Chabot College
Administrative Services
Program Review Report
2016 -2017
Early Childhood Development (ECD)
Laboratory School and Children’s Center
Year 2 of
Program Review Cycle
Submitted on Oct 29, 2015
Contact: Vanessa Cormier
510-723-7483
vcormier@chabotcollege.edu
Table of Contents
___ 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
A. What Progress Have We Made?
We launched an awareness campaign. This was accomplished by consistently and continuously
providing board presentations, speaking at campus wide meetings and talking amongst colleagues. Over
the years, the Center has been viewed as a service program and not as an essential support for the ECD
discipline. Most College, District and Board personnel are now aware that the Children’s Center
Laboratory School:

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is an integral component of the Chabot’s Early Childhood Development certificate and degree
programs.
provides a laboratory for ECD practicum (over 150 annually) and observation (over 200 annually)
students.
is a Career Technical Education (CTE) program.
is an academic program while simultaneously providing a student service.
continues to rank as one of the top 10 disciplines awarding certificates AND degrees at Chabot
College (over the last 10 years).
manages three grants that provide more than $700,000 in program funding to the college each
year.
(1) Our main-year one Program Review goal was to avoid closure and to educate the college/
district constituency and survive the call for closure. Several times during the last 3 years the
Center’s viability has been questioned and relevance doubted. The challenge was to provide an
atmosphere for student-teachers, which include coaching and mentoring support with minimum
funding. Funding has been challenging – some positions were eliminated, some reduced.
Did we achieve the goal? Yes, we’re still open and we are grateful that those who were in a
position to affect change listened. Yes, we reduced funding to a bare minimum and we were still
able to provide services to ECD Students. Although proud of survival, the students did not
receive the practicum support they deserved, staff is drained and administration exhausted.
(2) The Center’s subsequent goal was to restore personnel positions (clerical support, Assistant
Director, and the Teacher Assistant), reconstitute the evening program, and reopen the Two’s
preschool classroom. We continue to have the nagging debate of needing Teacher Assistants
and only being authorized to hire Specialists. We have received approval for restoration of the
clerical support position (Staff Assistant, Range 31), prior to the classified prioritization process.
We have yet to hire. Unfortunately we have not made progress towards restoring other
personnel positions, reconstituting the evening program and reopening at least one classroom
(preferably two’s).
In spite of enormous adversity the Center Lab School continues to provide the practicum environment
that allows students to:
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
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reach their career technical education goals,
satisfy external career demands-ECD permits (CA Commission on Teacher Credentialing
certification)
attain College certificates and degrees (ECD discipline is #7 in Degrees/#1 in Certificates over the
last 10 years).
provide practicum support for other discipline’s approved curriculum, e.g., Nursing, Dental,
Service Learning.
I’m not sure if our program has been validated but I feel comfortable no one believes closure is justified.
Most in the District now realize the Children’s Center Laboratory School should not have been subjected
to possible closure and should be supported. Most also agree we not only need support, we deserve
support.
B. What Changes Do We Suggest?
(1) Restore funding to Center
Adequately fund the program so the Center can be staffed appropriately. Adequate is enough
personnel to allow for the staff to take breaks and have lunch at predictable and reasonable
times. This does not occur, it can’t. Additionally, scheduling for medical appointments, vacations
and providing support on the occasional sick day is currently a nightmare. Immediately restore
Staff Assistant (1.0 FTE), family resource coordinator and four on-call Assistant Teachers (2.0
FTE).
(2) Review/reconfigure lab school structure and staffing
Continue to review current lab school structure to ensure it efficiently supports student’s ECD
program needs. Staff and faculty have consistently disagreed on how the center should be
managed/operated and who has authority to do what. Current and impending retirements have
created a window of opportunity to reinvent our program support structure. There are some
procedures which support theory that cannot be changed. We now however have an
opportunity to review our theory to practice model and make relevant changes. We must
continue coordinating with ECD Faculty and management on the following processes:
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Review/combine overlapping roles of classified staff and faculty
Review current program obligations and associated funding streams
Compare/contrast pros and cons of Head Start continuance
Maximize state funding
Review feasibility of creating opportunities for more full tuition parents
Increase educational levels of ECD specialists to coincide with upgrade Head Start and
State requirements.
Expand Course offerings to include Student-Parent classes (credit/non-credit)
(3) Reconstitute the evening program which will remove the barrier of working students being able
to complete the practicum in the lab and thus obtain associate’s degree program. Three ECD
degrees and two certificate programs require completion of the practicum in the lab.
(4) Build pathway to support new/continuing student-parents. Develop the following new ideas to
improve/enhance student learning:


Create a Student Parent College program to ensure students not only understand their
college program but are aware of the educational needs of their children. This could be
accomplished using credit, non-credit, and community education offerings.
Create more classes to support student-parents. Creating courses and offering classes
for parents demonstrates that Chabot realizes the family/children are valuable and the
task of raising children is important enough for formalized education.


