Child Development Program Review

June 2017 Modesto Junior College CTE Program Review June 2017 Contents Program Overview ...... 2 Program Overview ...... 2 Response and follow-up to previous program reviews ...... 3 The Mission of Modesto Junior College ...... 5 Student Achievement and Completion ...... 8 College Goal for Student Achievement ...... 8 Success ...... 8 Conferred Award Trends ...... 9 Student Learning Outcomes ...... 14 Student Learning and Outcomes Assessment ...... 14 Curriculum and Course Offerings Analysis ...... 22 Curriculum Analysis ...... 22 Course Time, Location and Modality Analysis ...... 23 Program Analysis ...... 25 Program Personnel ...... 25 Faculty Assignments ...... 25 Departmental Productivity Measurements ...... 26 Long Term Planning and Resource Needs ...... 29 Long Term Planning ...... 29 Resource Request and Action Plan ...... 30 Evaluation of Previous Resource Allocations...... 31 Career Technical Education Questions ...... 32 How many students did you serve in the last two academic years? ...... 32 What kinds of students are you serving? ...... 32 What percentage of your students are persisting? Consider within the program and within the college...... 32 Are students getting and keeping jobs? ...... 32 What percentage of students are attaining a living wage?...... 32 Executive Summary ...... 33

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Program Overview

Instructions

Supplemental information, links to previous reviews, and dashboards can be accessed from the review, please ensure your pop-up blocker is turned off, or use Ctrl-Click to bypass it.

Please review each question below, following the prompts and links given in the help text. Additional help, and a list of frequently asked questions is available on the Program Review Instructions page. Program Overview

Please list program awards that are under this department according to the college catalog. Next to each program award listed;

• Please denote if it should be included here, or should be listed elsewhere. • Answer yes or no, if the program has external regulations • Additional lines, if needed, may be added by typing the tab key while in the last cell • Any additional notes can be added in the box below the table

[addl help]

Program Awards Include in Review (yes/no) External Regulations (yes/no) Assoc Teacher Teacher Child Dev AS Early Ch AS-T Master Teacher Site Supv

The Department has increased in all certificates and degrees from 2015/2016 to 2016/2017 with the exception of the Associate Teacher Certificate. Upon review of student applications and conversations with students, students were discouraged to identify a certificate as their goal because once they achieved their goal, their financial aid was affected negatively. They misinterpreted this as discouraging applying for the certificate within the bigger goal of an AS or AS-T.

We are seeing an increase in AS and AS-T as our field is requiring higher levels of education for all newly- hired caregivers. Many of these students will go on to complete bachelor degrees to compete for the many positions in the community that require bachelor degrees.

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Response and follow-up to previous program reviews

On the Curricunet website, please locate your department and the previous program review. After reviewing, please complete the following questions;

Briefly describe the activities and accomplishments of the department since the last program review.

The Department declined from five faculty members in 2014/15 to one tenured faculty, one 3-year faculty, and one first-year faculty for the year 2016/2017.

