Comprehensive Program Review Report (Narrative) College of the Sequoias

Program Review - Child Development Comprehensive Program Review Report (Narrative) College of the Sequoias Program Review - Child Development Prepared by: San Dee Hodges, Rebecca Griffith, Gwenette Aytman and Glena Crumal 10//10/15 What are the strengths of your Academic Quality area?: 1. Courses outlines are current for 2015-2016. Each year the department updates 20% of courses to meet course currency and this year only CHLD 142 needs to be updated. (Document Link 2015-2016-CHLD Course Currency) 2. Child development has 16 course sections taught in various delivery methods such as face-to-face, hybrid, and online. Courses are offered during the day, in the evenings, on weekends and in short-term formats to meet the needs of our students. These alternate choices help increase enrollment our department. (Document Link-CHLD 2015-2016 Schedule) 3. Our instructors are highly diverse and professional with "real world" experience in early childhood education. All faculty have a Master s Degree and meet instructor qualifications. The department has four full-time and 11 adjunct faculty teaching child development courses. In 2014-2015 two new adjunct faculty were hired and two retired. (Data Link 2015-2016-Adjunct Seniority List) Student Success 1. The 2015 Program Review Data Metric showed the average student success rates for 2013-2014 was 87.5% in 16 course sections. This number increased from the previous year. (Document Link 2015-2016-Program Review Data) 2. The 2009-2013 course completion rates from the Master Plan show a 74% completion rate which was higher than the 72% state average. (Document Link 2015-2016-CFS Master Plan) 3. The number of Child Development AS degrees awarded in 2014-2015 was 40. When comparing statistics from previous academic years there was a slight increase in completions of Child Development AS Degrees during the last three years. We would like to see that continued growth each year. (Document Link 2015-2016-Certificates and Degrees) 4. The Teacher Certificate Program Outcomes were assessed in 2014-2015 and the goals were met with an 86-100% success rate. A capstone assignment attached to the certificate application proved to be an effective and accurate way to collect data. This program certificate was also mapped in fall 2014. The Special Education Certificate will be assessed in 2015-2016. (Document Link 2015-2016- Program Outcomes, Teacher) Internal Relations 1. The department applied for the VTEA Perkins Grant in 2015-2016 to help maintain student demonstrations and equipment for child development courses which leads to student success in vocational programs. In 2014-2015 we received $7,000.00 to improve the quality of our program. (Document Link 2015-2016-VTEA 2015-2016) 2. The CFS Division has only 6 full-time faculty which serves on the following COS committees: Instructional Council, Senate, Curriculum, Course Outcomes and Assessments, FEC, DECOS, Equivalency, CHLD Advisory and Scholarship. The CFS Division also coordinates with the Cal-Works/Federal Work Study to provide a student worker for maintenance of our lab classrooms. External Relations 1. The department has a Child Development Advisory Committee that includes representatives from 10 child development agencies in Kings and Tulare Counties. The committee meets every semester to discuss updates in the field, current regulations, enrollment, certificates, SLO and PLO s and VTEA funding. This committee has a dual propose to also advise us on the California Child Development Training Consortium and the California Early Childhood Mentor Program. (Document Link 2015-2016-COS Advisory Committee Minutes) What improvements are 1. Improve efficiency statistics by increasing the enrollment capacity in lab courses lecture and online sections and adding an additional large lecture course in needed?: spring 2016. The child development 2009-2013 WSCH/FTEF efficiency statistics on the Master Plan was 491 which was lower than the state average of 525. Faculty would like to increase these numbers for the 10-Year Master Plan; but are limited due to enrollment cap in lab classes and room capacities. (Document Link 2015-2016-CFS Master Plan) 2. Apply for VTEA funding to design child development recruitment brochures to increase enrollment in child development courses and encourage students to work in early childhood programs. (Document Link 2105-2016-VTEA CHLD Application) 3. The department would like to increase the adjunct pool of instructors in 2015-2016 due to retirements and personal changes. Without our adjunct instructors we would not be able to provide the quality of instruction needed for a successful program. (Document Link 2016-2016-Faculty Growth Template) 4. The statistics for 2014-2015 COS Child Development Certificates did not match with the Chancellors Office and COS Data Mart statistics. The department used the tracking system in the CFS Division which shows 150 certificates were awarded in 2014-2015. Even though this is a high number of certificates generated, this number was lower than previous years due to a fee of $5.00 required for each certificate. We need to work with the Dean and COS internal departments to 10/21/2015 1:43 PM Generated by TracDat a product of Nuventive. Page 1 of 6

