Student Development Division Annual Program Review Update 2013/14
Section 1 - Program Information
1.0 Name of Program: Child Development Center
1.1 Program Review Authors:
1.2 Program Director Signature:
Wendy Jones, Sydney Larson
Date: October 30,2013
Joe Hash
Date: October 31, 2013
1.3 Vice President Signature: Keith Snow-Flamer
Date: October 31, 2013
1.4 Program mission:
To provide a high quality lab setting for early childhood education students, to provide high quality care for the children of students, staff, and
faculty, and to provide a learning environment where children can be nurtured and become socially competent.
1.4.1 State briefly how the program mission supports the college mission:
The Child Development Center provides two important operations for the college mission. The first is high quality child care – which provides
access for parents who would not otherwise be able to attend school. Secondly, the lab setting provides high quality training for Early Childhood
Education students.
1.4.2 Provide a brief description of the program’s primary function:
To provide a high quality laboratory for early childhood education students.
To provide a safe and healthy environment for children, staff, and students.
To achieve fiscal stability.
Section 2 - Data Analysis
2.0 Program Staffing/Budget Data and Indicators
(Past years)
Provide information to show changes over time (steady, increasing, decreasing, etc.). Insert additional rows as needed for your key performance
indicators (KPI’s), such as program services, functions, student contacts, etc.
2011/12
2012/13
Observations (steady/increasing/decreasing)
2.1 Staffing/Budget
FTE Faculty and Staff
10.12
9.87
Staff reductions due to cuts in program budget which also means
fewer children/families served. (Faculty not included in CDC
budget, they appear in the ECE Instructional Program Review.)
FTE Additional Workforce
0
0
No Change
Personnel (Dollars)
$506,361
$460,038
Decrease- due to reduction in employees and hours
Discretionary (Dollars)
$49,524
$41,907
Decrease-
3/12/2014 Page 1 Other
2.2 Program Indicators
Parent (Student) term persistence
Number of students completing
program evaluations
ECE 7 Course Success (Eureka
campus only)
88%
100%
84.8 %
100%
57.4%
51%
Slight Decrease
Continues to be part of the application process
Decrease. The CDC has set up meetings with ECE 7 instructor to
ensure that the academic program and the CDC are working together
to improve student success.
2.3 Describe how the changes in indicators have impacted student achievement and learning:
Due to the reduction in staff and also in staffing hours we were not able to provide care for at least 16 additional families last year. This was an
added stressor to our already extensive waiting list which by the end of the 2013 year totaled 25 perspective families and students.
2.4 Provide any other relevant information that may have contributed to changes (improvement, increase, decline, barrier) for the population
served by the program:
Although funding from the California Department of Education has not improved the CDC was granted a one-time Restoration Grant for the 20132014 fiscal year to fund one teacher position which has allowed us to accept additional student families into the center. The center has also been
recently awarded the CCAMPIS grant that will significantly increase the availability of care to perspective students on campus.
2.5 Student Equity. Please comment on any current outcomes or initiatives related to increasing outreach, retention and student success of
underrepresented students in your program.
The Child Development Center and the Early Childhood Education instructors have made increasing efforts to improve communication about
student support. We will continue to communicate on the best approaches to meet the needs of our students and increase success rates.
Section 3 –Critical Reflection of Assessment Activities
3.0 Student Learning Outcomes & Program Outcomes Assessed in the Current Cycle
Students that utilize the CDC are to provide their program evaluation which is reviewed by them and the director. They are informed about their
educational program requirements at registration times.
Teachers have participated in several CEFEL trainings regarding challenging behaviors in the classroom. We continue to provide an environment
that supports the development of emotional and social competencies.
Teachers will demonstrate appropriate teaching techniques in all competencies in the classroom. Lab students will observe strategies on
implementing specific curriculum in the classroom and working with challenging behaviors.
(2012/2013)
3.1 What changes have been made to the program based on assessment findings?
3/12/2014 Page 2 All teachers participated in several trainings throughout the year to strengthen their skills and knowledge about challenging and emotional
behaviors. The utilization of these trainings in the classroom has shown to improve social understanding, relationships with peers, relationships
with adults in the classroom along with increasing language scores.
3.2 (Optional) Describe assessment findings/observations that may require further research or institutional support:
There was a slight decrease in the student persistence data. We continue to look at ways to improve this outcome. We need to continue to make
sure students are connected to resources on campus to build a foundation of support for their success.
