North Central State College Early Childhood Program Outcome Statements 2011-2012
Expanded Statement of
Institutional Purpose
Mission Statement: To
provide quality, responsive,
lifelong learning
opportunities, including
occupational, degree, and
other educational programs
for individuals, business and
industry, and the
communities we serve.
Departmental/Program
Intended
Outcomes/Objectives
Assessment Criteria
Procedures
Assessment Results
Use of Results
1.0 Rubric used to
evaluate resource file
containing DAP
activities.
1.1 Successful
completion of ECE 101,
105, 115, 123, 203, and
206 with a grade of C
or better. Successful
completion of PSY 238.
1.2 Introduction of
portfolio requirements
in ECE 101- to be
reviewed during each
practicum and
evaluated in ECE 252
1.0 Resource file is
introduced in the first
seminar class and
then has a final review
in Student Teaching.
1.1 Success will be
determined by
projects,
presentations, and
written test.
1.2 ECE 101
Instructors used the
Department's Portfolio
Rubric
1.0 Resource file
rubric was used to
obtain data in
following classes.
1.1 ECE 101 50%
passing with C or
higher
ECE 105 87% with C
or higher
ECE 115 88% with C
or higher
ECE 123 100% with
C or higher
ECE 203 100% with
C or higher
Psy 238 90% with C
or higher.
1.0 Rubric is
established, but will
be updated to
match the
semester course
requirements and
the new Ohio Early
Learning
Development
Standards. Final
assessment will be
in Student
Teaching Seminar.
1.1 Continue with
veteran instructor
for ECE 101
1.2 Completed
Goal Statements:
1. Maximize student
access.
2. Guide students toward
educational success.
3. Guarantee quality
educational experience.
1. Promoting Child
Development and
Learning--Identify
complex
characteristics of
children, multiple
influences on
development and
learning and apply
developmental
knowledge to create
healthy, respectful,
supportive, and
challenging learning
environments.
2. Building Family
and Community
Relationships-Apply knowledge to
create class
environments that
respect and empower
families and involve
the family and
community in a
child's learning.
2.0 Completion of 30
community service
hours before
completion of ECE 270.
2.1 Presentation to
College Community
and Community
members on relevant
ECE topics in ECE 270.
2.2 Successful
completion of ECE 216
with a grade of C or
higher.
2.3 Development of
professional portfolio
representing personal
DAP philosophy on
learning, photographs,
artifacts, and anecdotal
records.
2.0 Student will pick
up time sheet from
their instructor or
advisor and receive
approval for the
project. Student must
complete 30 hours
before end of ECE
270. Students may
begin service hours
their last two quarters
before the petition to
graduate.
2.1 All capstone
students are required
to do 10-15 min.
presentation. Rubric
has been developed
and College WAC &
SPAC are used as
part of the criteria.
2.2 Students will report
on issue that causes
distress in family life.
Parent handbook
based on ODJFS rules
and Family activity. All
will be measured by
provided rubric.
2.0 100% of students
completed 30 hour
requirement of
approved agencies.
2.1 100% of students
presented to
community members
and local
professionals. 100%
received a C or higher
for presentation,
100% passed course
with C or higher.
2.2 100% of students
completed all required
assignments. 100%
received C or higher
in course.
2.0 Arrangement
OAEYC for
students to
volunteer at state
conference will
become an annual
event.
2.1 College
community
continues to be
supportive and we
continue to
evaluators from the
regional ECE
community.
2.2 Parent
Handbook needs to
follow strict
template from
ODJFS in the
future.
2.3 Students develop
portfolio according to
rubric and meeting the
5 NAEYC standards.
Portfolio is developed
over the course of the
program. Evaluation
is completed in ECE
250
2.3 90% completed
portfolio assignment.
90% received C or
higher on portfolio.
2.3 Faculty will
make no changes
to portfolio
assignment as we
move into
semesters.
3. Observing,
Documenting, and
Assessing to
Support Young
Children and
Families--Utilize
information on the
use and benefit of
systematic
observation and/or
other assessment of
children,
documentation of this
observation and
implementation of
strategies.
3.0 6 to 8 hours
observation and
reflection at a DAP
early childhood center
in ECE 101.
3.1 Developmental
study of an individual
child and reflection of
results in ECE 250 and
ECE 240.
3.2 Creation of Family
Literacy packs and
projects in ECE 101,
216 and 150.
3.3 Successful
completion of ECE 101,
203, 206, and 210 with
grade of C or higher.
Successful completion
of PSY 238.
3.0 Sign in sheet at
center. Reflections
and observations will
have predetermined
criteria from instructor.
3.1 Students will use
developmental
checklist provided by
instructor to look for
developmental skills.
Written reflection and
summary of findings.
Reflection and/or
summary of IEP, MFP,
and/or parent
conferences.
3.2 Grade will be
determined by rubric
provided by
instructors.
3.3 Written test and
projects.
3.0 92% completed
at least 6 hours of
observation.
3.1 92% of students
completed checklist
successfully..
3.2 Assignments
were completed and
evaluated with
rubrics.
3.3 ECE 101 50%
Passed with C or
higher
ECE 203 50% with C
or higher
ECE 206 100%
Passed with C or
higher
ECE 210 100%
Passed with C or
higher
Psy 238 90% with C
or higher
3.0 Students
continued to
observe at 6 hours
at CDC and 2
hours at a center of
their choice.