• One faculty member took ten Student Interns to “Loose Parts” sponsored by California Community College Early Childhood Education (CCCECE), paid for through Child Development program funds. The faculty member is a member of the CCCECE. • One faculty member serves as the Curriculum Representative from the FCS division and attended a curriculum training day. • The faculty member who oversees the Child Development Training Consortium (CDTC) local contract attended the annual Coordinators meeting. • One faculty member attended the California Association for the Education of Young Children (CAEYC) forum, specific to leadership. • One faculty member is a member of the International Association of Nature Pedagogy. • One faculty member is a member of the local Association for the Education of Young Children. • Two faculty members attended the Great Teachers Retreat. • One faculty member attended Brave Spaces Dialogue training. • Two faculty members attended Children Learning with Nature Institute at UC Santa Cruz, a three-day institute. • One faculty member organized a one-day training for students, staff, faculty, and community members with Claire Warden, renowned Nature Kindergarten specialist from Scotland. The department wrote a grant from the Foundation to pay for students attendance fees. • One faculty member attended the Healthy Schools Act Health and Safety Prevention and Practices in Stockton, sponsored by Child Development Department Education through the California Department of Education. • Two faculty members serve as co-advisors for the Child Development Club, meeting weekly. • One faculty member prepared to be part of a Vocational Team sponsored by Rotary International. A four-person professional team comprised of a Speech Language Pathologist/Professor at University of the Pacific, Occupational Therapist serving children with autism and sensory-based needs, and a school administrator of a campus serving children with special needs. The faculty member has expertise in autism and will be presenting Floortime concepts and research on autism for three weeks in Romania. • One faculty member presented two times at Science Colloquium on the topic of Autism and the other two faculty attended. • One faculty member attended Academic Senate Plenary for Fall and Spring. • One faculty member serves on Academic Senate Executive Board in the capacity of Legislative Analyst, providing twice monthly updates on legislative issues affecting California Community Colleges. • One faculty member attended four Canvas workshops: Blackboard to Canvas; Canvas Introduction, Canvas Intermediate, Canvas Advanced. • One faculty member serves on the Instruction Council, meeting twice a month. • One faculty member assisted on the Outcomes Assessment Workgroup and Accreditation narrative. • One faculty member participated in weekly Program Review meetings in preparation of moving Program Review from CurricuNet to eLumen. • One faculty member has been invited to participate in two separate Academic Senate California Community College state committees: standing committee Accreditation and VERTAC (Vocational Education Research and Accountability Technical Advisory Committee). Both committees are independent of each other and meet three times a year throughout the state. • One faculty member wrote a CTE grant to pay for web cameras for faculty, to communicate with online and face-to-face courses. The CTE grant also was written to include males of diverse backgrounds to present at the series of • One faculty member sits on the Allied Health Division Council. Program Review 2017 [Top] Page | 3

• One faculty member presented to a local Head Start Parent Council on the topic of guidance and discipline. • We have applied for participation in the CAP TK (Curriculum Alignment Project, Transitional Kindergarten) program and are engaged in writing coursework and certificate to be submitted to the Chancellor’s Office. • The department intends to apply for the Strong Workforce Initiative to enhance support for students struggling with math and English, increase classroom expressions of diversity that may include a welcoming physical space, materials, and other relevant activities to support a strong workforce. • Last year Division Council voted to approve funding and purchase of desks for one classroom in Muir 159, $20,000. • Last year Division Council voted to approve funding and purchase of poured-in-place rubber surfacing for Me-Wuk. $45,000.

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The Mission of Modesto Junior College

MJC is committed to transforming lives through programs and services informed by the latest scholarship of teaching and learning. We provide a dynamic, innovative, undergraduate educational environment for the everchanging populations and workforce needs of our regional community. We facilitate lifelong learning through the development of intellect, creativity, character, and abilities that shape students into thoughtful, culturally aware, engaged citizens.

Provide a brief overview of the program and how it contributes to accomplishing the Mission of Modesto Junior College. (Overview Suggestions: How consistent is the program with the institutional mission, vision, core values and/or goals? How are aspects of the institutional mission addressed within the program? Is the program critical to the pursuit of the institutional mission?)

The mission of the Child Development Program closely aligns with the Modesto Junior College mission statement by responding quickly to the everchanging population and workforce needs of our community as identified at our twice yearly Advisory Committee meeting. The Child Development program implements elements of cultural awareness within each aspect associated with our department. Our full- time faculty represent diversity in their experiences, professional expertise, as well as cultural identity. This diversity within our faculty is designed to provide cultural representation to the students we serve. Cultural awareness and the inclusion of diverse populations among our community is also evident in the practices of our Lab Program through the admissions process and is reflected in the diversity of the student teachers, lab interns, and the children and families served. The courses offered in the Child Development Program are designed to address diversity in learning styles so that students are provided with multiple ways to understand the content taught. Considering the diverse cultural backgrounds of the children within the community, students are provided with awareness activities relevant to understanding the impact of culture on a child’s development. The concepts of growing in awareness, knowledge, and skill surrounding cultural diversity are emphasized within our faculty, philosophy, and course content.