streamline this process to better serve our students and to collect accurate data. (Document Link 2015-2016-Certificates and Degrees) Describe any external 1. Obtain and maintain community lab sites for clinical placements of our lab students. We currently have six community lab sites and four Early Childhood opportunities or challenges.: Mentor lab sites that serve 80-90 students a semester. Each year we struggle to increase our lab sites as we have no control over external agencies program requirements or changes. The Child Development department would benefit if an on campus child care facility was available for our lab students. (Document Link 2015-2016-COS Advisory Committee Minutes) 2. Continue to apply for VTEA Perkins Grant to help maintain curriculum and equipment for student demonstrations, which will lead to student success. (Document Link 2015-2016-VTEA Application) Overall Outcome Achievement: This will be the third year of the assessment cycle and the following courses are scheduled for 2015-2016: CHLD 39, 142, 147, 148, and 158. Program outcomes scheduled are the Special Education Certificate and AS Degree. In 2014-2015 there was a 50% involvement of full-time and adjunct faculty completing course outcomes. Courses assessed were CHLD 42, 136 and 149 with mastery levels between 70-100%. Courses not assessed were CHLD 126, 143 and 144. (Document Link 2015-2016-Course Outcomes) 2014-2015 Statistics: Only one course outcome did not meet it's goal. Students in lab classes performed higher than the traditional lecture class. The Teacher Certificate Program Outcome was completed. Overall outcomes statistics were 86-100% and demonstrated students learned the skills needed for employment. Program mapping for the Teacher Certificate was completed. (Data Link 2015-2016-Course Outcomes and Program Outcomes) Changes based on outcome Upon further analysis of the outcomes we realized that staff needs more training on the process of completing program and course outcomes. Faculty participated achievement: in the Dialogue Days training, but most of the work was completed one-on-one. The department will revise some of the assessment plans so that we can achieve a higher degree of critical thinking needed for success in this career. This year we will be looking at CHLD 39 and reviewing the course outcomes and assessments as needed. (Data Link 2015-2016-Course Outcomes and Program Outcomes) Outcome cycle evaluation: This is the third year in the 3-Year Assessment Cycle. The first year 2013-2014, six child development courses were assessed and two program outcomes were completed. The second year 2014-2015 six courses were assessed and one program outcome was completed. Mapping was also completed in all child development program outcomes. In 2015-2016 we will be assessing 5 course outcomes and the Special Education Certificate and AS Degree. (Document Link 2015-2016-3- Year Assessment Cycle and Program Assessment Cycle) Action: Child Development Transfer Degree Design an Early Childhood Education Transfer Degree, which includes the eight core classes that include C-ID requirements for: CHLD 39, 42, 126, 140, 141, 148, 149 and 158. Implementation Timeline: Start Date: 09/01/2014 Completion Date: 06/30/2015 Status: Completed Identify related Program Outcomes: ne course/program outcomes: District Objective #1 for 2013-2015: Linked Person(s) Responsible (Name San Dee Hodges, CFS Division Chair and Position): Rationale (With supporting College is requesting that we complete a Transfer Degree for Child Development. data): Priority: High Safety Issue: External Mandate: Mandate Explanation: Chancellor's Office has a Transfer Degree Model for Early Childhood Education and has requested that we complete this degree including the child development C- ID core courses. Link Actions to District Objectives District Objectives: 2013-2015 * 2013-2015: District Objective #1 - District Objective #1 for 2013-2015: Provide effective academic support services as measured by an increase in the rate at which students successfully complete courses. Action: Continue the 3-Year Assessment Cycle Continue to monitor the progress of the 3-Year Assessment Cycle started in 2013-2014. This is the second year of assessments for courses and programs. This year we will measure CHLD 42, 126, 136, 143, 144, 149 and the Teacher Certificate Program. Additional training is needed for faculty to complete the outcome assessments. Implementation Timeline: Start Date: 08/11/2014 Completion Date: 06/30/2015 10/21/2015 1:43 PM Generated by TracDat a product of Nuventive. Page 2 of 6

Status: Discontinued Identify related Program Outcomes: ne course/program outcomes: District Objective #1 for 2013-2015: Linked Person(s) Responsible (Name San Dee Hodges, CFS Division Chair and Position): Rationale (With supporting The college is required to complete outcomes and assessments for courses and programs in each department. All instructors are required to have the outcomes in data): their syllabus and measure those outcomes to evaluate what students have learned. A tracking system needs to be developed in tne future. Priority: High Safety Issue: External Mandate: Mandate Explanation: Accreditation requirement by ACCJC. Link Actions to District Objectives District Objectives: 2013-2015 * 2013-2015: District Objective #1 - District Objective #1 for 2013-2015: Provide effective academic support services as measured by an increase in the rate at which students successfully complete courses. Action: Improve laboratory support to increase class coordination, demonstrations, inventory control, and health and safety standards. Acquire a.6 employee to maintain the child development lab operations to standards. (The employee would be part of the request from culinary and fashion to also assist in the maintenance of their labs.) Implementation Timeline: Start Date: 10/01/2014 Completion Date: 06/30/2015 Status: Discontinued Identify related Program Outcomes: ne course/program outcomes: 2013-2015: District Objective #1: Linked Person(s) Responsible (Name Division Chair and Position): Rationale (With supporting There has been one person for the last two years and as a result there have been less pest issues, more organized in inventory control and purchasing, better data): coordination of lab procedures between instructors, continual oversight of equipment maintenance needs, and overall better lab experience for students and instructors. Priority: High Safety Issue: External Mandate: Resource Description Add Resource Request for Action Why is this resource required for this action? tes (optional) Active 10/21/2015 1:43 PM Generated by TracDat a product of Nuventive. Page 3 of 6

