Michigan s Postsecondary Programs of Study REPORT OUT 2011 Montcalm Community College Early Childhood Education

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1 Michigan s Postsecondary Programs of Study REPORT OUT 2011 Montcalm Community College Early Childhood Education INTRODUCTION: Contributors to the MCC Criminal Justice Programs of study included: Jessica Snyder, MCC Psychology Faculty Maria Suchowski, MCC Director of Assessment and Institutional Research Amyee Carson, MCC Director of Community Outreach Additional Resource Assistance: Celena Mills, MACC Assistant Principal/Curriculum Specialist STEP 1 INTAKE AND ASSESSMENT TO ENTER A PROGRAM Admission Montcalm Community College requires that students wanting to attend apply to the college and take the COMPASS or ACT to determine appropriate course selection. These are requirements for all students, not specific to Early Childhood. There are no specified academic requirements for the Early Childhood students entering MCC (http://www.montcalm.edu/getting-started/guide-to-getting- Started/GuideToGettingStarted aspx). Assessment Academic assessment using COMPASS or ACT testing is required for all students pursuing a program of study at MCC or who wish to enroll in a course with a test score listed as a prerequisite ( Students exempt from testing are those who have preciously complete the COMPASS test or attained the required ACT scores (18 or above on individual test modules MCC.aspx ), have earned a bachelor s degree, are age 60 or older, audit classes or obtain a waiver from the instructor. Only COMPASS scores are accepted as placement scores for MATH prefix courses, ACT math scores cannot be used. COMPASS test COMPASS is an untimed, computerized test that helps the college evaluate the student s skills, and place them into the appropriate courses. COMPASS offers tests in Reading, Math, and English. The COMPASS test is not a pass fail test. The results will assist the student and academic advisor/counselor to develop an appropriate academic plan at MCC and will determine what classes best fit the student and their academic needs. Page 1 of 5

2 STEP 2 ACADEMIC STANDARDS The academic entry requirements for the Early Childhood Development Certificate and Associates degree are the same as the general education entry level requirements. Within the past two year the Early Childhood Development programs have been updated to include new program requirements, new pre-requisites for several courses and a new rotation of course offering. Due to this fact there is very little data to show comparisons of data regarding test scores and completions of programs. STEP 3 OCCUPATIONAL/TECHNICAL STANDARDS The Early Childhood Development Programs do not currently require any additional occupational or technical standards for entry. This is to allow the greatest amount of access by our student both secondary and adult student populations. NAEYC standards are reviewed and used in course development because they are what drive employability for the early childhood fields in Michigan. Articulation MCC currently holds articulation agreements with several secondary schools. The schools are listed below along with the courses approved for articulation. The successful completion of the below identified courses at the designated sites can be articulated with MCC and reduce the amount of course work required to complete the Early Childhood Development Programs. Montcalm Area Career Center (MACC): Early Childhood Development ECDV100, Introduction to CDA ECDV120, Child Development Preschool ECDV135, Preschool Curriculum ECDV140, Michigan Childcare Basic ECDV141, Michigan Childcare Advanced ECDV142, Michigan Childcare Special Needs ECDV143, Michigan Childcare All Children AHEA100, Emergency Healthcare Articulation Conditions and Requirements 1. Student must complete the high school/career center course as listed with a B or better final grade and a competent rating. 2. Student must complete a Montcalm Community College application for admission. 3. Student must complete MCC Articulation Application Request Form with their secondary school counselor and send it to MCC with their application for admission along with an official high school transcript. Page 2 of 5