3.3 Provide any additional explanations for items described in section 3.
Section – 4 Evaluation of Previous Plans
4.1 Describe plans/actions identified in the last program review and their current status. What measurable outcomes were achieved due to
actions completed?
Action plans may encompass several years; an update on the current status, or whether the plan was discarded and why.
Actions
Teachers will focus on improving instruction in
Language and Literacy to improve instruction
for children and lab experiences.
Master Teachers will continue to meet with lab
students to ensure a comprehensive training
program is in place.
Parents utilizing the Child Development Center
will be required to provide a Program
Evaluation or Student Ed. Plan to verify a
Need for care.
Receiving additional funding.
Current Status
Impact of Action (describe all relevant data
used to evaluate the impact)
Completed - and ongoing
We will continue to monitor this area of
development and provide the required
trainings and instruction as needed.
Still need to improve in this area – some
progress made. Teachers are required to meet
with students at least once a week.
As the numbers do show a small decrease we
will also be facilitating with faculty about
student progress throughout the semester.
Completed – and ongoing
Students know where to find their program
evaluation on Web Advisor. The Students have
become more aware of their academic
requirements to be successful.
Completed -ongoing
The center recently received funding from
both the California Department of Education
and the CCAMPIS federal funds. This will
help us provide more care for students on
campus.
4.2 (If applicable) Describe how funds provided in support of the prior year plan(s) contributed to program improvement:
3/12/2014 Page 3 Section – 5 Planning
5.1 Program Plans
(2013/2014)
Based on data analysis, student learning outcomes and program indicators, assessment and review, and your critical reflections, describe the actions
to be taken for the 2013/14 academic year. Use as many rows as you have actions, and add additional rows if you have more than 5 actions.
Please number all rows that you add.
Please be specific. This section and section 6 should include a detailed justification so that the resource prioritization committees understand your
needs and their importance.
*Not all items in this program plan section may require resources, but all resource requests must be linked to this section.
Action
#
Action to be taken:
List the specific action
to be taken in enough
detail so that someone
outside of your area can
understand.
1
Teachers will continue
to focus on instruction in
the competency area of
Language and Literacy
Relationship to
Institutional Plans
Include the specific plan
and action item relevant to
your action to be taken.
For example: Annual Plan
2013-2014 Theme:
Persistence; or
Goal 1: Student Success:
EP.1.6.2 Develop a plan for
narrowing the achievement
gap for underrepresented
student populations.
Strategic Plan Goal 2: Focus
on Learners: Community
Partnerships
Objective 2.1 Provide
workforce developmental
training.
5.1 Program Plans
Expected Impact on
Program/Student Learning
Describe the expected impact
in a way that someone outside
the program can understand.
The impact should be
measurable.
Identified by the DRDP as an
area that needed attention.
DRDP is an ongoing biannual assessment tool
required by the California
Department of Education.
Relationship to
Resources Needed
Assessment
(Y/N)
Include all assessment
results that indicate
that this action will
yield the desired impact
on the program. If the
assessment has yet to be
conducted, explain
when and how it will be A yes here requires
conducted.
a corresponding
request in the next
section.
Children will increase
Resource materials
their understanding of
Staff Trainings will
language and literacy.
need to be
Lab students will
conducted at least
experience how
twice a year to
curriculum in these
include new staff,
areas increases
keeping updated on
Ed. Master Plan Goal 3:
3/12/2014 Page 4 children’s knowledge.
Practice Continuous Quality
Improvement,
information, and
refreshers.
Objective 3.4 Systematically use data to
inform decision making
2
Master Teachers will
continue to meet with
lab students and faculty
of lab students on a
regular basis to ensure
understanding of
expectations, assignment
achievement and overall
course completion.
Strategic Plan Goal 1: Focus
on Learners: Developmental,
Career Technical & Transfer
Education
Objective 1.2- Continuously
assess and evaluate
programs to provide
effective educational
programs and services for
all learners.
Students will be successful in
meeting their SLO in ECE 7
and in ECE 10. They will
build stronger relationships
with their mentors and
instructors which will help
the students be confident and
successful.
Students are successful
in ECE 7 and ECE 10
lab classes.
Objective 1.4-Enhance
student support and student
engagement.
Objective 1.6- Support staff
and faculty development
and instructional
innovation.
Faculty of the ECE
department and
staff of the CDC
will need to
schedule sufficient
time to plan
mentoring and
support strategies.