Add Resource Request for Action Why is this resource required for this Resource Description action? Hire an employee for 19-26 hours per week to provide continual lab support to the child One work-study student has been employed development, culinary and fashion lab instructors and classrooms. for the last two years and as a result the lab Resource Type: classrooms have had less pest issues, are Classified- New/Replacement more organized in inventory control and purchasing, have better coordination of lab procedures between faculty, there is continual oversight of equipment maintenance needs, and an overall better lab experience for students and instructors. This is the first time in at least 15 years the same person has been employed for a three year period. Typically a new student-work is hired every fall semester and significant time is spent by faculty outside of their faculty duties, to train, orient and supervise this position. tes (optional) A part-time 10-month classified Instructional Assistant is needed to maintain a quality classroom environment in the four CFS lab classrooms. These laboratory classrooms are used by multiple disciplines (Culinary, Education, Child Development and Fashion) and the usage necessitates additional maintenance; however most of the duties for this position relate to the foods lab. A permanent position would allow us to hire a person with food safety/sanitation and foods service education/experience. Duties include weekly shopping for supplies, proper storage of foods, keeping financial records of purchases and weekly maintenance in the four labs. This position is also needed to coordinate class setup for foods lab faculty which would include gathering and organizing food items for food preparation and for faculty demos. Active Link Actions to District Objectives District Objectives: 2013-2015 * 2013-2015: District Objective #1 - District Objective #1 for 2013-2015: Provide effective academic support services as measured by an increase in the rate at which students successfully complete courses. Action: Apply for VTEA Funding To maintain high student success in vocational courses, the department will complete an application for VTEA funding to purchase supplies and equipment for child development lab classroom curriculum and demonstrations. Implementation Timeline: Start Date: 08/11/2014 Completion Date: 06/30/2015 Status: Completed Identify related Program Outcomes: ne course/program outcomes: 2013-2015: District Objective #1: Linked Person(s) Responsible (Name San Dee Hodges, CFS Division Chair and Position): Rationale (With supporting Our division budget does not support purchasing new curriculum for demonstrations. The student materials fees only replace consumables that we use in the data): classroom. We need an additional resources to purchase supplies and materials to provide students with the knowledge and understanding of all aspects of the industry. (Document Link-VTEA 2014-15) Priority: High Safety Issue: External Mandate: Mandate Explanation: Perkins IV Grant is available for vocational programs operating throughout the state. An Advisory Committee and faculty collaborate on the application and additional resources needed to increase the technical skills leading to success of students in the field of child development. Funding is also used to recruit more nontraditional students into the program and prepare students for employment within the field of child development. This grant is administered by Dr. Louann Waldner who determines the application process and timelines. (Document Link-VTEA 2014-15) 10/21/2015 1:43 PM Generated by TracDat a product of Nuventive. Page 4 of 6

Resource Description Purchase curriculum items used for skill demonstrations using VTEA funding. Resource Type: Instructional equipment Add Resource Request for Action Why is this resource required for this action? Students need the hands on use and demonstrations to be successful preschool teachers. tes (optional) Active Link Actions to District Objectives District Objectives: 2013-2015 * 2013-2015: District Objective #1 - District Objective #1 for 2013-2015: Provide effective academic support services as measured by an increase in the rate at which students successfully complete courses. Action: Increase Child Development Adjunct Pool of Instructors We need to recruit new faculty to increase our pool so that we have coverage in all of our courses. Implementation Timeline: 2015-2016 Start Date: 11/01/2015 Completion Date: 06/30/2016 Status: New Action Identify related ne course/program outcomes: Person(s) Responsible (Name Child Development Faculty and Position): Rationale (With supporting We currently have 12 part time faculty that teach 20 or more sections of child development courses. This will change in the