Program Planning and Assessment (PPA)
for Academic Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2014
The purpose of Program Planning and Assessment at Hartnell College is to obtain an honest and authentic view
of a program and to assess its strengths, opportunities, needs, and connection to the mission and goals of the
college. The process is based on the premise that each academic program reviews assessment data and uses these
data to plan for improvement. The results of these annual cycles provide data for a periodic (every five years)
comprehensive review that shows evidence of improvement and outlines long-range goals.
The Program Planning and Assessment process will improve and increase the flow of information about student
learning, student success and student behavior at Hartnell College. The result of the process will also improve
institutional effectiveness.
Program/
Discipline
Date Completed (must be in
final form by 3/31/14)*
Date Submitted
to Dean
Early Childhood Education/ Family
Consumer Studies
*Please note that you should work with your colleagues and dean to ensure that this report is completed, revised
as needed, in its final form and submitted no later than the end of March.
List of Contributors, including Title/Position
Jeanne Hori-Garcia ECE Instructor
Andrea Zarate, ECE instructor
This PPA report is organized in 3 sections and 11 subsections as follows:
I.
II.
III.
Comprehensive Review – a. Overall Program Effectiveness, b. Instructional Staffing,
c. CTE Programs – Labor Market & Achievement, and d. Program Goals.
Annual Review – a. Course Data & Trends, b. Teaching Modality, c. Curriculum,
d. Outcomes, and e. Previously Scheduled Activities.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
 For programs/disciplines scheduled for comprehensive review in spring 2014, please complete
Sections I, II, and III.
 For programs/disciplines scheduled for annual review, please complete Sections II and III.
I.
COMPREHENSIVE REVIEW
Please complete this section for programs/disciplines scheduled for comprehensive review in spring
2014. Go to Section II for programs/disciplines scheduled for annual review in spring 2014.
A. OVERALL PROGRAM EFFECTIVENESS
1. Describe your program in terms of its overall effectiveness over the past several years.
Please consider the questions below in describing your program/discipline/area.
•
•
•
•
•
•
•
•
•
•
How are students/employees served by the program?
What are the unique aspects of the program?
How does the program relate to the needs of the community?
How does the program interface/collaborate with other programs on campus?)
What is working well in the program/discipline?
If there is a sequence of courses in your program, what process or framework is used to ensure
alignment?
How is consistency maintained between/among multiple sections of a single course?
Has the program explored alternative scheduling approaches?
Do prerequisites, co-requisites and strongly recommended skills continue to meet program needs?
Are there special considerations regarding capabilities of incoming students?
What professional activities have faculty recently (last three years) participated in?
[Begin response here]
WHAT ARE EARLY CHILDHOOD EDUCATION DISCIPLINE’S PRIMARY FUNCTIONS?
a) Offer coursework leading to a AS degree and ECE certificate
b) Offer two types of degrees: ECE AS degree and AS-T ECE
c) Offer coursework per early education and child care industry
1) Coursework required to complete child development permits issued by the Commission on Teacher
Credentialing
2) Coursework required for child care teachers and providers as required by ECE competencies, Early
Learning Quality Improvement System,
3) Certificate programs for students required to complete ECE units
HOW ARE THE STUDENTS/EMPLOYEES SERVIED BY THE SERVICE
a) Completion of ECE courses lead to child development permit (required by state- and federally funded ECE
programs
b) Upgrade of ECE permits required by employers
c) Completion of AS degree leading to transfer to a four-year university to meet the agency requirements of BA
degree for teachers and AA degree for teacher assistants.
d) Complete of AS degree leading to BA degree and credential to meet new regulations for Transitional
Kindergarten positions (pending legislation approval)
WHAT ARE THE UNIQUE ASPECTS OF THE SERVICE/OFFICE/PROGRAM?
ECE program
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a) First 5: Monterey County funding for ECE majors. ECE majors will receive $500.00 stipend for
completion of 6 units leading to a child development permit and/or AS degree in ECE
b) California Mentor and Child Development Training Consortium grants to provide training, support,
stipends, and scholarships to cover part of the fees for child development permits.
c) Coursework offered in the evenings, weekends, on and off campus sites, and some support for English
language learner students.
HOW DOES THE SERVICE/OFFICE/PROGRAM RELATE TO THE NEEDS OF THE COMMUNITY?
According to the California State Employment statistics, there will be 48,000 preschool teaching positions
available in the next 5 years. There is a movement to expand child care and preschool services in California.
Recently the federal government will be releasing funds for child care 0 – 3 years and the return the sequestered
funds taken from federal programs such as Head Start, Early Head Start, and Migrant Head Start.
Right now several legislators are working on a bill for Transitional Kindergarten credential. This is an addition
to the preschool teacher positions.
a) Provide students eligible for positions in early education and child care workforce industry
b) Provide coursework for currently employed early education/child care workers to update skills and
knowledge
c) Provide coursework for family child care providers, child care workers, and ECE educators to apply for child
development permits issued by the Commission on Teacher Credentialing (CTC).
HOW DOES THE SERVICE/OFFICE/PROGRAM INTERFACE/COLLABORATE WITH OTHER
AREAS ON CAMPUS?
Tutoring Center: have contacted the direct or for short presentations about the services. Have started to give
director information about ECE/FCS assignments
Reserve Library: have worked with the librarians to set up books for ECE students to check out for the semester
Foster and Kinship Care Education: ECE/FKCE collaboration for foster families to attend ECE conference.
FKCE has invited ECE students to attend workshops and seminars on guidance and discipline, brain
development, and other topics.
WHAT IS WORKING WELL IN SERVICE/PROGRAM PROVISION?
ECE courses are offered primarily in the evenings and weekends on and off-campus. ECE discipline networks
with ECE programs and community agencies about how the ECE program meets the needs of the currently
employed staff and potential staff members.
Close relationship with the ECE community to meet the needs of the workforce industry changes and trends.
Monterey County Early Childhood Education collaborative of agencies and Hartnell ECE to organize conferences
and seminars for students, teachers, teacher assistants, supervisors, consultants, and parents.
IF THERE IS A SEQUENCE OF COURSES IN YOUR PROGRAM, WHAT PROCESS OR
FRAMEWORK IS USED TO ENSURE ALIGNMENT?
ECE courses that count as general education and AS-T transfer courses are scheduled every semester.
Specialization courses are offered once a year or once every two years. Enrollments are high in entry-level
and/or major ECE courses. However enrollments are low for the more advanced ECE courses such as
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administration and supervision. These courses are opened to students who have completed the units for a teacher
permit and are currently working as a supervisor in child care/early education settings.
HOW IS CONSISTENCY MAINTAINED BETWEEN/AMONG MULTIPLE SECTIONS OF A SINGLE
COURSE?
The patterns have been:
Day offering of one section / evening offering of the same section
Course offering on Main Campus / Course offering off-campus
Multiple sections of a single course are scheduled for day and night students in ECE and on-and off-campus for
students who live down in South County.
HAVE STATE AND/OR FEDERAL MANDATES/RULES/CERTIFICATIONS PARTICULAR TO THE
SERVICE/PROGRAM BEEN MET?
1. Continuing to update ECE coursework to meet early education and child care workforce.
2. Convene Hartnell ECE Advisory Committee to discuss child care and early education needs and challenges
each semester.
3. Stated to work on ECE state alignment of more ECE courses.
HAS THE PROGRAM EXPLORED ALTERNATIVE SCHEDULING APPROACHES?
The ECE Discipline has explore different alternative scheduling approaches for ECE 10 and ECE 12A.
ECE 10, Observation and Evaluation of Young Children and ECE 12A, Theory and Practicum in ECE require
lecture and lab. Students need a lab setting to observe and assess children or to demonstrate skills and knowledge
as a student teacher working with young children.