Students entering the program can follow a path to five (one additional in the stream) certificates culminating in an AS in Child Development or AS-T in Early Childhood Education, preparing students for employment and/or transfer to a university. The major includes 11 essential and required Child Development core courses that lead to various certificates and associate degrees. Each award is a pathway to career opportunities in education and designed to meet the academic requirements of the State of California Child Development Permits, issued by the Commission on Teacher Credentialing (Title 5) and the California Department of Social Services (DSS Title 22). Historically thought of as a vocational or career and technical program, Child Development is also recognized as an academic program with students transferring to universities and earning Bachelor and Master Degrees. The program focuses on the growth and development of children from conception to late adolescence and prepares students to transfer to baccalaureate programs and/or for employment in a wide variety of careers in direct services for children and support services for families. Increased level of education and experience is now required for employment in state and federally funded programs. Our Child Development program prepares students seeking employment in the Early Care and Education field to meet the licensing, and state and federal funding requirements for child care programs. SB 876, 2014, added additional requirements for Transitional Kindergarten (T-K) teachers who are first assigned after July 1, 2015. Those T-K teachers have until August 1, 2020 to complete at least 24 units of early childhood education or child development or both. Because of this new legislation, the Child Development Department strongly recommends that students whose goal is to become primary and elementary grade teachers take as many Child Development courses as possible before transferring to a four-year institution. Teachers and ultimately children benefit when teachers have a strong foundation in development and learning.

Research has identified two benefits for teachers and children when early childhood/child development has been the foundation of degrees culminating in teaching credentials: retention and job satisfaction. California Community Colleges Curriculum Alignment Project (CAP) engaged faculty from across the state to develop a 24-unit lower-division program of study supporting early care and education teacher preparation. Eight courses represent evidence-based courses that are intended to become a foundational core for all early care and education professionals. The eight courses include our 101, 103, 107, 109, 111,

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167, 262, and practicum. Our department is aligned to the CAP. In 2012, additional funding was provided by the Race to the Top/Early Learning Challenge Grant (RTT/ELCG) to expand the project to include seven additional courses in the three specialization areas of Infant/Toddler, Administration, and Children with Special Needs. The six courses include 125, 160, 163, 150, 151, and 154. We already have all of the courses and now need to make minor changes and submit the courses to the CAP Expansion.

The Child Development Advisory Committee provides regular, current, and helpful guidance from the community employing agencies and the four-year colleges that our students typically transfer. Efforts to articulate courses and program to CSUs and to private colleges in the area continue. The State of California Curriculum Alignment Project serves to align coursework at participating community colleges around the state and works in a comprehensive manner to articulate coursework to four-year schools. In compliance with Transfer Model Curriculum mandate, the department is now offering an AS-T in Early Childhood Education.

The Child Development Training Consortium (CDTC) Community College Program provides funding for students already employed in licensed programs serving young children with stipends to cover the cost of their tuition to complete their education and earn Child Development Permits. In addition, the funding provides for local decision-making on how best to utilize funds. Our Child Development Department has created a book loan program for our eligible students on a first-come, first-served basis. The coordinator for the program is a full-time faculty member. She provides additional student academic advising related to Child Development and permit advising through the grant. In addition to the direct services to students, the CDTC funds allow us to offer courses that we would otherwise need to cancel for low enrollment or to offer a course as a pilot.

The two Early Care and Education lab practicum courses (infant/toddler and preschool) in the Child Development Department provide student teaching experiences for our students in high quality environments. Both of the practicum courses are provided with direct, constant, and immediate instructor supervision.

