INSTRUCTIONAL PROGRAM REVIEW
Annual Program Review Update
Unit*:Teacher Preparation & Education Programs
Campus:Riverside City
Contact Person: Ola M. Jackson
Due: May 15, 2009
Riverside Community College District
Office of Institutional Effectiveness
Web Resources: http://www.rccdfaculty.net/pages/programreview.jsp
Last Revised: March 18, 2009
* You may submit as a discipline, closely related disciplines, or by department. If this is a combined
submission please note which disciplines are included.
1
Annual Program Review Update
Instructions
The Annual Self-Study is conducted by each unit on each campus and consists of an analysis of
changes within the unit as well as significant new funding needs for staff, resources, facilities, and
equipment. It should be submitted or renewed every year by May 15th in anticipation of
budget planning for the fiscal year, which begins July 1 of the following calendar year.
Extensive data sets have been distributed to all Department Chairs and are linked to the Program
Review website (password 11111). Chairs have received training on the use of these data sets.
Please consult with your Department Chair or Raj Bajaj for assistance interpreting the data
relevant to your discipline. Note that you are only required to mention data relevant to your
analysis or requests. Should you wish assistance with research analysis please fill out the form at
http://academic.rcc.edu/ir/requestform.html and you will be contacted to schedule a time to discuss
analysis of your data. You may also request a labor market analysis using this form.
The questions on the subsequent pages are intended to assist you in planning for your unit. If
there is no change from your prior report, you may simply resubmit the information in that
report (or any portion that remains constant) from the prior year.
Please include pertinent documents such as student learning outcomes assessment reports and data
analysis specifically supporting any requests for new faculty, facilities or equipment. You are
encouraged to use lists, tables, and other formatting to clarify your requests and make them easy
for large committees to review quickly. If there may be negative consequences for enrollment,
safety or other important concerns if the funding is not provided please make this known in
context.
The forms that follow are separated into pages for ease of distribution to relevant subcommittees.
Please keep the pages separated if possible (though part of the same electronic file), with the
headers as they appear, and be sure to include your unit, campus, contact person (this may
change from topic to topic) and date on each page submitted. Don’t let formatting concerns slow
you down. If you have difficulty with formatting, the Administrative Support Center can adjust
the document for you. Simply add responses to those questions that apply and forward the
document to the Administrative Support Center with a request to format it appropriately.
If you cannot identify in which category your request belongs,, if you have complex funding
requests please schedule an appointment with your campus’ Vice President for Business Services
right away. They will assist you with estimating the cost of your requests. For simple requests
such as the cost of a staff member, please e-mail your Vice President. It is vital to include cost
estimates in your request forms.
Moreno Valley:
Norco:
Riverside:
Reagan Romali, 951-571-6341
Norm Godin, 951-372-7157
Becky Elam, 951-222-8307
Please retain this information for your discipline’s use and submit an electronic copy to the
Kristina Kauffman, (Kristina.kauffman@rcc.edu) in the Office of Institutional Effectiveness. The
Office of Institutional Effectiveness will use the document to create a database of requests and will
distribute the report to the relevant offices and committees.
2
Annual Program Review Update
Unit: Teacher Preparation & Education Programs
Campus: Riverside City _______________
Contact Person: Ola M. Jackson_______________
Date: May 15, 2009________________
Trends and Relevant Data (part 1)
1. Has there been any change in the status of your unit? (if not, skip to #2)
This is the first program review for this unit and it is all inclusive.
a. Has your unit shifted departments?
No.
b. Have new programs been created by your unit?
There is a new Career Technical Education (CTE Program, July 1, 2009
c. Have activities in other units impacted your unit? For example, a new nursing
program could cause greater demand for life science courses.
No.
2. Have there been any significant changes in enrollment, retention, success rates, or
environmental demographics that impact your discipline (See Dataset provided to all
chairs)? If there are no significant* changes in your unit’s opinion, say “None” and
skip to question #3.
None
3. What changes does the unit plan to make to advance enrollment management goals?
If your plan necessitates resource changes make sure those needs are reflected in the
applicable resource request sections.
Full-time Outreach and Recruitment Services Specialist for Teacher Preparation.
*Your unit may define “significant change” in this context for itself. If your unit thinks it’s a
“significant change” then for purposes of this review please note it.
3
Annual Program Review Update
Unit: Teacher Preparation & Education Programs
Campus: Riverside City________________
Contact Person: Ola M. Jackson_______________
Date: May 15, 2009________________
Learning Outcomes Assessment Update
4. In order to help us complete the annual ACCJC report on our progress in assessing student
learning, please provide the following information by completing the form. Please add lines
as needed: [Units that perform these functions at a district level may use the same
response for all campuses.]
Name of Program or Course (please list programs
first)
Student
learning
outcomes have
been identified
(Yes = 1
No = 0)
1
Outcomes
assessment
information or
data has been
generated
(Yes = 1
No = 0)
1
Assessment
information or
data has been
used to improve
student learning
(Yes = 1
No = 0)
1
AmeriCorps Local Emergency Readiness Teams
(ALERT)
AmeriCorps Teacher Reading Math Development
Partnership (TRMDP)
Aurora Project
California Basic Educational Skills Test (CBEST)
Preparation Workshop Program
Copernicus Project
Funds for the Improvement of Post Secondary
Education (FIPSE)
Paraprofessional Certificate & Degree Program
Supporting Action for Engagement (SAFE)
Supplemental Instruction Program
Teacher Preparation Pipeline CTE
Education 1 - Teaching in the Multicultural
Classroom
Education 3 – Introduction to Literacy Instruction
Education 4 – Introduction to Literacy Instruction
Service Learning
Education 5 – AmeriCorps Service Learning
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
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1
1
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1
1
5. Fill out the chart on the next page for each assessment project your unit is engaged in (two
identical charts are included for your convenience. Copy and paste more charts as needed if
your unit has more than two assessment projects. For Steps 1 – 3, put an X on the line to
indicate your answers. For step four and five use the forms on the subsequent pages to add
your brief narrative. By 2012 our accreditation will require that you assess at least one SLO
for each course in your discipline.
4
RCCD STUDENT LEARNING OUTCOMES
COURSE-BASED ASSESSMENT PLANNING
GUIDE
CONTACT PERSON:
Ola M. Jackson
Assessment is for single section X
multiple sections ____
DATE SUBMITTED: May 15, 2009
CONTACT INFORMATION: (951)222-8927
Program - AmeriCorps Local
Emergency Readiness Teams Project
DATE COMPLETED & REPORTED: 5/15/09
LIST SLO TO BE ASSESSED: Riverside Community College AmeriCorps Service Learning Students to provide 450 volunteer hours over a 3 year period of
Disaster Preparedness Training and Education to elementary school children K-6 and their parents in the Riverside County Area.
Step 1: Taking Stock
Step 2: Time & Methods of Assessment
Step 3: Measurement Criteria
Step 4: Summary and
Analysis of Data
Step 5: Use of Results and
Modifications
WHY?
HOW?
WHAT?
RESULTS
Act, enact, and
disseminate
What are your expectations?
If this is the first assessment
you have created, you may not
have a specific benchmark or
goal for this particular
project. As you embed
assessment in your teaching,
you will begin to develop
benchmarks.
1. 100 specific % of all
AmeriCorps members
will develop and
produce students
disaster preparedness
plans for at least ten
students each
performance will
indicate competency of
the project.
Analyze and report on the results of
the assessment. Use the first 3 steps
in this process..
Reporting Out:
Provide a clear “picture”
of why you selected this
student learning outcome
and explain the project
or assignment you will be
using as the assessment
tool. Attach relevant
documents to this sheet.
Why?
1. __improve
instruction
2.
X student
success rates
3. __equity
4. __retention rates
5. __persistence
rates
6.
course
completion rate
7.
X Other
How will the learning outcome be
assessed?
1.
___Student self reported gains
2. ___Portfolio
3. ___Analytic Rubric
4. ___Pre/Post Assessment
5. X Other
Describe how the selected tool
“fits” your assessment.
Needs Assessment - Analysis of
records and data. Benchmarks
are set by the Corporation for
National & Community Service.
5
1.
Provide overview of process
selecting outcome, identifying
methods and criteria and results
from the activity.
2.
Provide specific analysis of data
from assessment and discuss the
successes or concerns related to
what the data indicates regarding
student learning.
3.
Include all potential links to other
outcomes in the course, other
courses, or any other parts of the
institution you deem appropriate.
Report on how you will
use the results of the
assessment for
improving teaching
and learning.
Reporting Out (cont):
EXAMPLES:
Do the results of this
assessment indicate a
need for another
assessment? When?
Why?
As a result of the
assessment, is the unit
considering any
modifications to improve
the learning outcome?
What are they? When
will they occur? Do they
involve other units?
Assessment Detail
Please provide narrative details for previous worksheet(s).
Unit: Teacher Preparation & Education Programs
Campus: Riverside City
___
Contact Person: Ola M. Jackson _____________
Date: May, 15 2009________________
Program: AmeriCorps Local Emergency Readiness Teams
#5, Step 4, 1: Provide overview of process selecting outcome; identifying methods, criteria and results from the activity.
SLO was selected because of the need for disaster preparedness plans and File of Life Cards in the Riverside County area; the need would be met by
the community college students providing presentations in the Riverside area. The RCC College students (AmeriCorps volunteer members)
developed and produced student disaster preparedness plans for different communities within the Inland Empire Region. The goal of the project was
to increase emergency preparedness awareness for the citizens of the Riverside area in case of an emergency. Also, to ensure that individuals,
especially those with special needs, are better prepared for emergencies. By taking part in this program and providing some critical information,
emergency personnel coming to aid a program-enrolled person will also be better prepared to assist with whatever greets them.
#5, Step 4, 2: Provide specific analysis of data from assessment and discuss the successes or concerns related to what the data indicates regarding student
learning.
52 college students (AmeriCorps volunteer members) improved individual and family disaster preparedness by providing in classroom and
community service presentations to over 400 kindergarten through 6th grade (k-6) with 300 of the children’s families returning their completed plans
and as measured by a family/guardian sign off form. The students had to fulfill 450 required hours of community service in order to successfully
complete the program. Over the three period of the program 147 students performed 75, 833 hours of community service. The lost of this program
has been greatly felt by not only the Riverside community but our neighboring communities, such as San Bernardino and San Diego. The
AmeriCorps ALERT program has had a major positive impact in the Riverside County Area.
#5, Step 4, 3: Include all potential links to other outcomes in the course, other courses, or any other parts of the institution you deem appropriate.
The SLO is linked to the courses that are required for the Emergency Medical Services Program located at the Riverside Community College March
Education Center and the courses for the Physician Assistant Program at the Moreno Valley Campus.. The EMS students are required to complete
2000 hours of volunteer community service and the Physician Assistant students are required to complete 1,200 of volunteer community service. The
Teacher Preparation and Education Programs captured 450 hours of service and as a result, each college student was able to obtain and AmeriCorps
Education Award in the amount of $1,250.00 to help with their educational expenses.