To meet the needs of working students, ECE 10 and ECE 12A have been offered in the summer session at
Sherwood School. Salinas City Elementary School District offers space, materials, and children for ECE
students to observe and/or practice teaching techniques, lesson plans, assessments, and paperwork.
The ECE discipline has offered these two courses during winter intersession and on Saturdays.
ECE discipline has scheduled courses in the late afternoons, evenings, and weekends on- and off-campus.
ECE courses requiring lab hours have been the most challenging.
WHAT POLICIES AND/OR PRACTICES, BOTH INSTITUTIONALLY AND DEPARTMENTALLY,
HAVE BEEN IMPLEMENTED TO IMPROVE FUNCTIONS OVER THE PAST FEW YEARS?
Not sure. Over the past few years, the different interim deans oversaw the ECE discipline. ECE discipline spent
time completing forms needed for accreditation.
Only significant activity has been updating coursework and learning how to complete forms for SLOs.
In Fall 2013, the ECE discipline received some VTEA funds to provide ECE meetings and work sessions to study
the data on student success, retention, attrition. Both full-time and part-time instructors reviewed the SLOs,
discussed challenges working with students.
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DO PREREQUISITES, CO-REQUISITES, AND STRONGLY RECOMMENDED SKILLS CONTINUE
TO MEET PROGRAM NEEDS? ARE THERE SPECIAL CONSIDERATIONS REGARDING
CAPABILITIES OF INCOMING STUDENTS?
Courses with pre-requisites, co-requisites, and advisories.
ECE 12A, ECE 70AB, and ECE 71 require pre-requisite courses. Although students have completed English
courses and pre-requisite ECE courses, it does not mean that the students will be ready. Some students who still
remember the skills and knowledge from previously completed coursework are ready to complete the advanced
ECE courses. Others who earned a passing grade struggle in applying skills and knowledge in a setting with
young children.
Academic Achievement
Recent high school graduates do have not the same level of reading and writing proficiency. Students in South
County have lower reading comprehension and study skills. Although they earned a high school diploma, many
still have reading comprehension about 5th to 7th grade level. Those that have a 13th grade level reading are able
to complete college work.
ECE transferable coursework –increased academic rigor
This is a challenge since 8 ECE courses are transferable. These 8 ECE courses require more reading and writing
assignments to meet college-transfer competencies.
ECE discipline with high % of English language learners:
ECE attracts English language learners interested in working with children. They need ECE coursework in
Spanish as they gain English proficiency in ESL courses. Since most ECE students qualify for financial aid,
students need to work at the same time enroll in college classes.
Once the ELL students complete minimum number of ECE units, they apply for teacher assistants. During the
day, they work 6 – 8 hours a day and enroll in courses in the evenings.
What professional activities have faculty recently (last three years) participated in?
Montessori Foundation Conference
March 2014
PITC (Program for Infant/Toddler Care) Seminars October 2011 and October 2013
CDTC/ Mentor State Meeting at Sacramento
September 2011, 2012, 2013
8 County ECE Legislative Forum
Santa Clara Office of Education 2/21/2014
CCCECE (California Community College) ECE
March 2012, 2013, 2014
Regional Meeting
Monterey County Child Care Planning Council
August 2011—present
First 5: Monterey County : Commissioner
October 2007 – 2013
First 5: Monterey County Seminars on Tools of the Mind, Documentation, Reggio-Inspired approach to learning,
Scaffolding,
2012--2014
ECE Initiative Faculty --- Curriculum Framework / Preschool Learning Foundations 4/2014
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INSTRUCTIONAL STAFFING
1. In the table below enter the number of sections offered and the number of full time and adjunct
faculty in your program/discipline by term over the past several years.
Term
Fall 10
Sp 11
Fall 11
Sp 12
Fall 12
Sp 13
No. of
Active
Sections
14
22
15
16
11
13
Full-time
Faculty
Adjunct
Faculty
2
2
2
2
2
2
0
2
1
1
1
1
2. What staffing factors/challenges have influenced the effectiveness of the program?
ECE discipline has been re-tooling the AS-T ECE degree and started to re-activate ECE coursework with
the instruction in Spanish pending approval from the curriculum committee and college administrators.
The academic rigor has increased to parallel the workforce competencies and educational requirements
for preschool teachers and teacher assistants. Federally and state funded programs are now requiring
teaching staff to possess a college degree at the time applying for teaching positions.
Staffing:
• Finding qualified ECE instructors for South County. Many who work full-time do not have the
time and interest to drive 100 – 160 miles round trip to King City in the evenings or weekends.
• Finding qualified ECE instructors with the time and expertise to offer ECE coursework that
require 5 – 6 papers, research, and reports. Part-time instructors usually have a full-time job.
They do not have time to prep for rigorous courses and to grade written assignments.
• Finding qualified ECE instructors that have a clear idea about student learning outcomes and
knowing how to assess students’ acquisition of knowledge and skills.
• Finding qualified ECE instructors who use variety of teaching strategies and experiences for a
diverse population of students.
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B. CTE PROGRAMS – LABOR MARKET & ACHIEVEMENT
(LABORMARKET.EDD.CA.GOV)
Please complete this section if the program is Career Technical Education (CTE). Go to
subsection D if the program is not CTE.
1. Describe the demonstrated effectiveness on the program over the past several years with levels
and trends of achievement data, including degree/certificate completions (awards) and
employment statistics.
Per SLOs
Students earned passing grades in most of the ECE courses, but had difficulty in completing the SLO
assessment. The SLOs focus more on critical thinking, application of principles in hypothetical
situations, and analysis of child’s speech and behaviors. Students who are used to memorizing concepts
for the exams had difficulty in explaining the reasons for their conclusions and applying principles and
concepts in dealing with children in a hypothetical classroom incident.
The recent high school graduates primarily practiced memorization of vocabulary, concepts, and facts
prior to enrolling at Hartnell College. They have been challenged to deepen their understanding about the
concepts and principles.
Change of academic rigor per CAP and AS-T:
The reduction of the ECE major/certificate from 36 – 39 units to 24 units has condensed the student
learning outcomes and acquisition of skills/knowledge in 8 – 10 courses instead of 12 – 14 courses.
The students must demonstrate application of curriculum, principles and practices in teaching children,
child development, observation and assessment, diversity, special needs, and family relations in one
course, ECE 12A, Theory and Practicum or student teaching. Many students who had passed the lecture
courses had difficulty applying these skills in a setting with children.
Students who had difficulty making connections with children could not conduct appropriate lessons,
activities, and experiences for a diverse population of children.
Workforce Industry requiring college degree instead of completion of ECE units
Head Start had passed a federal mandate that all teaching staff must have a college degree by 2013.
Hartnell College ECE had a grant to support ECE teachers, teacher assistants, and site supervisors to
complete an AS degree and to transfer to a four-year university.
Even though state-funded programs are not required to hire people with college degrees, many statefunded preschool and child care programs are hiring staff with BA and AA degrees to serve as site
supervisors, head teachers, and teacher assistants.
Employment trends:
ECE employees have been demoted and/or been laid off when they did not complete requirements for an
advanced child development permit or did not complete a college degree.
Family child care providers who did not complete ECE units have not been hired for child care services in
state-and federally funded programs.
Recession: State and Federally funded programs have had 10-20% reduction of funds every year since
2008.
Since 2008, funding cuts in child care and early education has continuing eroded the quality and services
for income eligible children and their families. Each funding year, 10 – 20% cuts meant a closing of a
classroom of children to closing of centers. ECE teaching staff with less seniority had been laid off or
had been reduced to a part-time employee without health benefits.
