How To Teach Early Childhood Education

Transcription

1 NAEYC EARLY CHILDHOOD ASSOCIATE DEGREE ACCREDITATION 2015 ANNUAL REPORT FOR ASNUNTUCK COMMUNITY COLLEGE ENFIELD, CONNECTICUT NAEYC 1313 L Street, Suite 500 NW, Washington D.C

2 REPORT CONTENTS A. UPDATES TO CONTACT INFORMATION B. UPDATES TO PROGRAM CONTET Criterion 1, 2 & 3: Mission and Role, Conceptual Framework, Program of Studies Criterion 4 & 5: Quality of Teaching, Quality of Field Experiences Criterion 6 & 7: Candidate Qualifications, Characteristics, Advising and Support Criterion 8, 9 & 10: Faculty Qualifications, Composition, Professional Responsibilities and Professional Development Criterion 11 & 12: Program Organization, Guidance and Resources C. EVIDENCE OF A CULTURE OF CONTINUOUS PROGRAM IMPROVEMENT Chart of Learning Opportunities and Assessments Chart of Key Assessments Aligned with Standards Chart of Assessments and Evidence Use of Candidate Performance Data for Continuous Program Improvement and Innovation 2

3 A. UPDATES TO CONTACT INFORMATION Institution/College: Asnuntuck Community College Mailing Address: 170 Elm Street, Enfield, CT Website address/url: State: CT Date Submitted: 3/31/2015 Program Name as listed in college catalog, including degree type (A.A., A.A.T. etc.) Early Childhood Education, A.S. Primary Contact (Faculty member representing the program): Name: Carol LaLiberte Title: Assistant Professor, Early Childhood Education Coordinator Phone: Fax: Secondary Contact (Faculty member representing the program): Name: Michael Demers Title: Department Chair, Business, Careers, and Technology Phone: Fax: President, Dean or other administrator representing the institution: Name: Michael Stefanowicz Title: Dean of Academic Affairs Phone: Fax: We verify that the information contained in this report is an accurate representation of the program's characteristics. 3

4 B. UPDATES TO PROGRAM CONTET 1. Is there any change to the accreditation status of your institution? No _ Yes 2. Have there been any changes to the name of your institution? No _ Yes 3. Have there been any changes to the name of your degree program? No Yes 4. Have there been significant changes in teaching methods or field experiences? No _ Yes 5. Have any courses been removed from your program? No _ Yes 6. Have any new courses been added to your program? No _ Yes 7. Have there been any changes to your campus or physical facilities that affect delivery of your program? No Yes 8. Have there been any significant changes resulting from unforeseen conditions, e.g., natural disasters, health calamities, etc.? No Yes 9. Have there been significant changes in your college service area or candidate characteristics? No Yes 10. Are online classes offered to students in this degree program? No Yes If yes, what percentage of courses in this program is offered online? 25% or less 50% or less More than 50% 100% Headcount Enrollment in most recent semester available 44 Number of FTE enrollments in most recent semester available 12.2 Number of associate degree program graduates in past academic year 9 Please explain any "yes" answer above. (In reference to 10.) We continue to listen to students during the advising and registration process to determine which format of courses will best meet their needs. So far, this has meant a mix of traditional, hybrid, and online course offerings. 4

5 Please update your faculty information Chart of faculty names and qualifications - include all faculty, whether temporary (Temp), part-time (PT), or full-time (Fr). Name Tem p/pt /FT Assignment (e.g. courses, field supervision) Academic degrees Professional experience Carol LaLiberte FT ECE 101: Introduction to Early Childhood Education ECE 210: Observation, Participation, and Seminar ECE 231: Early Language and Literacy Development ECE 295: Student Teaching Practicum M.Ed Early Childhood Education B.S. Psychology B.S. Sociology 2012-present Assistant Professor, Early Childhood Education Coordinator Adjunct Faculty Statewide Prevention Coordinator Supervisor, Osborn Correctional Facility Maximum Security Prison Day Care Margo Whitt PT ECE 298: Special Topics: Music and Movement for Young Children Doctorate of Medicine B.A. Human Biology Administration of Early Childhood Program Certification Orff-Schulwerk Early Childhood Music Education Certification 2008-present Director Prelude Preschool of the Arts Faculty The Community Music School of Springfield Vanessa Woods PT ECE 101: Introduction to Early Childhood Education ECE 141: Infant/Toddler Growth and Development M.S. Communication and Information Technology B.S. Liberal Studies A.S. Early Childhood Education Adjunct Faculty since 2009 Lead Preschool Teacher Sandra Fowler PT ECE 176: Health, Safety, and Nutrition ECE 231: Early Language and Literacy Development Teacher Certification: Early Childhood Education M.S. Education B.S. General Studies Board of Education, Stafford Springs 2002-present NAEYC Validator ECERS Trainer 5