near future as there are 3 adjunct data): teachers that will retire and 2 have personal family issues, which will not allow them to teach in the future. Advertise and hire adjunct instructors to teach child development courses to increase our pool of available teachers. Priority: High Safety Issue: External Mandate: Link Actions to District Objectives District Objectives: 2015-2018 * District Objectives - 2.4 - Increase Career Technical Education course success rates and program completion annually. * District Objectives - 4.2 -Improve the efficiency, effectiveness and communication of human, physical, technological, and financial resources to advance the District Mission. Action: Apply for VTEA Funding 2015-2016 To maintain high student success in vocational courses the department will complete an application for VTEA funding to purchase new demonstration equipment and curriculum for child development lab classrooms. We will also design child development recruitment brochures and conduct an employment workshop. Implementation Timeline: 2015-2016 Start Date: 11/03/2015 Completion Date: 06/30/2016 Status: New Action Identify related ne course/program outcomes: Person(s) Responsible (Name Child Development Faculty and Position): Rationale (With supporting Our division budget does not support purchasing new curriculum for classroom demonstrations. The student materials fees only replaces consumables that we use data): in the classroom. We need new and current curriculum for demos to provide students with the knowledge and understanding of all aspects of the industry. We also want to design an advertisement brochure and posters to recruit non-traditional students and provide registration for professionally based improvement workshops. (Data Link-VTEA 2015-2016 Application) 10/21/2015 1:43 PM Generated by TracDat a product of Nuventive. Page 5 of 6

Priority: High Safety Issue: External Mandate: Mandate Explanation: Perkins IV Grant is available for vocational programs operating throughout the state. An Advisory Committee and faculty collaborate on the application and additional resources needed to increase the technical skills leading to success of students in the field of child development. Funding is also used to recruit more nontraditional students into the program and prepare students for employment within the field of child development. This grant is administered by Dr. Louann Waldner who determines the application process and timelines. (Document Link-VTEA 2015-16) Resource Description Purchase new equipment and curriculum to be used for skill demonstrations using VTEA funding, Design an advertisement brochure to recruit child development students into the career. Provide funding to attend professional based workshops and offer a child development employment workshop. Resource Type: Instructional equipment Add Resource Request for Action Why is this resource required for this action? tes (optional) Students need hands on use of curriculum VTEA Funding will be used for this action. and demonstrations to be successful preschool teachers. Advertisement brochures and posters aimed at recruiting nontraditional students. Conduct a employment training workshop. Active Link Actions to District Objectives District Objectives: 2015-2018 * District Objectives - 2.2 - Increase the number of students who earn an associate degree or certificate annually. * District Objectives - 2.4 - Increase Career Technical Education course success rates and program completion annually. Action: Streamline the Vocational Certificate Process Develop a process for the certificate application process and train all staff on the new process. Implementation Timeline: 2015-2016 Start Date: 11/01/2015 Completion Date: 06/30/2016 Status: New Action Identify related ne course/program outcomes: Person(s) Responsible (Name Child Development Faculty and Position): Rationale (With supporting The statistics for 2014-2015 COS Child Development Certificates did not match with the Chancellors Office and COS Data Mart statistics. The department used the data): tracking system in the CFS Division which shows 150 certificates were awarded in 2014-2015. Even though this is a high number of certificates generated, this number was lower than previous years due to a fee of $5.00 required for each certificate. This process has changed over the years and not everyone is implementing the same process. We need to work with the Dean and COS internal departments to streamline this process to better serve our students and to collect accurate data. (Document Link 2015-2016-Certificate and Degrees) Priority: High Safety Issue: External Mandate: Link Actions to District Objectives District Objectives: 2015-2018 * District Objectives - 2.2 - Increase the number of students who earn an associate degree or certificate annually. 10/21/2015 1:43 PM Generated by TracDat a product of Nuventive. Page 6 of 6