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In the last recession in the 80s, unemployed ECE staff enrolled in ECE courses. This time, students have
not enrolled in classes. Back in the 80s the tuition was $3.00 to $5.00 a unit. Now it is $46.00 a unit.
COMPLETION OF ECE CERTIFICATE AND ECE DEGREES
For years the ECE discipline has struggled with scheduling lecture/lab courses, ECE 10, Observation and
Assessment and ECE 12A theory and Practicum in ECE or student teaching. Since most ECE students
are also full-time working employees, they do not have time to enroll in these important courses during
the day at the Hartnell CDC.
ECE 10 provides the principles and the “hands on” experiences in learning how to observe and evaluate
objectively the children’s growth and development and collect data in developing appropriate learning
experiences for the children.
The capstone course is ECE 12A. Students will have the opportunity to apply all the principles, concepts,
and strategies in a classroom setting with children under direct supervision of an ECE instructor. As a
student teacher the students must develop and conduct experiences and lessons to children, collect data to
complete an assessment, complete documentation boards for parents, and conduct an activity with
parents. These are skills and knowledge that cannot be gained just be working at an ECE program.
Without completion of these two courses, most ECE majors will not complete the degree and/or
certificate.
Even though the ECE discipline has been creative in scheduling these courses on the weekends, during
intersessions, and in the summers, most low-income students are not able to enroll in the two last classes.
There is still large population of students who still cannot complete the lecture/lab courses.
AS –ECE DEGREE Completion
Child Development/Early Care and
Education-1305
2010-11
2011-12
2012-13
15
12
29
12
11
18
Certificate completion
Child Development/Early Care and
Education-1305
ECE Students changing majors to complete just an AA/AS degree.
To complete an AA/AS degree, these low-income ECE students must work full-time at the same time.
Those currently working full-time, switch their major to social sciences, basic skills, or other related
major that does not require lecture/lab courses working directly or indirectly with children.
Some students who are not yet employed have changed majors so that they can quickly complete an
alternative AA/AS degree for workforce job eligibility. Many agencies will accept students who
qualify for a child development teacher permit along with an associate’s degree in a related field.
ECE students’ perceptions about teaching young children
Many students perceive a career in early childhood education as “playing” with children. Many
believe that being a parent of 3 children or babysitting is enough field experience to work with
children. Needless to say they are surprised at how much students are required to learn before
working with children.
8|Page
2. Describe the number of, activities of, and recommendations resulting from advisory committee
meetings that have occurred over the past two years. What information and/or data were
presented that required or currently requires changes to be made to your program?
In general the ECE advisory committee has been very supportive with the following activities:
a) Support with ECE program of ECE courses alignment to CAP (Curriculum Alignment Project) and AS-T
in ECE with 8 ECE transferable courses.
b) Recommend ECE coursework with the instruction in Spanish for the ELL who work as family child care
providers and teacher assistants. These students are working in programs that require a college degree
for employment security.
c) Approve course activities and assignments that reflect current workforce industry skills and knowledge
d) Inform ECE discipline about new legislative changes, child care regulations, and impact of funding
appropriations
e) Express needs in infant/toddler courses for caregivers and family child care providers
Before the ECE faculty finalizes the fall, spring, or summer schedules, the faculty reviews
workforce
needs and recommendations.
The ECE faculty has been working on the last two years in developing ECE coursework with the
instruction in Spanish linked to an ESL course.
Plans have started for a pilot program for ELL students in King City/South County.
The ECE community agencies have supported the academic rigor for the transferable courses in ECE.
For years, the ECE community agencies wanted more ECE courses to transfer as part of a major to the
four-year colleges/universities. The members are aware that the courses require more reading and
writing proficiency. The ECE committee members have been quick to respond that teachers must write
accurate reports and assessments of children to the state and federal government.
3. Does labor market data and/or the need for additional education indicate that changes should
be made to your program? Does the program (continue to) meet a labor market demand and/or
fulfill an important step toward higher/additional education?
The outlook for preschool teachers, teacher assistants, infant/toddler caregivers, and transitional
kindergarten teachers is POSITIVE.
With a healthier government budget, California legislators are putting more funds in child care and early
education. There are two bills to require teachers who work in transitional kindergarten to complete a BA
degree and a teaching credential. The second bill funds college lab schools a higher rate since lab
schools also provide a learning environment for ECE students.
Right now the federal government has released more funds for infant/toddler care. Several large child
care programs will need more family child care providers and teachers to care for children for this next
fiscal year starting July 1, 2014. There are now funds to open up two centers in Salinas Valley.
Projections are good:
According to the onet.online.org website, there will be an 11% increase for more administrators for
preschool and child care centers and programs. In addition, there will be an increase of 12% of teaching
staff, 9% increase for teacher assistants, and 12% increase for child care workers at programs and in home
settings.
Wages for child care workers range from minimum wage to $16.00 an hour for child care workers.
Wages for preschool teachers range from minimum wage to $25.00 an hours
Wages for teacher assistants range from minimum wage to $16.00 an hour
HARTNELL COLLEGE CHILD DEVELOPMENT CONSORTIUM/CCCPP
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Advisory Committee Meeting
Date: Friday, October 25, 2013
Place: Hartnell College, CDC
Time: 11:45 a.m. – 1:00 p.m.
1.
Networking and getting lunch.
2.
Introductions
3.
Update on ECE certificate for English language learners
a) ESL course--- 1 unit lab course completion of 54 hours
b) List of ECE courses
1) ECE 103- Child Growth and Development
2) ECE 121
Principles and Practices in ECE
3) ECE 122
Child, Family, Community
4) ECE 123
Creativity and Cognitive Curriculum
Other recommendations:
Infant/Toddler Courses
Literacy and language
Music/ movement/art/math
4.
Update on ECE AS-T degree
a) higher reading and writing assignments to meet transfer-level coursework
b) student success and retention in ECE 12 A (student teaching) ECE 10 Observation and Assessment FCS 14
Child Development (5 papers)
5.
Workforce Industry readiness
a) one semester of student teaching
b) one semester of curriculum
6.
Spring Courses 2014
6.
Feedback on other types of specializations
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C. PROGRAM GOALS
1. List and describe program/disciplinary goals for the next comprehensive review cycle—Fall
2014 through Fall 2018. Be sure to highlight innovative, unique, or other especially noteworthy
aspects.
A new mission and vision is currently before the board for approval in February. In considering your
program’s future goals, please review the proposed new mission and vision statements.
VISION STATEMENT
Hartnell College will be nationally recognized for the success of our students by developing
leaders who will contribute to the social, cultural, and economic vitality of our region and the
global community.
MISSION STATEMENT
Focusing on the needs of the Salinas Valley, Hartnell College provides educational opportunities
for students to reach academic goals in an environment committed to student learning,
achievement and success.
[List and describe program goals here]
1) Offers a comprehensive course of study to prepare students for career and job opportunities in early
education and care of young children.
2) Prepare students to transfer to the four-year college to complete a BA degree and teaching credential
to work in universal preschool, transitional kindergarten, and kindergarten in the school districts
3) Provide coursework with specializations in administration in ECE, infant/toddler development,
curriculum, and special needs for career advancement in ECE.
4) Offers ECE coursework to meet educational requirements for child development permits issued by
the Commission on Teacher Credentialing.
Unique features of ECE program
a) Students are able to complete coursework leading to a child development permit issued through the
Commission on Teacher Credentialing at the same time complete coursework to be transfer ready to a
four-year college/university. State and federally funded ECE community agencies and programs
require teaching staff to possess a child development permit.
b) Grant projects provide ECE students with the following:
1. A dedicated ECE counselor on main campus and King City to help students with an education
plan to complete a child development permit and/or courses leading to an AS-T/AS degree in
ECE.