6
#5, Step 5, 1: Do the results of this assessment indicate a need for another assessment? When? Why?
No. The AmeriCorps ALERT Program was a federally funded program that was funded by the Corporation for National and Community Service.
The funds are no longer available.
# 5, Step 5, 2: As a result of the assessment, is the unit considering any modifications to improve the learning outcome? What are they? When will they
occur? Do they involve other units?
No. Although, the Teacher Preparation and Education Programs office continues to seek out programs that will continue to allow community college
students to serve as a positive role models, along with growth and development by participating in community service volunteer programs that will
help the community be prepared in case of an emergency or disaster.
7
RCCD STUDENT LEARNING OUTCOMES
COURSE-BASED ASSESSMENT PLANNING
GUIDE
CONTACT PERSON:
Ola M. Jackson
Assessment is for single section X
multiple sections ___
DATE SUBMITTED: May 15, 2009
CONTACT INFORMATION: (951)222-8927
Program - Teacher Reading Math
Development Partnership (TRMDP)
DATE COMPLETED & REPORTED: 5/15/09
LIST SLO TO BE ASSESSED: Riverside Community College AmeriCorps Service Learning Students to provide 450 volunteer hours tutoring literacy and
mathematics to elementary school children K-6 in the Riverside County Area. These students are highly interested in becoming teachers in an elementary
school classroom setting, gaining real world teaching and hands-on experience.
Step 1: Taking Stock
Step 2: Time & Methods of Assessment
Step 3: Measurement Criteria
Step 4: Summary and
Analysis of Data
Step 5: Use of Results and
Modifications
WHY?
HOW?
WHAT?
RESULTS
Act, enact, and
disseminate
What are your expectations?
If this is the first assessment
you have created, you may not
have a specific benchmark or
goal for this particular
project. As you embed
assessment in your teaching,
you will begin to develop
benchmarks.
1. 100 specific % of all
AmeriCorps members
will provide one-onone and small groups,
literacy and math
tutoring to 120-200, k6 schools and/or at
local after school
programs.
Analyze and report on the results of
the assessment. Use the first 3 steps
in this process..
Reporting Out:
1. Provide overview of process
selecting outcome, identifying
methods and criteria and results
from the activity.
Provide a clear “picture”
of why you selected this
student learning outcome
and explain the project
or assignment you will be
using as the assessment
tool. Attach relevant
documents to this sheet.
Why?
1. __improve
instruction
2. X student success
rates
3. __equity
4. __retention rates
5. __persistence
rates
6. __course
completion rate
7. X other
How will the learning outcome be
assessed?
1.
X Student self reported gains
2. ___Portfolio
3. ___Analytic Rubric
4. X Pre/Post Assessment
5. X Other
Describe how the selected tool
“fits” your assessment.
Needs Assessment - Analysis of
records and data. The student’s
submitted monthly time logs
documenting the number of hours
spent tutoring the elementary school
children in reading and math.
8
2.
Provide specific analysis of data
from assessment and discuss the
successes or concerns related to
what the data indicates regarding
student learning.
3.
Include all potential links to other
outcomes in the course, other
courses, or any other parts of the
institution you deem appropriate.
Report on how you will
use the results of the
assessment for
improving teaching
and learning.
Reporting Out (cont):
EXAMPLES:
Do the results of this
assessment indicate a
need for another
assessment? When?
Why?
As a result of the
assessment, is the unit
considering any
modifications to improve
the learning outcome?
What are they? When
will they occur? Do they
involve other units?
Assessment Detail
Please provide narrative details for previous worksheet(s).
Unit: Teacher Preparation & Education Programs
Campus: Riverside City
___
Contact Person: Ola M. Jackson _____________
Date: May, 15 2009________________
Program: Teacher Reading Math Development Partnership (TRMDP)
#5, Step 4, 1: Provide overview of process selecting outcome; identifying methods, criteria and results from the activity.
Student Learning Outcome was selected because of the need for the community college student to be placed in the elementary school classrooms to
assist the teachers by tutoring the children in literacy and mathematics, with priority going to students who were performing below grade/age
appropriate levels in literacy and math and/or English language learner students.
#5, Step 4, 2: Provide specific analysis of data from assessment and discuss the successes or concerns related to what the data indicates regarding student
learning.
40 RCC college students (AmeriCorps volunteer members) provided one-on-one and small groups literacy and mathematics tutoring to 120-200 k-6
students. With priority going to students who were performing below grade/age appropriate levels in literacy and mathematics and/or were English
Language Learner Students. The students had to fulfill 450 required hours of community service in order to successfully complete the program. Over
an eight year period 311 students performed 93,622 hours of community service. The lost of this program has had a significant impact with our
elementary school partners.
#5, Step 4, 3: Include all potential links to other outcomes in the course, other courses, or any other parts of the institution you deem appropriate.
The SLO is linked to the Education 5- AmeriCorps Service Learning Course. Students will complete 360 hours of elementary school tutoring, and 36
hours of community service outreach. Students will demonstrate theories and practices of AmeriCorps community service learning. The students
enrolled in Education 5 had an opportunity to be placed in an elementary school working side by side with a certificated teacher. The college student
and teacher develop a mentor/mentee relationship and the students are able to incorporate Education 5 classroom content into their individual tutoring
lesson plans.
#5, Step 5, 1: Do the results of this assessment indicate a need for another assessment? When? Why? The AmeriCorps TRMDP Program was a federally
program that was funded by the Corporation for National and Community Service. The funds for the program are no longer available, prompting
great concern from our elementary school and community partners. We had college students placed in 4 school districts and sixteen elementary
schools. There is a need for further assessment, with the state of the economy a greater number of families are moving to the Riverside area, the
children in those families would enroll in our local area elementary schools and be able to take advantage of the RCC AmeriCorps TRMDP tutoring.
9
The Riverside Community College Teacher Preparation and Education Programs AmeriCorps Teacher Reading and Mathematics program has had a
tremendous impact on the Riverside County area elementary schools.
# 5, Step 5, 2: As a result of the assessment, is the unit considering any modifications to improve the learning outcome? What are they? When will they
occur? Do they involve other units?
Continue funding for this type of program is necessary because of the shortage of teachers and teacher’s aides that are no longer in the schools due to
budget cuts. The Teacher Preparation and Education Programs has continued to seek additional funding for this program in order to place the
community college back into the elementary school where the tutoring of literacy and mathematics can continue to help the elementary school
children in the Riverside County area.
10
RCCD STUDENT LEARNING OUTCOMES
COURSE-BASED ASSESSMENT PLANNING
GUIDE
CONTACT PERSON:
Ola M. Jackson
Assessment is for single section_X
multiple sections___
DATE SUBMITTED: May 15, 2009
CONTACT INFORMATION: (951) 222-8927
Program - Aurora Project
Course Number and Title:
DATE COMPLETED & REPORTED: 5/15/09
LIST SLO TO BE ASSESSED: Address the critical need for qualified single-subject credentialed math and science teachers in California by providing education
field work to community college students majoring in math or science and interested in teaching.
Step 1: Taking Stock
Step 2: Time & Methods of Assessment
Step 3: Measurement Criteria
Step 4: Summary and
Analysis of Data
Step 5: Use of Results and
Modifications
WHY?
HOW?
WHAT?
RESULTS
Act, enact, and
disseminate
What are your expectations?
If this is the first assessment
you have created, you may not
have a specific benchmark or
goal for this particular
project. As you embed
assessment in your teaching,
you will begin to develop
benchmarks.
Analyze and report on the results of
the assessment. Use the first 3 steps
in this process.
Reporting Out:
Provide a clear “picture”
of why you selected this
student learning outcome
and explain the project or
assignment you will be
using as the assessment
tool. Attach relevant
documents to this sheet.
Why?
1. __improve
instruction
2. _X student
success rates
3. _X_ equity
4. _X_ retention 
rates
5. _X_ persistence 

rates
6. __course
completion rate
7. __other
How will the learning outcome be
assessed?
1.
_X_ Student self reported gains
2. ___Portfolio
3. ___Analytic Rubric
4. ___Pre/Post Assessment
5. _X Other
1.
Describe how the selected tool
“fits” your assessment.
2.
Satisfaction surveys: show success,
self-esteem, equity
3.
Interviews: show retention &
persistence, tracks program results and
graduation rates
4.
___specific % of all
submissions will
display competency
___specific % of all
performances will
indicate competency
___benchmark not
available; assessment
activity to serve as
initial benchmark.
_X_other
11
1.
Provide overview of process
selecting outcome, identifying
methods and criteria and results
from the activity.
2.
Provide specific analysis of data
from assessment and discuss the
successes or concerns related to
what the data indicates regarding
student learning.
3.
Include all potential links to other
outcomes in the course, other
courses, or any other parts of the
institution you deem appropriate.
Report on how you will
use the results of the
assessment for
improving teaching
and learning.
Reporting Out (cont):
EXAMPLES:
Do the results of this
assessment indicate a
need for another
assessment? When?
Why?
As a result of the
assessment, is the unit
considering any
modifications to improve
the learning outcome?
What are they? When
will they occur? Do they
involve other units?
Assessment Detail
Please provide narrative details for previous worksheet(s).
Unit: Teacher Preparation & Education Programs
Campus: Riverside City
___
Contact Person: Ola M. Jackson _____________
Date: May, 15 2009________________
Program: Aurora Project
_
#5, Step 4, 1: Provide overview of process selecting outcome; identifying methods, criteria, and results from the activity.
The purpose of the Aurora project is to allow math or science majors to experience a 33 to 36 hour internship that would include 3 to 6 hours of
training and 30 hours of field work in a classroom for an experiential learning experience. Students were given pre and post tests for the training
concerning expectations and comprehension. Also, the first 6 students were interviewed one year after they had completed the program. All six are
still in school: one in graduate school, 3 in upper division university and two at community college. Four students are in progress during spring 2009,
but report satisfaction and excitement about the learning experience.
#5, Step 4, 2: Provide specific analysis of data from assessment and discuss the successes or concerns related to what the data indicates regarding student
learning.
From the 10 students that participated all of them are considering careers in education, and all of them have transferred or are preparing to transfer to
university. Data was self reported via an interview of the first 6 students that completed the program one year later from the time that they
completed. The other four students are in progress, but have self reported positive gains from the experiential learning.
#5, Step 4, 3: Include all potential links to other outcomes in the course, other courses, or any other parts of the institution you deem appropriate.
Other outcomes for the program are that liaisons develop among RCC academic departments, public school personnel and area universities.
Educational experiences and relationships are linked to student success, self-esteem, retention, persistence and completion.
#5, Step 5, 1: Do the results of this assessment indicate a need for another assessment? When? Why?