Unit Assessment Report - Four Column College of the Sequoias Program Review - Child Development Prepared by: San Dee Hodges, Rebecca Griffith, Gwenette Aytman and Glena Crumal 10//10/15 What are the strengths of your Academic Quality area?: 1. Courses outlines are current for 2015-2016. Each year the department updates 20% of courses to meet course currency and this year only CHLD 142 needs to be updated. (Document Link 2015-2016-CHLD Course Currency) 2. Child development has 16 course sections taught in various delivery methods such as face-to-face, hybrid, and online. Courses are offered during the day, in the evenings, on weekends and in short-term formats to meet the needs of our students. These alternate choices help increase enrollment our department. (Document Link-CHLD 2015-2016 Schedule) 3. Our instructors are highly diverse and professional with "real world" experience in early childhood education. All faculty have a Master s Degree and meet instructor qualifications. The department has four full-time and 11 adjunct faculty teaching child development courses. In 2014-2015 two new adjunct faculty were hired and two retired. (Data Link 2015-2016-Adjunct Seniority List) What improvements are needed?: Student Success 1. The 2015 Program Review Data Metric showed the average student success rates for 2013-2014 was 87.5% in 16 course sections. This number increased from the previous year. (Document Link 2015-2016-Program Review Data) 2. The 2009-2013 course completion rates from the Master Plan show a 74% completion rate which was higher than the 72% state average. (Document Link 2015-2016-CFS Master Plan) 3. The number of Child Development AS degrees awarded in 2014-2015 was 40. When comparing statistics from previous academic years there was a slight increase in completions of Child Development AS Degrees during the last three years. We would like to see that continued growth each year. (Document Link 2015-2016-Certificates and Degrees) 4. The Teacher Certificate Program Outcomes were assessed in 2014-2015 and the goals were met with an 86-100% success rate. A capstone assignment attached to the certificate application proved to be an effective and accurate way to collect data. This program certificate was also mapped in fall 2014. The Special Education Certificate will be assessed in 2015-2016. (Document Link 2015-2016- Program Outcomes, Teacher) Internal Relations 1. The department applied for the VTEA Perkins Grant in 2015-2016 to help maintain student demonstrations and equipment for child development courses which leads to student success in vocational programs. In 2014-2015 we received $7,000.00 to improve the quality of our program. (Document Link 2015-2016-VTEA 2015-2016) 2. The CFS Division has only 6 full-time faculty which serves on the following COS committees: Instructional Council, Senate, Curriculum, Course Outcomes and Assessments, FEC, DECOS, Equivalency, CHLD Advisory and Scholarship. The CFS Division also coordinates with the Cal-Works/Federal Work Study to provide a student worker for maintenance of our lab classrooms. External Relations 1. The department has a Child Development Advisory Committee that includes representatives from 10 child development agencies in Kings and Tulare Counties. The committee meets every semester to discuss updates in the field, current regulations, enrollment, certificates, SLO and PLO s and VTEA funding. This committee has a dual propose to also advise us on the California Child Development Training Consortium and the California Early Childhood Mentor Program. (Document Link 2015-2016-COS Advisory Committee Minutes) 1. Improve efficiency statistics by increasing the enrollment capacity in lab courses lecture and online sections and adding an additional large lecture course in spring 2016. The child development 2009-2013 WSCH/FTEF efficiency statistics on the Master Plan was 491 which was lower than the state average of 525. Faculty would like to increase these numbers for the 10-Year Master Plan; but are limited due to enrollment cap in lab classes and room capacities. (Document Link 2015-2016-CFS Master Plan) 2. Apply for VTEA funding to design child development recruitment brochures to increase enrollment in child development courses and encourage students to work in early childhood programs. (Document Link 2105-2016-VTEA CHLD Application) 3. The department would like to increase the adjunct pool of instructors in 2015-2016 due to retirements and personal changes. Without our adjunct instructors we would not be able to provide the quality of instruction needed for a successful program. (Document Link 2016-2016-Faculty Growth Template) 10/21/2015 1:43 PM Generated by TracDat a product of Nuventive. Page 1 of 8

Describe any external opportunities or challenges.: 4. The statistics for 2014-2015 COS Child Development Certificates did not match with the Chancellors Office and COS Data Mart statistics. The department used the tracking system in the CFS Division which shows 150 certificates were awarded in 2014-2015. Even though this is a high number of certificates generated, this number was lower than previous years due to a fee of $5.00 required for each certificate. We need to work with the Dean and COS internal departments to streamline this process to better serve our students and to collect accurate data. (Document Link 2015-2016-Certificates and Degrees) 1. Obtain and maintain community lab sites for clinical placements of our lab students. We currently have six community lab sites and four Early Childhood Mentor lab sites that serve 80-90 students a semester. Each year we struggle to increase our lab sites as we have no control over external agencies program requirements or changes. The Child Development department would benefit if an on campus child care facility was available for our lab students. (Document Link 2015-2016-COS Advisory Committee Minutes) 2. Continue to apply for VTEA Perkins Grant to help maintain curriculum and equipment for student demonstrations, which will lead to student success. (Document Link 2015-2016-VTEA Application) Overall Outcome Achievement: This will be the third year of the assessment cycle and the following courses are scheduled for 2015-2016: CHLD 39, 142, 147, 148, and 158. Program outcomes scheduled are the Special Education