6 ECE 109: Science and Math for Young Children A.S. Early Childhood Education Program Director Preschool Teacher Elsa Jones PT ECE 225: Antibias Issues in Early Childhood Education M.A. Child Development B.A. Psychology Adjunct Faculty 2000-present NAEYC Accreditation Facilitation Project Consultant 2006-present Administrator, Help Me Grow National Center Tammy Tudryn PT ECE 101: Introduction to Early Childhood Education ECE 103: Creative Experiences for Children M.S. Psychology/Social Dynamics of Learning B.S. Studio Art A.S. Liberal Arts/Fine Arts Preschool Teacher Kindergarten Teacher Children s Book Illustrator Lucy Shepard PT ECE 210: Observation, Participation & Seminar M.S. Education B.S. Elementary and Special Education Kindergarten, first, second grade teacher in inclusive classrooms ECE 215: The Exceptional Learner ECE 275: Child, Family, School Relationships Comment on any substantive changes in faculty members, full-time or part-time status, professional development or professional responsibilities. There have been no substantive changes in faculty during the period of this report. Please update your program of studies Attach your current program of studies as described in your college catalog, including concentrations or other degree program options, with course lists. Attach the actual college catalog page as a photocopy or copy and paste in pages from the college website. 6

7 Early Childhood Education (Associate in Science Degree) The Early Childhood Education Associate Degree has earned NAEYC Accreditation and upholds these standards of learning to prepare students to work with young children birth to third grade and their families and/or to transfer on to colleges offering the Bachelor's Degree in Early Childhood Education. Course work includes practicum experiences from the first course through to the last that takes students into early childhood classrooms in the role of observers to student-teachers, working with a variety of ages within diverse settings. A GPA of 2.0 is required for successful completion of this degree program. MAJOR AREA REQUIREMENTS (2.0 QPA required) ECE* 101 Introduction to Early Childhood Education 3 ECE* 103 Creative Experiences/Children 3 + ECE* 210 Observation, Participation and Seminar 3 ECE* 176 Health, Safety and Nutrition 3 + ECE* 215 The Exceptional Learner 3 + ECE* 231 Early Language and Literacy Development 3 + ECE* 295 Student Teaching Practicum 6 Subtotal: 24 GENERAL EDUCATION REQUIREMENTS HUMANITIES + ENG* 101 Composition 3 (Minimum "C" grade required) + ENG* 102 Literature & Composition 3 ENG* 114 Children's Literature 3 COM* 173 Public Speaking OR 3 THR* 110 Acting I FINE ARTS A Fine Arts Elective 3-4 MATH + MAT* Elective higher than (Students who plan to transfer mathematics credit should refer to the requirements of the receiving institution) SCIENCE A Science Elective 3-4 SOCIAL AND BEHAVIORAL SCIENCES PSY* 111 General Psychology I 3 + PSY* 203 Child Development 3 SOC* 101 Principles of Sociology 3 SOC* 190 Self & Others: Dynamics of Diversity 3 ELECTIVES Open Elective 3-4 (For transfer students, HIS* recommended) ECE* Elective** or SOC* Elective 3 SUGGESTED SEMESTER SEQUENCE 7