No
#5, Step 5, 2: As a result of the assessment, is the unit considering any modifications to improve the learning outcome? What are they? When will they
occur? Do they involve other units?
No
12
RCCD STUDENT LEARNING OUTCOMES
COURSE-BASED ASSESSMENT PLANNING
GUIDE
CONTACT PERSON:
Ola M. Jackson
Assessment is for single section_X
multiple sections___
DATE SUBMITTED: May 15, 2005
CONTACT INFORMATION:
Program - CBEST Preparation
Course Number and Title:
DATE COMPLETED & REPORTED: 5/15/09
LIST SLO TO BE ASSESSED: As part of the California AB2042 No Child Left Behind legislation, all students transferring into a teacher education program at
a four year college or university will be required to have passed the CBEST exam.
Step 1: Taking Stock
Step 2: Time & Methods of Assessment
Step 3: Measurement Criteria
Step 4: Summary and
Analysis of Data
Step 5: Use of Results and
Modifications
WHY?
HOW?
WHAT?
RESULTS
Act, enact, and
disseminate
What are your expectations?
If this is the first assessment
you have created, you may not
have a specific benchmark or
goal for this particular
project. As you embed
assessment in your teaching,
you will begin to develop
benchmarks.
Analyze and report on the results of
the assessment. Use the first 3 steps
in this process..
Reporting Out:
Provide a clear “picture”
of why you selected this
student learning outcome
and explain the project or
assignment you will be
using as the assessment
tool. Attach relevant
documents to this sheet.
Why?
1. __improve
instruction
2. _X_student
success rates
3. __equity

4. __retention rates
5. X persistence
rates
6. __course
completion rate
7. __other
How will the learning outcome be
assessed?
1.
___Student self reported gains
2. ___Portfolio
3. ___Analytic Rubric
4. ___Pre/Post Assessment
5. _X_Other
Describe how the selected tool “fits”
your assessment.
CBEST Internet Institute files reports
and scoring.
1.
2.
3.
4.
___specific % of all
submissions will display
competency
_X_specific % of all
performances will indicate
competency
___benchmark not
available; assessment
activity to serve as initial
benchmark.
___other
13
1.
Provide overview of process
selecting outcome, identifying
methods and criteria and results
from the activity.
2.
Provide specific analysis of data
from assessment and discuss the
successes or concerns related to
what the data indicates regarding
student learning.
3.
Include all potential links to other
outcomes in the course, other
courses, or any other parts of the
institution you deem appropriate.
Report on how you will
use the results of the
assessment for
improving teaching
and learning.
Reporting Out (cont):
EXAMPLES:
Do the results of this
assessment indicate a
need for another
assessment? When?
Why?
As a result of the
assessment, is the unit
considering any
modifications to improve
the learning outcome?
What are they? When
will they occur? Do they
involve other units?
Assessment Detail
Please provide narrative details for previous worksheet(s).
Unit: Teacher Preparation & Education Programs
Campus: Riverside City
___
Contact Person: Ola M. Jackson _____________
Date: May, 15 2009________________
Program:__CBEST Preparation________
#5, Step 4, 1: Provide overview of process selecting outcome; identifying methods, criteria, and results from the activity.
As part of the California AB2042 No Child Left Behind legislation, all students transferring into a teacher education program at a four year college
or university will be required to have passed the CBEST exam. The method used was analysis of records and data reported from Education
Reports.net of students who passed the CBEST test after taking the CBEST Prep and from surveys conducted after the CBEST Prep. The following
achievement testing results indicates that students who take the CBEST Prep were better prepared when they took the CBEST test. Surveys indicate
students found the workshop valuable.
#5, Step 4, 2: Provide specific analysis of data from assessment and discuss the successes or concerns related to what the data indicates regarding student
learning.
Students who take the CBEST Prep and CBEST Exam were able to enter into the Teacher Education Program of their choice and meet legislation
requirements.
#5, Step 4, 3: Include all potential links to other outcomes in the course, other courses, or any other parts of the institution you deem appropriate.
This outcome is linked to math, reading, comprehension and writing skills.
#5, Step 5, 1: Do the results of this assessment indicate a need for another assessment? When? Why?
No.
#5, Step 5, 2: As a result of the assessment, is the unit considering any modifications to improve the learning outcome? What are they? When will they
occur? Do they involve other units?
No.
14
RCCD STUDENT LEARNING OUTCOMES
COURSE-BASED ASSESSMENT PLANNING
GUIDE
CONTACT PERSON:
Ola M. Jackson
Assessment is for single section _X_
multiple sections___
DATE SUBMITTED: May 15, 2009
CONTACT INFORMATION: (951) 222-8927
Program - Copernicus Project
Course Number and Title:
DATE COMPLETED & REPORTED: 5/15/09
LIST SLO TO BE ASSESSED: Raise to new levels the number, diversity, and retention of Science teachers in California.
Step 1: Taking Stock
Step 2: Time & Methods of Assessment
Step 3: Measurement Criteria
Step 4: Summary and
Analysis of Data
Step 5: Use of Results and
Modifications
WHY?
HOW?
WHAT?
RESULTS
Act, enact, and
disseminate
What are your expectations?
If this is the first assessment
you have created, you may not
have a specific benchmark or
goal for this particular
project. As you embed
assessment in your teaching,
you will begin to develop
benchmarks.
Analyze and report on the results of
the assessment. Use the first 3 steps
in this process..
Reporting Out:
Provide a clear “picture”
of why you selected this
student learning outcome
and explain the project or
assignment you will be
using as the assessment
tool. Attach relevant
documents to this sheet.
Why?
1. __improve
instruction
2. _X_ student
success rates
3. _X_ equity
4. _X_ retention
rates
5. _X_ persistence
rates
6. __course
completion rate
7. __other
How will the learning outcome be
assessed?
1.
_X_ Student self reported gains
2. ___Portfolio
3. ___Analytic Rubric
4. ___Pre/Post Assessment
5. _X Other
Describe how the selected tool
“fits” your assessment.
Research surveys designed by UCR
(grantor) are part of a longitudinal
study for student success and
completion rates.
Teacher Preparation keeps a survey
data base on all students taking
education classes to survey interest,
goals, student services requirements,
and recruitment information.
1. ___specific % of all
submissions will
display competency
2. ___specific % of all
performances will
indicate competency
3. ___benchmark not
available; assessment
activity to serve as
initial benchmark.
4. _X_ other
15
1.
Provide overview of process
selecting outcome, identifying
methods and criteria and results
from the activity.
2.
Provide specific analysis of data
from assessment and discuss the
successes or concerns related to
what the data indicates regarding
student learning.
3.
Include all potential links to other
outcomes in the course, other
courses, or any other parts of the
institution you deem appropriate.
Report on how you will
use the results of the
assessment for
improving teaching
and learning.
Reporting Out (cont):
EXAMPLES:
Do the results of this
assessment indicate a
need for another
assessment? When?
Why?
As a result of the
assessment, is the unit
considering any
modifications to improve
the learning outcome?
What are they? When
will they occur? Do they
involve other units?
Assessment Detail
Please provide narrative details for previous worksheet(s).
Unit: Teacher Preparation & Education Programs
Campus: Riverside City
___
Contact Person: Ola M. Jackson _____________
Date: May, 15 2009________________
Program: Copernicus Project
_
#5, Step 4, 1: Provide overview of process selecting outcome; identifying methods, criteria and results from the activity.
Purpose of the grant was to increase the number, diversity and quality of science and math teachers. Outreach and recruitment activities to increase
awareness for the need of math and science teachers were selected such as outreach and recruiting at events; distributing advertising media to both
high school and college students; providing workshops on teacher preparation, the credentialing process, financial aid and transfer; and giving
presentations in science, math, education and guidance classes in the district. At the end of the class presentations, research surveys provided by the
grantor were given to 2000 students in math, science, and education classes over a four year period from 2005 to 2009. Also, a survey and data base
was created from students in education classes that indicated interests, goals, student services needs, and recruitment information.
To increase awareness other opportunities were provided through the grant which were internships for community college students and a free
summer science camp for high school students. See the next SLO.
#5, Step 4, 2: Provide specific analysis of data from assessment and discuss the successes or concerns related to what the data indicates regarding student
learning.
The research is managed by the grantor (UCR Graduate School of Education) and is longitudinal. However, early indicators show that there has been
an increase of students seeking credentials in math and science. The Teacher Preparation data base will also provide a longitudinal study for
completion rates and indicates now how recruitment efforts have been successful.
#5, Step 4, 3: Include all potential links to other outcomes in the course, other courses, or any other parts of the institution you deem appropriate.
Outreach, recruitment, and workshops increased awareness of students for many other career pathways to teaching careers at many grade levels and
in both academic and Career Technical Education. Activities created synergy with the Transfer and Career Center and STEM grant facilitators. The
project provides synergistic relationships among institutions from high school, college, to university and creates clear educational pathways.
The experiential knowledge and learning outcomes for these students goes beyond simple awareness, is monumental and incalculable. The project
provides synergistic relationships among institutions from high school, college, to university and creates clear educational pathways.
16
#5, Step 5, 1: Do the results of this assessment indicate a need for another assessment? When? Why?
No
# 5, Step 5, 2: As a result of the assessment, is the unit considering any modifications to improve the learning outcome? What are they? When will they
occur? Do they involve other units?
No
17
RCCD STUDENT LEARNING OUTCOMES
COURSE-BASED ASSESSMENT PLANNING
GUIDE
CONTACT PERSON:
Ola M. Jackson
Assessment is for single section_X_
multiple sections___
DATE SUBMITTED: May 15, 2009
CONTACT INFORMATION: (951) 222-8927
Program - Copernicus Project
Course Number and Title:
DATE COMPLETED & REPORTED: 5/15/09
LIST SLO TO BE ASSESSED: Pre-service teachers will have more extensive and high quality clinical experiences in Science through internships in summer
institutes, or in science-related business, or high school summer institutes.
Step 1: Taking Stock
Step 2: Time & Methods of Assessment
Step 3: Measurement Criteria
Step 4: Summary and
Analysis of Data
Step 5: Use of Results and
Modifications
WHY?
HOW?
WHAT?
RESULTS
Act, enact, and
disseminate
What are your expectations?
If this is the first assessment
you have created, you may not
have a specific benchmark or
goal for this particular
project. As you embed
assessment in your teaching,
you will begin to develop
benchmarks.
Analyze and report on the results of
the assessment. Use the first 3 steps
in this process..
Reporting Out:
Provide a clear “picture”
of why you selected this
student learning outcome
and explain the project or
assignment you will be
using as the assessment
tool. Attach relevant
documents to this sheet.
Why?
1. __ improve
instruction
2. _X_ student
success rates
3. _X_ equity

4. _X_ retention
rates
5. _X_ persistence
rates
6. __course
completion rate
7. __other
How will the learning outcome be
assessed?
1.