Create and pilot 4 ½ credit classes that support parent’s understanding of their child’s
educational journey. Pilot classes for two years, review and determine long term
viability. ECD department already has a successful liaison and has developed a
contextualized course with ESL – this would be expanded and piloted.
ECD Classes would continue to be collaborated with ESL. Additional coursework would
be developed with English, Math and Student Services. Specific measurable goals:

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

Pilot the program with Center and CalWORKs parents. (2015-17)
Institutionalize program for any student on campus. (Fall 2017)
Review course for elective use. (Spring 2018)
Create Parents as Successful Students (PASS) certificate program, parents would
ultimately be able to earn a 6 and/or 12 unit certificate. (Fall 2018)
(5) Utilize current Professional Development Coordinator (PDC)* to continue to support Counseling
Division in pre-advising role for all ECD Students**. Additionally, utilize PDC to provide/support
above transitional programs.
*PDC position was granted funding for 12 years; grant ends June 30, 2016.
**PDC position currently recruits ECD students (on/off campus), supports enrollment activities,
maintains two ECD cohorts, coordinates with English/ESL departments for contextualized
courses, provides discipline specific advising and documentation for SEPs and advising on
matriculation.
(6) Change name of Chabot College Children’s Center
What’s in a name? Plenty. We have come to realize that outside of the Early Childhood
Community most (on/off campus) believed the only purpose of the building and those in it was
to take care of children.

