success in completing courses, applying for certificates and
achieving ECD AA Degrees.
Below is a chart outlining the key responsibilities of this position and how it impacts student success
and achievement of academic goals and entry into the workforce.
Responsibility
Coordinating Learning
Communities
Advise students on
Child Development
Permit Matrix required
for employment
Guide students with
Child Development
Permit application
Advising students
about career in ECD
Develop ECD
Educational Plan
Refer students to
counseling for SEP plan
Refer students to
resources on campus
PDC collaborates with
programs on campus
outcome
Increases success of students pursuing certificates, AA Degree or upgrade
to Permit College success
Students with academic difficulties get the support they need or are
referred to college resources College success
Students gain a sense of community and it gives that extra push to continue
when they face challenges. Persistence rate.
State certification requirements
Encourages students to apply for Child Development Permit and guides
them thru the process. Workforce
Students with transcripts from out of USA and other colleges, who are
attending Chabot College, get Child Development permit advice and apply
Students get accurate information about the Child Development permit
Application process has many steps which is discouraging to students
Verification Of Completion streamlines the process
Students are given support to complete the process Workforce
Students often do not get specific and accurate information about the
courses required for licensing and other resources in the ECE career (CDTC,
scholarships, grants) Workforce
Helps students to see a seamless and streamlined path to meet licensing
and college requirements of ECD Workforce
Help students to take classes when they are being offered: (PDC knows the
sequence of courses and semesters they are offered) College Success and
Workforce
PDC can look at transcripts and recognize when they are eligible for
certificates, permit and licensing requirements increases number of
certificates College Success and Workforce
Increases SEP plans because students are aware #1 they exist and #2 they
understand the value increases student knowledge and success towards
certificates and degree College Success
Help student with seeking approval of pre-requisite challenges and course
substitutions
PDC is knowledgeable of different resources on campus and can tailor the
referral to the student’s needs which increases their success and
persistence
Establishes relationships with other programs on campus and leverages
support for students as well as streamlining the process for pursuing
degrees (PACE program) success and persistence
3
Provide textbooks and
materials for students
Inform and help
students through the
process of
matriculation
Support a
contextualized Math
course specifically for
ECD students
Support ESL students
with tutors and
specialized ESL courses
for ECD students
Collaborating closely
with the ECD faculty
and program
Outreach to ECE
providers
Grant funding
Helps students with cost of college which can be a factor in continuing their
education
Help students with the process and need of assessments in English and
Math increases student success
Math is a BIG barrier for students and working with Math department to
contextualize the course will help students to be successful and get their AA
Degree and transfer increases student success
Scheduling ESL courses along with the Spanish cohort has increased their
success and persistence
Ensures that the faculty is aware of latest efforts around State and County
Quality requirements
Informs faculty of special needs of the ECD student population ( need of
evening and weekend classes, specialized courses (CLASS, ECERS), strategies
for working with second language students, etc..) success
Informs ECE providers (center and family child care) of available college
courses and professional development opportunities Workforce
Writes grants and secure funding to support student success especially for
underserved populations ( first time college students, second language
students, returning students)
#2 Goal: increase student’s success in achieving national Early Childhood skills and
competencies which are required for the workforce.
We have successfully embarked on the process to seek NAEYC AA Degree Program Accreditation.
We have
 Spring 2015 began the college approval process to submit our application. We received
complete support from all relevant Chabot College administrators. Submitted application which
was approved by NAEYC.
 Sent a team to New Orleans to the Professional Development Conference of NAEYC in June
to learn about the Accreditation Process,
 Formed an Accreditation Steering committee,
 Had a summer retreat with the Steering Committee to begin the work,
 Had a “Kick-Off” event on October 1 to introduce the process and what it means to the Chabot
community as well as our community stakeholders,
 Formed an Accreditation Advisory Board made up of community stakeholders, Chabot
representation and community agencies who are potential employers of our students.
 As part of the self-study we are holding twice monthly meetings of the steering committee to
begin mapping CLO’s, and State Competencies to the NAEYC Accreditation Standards.
 Weekly meetings with ECD faculty (full time and adjunct) and lab Early Childhood specialist are
being held to strengthen the collaborative efforts around the NAEYC standards.
3 Goal: to clarify a new career pathway Transitional Kindergarten Teacher for Early
Childhood students.
4
Since the legislature has not clarified the statewide 24 ECE unit requirement for TK teachers, we
have put on hold our efforts to develop a pathway and specific TK courses. We also found out that
some of the school districts do not accept lower division units for their district to help teachers
advance on the salary schedule and therefore TK teachers are reluctant to take community college
courses. This decision is different for school districts and depends on the teacher union contract.
#4 Goal: increase student success in meeting the CLO’s for individual courses.
While not specifically to improve CLO success, our part time faculty have been active at faculty
meetings as well as sitting on the NAEYC Accreditation Steering Committee. Additionally, we
received a Basic Skills grant to study student success in ECD 50. Full time and part time faculty have
met and have developed a student program portfolio, shared assignments and created shared
assessments.