_X_ Student self reported gains
2. ___Portfolio
3. ___Analytic Rubric
4. _X Pre/Post Assessment
5. _X Other
Describe how the selected tool
“fits” your assessment.
1.
2.
Satisfaction surveys: Self reported
gains, success, equity in diversity
recruitment
Interviews: Show retention &
persistence track program results and
completion rates
3.
4.
___specific % of all
submissions will display
competency
___specific % of all
performances will indicate
competency
___benchmark not
available; assessment
activity to serve as initial
benchmark.
_X_other
18
1.
Provide overview of process
selecting outcome, identifying
methods and criteria and results
from the activity.
2.
Provide specific analysis of data
from assessment and discuss the
successes or concerns related to
what the data indicates regarding
student learning.
3.
Include all potential links to other
outcomes in the course, other
courses, or any other parts of the
institution you deem appropriate.
Report on how you will
use the results of the
assessment for
improving teaching
and learning.
Reporting Out (cont):
EXAMPLES:
Do the results of this
assessment indicate a
need for another
assessment? When?
Why?
As a result of the
assessment, is the unit
considering any
modifications to improve
the learning outcome?
What are they? When
will they occur? Do they
involve other units?
Assessment Detail
Please provide narrative details for previous worksheet(s).
Unit: Teacher Preparation & Education Programs
Campus: Riverside City
___
Contact Person: Ola M. Jackson _____________
Date: May, 15 2009________________
Program: Copernicus Project
_
#5, Step 4, 1: Provide overview of process selecting outcome; identifying methods, criteria, and results from the activity.
76 students were recruited to participate in Copernicus Project Summer Science community college internships at UCR for 4 summers and summer
2009 pending. Those students attend a two week science education internship with free room and board at the university and receive $1000.
Satisfaction surveys, interviews, and longitudinal survey data are given and kept by the grantor.
22 students received 160 hour Beckman-Coulter internships at science businesses in the region. Twelve students received $4000 each and 10
students will receive $2880 after summer 2009. Satisfaction surveys, interviews, and longitudinal survey data are given and kept by the grantor.
97 high school students from our feeder schools participated in Copernicus Project high school summer science camp at RCC for three summers
2006, ’07, ’08. These students were provided pre and post tests by the RCC Copernicus counselor which were satisfaction surveys.
#5, Step 4, 2: Provide specific analysis of data from assessment and discuss the successes or concerns related to what the data indicates regarding student
learning.
The experiential knowledge and learning outcomes for these students goes beyond simple awareness, is monumental and incalculable. All students
who participated thus far indicate satisfaction, interest in science and/or math teaching careers, and a desire to complete educational goals.
#5, Step 4, 3: Include all potential links to other outcomes in the course, other courses, or any other parts of the institution you deem appropriate.
An ancillary outcome is improved student achievement in science for participants.
The project provides synergistic relationships among institutions from high school, college, to university and creates clear educational pathways.
#5, Step 5, 1: Do the results of this assessment indicate a need for another assessment? When? Why?
No.
19
#5, Step 5, 2: As a result of the assessment, is the unit considering any modifications to improve the learning outcome? What are they? When will they
occur? Do they involve other units?
No.
20
RCCD STUDENT LEARNING OUTCOMES
COURSE-BASED ASSESSMENT PLANNING
GUIDE
CONTACT PERSON:
Ola M. Jackson
Assessment is for single section_X_
multiple sections___
DATE SUBMITTED: May 15, 2009
CONTACT INFORMATION: (951) 222-8927
Program - Funds for the
Improvement of Post Secondary
Education (FIPSE)
Course Number and Title:
DATE COMPLETED & REPORTED: 5/15/09
LIST SLO TO BE ASSESSED: A developmental teacher preparation curriculum will be produced for the Stokoe Innovative Learning Center, one that includes a
sequence of professional experiences appropriate for lower division community college students and upper division/postgraduate university students.
Step 1: Taking Stock
Step 2: Time & Methods of Assessment
Step 3: Measurement Criteria
Step 4: Summary and
Analysis of Data
Step 5: Use of Results and
Modifications
WHY?
HOW?
WHAT?
RESULTS
Act, enact, and
disseminate
What are your expectations?
If this is the first assessment
you have created, you may not
have a specific benchmark or
goal for this particular
project. As you embed
assessment in your teaching,
you will begin to develop
benchmarks.
Analyze and report on the results of
the assessment. Use the first 3 steps
in this process.
Reporting Out:
Provide a clear “picture”
of why you selected this
student learning outcome
and explain the project or
assignment you will be
using as the assessment
tool. Attach relevant
documents to this sheet.
Why?
1. _X_improve
instruction
2. _X_student
success rates
3. _X_equity
4. _X_retention rates
5. _X_persistence
rates
6. _X_course
completion rate
7. __other
How will the learning outcome be
assessed?
1.
___Student self reported gains
2. _X_Portfolio
3. ___Analytic Rubric
4. ___Pre/Post Assessment
5. ___Other
Describe how the selected tool
“fits” your assessment.
Community college pre-teacher
education students will transfer into
partnering university programs with
electronic portfolios documenting their
early development as teachers.
1.
100% of community college
pre-teacher education
students will demonstrate
content knowledge
proficiency in
reading/writing and
mathematics appropriate for
students advancing from
lower division to upper
division study.

21
1.
Provide overview of process
selecting outcome, identifying
methods and criteria and results
from the activity.
2.
Provide specific analysis of data
from assessment and discuss the
successes or concerns related to
what the data indicates regarding
student learning.
3.
Include all potential links to other
outcomes in the course, other
courses, or any other parts of the
institution you deem appropriate.
Report on how you will
use the results of the
assessment for
improving teaching
and learning.
Reporting Out (cont):
EXAMPLES:
Do the results of this
assessment indicate a
need for another
assessment? When?
Why?
As a result of the
assessment, is the unit
considering any
modifications to improve
the learning outcome?
What are they? When
will they occur? Do they
involve other units?
Assessment Detail
Please provide narrative details for previous worksheet(s).
Unit: Teacher Preparation & Education Programs
Campus: Riverside City
___
Contact Person: Ola M. Jackson _____________
Date: May, 15 2009________________
Program: Funds for the Improvement of Postsecondary Education (FIPSE)
#5, Step 4, 1: Provide overview of process selecting outcome; identifying methods, criteria and results from the activity.
FIPSE is a federally funded school improvement grant between a community college, public school district and several university partners. This
project us undertaken with determination to improve the persistence of community college students preparing to become teachers, produce a
continuous and sequenced curriculum for teacher development that extended from community college through university study, and improve the
professional development and retention of working teachers. Further, we propose to accomplish these goals while improving the quality of
elementary education, especially for underserved children.
Course work will require students to demonstrate content knowledge proficiency in reading/writing and mathematics appropriate for students
advancing from lower division to upper division study, preparing the students for postgraduate university coursework, and. Methods used to evaluate
students will include questionnaires, discussions, surveys, and analysis of record and data.
#5, Step 4, 2: Provide specific analysis of data from assessment and discuss the successes or concerns related to what the data indicates regarding student
learning.
The number of ethnically diverse pre-teacher education students transferring to collaborating universities will increase by 10 percent annually
between 2004 and 2008. The overarching goal is to create an inter-institutional program where ethnically diverse preschool children, school-aged
children, teachers and future early childhood and K-5 teachers learn together, and where an ongoing spirit of inquiry into effective school learning
and teaching is supported by a collaborative governance structure.
#5, Step 4, 3: Include all potential links to other outcomes in the course, other courses, or any other parts of the institution you deem appropriate.
Community College pre-teacher education students will develop proficiency in technology that they will demonstrate during the introductory phase
of their development as future teachers and transfer to a university program. The community college subject matter faculty will become
knowledgeable about state content competency expectations for future teachers, as well as be aware of the special pedagogical content knowledge
expectations of teachers.
22
#5, Step 5, 1: Do the results of this assessment indicate a need for another assessment? When? Why?
Core institutional commitments to the project and its goals are assured through formal, legally enacted, Memorandum of Understanding and the
commitment of operational funds.
# 5, Step 5, 2: As a result of the assessment, is the unit considering any modifications to improve the learning outcome? What are they? When will they
occur? Do they involve other units?
Ongoing credible evaluation plan results will be conveyed to academic, policy, and public audiences through a comprehensive and multifaceted
dissemination plan.
23
RCCD STUDENT LEARNING OUTCOMES
COURSE-BASED ASSESSMENT PLANNING
GUIDE
CONTACT PERSON:
Ola M. Jackson
Assessment is for single section _X
multiple sections___
DATE SUBMITTED: May 15, 2009
CONTACT INFORMATION: (951) 222-8927
Program - Paraprofessional
Certificate & Degree Program
Course Number and Title:
DATE COMPLETED & REPORTED: 5/15/09
LIST SLO TO BE ASSESSED: To obtain an Education Paraprofessional Certificate and AA or AS Degree from Riverside Community College District.
Step 1: Taking Stock
Step 2: Time & Methods of Assessment
Step 3: Measurement Criteria
Step 4: Summary and
Analysis of Data
Step 5: Use of Results and
Modifications
WHY?
HOW?
WHAT?
RESULTS
Act, enact, and
disseminate
What are your expectations?
If this is the first assessment
you have created, you may not
have a specific benchmark or
goal for this particular
project. As you embed
assessment in your teaching,
you will begin to develop
benchmarks.
Analyze and report on the results of
the assessment. Use the first 3 steps
in this process.
Reporting Out:
Provide a clear “picture”
of why you selected this
student learning outcome
and explain the project or
assignment you will be
using as the assessment
tool. Attach relevant
documents to this sheet.
Why?
1. __improve
instruction
2. _X_student
success rates
3. __equity
4. _X_retention rates
5. __persistence
rates
6. _X course
completion rate
7.
other
How will the learning outcome be
assessed?
1.
___Student self reported gains
2. ___Portfolio
3. ___Analytic Rubric
4. _ _Pre/Post Assessment
5. _X Other
1.
Describe how the selected tool
“fits” your assessment.
Successful students will obtain the
certificate and degree upon completion
of 60 units of college coursework with
a 2.0 GPA.
2.
3.
100% of students in the
program will have a
foundation for continued
education in the field of
teaching
100% of students will have
obtained specialized skills
for an instructional assistant
position through hands-ontraining and observation
___other
24
1.
Provide overview of process
selecting outcome, identifying
methods and criteria and results
from the activity.
2.
Provide specific analysis of data
from assessment and discuss the
successes or concerns related to
what the data indicates regarding
student learning.
3.
Include all potential links to other
outcomes in the course, other
courses, or any other parts of the
institution you deem appropriate.
Report on how you will
use the results of the
assessment for
improving teaching
and learning.
Reporting Out (cont):
EXAMPLES:
Do the results of this
assessment indicate a
need for another
assessment? When?
Why?
