EARLY CHILDHOOD EDUCATION. Annual Program Planning Worksheet

Transcription

1 EARLY CHILDHOOD EDUCATION Annual Program Planning Worksheet

2 A. ANNUAL PROGRAM PLANNING WORKSHEET (APPW) Program: Early Childhood Education Planning Year: Last Year CPPR Completed: 2011 Unit: Human Development Cluster: Workforce and Economic Development Next Scheduled CPPR: 2016 NARRATIVE: APPW I. Program Outcomes: On completion of the Early Childhood Education Program graduates will be able to: 1. Demonstrate their understanding of human development theory and the multiple interacting influences on children s development and learning, to create curriculum and environments that are healthy, respectful, supportive and challenging for all children. A. Knowledge of child development theories, domains and practices. B. Explain prenatal and postnatal brain development and potential pathologies. C. Identify and adapt to individual children s learning styles. D. Identify common curriculum models. E. Demonstrate and model developmentally appropriate (DAP) skills used for planning, presenting and evaluating of the learning environment and curriculum areas: math, language, literacy, literature, sciencing, art, music, movement, outside, social studies, nutrition, and personal health and safety. F. Develop and implement written activity lesson plans. G. Knowledge of the developmental foundations of ECE and school readiness. H. Integrate an Anti-Bias / Diversity Approach in all areas of curriculum. I. Knowledge of Early Childhood observation, screening and assessment tools (ECERS, DRDP- 2, Ages and Stages, NAEYC Standards, etc.) 2. Demonstrate effective guidance and interaction strategies that support that support children s social learning and promote positive and reciprocal relationships among culturally and linguistically diverse teachers, children, and families. A. Apply knowledge of direct guidance techniques in individual and group settings. B. Apply knowledge of indirect guidance techniques in individual and group settings. 2

3 C. Demonstrate ability to model and integrate social problem solving skills in child to child and child to adult interactions. D. Demonstrate skills that promote positive and reciprocal relationships among culturally and linguistically diverse teachers, children, and families. E. Knowledge of classroom management skills (scheduling, foresight, classroom awareness etc.) F. Apply classroom management skills (scheduling, foresight, classroom awareness etc.) 3. Analyze and apply strategies that promote partnerships between teachers and families identifying program and community resources that promote their children s health, development, and learning. A. Recognize parents as first teachers. B. Identify strategies for effective parent teacher partnerships. C. Knowledge of community resources for families with diverse needs. D. Explain the IEP and IFSP process. E. Apply universal health and safety practices. F. Knowledge of mandated child abuse reporting laws. 4. Identify and conduct themselves as member of the Early Childhood field, employing work skills, ethics, and dispositions that support professionalism and continued professional development. A. Practice professional ethics. (Confidentiality, respect for diversity, knowledge of quality principles and practices in the field of early childhood education) B. Exercise positive work ethics (punctuality, meeting deadlines, good verbal and written communication skills, dresses appropriately, models healthy lifestyle, a team player, self-directed, critical thinker, reliability) C. Knowledge of early childhood professional resources (California Community Care Licensing Regulations, NAEYC Accreditation Standards & Code of Ethics) D. Develop a professional portfolio. 3