#5 Goal: Increase the number of our male student’s in ECD courses.
In November 2014 we conducted a survey of all male students in our current ECD classes. We had
responses from 10 male students.
This is the response to question: Statistics show that men are less successful in the ECD courses than
males. Why do you think that is?
 May be females have it easier with children because they have a maternal instinct
 It could be many factors. One could be that the ECD field appears to be predominantly
female. You can also look at sexism that could exist pushing males into higher career paths.
This type of sexism is also seen in nursing.
 Low pay
 The job field needs to be promoted towards men. Also have young fathers be informed
about ECD courses
 -Some men realize that this is not the right field for them & may become intimidated with
the amount of women that outnumbered them
 -Lower income, no support from family, having two or more jobs
 -I took a couple of ECD courses because I had a baby. Maybe other men take classes for the
same reason but don't take them seriously since it will not be their profession. If they want
ECD as a career I can't see a reason why they wouldn't do as well as women in class.
As a result of the information gathered from the survey, we intentionally sought out a highly
qualified male student to be our ECD lab student assistant. He offers a male perspective to working
with young children and has become a mentor tour male lab students. As of this date we have not
implemented a support group for males in our program. We have had male Early Childhood guest
speakers talk to all of our ECD students and a discussion was held about the Early Childhood field
and the issues of men in the field of Early Care and Education. We are still considering a male
support group.
What are you most proud of?
We were able to secure a small grant from Basic Skills to specifically look at the success rate of
our Early Childhood Development 50 students. In looking at the data on success rates the ECD
50 stands out as having a success rate below 60 %. This course is one of the foundational
courses of our discipline and is a pre requisites for many other ECD courses (passing with a C or
better) therefore predicts the success rate of our program and completers. If students are not
5
successful in this course they cannot move on to completing our program and therefore cannot
enter the Early Childhood workforce.
Since this is the first ECD course that students take many of the students do not have the basic
skills needed to be successful in college. Statistically the percentage of students who need basic
skills are: We have identified the following: lack of English skills to write at college level
including writing papers after completing research, lacking basic study skills on how to study
and take tests in the college environment, strategies for reading textbook and using supplemental
resources, familiarity with the college resources and how to access them, another major area we
find is that many of our students are bilingual and lack college level English skills.
With the activities associated with the grant we hope to increase the success rate of our students
in ECD 50 Principles and Practices and to standardize the key assignments and assessments with
rubrics so that all students will receive a similar level of instruction. Also since this course is a
pre-requisite for other ECD courses we hope to increase the number of students who are eligible
for certificates and go on to receive their AA or AS-T degree.
We have gathered together all of the ECD faculty (full time and adjunct) who are teaching ECD
50 for Fall semester 2015 and discussed the pedagogy and assignments for this course. As an
outcome of these discussions we are developing key assignments that meet the CLO’s of the
course and the rubrics for the assignments. As part of our NAEYC accreditation process we are
instituting a student Program Portfolio which is being started in our ECD 50 courses and the
students will continue to add to the program portfolio as they take more ECD courses. The ECD
50 faculty are deciding on what will be put in as evidence of students’ knowledge and
competencies gained in this course.
As part of the grant we are able to have dedicated student tutors available for the students taking
ECD 50. It has been a slow process to get these student tutors hired because of district budget
issues and qualifications of student tutors. The student tutors will meet with the students right
after their ECD 50 class and will participate in the class as well. By sitting in on the class they
will be able to establish a relationship with the students and will understand instructor’s
expectations. Hopefully this will encourage students to ask the tutor for help if they are
struggling. We are also going to be following these students as they progress through the ECD
program to see their persistence rate.
NAEYC AA Degree Accreditation and ECD Student Program Portfolio
As we are conducting the self-study for the NAEYC accreditation process, we realized that
documenting student progress is an integral part of the accreditation process and a student
program portfolio will help us do that. The student program portfolio will serve as an instrument
of individual student’s growth and development as emerging teachers, and it provides important
information for the assessment of our early childhood development program. It serves to depict
the knowledge, skills, attitudes, dispositions, and ultimately the presentation needed for effective
teachers of young children. The portfolio will measure the student’s professional growth against
standards that are set by the Chabot Community College ECD program, California certification
(Child Development Permit) and National Association for Education Young Children (NAEYC)
standards for Early Childhood Professional Preparation Programs.
6
The student program portfolio will be started in Principles and Practices of Early Childhood
Education ECD 50, which is one of the first ECD courses and a pre-requisite for other ECD
courses, In the student program portfolio we will use the NAEYC standards for Early Childhood
Professional Preparation Programs and the Chabot ECD Program of study as the organizational
framework. Each of the ECD courses required for the AA Degree have been aligned with the
NAEYC Standards and included in the portfolio along with important Early Childhood resources
( Child Development Permit Matrix, ECE Competencies, AA Degree and Certificate course
requirement flyers, NAEYC Code of Ethical Conduct, etc.) Students will also be putting in key
assignments/work samples for each ECD course that they complete. There will be specific work
samples to include as well as ones that they choose as examples of their knowledge and skills.