8 Semester 1 + ENG* 101 Composition 3 ECE* 101 Introduction to Early Childhood Education 3 ECE* 176 Health, Safety, & Nutrition 3 PSY* 111 General Psychology I 3 + MAT* Math Elective higher than Subtotal: 15 Semester 2 ECE* 103 Creative Experiences/Children 3 ENG* 114 Children's Literature 3 + ENG* 102 Literature & Composition 3 + ECE* 215 The Exceptional Learner 3 SOC* 101 Principles of Sociology 3 SOC* 190 Self and Others: Dynamics of Diversity 3 Subtotal: 18 Semester 3 + ECE* 210 Observation, Participation and Seminar 3 COM* 173 Public Speaking OR 3 THR* 110 Acting I + PSY* 203 Child Development 3 Sociology Elective OR **Early Childhood Education Elective 3 + ECE* 231 Early Language & Literacy Development 3 Subtotal: 15 Semester 4 + ECE* 295 Student Teaching Practicum 6 Open Elective 3-4 Science Elective 3-4 Fine Arts Elective 3-4 Subtotal: MINIMUM TOTAL: 63 **For students who want to go directly to the workforce, recommended courses include ECE* 141 Infant/Toddler Growth and Development, ECE* 109 Science & Math for Children, ECE* 182 Child Development, ECE* 275 Child, Family and School Relationships, or ECE* 225 Antibias Issues in Early Childhood Education. 8

9 EARLY CHILDHOOD EDUCATION ECE* 101: INTRODUCTION TO EARLY CHILDHOOD EDUCATION 3 CREDITS This course is designed to acquaint students with the field of early childhood education. The importance of the years from birth to five years of age and the part that preschool education can play in a child s development are emphasized. The course acquaints students with historical perspectives of early childhood education along with modern trends and developments. This course requires 10 hours of observation at an approved NAEYC accredited site. Prerequisites: None Offered: Fall ECE* 103: CREATIVE EPERIENCES/CHILDREN 3 CREDITS Students explore a wide variety of creative media suitable for use with young children. This includes experimentation with and the use of various media, techniques and methods. Emphasis is given to creative experiences as they impact the development of young children. Prerequisites: None Offered: Fall, Spring, Summer ECE* 109: SCIENCE & MATH FOR CHILDREN 3 CREDITS This course is designed to familiarize students with math and science activities and materials appropriate for young children. Students explore the environment as a vehicle to understand science as both a body of knowledge and also a way of learning through daily events and objects that relate to the fields of mathematics and science. Prerequisites: ECE* 101 Offered: Spring ECE* 141: INFANT/TODDLER GROWTH AND DEVELOPMENT 3 CREDITS This course is developed specifically for those who are already providing care for infants and toddlers in daycare or home settings or plan to work with this age group in the future. The course emphasizes developmentally appropriate caregiving by focusing on the emotional, social, cognitive and physical development of infants and toddlers. Other areas covered include nutrition and its impact on infant and toddler development, information and techniques necessary for long-term planning, routines, safety, first aid and the effective use and management of physical space. This course is also appropriate for those involved in the training and supervising of infant and toddler caregivers. Student observations of infant/toddler care are required. This course is required for CDA candidates seeking the infant/toddler credential. Prerequisites: None Offered: Spring, Summer ECE* 176: HEALTH, SAFETY & NUTRITION 3 CREDITS Examines the relationship between health, safety, nutrition, and child development. Emphasis will be placed on strategies needed to develop a safe, healthy, nutritionally sound program. Course content will also focus on the concept of preventive health care. Students will have an opportunity to learn about the Infant/Child CPR Certificate. Prerequisites: None Offered: Fall ECE* 180: CDA CREDENTIAL PREPARATION 3 CREDITS This course is designed for child care providers who wish to obtain a Child Development Associate Credential (CDA) through the Council for Early Childhood Professional Recognition under the direct assessment system. Students examine and review the CDA competencies and functional areas and their integration with early childhood education theory and practice. Most of the coursework assists students in the development of their professional resource file and the completion of other necessary preparation and documentation needed to obtain the credential. Prerequisites: ECE* 101 Offered: Fall, Spring ECE* 182: CHILD DEVELOPMENT 3 CREDITS This course is concerned with human development from prenatal through elementary education with particular emphasis on the preschool child. The physical, socio-emotional, and cognitive benchmarks through successive stages of development will be studied in depth. This course requires ten hours of observation (in an NAEYC accredited program or an instructor-approved program) in order to complete the course. Prerequisites: None Offered: Not regularly offered ECE* 206: ADMINISTRATION AND SUPERVISION 9