2. A stipend/scholarship program that awards ECE majors $500.00 each year to help with college
expenses.
3. Book loan program that allows ECE majors to borrow course textbooks for the semester.
4. Additional stipends for ECE majors currently working in licensed ECE programs
5. Mentoring by ECE teachers through the CA. ECE Mentor Grant Program
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6. Grant supported enrichment activities such as field trips to Reggio-inspired ECE programs in
Monterey County, Monterey County /Hartnell Spring Conference, seminars, guest speakers on
special education, brain development, documentation, and curriculum.
c) Innovative features
1. “Hands on” activities to learn strategies and techniques in documentation and curricular activities
2. Modified instruction for English Language Learners
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II. ANNUAL REVIEW
This section must be completed for ALL academic programs, including those scheduled for a
comprehensive review in spring 2014.
A. COURSE DATA & TRENDS
1. Please evaluate the 3-year trend of enrollment and success of courses in your
program/discipline. Identify the courses you are choosing to examine this current year in the
list below. You do NOT need to evaluate trends for each course every year.
Course
Number
ECE 101
ECE 1
ECE 2
ECE 4
ECE 10
ECE 12A
ECE 53
ECE 19
FCS 14
Course Name
Orientation to ECE
Principles and Practices of ECE (req)
Home, School and Community (req)
Introduction to Curriculum (req)
Observation and Assessment (req)
Preschool Theory and Practicum (req
Teaching in a Culturally Diverse
Society
(req)
Safety, Health and Nutrition in the
Child Care Setting
(req)
Child Development
(req)
Does the course have any DE
(online or hybrid) sections?
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Courses with
(req) are
required core
classes.
ECE 11
ECE 12 B
ECE 20
ECE 22
ECE 23
ECE 24
ECE 26
ECE 27
ECE 54
ECE 70A
ECE 70B
ECE 71
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Cognitivie Activities and Materials
Advanced Theory and Practicum
Infant/ Toddler Development
Infant Toddler: Family Relations of
Diverse Backgrounds
Infant/ Toddler: Education:
Cognitive and Language Learning
Infant/Toddler: Special Needs
Children with Special Needs
Principles and Practices in Guiding
Children’s Behavior
Language and Early Literacy
Curriculum
Supervision / Administration in ECE
Advanced Administration on Child
Development Programs
Supervision of Adults in an ECE
Setting
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Please use the data that have been provided. Analyze trends that you observe with respect to the data for
the identified courses and answer the following questions.
ENROLLMENT
2. Review the enrollment data. Describe and analyze any patterns or anomalies that you notice.
What do you make of these patterns or anomalies? What actions should be taken to ensure
continuous improvement?
ECE enrollment was that a high peak level during the spring 2011 schools, master. The
number of students enrolled total 941 students. By fall 2011, the number of students enrolled
had dropped significantly. Enrollment was recorded as 555 enrolled students. By spring 2012
student enrollment increased to 643. During this time., Early childhood, was under scrutiny
in the state of California. Decreases in funding for early childhood from national and local
and state fluctuated. Cost per unit at the community college sewer to a new high. Jobs were
decreasing the field and the requirements of the rigor of the coursework increased to a
different level. Demands from head start now demanded that students start to finish college
work and work towards a BA degree.
From the beginning of the recorded enrollment information period for the years 2009-2010,
there been wide swings in the enrollment levels. Many of the swings are probably related to
economic savings and this geographic area. Prices of commodities, lack of jobs, and transition
is a large factor for this.
The ECE department is now aligned with curriculum alignment project for the state of
California. We offer the eight core courses for AST transfer program. This in addition to the
required courses in general education along with required electives will allow for student to
transfer to a four-year college or university providing the requirements have been fulfilled.
SUCCESS
3. Review the success data. Describe and analyze any patterns or anomalies that you notice. What
do you make of these patterns or anomalies? What actions should be taken to ensure
continuous improvement?
Success ranges from 69% to the 88% range covering the years 2009-2012. Some courses
ranked higher than other courses. Range of success is not consistent. I’m unsure what to say
about this statistic. During the fall semester. We reached a few points above the 70% level.
During the 2012 spring semester. We were a little above the 65% range. This is far below the
expected level and expected range of average 70% success rate for students.
DEGREES AND CERTIFICATES
4. Describe the demonstrated effectiveness of the program over the past several years with levels
and trends of achievement data, such as degree and certificate completions/awards.
Levels and trends in the field have changed dramatically. Expected outcomes and educational
objectives have risen to a higher level. Increased expectations are in line for the students
currently in early childhood. Students are expected to transfer to obtain their BA degree.
Nationwide, teachers have more duties and will be rated according to a quality ratings
system. Criteria will include; levels of education, ability to deliver a superior education they
received during their teacher training programs. Knowledge of assessment and work with
19 | P a g e
common core standards and work in the capacity of high caliber is necessary. Understanding
technology and computer skills is also needed. The four-year degree in child development,
early childhood will be the standard in the industry.
Monies and available funding is directed to programs from the Department of Education of
Washington DC. This is earmarked for early childhood education. “Stem” grants and race to
the top are competitive challenges for those in the field. The transfer universal preschool will
allow additional children to enroll in the opportunity to attend free preschool in public schools.
This will also increase the need for additional teachers. The universal preschool settings will
occur in and housed in public schools. This also means that students must be prepared to be
certified according to the state in which they reside. In California, this means the student must
hold a certification for teaching. This also means a higher salary. California Consortium is
considering the addition of another credentialing rank. This will be a certificate to work with
children within the 0 to 5 year age range.
The six units were 12 units special in ECE will no longer be the norm. Employees are looking
for students with high qualifications.
http://www.cbpp.org/cms/?fa=view&id=3825
The above link will give information about current trends that occurred during this time frame in
economic development.
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B. TEACHING MODALITY
1. Enter the number of Distance Education Courses, both fully online and hybrid sections, along with
the number of full-time and adjunct faculty.
Term
No. of DE/
Online
Sections
N/A
No of
Hybrid
Sections
Full-time
Faculty
Adjunct
Faculty
2. Compare student success in the DE teaching environment with success in the face-to-face teaching
environment in the same course. Are there differences? To what do you ascribe the differences in
your program? Discuss any other relevant factors regarding diverse teaching modalities and
environments, such as specific locations.
Currently we have no DE courses.
3. Describe the process to change and improve student success in DE courses/sections in your
program, and any other relevant factors regarding diverse teaching modalities and environments,
such as specific locations.
Many colleges offer some courses in the DE modality. Our department uses face-face teaching
environments with the availability to experience “ hands on activities”, discussions and
interactive reflection during class or in a controlled observation setting in the Child
Development Center.
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C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for
review during AY 201314 as previously specified
Courses scheduled for
review during AY 2014-15
26
22 | P a g e
Faculty member(s)
responsible for
coordinating
Faculty member(s)
responsible for
coordinating
Zarate
(a) Was the course
reviewed and (b) taken
through the curriculum
process?
Date of approval (or
anticipated approval)
by Curriculum
Committee
Target semester and year—
Fa 2014 or Sp 2015
D. OUTCOMES
Use your Program Outcome Maps to assist you in this subsection. As you plan your course assessments,
keep the higher level program outcome in mind. While course level assessment serves the purpose of
examining the teaching and learning for that particular course, it also provides the data that will be
viewed collectively for assessment of the associated program level outcomes.
PROGRAM LEVEL OUTCOMES
1. Please complete the following tables.
List Program level outcome(s)
scheduled for assessment as
previously specified
Not sure where I retrieve this
data
What changes have occurred in
the program/discipline as a
result of dialogue?