As a result of the
assessment, is the unit
considering any
modifications to improve
the learning outcome?
What are they? When
will they occur? Do they
involve other units?
Assessment Detail
Please provide narrative details for previous worksheet(s).
Unit: Teacher Preparation & Education Programs
Campus: Riverside City
___
Contact Person: Ola M. Jackson _____________
Date: May, 15 2009________________
Program: Paraprofessional Certificate and Degree Program
#5, Step 4, 1: Provide overview of process selecting outcome; identifying methods, criteria, and results from the activity.
The program was developed in response to the No Child Left Behind Act of 2001. Students are required to complete the general education
requirements along with specific core requirements and elective units with a minimum 2.0 GPA. Support is rendered to students in the program
through specialized academic advisement and counseling, Orientation to Teaching Workshops, cross-enrollment with local universities, financial
aid/scholarship workshops, field experience in K-12 classrooms, and e-portfolio creation. Successful completion of requirements for the certificate
and degree program accomplishes the following:
 prepares students for any position as an instructional assistant in K-12 classrooms
 Provides a foundation for continued education in the field of teaching as a career
 Equips students with specialized skills for an instructional assistant position through hands-on-training and observation
 Students have fulfilled the Title 1 mandate for all instructional assistants in accordance with education reform legislation
#5, Step 4, 2: Provide specific analysis of data from assessment and discuss the successes or concerns related to what the data indicates regarding student
learning.
Evaluation of course completion indicates that for the 2008-2009 school year, 2 students received the Education Paraprofessional Certificate and
Degree, and for the 2007-2008 school year, 3 students did. These numbers do not represent the number of students that successfully completed the
requirements to apply for the certificate and degree.
#5, Step 4, 3: Include all potential links to other outcomes in the course, other courses, or any other parts of the institution you deem appropriate.
Successful completion of requirements for the certificate and degree program accomplishes the following:
 Improved mathematics, writing and reading comprehension skills
 University transfer opportunities
 Increased employment opportunities
#5, Step 5, 1: Do the results of this assessment indicate a need for another assessment? When? Why?
No additional assessment is needed at this time.
25
#5, Step 5, 2: As a result of the assessment, is the unit considering any modifications to improve the learning outcome? What are they? When will they
occur? Do they involve other units?
No modifications are necessary.
26
RCCD STUDENT LEARNING OUTCOMES
COURSE-BASED ASSESSMENT PLANNING
GUIDE
CONTACT PERSON:
Ola M. Jackson
Assessment is for single section_X
multiple sections___
DATE SUBMITTED: May 15, 2009
CONTACT INFORMATION: (951) 222-8927
Program – Supporting Action for
Engagement (SAFE)
Course Number and Title:
DATE COMPLETED & REPORTED: 5/15/09
LIST SLO TO BE ASSESSED: The SAFE Project was implemented to eradicate the fear of disaster in elementary school children in the Riverside County area. The SAFE
project provides domestic preparedness training, public safety education, outreach, capacity building, and reflection to engage college students from various academic
disciplines in developing emergency plans with elementary school students. SAFE Program participants will provide service learning training to elementary students, faithbased organization and the community at large. In addition, the SAFE college students will host a parents and children disaster preparedness summit that highlights all of the
emergency services organizations and their responsibility to the community.
Step 1: Taking Stock
Step 2: Time & Methods of Assessment
Step 3: Measurement Criteria
Step 4: Summary and
Analysis of Data
Step 5: Use of Results and
Modifications
WHY?
HOW?
WHAT?
RESULTS
Act, enact, and
disseminate
What are your expectations?
If this is the first assessment
you have created, you may not
have a specific benchmark or
goal for this particular
project. As you embed
assessment in your teaching,
you will begin to develop
benchmarks.
Analyze and report on the results of
the assessment. Use the first 3 steps
in this process.
Reporting Out:
Provide a clear “picture”
of why you selected this
student learning outcome
and explain the project or
assignment you will be
using as the assessment
tool. Attach relevant
documents to this sheet.
Why?
1. _X_improve
instruction
2. __student success
rates
3. __equity
4. __retention rates
5. __persistence
rates
6. _X_course
completion rate
7. __other
How will the learning outcome be
assessed?
1.
___Student self reported gains
2. _X_Portfolio
3. _X_Analytic Rubric
4. ___Pre/Post Assessment
5. ___Other
Describe how the selected tool “fits”
the assessment.
The students will provide the instructor
with a portfolio of the emergency
lesson plan, training materials, hand
outs, and reflection statement of the
experience. Students from each
discipline will be graded on an
analytical rubric based upon
presentation and content of materials.
1.
100 % of all course
designated students will
participate in the SAFE
presentations.
1.
Provide overview of process
selecting outcome, identifying
methods and criteria and results
from the activity.
2.
Provide specific analysis of data
from assessment and discuss the
successes or concerns related to
what the data indicates regarding
student learning.
3.
27
Include all potential links to other
outcomes in the course, other
courses, or any other parts of the
institution you deem appropriate.
Report on how you will
use the results of the
assessment for
improving teaching
and learning.
Reporting Out (cont):
EXAMPLES:
Do the results of this
assessment indicate a
need for another
assessment? When?
Why?
As a result of the
assessment, is the unit
considering any
modifications to improve
the learning outcome?
What are they? When
will they occur? Do they
involve other units?
Assessment Detail
Please provide narrative details for previous worksheet(s).
Unit: Teacher Preparation & Education Programs
Campus: Riverside City
___
Contact Person: Ola M. Jackson _____________
Date: May, 15 2009________________
Program: Supporting Actions for Engagement
#5, Step 4, 1: Provide overview of process selecting outcome; identifying methods, criteria and results from the activity.
The Student Learning Outcome was selected because of the need to eradicate fear and disaster in elementary school children in the Riverside
community and surrounding areas. 829 students from seven academic disciplines will design emergency preparedness lesson plans according to their
discipline. Students were evaluated on their family disaster preparedness lesson plan based on an instruction model.
#5, Step 4, 2: Provide specific analysis of data from assessment and discuss the successes or concerns related to what the data indicates regarding student
learning. Over a 4 year period 829 students participated in a designated course in which the SAFE Project was incorporated. 829 students served 24,
870 hours dedicated to the development and implementation of their individual SAFE Projects.
#5, Step 4, 3: Include all potential links to other outcomes in the course, other courses, or any other parts of the institution you deem appropriate.
Under the SAFE Project the community college students became actively involved in preparing the community for disasters through meeting the
diverse educational needs of various populations by focusing on providing training and information to students, parents and the community. There
were several subject areas involved with the project. The subject areas that were involved in the SAFE Project were Early Childhood Education,
Education 1,3,4 and 5; Mathematics; Business Education and Para-Legal Studies; Telecommunications; and History.
#5, Step 5, 1: Do the results of this assessment indicate a need for another assessment? When? Why?
No. The project was funded for 4 years and provided Riverside Community College (RCC) students with the opportunity to contribute positively to
the community.
28
STUDENT LEARNING OUTCOMES COURSEBASED ASSESSMENT PLANNING GUIDE
CONTACT PERSON:
Ola M. Jackson
Assessment is for single section_X_
multiple sections___
DATE SUBMITTED: May 15, 2009
CONTACT INFORMATION:
Program - Supplemental Instruction
Course Number and Title:
DATE COMPLETED & REPORTED: 5/15/09
LIST SLO TO BE ASSESSED: Improve student success in math and science and improve transfer in general math and science initiatives.
Step 1: Taking Stock
Step 2: Time & Methods of Assessment
Step 3: Measurement Criteria
Step 4: Summary and
Analysis of Data
Step 5: Use of Results and
Modifications
WHY?
HOW?
WHAT?
RESULTS
Act, enact, and
disseminate
What are your expectations?
If this is the first assessment
you have created, you may not
have a specific benchmark or
goal for this particular
project. As you embed
assessment in your teaching,
you will begin to develop
benchmarks.
Analyze and report on the results of
the assessment. Use the first 3 steps
in this process.
Reporting Out:
Provide a clear “picture”
of why you selected this
student learning outcome
and explain the project or
assignment you will be
using as the assessment
tool. Attach relevant
documents to this sheet.
Why?
1. __improve
instruction
2.
X student
success rates
3. __equity
4.
X retention
rates
5. __persistence
rates
6.
X course 
completion
rate
7. __other
How will the learning outcome be
assessed?
1.
___Student self reported gains
2. ___Portfolio
3. ___Analytic Rubric
4. _X Pre/Post Assessment
5. ___Other
Describe how the selected tool
“fits” your assessment.
Analyzed records and data.
Examples:
1. 75 % of all submissions
will display competency
2. ___specific % of all
performances will indicate
competency
3. ___benchmark not
available; assessment
activity to serve as initial
benchmark.
4. ___other
29
1.
Provide overview of process
selecting outcome, identifying
methods and criteria and results
from the activity.
2.
Provide specific analysis of data
from assessment and discuss the
successes or concerns related to
what the data indicates regarding
student learning.
3.
Include all potential links to other
outcomes in the course, other
courses, or any other parts of the
institution you deem appropriate.
Report on how you will
use the results of the
assessment for
improving teaching
and learning.
Reporting Out (cont):
EXAMPLES:
Do the results of this
assessment indicate a
need for another
assessment? When?
Why?
As a result of the
assessment, is the unit
considering any
modifications to improve
the learning outcome?
What are they? When
will they occur? Do they
involve other units?
Assessment Detail
Please provide narrative details for previous worksheet(s).
Unit: Teacher Preparation & Education Programs
Campus: Riverside City
___
Contact Person: Ola M. Jackson _____________
Date: May, 15 2009________________
Program: Supplemental Instruction
#5, Step 4, 1: Provide overview of process selecting outcome; identifying methods, criteria and results from the activity.
Improving student academic success and improving transfer rates was selected in order to help students overcome academic skill deficiencies and
promote success in transfer level courses. Courses deemed traditionally difficult or high levels of D F W were selected. The method used was the
analysis of records and data. Course rosters were obtained from the faculty each semester including student identification and name, following the
provision in the Family Education Rights to Privacy Act: 34 CFR Part 99 (FERPA). The roster is used as a template for tracking student attendance
on a monthly basis. At the beginning of each semester, faculty submits the first exam grade. This information is entered in a database along with the
tracking of attendance by month for the semester for each participating course. At the end of the semester, final course grades are merged into the
database to compare participants and non-participant course outcomes. Student names are not reported in outcome data and all personal information
is kept confidential. The following Learner Assessment findings are from academic year 2006-2007 and 2007-2008. Of the estimated 2, 729
students who were offered Supplemental Instruction, 42% participated in one or more SI sessions. A total of 4,233 SI sessions hours were conducted
by 31 SI Leaders over the 2 year reporting period. Seventy percent of SI participant’s received GPA’s greater than 2.0 in comparison to 59% of Non
SI participants who received GPA’s greater than 2.0
#5, Step 4, 2: Provide specific analysis of data from assessment and discuss the successes or concerns related to what the data indicates regarding student
learning.
