ECD
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.
2011-12 Budget Requested
Category
Classified Staffing
(# of positions)
Supplies &
Services
Technology
/Equipment
Other
2011-12
Budget
Received
2012-13 Budget Requested
2012-13
Budget
Received
N/A
N/A
Replace computer and LCD
projector in student classroom
3521
1. Refurbishing student
classroom room 3521
(replace tables chairs,
floor)
2. Request $5000 for ECD
faculty to review, revise and
align 3 courses with the CAP
project and meet all of their
guidelines
3. Financial support for
developing FIG focusing
on ECD 56 success rate
compared to other courses
We request $3,000.
Received
F12
Not
received
1. Refurbishing student
classroom room 3521
(replace tables chairs,
floor)
Not
received
Not
received
2. Request $2500 for
Not
received
Not
received
Financial support for
developing FIG focusing on
ECD 56 success rate compared
ECD faculty to review,
revise and align 3
courses with the CAP
project and meet all of
their guidelines
to other courses. We request
Not
received
$2,000.
4. Funding for a focus group
to look at success rate of
ECD African American
students
Not
received
5. Lab student assistants to
support ECD faculty and
lab students.
Requested
Received
$8,500
4.Funding for a focus
group to look at
success rate of ECD
African American
students
1. Lab student
Received
$13,000
assistants to
support ECD
faculty and lab
students
$122, 000.
Requested
$ 22, 600.00
TOTAL
$130,000
$8,500
$27,600
$13,000
1. How has your investment of the budget monies you did receive improve student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
Projector and computer enhanced teaching and student learning since the new one is reliable and
working properly.
Received partial lab student assistant funding which enhances student’s ability to integrate theory and
practice and get immediate feedback in the Chabot EC Lab. They worked collaboratively with the ECD
faculty Lab instructor to provide one on one support to lab students as needed. ECD Lab students have
expressed appreciation for the extra support that enables them to have a more successful experience in
this complex environment. Comments from ECD Lab students: “gives me feedback on my interactions
with children”, “ give advice when I encounter situations with children” , “preschool teachers need to
give their top priority to the children and the lab student assistant can answer my question on the spot
in a teachable moment” and “periodically checks in with me, which gives me comfort”. This has been
a very successful model to use for the success of our ECD lab students and we observed measurable
competencies that students developed which has increased their success. This model has become vital
since the EC lab school’s budget has been reduced significantly and the EC Specialist teacher in the
classroom has multiple tasks and this significantly reduced their ability to assist and guide lab students in
the EC Lab.
2. What has been the impact of not receiving some of your requested funding? How has student
learning been impacted, or safety compromised, or enrollment or retention negatively impacted?
We still need to study and assess why students are having a lower success rate in some of the ECD
courses. It is important that we understand why students are unsuccessful so that we can support
students and they can be successful. It is also required by state regulatory agencies for employment and
the California Child Development permit for specific courses to be completed in order to be employable.
Another issue to study is why our African American student success rate is lower than other ethnic
students in ECD. We have proposed funding to support a focus group on each of these issues and have
not received support from the college budget committee. These issues are still vital to our program and
the success of our students and to meet one of the Chabot College mission statements of Workforce
Employability.