Me-Wuk Child Development Lab Preschool, approximately 75 years old, and the Infant/Toddler lab, five years old, are “dedicated lab sites” and are under the direct supervision of child development professors. The Early Care and Education programs enroll children between the ages of 18 months and five years of age and are offered each fall, spring, and summer semesters. The past two years wait lists for the preschool lab are double student enrollment as a result of working students needing the class to complete their degree. Summers are the only time they have available to complete this requirement so the course is impacted.

The Infant/Toddler lab is currently operating as a federally-funded Early Head Start program under the Delegate agency Salida School District as a result of a Memorandum of Understanding between Modesto Junior College and Salida School District beginning Fall 2016 using Early Head Start Delegate funding. The Early Head Start program operates five days a week, four hours daily, serving 16 toddlers in two classrooms. The enrolled children will come from income-eligible families and families who have a child with an identified special need with an Individualized Family Service Plan. Valley Mountain Regional Center Early Start vendors collaborate and coordinate services for the child in their natural environment, the EHS classroom. These physical therapists, occupational therapists, speech/language pathologists, infant development specialists, and autism support staff provide services to the children on site, benefiting MJC students, Salida staff, and children. MJC students who meet income eligibility guidelines are given enrollment priority. The two classrooms are staffed by one Master Teacher, one teacher, and three associate teachers, one of which is a “floater”. Parents are required by Head Start guidelines to participate in some way on a regular basis, which may include presence in the classroom. A faculty member is present two days a week to support the practicum of 15 students. On the two days of the practicum, one Child Development Intern (volunteer position as a result of an interview process) is present to support the practicum, students, faculty, and classroom. Two Modesto Junior College Federal Work Study students (chosen through interview process) are present to support the early care program. MJC practicum students will utilize the classrooms to complete their requirements. The infant/toddler instructional laboratory was supported by the college through instruction with additional funding from CTE.

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The Preschool lab operated two days a week, three hours per day, with an enrollment of 24 preschoolers. Fifteen students are enrolled as practicum students and supported by a Children Development Specialist, eight interns who rotate and are not all present at the same time, and three Federal Work Study students who also have clerical duties in the Child Development office. The interns and Federal Work Study students are selected as a result of an interview process with specific requirements to be met, e.g., previous successful completion of the MJC practicum and Child Development major. The Child Development Specialist has specific training in working with children in the laboratory setting and holds a Site Supervisor Permit. Fall 2017 the Me-Wuk preschool expanded by adding another day of preschool to meet the needs of parents, who may also be students. Currently 16 children are enrolled. This extra day is not part of the practicum experience and therefore a faculty member and practicum students are not present.

The California Early Childhood Mentor Teacher Program is a statewide network that recognizes individual teachers and directors in early care and educational settings who have the skills and experience to mentor others in the field. The program at MJC provides outreach, tutoring, and encouragement for our students, often in a post-practicum setting. The need for trained early childhood professionals continues to grow due to the increasing numbers of families that rely on qualified personnel to nurture and teach their children birth to five years of age. Currently one Mentor Teacher has been selected and supports MJC students.

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Student Achievement and Completion College Goal for Student Achievement

Increase Scorecard Completion Rate for Degree and Transfer

The College has a primary aspirational goal of increasing the Completion rate from 43% to 53% on the CCCCO Scorecard Completion Rate for Degree and Transfer [view] by 2022. The completion rates in the Scorecard refers to the percentage of degree, certificate and/or transfer-seeking students tracked for six years who completed a degree, certificate, or transfer-related outcomes (60 transfer units).

As you answer the questions below, please consider how your program is helping the college complete this aspirational goal of increasing the MJC Degree, Certificate, and Transfer Completion rate by 10% on the CCCCO Scorecard by 2022. Success

The following questions refer to data from the Department Success Rates Dashboard. Use the filters to examine both departmental and course level data. Charts will be included for the record by Research and Planning once the review is submitted.

Locate your department success rates on the Success Rate Data Dashboard and consider your department success rates trends over time, especially the last two years. Also, consider the data detailing the variance of success rate of courses across sections. Are these rates what you expected? Are there any large gaps? Is there anything surprising about the data? What do you see in the data?

