Introduction: Child Development

Introduction: Child Development I. Unit Information UNIT Child Development YEAR 1 Current Year YEAR 3 YEAR 4 Contact Person Tony Henry and Darlene Landeros 2014-15 2015-16 2016-17 2017-18 E-mail / Extension thenry@mtsac.edu / Ext. 4645, dlanderos@mtsac.edu /Ext. 4921 Complete Analysis Planning Planning II. College and Unit Missions Institutional Planning Framework The college is unified through its demonstrated connection to the mission. Driven by the California Master Plan for er Education, revised by the President's Advisory Council, and approved by the Board of Trustees, it informs all planning and assessment. College Mission Statement The mission of Mt. San Antonio College is to support students in achieving their full educational potential in an environment of academic excellence. Child Development Mission Statement The mission of the Child Development and Education Department is to educate students in Child development (birth - adolescence) and Education and to support them in achieving thier personal, career, and professional goals. III. College Goals and Themes Page 1 of 14

College Themes and Goals allow the campus to focus on critical issues. Articulated by the President's Advisory Council and approved by the Board of Trustees, they guide institutional planning and assessment processes. Theme A: To Advance Academic Excellence and Student Achievement College Goal #1 The college will prepare students for success through the development and support of exemplary programs and services. College Goal #2 The college will improve career/vocational training opportunities to help students maintain professional currency and achieve individual goals. College Goal #3 The college will utilize student learning outcome and placement assessment data to guide planning, curriculum design, pedagogy, and/or decision-making at the department/unit and institutional levels. Theme B: To Support Student Access and Success College Goal #4 College Goal #5 The college will increase access for students by strengthening recruitment opportunities for full participation in college programs and services. Students entering credit programs of study will be ready for college level academic achievement. College Goal #6 The college will ensure that curricular, articulation, and counseling efforts are aligned to maximize students' successful university transfer. Theme C: To Secure Human, Technological, and Financial Resources to Enhance Learning and Student Achievement College Goal #7 The college will secure funding that supports exemplary programs and services. College Goal #8 College Goal #9 College Goal #10 College Goal #11 The college will utilize technology to improve operational efficiency and effectiveness and maintain state-of-the-art technology in instructional and support programs. The college will provide opportunities for increased diversity and equity for all across campus. The college will encourage and support participation in professional development to strengthen programs and services. The college will provide facilities and infrastructure that support exemplary programs and the health and safety of the campus community. College Goal #12 The college will utilize existing resources and improve operational processes to maximize efficiency of existing resources and to maintain necessary services and programs. Theme D: To Foster an Atmosphere of Cooperation and Collaboration College Goal #13 The college will improve the quality of its partnerships with business and industry, the community, and other educational institutions. College Goal #14 + Close above section SectionOne The college will improve effectiveness and consistency of dialogue between and among departments, committees, teams, and employee groups across the campus. Page 2 of 14

Where We Are: A Summary and Analysis of the Current Year 2015-16 IV. Summary Context - Unit Goals from 2015-16 IV. Summary Context - Unit Goals: Child Development The following table contains the over arching goals that guided your Unit's work in 2015-16 (as defined in Section Two of last year's PIE plan.) Please review your goals. Select whether you will "Continue or Revise" or "Delete" goals that are no longer appropriate to meeting your Unit's mission for 2016-17. Revisions may be done in Section Two. Unit Goal Name Unit Goal College Theme For 2016-17 Planning Support student sucess Establish and sustain paths and structures for program-to-program transfer B: Access and Success Continue / Revise Delete Advance academic achievement Support student completion rates in our program's certificates and degrees A: Academic Excellence Continue / Revise Delete Career/vocational training Promote student awareness of the California Child Development Permit requirements and the application process A: Academic Excellence Continue / Revise Delete Technological support Employ state of the art technology in the classroom and teaching environment to enhance effective instruction C: Secure Resources Continue / Revise Delete Support student