10 OF EARLY CHILDHOOD PROGRAMS 3 CREDITS This course examines the multi-dimensional role of the early childhood program director/administrator. Topics covered are: the responsibilities and skills involved in management, supervision and leadership of preschool programs. Emphasis is placed on the duties and responsibilities of an administrator; the recruitment, orientation, supervision and evaluation of staff members; program development; the budgeting process and fiscal management; food and health services; laws and regulations concerning state child care licensing; and parent involvement. Prerequisites: Students who attend this class need to have either a CDA or nine credits in early childhood education or the permission of the coordinator of the early childhood education program. Offered: Summer COURSES ACC Catalog

11 ECE* 210: OBSERVATION, PARTICIPATION & SEMINAR 3 CREDITS This course is designed to increase objectivity in observing and interpreting children s behavior, to observe developmentally characteristics, and to increase the awareness of normal patterns of behavior. Observation and participation placements are provided for the study of young children in an approved NAEYC accredited early childhood setting. For eleven weeks, the student will observe and participate in a center for 66 hours. There is a weekly seminar. Prerequisites: ECE* 101 Offered: Fall, Spring ECE* 212: ADMINISTRATIVE LEADERSHIP IN EARLY CHILDHOOD PROGRAMS 3 CREDITS This course is designed to examine the multi-dimensional roles of the early childhood program administrator. Emphasis will be on effective leadership and the impact of communication and interpersonal skills; decision making and participatory management tools; how to conduct effective meetings; formation of partnerships with families; child welfare advocacy; and strategic approaches to initiating and implementing change. Prerequisites: ECE* 101, ENG* 101 Offered: Not regularly offered ECE* 215: THE ECEPTIONAL LEARNER 3 CREDITS This course examines the history of treatment of children with disabilities. Course content includes legislative milestones relating to the handicapped, identification of children with special needs, and understanding the screening, assessment and evaluation process. Students also become aware of strategies for effective instruction as well as the impact on the family of a child with disabilities. Prerequisites: ECE* 101 Offered: Spring ECE* 225: ANTIBIAS ISSUES IN EARLY CHILDHOOD EDUCATION 3 CREDITS This course provides students with a multicultural perspective in teaching children. Topics include diversity in the classroom and in the community. Students will explore various ethnic, religious, family, cultural, racial, and generational perspectives. Emphasis will be placed on expanding the view of diversity among students who will be taught in the 21st century. Prerequisites: ECE* 101 Offered: Fall ECE* 231: EARLY LANGUAGE AND LITERACY DEVELOPMENT 3 CREDITS This course is an introduction to language and literacy in the young child. Students will explore the early childhood language arts curriculum including speaking, listening, writing and reading skills. Emphasis will be placed on how a child's cultural background and experiences influence emerging literacy development. The teacher's role in creating and fostering a literacy-print rich environment that engages children in developmentally appropriate language arts experiences will be covered. Prerequisites: ECE* 101 Offered: Spring ECE* 275: CHILD, FAMILY AND SCHOOL RELATIONSHIPS 3 CREDITS This course examines the environment in which a child develops, the relationships of people in the environment and the interactions that take place in various settings. Course content includes the development of the child as a social being, communication between parents and teachers and the ways in which teachers can encourage parent involvement. Prerequisites: ECE* 101 Offered: Not regularly offered ECE* 295: STUDENT TEACHING PRACTICUM 6 CREDITS This capstone course provides twelve weeks of supervised student teaching in an approved NAEYC accredited center or kindergarten. The purpose of student teaching is to apply child development theory to a

12 learning environment and to work with children under close supervision. Student teachers will plan, organize, implement and evaluate classroom learning experiences. Students will complete 220 hours of student teaching and attend a weekly seminar class devoted to issues in Early Childhood Education and their student teaching experience. It is recommended that students take this class the semester of their anticipated graduation. Prerequisites: Permission of Program Coordinator and a grade of C- or better in the following ECE courses: ECE* 101, ECE* 103, ECE* 176, ECE *210, ECE* 215, and ECE* 231 Offered: Spring 12