The success rates of the Child Development department have remained fairly consistent, ranging from 68 – 71% with one exception of a spring semester. When comparing day courses with night offerings we see that night students have significantly higher success rates, up to 15% higher than day students. Online students had the lowest percentages of success rates. Courses taken as capstone courses have exceptionally high success rates, ranging between 90 – 100%.

What is your set goal for success? Do your department and individual course rates meet this goal?

The set goal for success for the college has been set at 10% increase. The current percentages of success are our baseline for this 10% increase goal. Because some of our courses and sections are already at 100%, this may not be possible to achieve. The courses that have the greatest opportunity to increase are the day courses and the online courses.

If your rates for success are lower than your goals, what are your plans to improve them?

This is our first-year setting goals. Our plans to improve for next year include all faculty teaching online will complete the Canvas Online Course offered by Modesto Junior College. The Department will facilitate a best practices support group and meet at least once per semester to encourage each other, strategize, and assess what is working and what is not working and determine a plan of action for improved student success. Other departments across campus have a policy of only full-time faculty teaching online courses. Our department will engage in a conversation to determine if this is something we would like to pursue. To improve success rates for daytime courses all students who drop a course will be contacted by email or phone for a follow-up survey requesting information regarding circumstances resulting in their dropped status to better assess and address the needs of the students.

Locate your department equity rates on the Success Rate Data Dashboard (by pressing on the equity tab). Examine these rates, disaggregated by ethnicity and gender, over the last two years. If there are differences in success across groups, how do you plan on addressing issues of student equity? In other words, how do you plan on closing achievement gaps across student populations?

The achievement of males and males of color are significantly lower than their peers. The CTE award proposal has been approved with plans to bring in men of color for presentations in the field of Child Development. Additionally, the department will discuss, plan, perform, and evaluate specific activities to improve student equity once a month at department meeting. The department will endeavor to create Program Review 2017 [Top] Page | 8

an organized system to utilize the Success Specialists and counselors assigned. It will be the goal to advocate that these individuals are minority males.

If distance education is offered, consider any gaps between distance education and face-to-face courses. Do these rates differ? If so, how do you plan on closing the achievement gaps between distance education and face-to-face courses?

Our plans to improve for next year include faculty teaching online will complete the Canvas Online Course offered by Modesto Junior College. The Department will facilitate a best practices support group and meet at least once per semester to encourage each other, strategize, and assess what is working and what is not working and determine a plan of action for improved student success. Conferred Award Trends

Review the Program Awards Dashboard, using the drop-down filters to focus the analysis on your department. Starting with identifying the year, please supply degrees and certificates awarded. These charts will be attached by Research and Planning before being posted publicly.

What is your set goal for degrees and certificates awarded? Do your rates meet this goal?

This is the first year of setting goals for certificates and degrees. We are in the process of analyzing our data to set goals.

If your rates for degrees and certificates awarded are lower than your goals, what are your plans to improve them?

N/A

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Student Learning Outcomes

Instructions

This section of the Program Review measures student learning.

PLO / GELO / ILO Outcomes

To ease in analysis, trending charts have been created by Research and Planning on the Learning Outcomes Dashboard website. Using these charts, you can identify your current success rates in student achievement towards the outcomes. Considering your current outcome success rates, and previous semester, set a department aspirational goal, and examine what your outcome success rates are currently. Later you will be asked to outline a plan to achieve this threshold, but for now, simply supply the Goal % and Current % for each level.

Note: If the dashboards do not show your Learning Outcomes, please ensure that they have been mapped in eLumen. Each course will need to be mapped to each applicable PLO, GELO, and ILO. The Outcome Assessment Workgroup has created a web page detailing the work already done -> PLO, ILO, and GELO Assessment grids. For additional assistance, review the Course Learning Outcome Assessment web pages, or contact Nita Gopal at [email protected].

Student Learning and Outcomes Assessment

Please review your Learning Outcomes data located on the MJC Student Learning Outcomes Assessment website and below, in regards to any applicable Program, Institutional, and General Education Learning Outcomes.

