Chabot College
Program Review Report
Check one:
_X_ SLO Portion of Upcoming ’16-’17
Program Review
(Submitted May 2015 in Preparation for Oct 2015)
____ Revision to ’15-’16 Program
Review
(Originally Submitted Oct 2014)
___ Revision to ’14-’15 Program
Review
(Originally Submitted Oct 2013)
Submitted on
Contact:
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Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
ECD 59
Spring 2014
1
1
100%
Fall 2014
Diana MacGregor & Hilal
Ozdemir
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course
as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
(CLO) 1: Define literacy and emergent/early literacy for
young children
Defined Target
Scores*
(CLO Goal)
80% of
students scored
3 or 4
Actual Scores**
(eLumen data)
84.7 % scored 3
or 4
(CLO) 2: Assess children’s language development and
literacy skills.
80% of
students scored
3 or 4
92.8 % scored 3
or 4
(CLO) 3: Analyze appropriate literature and other
80% of
students scored
3 or 4
92.9 % scored 3
or 4
learning materials for diverse learners.
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
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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.
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.
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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
 Other:_________________________________________________________________
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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
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course
as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
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)
75%
3 or higher
Actual Scores**
(eLumen data)
85%
75%
3 or higher
85%
75%
3 or higher
85%
75%
3 or higher
85%
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
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PART II: COURSE- LEVEL OUTCOME REFLECTIONS
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.
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) 2:
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.
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.
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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?
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.
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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.
6. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
Curricular and pedagogical
Course
ECD 91
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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
Spring 2015
1
1
100%
Spring 2015
Lisa Long
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course
as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE)
(CLO) 1:ANALYZE AND ADOPT CURRICULUM USING
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
75 % OF THE
CLASS
SCORED
EITHER A 3
OR 4
41.7 %
OBSERVATIONS AND ASSESSMENTS ACROSS
DEVELOPMENTAL DOMAINS, CONTENT AREAS AND
ROUTINES
(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) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
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PART II: COURSE- LEVEL OUTCOME REFLECTIONS
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.
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:
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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.
D. COURSE-LEVEL OUTCOME (CLO) 4:
3. How do your current scores match with your above target for student success in this course
level outcome?
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?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
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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
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.
 ___________________________________________________________
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Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program: AA
PLO #1: Apply ethical standards and professional behaviors that demonstrate understanding of
the needs, the characteristics and multiple influences on the development of children birth to age
eight as related to high quality care and education of young children.
PLO #2: Design, implement and evaluate environments and activities that support positive,
developmental play and learning outcomes for all children.
What questions or investigations arose as a result of these reflections or discussions?
Expand # of PLOs so it is more inclusive of competencies. Reflect on and adjust CLOs and
PLOs to align with NAEYC Accreditation standards
What program-level strengths have the assessment reflections revealed?
ECD 63 and ECD 90 which are our advanced classes require prerequisites of the foundational
courses. The success rate for these classes are high. Our analysis of the CLOs indicates that
students are able to demonstrate their ability to design, implement and evaluate activities in early
care and education environments. The students are able to connect theory to practice through
their highly supervised Lab experiences on campus. The on-campus Lab experience allows
students to learn and develop their skills over time and through the progression of ECD courses.
Students get constant, real-time feedback on their work in a classroom. Their Lab instructor is
available to answer questions and model appropriate behavior.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Faculty has made efforts to support student learning in the Lab by finding funds for student Lab
assistants. This enhances the program and the learning for students in this climate of diminishing
resources. We will explore the creation of an Internship in ECD to help develop leadership skills
and provide professional development for advanced students as they mentor beginning ECD
students.
NAEYC Program Accreditation requires a self-study. We will become more aware of specific
professional competencies and will need to work to assure that those competencies are core
elements of all of our classes.
12% of our courses did not meet our expected CLO scores of success. We will reflect on these
results and come up with appropriate response.
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Program: ECD-AS-T
PLO #1: Apply ethical standards and professional behaviors that demonstrate understanding of
the needs, the characteristics and multiple influences on the development of children birth to age
eight as related to high quality care and education of young children.
PLO #2: Design, implement and evaluate environments and activities that support positive,
developmental play and learning outcomes for all children.
What questions or investigations arose as a result of these reflections or discussions?
Expand # of PLOs so it is more inclusive of competencies. Reflect on and adjust CLOs and
PLOs to align with NAEYC Accreditation standards
What program-level strengths have the assessment reflections revealed?