13 Describe any substantive changes in courses, field work, or in the program design. There have been no substantive changes during the period of this report. C. EVIDENCE OF A CULTURE OF CONTINUOUS PROGRAM IMPROVEMENT Chart of Key Assessments, Aligned with Accreditation Standards and Skills Sample Chart of Assessments and Evidence, with candidate performance data Sample use of data for continuous program improvement and innovation CHART OF KEY ASSESSMENTS ALIGNED WITH ACCREDITATION STANDARDS AND SKILLS Write a short title for each of your key assessment (portfolio, interview, case study, candidate teaching evaluation, advocacy proj ect, etc.) to assist your readers. Place a check or under the NAEYC Standards and Supportive Skills assessed in each of your key assessments. Assessment title STD1 STD2 STD3 STD STD = standards 1-6, SS = Supportive Skill Observation Report (ECE 101) 1c 2a 4a 4b STD5 STD6 SS 6a 1 SS 2 SS 3 SS 4 SS 5 2. Portfolio, including observations and assessments and child study (ECE 210) presentation of portfolio 1b 1c 2a 2c 3a 3b 3c 3d 5c 6a 6b 6c 3. R e s e a r c h paper and presentation on exceptionality (ECE 215) 4. C r e a t i v e A r t s I n t e g r a t e d c u r r i c u l u m ( E C E ) 1a 1b 1a 1b 2a 2b 4c 5c 6a 6a 5. Portfolio including Student Teaching Lessons and Evaluations, reflective journals (ECE 295) 1a 1c 2a 2b 2c 3a 4a 4b 4c 4d 5a 5b 5c 6a 6c 13

14 Are there any substantive changes in the chart above? _ No Yes If yes, please summarize briefly. Each year we understand the role of the key assessments more clearly. In our self study and subsequent reports, we had several courses listed under key assessment 2. For this report, we determined that it would be clearer if we separated out the portfolio completed for Observation, Participation and Seminar and focused our data on this and also made the portfolio in Student Teaching Practicum our key assessment 5. We realized as well that the key assessment for Early Language and Literacy became folded into a Project Options assignment where students could choose to write a parent newsletter on literacy at home, do an observation at a center or demonstrate a language arts learning experience. Because our classes are small (6-8 students in some instances), when this course moved from a traditional format to a flipped classroom, this meant that there were only one or two students who chose the parent newsletter as one of their project options. The sample was too small to glean any worthwhile information from so we substituted a culminating project from Creative Experiences (ECE 103) into key assessment 4 instead of the Parent Newsletter, which was in last year s report. As we review these key assessments, as they currently stand, we believe that they represent the breadth of our program and are true measurements of its success. 14

15 Select one key assessment. Complete this chart, attaching the assignment as it is given to candidates (including candidate instructions), the rubric or scoring guide used by faculty, and the data on Candidate performance. SAMPLE CHART OF ASSESSMENTS AND EVIDENCE Key Assessment #_3_: Research Paper and Presentation on Exceptionality (ECE 215) Briefly describe this assignment and list the course that uses this assignment Students that are enrolled in ECE 215: The Exceptional Learner are required to choose an exceptionality from a provided list. These exceptionalities are categorized into several areas of disabilities found in young children. The focus of the presentation and research paper is on the definition of and characteristics of the exceptionality. The students are asked to include detailed factual information from documented sources which include the cause, onset, treatment, educational implications and the impact on the child s development. Also the impact this exceptionality has on families of these children and resources that are available to them. This key assessment is completed in two components: a written research paper of 3-5 pages and a PowerPoint presentation of a minimum of fifteen minutes. Students are required to include a component within the presentation that will involve the other students which will demonstrate a key aspect of the exceptionality the student has researched. Place a check or under the NAEYC Standards and Supportive Skills assessed through this activity STD = standards 1-6, SS = Supportive Skill 1-5 STD1 (1a) STD2 (2a) STD3 STD4 STD5 STD6 (6a) SS1 SS2 SS3 554 SS5 Briefly summarize candidate performance data from this assessment. If your program has not yet collected data, explain why. 15