4 II. Program Connections to College Mission At Cuesta, students acquire the tools to be academically successful, develop critical thinking skills and expertise, and learn to appreciate the contributions of all people in a diverse society. In the Early Childhood Education Program students experience a rigorous course of study that promotes self-direction, critical thinking, and soft skills needed to be an affect employee and citizen. An understanding and appreciation of diversity is interwoven into every ECE class. At Cuesta, we work together with dignity and respect toward the common goal of serving our students. In the Early Childhood Education Program faculty are encouraged share their concerns, suggestions and/or recommendations at all times. ECE faculty share their teaching strategies in department meeting and in shared coursework files. At Cuesta, we respond effectively to the personal, academic, and professional needs of our community. In the Early Childhood Education Program community input via the Community Advisory Committee is essential to the quality our program. Our program is the direct result of community needs and on going changes to the Child Care training needs and laws of the county and state. College Vision: Cuesta College is dedicated to accessible, high-quality education for the support and enhancement of student success, professional development, and the community we serve. Early Childhood Education will continue its role in the community as a place for students to grow academically, complete Degree Programs, earn transfer units, develop career skills, and to grow professionally and personally. The ECE department is committed to outreach, recruitment, training, retention and community service. This commitment is evident in the variety of committee work, advisory councils, professional services, and workshops the members of ECE participate in: ROP, Child Care Planning Council, Re-entry Students, diversity training (EEO Training), parenting classes, The Annual Child Abuse Prevention Academy, Mentor Teaching Project, Transitional Kindergarten, Early Learning For All, Career Days, and state level projects and committees including: California Community College Curriculum Alignment Project, WestEd Program for Infant Toddler Care, and Child Development Training Consortium. 4

5 III. Appropriate Institutional Measurements/Data: FULL-TIME EQUIVALENT STUDENTS OVERALL We would expect to see an FTES decrease for ECE based on the reduction of courses we offered in the Fall 2009 and Spring 2010 semester. However, it does appear to be a slight decrease as we wait for the Spring 2010 data. Our fill rates have increased as the number of sections has decreased. COURSE FILL RATES OVERALL Course Fill Rates have increased steadily over the semesters. Currently we are over 80%. This continues to be an improvement goal area for Early Childhood Education. 5

6 FTES BY REGION FTES have remained stable for San Luis Obispo through As course offerings are decreased in , FTES have declined. Fill Rates have increased. North County Fill Rates peaked in There has been a sharp decline in due to course reductions. Fill Rates have increased. South County FTES peaked in Due to course reductions, there has been a decline in Fill Rates have increased. 6

7 Distance Education FTES have steadily increased over the past five years. Currently in , we are at %. Fewer course reductions have occurred in this area. STUDENT SUCCESS AND RETENTION Course Success and Retention have remained high in Early Childhood Education. We average an 80% Success Rate and 85% Retention Rate. This is a strength of the program, but we continue to work towards improvement. 7

8 TEACHER WEEKLY STUDENT CONTACT (TSCH) TSCH Rates have remained stable around 90% has seen a slight decrease to 86%. This is a reflection of overall course decreases. It still represents a high percentage. ENROLLMENT IN EARLY CHILDHOOD EDUCATION Course Enrollments peaked in Due to course reductions may show a decrease. Our goal is to remain stable within the context of a smaller course offering. 8

9 COURSE ENROLLMENTS BY REGION Enrollments for San Luis Obispo peaked in They have decreased since. Our goal is to remain stable within the context of a smaller course offering. North County Enrollments have remained fairly stable over the last five years. We do estimate a decrease with current 2010 data. South County has fluctuated over the past five years. Enrollments peaked in We do anticipate further decrease with the 2010 data. Course offerings will continue to decline as well. 9

10 Distance Education Enrollments have increased over the last five years. This has been a growth area for Early Childhood Education. Degree Completion AA Early Childhood Education / 1.5% 8 / 1.5% 6 / 1.3% 9 / 1.8% 8 /1.7% 20 / 4.5% Certificate Completion Early Childhood Education / 8.7% 0 / 0% 0 / 0% 1 / 4.8% 0 /0% 14 / 2.9% We are very concerned with our graduation and completion rates. We have modified our degree and certificate programs to be more student friendly. These changes are identified in II. A. Anticipated Program Changes and/or Scheduling Changes (see revised A.A. Degree on next page).progress has been made towards the goals from the report of increasing this number by 50%. We continue to move towards a further increase each year. 20 students declared Early Childhood Education as their degree at the May 2010 Graduation. There were also 14 certificates given during the school year. This represents a significant increase in both degrees and certificates due to advocacy with the students. This is an important increase in the success rates. We will continue to pursue this goal Enrollment FTE (rounded) Success Rate % Retention Rate % *Enrollment has steadily increased except for a slight decrease in *FTES have increased and represent a higher % of our students, (12% in ) *Success rates and retention rates are extremely high 10