The student program portfolio dovetails well with NAEYC accreditation and our self-study of
the ECD AA Degree program. As we go through the self-study we will be looking closely at
each course and the course learning outcomes and how they align with the national and state
standards. We will be looking at how we integrate our community partners in our program in
determining work force skills, competencies and knowledge as well as information about state
wide quality efforts that impact our students as they graduate and enter the workforce or pursue
advanced degrees. We are looking at this Fall also distributing the portfolio to 2 other classes:
ECD 56 Child Growth and Development and ECD 62 Child Family and Community. This will
reach another 200+ students.
Reorganization of ECD Lab School
During the spring semester we did an extensive analysis of our ECD lab school and submitted a
proposal to reorganize the ECD Lab School to strengthen the connection between theory and
practice. We have been able to institute certain components of the proposal: Lab instructor 3
CAH reassigned time and weekly meeting with the Lab Early Childhood Specialist, ECD Lab
School Manager and ECD faculty. The reassigned time has enabled the ECD Lab instructor to
have more one on one time with the Lab Early Childhood Specialist in the classroom to meet and
discuss strategies for working with the ECD lab students and connecting Early Childhood
pedagogy and practice, which strengthens all relationships and enhances learning on every level.
We are looking forward to full implementation of the ECD Lab School reorganization
proposal.
2. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior to completing your narrative.
Please complete Appendices E (New and Ongoing Initiatives and Projects) and F1-8 (Resources
Requested) to further detail your narrative. Limit your narrative here to one page and reference
appendices where further detail can be found.
 What initiatives or projects are or could be underway to support student learning outcomes,
equity, and/or the College Strategic Plan Goal?
7
YEAR THREE
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single
Resource Request Spreadsheet:
a. Follow the link to the spreadsheet provided in Appendix F1A, save the spreadsheet where you
can continue to access it and add requested resources from each appendix to it as appropriate.
Once completed, submit to your Dean/Area Manager with this finalized Program Review
Narrative.
b. Requests should be made for augmented/ additional resources (more than what you are already
receiving). If you have questions about what constitutes an “additional/augmented” request,
please talk with your administrator who can tell you what maintenance resources you are
already receiving.
c. Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a
master spreadsheet and prioritize for his or her entire area.
d. Submit resource requests on time so administrators can include requests in their prioritization
and discuss with their area at November division meetings.
1. What Have We Accomplished?
Complete Appendices A (Budget History), B1, 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/Data2015.asp. Limit your narrative to two
pages.
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 to assess progress
toward achievement of our Strategic Plan and to inform future budget decisions. 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, equity, 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 and Ongoing Initiatives and Projects) and
F1-8 (Resources Requested) to support your narrative.
 What goals do you have for future program improvement?
8


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?
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
Other
TOTAL
2015-16
Budget
Requested
1
0
0
2015-16
Budget
Received
0
0
0
2016-17
Budget
Requested
1
0
0
2016-17
Budget
Received
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.
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?
9
Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing 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.
ECD 59
This Year’s Program
Review
*CTL forms must be
included with this PR.
x
ECD 68
x
ECD 91
x
10
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in
the next PR year.
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 59
Spring 2014
1
1
100%
Fall 2014
Diana MacGregor & Hilal
Ozdemir
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
(CLO) 1: Define literacy and emergent/early literacy for
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
80% of
students scored
3 or 4
84.7 % scored 3
or 4
(CLO) 2: Assess children’s language development and 80% of
literacy skills.
students scored
3 or 4
92.8 % scored 3
or 4
(CLO) 3: Analyze appropriate literature and other learning 80% of
92.9 % scored 3
or 4
young children
materials for diverse learners.
students scored
3 or 4
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 4.4% 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 majority of students were very successful grasping the concepts of emergent
/early literacy for young children.
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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 12.8% 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?
Based on class assignments and class discussions, the majority of students
demonstrated their ability to assess children’s language development and literacy
skills. This was very clear when the students presented their special literacy
enhancement projects.
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 12. 9% 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 students were readily able to match appropriate literature and activities to the
diverse population enrolled in their child care programs. The college class was
composed of diverse students working in a variety of programs so this CLO was quite
meaningful.
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 would provide more opportunity to create special projects related to each student’s group
of children in each specific care setting.
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 understand that each level of development requires specific activities. I would assign
students to demonstrate an understanding of this concept by engaging in small group
discussions and then leading a full class discussion on the findings.
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
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 Other:_________________________________________________________________
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 68
Fall 2014
1
1
100
Spring 2015
Barbara Ogman
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
Assignment ECD 68- Examine and compare
management styles in Early Care and Educational
settings
(CLO) 2:
Enumerate the legal and ethical aspects of directing a
staff.
(CLO) 3:
evaluate methods and compare priciples of group
dynamics from a leadership perspective.
(CLO) 4:
define the role of supervisor in directing a staff in
ECD settings.