access Increase awareness of the Child Development and Education program among potential students and surrounding communities by developing partnerships with local businesses and advisory boards B: Access and Success Continue / Revise Delete Partnerships in education Continue and enhance the integral relationship between the Child Development and Education Department and the Child Development Center and Laboratory School D: Cooperation/Collaboration Continue / Revise Delete Adjunct Faculty Provide material, professional, and human resources to support excellence in adjunct faculty teaching and student support services. C: Secure Resources Continue / Revise Delete V. Notable Achievements for 2015-16 V. Notable Achievements for Child Development Enter your Unit's successes for the 2015-16 year in the table below. Please connect them to your Unit's goals and the College's themes. Text boxes will expand as needed. Add rows (+), delete rows (X). Unit Priority Unit Achievements for the 2015-16 Year Unit Goals/College Themes Page 3 of 14

V. Notable Achievements for Child Development The Early Childhood AS-T Degree has been California Community College Chancellor's Office (CCCCO) approved effective summer 2016. The following are completions for Child Development Certificates, A.S. Degrees in Child Development and Educational Paraprofessional, Transfers, Child Development Permits (issued by the California Commission on Teacher Credentialing) for 2015-2016. CERTIFICATES: 197 DEGREES: 61 (32 Child Development and 29 Educational Paraprofessional ) CHILD DEVELOPMENT PERMITS: 81 TRANSFERS: 75 The Child Development Advisory Committee is comprised of professionals and experts from community partnerships. The Child Development Department has a carefully selected Advisory Committee which includes representatives from key components of the educational spectrum, including partner universities, state agencies, private educational organizations, and family child care providers. The Department holds two meetings a year (fall and spring). Essential partnerships are also performed through the work of individual faculty members. Karen Curran serves as the regional coordinator for the California Early Childhood Mentor Program (CECMT), Darlene Landeros serves as the campus coordinator of the California Early Childhood Mentor Program, Tony Henry served as the Child Development Workforce Initiative (CDWFI) coordinator, Kisha Williamson and Doug Hughey serve on the Cal Poly Pomona Child Development Department Advisory Board, Doug Hughey serves as the Teacher Preparation Institute coordinator and on the Advisory Board for the Walnut Valley Unified School District. Kisha Williamson serves as a representative for Partnerships for Education, Articulation and Coordination through er Education (PEACH). Cecelia Thay serves as the Articulation Liaison for the CTE partners. Ninety percent of Child Development courses require at least one observation assignment and the Child Development Observation Laboratory accommodates this student need. A total of 1,891 student observation appointments were conducted at the Observation Laboratory to complete observation assignments. The access to the Observation Laboratory has enhanced students' ability to collect and report data linking observed behaviors and interactions of children and to developmental theory. A well equipped and adequately staffed laboratory provides excellent training and education opportunities essential to student success. A total of 4 Child Observation Lab Technicians are funded through Title V and Perkins and are essential to assist students with the operation camera and audio equipment. The Title V funded Observation Lab coordinator compiles and analyzes data collection, arranges schedules of Lab Technicians, coordinates with Child Development faculty, resolves technical problems with equipment and coordinates appointment scheduling with the CDC. Observation and practicum experiences for students at the Child Development Center allow future practitioners with a broad knowledge of child development theory, observation and assessment, and hands-on application, while implementing national and state standards for quality infant, toddler, and preschool programs. The outcome of the collaborative relationship between the Child Development Center and Child Development Department are highlyskilled, informed, life-long learners who demonstrate knowledgeable, reflective and critical perspectives on their practice. Student would not be able to acquire these essential skills and abilities without the Child Development Center and Observation Laboratory. The Child Development and Education Department faculty are committed to ongoing professional development. This year our full time faculty attended 12 conferences and workshops. Professional development helps the Child Development faculty stay abreast in the field and provide relevant instruction to students. Unit: Support student sucess B. Access and Success Unit: Partnerships in education D. Cooperation/Collaboration Unit: Technological support Unit: Career/vocational training B. Access and Success Unit: Advance academic achievem A. Academic Excellence Page 4 of 14