3.1 Clear
expectation will be
given at the
beginning of the
semester using
case studies.
Requirements of
reflections need
more clarification
and students need
to write in 3more
depth. Investigate
hiring an ECE
tutor.
3.3
Investigate reasons
ECE 101 & 203
had only 50% of
student passing.
3.4 Successful
completion of all
practicums and
seminars with grade of
C or higher.
3.5 Successful
completion of ECE
250/252 with a grade of
B or higher for
licensure.
3.6 Development of
professional portfolio
representing personal
DAP philosophy on
learning, observations,
skill checklist,
photographs, artifacts,
and anecdotal records.
3.7 Participation in IEP,
MFP, and parent
conferences where
allowed by cooperating
centers.
3.4 Students will
implement DAP lesson
plans using program
lesson plan outline
and meeting ODE
Early Learning
Content Standards at
their predetermined
ability level.
3.5 Students will
develop, demonstrate,
and participate in the
implementation of
DAP lessons in
specific curriculum
areas with support of
cooperating teacher
meeting ODE Early
Learning Content
Standards.
3.6 Portfolios will be
reviewed during ECE
101, 132, 142/152,
232, and 252.
3.7 Students are
required to present
reflection of
experience to class.
3.4 91% of
graduating class
completed all
practicums and
seminars with C or
higher.
3.5 91% of
graduating class
completed all
requirements with B
or higher.
3.6 Portfolios were
reviewed at end of
ECE 101, 132,
142/152, 232, and
252.
3.7 25% of students
were able to attend
IEP, MFP, Parent
Teacher Conferences,
or special event at
their site.
3.4 Faculty will
continue to revise
plans in
accordance with
NAEYC
Accreditation.
3.5 Requirements
remain the same.
3.6 Rubrics will be
revised as we
move into
semesters.
3.7 Continue to
encourage
placement site to
include our
students in IEP,
MFP, Parent
Teacher
Conferences, or
special events.
4. Teaching and
Learning--Integrate
knowledge of
children's
development, family
dynamics and
developmentally
effective approaches
to teaching to design,
implement and
evaluate experiences
that promote positive
experiences for
children.
4.0 Successful
Completion of ECE
104, ECE 108, and
ECE 232 using ODE
Early Learning Content
Standards. All
practicum lesson plans.
4.0 Written test and
projects. Written
lesson plans
illustrating connection
of activity and ODE
standard.
4.1 Development of
professional portfolio
representing personal
DAP philosophy on
learning, photographs,
artifacts, and anecdotal
records to represent
field work.
4.1 Portfolios will be
reviewed during ECE
101, 132, 142/152,
232, and 252.
4.0 ECE 115 88%
with C or higher
ECE 232 100% with
B or higher
4.1 Portfolios were
reviewed at end of
ECE 101, 132,
142/152, 232, and
252.
4.0 E 115 is
increasing
consistency in
information and
application of the
standards as was
hoped.
4.1 Process will
continue as is.
5. Becoming a
Professional-Identify and conduct
themselves as
beginning members
of the early childhood
profession (NAEYC).
4. Provide quality
workforce development
opportunities.
1.0 Investigate
possibilities of
bringing back
administrator and
infant toddler
certificates.
5.0 Students will
become members of
NAEYC in ECE 101
and ECE 250 in order
to stay current with
most recent research.
5.1 Students will
successfully pass Code
of Ethics written test
based on NAEYC
Ethical Code of
Conduct in ECE 270.
5.2 Students will attend
at least one
professional
conference/seminar/or
workshop during last
year of classes and
prior to ECE 270.
5.3 Students will fill out
ECE application for
licensure.
5.4 Students will
register to Ohio
Professional
Development Registry
1.0 Contact OBR for
new procedures (was
under ODE before
change to semesters.
5.0 Membership is
included in lab fees in
ECE 101 and 250.
5.1 Written test.
5.2 Summary of
workshop and signed
by presenter.
5.3 Students are
required to contact
ECE program director
for ODE application
after final grades are
posted showing
fulfillment of
graduation
requirements.
5.4 Students will be
introduced to the
registry and be
required to register.
5.0 Membership for all
ECE 101 students
and ECE 250
students was
submitted.
5.1 90% students
passed Ethics test
with C or higher.
5.2 90% students
attend annual OAEYC
conference during
ECE 270.
5.3 90% of the
graduating students
met criteria and
contacted the
department for
licensure applications.
5.4 All students in
ECE 200 registered
on the Ohio
Professional
Development Registry
5.0 Process will
continue as is.
5.1 Test will be
reviewed and
revised as required
by ODE & NAEYC
Accreditation.
5.2 OAEYC
Annual conference
integration into 270
is deemed a
success and will
continue.
5.3 We continue to
give reminder in
ECE 250 about
graduation
application
deadline and
stating that
students must
apply for license
within one year of
graduation.
5.4 Instructor for
ECE 250 will stay
informed of any
changes that the
registry may make
during the year.
Processes and
requirements yet to
be determined for
infant toddler
certificate. We
believe it is
advantageous to
wait until state
develops new
administrator
competencies/
standards before
re- implementing
administrator
certificate.
5. Manage resources
effectively and efficiently.