List Program level outcome(s)
scheduled for assessment in
AY 14-15
Have your course level
SLOs needed for this
program level outcome been
assessed or scheduled for
assessment?
Not sure where I retrieve this
Was the Program
Outcome Assessment
Summary completed?
2. Describe how program level outcomes were specifically addressed by the program/discipline
during the past year.
For example, were data gathered at the course level? Was there review and analysis of the data? How
did the discipline faculty engage in discussion? Were any interventions conducted? Are there any plans to
make changes to certificate/degree programs or improvements in teaching and student learning?
During some of our meetings we spoke about program levels and the need for consistency in
the way the course were taught and evaluated. We have just begun to talk about techniques to
standardize the way this is to completed. For example, using a rubric guide to assist in
grading.
23 | P a g e
CORE COMPETENCIES
3. Describe how Core Competencies were specifically addressed by the program/discipline during
the past year. For example, were data gathered at the course level? Was there review and
analysis of the data? How did the discipline faculty engage in discussion? Were any
interventions conducted? Are there any plans to make changes to courses or improvements in
teaching and student learning?
We looked at Core Competencies in several ways. We looked at the overall competencies
required by the state of California for the Early Childhood Education Program. Our students
are a “work in progress” and are in various stages of development. None of the students have
truly mastered all aspects of the eight required core courses.
According to the Core Competencies for Institutional Student Learning Outcomes, our students
need work in many areas. Many cannot communicate effectively in either English or Spanish.
Quantitative analysis and the ability to problem solve is difficult. Many have family issues
that prevent interdependence and or abilities to understand their own cultural awareness.
Many have a limited scope of the world and the vast opportunities for the student that is
prepared.
My colleague has assisted in many ways by offering time for all students to listen and work in
guided sessions that help with assignments. Hands on experiences have been helpful and used
by all of the instructors for many of our students during class time. We cannot always offer
the facility of the Child Development Center as a place to work with the children. Many of our
students attend during the evening so the center is not a possibility for our students without
the children in the center.
One course that continually uses the Center is ECE 10. Students are in the center twice a week.
Occasionally other classes can use the center. There is a limit to the hours our students will
have access to children in the center. Many of our current students work during the day and
come to school at night.
Some of our students are truly embarking on a path that ensures personal growth and
involvement in community. Some of our students just need to have an invitation to seek a
platform for being informed about local and state venues and take an active interest in their
education.
Institutional core competencies were addressed as we evaluated the students and their
communication needs at the college level. It was found to a study with one of the classes in
King city and the reading program and appeared learning course that many of the students
were not able to complete the college-level reading. Many of the students in the class were
split between low-third to fifth grade reading levels and those who were college-level readers
at the 13th or 14th grade reading level. Writing skills presented a different challenge. Many of
the students were not able to communicate in written format.
Critical thinking and problem solving was not possible for many of the students.
Family issues and personal issues with the crisis in the lives of our students did not allow for
an openness and interdependence to share and understand culture.
Given the opportunity to enjoy visual and performing arts, many students did not take
advantage of the diversity offered in the past few years. Often this is due to a schedule or
family conflict.
24 | P a g e
Some struggle with personal growth and try the best they can and are given situation to
improve their plot in life. For many students, this means working several jobs just to be able to
attend school. Family obligations do not allow for volunteer work, advocacy interest or
community outreach, unless this is incorporated in their school work.
The review of our data occurred in January and we continually talk about the issue and seek
different methods to improve.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for SLO
assessment as previously specified
In what term was
the course
assessed?
1,2,4,16,17,19,26,53,54,71,101,FCS These courses
14
were assessed
last semester2013
List courses scheduled for SLO
assessment in
AY 2014-15
ECE 1 ,Principles and
Practices od ECE
ECE 2 Home School and
Community
ECE 10 Observation and
assessment
FCS 14 Child Development
Ece 4 Introduction to
curriculum
ECE 101-Orientation to ECE
ECE 19 Health Safety and
Nutrition
ECE 26. Children with Special
Needs
ECE 16 Preschool Music
ECE 53 Teaching in a
culturally Diverse society
ECE 54 Language and Early
Literacy
Was the Course
Assessment Summary
Report completed?
Course assessment
summaries were
completed
Faculty member(s)
responsible for
coordinating
Garcia
Target semester and
year—Fa 2014 or Sp
2015
Fa 2014
Garcia
Garcia
Garcia
Fa 2014
“
“
“
Zarate
Fa 2014
Zarate
Zarate
“
“
Zarate
“
Zarate
“
Zarate
Zarate
“
“
5. Describe course level assessments results and how they will influence your plans moving
forward.
25 | P a g e
Course level assessments have been average at 70% in some courses. Other courses have scored below
expected level. This has been at the low rate of 46% range in one of the courses. Over a three year
period range from 2009-2012 level assessments ranged from 67%-80% in a wide breadth of the
curriculum offered. Moving forward will have the instructors look at methods, study habits of the
students and the seriousness of the students in the class. Many students still think of this career as
easy babysitting and are not serious in their outlook or study procedure. Many students are
distracted with other high priority issues that interfere with their school work.
6. Describe assessment activities that need to be strengthened or improved. What are the
challenges to achieving these improvements?
Assessment activities that need to be strengthened or improved are issues that are college wide
in scope. Many students are ill prepared for the type of work or analytical skill needed for a
particular activity. Many students are handicapped by lack of knowledge to carry out what
we may think of as a simple task- ie typing on the computer. These simple requests are
enough to create a :stumbling block”. Offering workshops or seminars seem to help some of
our students. Other students are clueless and insist on easy grades. Some of our students still
have difficulty reading the college textbook.
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E. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many different
aspects of your program/discipline, and ultimately is undertaken to improve or enhance your program/discipline,
and keep it current.
Activity scheduled
What success has been
achieved to date on
this activity?
What challenges
existed or continue
to exist?
Will activity
continue into
AY 14-15?
Will activity
continue into
AY 15-16?*
1. August
11,2013
Asilomar Retreat
Outline of where
classes are and the
trends represented
in the cross cultural
diversity of students
in the academic
arena.
Look at SLO’s
Look at current
trends in the ECE
market
Look at ways
to support
and use
supplemental
instruction
within our
classes as a
means of
support.
Look at ways
of supporting
and
increasing
high demands
of the rigor of
the subject
content
material with
the students
2.January 12,2014
January 17,2014
Continual dialogue
about the student
learning outcomes
and how students
can work to achieve
the goals.
The need for
consistency in the
Department is
something we are
striving for.
Jan.17 meeting we
discussed the need
to align with
National
accreditation with
NAEYC as a
Department. This
may help in
Continual lack of
support for ESL
students.
Inconsistent
reading levels.
Funds for tutorial
support.
Fluctuating levels
of students in
classes.
Increased need for
students to
complete their
education and
pursue a transfer
to the four year
college or
university.
Increase in the
need for higher
standards to
qualify for the
benchmarks of the
Core
Competencies in
Early Childhood.
Challenges:
Students with little
or no basic level
skills to
comprehend or
read. There is a
wide swing in
levels of the
students. Some
read as low as the
5th grade level.
Others read at the
13th-fourteenth
grade level.
Inconsistent or
non-existent help
is available
Lack of funds to
get tutoring
27 | P a g e
Yes this
Yes we shall
activity will
look at ways
continue.
to assist the
students.
A mini
activity will be
o include a
hands on
activity in
each ECE
class.
3.
June 2014
attaining the higher
standard and high
quality that is now
demanded in the
industry.
support.
* For each activity that will continue into AY 2015-16 and that requires resources, submit a separate resource
request in Section III.
We will continue with the meetings as a means to attain and assure standards for teaching and
using methods that will allow the students access to consistency and continuity in the standard
of teaching methods.