For each ILO that your course learning outcomes inform, you will find your overall rate. On the MJC Student Learning Outcomes Assessment website, you will also see that overall rate disaggregated across student populations; you can use this information to understand how different student populations are learning in your courses.

After you have examined your rates and disaggregated data, reflect on the data you encountered. Please address the program outcomes (PLO), general education outcomes GELO (if any), and institutional outcomes (ILO) in your analysis.

Program Learning Outcomes (PLO) What is your set goal for PLO success? Do your overall rates meet this goal?

This is our first year examining PLO success. We currently do not have any set goals. The current data available on the website in incomplete and does not include data on Teacher Certificate, Master Teacher Certificate, or Site Supervisor Certificate. We will examine the data when all programs are represented and once familiar with the data we will set goals for each program.

Associate Teacher:

• The data for this certificate reveal that Asian and Black AA had 50 – 55% success rate and all other groups 90 – 100%.

Child Development, AS;

• The data for this degree reveal that Asian and Black AA have the lowest success rate, ranging from 50- 67% success rate and all other groups 90-100%.

Early Childhood Education AS-T;

• The data for this degree reveal that Asian has the lowest success rate, ranging from 56- 71% success rate, Black AA 55 – 100%, and all other groups 92-100%.

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Early Interventionist Certificate:

• The data for this certificate reveal that Asian had the lowest success rate with 83 – 100%. All other groups had success rates of 94 – 100%.

• The Associate Teacher certificate had the lowest percentages of success of all of the four programs listed. This may be attributed to the types of students who are enrolled in this entry- level program that requires 12 units of child development coursework.

• The certificate with the highest percentages of success is the Early Interventionist Certificate. This may be attributed to the types of students who enroll in these courses: they have often completed core Child Development courses and are either currently working with special education populations or intend to go into special education. Students who have an identified goal tend to be more successful in college courses.

• The differences in the AS and AS-T can be attributed to the types of students who enroll in those degrees. Students whose first language is not English and students who struggle with general education requirements including math and English are more likely to apply for the AS degree as the GE requirements are less. Students who apply for an AS-T degree have demonstrated academic capacities to transfer to a four-year institution and come into the program with higher academic preparation.

General Education Learning Outcomes (GELO) If your program has General Education outcomes, what is your set goal for GELO success? Do your overall rates meet this goal?

• Humanities and Social and Behavioral Science have the same percentages of success rates for all ethnicities. • No Black AA are represented on the GELO graph. • Asian have the lowest percentage that met expectations: 50%. • The ethnicity that met the highest percentage of expectation is Native American with 100%. • Hispanic met 80% of expectation. • White met 88% of expectation.

Institutional Learning Outcomes (ILO) What is your set goal for ILO success? Do your overall rates meet this goal?

This is our first year and we have not set goals. We will look at the data and strategize how to approach increasing these numbers.

Communication:

• Black AA had lowest, 67%; Asian 70% • All other ethnicities ranged from 93 – 100%

Creative, Critical and Analytical Thinking;

• Black AA had lowest, 71%; Asian 73% • All other ethnicities ranged from 94 – 100%

Cultural Literacy and Social Responsibility;

• Asian had the lowest, 76%; Black AA 83% • All other ethnicities ranged from 94 – 100%

Information and Technology:

• Asian had the lowest, 50% • All other ethnicities ranged from 91 – 100%

Personal and Professional Development:

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• Asian had the lowest, 71% • Black had the highest, 100% • All other ethnicities ranged from 91 – 100 % • Native Americans and Pacific Islanders were not represented in this outcome

Continuous Quality Improvement If your rates for success for any PLOs, GELOs, and ILOs are lower than your goals, what are your plans to improve them?

N/A

Equity and Success Do your rates for your PLOs, GELOs, and ILOs vary across student populations? How you do you plan on addressing issues of equity? In other words, how do you plan on closing the learning gaps across student populations?