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
75% 3 or
higher
85%
75% 3 or
higher
85%
75% 3 or
higher
85%
75% 3 or
higher
85%
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
C.
COURSE-LEVEL OUTCOME (CLO) 1:
3. How do your current scores match with your above target for student success in this
course level outcome?
Most students achieved the target.
4. 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 course is being taught in a way that meets most student’s learning needs. The
question is what is preventing the 15% of students from not achieving the SLO.
13
In that 15% are students whose attendance was not consistent and who had significant
“life” issues that semester, including loss of housing, high risk pregnancy and illness.
COURSE-LEVEL OUTCOME (CLO) 2:
5. How do your current scores match with your above target for student success in this
course level outcome?
Most students achieved the target.
6. 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 course is being taught in a way that meets most student’s learning needs. The question is what
is preventing the 15% of students from not achieving the SLO.
In that 15% are students whose attendance was not consistent and who had significant “life” issues
that semester, including loss of housing, high risk pregnancy and illness.
C. COURSE-LEVEL OUTCOME (CLO) 3:
3. How do your current scores match with your above target for student success in this
course level outcome?
Most students achieved the target.
4. 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 course is being taught in a way that meets most student’s learning needs. The
question is what is preventing the 15% of students from not achieving the SLO.
In that 15% are students whose attendance was not consistent and who had significant
“life” issues that semester, including loss of housing, high risk pregnancy and illness.
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?
Most students achieved 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?
14
PART III: COURSE REFLECTIONS AND FUTURE PLANS
4. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
Many activities were done in class (rather than at home) related to course content.
Discussions in small groups promoted critical thinking. Assignments were completed at
home after these class activities.
Students who had erratic attendance (see above reasons) were not able to benefit from these
activities.
5. 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?
Many students who take this course are working in the field of EC. The discussions in class
before work was done at home, where students brainstormed and helped one another.
Students who had erratic attendance (see above reasons) were not able to benefit from these
activities.
Curricular and pedagogical
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 91
Spring 2015
1
1
100%
Spring 2015
Lisa Long
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
15
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
75 % OF THE
CLASS
SCORED
EITHER A 3
OR 4
41.7 %
(CLO) 2:
Demonstrate the ability to meet the needs of
individual children within an early childhood
setting.
75 % OF THE
CLASS
SCORED
EITHER A 3
OR 4
91.7%
(CLO) 3:
Demonstrate ability to observe, document and
evaluate specific occurrences within an Early
Childhood setting.
75 % OF THE
CLASS
SCORED
EITHER A 3
OR 4
83.3%
(CLO) 1:ANALYZE AND ADOPT CURRICULUM USING
OBSERVATIONS AND ASSESSMENTS ACROSS
DEVELOPMENTAL DOMAINS, CONTENT AREAS AND
ROUTINES
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
E.
COURSE-LEVEL OUTCOME (CLO) 1:
5. How do your current scores match with your above target for student success in this
course level outcome?
I had expected 75% of my students to get 3 and 4s but instead 41.7% of the students got 3 and
4s.
6. 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 am still please with the results of the data gathered because 50% of the student’s scores
on this outcome were 2s which is at the developing level. I think that given more time in
their practicum sites that they would be able to feel more comfortable and confident
across all the developmental domains.
F.
COURSE-LEVEL OUTCOME (CLO) 2:
5. How do your current scores match with your above target for student success in this
course level outcome?
The current scores of the students which was 91.7% exceeded the expectations of 75% of the
students getting 3 an4s.
16
6. 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 feel that the students having more exposure and direct contact with children with
special needs has helped them to understand and focus in on individual children with
special needs ‘ strengths and areas of needs more precisely.
C. COURSE-LEVEL OUTCOME (CLO) 3:
5. How do your current scores match with your above target for student success in this
course level outcome?
The current student scores of 83.3% exceeds the expected targeted score of 75% of the students
scoring 3 and 4s on this outcome.
6. 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 feel that this outcome is more along the average that I had hoped the students would
achieve after our discussions, their observations and the fulfillment of specific class
assignments that were scaffold to assist their learning.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
7. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
I used a lot more visual aids, videos and a higher concentration on specific topics each
week. I did practicum class visits and observed my students directly at their sites giving
feedback on the spot.
8. 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 will definitely maintain a high level of visual aids including videos and Youtube.com
clips to solidify and provide clarity to key points and successful teaching strategies in
working with children with special needs. This will include adaptations, modifications,
accommodations, and tying normal child development connections to the overall
teaching of all children. I think that I need to help my students and improve my
teaching of them by encouraging and helping them to see children with disabilities
holistically, not over focus on their needs but capitalize on their strengths. One
17
additional element that I still need to work with them on is changing their perspective
in their work orientation. They still think more of the product or outcome of an
activity then the importance that the process is where the true learning and
improvement of skills lies.
9. What is the nature of the planned actions (please check all that apply)?
X Curricular
 Pedagogical
X Resource based
 Change to CLO or rubric
 Change to assessment methods
X Other:_more experiences, and more in depth review and self-talk of my alter perspective of
viewing children with special needs.