Med The Child Development Workforce Initiative (CDWFI) program is in its 4th and final year of operation. Student activity and participation is very strong with 221 core members, an additional 130 from the previous year. 81 students earned a California Child Development permit, 1,891 student observation appointments were conducted at the Observation Laboratory to complete assignments, 80 students completed Pediatric CPR/First Aid /AED Training, and more than 200 high school students participated in content or recruitment workshops. The following is a list of completions for Child Development Certificates, A.S. Degrees in Child Development and Educational Paraprofessional, Transfers, and Child Development Permits (issued by the California Commission on Teacher Credentialing) for 2015-2016. CERTIFICATES: 197 DEGREES: 61 (32 Child Development and 29 Educational Paraprofessional ) CHILD DEVELOPMENT PERMITS: 81 TRANSFERS: 75 The Child Development Department continued to participate in the Title V grant to support entry level students in obtaining certificates, degree and permit advancement and completion. A total of 230 students participated in three cohorts in the 2015-2016 program. The articulation agreements between the Child Development Department and Adult Education Programs resulted in 23 students passing the credit by exam and receiving college coursework credit (CHLD 5-14 students, CHLD 61-9 students). Unit: Career/vocational training B. Access and Success Unit: Advance academic achievem B. Access and Success Unit: Support student access B. Access and Success VI. Closing the Loop VI. Closing the Loop for Child Development Analysis of Progress, Impacts, and the Use of Results toward achieving Unit and College Goals This section serves a "reporting" function. The following table displays your plans and activities from your 2014-15 PIE and allows for comment on"" plans while forwarding "" plans to the planning Section Two where they may be modified for the 2016-17 year. **You cannot modify plans in this section.** 1. Select "" or "" for each plan. 2. plans may be modified in Section Two. 3. Please "Close the Loop" on completed plans using the comment field provided for your analysis. Discuss how your Unit closes the loop by connecting completed plans to the budget allocated and include results, outcomes, and/or impact of the activity. For example: How did the prioritized college resources connect to your Unit's outcomes? What progress has your Unit made with the resources provided? Include progress on plans that did not require new resources if applicable. Update Status Plans & Activities Expected Outcomes / Criteria for Success Funding Goals / College Themes The Child Development classrooms will continue to need materials to support active learning, group We expect the student engaged in this learning to develop an idea of how active learning works and also to further develop a sense of the subject in question, for example art, if the class is an art class. Please discuss the results, outcomes and/or impact of this plan/activity in the field below. The purchase of these materials allow our students meet PLO 6 - Use content knowledge to build meaningful curriculum through the use of purchased materials. $ $500.00 Source 2 Unit: Support student sucess Doug Hughey and Darlene Landeros Page 5 of 14

Update Status Plans & Activities Expected Outcomes / Criteria for Success Funding Goals / College Themes The video materials for CHLD 73, CHLD 5, CHLD 50, CHLD 61, CHLD 64, CHLD 10, CHLD 11 and CHLD 6 These are videos that enhance course delivery of the topic in question. Some materials in this vein are provided by media services in the campus library. These are titles that are not avaiiable through that means. Please discuss the results, outcomes and/or impact of this plan/activity in the field below. $ $1,000.00 The purchase of these videos allow our students to meet PLO 3 - Promoting Child Development and Learning. through the use of videos that were purchased to support course delivery. There are several pieces of equipment, such as a die-cut machine, laminateor, and Course assignments, particularly in the curriculum classes, depend on the availability of tools, materials, and examples of finished products to inform and assist the students. The outcome here would be better grades on these assignments, leading to student Please discuss the results, outcomes and/or impact of this plan/activity in the field below. Title V $ $1,500.00 Unit: Technological support Doug Hughey and darlene landeros Darlene landeros The purchase of these pieces of equipment allow our students to meet PLO 6 - Use content knowledge to build meaningful curriculum. PLO 6 maps to ILO 2 (Critial Thinking). New equipment was provided in the move to the new facilities. Priority Priority The Child Development Department has made a commitment to stay ahead or with The