3 4. Student must meet MCC performance objectives with a rating of competent or higher. 5. Student must enroll at MCC within 26 months after high school graduation or articulated credit does not apply. 6. Articulated credits will be added to the student s MCC transcript with no grade assigned, no tuition charged and no effect on GPA. Credits will be used to satisfy program/certificate/degree requirements. 7. MCC credit for articulated courses is limited by specific program agreements. 8. Articulation agreements and 2+2 aligned program curriculum (where appropriate) will be reviewed, updated, signed and dated annually. The majority of students who articulate Early Childhood Development courses with MCC are from the MACC. There is limited availability to determine how many students articulate ECDV courses. This area would be a prime for continued exploration and documentation for the second year of the POS. MCC is currently working with MACC to create a system to track students that complete coursework at MACC that is available for articulated credit to determine if they use the credit and their success. Background Check: Students with a criminal record should consult with the State of Michigan and an MCC counselor prior to starting this program to ensure that they are eligible to work in the field. Currently, MCC does not have a course or requirement that students complete a background check for course purpose; however, there has been discussion to require it for the program. This is due to the implication and hindrance that a criminal background can cause in the early childhood field. STEP 4 CURRICULUM CROSSWALK Reading Levels The text books used for courses at the Montcalm Area Career Center and at MCC are the same. The grade level of reading has not been identified as an issue for students at either the Career Center or MCC levels. When working to determine if there was a recommended reading level for students to be successful in the program it was discovered that success was not consistently determined by reading level. Anecdotally, there seemed to be a pattern of success saw with those students who attended MACC and successfully completed articulated courses. Hypothetically, it was assumed that the soft skills taught, learned and demonstrated to be successful in the MACC articulated courses increased the student s ability to benefit while attending MCC in the ECDV program. A logical second year investigation would be to learn more about the success of those students who participated in the ECDV programs at the secondary level. This would Page 3 of 5

4 involve tracking students from the secondary level to the post-secondary level to determine rates of success. The recommendation of this team would be that the second year of this study be focused on finding a way to track the identified students who entered MCC with articulated credits in Early Childhood Development. To then follow up and determine if a successful profile can be established. STEP 5 ALIGN STANDARDS TO COLLEGE COURSEWORK. The courses that are available for articulated credit that are taught at Montcalm Area Career Center (MACC) have been created by MCC faculty or have been thoroughly reviewed by a team of ECDV and PSYC faculty on a continual basis. MCC faculty determines if the courses are closely enough fashioned to mirror those courses taught on campus. This includes using the same syllabi and text books. The articulated courses were generated in this manner to ensure that courses being articulated were not creating duplications or gaps. Gap Analysis The gap analysis was received late from MACC in this procedure, and an analysis was not completed. This was not a high priority for the team due to the level of consistency between the articulated courses and the courses held on campus. However, completing the gap analysis and pairing MACC s information with MCC s would be a logical next step. Dual enrollment is not an option for any local ISD s for those courses that are offered at the MACC or another secondary program. STEP 6 PROGRAM OF STUDY There are several documents that would need to be used with students dependent upon their experiences and prior course completions upon entry into MCC s Criminal Justice program. An adult student POS; for those students that have not participated in secondary Early Childhood Development courses. There would be a POS for the Child Development Associate Job Training Certificate and the Early Childhood Development Associates degree. A POS customized for those students completing secondary coursework and receiving the following articulated options. 1. ECDV ECDV ECDV ECDV ECDV141 Page 4 of 5

5 6. ECDV ECDV143 Programs of Study can be used by MCC counselors, MACC counselors, potential secondary students, current post-secondary students and parents for academic success in the field of Early Childhood at MCC. While these programs are accepted in baccalaureate programs at many Michigan public and private colleges and universities, students should prepare individual programs of study based on their choice of transfer institution, and should meet with advisors at both MCC and the transfer institution of choice. MCC does currently hold a 2+2 agreement with Ferris State University for student completing the Early Childhood Development Associates degree. STEP 7- EXTERNAL CERTIFICATIONS EARNED. The Child Development Associate Job Training Program is conferred by the Council for Early Childhood Recognition (CECR). To be awarded this credential, students must complete a planned set of activities including work experience, supervised training and related instruction. MCC does not offer this credential; however, students who complete the ECDV courses listed below will meet the related instruction required by CECR. To learn all that is necessary to apply for the CEDA credential, students should enroll in ECDV100, Introduction to CDA. The Early Childhood Development Associates Degree is for students who desire training that satisfies state requirements for the Child Development Associate (CDA), Head Start programs, day-care centers, home day care and related areas. CONCLUSION The next step on this process will be to share this information with faculty and staff in the Early Childhood department, the advisory board, secondary program instructors, MCC counselors, secondary program counselors and advisors and the Trends Conference. The team would like to complete the gap analysis to synthesize both the MACC course skills and the MCC course skills. At the conclusion of the MACC gap analysis process the other secondary programs would be evaluated. In addition, there should be continued assessment in the area of determining possible attributes of successful completers of the program. Due to the continued low number of completers of both the associate s degree and the job training certificate an investigation into ways to both increase enrollment and support increased completions are also within the next steps for this program. Page 5 of 5

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