11 IV. Program Outcomes Assessment: At the conclusion of the Fall 2010 semester students completed Student Learning Outcomes self-assessments in all sections of: ECE 201- Child, Growth and Development ECE 202 Child Family and Community ECE 203 Curriculum For Young Children ECE 204 Child health and Safety ECE Introduction to ECE / Principles and Practices ECE 206 Observation, Recording Techniques, and Assessment ECE 215 Teaching In A Diverse Society ECE 209 Art for Young Children ECE 234 Children s Literature ECE 236 Understanding The Child With Special Needs ECE 242 Infant-Toddler Caregiving ECE 245 Adult Supervision Evaluation, and Staff Relations in ECE We are waiting for the assessment data to analyze. V. Program Improvement(s): A. The ECE Faculty developed a two year degree rotation to assist students in planning their degree path. The budget crisis will necessitate a revise of the two year program B. ECE faculty and children s center staff have been trained in the Ages and Stages Assessment Profile that is given to all toddlers and preschool children in SLO County. C. ECE Faculty continue to receive training in changes to the Preschool Learning Foundations and the connected assessment instrument, Desired Results Developmental Profile (DRDP- 2 ). Our students that get hired by The California State Preschool or Head Start are required to use the DRDP. D. In every ECE class students are taught the knowledge of and responsibility associated with the Mandated Abuse Reporting Law. This has lead to a yearly Child Abuse Prevention Academy that ECE cosponsors with the San Luis Obispo Child Abuse Prevention Council. E. ECE faculty have participated in diversity training presented by the Antidefamation League and have integrated learning s and activities into course curriculum. 11

12 F. ECE faculty and children s center staff have attended a variety of California Preschool Instructional Network (CPIN) and have integrated literacy, writing, math, ad science activities into our college classrooms. G. The installation of the Closed Circuit Video System in the Toddler and 3 Year Old Classrooms has improved student access to the children s program without additional disruption within the children s classrooms. H. Implementation of ECE student internships will allow students to qualify for the teacher level of the California Child Development Permit while enriching their skills towards becoming early childhood teachers. I. Since beginning to offer more ECE course at the North County Campus we have seen more student laboratory and observations students using the NCC children s center. VI. Program Development/Forecasting ECE is expecting the program changes detailed in Section III, will lead to better graduation and certificate completion rates. A. California Community College Early Childhood Education programs are currently involved in the fourth year of a statewide Curriculum Alignment Project (CAP). The original goals of this project included improving transferability from community college to community college, enhance articulation with the CSU's, and defining a common 24 unit course of study which reflects shared ECE values and includes student learning outcomes. The Core 8 / 24 Units have been established and we have submitted our course work to the CAP Committee for approval. Furthermore, CAP also offers support for Student Learning Outcomes and is looking for ways to help in assessments of SLO s. B. Completing the Course Alignment Project will allow us students to apply for an ECE Transfer Degree. C. We are in the planning stage of increasing articulation agreements from 3 to 6 units with the local High School ROP Programs. The new articulation agreement will increase the number of high school students transferring into ECE. D. In conjunction with the P16 Council Early Learning for All Workforce Development Committee, the ECE Department is creating a workforce development training plan for entry level and employed child care teachers. This initiative will increase the number of students in the ECE Program. 12