department would like to utilize the staff room in such a way that will allow for semi-private The Department would like to modernize the adjunct faculty workspace by providing four net- We expect our course offerings to be enhanced consistent with current practice in the field. Our professors will be fully informed on the most recent principles and practices of infant care, and we will be able to offer a valuable certificate, leading to student success This Plan/Activity will be added to the Plans, Activities, and Resources table in Section-Two A sub-divided faculty area would promote student success by giving adjunct faculty a place to conduct meetings with students in a semi-private setting, thuis discussing class performance and any other issues related to student success. This Plan/Activity will be added to the Plans, Activities, and Resources table in Section-Two The outcome here would be that since adjunct carry a disproportionate teaching load in our department, they should be afforded at least minimal support in preparing for class and evaluating student progress. We consider this request to be minimul support, the Please discuss the results, outcomes and/or impact of this plan/activity in the field below. Lottery $ $750.00 Prof. Development $ $2,000.00 Facilities Mod $ $4,500.00 Unit: Support student sucess A. Academic Excellence Doug Hughey and Unit: Partnerships in education D. Cooperation/Collaboration Doug Hughey and Darlene Landeros Unit: Adjunct Faculty Doug Hughey and Darlene Landeros Unit: Adjunct Faculty The completion of this plan/activity facilitated our students ability to meet PLO 1 - Interpret effective teaching and care practices through in-class group assignments. PLO1 aligns with ILO1 (Communication) as well as ILO4 (Personal, Social, Civic, & Environmental Responsibility). Priority The department uses one networked printer to accommodate the course A new, faster, higher capacity networked printer would greatly improve work performance and task completion for all faculty and the major grants housed in the department. Please discuss the results, outcomes and/or impact of this plan/activity in the field below. $ $6,000.00 The completion of this plan/activity facilitated our students ability to meet PLO 7 - Becoming a Professional as a new printer was provided by the Business Division allowing CDTC/ECEMP applications to be processed. PLO7 aligns with ILO1 (Communication) as well as ILO4 (Personal, Social, Civic, & Environmental Responsibility). Priority Increase capability of observation lab to what was originally specified. Purchase additional licenses Completion Select Will provide much needed additional user access for students in the high demand observastion courses. Please discuss the results, outcomes and/or impact of this plan/activity in the field below. $ $3,000.00 Source 1 Unit: Adjunct Faculty The completion of this plan/activity facilitated our students ability to meet PLO 4 - Observing. Documenting, and Assessing. over 1,000 students completed observation assignments through use of the Child Observation Lab staffed by Lab Assistants. However, continued funding for Lab Assistants are necessary. PLO4 aligns with ILO1 (Communication) as well as ILO4 (Personal, Social, Civic, & Environmental Responsibility). Source 2 Unit: Support student access B. Access and Success Enter Name SectionTwo Page 6 of 14

Where We Are Going: Planning for the Next Two Years: 2016-17, 2017-18 VII. Planning Context: Unit Goals Assessed and Revised VII. Planning Context - Unit Goals Assessed and Revised for Child Development The following table contains the over arching goals that guide your Unit's mission and the mission of the college (as noted in Section One). Over arching goals are not specific plans or activities, but more general goals that drive your Unit's mission. Continue, revise, or add new goals as appropriate for the continuation of your planning for the current four-year cycle (2014-15 through 2017-18). Add rows (+), delete rows (-) as needed. Unit Goal Name Unit Goal College Theme Support student sucess Establish and sustain paths and structures for program-to-program transfer B: Access and Success Advance academic achievement Career/vocational training Technological support Support student access Partnerships in education Adjunct Faculty Support student completion rates in our program's certificates and degrees Promote student awareness of the California Child Development Permit requirements and the application process Employ state of the art technology in the classroom and teaching environment to enhance effective instruction Increase awareness of the Child Development and Education program among potential students and surrounding communities by developing partnerships with local businesses and advisory boards Continue and enhance the integral relationship between the Child Development and Education Department and the Child Development Center and Laboratory School Provide material, professional, and human resources to support excellence in adjunct faculty teaching and student support services. A: Academic Excellence A: Academic Excellence C: Secure Resources B: Access and Success D: Cooperation/Collaboration C: Secure Resources VIII. Conditions and Trends Informing Planning VIII. Conditions and Trends Page 7 of 14