The increase of good standing GPA’s found using the learner assessment reveals that student who participate in peer facilitated sessions and are
given appropriate modeling of learning strategies, understand the “how to learn” with the “what to learn”. Through practice and master of effective
learning strategies, students can adopt and transfer these strategies to other subjects and content areas. Collaborative learning strategies create a
means of a more active learning environment. The opportunity to participate in SI sessions creates a more active learning environment
#5, Step 4, 3: Include all potential links to other outcomes in the course, other courses, or any other parts of the institution you deem appropriate.
Appropriate application of study strategies can directly impact the opportunities for continuation with higher education, ultimately leading to
continued academic success for the rest of their lives. This is linked to all historically difficult courses o campus, i.e.: math, science…
#5, Step 5, 1: Do the results of this assessment indicate a need for another assessment? When? Why?
Data collection will continue for each semester in order to assess the number of SI Leaders needed for each discipline.
30
# 5, Step 5, 2: As a result of the assessment, is the unit considering any modifications to improve the learning outcome? What are they? When will they
occur? Do they involve other units?
N/A
31
RCCD STUDENT LEARNING OUTCOMES
COURSE-BASED ASSESSMENT PLANNING
GUIDE
CONTACT PERSON:
Ola M. Jackson
Assessment is for single section_X_
multiple sections___
DATE SUBMITTED: May 15 2009
CONTACT INFORMATION: (951) 222-8927
Program -Teacher Preparation
Pipeline CTE
Course Number and Title:
DATE COMPLETED & REPORTED: 5/15/09
LIST SLO TO BE ASSESSED: Increase awareness of teacher preparation at the community college by adding to our existing programs and increase the number
of students who consider teaching in the Career Technical Education field at the high school/ROCP and/or community college.
Step 1: Taking Stock
Step 2: Time & Methods of Assessment
Step 3: Measurement Criteria
Step 4: Summary and
Analysis of Data
Step 5: Use of Results and
Modifications
WHY?
HOW?
WHAT?
RESULTS
Act, enact, and
disseminate
What are your expectations?
If this is the first assessment
you have created, you may not
have a specific benchmark or
goal for this particular
project. As you embed
assessment in your teaching,
you will begin to develop
benchmarks.
1. ___specific % of all
submissions will display
competency
2. ___specific % of all
performances will indicate
competency
3. ___benchmark not
available; assessment
activity to serve as initial
benchmark.
4. _X_other – 75% increase in
awareness for high school
students
Analyze and report on the results of
the assessment. Use the first 3 steps
in this process..
Reporting Out:
Provide a clear “picture”
of why you selected this
student learning outcome
and explain the project or
assignment you will be
using as the assessment
tool. Attach relevant
documents to this sheet.
Why?
1. __improve instruction
2. __student success
rates
3. __equity
4. _X retention rates
5. __persistence rates
6. __course completion
rate
7.
X other – Application
How will the learning outcome be
assessed?
1.
___Student self reported gains
2. ___Portfolio
3. ___Analytic Rubric
4. _X_Pre/Post Assessment
5. _ _Other
Describe how the selected tool
“fits” your assessment.
The application developed for the
program identified interest in a CTE
field, ability to succeed in required
coursed, and a commitment to teaching
in a CTE field.
32
1.
Provide overview of process
selecting outcome, identifying
methods and criteria and results
from the activity.
2.
Provide specific analysis of data
from assessment and discuss the
successes or concerns related to
what the data indicates regarding
student learning.
3.
Include all potential links to other
outcomes in the course, other
courses, or any other parts of the
institution you deem appropriate.
Report on how you will
use the results of the
assessment for
improving teaching
and learning.
Reporting Out (cont):
EXAMPLES:
Do the results of this
assessment indicate a
need for another
assessment? When?
Why?
As a result of the
assessment, is the unit
considering any
modifications to improve
the learning outcome?
What are they? When
will they occur? Do they
involve other units?
Assessment Detail
Please provide narrative details for previous worksheet(s).
Unit: Teacher Preparation & Education Programs
Campus: Riverside City________________
Contact Person: Ola M. Jackson _______________
Date: May 15, 2009 ________________
Program: Teacher Preparation Pipeline CTE
#5, Step 4, 1: Provide overview of process selecting outcome; identifying methods, criteria and results from the activity.
The anticipated shortage of secondary and post secondary career technical education teachers has been well documented by the California
Department of Education and local labor market statistics. Teacher Preparation is addressing this need by increasing awareness of teacher
preparation at the community college and increasing the number of students who consider teaching in the career technical education field at the high
school/ROCP and/or community college.
Teacher Preparation expanded the outreach and recruitment program which includes monthly Orientation to Teaching Workshops and advertising
through the college website and other campus media. An application process was developed for the CTE program which was based on:
 demonstrated interest in a CTE field via enrollment in a CTE course
 ability to succeed requiring a minimum overall GPA of 2.0
 commitment to teaching determined through oral interview
The method used was data collection and analysis
#5, Step 4, 2: Provide specific analysis of data from assessment and discuss the successes or concerns related to what the data indicates regarding student
learning.
New college students were recruited and 51 enrolled in the Teacher Preparation Pipeline CTE program and completed the initial orientation as well
as three progressive training workshops. The program required participants to perform 30 hours of fieldwork through outreach and mentoring to area
high school students. Participants presented PowerPoint presentations to the high school students on the CTE field of interest and availed themselves
to assist hands-on with class assignments. All training and fieldwork hours were recorded on a log and entered into an Excel spreadsheet to track
progress and completion. Approximately half of the college students completed their hours in the program. There was approximately 75% increase
in the awareness for high school students.
33
#5, Step 4, 3: Include all potential links to other outcomes in the course, other courses, or any other parts of the institution you deem appropriate.
The information revolution and technological advancements have made it imperative that potential CTE teachers acquire a broad skill set which
includes strong math and science competencies. Supplemental Instruction provides student leaders for peer facilitated study workshops.
Improvement in student GPA in these courses provides support for student retention.
In conjunction with the Transfer and Career Center and the Counseling Department, Teacher Preparation targets and recruits new students who may
be interested in a technical career, and who may never have considered teaching, into the teacher education and CTE programs. ROCP and area high
schools support the program by providing special venues for recruitment and act as recruiters in the classroom.
#5, Step 5, 1: Do the results of this assessment indicate a need for another assessment? When? Why?
This project was funded for one and one half years. Although the students are continuing on the teacher preparation and CTE pathways, there is not
available funding to continue the recruitment effort or to track student completion of these programs and transfer to 4-year university teacher
education and CTE programs.
# 5, Step 5, 2: As a result of the assessment, is the unit considering any modifications to improve the learning outcome? What are they? When will they
occur? Do they involve other units?
Teacher Preparation has recently applied for a continuation grant which would allow on-going recruitment and outreach at the community college
and area high school students, as well as continued support from the counselor and supplemental instruction leaders.
34
RCCD STUDENT LEARNING OUTCOMES
COURSE-BASED ASSESSMENT PLANNING
GUIDE
CONTACT PERSON:
Ola M. Jackson
Assessment is for single section_X
multiple sections___
DATE SUBMITTED: May 15, 2009
CONTACT INFORMATION: (951) 222-8927
Course - Education 1
Course Number and Title:
EDU-1
DATE COMPLETED & REPORTED: 5/15/09
LIST SLO TO BE ASSESSED: Examine and demonstrate a) an understanding of and b) the evaluation criteria for the knowledge and skills that underlie the Standards of Competence and
Performance in Category III ( i.e. student rapport and classroom environment, curricular and instructional planning skills, diverse and appropriate teaching,
student/motivation/involvement/conduct, presentation skills, student diagnosis/achievement/evaluation, cognitive outcomes of teaching, affective outcomes of teaching, capacity to teach diverse
students, professional obligations).
Students will design and present individual lesson plans using mathematics and literacy strategies taught in Education 1. Instructional lesson plans are to be grade level appropriate, meet the
diverse needs of the student population, demonstrate student motivation, evaluate student outcome achievements by form of rubric or other grading system, and meet the California State Standards.
Student will present the lesson plan in a professional manner demonstrating each of the components and strategies listed and provide a portfolio of the lesson plan.
Step 1: Taking Stock
Step 2: Time & Methods of Assessment
Step 3: Measurement Criteria
Step 4: Summary and
Analysis of Data
Step 5: Use of Results and
Modifications
WHY?
HOW?
WHAT?
RESULTS
Act, enact, and
disseminate
What are your expectations?
If this is the first assessment
you have created, you may not
have a specific benchmark or
goal for this particular
project. As you embed
assessment in your teaching,
you will begin to develop
benchmarks.
1. 100 % of all student
presentations will display
competency of knowledge
and techniques taught in
Education 1.
2. 100 % of all student lesson
plan portfolios will display
competency of knowledge
and techniques taught in
Education 1.
Analyze and report on the results of
the assessment. Use the first 3 steps
in this process..
Reporting Out:
1. Provide overview of process
selecting outcome,
identifying methods and
criteria and results from the
activity.
2. Provide specific analysis of
data from assessment and
discuss the successes or
concerns related to what the
data indicates regarding
student learning.
3. Include all potential links to
other outcomes in the course,
other courses, or any other
parts of the institution you
deem appropriate.
Report on how you will
use the results of the
assessment for
improving teaching
and learning.
Reporting Out (cont):
EXAMPLES:
Do the results of this
assessment indicate a
need for another
assessment? When?
Why?
As a result of the
assessment, is the unit
considering any
modifications to improve
the learning outcome?
What are they? When
will they occur? Do they
involve other units?
Provide a clear “picture”
of why you selected this
student learning outcome
and explain the project or
assignment you will be
using as the assessment
tool. Attach relevant
documents to this sheet.
Why?
1. _X_improve
instruction
2. _X_student
success rates
3. _X_equity
4. __retention rates
5. __persistence
rates
6. __course
completion rate
7. __other
How will the learning outcome be
assessed?
1.
___Student self reported gains
2. _X Portfolio
3. _X Analytic Rubric
4. _X Pre/Post Assessment
5. ___Other
Describe how the selected tool “fits”
your assessment.

Electronic Portfolios

Analytical Rubric

Presentations and content
35
Assessment Detail
Please provide narrative details for previous worksheet(s).
Unit: Teacher Preparation & Education Programs
Campus: Riverside City
___
Contact Person: Ola M. Jackson _____________
Date: May, 15 2009________________
Course: Education 1, Introduction to Teaching in the Multicultural Classroom
#5, Step 4, 1: Provide overview of process selecting outcome; identifying methods, criteria and results from the activity.
The Student Learning Outcome was selected because it will highlight the student’s ability to understand and demonstrate the knowledge and skills
that underlie the Standards of Competence and Performance in Category III. Identifying methods for student evaluation include demonstration and
presentation of designed lesson plan as well as classroom discussion.