Certificate and AS Degree. In 2014-2015 there was a 50% involvement of full-time and adjunct faculty completing course outcomes. Courses assessed were CHLD 42, 136 and 149 with mastery levels between 70-100%. Courses not assessed were CHLD 126, 143 and 144. (Document Link 2015-2016-Course Outcomes) 2014-2015 Statistics: Only one course outcome did not meet it's goal. Students in lab classes performed higher than the traditional lecture class. The Teacher Certificate Program Outcome was completed. Overall outcomes statistics were 86-100% and demonstrated students learned the skills needed for employment. Program mapping for the Teacher Certificate was completed. (Data Link 2015-2016-Course Outcomes and Program Outcomes) Actions Changes based on outcome achievement: Upon further analysis of the outcomes we realized that staff needs more training on the process of completing program and course outcomes. Faculty participated in the Dialogue Days training, but most of the work was completed one-on-one. The department will revise some of the assessment plans so that we can achieve a higher degree of critical thinking needed for success in this career. This year we will be looking at CHLD 39 and reviewing the course outcomes and assessments as needed. (Data Link 2015-2016-Course Outcomes and Program Outcomes) Outcome cycle evaluation: This is the third year in the 3-Year Assessment Cycle. The first year 2013-2014, six child development courses were assessed and two program outcomes were completed. The second year 2014-2015 six courses were assessed and one program outcome was completed. Mapping was also completed in all child development program outcomes. In 2015-2016 we will be assessing 5 course outcomes and the Special Education Certificate and AS Degree. (Document Link 2015-2016-3-Year Assessment Cycle and Program Assessment Cycle) Program Review - Child Development - Child Development Transfer Degree - Design an Early Childhood Education Transfer Degree, which includes the eight core classes that include C-ID requirements for: CHLD 39, 42, 126, 140, 141, 148, 149 and 158. Implementation Timeline: Start Date: 09/01/2014 Completion Date: 06/30/2015 Status: Completed Identify related course/program outcomes: Program Outcomes: ne District Objective #1 for 2013-2015: Linked Person(s) Responsible (Name and Position): San Dee Hodges, CFS Division Chair Rationale (With supporting data): College is requesting that we complete a Add Resource Request for Action & Why is this resource required for this action? / Tasks Updates 05/06/2015 - The Early Childhood Education AS-T degree was approved by the COS Board in spring 2015. This is one of several transfer degrees to meet state regulations developed for guaranteed admission an enable students to efficiently transfer into the California State Universities. Completed: Update Year: Impact on District Objectives/Unit Outcomes: District #1 Objective Program Objectives: At the end of this program, students will recognize and articulate the educational foundations, ideas and knowledge of child development theories, licensing regulations and occupational experience needed in early childhood education. Update on Resource Allocation Effectiveness & Additional Comment 10/21/2015 1:43 PM Generated by TracDat a product of Nuventive. Page 2 of 8

Actions Add Resource Request for Action & Why is this resource required for this action? / Tasks Updates Update on Resource Allocation Effectiveness & Additional Comment Transfer Degree for Child Development. Priority: High Safety Issue: External Mandate: Mandate Explanation: Chancellor's Office has a Transfer Degree Model for Early Childhood Education and has requested that we complete this degree including the child development C-ID core courses. Program Review - Child Development - Continue the 3-Year Assessment Cycle - Continue to monitor the progress of the 3-Year Assessment Cycle started in 2013-2014. This is the second year of assessments for courses and programs. This year we will measure CHLD 42, 126, 136, 143, 144, 149 and the Teacher Certificate Program. Additional training is needed for faculty to complete the outcome assessments. Implementation Timeline: Start Date: 08/11/2014 Completion Date: 06/30/2015 Status: Discontinued Identify related course/program outcomes: Program Outcomes: ne District Objective #1 for 2013-2015: Linked Person(s) Responsible (Name and Position): San Dee Hodges, CFS Division Chair Rationale (With supporting data): The college is required to complete outcomes and assessments for courses and programs in each department. All instructors are required to have the outcomes in their syllabus and measure those outcomes to evaluate what students have learned. A tracking system needs to be developed in tne future. Priority: High Safety Issue: External Mandate: 07/26/2015 - A total of six courses were slated to be assessed and only 50% were completed this year. Courses completed were CHLD 42, 136 and 149. Courses not assessed were CHLD 126, 143 and 144. The Teacher Certificate program outcome was completed with a 100% mastery. Training and monitoring is still needed to achieve this goal. Discussions regarding the monitoring will be held at the CFS Division meetings. Completed: Update Year: Impact on District Objectives/Unit Outcomes: District Objective #1 The college instructors are required to complete outcomes and assessments for courses and programs in each department. All instructors are required to have the outcomes in their syllabus and measure those outcomes to evaluate what students have learned. Instructors were encouraged to complete assessments and one-on-one training was provided so they could reach their goal. Two Dialogue Days were held this year to discuss the assessment process; yet still this goal was not achieved.. 10/21/2015 1:43 PM Generated by TracDat a product of Nuventive. Page 3 of 8