16 your program has not yet collected data, explain why. The data below was collected in the spring of 2014 of 7 students who were enrolled in The Exceptional Learner (ECE 215)course. The table indicates the number of students and the percentages. The majority of students exceeded the expectations or met the expectations. The majority of students prepared a power point presentation which defined the exceptionality which included causes and treatments. They also included the impact on the families. Their sources were well documented and included resources available. The students presented the material in a professional manner. The PowerPoint was executed with ease. The majority of the students prepared a well written research paper demonstrating their knowledge on exceptionality. Describe how data are used to improve the program The data confirms that in the upper level ECE 215 class they are ready to research and report out their findings in a professional manner. This assignment has been a culminating project in this course and will continue. Our college has many academic supports in place from our tutors in the Academic Skills Center to our Library and even our Student to Student Mentoring program. All of these serve students well as they develop research, writing, and presentation skills. Attach or insert: The directions or guidelines for the Key Assessment as they are given to candidates 16

17 Directions/guidelines for Exceptional Learner Key Assessment Each student will be able to choose one exceptionality from a master list at the beginning of the semester. I use a lottery system to pick an exceptionality to study. Once the exceptionality is chosen, it is no longer available for other students to select. This way we will have a wide variety of presentations and learn about many areas of disabilities. Once you have your topic of study, the expectation is that you will research it thoroughly and become an expert on the exceptionality. This key assessment has two components: a presentation to the class and a written research paper. The presentation will include a PowerPoint presentation of a minimum of 15 minutes. This presentation should be developed to share your factual information in a sensitive manner. As you develop the presentation try to consider your audience to be a group of parents. The PowerPoint will include the definition of the exceptionality along with causes and treatments. Also include how the families of children with the disability are impacted along with resources available. The execution of the PowerPoint should be technologically smooth and done with professional manner and professional language. Consider yourself a guest speaker the night of your presentation and dress accordingly. Be sure to proofread your slides for spelling and grammar and be able to pronounce all vocabulary. You may include any additional information pertinent in your PowerPoint. Include an interactive component within your presentation. Involve the other students in a brief exercise to demonstrate a key aspect of the exceptionality you chose. Some examples are reading a children s book on the disability, myth or fact worksheet before your presentation, hands-on experience with educational materials used with children who have this disability, interactive activity where your audience is experiencing the exceptionality blindfolds for visually impaired, guest speaker. List your resources at the conclusion of your PowerPoint. Include a question/answer period and a time to share personal experiences with the exceptionality you have chosen. The second part of the assignment is a research paper which documents the factual information you have collected. It should be 3-5 pages in length. The paper will summarize what you have learned. It will include the same information presented in the PowerPoint but in more detail. Include a definition of the exceptionality, causes, onset and treatments. Also include educational implications for the child and staff working with this exceptionality. What impact does this have on families and include resources available for families. Your resources should be documents and websites for your classmates to utilize for further information. Proofread your paper for spelling and grammatical errors. The research paper should be handed in the same night as your presentation to the class. 17

18 ECE 215--The Exceptional Learner Rubric for Key Assessment: Exceptionality Presentation in a PowerPoint format for the students of The Exceptional Learner on one area of special needs of a young child. This presentation will include an interactive component where the students are actively involved in the learning process. A research paper will support the presentation. Total Points of Key Assessment: 15 points Student name Semester Area of Exceptionality Professor NAYEC Standards and Supportive Skills Standard 1 Promoting Child Development and Learning 1a., Knowing and understanding young children s characteristics and needs 1b. Knowing and understanding the multiple influences on early development and learning Standard 2: Building Family and Community Relationships 2a. Knowing about and understanding diverse family and community characteristics Standard 6 Becoming a professional 6a: Identifying and involving oneself with the early Key Assessment Component PowerPoint presentation and research paper PowerPoint presentation and research paper Exceeds Expectations 20 points Exceptionally well thought out, organized, indepth documentation of disability which defines, clearly with accurate information from well documented sources. Included are definition, characteristics, causes, onset, treatments, educational implications, impact on families. Includes resources for families. Exceptional verbal and written presentation of disability. Use of professional language with Meets Expectations 15 points Well thought out, organized documentation of disability which clearly defines with accurate information from documented sources. Included are definition, characteristics, causes, onset, treatments, educational implications, impact on families. Includes resources fro families. Well written and verbal presentation utilizing professional language with Expectations not met 0-5 points Minimal documentation of disability. Does not clearly define and components are missing which include definition, causes, characteristics, onset, treatments, educational treatments and impact on families. Minimal use of professional language with errors in syntax, grammar, punctuation and 18