 ___________________________________________________________
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. Write n/a if the
question does not apply to your area.
1. Have all of your course outlines been updated within the past five years? YES
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? YES
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. YES
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. YES
7. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)? YES
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. It impacts students wanting
to get the AS-T and AA Degree in ECD. Limited English learners have challenges in meeting
college level expectations in our courses.
18
Appendix E: Proposal for New and Ongoing Initiatives and Projects (Complete
for each initiative/project)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, Equity, BSC, College Budget
Committee
Purpose: The project will require the support of additional and/or outside funding.
How does your project address the college's Strategic Plan goal, significantly improve student learning or
service, and/or address disproportionate impact?
What is your specific goal and measurable outcome? (Note: Complete the Equity/BSI proposal in
Appendix E1 if you would like to request these funds and indicate “see Equity/BSI proposal for detail”)
What learning or service area outcomes does your project address? Where in your program review are
these outcomes and the results of assessment discussed (note: if assessment was completed during a
different year, please indicate which year).
What is your action plan to achieve your goal?
Target
Required Budget
Completion (Split out personnel, supplies,
other categories)
Date
Activity (brief description)
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:
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
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
19
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
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 E1: Equity and Basic Skills Initiative Fund Requests:
Equity Initiative Fund Requests 2015-2016
Project Name: ECD Professional Development Coordinator
Contact Name: Edna Rodriggs
Division/Discipline/Program/Office: AHSS/ECD Program
Contact info: (email, campus phone, and cell phone) erodriggs@chabotcollege.edu, 510-364-3444
Check the student success indicator(s) your project will address
__ ACCESS: Enroll more of a population group to match their representation in community.
_ _ COURSE COMPLETION: Increase success rates in identified courses.
_x_ ESL AND BASIC SKILLS COMPLETION:
Increase success rates in ESL or Basic Skills courses, and
Increase the completion of degree/transfer courses by ESL or Basic Skills students.
_x_ DEGREE AND CERTIFICATE COMPLETION:
Increase percent of degrees/certificates among degree/certificate-seeking students.
__TRANSFER
Increase percent of transfers to 4-year colleges among transfer-directed students.
Check the type of project you are proposing
___ Curriculum/Program improvement __x__ Outreach
_x__ Direct student intervention
____ Instructional Support
___ Faculty development
____ Research and Evaluation
___Other:
____ Coordination and Planning
To determine whether your project can be funded by Equity funds:
1) Does your proposal address disproportionate impact for any of the following target student
populations marked with an “X”? Please highlight the “X” that corresponds with your target populations.
(Equity funds must address specific opportunity gaps identified below with an “X”)
GOALS
Goal A:
Goal B:
Goal C:
Goal D1:
Goal D2:
Goal E:
Access
Course
ESL/Basic
Degree
Cert
Transfer
Completion Skills
Completion Completion
/ Success
Success
Rates
Males
X
Foster Youth
X
X
Students with
disabilities
X
X
20
X
X
Low-income
Veterans
X
American Indian or
Alaska Native
Asian
Black or African
American
Filipino
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Hispanic or Latino
Hawaiian or Pacific
Islander
White
X
X
X
X
2) COLLABORATIVE PARTNERS
In what ways does your project include collaboration between academic and student services and/or
with the community? (Equity proposals that partner to reach target populations are prioritized over
proposals that do not)
We are seeking 50% support of the PDC position by First 5 Alameda County Every Child Counts and the
50% from Equity funds for this position.
We will be collaborating with various groups and resources at Chabot to increase the success of our ECD
students for example: Daraja to increase success of African/American ECD students; Puente to increase
success of Hispanic ECD student and counseling to increase number of SEP plans for ECD students.
To determine how your project fits into your discipline’s or program’s planning:
1) Is your project mentioned in your area’s latest program review?
_x_ Yes
__ No
2) Does your immediate administrator support this project?
__ No _x_ Yes
3) How have you shared this proposal with others in the relevant area, discipline, or division? When did
this conversation take place and who was involved? We have been talking with others in our discipline
and administration the need for this position which has proven to be an integral part of the ECD
program in assisting students to meet their academic goals of a certificate or degree.
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND EVALUATION
GOAL
What does your project hope to achieve overall?
Increasing student success in meeting their educational goals in a seamless and timely manner. Increase
the number of students who complete certificates and/or degrees in ECD and increase the number of
ECD students who complete an SEP plan.
21
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
50% of students in ECD are Latino. Support our ESL students with embedded student learning assistants
to increase success in courses.
Certificates in ECD have gone down significantly since 2009. Increase number of certificates by
developing an ECD Professional Plan and advise students to meet their educational goals as they qualify
for certificates and/or California Child Development Permit, required for employment
Increase number of SEP plans for those ECD students whose academic goal is AA or AS-T degrees.
ECD students report struggling with Math courses which hinder them from being able to receive AA
Degree and/or transfer to 4 year institution.