The following table is intended to track conditions and trends that influence planning over a multi-year period beginning that began with the 2014-15 year. Review, revise and/or add new information as necessary. Please include data sources used. Select the "Year" in column one to reflect changes. The "Link to Data Sources and Support Options" button will open a Mt. SAC webpage that offers suggestions and links for potential data sources for your Unit. (Text boxes will expand. Add (+) rows, delete (-) rows as needed.) Year External Conditions, Trends, or Impacts Data Sources 2015-16 Cont'd. 2015-16 New ED10 requires K-12 classroom observations which necessitates partnerships with local school districts. These on-going partnerships are in the process of being established and maintained to meet student need. In order to align with C-ID requirements, CHLD 73 Infants at Risk was modified and CHLD 79 Care and Education for Infants and Toddlers was created. The modification of the Infant/Toddler Development Certificate aligns with the requirements of the Curriculum Alignment Project (CAP). In addition, an Infant /Toddler Field work and seminar combination (CHLD 86 -- Infant/Toddler Practicum Seminar) and CHLD 87 (Infant/Toddler Practicum Field Work) was created and complies with CAP requirements. This work is consistent and timely with the trend in Early Care and Education of focusing on the earliest years of development. The new CHLD 86/CHLD 87 practicum will be an alternative practicum pathway for students, reducing the bottleneck from the limited space availability in CHLD 67/CHLD 67L. The new courses have been submitted for approval through the Curriculum Committee. 2015-16 Cont'd. The advent of the implementation of Transitional Kindergarten has lead the department to examine ways to modify current pathways to create teacher preparation programs that will adequately educate and train future practitioners. Articulation agreement C-ID, State Department of Education, Child Development Division State Department of Education, Child Development Division Year Internal Conditions, Trends, or Impacts Data Sources 2016-17 New 2016-17 Cont'd The completion of the Child Development Workforce Initiative (CDWFI) grant leaves the department without a qualified employee to preview California Child Development Permit applications. Trained employees guide students through the process of gathering information for the application and review each comprehensive application materials to certify that the application meets the requirements. A Child Development permit is an official credential administered by the State of California and must be carefully reviewed and verified for completeness in order to sign off each application. The absence of personnel qualified to guide students through the permit application process and submission will adversely impact the student attainment of a permit which is necessary to enter the workforce. The absence of personnel will also limit the promotion and accessibility and promotion of permits and data tracking of permit completion. The sustainability of a reputable program requires full-time faculty members with high levels of commitment, current expertise and involvement in the field to provide relevant and current direction to improve, expand and modernize the services delivered to students. The college has hired one new Child Development professor for the 2016-2017 school year, however the second vacant full-time faculty position must be replaced to sustain program quality and continuity. In addition, department's substantial dependence upon adjunct professors to teach CD coursework impacts the quality of the discipline. Adjunct faculty, no matter how carefully hired, require support, training and assessment and have a learning curve before they are fully effective in the classroom. Senior faculty are fulfilling the more complex departmental program roles, campus obligations, and critical involvement in the active and evolving field. It is paramount that full-time faculty members participate in policy decisions and hold positions of leadership locally and statewide to assure decisions are established that will positively impact the program and the field. CDWFI Proposal for new faculty hire research Page 8 of 14