Actions Add Resource Request for Action & Why is this resource required for this action? / Tasks Updates Update on Resource Allocation Effectiveness & Additional Comment Mandate Explanation: Accreditation requirement by ACCJC. Program Review - Child Development - Improve laboratory support to increase class coordination, demonstrations, inventory control, and health and safety standards. - Acquire a.6 employee to maintain the child development lab operations to standards. (The employee would be part of the request from culinary and fashion to also assist in the maintenance of their labs.) Implementation Timeline: Start Date: 10/01/2014 Completion Date: 06/30/2015 Status: Discontinued Identify related course/program outcomes: Program Outcomes: ne 2013-2015: District Objective #1: Linked Person(s) Responsible (Name and Position): Division Chair Rationale (With supporting data): There has been one person for the last two years and as a result there have been less pest issues, more organized in inventory control and purchasing, better coordination of lab procedures between instructors, continual oversight of equipment maintenance needs, and overall better lab experience for students and instructors. Priority: High Safety Issue: External Mandate: Resource Description: Hire an employee for 19-26 hours per week to provide continual lab support to the child development, culinary and fashion lab instructors and classrooms. Resource Type: Classified- New/Replacement Why is this resource required for this action?: One work-study student has been employed for the last two years and as a result the lab classrooms have had less pest issues, are more organized in inventory control and purchasing, have better coordination of lab procedures between faculty, there is continual oversight of equipment maintenance needs, and an overall better lab experience for students and instructors. This is the first time in at least 15 years the same person has been employed for a three year period. Typically a new student-work is hired every fall semester and significant time is spent by faculty outside of their faculty duties, to train, orient and supervise this position. Cost Estimate: 13365 05/06/2015 - The request for above base funding to support a current classified staff to maintain our lab classroom was not considered a high ranking priority for budget allocations and this request was not funded by the college. Completed: Update Year: Impact on District Objectives/Unit Outcomes: District Objective #1: Coordination of lab procedures between instructors, continual oversight of equipment maintenance needs, and overall better lab experience for students and instructors will be affected. Program Review - Child Development - Apply for VTEA Funding - To maintain high student success in vocational courses, the department will complete an application for VTEA funding to purchase supplies and equipment for child development lab classroom curriculum and Resource Description: Purchase curriculum items used for skill demonstrations using VTEA funding. Resource Type: Instructional equipment Why is this resource required for this action?: 10/21/2015 1:43 PM Generated by TracDat a product of Nuventive. Page 4 of 8

Actions demonstrations. Implementation Timeline: Start Date: 08/11/2014 Completion Date: 06/30/2015 Status: Completed Identify related course/program outcomes: Program Outcomes: ne 2013-2015: District Objective #1: Linked Person(s) Responsible (Name and Position): San Dee Hodges, CFS Division Chair Rationale (With supporting data): Our division budget does not support purchasing new curriculum for demonstrations. The student materials fees only replace consumables that we use in the classroom. We need an additional resources to purchase supplies and materials to provide students with the knowledge and understanding of all aspects of the industry. (Document Link-VTEA 2014-15) Priority: High Safety Issue: External Mandate: Mandate Explanation: Perkins IV Grant is available for vocational programs operating throughout the state. An Advisory Committee and faculty collaborate on the application and additional resources needed to increase the technical skills leading to success of students in the field of child development. Funding is also used to recruit more nontraditional students into the program and prepare students for employment within the field of child development. This grant is administered by Dr. Louann Waldner who determines the application process and timelines. (Document Link-VTEA 2014-15) Program Review - Child Development - Increase Child Development Adjunct Pool of Instructors - We need to recruit new faculty to increase our pool so that we have coverage in all of our courses. Implementation Timeline: 2015-2016 Add Resource Request for Action & Why is this resource required for this action? / Tasks Students need the hands on use and demonstrations to be successful preschool teachers. Updates 05/06/2015 - The VTEA application was completed for 2014-15 and funding was received to purchase supplies and equipment for child development lab classroom curriculum and demonstrations. We also designed a way to recruit students to take CHLD 39 and 42 and to work towards achieving their Child Development Assistant certificate. Post cards were sent to students in May to recruit enrollment and certificate interest. Since we received the funding so late in the semester we were unable to develop an employment workshop and choose to try it again next year. Completed: Update Year: Impact on District Objectives/Unit Outcomes: District Objective #1: Maintaining student supplies and equipment for child development classrooms will lead to student success. Recruitment Increases enrollment in child development courses and increases the number of certificates awarded for our department. Update on Resource Allocation Effectiveness & Additional Comment 10/21/2015 1:43 PM Generated by TracDat a product of Nuventive. Page 5 of 8