The meetings also serve as a way for the faculty to share the current information about trends
and new trends in the ECE market.
Funds will be used as an incentive to allow all part time faculty to attend the meetings and also
to pay for expense costs for the meetings.
1. Evaluate the success of each activity scheduled, including activities completed and those in
progress. What measurable outcomes were achieved? Did the activities and subsequent dialogue
lead to significant change in student learning or program success?
Asilomar Meeting: After looking at the data and trends from enrollment and scheduled
classes, we had a dialogue about SLO’s and the need for alignment of teaching strategies that
would be similar to other classes offered. For example:- having a hands on activity in most of
the classes to allow for an interactive modality.
After the January meeting, we dialogued about SLO’s. We looked at many of the courses. We
managed to complete several of the activities together.
We were not able to discuss and start any formal process on the Core Competencies and the
alignment for ECE Core Courses, nor start the process for the NAEYC Accrediting process for
Early Childhood programs.
We discussed the way the students were working in tandem with a study in Reading in
conjunction with a specific ECE class in King City and discovered that many of the students
were working in a limited capacity due to lack of reading skills at the college level. Lack of
funds to have these students in a tutorial center and also have the availability of additional
courses to be offered and the College in ESL classes was a definite roadblock for students.
28 | P a g e
III. ANNUAL ACTION PLAN
This section must be completed for ALL academic programs, whether scheduled for annual or
comprehensive review in spring 2014.
A. NEW ACTIVITIES
This subsection addresses new activities for, and continuing new activities into, AY 2015-16. An activity can
address many different aspects of your program/discipline, and ultimately is undertaken to improve, enhance, and
or keep your program/discipline area current. A new activity may or may not require additional resources.
Activities can include but are not limited to:
•
•
•
•
•
•
•
•
•
•
NEW CURRICULUM
FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE
GRANT DEVELOPMENT AND PROPOSALS
FACULTY AND STAFF TRAINING
MARKETING/OUTREACH
ENROLLMENT MANAGEMENT
STUDENT SERVICES
ADMINISTRATIVE SERVICES
SUPPORT OPERATIONS
FACILITIES
1.
List information concerning new projects or activities planned. Please keep in mind that resources needed, if
funded, would not be approved until spring 2015 and provided until FY 2015-16. Ongoing activities involving
resources that will no longer be available from grant funds starting FY 2015-16 must be planned for
appropriately.
Activity
1.
Faculty and
staff training
Strategic
Plan
Goal(s)
No. &
Letter
(e.g.,
5A)*
Goal 1A
Goal 2A
Goal 2B
Goal 3B
Related
Courses,
SLOs, PLOs,
or goals
Desired
Outcome(s)
Resources
Needed
Person
Responsible
Estimated
Date of
Completion
(can be more
than one year
in length)
Review the
data and SLO
results to
ensure that
students are
work-ready
and transferready
Standardize
the procedure
to assess
students in
multiple
sections
Ensure that
students will
be able to
apply
principles in
hypothetical
situations.
VTEA funds
Jeanne HoriGarcia
Dean
June 30, 2015
Change
approaches
and
experiences to
increase
30 | P a g e
Comments
May need to
continue as we
try to grow our
pool our parttime instructors
student
success.
Develop
course syllabi
templates for
selected ECE
courses with
textbooks,
assignments,
and
experiences to
meet SLOs as
identified in
course
outline.
2. ECE
coursework in
Spanish with
ESL link
Goal 1A
Goal 2A
2B
ECE
Certificate
for the
Bilingual
Practitioner
Workforce
eligibility
Set up
trainings in
completing
training about
hybrid
instruction
Provide
coursework
for ELL
students as
they develop
English
language
proficiency
Release time
to complete
the pilot
project
Jeanne HoriGarcia
Dean
June 2016
Need to develop
a small working
committee to
establish ECE
program for Ell
students
June 2015
This will be
challenging if
courses are
cancelled due to
low enrollment.
Then the cycle
will be
interrupted and
students will not
be able to
predict when
courses will be
offered.
Students will
need
accessibility and
connectivity to
computers,
Internet, and IT
support to
complete on-line
portion of hybrid
courses in ECE
This is a
comprehensive
process that will
take many hours
of meetings to
complete the
tasks indicated
by each
standard.
Hiring of
ECE faculty
to offer
courses in
south county
3. Enrollment Goal 1A
management 2A, 2B
= establish a
4-6 semester
pattern on
and off
campus
sites.
Students will
be able to
schedule
courses for
certificate/deg
ree within a
master ECE
schedule
Increase
number of
students
completing
certificate and
degree using a
master
schedule of
ECE courses
offered on
and offcampus
Release time
to complete
the master
plan once
the courses
have been
approved.
Jeanne HoriGarcia
Dean
4.
ECE
coursework—
hybrid
Students will
have other
options to
complete
ECE courses
and degrees.
Increase the
number
students
completing
certificate and
degree using
hybrid format.
Release time
to complete
the master
plan once
the courses
have been
approved.
ECE faculty
Dean
5.
NAEYC
Early
Childhood
Associate
Degree
Accreditation
ECE
Discipline
and CDC
program will
align student
outcomes and
student
activities per
a nationally
Increase the
number of
highly trained
and educated
students in
ECE
Stipends for
ECE faculty
and CDC
staff who
work on the
NAEYC
accreditation
standards
and
ECE faculty
CDC staff
Dean
31 | P a g e
Goal 1A
2A, 2B
Goal 1A
2A 2B
June 2018
recognized
standard of
teaching
excellence
and training
documentati
on
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
32 | P a g e
FACULTY AND STAFF TRAINING:
VTEA FUNDS cover stipends for part-time instructors, stipends for guest
speakers, and travel/conference for part-time/full-time faculty.
Consider:
• Faculty
• Other staffing
• Facilities
• Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000),
• Software
• Hardware
• Outside services
• Training
• Travel
• Library materials
• Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
To standardize the course content, course objectives, and SLOs, the Faculty/Staff trainings will focus on
data on the outcomes, information about student success, demographics of the ECE student population.
In addition the staff/faculty will discuss students’ success in applying the skills and knowledge to
hypothetical situations and assignments completed at the Hartnell CDC.
ECE discipline had applied for VTEA funds to pay for part-time instructor stipends to attend several
meetings/ seminars to learn about student success, the academic rigor of the newly AS-T ECE degree, SLOs,
and PLOs.
In August 2013, the group met at Asilomar to discuss ECE student profile, needs and challenges of the ECE
students, and student learning outcome assessment results. At the end of the session, ECE instructors
recommended to increase more “hands on” activities in the lecture courses.
In January 2014, the group met again to review more SLOs and to discuss the assessment scores. Instructors
discussed how the students did in the assessment. Cheryl O’Donnell had explained more about the SLOs
and how to fill out the forms.
Pending approval for funds in 2014-15, the ECE faculty/staff will work on comprehensive course outline to
include suggested activities, resources, video clips from YouTube, and test/quiz samples.
According to research, students do not learn as much from part-time faculty as full-time faculty. Part-time
faculty is only paid for time spent in the classroom. Prep time is not included for part-time salaries.
b) Describe how this activity supports any of the following:
1) Core Competency
2) Program level Outcome
3) Course level Outcome
4) Program/Discipline Goal
5) Strategic Priority Goal
33 | P a g e
Priority 1: Student
Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong
learning opportunities—with seamless pathways—to all of the college’s present and prospective constituent
individuals and groups
Priority 2: Student
Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to providing
and supporting relevant, substantial professional development opportunities.
With all the new changes at the college and the early education and child care industry, it was important to set up
meetings to review the changes and student expectations affecting the ECE program.
Part-time instructors had a deeper appreciation about the program and had a sense of belonging to the ECE
discipline.