ACTIVITIES
Please list all the activities (A.1, A. 2, A.3, etc.) that you propose to do to reach your goal.
List activities by target date in chronological order.
Identify the responsible person/group for each activity, and who will be involved.
Target Date
Activity
Person Responsible
January 2016- Develop a Learning Community of ESL students
PDC
June 2017
with embedded student learning assistants
Student Learning Assistants
January 2016- Develop a Learning Community of ECD students
PDC
June 2017
who are taking math courses with embedded
Student Learning Assistants
learning assistants.
January 2016- Support Learning Communities with
PDC and speakers
June 2017
workshops/meetings with motivational
speakers, writing an ECD paper, tips on studying
for tests, career as a teacher, applying for Child
Development Permit, etc…
January 2016- Meet with ECD students to plan ECD courses to
PDC
June 2017
meet requirements of ECD certificates. And refer
to counseling for SEP if academic goal is AA or
AS-T degree.
January 2016- Refer students to assessment center and other
PDC
June 2017
support services on campus
January 2016- Meet with various student programs on campus: PDC
June 2017
Daraja, Puente., and PACE to determine ways to
collaborate with these programs to increase
success of ECD students.
BUDGET
Provide a budget that shows how the funds will be spent to support the activities.
4 Student Learning Assistants
$24,000 yr
50% PDC position including benefits
$50,000 yr
Materials and Supplies
$3,000
materials to support success and
textbooks
Speakers at workshops , meetings
$5,000
of learning communities
22
EXPECTED OUTCOMES and EVALUATION
How will you know whether or not you have achieved your goal?
What measurable outcomes are you hoping to achieve for the student success indicator and target
population you chose?
How will you identify the students who are affected (are they part of a class, a program, or a service, or
will you need to track them individually)?
Students will be enrolled in a Learning Community and their statistics will be tracked for 2 years. Look at
persistence, success and withdrawal rates
Data showing 25 % increase in ECD certificates
Data showing number of SEP plans for ECD students
Data showing number of students that PDC met with and developed an ECD Professional Plan
Increase percent of transfers to 4-year colleges among transfer-directed students.
Appendix F1A: Full-Time Faculty 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
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/Data2015.asp
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. You can
find the template for the spreadsheet here:
http://www.chabotcollege.edu/prbc/academicprogramreview.asp. Add your requests to your
spreadsheet under the 1000a tab and check the box below once they’ve been added.
Total number of positions requested (please fill in number of positions requested):
☐
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
23
CHABOT COLLEGE
CRITERIA FOR FILLING CURRENT VACANCIES
OR
REQUESTING NEW FACULTY POSITIONS
Criteria 1.
Percent of full-time faculty in department.
Fall 2012 Spring 2013
Fall 2013
Spring 2014
Fall 2014
FTEF
(Contract)
FTEF
(Temporary)
# of Contract
Faculty
Name of Recently Retired Faculty (in last 3 yrs)
Criteria 2.
Date Retired
Semester end departmental enrollment pattern for last three years.
Fall 2012
Spring
2013
Fall 2013
Spring
2014
Fall 2014
Success Rate:
FTES:
Briefly describe how a new hire will impact your success/retention rates.
2b. Librarian and Counselor faculty ratio. Divide head count by the number of full
time faculty. For example, 8000 students divided by 3 full time faculty, 1:2666
24
Fall 2012
Criteria 3.
Spring 2013
Fall 2013
Spring 2014
Fall 2014
Meets established class size.
Fall 2012
Spring 2013
Fall 2013 Spring 2014
Fall 2014
WSCH
FTES:
WSCH/FTES
If there are any external factors that limit class sizes, please explain.
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
Criteria 5.
Describe how courses and/or services in this discipline meet PRBC’s three
tier criteria. These include:
 Tier 1: outside mandates (e.g. to ensure the licensure of the program.)
 Tier 2: program health, (e.g. addresses gaps in faculty expertise and creates
pathways, alleviates bottlenecks, helps units where faculty have made large
commitments outside the classroom to develop/implement initiatives that
support the strategic plan goal, and helps move an already successful initiative
forward.
25

Tier 3: Student need/equity, (e.g. addresses unmet needs as measured by
unmet/backlogged advising needs, bottlenecks in GE areas and basic skills,
impacted majors in which students cannot begin or continue their pathway.)
Criteria 6.
Upon justification the college may be granted a faculty position to start a new
program or to enhance an existing one.
Is this a new program or is it designed to enhance an existing program? Please
explain.
Criteria 7.
CTE Program Impact.
Criteria 8.
Degree/Transfer Impact (if applicable)
List the Certificates and/or AA degrees that your discipline/program offers.
Provide information about the number of degrees awarded in the last three years.
26
Degree/Certificate
# Awarded
2012-2012
2012-2013
2013-2014
AA requirement
GE transfer requirement
Declared major
Criteria 9.
Describe how courses and/or services in this discipline impact other
disciplines and programs. Be brief and specific. Use your program review to
complete this section.
Criteria 10.