Strategic Plan Goal 2 - not
sure if goals for this one
applies
Ed. Master Plan Goal
3/12/2014 Page 5 1:Ensure Student Success
Objective 1.2 Improve
support for students.
3
Parents utilizing the
CDC will provide
documentation of either
their Program
Evaluation or Student
Education Plan upon
enrollment each
semester.
Strategic Plan Goal 1: Focus
on Learners: Developmental,
Career Technical & Transfer
Education,
Students become more aware
of the requirements for their
own educational goals.
Students that utilize the
CEC will use the
resource to proceed
with their educational
goals more efficiently.
Objective 1.3- Students will
be able to complete their
desired educational goals;
Objective 1.2-Continuously
assess and evaluate
programs to provide
effective educational
programs and services for
all learners
5.2 Provide any additional information, brief definitions, descriptions, comments, or explanations, if necessary.
The Child Development Center mentor teachers and the Early Childhood Education instructors work closely together to ensure the success of
students in the Early Childhood Education program especially in courses with field work components. The master teachers of the Child
Development Center mentor ECE students, review curriculum ideas, collaborate with ECE faculty to clarify assignments and expectations, and also
counsel and evaluate students as they develop the needed skills to engage successfully with children in the classroom. The Child Development Center
and the Early Childhood Education program collaborate together to ensure positive learning outcomes for each individual student. Given this vital
partnership the ECE faculty and the staff of the CDC are suggesting that these programs be under the same division with one dean.
Section 6 - Resource Requests
6.0 Planning Related, Operational, and Personnel Resource Requests. Requests must be accompanied by an action plan in the above section.
Requests should include estimated costs. Submit a support ticket if you do not know the estimated costs.
If you are requesting personnel resources, you must also include the “Request for Faculty or Staffing” forms, located at
inside.redwoods.edu/program review. Submit one form for each request.
3/12/2014 Page 6 Additional Instructions:
 Put down the full amount you are requesting in the “Amount” column. Put down the annual amount of any ongoing or recurring costs in the
“Annual Recurring” column. For example, a personnel request for a permanent position might show an Amount of $30,000 and an Annual
Recurring Cost of $30,000. A request for equipment might show an Amount of $5,000 and an Annual Recurring cost of $200. A professional
development request might show an Amount of $800 and a recurring cost of $0.
 If you have a grant or some other source of funding, include in the “Request” column a brief description of the source of funds and the dollar
amount that is expected to be covered by the other source and if the other source covers any of the annual recurring costs.
 Note in the “Request” column if this is a repeat request, and how many times you have submitted this request.
The item number must match the corresponding action # from section 5. Add rows as necessary.
Type of Request (Check One)
Action Request
Professional
Planning Operational Personnel
#
Describe your request here in a way
To be
To be
To be
Development
use #
that someone outside the program can reviewed
reviewed and reviewed
To be reviewed by
above
understand.
by
grouped by
by Faculty the Professional
Prioritizati Associate
Prioritizati Development
on
Deans.
on
Committee
Committe
Committee.
es of the
Budget
Planning
Committe
e
Ongoing support from General Fund
Academic
Lab Fund x
Facility rental revenue from HCOE
x
Provide any constructive feedback about how this template or datasets could be improved.
How much do you agree with the following statements? (mark your choice with an x )
3/12/2014 Page 7 $ Annual Contact
Recurrin Person
g Costs
(Name,
email,
phone)
$90,000
$10,000
Section 7- Author Feedback
$
Amount
Wendy
Jones
x4537
Wendy
Jones
X4537
Strongly
Agree
Somewhat
Agree
Neutral
Somewhat
Disagree
Strongly
Disagree
This year’s program review was valuable in
planning for the ongoing improvement of my
program.
[]
[x ]
[]
[]
[]
Analysis of the program review data was useful in
assessing my program.
[]
[ x]
[]
[]
[]
Section 8‐ PRC Response by section (completed by PRC after reviewing the program review) 8.0 The response will be forwarded to the author and the supervising Director and Vice President: S.1. Program Information: Complete S.2. Data Analysis: Complete. PRC Recommendation: Include the number of children served annually. S.3. Critical Reflection of Assessment Activities: Complete. PRC Recommendation: include more of the assessment work on the assessment site. S.4. Evaluation of Previous Plans: Complete. Exemplary. S.5. Planning: Complete. Included relationship to institutional plans‐ Exemplary S.6. Resource Requests: Completed. Needs are matched in both planning and the resource area. 3/12/2014 Page 8