By having these meetings we can;
a) Increase understanding of the course objectives and student learning outcomes
b) Work on identifying the assessment to evaluate the SLOs in multiple sections
c) Discuss common challenges and questions about teaching and college resources.
c) Does this activity span multiple academic years?
YES
NO
Since there will be changes in the faculty within the next 5 years, it is important to expand a pool of part-time
instructors. We need to continue this dialogue to include the CDC staff so that preschool teachers will know what
the academic side is doing and expecting from the ECE students.
The ECE faculty and CDC staff will discuss the possibility to pursuing accreditation of the ECE discipline.
This collaborative effort would ensure that the CDC will be involved as a partner in supporting the ECE faculty
in educating and training ECE students.
d) What measureable outcomes are expected from this activity? List indicators of success.
More standardized approach and assessment tool to evaluate the SLOs for multiple sections. Develop several
tools to evaluate SLOs for each ECE course. Review, update, modify, or change SLOs if necessary. Better
accuracy in determining SLOs of a very diverse student population in ECE.
e) What are the barriers to achieving success in this activity?
Time and commitment of part-time and full-time instructors to attend the meetings.
Helping newly hired part-time instructors to catch up with plans, vision, student learning outcomes, program
learning outcomes that were previously discussed by the other teaching staff.
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Time to have the instructors and CDC staff discuss differences of opinions about teaching strategies,
philosophies, and vision.
Funding: Having resources for the part-time and full-time faculty to attend conferences or seminars together.
Differences of philosophies and academic freedom: Although the faculty and staff will meet and discuss
student learning outcomes, course content, and review on students’ achievement, there is now accountability if the
faculty and staff actually follow through. Inexperienced faculty members may not know what they do not know.
Without some type of mentoring it will be hard to see that students are acquiring the skills and knowledge to be
success in career and higher education pursuits.
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*** Please complete this page for each new activity. ***
ECE COURSEWORK WITH THE INSTRUCTION IN SPANISH
ECE Certificate for the Bilingual Practitioner
Consider:
• Faculty
• Other staffing
• Facilities
• Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000),
• Software
• Hardware
• Outside services
• Training
• Travel
• Library materials
• Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
Per request from the ECE community, the ECE discipline has started a pilot project of offering ECE
coursework in Spanish as well as ECE coursework for English proficient students in King City.
b) Describe how this activity supports any of the following:
6) Core Competency
7) Program level Outcome
8) Course level Outcome
9) Program/Discipline Goal
10) Strategic Priority Goal
Priority 1: Student Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong learning
opportunities—with seamless pathways—to all of the college’s present and prospective constituent individuals and
groups.
Priority 2: Student Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning environment to help
students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning environment that
addresses and meets the diverse learning needs of students.
Program Outcomes: Students will acquire skills and knowledge to provide developmentally appropriate
activities for children of diverse backgrounds.
c) Does this activity span multiple academic years?
YES
NO
ECE Discipline will need to develop the coursework as part of the ECE Practitioner Certificate and work
with the Curriculum Committee to see how students will be able to earn a non-transferrable AS degree as
required by state and federally funded programs.
36 | P a g e
Establish a reference library with dictionaries, textbooks written in Spanish, on-line library resources in
child development and early childhood education in Spanish
Set up meetings with ECE part-time /full-time instructors conducting the coursework in Spanish and ESL
instructors.
Develop ECE coursework that would help students transition to courses with English-only format.
d) What measureable outcomes are expected from this activity? List indicators of success.
Increase the number of students completing AS and ECE certificate degrees. More inclusive approach in
educating English Language Learners who are currently caring for young children in state and federally funded
programs.
Increase the number of ELL ECE students who complete ECE coursework leading to a child development permit
issued by the Commission on Teacher Credentialing.
e) What are the barriers to achieving success in this activity?
Staffing ECE courses offered in King City
Finding ECE instructors with high level of English and Spanish proficiency using more interactive
approaches in teaching concepts and principles.
ELL students with limited formal education who have difficult reading college-level materials written in
academic Spanish.
37 | P a g e
2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
Enrollment management: Establish a 4 – 6 semester pattern of ECE courses
on-and off-campus sites.
Consider:
• Faculty
• Other staffing
• Facilities
• Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000),
• Software
• Hardware
• Outside services
• Training
• Travel
• Library materials
• Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
Hire a part-time consultant to help develop brochure or fliers with the 4 – 6
semester plan for marketing and as informational items for counselors, ECE
majors, and students.
Scope of work includes:
a) Convene meeting
b) Facilitate dialogue
c) Take notes of the final decisions
d) Develop 4 – 6 semester draft of ECE courses for review and editing
e) Complete the template for brochures and fliers
Funds to print out brochures for distribution to community agencies and programs,
students, and counselors.
b) Describe how this activity supports any of the following:
11) Core Competency
12) Program level Outcome
13) Course level Outcome
14) Program/Discipline Goal
15) Strategic Priority Goal
Priority 1: Student
38 | P a g e
Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong learning
opportunities—with seamless pathways—to all of the college’s present and prospective constituent
individuals and groups.
Priority 2: Student
Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Students will be able to schedule ECE courses over a predictable master plan of 4 – 6 semesters. By having a flier
with courses offered for Fall, Spring, and Summer semesters, students can anticipate when a certain course will be
offered to complete certificate and college degree requirements. Hartnell College counselors will be more
effective in setting up an education plan for students interested in ECE courses.
With all the new changes at the college and the early education and child care industry, it was important to set up
meetings to review the changes and student expectations affecting the ECE program.
Part-time instructors had a deeper appreciation about the program and had a sense of belonging to the ECE
discipline.
By having these meetings we can;
d) Increase understanding of the course objectives and student learning outcomes
e) Work on identifying the assessment to evaluate the SLOs in multiple sections
f) Discuss common challenges and questions about teaching and college resources.
c) Does this activity span multiple academic years?
YES
NO
The ECE Discipline will need to review the efficiency of the master plan of coursework each year.
With each solution, there will be some glitches that have been overlooked. It is important for the ECE
discipline to review and modify if needed the master plan.
d) What measureable outcomes are expected from this activity? List indicators of success.
With a predictable pattern of ECE courses for 4 – 6 semesters, there will be an increased number of ECE
students completing ECE degree and/or certificate.
More students will be able to complete their degrees within a 2 to 3 year period.
e) What are the barriers to achieving success in this activity?
Students who missed the cycle of a specific course and may have to wait more semesters until the course is
offered again.
ECE courses cancelled for lack of enrollment. This means that these courses will not be offered until the next
cycle.
Shift of student enrollment to other related disciplines or majors.
This enrollment management in scheduling courses on-and off-campus cannot be started until the ECE
Practitioner courses with the instruction in Spanish are approved and ready to be part of the ECE program.
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The hybrid ECE courses will be later introduced since ECE discipline needs time to research the success of hybrid
in other campuses and to train ECE instructors in delivering instruction in a hybrid form of lecture/on-line.
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2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
ECE HYBRID COURSES
According to research, there is higher student retention when students are enrolled in a hybrid course
rather than just on-line. Even though on-line courses are convenient, not all students will be able to
complete courses without access to computers, Internet, and IT support.
Meets the following priorities:
Priority 1: Student
Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong learning
opportunities—with seamless pathways—to all of the college’s present and prospective constituent
individuals and groups.
Priority 2: Student
Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Consider:
• Faculty
• Other staffing
• Facilities
• Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000),
• Software
• Hardware
• Outside services
• Training
• Travel
• Library materials
• Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
• Conduct research and marketing about offering ECE courses with a hybrid (face to face and online) format.
• Select ECE courses that would do well with a hybrid format.