19 childhood field. Supportive Skills 2, 3, 4, 5 complex sentence structure, correct syntax, grammar, punctuation and spelling. Delivered in a highly professional manner. correct syntax, grammar, punctuation and spelling. Delivered in a professional manner. spelling. Not delivered in a professional manner. How This Key Assessment Meets the Standards and Supportive Skills Standard 1: Promoting Child Development and Learning In order to write a research paper on a type of exceptionality, the student must first understand typical child development and how atypical development compares. The student who is unable to understand a normal range of development will not be able to understand the impact or see the challenges of the child with exceptionality. This assignment meets Key Element 1a and 1b. Standard 2: Building Family and Community Relationships Students include a parent s perspective in their papers and presentations, becoming knowledgeable and sensitized through their research about what parenting a child with exceptionalities means to the parent and to family life. The Key Element addressed in this focus on families is 2a. Standard 6: Becoming a Professional Writing and presenting on exceptionalities are skills that are required of early childhood professionals. Students who become experts through their research see themselves in the field of early childhood education, consulting resources, expertly presenting information, and critically analyzing and synthesizing data to inform others about their research. This assignment meets key element 6a. Supportive Skill 2: Mastering and Applying Foundational Concepts from General Education Students benefit from the General Education curriculum by applying their skills to courses that focus on their major area of study and which guide them towards professionalism. English courses such as Composition and Public Speaking as well as background in Biology and Human Development would help them to succeed in writing and presenting a research paper. Supportive Skill 3: Written and Verbal Communication Skills Students are required to submit a paper that is free of grammatical and spelling errors, is coherent and well researched and cited and to present using college level public speaking skills. Supportive Skill 4: Making Connections Between Prior Knowledge/Experience and New Learning 19

20 Students can use the background knowledge they ve gained in courses such as Child Development, Introduction to Early Childhood Education, Observation, Participation and Seminar and others to make their paper a reflection of both their academic learning but also their practical knowledge for those currently working in the field. Supportive Skill 5: Identifying and Using Professional Resources Students use resources such as journal articles and books to help them formulate their thesis and write their papers. Data table for this assessment showing two applications of the assessment. This information must be disaggregated by Standard. If you are submitting multiple programs in one Annual Report, you must also disaggregate the data by degree program. This course is only offered in the spring so we have submitted one round of data from spring The second round will be presented at the time of renewal. Components of Key Assessments NAEYC Standard Exceeds Expectations Meets Expectations Partially Meets Expectations Expectations Not Met Exceptionally Presentation in a PowerPoint Format Exceptionality Research Paper STD 1: 1a, 1b 6 1 STD 2: 2a 6 1 STD 6: 6a 6 1 SS 2, 3, 4, STD 1: 1a, 1b 6 1 STD 2: 2a 6 1 SS 2, 3, 4, Sample use of data for continuous program improvement and innovation Tell us how you used data to inform teaching and learning. Describe how you are collecting data from key assessments. Briefly describe one change or innovation that was made in your program in the past year. What evidence, or data about your Candidates' performance or your program context provided the impetus for making this change? Introduction to Early Childhood Education (ECE 101) is often the first course students take in the Early Childhood Education program. It has always been offered in a traditional format since its inception. During fall 2014 however, we offered this course as a hybrid. The course met 20

21 once a month and the rest of the work was done online. Course evaluations completed by students at the end of the semester showed that students appreciated the flexibility of this format as most were working full time but that they also missed the interaction with classmates during the weeks when they did not meet face to face. Future hybrid offerings will be developed and consideration given to meeting more often during the semester. Note: The annual report is a sampling of your assessment system. All programs will be expected to submit Candidate performance data from two applications of each key assessment at renewal of accreditation. D. RESPONSE TO CONDITIONS IN ACCREDITATION DECISION Did your Accreditation Decision include Conditions? No Yes If no, your report is complete. 21