Recommended name: Chabot Early Childhood Development Laboratory School
(7)Change official title of Chabot College Children’s Center Manager
ECD Laboratory School primarily serves students. The title should reflect our primary purpose.
 Recommended names: Director, Early Childhood Development Laboratory School;
Director, Parent Education and Early Childhood Laboratory
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 – 4 positions
Supplies & Services
Technology/Equipment
Other
TOTAL
2015-16
Budget
Requested
$250,000
0
0
2015-16
Budget
Received
0
0
0
2016-17
Budget
Requested
$315,000
$40,000
$2,500
$250,000
0
315,500
2016-17
Budget
Received
1. How has your investment of the budget monies you did receive improved your service area outcomes? 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.
Did not receive any funds.
2. What has been the impact of not receiving some of your requested funding? How have your service area
outcomes or student learning outcomes been impacted, or safety compromised, or enrollment or retention
negatively impacted?
1.
Ability to serve students, children and parents have been effected. Without adequate staffing
(enough staff to provide students with the ability to observe and interact with children from two
age groups). Currently students only observe and interact with children ages 3-5; students need
the opportunity to work with toddlers/two’s. Currently we do not have a toddler/two’s classroom
open. Additional staffing is required.
2. Reduced funding has led to a delay in some services being offered to students. Students sometimes
have to wait for coaching/mentoring because staff are out on appointments, vacations, and out sick.
3. Additional staffing is required to provide breaks and lunch at regular intervals. If a staff member
calls in sick, the daily routine is adversely affected.
Appendix B: Service Area Outcomes Assessment Reporting Schedule. Note: If your area
provides a service to students, Service Areas Outcomes need to be written and assessed.
Example: “The Learning Connection will maintain a supportive environment that
enhances student learning.” OR “The Learning Connection will provide efficient front desk
support to a diverse student body.” OR “The Learning Connection will provide effective
academic support to students with diverse learning needs.” Please consider your primary
role or function in relation to serving the campus.
If your area does not interact with students directly, please consider writing Service Area
and/or Program Area Outcomes.
Service Area Outcomes:
Audience: ECD Faculty/Staff
Purpose: Collaboration/coordination with ECD Faculty to achieve NAEYC Accreditation
Instructions:
PLO/SAO
SAO #1:
Regular Collaboration
with ECD Faculty
SAO #2:
Regular Coordination
with ECD Faculty to
develop comprehensive
strategies for support
laboratory students
SAO #3:
Combined trainings for
ECD Faculty/Specialists
How Measured
When Measured
Results/Discussion
Weekly Combined
Faculty/Staff
Meetings
Weekly Meetings
with agreed upon
agenda items
Agreed upon
expectations/seamless
planning for lab
students
Weekly meetings
w/Lab Faculty and
ECD Specialists
Agreed upon
activities/strategies
for ECD practicum
students
Agreed upon
expectations/seamless
planning for lab
students
Internal/External
trainings
simultaneously
attended by ECD
Faculty/Specialists
At least two
trainings each
semester with
Faculty and
Specialists in
attendance
Agreed upon
expectations/seamless
planning for lab
students
Please answer the following questions with "yes" or "no". For any questions answered "no", please
provide an explanation. No explanation is required for "yes" answer. 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? NA
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) NA
3. Have all of your courses been offered within the past five years? If no, why should those courses remain
in our college catalog? NA
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 NA
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. NA
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. NA
7. If you have course sequences, is success in the first course a good predictor of success in the subsequent
course(s)? – Please refer to EARLY CHILDHOOD DEVELOPMENT PROGRAM REVIEW
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. Please refer to EARLY CHILDHOOD DEVELOPMENT
PROGRAM REVIEW
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?
Supports Student Success
What is your specific goal and measurable outcome?
Offer parent education classes for all student-parents; provide parent education classes for all
CalWORKs students.
What is your action plan to achieve your goal?
Activity (brief description)
Offer 4 1/2 unit classes
Target
Completion
Date
Jun 2017
Required Budget (Split out
personnel, supplies, other
categories)
$3,800.00 – Personnel
$450 - Supplies
How will you manage the personnel needs?
New Hires:
Faculty # of positions 2 Classified staff # of positions 1
X Reassigning existing employee(s) to the project; employee(s) current workload will be:
X
Covered by overload or part-time employee(s)
X
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
X
Require additional funding to continue and/or institutionalize the project
(obtained by/from):EOPS/Student Success
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 Alameda County Dept of Social Services
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: Alameda County Dept of Social Services
Appendix E1: Equity and Basic Skills Initiative Fund Requests:
Project Name:
Contact Name:
Division/Discipline/Program/Office:
Contact info: (email, campus phone, and cell phone)
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.
__ 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.
__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 ____ Outreach
___ 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: Access Goal B:
Goal C:
Goal D1:
Goal D2: Cert Goal E:
Course
ESL/Basic
Degree
Completion
Transfer
Completion / Skills Success Completion
Success Rates
Males
X
Foster Youth
Students with
disabilities
Low-income
Veterans
X
X
X
X
X
X
American Indian or
Alaska Native
Asian
Black or African
American
Filipino
X
X
X
X
X
X
X
X
X
X
X
X
Hispanic or Latino
Hawaiian or Pacific
Islander
White
X
X
X
X
X
X
X
X
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)
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?
__ Yes __ No
2) Does your immediate administrator support this project?
__ No __ 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?
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND EVALUATION
GOAL
What does your project hope to achieve overall?
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
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.
BUDGET
Provide a budget that shows how the funds will be spent to support the activities.
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)?
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 parttime 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.
You can find the template for the spreadsheet here:
http://www.chabotcollege.edu/prbc/adminservicesprogramreview.asp 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/ASPR/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):
4-1 vacancy; 3
restoration
(1.25FTE)
☒
Separate Classified Professionals Staffing Request form completed and attached to Program
Review for each position requested (please check box to left)
☒
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
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.
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):
☒
3
Summary of positions requested completed in Resource Request Spreadsheet (please check
box to left)
Rationale for proposed student assistant positions (please describe below):
Maintain presence at front desk lobby, file documentation, make appointments for student
observations, answer general phone inquiries, take messages
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 proposed positions (please describe below):
Support efficiency and allows students an opportunity to improve communication and critical
thinking skills and understand their individual and collective responsibility to a community.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Provides opportunity for ECD student majors to gain more experience in a classroom setting.
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 additional/augmented 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.
Request and Rationale:
Students use writing/drawing consumables with children to practice their plan, conduct and
evaluate their interaction with children.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
When more projects completed, more supplies are needed. As a result more students are
proficient.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 4000 tab 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)
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 contracts and services. For 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.
Rationale for Contracts and Services:
Speech Therapist is required to initially evaluate all Head Start enrolled children for speech (per board
approved Head Start contract). Additionally therapist provides enhancement services for those
children who don’t meet the threshold for referral but require support.
Rationale for Conferences and Travel:
Classified staff require contextualized team building activities to support their ability to collaborate
with ECD Faculty. These workshops are offered at the CA Association for the Education of Young
Children (CAEYC) Annual Conference.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support these requests?
Supports classified staff.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 5000 tab and check the box below once they’ve been
added.
☒
TRAVEL/SERVICES tab (5000) completed in Program Review Resource Request Spreadsheet
(please check box to left)
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 follow the link here to make your request and summarize below
http://intranet.clpccd.cc.ca.us/technologyrequest/default.htm
Summary of request and rationale:
Data collection for children has become detailed. Anecdotal notes are increasingly significant to the
children’s collective portfolio. State documentation mandates are increasingly being required to be
submitted via spreadsheets and transfer from paper to computer takes time. Tablets will allow staff
to document as they go, including photos and video (previously an enhancement but now has
become the norm).
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 6000 tab 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)
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.
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.
Brief Title of Request (Project Name):
Construct Hallway Security Wall and Entry Keypad, Equipping of Room 3521 – Replacement of Chalk
Board, Tables and Chairs in Room 3521.
Building/Location: Building 3500 (Entry Hallway and Room 3521)
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.
Create a wall with door and security entry keypad at main entrance of center. Wall will restrict access
to laboratory (children’s) classrooms.
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
Enhanced security for safety of students, staff and children; ECD Faculty/AHSS Division
Briefly describe how your request supports the Strategic Plan Goal?
Safety concerns will have been addressed, students train in a reasonably safe environment that has
developed strategies that support the times in which we live. Providing enhanced security
requirements indicate to the students we are being sensibly proactive when it relates to students,
children, and families.