• Review on-line materials for the selected ECE courses
• Complete training in learning about on-line teaching and using the on-line teaching server
• Work with part-instructors interested in teaching using the hybrid format.
• Schedule part-instructors to complete the on-line training—receive a stipend
• Conduct a pilot program offering one course to “test the waters.”
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b) Describe how this activity supports any of the following:
16) Core Competency
17) Program level Outcome
18) Course level Outcome
19) Program/Discipline Goal
20) Strategic Priority Goal
Core competency: reading and writing proficiency and computer expertise
c) Does this activity span multiple academic years?
YES
NO
If yes, describe the action plan for completion of this activity.
Shifting selected courses into a hybrid format will require supplemental support for ECE students with
limited computer abilities and access to computers with efficient Internet capabilities. Students may have to
complete a computer course on how to succeed with on-line courses.
There will need to have studies to compare the retention and success of students enrolled in face –to-face
courses vs. students enrolled in hybrid courses.
d) What measureable outcomes are expected from this activity? List indicators of success.
Increase number of students completing ECE core courses leading to completion of a ECE certificate or
AS degree in Early Childhood Education.
e) What are the barriers to achieving success in this activity?
Part-time instructors with limited expertise with computers. Using a computer program that is not user friendly
for students and instructors with limited computer proficiency.
Cost of software and IT support for students and instructors who have difficulty in navigating through the
programs.
Part-time instructors with limited experience teaching on-line courses.
Not enough training to increase a pool of competent ECE instructors who can offer ECE courses as hybrid.
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2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
NAEYC Early Childhood Associate Degree Accreditation
Meets the following priorities:
Priority 1: Student
Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong learning
opportunities—with seamless pathways—to all of the college’s present and prospective constituent
individuals and groups.
Priority 2: Student
Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Consider:
• Faculty
• Other staffing
• Facilities
• Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000),
• Software
• Hardware
• Outside services
• Training
• Travel
• Library materials
• Science laboratory materials
• NAEYC application materials
a) Describe the new activity or follow-on activity that this resource will support.
ECE Discipline and CDC program will align student outcomes and student activities per a nationally
recognized standard of teaching excellence and training
ECE Discipline with the support of the CDC program will complete the documentation and activities
to be accredited by a nationally recognized organization, NAEYC.
This accomplishment meets the following college vision:
Hartnell College will be nationally
recognized for the success of our students by developing leaders who will contribute to the social, cultural,
and economic vitality of our region and the global community.
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b) Describe how this activity supports any of the following:
21) Core Competency
22) Program level Outcome
23) Course level Outcome
24) Program/Discipline Goal
25) Strategic Priority Goal
Program/Discipline Goal: Students will achieve high level of knowledge and
skills from a nationally accredited Associate Degree ECE Program.
Priority 1: Student
Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong learning
opportunities—with seamless pathways—to all of the college’s present and prospective constituent
individuals and groups.
Priority 2: Student
Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
c) Does this activity span multiple academic years?
YES
NO
If yes, describe the action plan for completion of this activity.
This is a process that takes more than two years to complete from application to decision.
According to NAEYC accreditation description, the ECE discipline will have to do the following:
a) Self-study work with stakeholders
b) Implement program changes, collect data, and documents for review
c) Submit self-study report and begin candidacy status
d) Have peer review, site visit, team report, and program’s written response
e) Receive commission decision
f) Submit annual reports, review of accreditation in 7 years
d) What measureable outcomes are expected from this activity? List indicators of success.
The measureable outcomes will be divided into milestones leading up to accreditation.
a) Completion of self-study
b) Collect and review documents and data
c) Scope of work to improve the program
d) Accreditation decision
e) Annual Reports
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e) What are the barriers to achieving success in this activity?
i.
Funding and time commitment to complete the accreditation
ii.
Scheduling time to work on the accreditation standards and reviewing data
iii.
Accepting the positive and negative feedback about the program, curriculum, teaching methodology,
and student learning outcomes
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B. RESOURCE REQUESTS
If new/additional resources are needed for your program/discipline, it is important that you identify them and
project their cost, and that these resources and costs be considered through the College’s integrated planning
(governance, budget development, funding decision making, and resource allocation) processes. A resource is
likely to be something needed to support an activity that you have identified in IIIA. above, in which case you
must link the resource with a specific activity number (first column below). ). All resource requests completed in
the various columns of a specific row must be linked to the new or continuing activity numbered on the first
column of that same row. A resource could also be something necessary for your program/discipline to function
properly to improve student learning, such as updated equipment in a classroom; in such case be sure to note that
the resource is NOT tied to a specific activity.
Activity
No.
1.
1.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
ECE
instructor to
replace
retired
faculty
F
1.
2.
Additional
F/T
instructor
dedicated to
South
County
F
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Training
Travel
Library
Materials
Science
Labs
Projected
Costs
$75,000
10 mini-iPads
for ECE 10
and ECE
12AB students
to use for
observation,
documentation,
and assessment
of children. H
Replacement
of laptops for
ECE
instructors
H
10 flip cameras
for student
supplemental
instruction
Complete
assignments H
100 X 10 =
1000
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Contract
Services
$4,000
$2,000
NIC
contract for
ECE
instructor
to work on
ECE
coursework
in Spanish
and work
with ESL,
Market
concept to
community,
research,
and
outreach
100 X
$50.00 –
5,000
F
$81,000
3.
Brochures
and fliers
for
distribution
S
Art
supplies,
tag board,
chart paper,
markers,
Paper,
Students
materials
for
Coursework
4.
S.
5.
Stipends for
ECE faculty
and CDC
staff
involved in
completing
forms and
activities for
NAEYC AA
degree
accreditation
($800 X 5)
$4000
Consultant
to help
develop
brochures
and fliers
$6,000
On-line
technology,
Converting
selected
ECE courses
as hybrid
$8,200
$5,000
Provide
stipends for
part-time
instructors
to complete
on-line
training
$800.00 X 3
NAEYC
accreditation
fees and
materials
($9,000)
Reference
materials,
children’s
books,
charts,
S
($2000)
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing activities, this should be
requested through the budget rollover process.
*** H for Hardware, S for Software.
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$15,000
APPENDIX A. Strategic Priorities & Goals
(from Hartnell College Strategic Plan 2013-2018)
Priority 1: Student
Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong learning
opportunities—with seamless pathways—to all of the college’s present and prospective constituent
individuals and groups.
Priority 2: Student
Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Priority 3: Employee
Diversity and Development
Goal 3A: Hartnell College is committed to 1) increasing diversity among its employees; 2) providing
an environment that is safe for and inviting to diverse persons, groups, and communities; and 3)
becoming a model institution of higher education whose respect for diversity is easily seen and is fully
integrated throughout its policies, practices, facilities, signage, curricula, and other reflections of life at
the college.
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to providing
and supporting relevant, substantial professional development opportunities.
Priority 4:
Effective Utilization of Resources
Goal 4A: To support its mission, Hartnell College is committed to the effective utilization of its human
resources.
Goal 4B: Hartnell College is committed to having its physical plant, furnishings, and grounds
maintained and replaced in a planned and scheduled way to support learning, safety, security, and access.
Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure that serves
the needs of students and employees.
Goal 4D: Hartnell College is committed to maximizing the use and value of capital assets, managing
financial resources, minimizing costs, and engaging in fiscally sound planning for future maintenance,
space, and technology needs.
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Priority 5:
Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the real-world needs
of its diverse student population, while also developing and employing a culture of innovation that will
lead to improved institutional effectiveness and student learning.
Priority 6: Partnership
with Industry, Business Agencies and Education
Goal 6A: Hartnell College is committed to strengthening and furthering its current partnerships, in
order to secure lasting, mutually beneficial relationships between the college and the community that the
college serves.
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