2016-17 Cont'd 2015-16 Cont'd. 2016-17 New 2016-17 New Practicum Fieldwork Experience as an essential part of teacher training, as well as a focus topic at the state and local level. Supervised practicum requirements are under review by the State to develop as more consistent standard for practical fieldwork experience. Mt SAC has maintained a high standard for practicum and sought out as a leader in the field for practicum practices that result in preparing students for their future work in the field. The current collaboration with the campus Child Development Center has proved to be highly effective with student preparation. The Child Development Observation Lab completed its second year of operation. Grant funding for the Lab technicians comes through Title V and Perkins. In order to sustain this vital campus Laboratory, a full-time permanent Lab supervisor is needed. The Title V funded Observation Lab Technician IV (coordinator) compiles and analyzes data collection, arranges schedules of Lab Technicians, coordinates with Child Development faculty, resolves technical problems with equipment and coordinates appointment scheduling with the CDC. An analysis of student surveys completed each semester shows that students success in coursework is directly tied to the availability and supports provided in the laboratory. CDWFI funding provided a part-time academic counselor to serve students in a designated office within the Child Development Department. The counselor provided direct services to students through advisement, educational planning, transfer planning, graduation checks, Child Development permit application review, and the development of Student Education Plans. Direct access to an available, accessible, academic counselor knowledgeable about Child Development academic and career paths is an essential component to student persistence and success. The loss of a part-time academic counselor familiar with Child Development will adversely impact student achievement and certificate, degree, and transfer completion. Success in individual courses leads to certificate, degree completion and transfer. The CD department has provided a lending library for required courses funder through the CDWFI grant. The completion of the CDWFI grant will lead to the loss of support for the textbook loan program. The loss of personnel to administer, manage, and maintain the textbook loan program will adversely impact students who lack resources to acquire a required course textbook. Commission of Teacher Credentialing, Child Development Permit Advisory Panel Year Retention and/or Success Data Data Sources 2015-16 Cont'd. 2015-16 Cont'd. 2015-16 Cont'd. During the 2015-2016 academic year, 197 certificates were issued, 61 students graduated, 75 students transfered, and 81 California Child Development Permits have been processed. The certificates align with the California Child Development Permits, increasing the numbers for both certificate and permit attainment. Some Child Development students move into various levels of employment and may not attain the Child Development AA degree. Students are provided with a pathway to completion through nested certificates, degree and credentials to becoming an early care and education professional. Students complete the Certificate Level I (12 units) for Assistant Teacher positions or the Children's Program Certificate: Teaching (39 units) for lead teacher positions. Non-traditional populations continue to face non-normative barriers to completion and benefit from the development of established safety nets. Developing an effective way to identify barriers to completion and employment and providing early direction channels students to services/events/pathways that help them advance towards completion and employment. In addition, academic counseling, tutoring, and resources for non-traditional populations has showed to be beneficial to improve technical skill attainment and minimizes overall barriers to completion. Attracting and retaining nontraditional populations to Child Development has been successful. Title V Perkins CDWFI CDWFI Argos Department Records Year Critical Decisions Data Sources 2016-17 Cont'd The Child Development Department continues to coordinated efforts and access funding to maintain the Child Observation Laboratory since it is integral to student success. Decisions have been made regarding staffing, observation protocols, and newly required SB702 immunization mandates. Perkins Perkins Campus Building and Design program Page 9 of 14

2016-17 Cont'd 2016-17 Cont'd 2016-17 Cont'd 2016-17 Cont'd The training of workforce-ready graduates for employment in Infant and Toddler Care is of paramount importance to the current needs of the local community and State. Offering the combination CHLD 86 - Infant/Toddler Practicum Seminar and CHLD 87 - Infant/Toddler Practicum Field Work aligns with CAP requirements and is timely and consistent with trends in Early Care and Education. The implementation of Transitional Kindergarten has lead the department to examine ways to modify current courses to create teacher preparation programs that will satisfy the State requirement for qualifying Transitional Kindergarten teachers. The Child Development Department will continue to collaborate with the Child Development Training Consortium (CDTC) to inform students of education and experience requirements for the California Child Development Permit Matrix. Maintaining a CDTC contract expedites the permit application and issuance process which gives students a "work-ready" advantage since the permit is required by many ECE employers. Continued participation in California Community College Early Childhood Educators (CCCECE) keeps the Department abreast of state and local issues regarding teacher preparation. Networking allows California Community Colleges to discuss issues, and collaborate with local planning agents to identity roles in strategic planning. It is critical that department faculty continue to actively participate and provide leadership on both regional and statewide levels. 