Actions Add Resource Request for Action & Why is this resource required for this action? / Tasks Updates Update on Resource Allocation Effectiveness & Additional Comment Start Date: 11/01/2015 Completion Date: 06/30/2016 Status: New Action Identify related course/program outcomes: ne Person(s) Responsible (Name and Position): Child Development Faculty Rationale (With supporting data): We currently have 12 part time faculty that teach 20 or more sections of child development courses. This will change in the near future as there are 3 adjunct teachers that will retire and 2 have personal family issues, which will not allow them to teach in the future. Advertise and hire adjunct instructors to teach child development courses to increase our pool of available teachers. Priority: High Safety Issue: External Mandate: Program Review - Child Development - Apply for VTEA Funding 2015-2016 - To maintain high student success in vocational courses the department will complete an application for VTEA funding to purchase new demonstration equipment and curriculum for child development lab classrooms. We will also design child development recruitment brochures and conduct an employment workshop. Implementation Timeline: 2015-2016 Start Date: 11/03/2015 Completion Date: 06/30/2016 Status: New Action Identify related course/program outcomes: ne Person(s) Responsible (Name and Position): Child Development Faculty Rationale (With supporting data): Our division budget does not support purchasing new curriculum for classroom demonstrations. The student materials fees only replaces Resource Description: Purchase new equipment and curriculum to be used for skill demonstrations using VTEA funding, Design an advertisement brochure to recruit child development students into the career. Provide funding to attend professional based workshops and offer a child development employment workshop. Resource Type: Instructional equipment Why is this resource required for this action?: Students need hands on use of curriculum and demonstrations to be successful preschool teachers. Advertisement brochures and posters aimed at recruiting non-traditional students. Conduct a employment training workshop. Cost Estimate: 7400 10/21/2015 1:43 PM Generated by TracDat a product of Nuventive. Page 6 of 8

Actions Add Resource Request for Action & Why is this resource required for this action? / Tasks Updates Update on Resource Allocation Effectiveness & Additional Comment consumables that we use in the classroom. We need new and current curriculum for demos to provide students with the knowledge and understanding of all aspects of the industry. We also want to design an advertisement brochure and posters to recruit non-traditional students and provide registration for professionally based improvement workshops. (Data Link-VTEA 2015-2016 Application) Priority: High Safety Issue: External Mandate: Mandate Explanation: Perkins IV Grant is available for vocational programs operating throughout the state. An Advisory Committee and faculty collaborate on the application and additional resources needed to increase the technical skills leading to success of students in the field of child development. Funding is also used to recruit more nontraditional students into the program and prepare students for employment within the field of child development. This grant is administered by Dr. Louann Waldner who determines the application process and timelines. (Document Link-VTEA 2015-16) Program Review - Child Development - Streamline the Vocational Certificate Process - Develop a process for the certificate application process and train all staff on the new process. Implementation Timeline: 2015-2016 Start Date: 11/01/2015 Completion Date: 06/30/2016 Status: New Action Identify related course/program outcomes: ne Person(s) Responsible (Name and Position): Child Development Faculty Rationale (With supporting data): The statistics for 2014-2015 COS Child Development Certificates did not match with the Chancellors Office and COS Data Mart statistics. The department used the tracking 10/21/2015 1:43 PM Generated by TracDat a product of Nuventive. Page 7 of 8

Actions Add Resource Request for Action & Why is this resource required for this action? / Tasks Updates Update on Resource Allocation Effectiveness & Additional Comment system in the CFS Division which shows 150 certificates were awarded in 2014-2015. Even though this is a high number of certificates generated, this number was lower than previous years due to a fee of $5.00 required for each certificate. This process has changed over the years and not everyone is implementing the same process. We need to work with the Dean and COS internal departments to streamline this process to better serve our students and to collect accurate data. (Document Link 2015-2016- Certificate and Degrees) Priority: High Safety Issue: External Mandate: 10/21/2015 1:43 PM Generated by TracDat a product of Nuventive. Page 8 of 8