#5, Step 4, 2: Provide specific analysis of data from assessment and discuss the successes or concerns related to what the data indicates regarding student
learning.
90% of student electronic portfolios are completed with a “B” or better. Increased knowledge and understanding of the evaluation criteria underlie
standards of competence and performance. 95% of students participate in field experience.
#5, Step 4, 3: Include all potential links to other outcomes in the course, other courses, or any other parts of the institution you deem appropriate.
The specific Student Learning Outcome links to the lower division education coursed within the four-year universities.
#5, Step 5, 1: Do the results of this assessment indicate a need for another assessment? When? Why?
No
# 5, Step 5, 2: As a result of the assessment, is the unit considering any modifications to improve the learning outcome? What are they? When will they
occur? Do they involve other units?
No
36
RCCD STUDENT LEARNING OUTCOMES
COURSE-BASED ASSESSMENT PLANNING
GUIDE
CONTACT PERSON:
Ola M. Jackson
Assessment is for single section_X
multiple sections___
DATE SUBMITTED: May 15, 2009
CONTACT INFORMATION: (951) 222-8927
Course - Education 3
Course Number and Title:
EDU-3
DATE COMPLETED & REPORTED: 5/15/09
LIST SLO TO BE ASSESSED: Apply a research-based framework for evaluating effective learning in literacy tutorials. Student will turn in observation
reflections on a minimum of five different classroom observations focusing on literacy tutorials. Observations must be typed, doubled spaced, and display
critical thought and analysis of both the observation and its relevance to the topics discuss in class and other research.
Step 1: Taking Stock
Step 2: Time & Methods of Assessment
Step 3: Measurement Criteria
Step 4: Summary and
Analysis of Data
Step 5: Use of Results and
Modifications
WHY?
HOW?
WHAT?
RESULTS
Act, enact, and
disseminate
What are your expectations?
If this is the first assessment
you have created, you may not
have a specific benchmark or
goal for this particular
project. As you embed
assessment in your teaching,
you will begin to develop
benchmarks.
1. 100% of all observation
reflection will display
critical thought and analysis
of effective learning in
literacy tutorials.
2. 100 % of all observation
reflections will state its
relevance to topics
discussed in class and
include references to text
and any other outside
resources
Analyze and report on the results of
the assessment. Use the first 3 steps
in this process.
Reporting Out:
Provide a clear “picture”
of why you selected this
student learning outcome
and explain the project or
assignment you will be
using as the assessment
tool. Attach relevant
documents to this sheet.
Why?
1. _X_improve
instruction
2. _X_student
success rates
3. __equity
4. _X_retention rates
5. __persistence
rates
6. __course

completion rate
7. __other
How will the learning outcome be
assessed?
1.
___Student self reported gains
2. ___Portfolio
3. _X__Analytic Rubric
4. ___Pre/Post Assessment
5. ___Other
Students will provide a minimum of
five classroom observations that will
be evaluated based on an analytical
rubric.
37
1.
Provide overview of process
selecting outcome, identifying
methods and criteria and results
from the activity.
2.
Provide specific analysis of data
from assessment and discuss the
successes or concerns related to
what the data indicates regarding
student learning.
3.
Include all potential links to other
outcomes in the course, other
courses, or any other parts of the
institution you deem appropriate.
Report on how you will
use the results of the
assessment for
improving teaching
and learning.
Reporting Out (cont):
EXAMPLES:
Do the results of this
assessment indicate a
need for another
assessment? When?
Why?
As a result of the
assessment, is the unit
considering any
modifications to improve
the learning outcome?
What are they? When
will they occur? Do they
involve other units?
Assessment Detail
Please provide narrative details for previous worksheet(s).
Unit: Teacher Preparation & Education Programs
Campus: Riverside City
___
Contact Person: Ola M. Jackson _____________
Date: May, 15 2009________________
Course: Education 3, Introduction to Literacy Instruction__
#5, Step 4, 1: Provide overview of process selecting outcome; identifying methods, criteria, and results from the activity.
The Service Learning Outcome selected will require the student to produce a well thought out reflection statement based on their classroom
observation. Reflections will include supporting research which relates to effective learning in literacy tutorials. Methods used to evaluate
observation will include analysis of records and data gathered from classroom observations as well as an analytical rubric scale to evaluate the paper.
#5, Step 4, 2: Provide specific analysis of data from assessment and discuss the successes or concerns related to what the data indicates regarding student
learning.
The information assessment of literacy skills is integrated to the learning and teaching program. Students learn how to collect data on skills through
a variety of procedures such as: understanding, attitudes, interests and previous learning experiences.
#5, Step 4, 3: Include all potential links to other outcomes in the course, other courses, or any other parts of the institution you deem appropriate.
The Student Learning Outcome is linked to Education 4, Introduction to Literacy Service, Learning. To successfully complete the observation
reflection assignment the student must complete 40 hours of service learning as indicated in Education 4.
#5, Step 5, 1: Do the results of this assessment indicate a need for another assessment? When? Why?
#5, Step 5, 2: As a result of the assessment, is the unit considering any modifications to improve the learning outcome? What are they? When will they
occur? Do they involve other units?
The unit is considering combining Education 3 and 4.
38
RCCD STUDENT LEARNING OUTCOMES
COURSE-BASED ASSESSMENT PLANNING
GUIDE
CONTACT PERSON:
Ola M. Jackson
Assessment is for single section_X
multiple sections___
DATE SUBMITTED: May 15, 2009
CONTACT INFORMATION: (951) 222-8927
Course - Education 4
Course Number and Title: EDU-4
DATE COMPLETED & REPORTED: 5/15/09
LIST SLO TO BE ASSESSED: Demonstrate reflective thinking and problem solving abilities as applied to classroom instruction. Students will keep a collective
journal to be turned in on a weekly basis. Journal entries must be a minimum of one full paragraph and should be reflective of how homework assignments,
readings, and/or classroom discussion can be applied to literacy based problem solving in classroom instruction.
Step 1: Taking Stock
Step 2: Time & Methods of Assessment
Step 3: Measurement Criteria
Step 4: Summary and
Analysis of Data
Step 5: Use of Results and
Modifications
WHY?
HOW?
WHAT?
RESULTS
Act, enact, and
disseminate
What are your expectations?
If this is the first assessment
you have created, you may not
have a specific benchmark or
goal for this particular
project. As you embed
assessment in your teaching,
you will begin to develop
benchmarks.
Examples:
1. 100 % of all journal
assignments will be
reflective of homework,
readings and classroom
discussion.
2. 100% of all students
will successfully
complete 40 hours of
classroom observation
Analyze and report on the results of
the assessment. Use the first 3 steps
in this process.
Reporting Out:
1. Provide overview of process
selecting outcome,
identifying methods and
criteria and results from the
activity.
2. Provide specific analysis of
data from assessment and
discuss the successes or
concerns related to what the
data indicates regarding
student learning.
3. Include all potential links to
other outcomes in the course,
other courses, or any other
parts of the institution you
deem appropriate.
Provide a clear “picture”
of why you selected this
student learning outcome
and explain the project or
assignment you will be
using as the assessment
tool. Attach relevant
documents to this sheet.
Why?
1. _X_improve
instruction
2. _X_student
success rates
3. __equity
4. _X_retention rates
5. __persistence
rates
6. _X course
completion rate
7. __other

How will the learning outcome be
assessed?
1.
_X_Student self reported gains
2. _X__Portfolio
3. __Analytic Rubric
4. __Pre/Post Assessment
5. ___Other
Describe how the selected tool
“fits” your assessment.
Students will turn in journals on a
weekly basis which will be used to
assess student self reported gains and a
portfolio
39
Report on how you will
use the results of the
assessment for
improving teaching
and learning.
Reporting Out (cont):
EXAMPLES:
Do the results of this
assessment indicate a
need for another
assessment? When?
Why?
As a result of the
assessment, is the unit
considering any
modifications to improve
the learning outcome?
What are they? When
will they occur? Do they
involve other units?
Assessment Detail
Please provide narrative details for previous worksheet(s).
Unit: Teacher Preparation & Education Programs
Campus: Riverside City
___
Contact Person: Ola M. Jackson _____________
Date: May, 15 2009________________
Course: Education 4, Introduction to Literacy Service Learning
#5, Step 4, 1: Provide overview of process selecting outcome; identifying methods, criteria, and results from the activity.
This Student Learning Outcome was selected because it will require the student to produce assignments that demonstrate reflective thinking and
problem solving abilities as it applies to classroom instruction.
#5, Step 4, 2: Provide specific analysis of data from assessment and discuss the successes or concerns related to what the data indicates regarding student
learning.
Supervisor’s observations on organization and effectiveness of tutorial sessions indicate that a large percentage of students will learn that selecting
the proper method of evaluation is critical to student success.
#5, Step 4, 3: Include all potential links to other outcomes in the course, other courses, or any other parts of the institution you deem appropriate.
The Student Learning Outcome is linked to the four-year university courses in the pre-service Teacher Education components.
#5, Step 5, 1: Do the results of this assessment indicate a need for another assessment? When? Why?
No
#5, Step 5, 2: As a result of the assessment, is the unit considering any modifications to improve the learning outcome? What are they? When will they
occur? Do they involve other units?
No
40
RCCD STUDENT LEARNING OUTCOMES
COURSE-BASED ASSESSMENT PLANNING
GUIDE
CONTACT PERSON:
Ola M. Jackson
Assessment is for single section_X
multiple sections___
DATE SUBMITTED: May 15, 2009
CONTACT INFORMATION: (951) 222-8927
Course - Education 5
Course Number and Title: EDU-5
DATE COMPLETED & REPORTED: 5/15/09
LIST SLO TO BE ASSESSED: Complete an AmeriCorps service commitment within the local community. Students will complete 360 hours of elementary
school tutoring, and 36 hours of community outreach services. Students will demonstrate theories and practices of AmeriCorps community service learning
taught in Education 5. Journals, reflection logs, reading assignments, classroom discussion, and other assignments will be used to assess the commitment of the
Education 5 course.
Step 1: Taking Stock
Step 2: Time & Methods of Assessment
Step 3: Measurement Criteria
Step 4: Summary and
Analysis of Data
Step 5: Use of Results and
Modifications
WHY?
HOW?
WHAT?
RESULTS
Act, enact, and
disseminate
What are your expectations?
If this is the first assessment
you have created, you may not
have a specific benchmark or
goal for this particular
project. As you embed
assessment in your teaching,
you will begin to develop
benchmarks.
1. 100% of all students will
complete 360 hours of
elementary school tutoring
and 36 hours of community
outreach services
2. 100% of all students will
complete 54 hours of
instructional training
3. 100% of all students will
demonstrate theories and
practices of AmeriCorps
Service Learning.
Analyze and report on the results of
the assessment. Use the first 3 steps
in this process..