2015-16 Cont'd. Continued support for participation at the state level in discussions the Child Development Permit Matrix revision. LAUP 2015-16 Cont'd. Continued support for participation in ECE Community College Regional Collaboration which focuses on student success with workforce outcomes through quality Child Development CTE programs. California Alignment Project (CAP) CTC CDTC Campus Contract Proposal for new hire process Strong Workforce Program Year Progress on Outcomes Assessment Data Sources 2015-16 Cont'd. Outcomes show steady and consistent growth in the number of students who complete Child Development certificates, degrees and transfer. ARGOS reports IX. Institutional Set Standards IX. Institutional Set Standards + - What are Institutional-Set Standards? o Institutional-Set Standards are another set of data used to inform planning assessment and outcomes in this process. o Institutions must set standards for satisfactory performance of student success to meet accreditation requirements. o These standards also provide the basis for the Institutional Effectiveness Partnership Initiative (IEPI) indicators that help colleges and districts improve their fiscal and operational effectiveness while promoting student success. For more information about IEPI indicators: http://www.mtsac.edu/administration/research/iepi.html Mt. San Antonio College must demonstrate that it: Establishes standards for its own performance Page 10 of 14

Analyzes how well it is meeting its own standards Makes results available to all constituent groups Plans to improve in areas where its own performance is inadequate The measures to be assessed are: student success number of degrees and certificates licensure, transfers and job placement (for CTE areas) + - Current Standards Review the Institution-set Standards information in the following table and describe how your Unit will address the trend data you observe using these guiding questions: o Do the data indicate there is room for improvement? o What plans or activities might your Unit do to lead and support the targeted improvement? (The plan or activities will be further detailed in Section IX: Plans, Activities, and Resources for Child Development) What if I am not in an instructional area? (click here to open and close) Mt. San Antonio College 2016 Annual Report* Institution-set Standard Success (Based on 3-year average 2012-2014) Most recent rate for Child Development 2015-16 = 77.27%** / 2014-15 = 77.10% 67.89% Completion of Degrees and Certificates Combined 2090 2034 Degrees Only 1855 1,761 Certificates Only 851 911 Non- Credit Certificate 1296 1285 Transfer Transferred to 4-year University 1,757 1,637 Based on the Institution-set Standards data offered above, briefly describe the actions and plans your area will take or continue to contribute to meeting the College's standards in the field below. Page 11 of 14

* = Rates from 7 years of data, Mt. SAC Scorecard https://collegescorecard.ed.gov/ **=Only one semester, Fall 2015 data + - Job Placement Information (for CTE areas) Mt. San Antonio College The Research and Institutional Effectiveness team conducts annual surveys of CTE program graduates to gather information on job placement. The most recent Alumni Survey Report of CTE program graduates receiving awards between Summer 2012 and Spring 2013 and the results of that survey can be found here: http://www.mtsac.edu/governance/committees/iec/planning/pie_alumnisurvey.html Based on the job placement survey information, briefly describe below, the actions and plans your area will take, or continue, in order to meet the Institution's job placement standards set for your CTE programs. - Close table above X. Plans, Activities, and Resources XI. Plans, Activities, and Resources for Child Development The following table serves the "planning" function for the 2nd year of this four-year cycle. Here, add new action plans, activities, and resources needed, OR modify "" plans, so designated in Section One, Closing the Loop. Use the Expected Outcomes section to describe how the plan and resources requested are supported through your Unit's outcomes assessment. Add rows (+) as needed. Delete rows (-). Med Plans & Activities Expected Outcomes / Criteria for Success Resources Requested Goals / Themes The Child Development Department currently possesses a course textbook loan program $ $12,518.00 Unit: Advance academic achievem Supplies - Textbooks that is heavily accessed by students. Both the Title V and Child