Additional justification e.g. availability of part time faculty (day/evening)
Please describe any additional criteria you wish to have considered in your
request.
Difficult to hire adjunct for daytime classes.
27
Appendix F1B: Reassign Time Request(s) [Acct. Category 1000]
Audience: Administrators
Purpose: Provide explanation and justification for work to be completed. (Note: positions require job
responsibility descriptions that are approved by the appropriate administrator(s).)
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/Data2015.asp
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 1000b tab and check the box below once they’ve been
added.
Total number of hours requested and the type of contact hour:
☐
Summary of hours requested completed in Program Review Resource Request Spreadsheet
(please check box to left)
Appendix F2A: Classified Staffing Request(s) [Acct. Category 2000]
Audience: Administrators, PRBC, Classified Prioritization Committee
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 complete a separate Classified Professionals Staffing Request form for each position
requested and attach form(s) as an appendix to your Program Review.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet AND a
separate Classified Professionals Staffing Request form must be completed for each position requested.
Add your requests to your spreadsheet under the 2000a tab and check the box below once they’ve
been added.
Please click here to find the link to the Classified Professional Staffing Request form:
http://www.chabotcollege.edu/prbc/APR/2016-17%20Classified%20Professionals%20Staffing%20Request%20Form.pdf
This is a fillable PDF. Please save the form, fill it out, then save again and check the box below once
you’ve done so. Submit your Classified Professionals Staffing Request form(s) along with your Program
Review Narrative and Resource Request spreadsheet.
Total number of positions requested (please fill in number of positions requested):
☒
1
Separate Classified Professionals Staffing Request form completed and attached to Program
Review for each position requested (please check box to left)
28
☐
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
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.
For the last 14 years First 5 of Alameda County has funded a full time Professional Development
Coordinator position for the ECD program. As of June 30, 2016 this position will no longer be funded by
First 5 of Alameda County Every Child Counts.
Below is a chart outlining the key responsibilities of this position and how it impacts student success
and achievement of academic goals and entry into the workforce.
Responsibility
outcome
Coordinating Learning
Increases success of students pursuing certificates, AA Degree or upgrade
Communities
to Permit College success
Students with academic difficulties get the support they need or are
referred to college resources College success
Students gain a sense of community and it gives that extra push to continue
when they face challenges. Persistence rate.
Advise students on
State certification requirements
Child Development
Encourages students to apply for Child Development Permit and guides
Permit Matrix required them thru the process. Workforce
for employment
Students with transcripts from out of USA and other colleges, who are
attending Chabot College, get Child Development permit advice and apply
Students get accurate information about the Child Development permit
Guide students with
Application process has many steps which is discouraging to students
Child Development
Verification Of Completion streamlines the process
Permit application
Students are given support to complete the process Workforce
Advising students
Students often do not get specific and accurate information about the
about career in ECD
courses required for licensing and other resources in the ECE career (CDTC,
scholarships, grants) Workforce
Develop ECD
Helps students to see a seamless and streamlined path to meet licensing
Educational Plan
and college requirements of ECD Workforce
Help students to take classes when they are being offered: (PDC knows the
sequence of courses and semesters they are offered) College Success and
Workforce
PDC can look at transcripts and recognize when they are eligible for
certificates, permit and licensing requirements increases number of
certificates College Success and Workforce
Refer students to
Increases SEP plans because students are aware #1 they exist and #2 they
counseling for SEP plan understand the value increases student knowledge and success towards
certificates and degree College Success
Help student with seeking approval of pre-requisite challenges and course
substitutions
Refer students to
PDC is knowledgeable of different resources on campus and can tailor the
resources on campus
referral to the student’s needs which increases their success and
persistence
29
PDC collaborates with
programs on campus
Provide textbooks and
materials for students
Inform and help
students through the
process of
matriculation
Support a
contextualized Math
course specifically for
ECD students
Support ESL students
with tutors and
specialized ESL courses
for ECD students
Collaborating closely
with the ECD faculty
and program
Outreach to ECE
providers
Grant funding
Establishes relationships with other programs on campus and leverages
support for students as well as streamlining the process for pursuing
degrees (PACE program) success and persistence
Helps students with cost of college which can be a factor in continuing their
education
Help students with the process and need of assessments in English and
Math increases student success
Math is a BIG barrier for students and working with Math department to
contextualize the course will help students to be successful and get their AA
Degree and transfer increases student success
Scheduling ESL courses along with the Spanish cohort has increased their
success and persistence
Ensures that the faculty is aware of latest efforts around State and County
Quality requirements
Informs faculty of special needs of the ECD student population ( need of
evening and weekend classes, specialized courses (CLASS, ECERS), strategies
for working with second language students, etc..) success
Informs ECE providers (center and family child care) of available college
courses and professional development opportunities Workforce
Writes grants and secure funding to support student success especially for
underserved populations ( first time college students, second language
students, returning students)
Appendix F2B: Student Assistant Requests [Acct. Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for student assistant 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 these positions are categorically funded, include
and designate the funding source of new categorically-funded positions where continuation is
contingent upon available funding.