ECD 63 and ECD 90 which are our advanced classes require prerequisites of the foundational
courses. The success rate for these classes are high. Our analysis of the CLOs indicates that
students are able to demonstrate their ability to design, implement and evaluate activities in early
care and education environments. The students are able to connect theory to practice through
their highly supervised Lab experiences on campus. The on-campus Lab experience allows
students to learn and develop their skills over time and through the progression of ECD courses.
Students get constant, real-time feedback on their work in a classroom. Their Lab instructor is
available to answer questions and model appropriate behavior.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Faculty has made efforts to support student learning in the Lab by finding funds for student Lab
assistants. This enhances the program and the learning for students in this climate of diminishing
resources. We will explore the creation of an Internship in ECD to help develop leadership skills
and provide professional development for advanced students as they mentor beginning ECD
students.
NAEYC Program Accreditation requires a self-study. We will become more aware of specific
professional competencies and will need to work to assure that those competencies are core
elements of all of our classes.
12% of our courses did not meet our expected CLO scores of success. We will reflect on these
results and come up with appropriate response.
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Program: AA Intervention
PLO #1: Design, implement and evaluate environments and activities that support positive,
developmental play and learning outcomes for children with special needs.
PLO #2: Develop strategies that promote partnerships between programs, teachers, families and
their communities to meet the needs of children with special needs and their families.
What questions or investigations arose as a result of these reflections or discussions?
Expand # of PLOs so it is more inclusive of competencies. Reflect on and adjust CLOs and
PLOs to align with NAEYC Accreditation standards
What program-level strengths have the assessment reflections revealed?
ECD 63 and ECD 90 which are our advanced classes require prerequisites of the foundational
courses. The success rate for these classes are high.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
The capstone course for the AA Intervention Degree is ECD 91 Adaptive Curriculum and it is
not offered every year and so we do not have latest results
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Program: ECD Certificate: Associate Teacher
PLO #1: Student will be able to observe, reflect, develop and carry out an activity that is
developmentally appropriate for a group of young children.
Program Level Outcome 2
Student will be able to demonstrate their understanding of children’s development through
documentation of their skills.
What questions or investigations arose as a result of these reflections or discussions?
Students at this level have completed 24 ECD units. Based on CLO data, at this level students
are competent to observe, reflect and implement appropriate activities under the direct
supervision of a Lab instructor. Students need more specialization to continue in the ECD career
ladder. The California Child Development Permit requires students to pursue higher academic
levels. Because of budget cuts, we have been limited in our ability to offer any but the most basic
ECD courses. Students need electives in order to meet their educational and professional goals.
Reflect on and adjust CLOs and PLOs to align with NAEYC Accreditation standards
What program-level strengths have the assessment reflections revealed?
Students at this level have completed 24 ECD units. Based on CLO data, at these level students
are competent to observe, reflect and implement appropriate activities under the direct
supervision of a Lab instructor.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Reinstate when possible, advanced and elective and specialization ECD courses.
Students are completing the units but not completing paperwork for certificate and so we are
being more intentional in supporting students to apply for the certificate with the support of the
ECD Professional Development Coordinator. Students are being educated as to the value of a
certificate even if their long term goal is a degree.
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Program: ECD Certificate: Basic Teacher
PLO #1: Student will be able to demonstrate their understanding of children's development
through documentation of their skills.
What questions or investigations arose as a result of these reflections or discussions?
Reflect on and adjust CLOs and PLOs to align with NAEYC Accreditation standards
What program-level strengths have the assessment reflections revealed?
Number of students for this certificate since 2011 is 49.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Reflect on and adjust CLOs and PLOs to align with NAEYC Accreditation standards. Insure
that all eligible students apply for their basic certificate.
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Program: ECD Intervention (C)
PLO #1:Student will demonstrate an understanding of atypical development in children birth
through age 8 by designing an environment and planning curriculum that meets the diverse needs
and learning styles of all children.
What questions or investigations arose as a result of these reflections or discussions?
Since this Certificate is relatively new, we have trouble filling the required courses. It also
requires a Lab placement, which represents a challenge for many students to accommodate to
their work schedule.
What program-level strengths have the assessment reflections revealed?
The strengths of this program are still to be determined. It has the potential to be a meaningful
educational path for our students, as well as meeting community needs.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Better “marketing” of the program, specifically the financial benefits of being an inclusion
specialist.
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Reflect on an