13 E. The Community Action Partnership of San Luis Obispo (formerly EOC) has placed an Early Head Start Infant Program in the children s center room If lab student numbers improve we would like to offer an Infant-Toddler classroom experience to interested ECE students. Eventually, we would like to develop an Infant-Toddler Practicum to complement our ECE 242 Infant-Toddler lecture course. In the short term we will use work experience students. Eventually, we will use interns, and if trained and money available, work experience students who are working towards a degree in ECE. F. The Community Action Partnership of San Luis Obispo (formerly EOC) has placed a Head Start Program in room This extra preschool classroom allows students to complete observations, laboratory work, interviews, and community service for ECE courses. Additionally, the lead teacher has been approved to train supervised field experience students through the mentor program. VII. Anticipated Program and/or Scheduling Changes A. Currently, ECE majors can receive their ECE AA Teacher Degrees by choosing one of two tracks. The Laboratory Track requires students complete their supervised field experience in ECE Practicum: Curriculum and Environment (4 units - 1 hour and lecture 9 hours lab) in the Cuesta College Children s Center/ Lab School on the SLO campus. The Community Track ECE students complete their supervised field experience in ECE Supervised Field Experience (3 units 1 hour lecture and 6 hours lab). The ECE 210 course outline has been rewritten to better complement its co-requisite course ECE 209 Lecture: Guidance, Curriculum, and Environment. ECE 210 is now Practicum: Guidance, Curriculum, and Environment and the number of lab hours have been reduced from 4 to 3 to reflect the requirements of the state issued Child Development Permit Teacher. Staring the Fall 2010 semester we will be changing our two tracks ECE A.A. Teacher degree to just one track. Community and Laboratory identifiers will be dropped as all ECE students follow the same academic preparation in terms of their course of study and the number of units required (36) for their ECE A.A. Teacher Degree. Our certificates for earning a Master Teacher are now inline with the state s Child Development Master Teacher Permit requirement. This should improve certificate rates. 13

14 B. Cuesta College ECE is currently involved in the California Curriculum Alignment Project (CAP). This project is designed to bring all the Child Development and/or Early Childhood Education programs in the California Community College system into curriculum alignment. This means - course titles, content, descriptions, and Student Learning Outcomes will align from college to college in the Core 8 or the 24 units needed to earn a Teacher Child Development Permit. C. We will continue offering classes on both campuses and the South County Center with varied day/evening schedules. D. We will complete a summer revise of our ECE Program s two year course rotation to reflect the known budgetary restraints. E. Classes that need to be developed include early intervention, infanttoddler practicum, dual language learners, science, math, and technology. This will require expanding adjunct faculty, offering more courses on-line, and at non-traditional times due to classroom limitations. VIII. Facility Changes A. The North County Children's Center outdoor environment is still in transition and needs to be completed. We will continue to request funds through yearly Foundation grants. We have also received generous donations from the North County community towards play yard improvements. Foundation funds may be needed to supplement. B. The first phase of the Closed Circuit Video System at the San Luis Obispo campus was installed and made operable in Fall The Four Year Old Classroom Rm 4015 needs to be linked to complete the system. C. The building of the new NCC Children's Center and ECE classrooms are on hold due to the budget. D. Room 4403 needs a substantial renovation. To include one regularthrow projector, a new screen, consolidated AV switching facilities, integrated audio mixing and amplification, and multiple components including PC, Elmo, and DVD/VCR. 14

15 IX. Staffing Projections A. To maintain coverage of the front desk from 7:30-5:00 we will continue to use work experience students. We will work with Financial Aid and Work Study to off-set costs. B. The Children's Center needs to hire one more classified assistant teacher position. one more student- hourly positions to a classified position. C. In the Fall 2010 the ECE Department had an unexpected resignation of a full-time tenured faculty member. This leaves only two full-time faculty members to share an ever increasing workload. X. Overall Budgetary Issues The ECE department s budgetary issues are tied to the state s current financial crisis. The department is trying to sustain the existing program and course offerings doing more with less. A. The first impression prospective students have of Cuesta College is through our college webpage. The Human Development and Early Childhood Education web pages are currently non-functioning. No one in the division has the expertise to develop web pages - we are in need of funds to pay for professional webpage development. B. Early Childhood Faculty and Staff will need to continue professional growth activities and this will require additional funds for travel costs and conference fees. C. The children s center conducts annual fundraising events to financially support staff professional development activities, i.e. paying for conferences, workshops, training and travel. D. To meet rising costs we need to increase instructional supply budgets for the Early Childhood Education Program and Children s Center/Laboratory School. E. To maintain currency we will need to continue updating our media, curriculum, and magazine journal library (hard and electronic copies). F. To meet rising costs we need to increase non- instructional supply budgets for the Early Childhood Education Program and Children s Center/Laboratory Schools. 15