Rationale for proposed student assistant positions:
Perkins funds have supported our program by funding student Lab assistants to
support our ECD lab students as they complete their lab courses required by our
Certificate and AA Degree program. We have found that this helps our students to
30
be more successful in their capstone lab courses (ECD 90 Practicum) as evidenced
by the data of course and CLO success ( 90%+).
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
We have found that this helps our students to be more successful in their capstone lab
courses ECD 90 Practicum as evidenced by the data of CLO success. The goal was
75%; students achieved the SLOs at 92% and 85%.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 2000b tab and check the box below once they’ve been
added.
Total number of positions requested (please fill in number of positions requested):
☒
4
Summary of positions requested completed in Resource Request Spreadsheet (please check
box to left)
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 at
http://www.chabotcollege.edu/ProgramReview/Data2015.asp
COURSE
ECD
CURRENT
FTEF
(2015-16)
ADDITIONAL
FTEF
NEEDED
.20
CURRENT
SECTIONS
0
ADDITIONAL
SECTIONS
NEEDED
1
CURRENT
STUDENT #
SERVED
0
ADDITIONAL
STUDENT #
SERVED
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We are asking to be able to offer the course ECD 11 which previously was listed as a General Studies course in
collaboration with ECD and counseling. This course gives an overview of education and includes preschool and
public school education.
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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.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 2000b tab and check the box below once they’ve been
added.
Total number of positions requested (please fill in number of positions requested):
☐
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
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.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Appendix F5: Supplies Requests [Acct. Category 4000]
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 anticipated budgets and additional funding
requests for categories 4000. Do NOT include conferences and travel, which are submitted on Appendix
F6. Justify your request and explain in detail the need for any requested funds beyond those you
received this year. Please also look for opportunities to reduce spending, as funds are limited.
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We have received in the past money from Perkins to support the ECD program with necessary student
supplies. The ECD program as part of our NAEYC Accreditation require a Student Program Portfolio which
requires specific supplies such as binders, resources materials, etc…. We need to increase our supply budget
to support this project.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
☒
SUPPLIES tab (4000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
As part of the Student Program Portfolio students will be documenting the SLO’s of the ECD
courses they have completed towards their AA degree in ECD.
Appendix F6: Contracts & Services, Conference & Travel Requests [Acct. Category
5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for contracts & services and 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. Your rationale should discuss student learning goals and/or
connection to the Strategic Plan goal.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
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.)
3 ECD Faculty attend PDI in Baltimore Maryland in June 2016
Airfare: 1875+ Hotel 4 nights 3000 + registration 1050+ Food 525 = 6,450
☒
TRAVEL/SERVICES tab (5000) completed in Program Review Resource Request Spreadsheet
(please check box to left)
Rationale:
ECD faculty need to attend the NAEYC Professional Development Institute in order to receive
training for the NAEYC accreditation process currently engaged in.
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How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Faculty need to be informed of ways to show evidence of how students achieve the NAEYC
standards that have been aligned with the SLO’s of the ECD courses required for an ECD AA
Degree.
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.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
☐
EQUIPMENT tab (6000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
Please follow the link here to make your request and summarize below
http://intranet.clpccd.cc.ca.us/technologyrequest/default.htm
None at this time.
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Although some of the college's greatest needs involving new facilities cannot be met with
the limited amount of funding left from Measure B, smaller pressing needs can be addressed. Projects
that can be legally funded with bond dollars include the "repairing, constructing, acquiring, and
equipping of classrooms, labs, sites and facilities." In addition to approving the funding of projects, the
FC participates in addressing space needs on campus, catalogs repair concerns, and documents larger
facilities needs that might be included in future bond measures. 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.
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Brief Title of Request (Project Name): Replace the tables and chairs in the adult classroom 3521 in the
ECD Lab School.
#1 Building/Location: 3500
Type of Request
___ Space Need
___ Small Repair
___ Large Repair
___x Building Concern
___ Larger Facility Need
_ Other (grounds, signage…)
Description of the facility or grounds project. Please be as specific as possible.
To insure security in the ECD Lab School we are requesting to have a secure barrier installed where
access is monitored and restricted to only those doing business in the ECD Lab can enter. Suggest
putting in a monitoring system which allows access by swiping or putting a code.
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
ECD program, Lab School, families and others who use the ECD Lab School.
Briefly describe how your request supports the Strategic Plan Goal?
In this era of violent acts on college campuses we see the children as being vulnerable. It makes
the area safer for students, children, employees and families.
#2 Building/Location: 3500 adult classroom 3521
Type of Request
___ Space Need
___ Building Concern
___ Small Repair
___ Larger Facility Need
___ Large Repair
_x__ Other (grounds, signage…)
Description of the facility or grounds project. Please be as specific as possible.
Replace the tables and chairs in the adult classroom which have parts missing and unstable.
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
ECD classes use this classroom on a daily basis.
Briefly describe how your request supports the Strategic Plan Goal?
Equipment meets the needs of the students and is in good repair.
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