Development Workforce Title V A. Academic Excellence Initiative budgets funded the purchase of textbooks for loan. The provision of current, required textbooks supports academic completion and student success. Grant Tony Henry and Observation Lab Technicians Conferences Students enrolled in courses that require observation assignments received support from the Lab Technicians with techniques and using of laboratory equipment, as well as guidance in systematic writing of observation and successful completion of required assignments. In addition to the Professional Development offered at Mt. SAC, department faculty attended twelve professional development and training courses offered off campus and out-of-state. By attending these conferences, the department has been able to incorporate the most recent research practices in the delivery of subject matter, resulting in more knowledgeable and successful students. $ $40,986.00 Title V $ $7,950.00 Prof. Development Unit: Technological support Tony Henry and Unit: Support student access Tony Henry and Page 12 of 14

New Low New New Med New Plans & Activities Expected Outcomes / Criteria for Success Resources Requested Goals / Themes Academic counseling Program embedded academic counselor met the high demand of Child Development $ $31,500.00 Unit: Support student sucess students requiring advisement, educational planning, transfer planning, graduation checks, permit applications and the development of educational plans. Grant B. Access and Success Source 2 Tony Henry and Students complete active learning Students will work collaboratively in groups, researching and developing projects. Printed $ $700.00 Unit: Support student sucess group projects in the Child materials will help Development classrooms. Some of these involve the use of the Source 2 Tony Henry and classroom printer, so ink cartridges will be a need. Completion 2016-17 The video materials for CHLD 1, These are videos that enhance course delivery of specific topics. Some materials are $ $500.00 Unit: Technological support CHLD 10, CHLD 11, CHLD 50, CHLD provided by media services but some videos are not available through the campus library. 51, CHLD 61, CHLD 68, CHLD 64, CHLD 73 are outdated VHS. New Title V Tony Henry and DVD's need to be purchased to meet the closed captioning requirements. Completion 2016-17 Aging equipment such as a Course assignments, particularly in the curriculum classes, depend on the availability of $ $500.00 Unit: Support student sucess microwave, and toaster oven were tools, materials, and examples of finished products to inform and assist the students. The purchased over 10 years ago and outcome here would be improved understanding and grades on these assignments, A. Academic Excellence are in need of replacement. These leading to student completion and success. Lottery Tony Henry and appliances are used in CHLD 6, CHLD 63 and CHLD 64. Completion 2016-17 The adjunct faculty room needs A sub-divided office area would promote student success by giving adjunct faculty a place $ $2,000.00 Unit: Adjunct Faculty semi-private spaces to be used for to conduct meetings with students in a semi-private setting, thus discussing class meeting with students. performance and any other issues related to student success. Facilities Mod Completion 2016-17 Tony Henry and Better utilize the faculty workspace The outcome here would be a place for faculty to conference and conduct meetings. $ $500.00 Unit: Support student sucess by providing a conference table capable of seating at least 8 faculty members. Currently, a wobbly Tony Henry and table only seats 4 faculty members. Completion 2016-17 SectionThree Recommendations: Improving the Planning Process XI. Additional Information Needed XI. What additional information should the College provide to assist your Unit's planning? Add rows (+) as needed. Page 13 of 14

XI. What additional information should the College provide to assist your Unit's planning? Add rows (+) as needed. None at this time. XII. Suggestions for Improving the Planning Process XII. What suggestions do you have for improving the planning process for your Unit? Add rows (+) as needed. Obtain ongoing input from stakeholders; develop a reliable tool for assessing the outcomes of our department goals; collect data related to departmental goals on an ongoing basis. XIII. Contributors to the Plan XIII. Contributors Enter your name and information as a contributor to this Unit PIE Plan. Add rows (+) as needed. Contributor Dept/Program Contributor Dept/Program Tony Henry Child Development Doug Hughey Child Development Darlene Landeros Child Development Add your name as a contributor to this Unit PIE Thank you for completing the Unit PIE form analyzing 2015-16, and continuing your Unit's planning for 2016-17 within the 2014-15 through 2017-18 cycle. Please save this form and forward to your Unit's manager by 07/01/ 2016. Questions regarding this form? Send an email to Don Sciore, Associate Dean of Instruction, Co-Chair IEC, at dsciore@mtsac.edu Page 14 of 14