16 G. California Community College Early Childhood Education programs are currently involved in the fourth year of a statewide Curriculum Alignment Project (CAP). The original goals of this project included improving transferability from community college to community college, enhance articulation with the CSU's, and defining a common 24 unit course of study which reflects shared ECE values and includes student learning outcomes. The Core 8 / 24 Units have been established and we have submitted our course work to the CAP Committee for approval. Furthermore, CAP also offers support for Student Learning Outcomes and is looking for ways to help in assessments of SLOs. With grant funding from CAP, part-time faculty has been partially compensated for their involvement in helping to re-write curriculum in their respective specialty areas. We will need additional Part-Time Faculty funds to complete rewriting all ECE courses. H. As the Cuesta Early Childhood Education Program continues to grow as a destination for workshops and conferences we will need to offer honorariums to entice leaders in the field to our campus. I. We will need to continue the upgrading of faculty; staff and Children s Center/Laboratory School computers and associated peripherals (i.e. flash drives, CD ROMs, DVD, and software). J. The front office requires staffing from 7:30am to 5:00pm. We need to continue to hire an hourly clerical receptionist for 20 hours. Eventually, this position should be classified and serve both the needs of the Children s Center and the Human Development Division s 6 Academic Departments. K. To maximize the pool of potential qualified faculty and classified staff we need to utilize a more comprehensive advertising plan. This will require a payment of $225 to the Human Resources department for each position we advertise. L. We need to purchase a Fax Machine in the conference/poly Com room M. In the process of developing Program and Student Learning Outcomes, assessment measures, and rubrics we began to rethink our current student portfolio. Our goal is for each graduating ECE student to complete an e-portfolio (multimedia portfolio) that will include; texts, photos and video demonstrating the student learning outcomes for each class they have completed. This multimedia portfolio / e-portfolio will require the purchasing of a computer, a scanner, and 2 color printers. 16

17 N. To improve outreach to the High Schools and promote interest the Cuesta ECE Program and in the field of Early Childhood Education we would like to produce a DVD of our Degree Program and employment possibilities. O. In the future increases in our ECE student population will necessitate moving the North County Cuesta Children s Center to a dual purpose childcare center / laboratory school. This will require the hiring of an experienced ECE laboratory instructor in North County. P. Replace office computer in the instructional assistant s office on the SLO campus and in the Preschool classroom in the NCC Children s Center. Purchase new educational software for the three & four year old classrooms on both campuses. Q. With Child Development Training Consortium funding, we will continue to assist Cuesta College Early Childhood Education students to apply for their Children s Center Permits and complete degrees in ECE. R. It is imperative that the Cuesta College Children s Centers / ECE Laboratory Schools represent and model the highest quality care. To achieve this goal both Centers need to become accredited by the National Association for the Education of Young Children. The SLO campus program has started and will complete this process as funding becomes available. It will cost approximately $2, complete this, in the process of two three years, and extra labor for documentation. S. Of high priority is completing the upgrading of the North County Children s Center outside play area. Started in Summer 2007, the upgrade remains unfinished. New walkways, a bike path, the toddler yard, and outside physical development equipment needs to be purchased and installed. T. Our yearly participation in Children s Day in the Plaza requires payment of a $75 dollar fee. U. The lack of travel and conference funds makes it difficult for faculty and staff to continue professional development. V. On-going need to increase Instructional and Non-Instructional budgets means the program can not purchase software. 17