Reporting Out:
Provide a clear “picture”
of why you selected this
student learning outcome
and explain the project or
assignment you will be
using as the assessment
tool. Attach relevant
documents to this sheet.
Why?
1. __improve
instruction
2. _X_student
success rates
3. __equity
4. __retention rates
5. __persistence
rates
6. _X_course
completion rate
7. __other
How will the learning outcome be
assessed?
1.
_X__Student self reported gains
2. ___Portfolio
3. ___Analytic Rubric
4. _X__Pre/Post Assessment
5. _X_Other
Describe how the selected tool
“fits” your assessment.
Students will be assessed based upon
classroom reflection assignments for
self reported gains, pre/post
assessments, and successful
completion of community service
learning hours.

41
1.
Provide overview of process
selecting outcome, identifying
methods and criteria and results
from the activity.
2.
Provide specific analysis of data
from assessment and discuss the
successes or concerns related to
what the data indicates regarding
student learning.
3.
Include all potential links to other
outcomes in the course, other
courses, or any other parts of the
institution you deem appropriate.
Report on how you will
use the results of the
assessment for
improving teaching
and learning.
Reporting Out (cont):
EXAMPLES:
Do the results of this
assessment indicate a
need for another
assessment? When?
Why?
As a result of the
assessment, is the unit
considering any
modifications to improve
the learning outcome?
What are they? When
will they occur? Do they
involve other units?
Assessment Detail
Please provide narrative details for previous worksheet(s).
Unit: Teacher Preparation & Education Programs
Campus: Riverside City
___
Contact Person: Ola M. Jackson _____________
Date: May, 15 2009________________
Course: Education 5, AmeriCorps Community Service Learning
#5, Step 4, 1: Provide overview of process selecting outcome; identifying methods, criteria, and results from the activity.
This Student Learning Outcome was selected because of the commitment requirement for AmeriCorps Service Learning Program. Through the
commitments of AmeriCorps Service Learning, students will demonstrate theories and practices of service learning, while documenting self gains
and community contribution through time logs, journals, reflections, reading assignments, classroom discussion, and other assignments.
#5, Step 4, 2: Provide specific analysis of data from assessment and discuss the successes or concerns related to what the data indicates regarding student
learning.
100% of student sign-in sheets and time cards were collected and analyzed. 90% of AmeriCorps members turned in Service Learning logs and
attended at least five events and this course during their term of service.
#5, Step 4, 3: Include all potential links to other outcomes in the course, other courses, or any other parts of the institution you deem appropriate.
The Student Learning Outcomes of this course are pertinent to the AmeriCorps Teacher Reading and Mathematics Development Partnership Program
(TRMDP). The course and outcomes are designed to assist in the successful completion of the AmeriCorps TRMDP Program.
#5, Step 5, 1: Do the results of this assessment indicate a need for another assessment? When? Why?
No
#5, Step 5, 2: As a result of the assessment, is the unit considering any modifications to improve the learning outcome? What are they? When will they
occur? Do they involve other units?
No
42
Annual Program Review Update
Unit: Teacher Preparation & Education Programs
Campus: Riverside City _______________
Contact Person: Ola M.Jackson________________
Date: May 15, 2009________________
Human Resource Status
6. Complete the Faculty and Staff Employment Grid below. Please list full and part time faculty numbers in separate rows. Please list classified
staff who are full and part time separately:
Faculty and Staff Employed in the Unit
Assignment (e.g. Math, English)
Full-time faculty or staff
(give number)
Education Faculty
Associate Dean
Title V Activity Director *
Counselor **
Student Resource Specialist *
Outreach & Recruitment Services *
Secretary III
Secretary I *
Office Assistant IV *
Part-time faculty or
staff (give number)
4
1
1
1
1
1
1
1
1
1
*Grant funded position will end 9/30/09
**Grant funded position will end 7/31/09
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Unit Name:
Teacher Preparation & Education Programs
7. Staff Needs
NEW OR REPLACEMENT STAFF (Faculty or Classified)1
List Staff Positions Needed for Academic Year 2009-2010
Please justify and explain each faculty request based on rubric criteria for your campus. Place titles on
list in order (rank) or importance.
Indicate (N) =
New or (R) =
Replacement
Annual
TCP*
1. Activity Director
Reason: Staff is required to provide leadership for successful implementation and operation of department’s
special educational programs and to enhance services to participants.
N
$95,400
2. Counselor @ 25%
Reason: Counselor is required to evaluate and advise Teacher Preparation students in developing realistic
academic and career goals.
3. Outreach & Recruitment Services Technician
Reason: Staff is required to develop and implement a comprehensive program of outreach and recruitment
for Teacher Preparation.
N
$27,500
N
$49,000
4.
Reason:
5.
Reason:
6.
Reason:
* TCP = “Total Cost of Position” for one year is the cost of an average salary plus benefits for an individual. New positions (not replacement positions) also require
space and equipment. Please speak with your campus Business Officer to obtain accurate cost estimates. Please be sure to add related office space, equipment and other
needs for new positions to the appropriate form and mention the link to the position. Please complete this form for “New” Classified Staff only. All replacement staff
must be filled per Article I, Section C of the California School Employees Association (CSEA) contract.
1 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.
44
Unit Name:
Teacher Preparation & Education Programs
8. Equipment (excluding technology) Needs Not Covered by Current Budget2
List Equipment or Equipment Repair Needed for Academic Year_______
Please list/summarize the needs of your unit on your campus below. Please be as
specific and as brief as possible. Place items on list in order (rank) or importance.
*Indicate whether
Equipment is for (I) =
Instructional or (N) =
Non-Instructional
purposes
Annual TCO**
Cost
per
item
Number
Requested
Total Cost of
Request
1.
Reason:
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
* Instructional Equipment is defined as equipment purchased for instructional activities involving presentation and/or hands-on experience to enhance student
learning and skills development (i.e. desk for student or faculty use).
Non-Instructional Equipment is defined as tangible district property of a more or less permanent nature that cannot be easily lost, stolen or destroyed; but
which replaces, modernizes, or expands an existing instructional program. Furniture and computer software, which is an integral and necessary component for
the use of other specific instructional equipment, may be included (i.e. desk for office staff).
** TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with your campus Business Officer to obtain accurate cost
estimates. Please be sure to check with your department chair to clarify what you current budget allotment are. If equipment needs are linked to a position please be
sure to mention that linkage.
2 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.
45
Unit Name:
9.
Technology++ Needs Not Covered by Current Budget:
Teacher Preparation & Education Programs
3
NOTE: Technology; excludes software, network infrastructure, furniture, and consumables (toner, cartridges, etc)
Submitted by:
Title:
Phone:
Annual TCO*
Priority
EQUIPMENT REQUESTED
New (N) or
Replacem
ent (R)?
Program:
New (N) or
Continuing
(C) ?
Location
(i.e Office,
Classroom
, etc.)
Is there
existing
Infrastructure
?
How many
users
served?
Has it been
repaired
frequently?
Cost per
item
Number
Requested
Total Cost of
Request
1.
Usage /
Justification
2.
Usage /
Justification
3.
Usage /
Justification
4.
Usage /
Justification
5.
Usage /
Justification
 TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with your campus Business Officer to obtain accurate
cost estimates. Please be sure to check with your department chair to clarify what you current budget allotment are. If equipment needs are linked to a position
please be sure to mention that linkage. Please speak with your Microsupport Computer Supervisor to obtain accurate cost estimates.
 ++Technology is (1) equipment that attaches to a computer, or (2) a computer is needed to drive the equipment.
Remember to keep in mind your campuses prioritization rubrics when justirying your request.
3 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “justification” section of this form.
46
Unit Name:
Teacher Preparation & Education Programs
10. Facilities Needs Not Covered by Current Building or Remodeling Projects*4
Annual TCO*
List Facility Needs for Academic Year___________________
(Remodels, Renovations or added new facilities) Place items on list in order (rank) or
importance.
Total Cost of Request
1.
Reason:
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
*Please contact your campus VP of Business or your Director of Facilities,Operations and Maintenance to obtain an accurate cost estimate and to learn if the facilities
you need are already in the planning stages.
4 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.
47
Unit Name:
Teacher Preparation & Education Programs
11. Professional or Organizational Development Needs Not Covered by Current Budget*5
List Professional Development Needs for Academic
Year___________________. Reasons might include in response to assessment
findings or the need to update skills to comply with state, federal, professional
organization requirements or the need to update skills/competencies. Please be as
specific and as brief as possible. Some items may not have a cost per se, but reflect
the need to spend current staff time differently. Place items on list in order (rank)
or importance.
Annual TCO*
Cost per
item
Number
Requested
Total Cost of Request
1.
Reason:
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
*It is recommended that you speak with Human Resources or the Management Association to see if your request can be met with current budget.
5 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.
48
Unit Name:
Teacher Preparation & Education Programs
12. OTHER NEEDS not covered by current budget
6
List Other Needs that you are certain do not fit elsewhere.
Please be as specific and as brief as possible. Not all needs will have a cost, but
may require a reallocation of current staff time. Place items on list in order (rank)
or importance.
Annual TCO*
Cost per
item
Number
Requested
Total Cost of Request
1.
Reason:
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
6 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.
49
Unit Name:
Teacher Preparation & Education Programs
13. Student Support Services (see definition below**) Needed by the Unit over and above what is currently provided. These
needs will be communicated to Student Services7
List Student Support Services Needs for Academic Year___________________
Please list/summarize the needs of your unit on your campus below. Please be as specific and as brief as possible. Not all needs
will have a cost, but may require a reallocation of current staff time.
1.
Reason:
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
**Student Support Services include for example: Tutoring, counseling, international students, EOPS, job placement, admissions and records, student assessment
(placement), health services, student activities, college safety and police, food services, student financial aid, and matriculation.
7 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.
50
Unit Name:
Teacher Preparation & Education Programs
14. Library Needs Not Covered by Current Library Holdings8 Needed by the Unit over and above what is currently provided.
These needs will be communicated to the Library
List Library Needs for Academic Year___________________
Please list/summarize the needs of your unit on your campus below. Please be as specific and as brief as possible. Place items on
list in order (rank) or importance.
1.
Reason:
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
8 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.
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Unit Name:
Teacher Preparation & Education Programs
Learning Support Services Not Covered by Current budget*.
List Learning Support Services Needs
Please list funding requests related to the Writing and Reading Center, the Math
Learning Center, Tutorial Services, and the Instructional Media Center. These
do not include laboratory components that are required of a course. Place items
on list in order (rank) or importance.
Total Cost of Requests
Cost per
item
Number
Requested
Total Cost
Ongoing
(O) or
one-time
(OT) cost
1.
Reason:
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
*It is recommended that you speak with your campus IMC and/or Lab Coordinators to see if your request can be met within the current
budget and to get an estimated cost if new funding is needed.
52