• Asian and Black AA consistently have the lowest scores in PLOs, GELOs, and ILOs. • We will be conducting surveys in all of our courses to find trends in populations that relate to success in courses. • We will be requesting funds to create an environment that is friendly to our evening students. • We will be requesting funds to create a welcoming environment in our department office that reflects diversity in both ethnicity and gender.

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Curriculum and Course Offerings Analysis Curriculum Analysis

Courses that have not been reviewed, or not scheduled to be reviewed, are listed on the Curriculum Committee web pages. To aid in use, please view this filtered spreadsheet, using the drop down menus along the field headings, to view just your department. On opening the spreadsheet, click the Enable Editing and Enable content buttons that should appear across the top menu bar.

Considering those courses that have not been reviewed within the last five years, please address these below.

Provide your plans to bring courses into compliance with the 5-year cycle of review. If your department is compliant, please state that.

All courses have been reviewed and are on a five-year curriculum review cycle.

Provide your plans to either inactivate or teach each course not taught in the last two years.

All courses have been taught in the last two years.

Does the College Catalog accurately display the descriptions and requirements of all the courses and educational awards (degrees/certificates) overseen by this program? If not, please describe your plans to correct.

The catalog accurately displays descriptions and requirements of all of the courses and educational awards overseen by the program.

Are there plans for new courses or educational awards (degrees/certificates) in this program? If so, please describe the new course(s) or award(s) you intend to create.

The Child Development Department is finalizing revision of six courses – CLDDV 125, 160, 163, 150, 151, and 154 – to complete application for the Curriculum Alignment Project (CAP) Expansion. The course rewrites will be completed by October 1, 2017 and all paperwork will be filed with the project.

The Child Development Department presented the CAP Transitional Kindergarten to the Advisory Committee at the November 2, 2016 meeting and received approval and support to pursue the certificate, with an update March 22, 2017.

The 24 units of specialized coursework are:

• Preschool and Early Primary Age Development (3 units) • Transitional Kindergarten and Early Primary Teaching Principles and Practices (3 units) • Assessment and Documentation Tools, Methods, and Strategies (3 units) • Strategies for Working with Challenging Behaviors (3 units) • Foundations and Frameworks Courses (1 unit each)

Social and emotional

Language and Literacy

Dual Language Learners

• Foundations and Frameworks Courses (1 unit each) (cont) Math

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Visual Arts

Performing Arts

Physical

Health

History/Social Science

Science

• Practicum Placement Seminar or Reflective Practice Seminar (2 units)

$15 million has been budgeted through the California Department of Education for stipends for teachers to meet these requirements in Early Childhood Education. The requirements of the T-K alignment will be incorporated in current classes 103, 107, 121, 291 and 291 and will create new courses to meet the Foundations and Frameworks of the 1 unit courses of; Social Emotional, Language and Literacy, Dual Language Learners, Math, Visual Arts, Performing Arts, Physical, Health, History/Social Science, and Science. These one-unit courses will be combined to create new 3 unit classes with three clearly separate units with limited open access.

The requirements around Seminar and Practicum are planned to be combined into our current 154 class and all courses will be offered in the evenings and/or weekends to support teachers as they teach during the day.

The Department will create and receive approval for the 24 units of coursework and will create a certificate.

What needs or rationale support this action, and when do you expect to submit these items to the Curriculum Committee?

SB 876 added requirements for T-K Teachers. TK Teachers who were assigned after July 2015 have to have completed 24 units in Early Childhood Education done by August 1, 2020. For teachers who were assigned a TK position before July 2015, they will be grandfathered into their position and do not need to meet any further requirements unless they separate and teach another grade and then return to the TK classroom.

We will be submitting the courses and certificate to Curriculum Committee by April, 2018. Course Time, Location and Modality Analysis

Please follow this link and review the Course Attributes in regards to when, where, and in which method the courses in this program are taught. Use the filters to focus the report on your department. Then answer the following questions.

Location/Times/Modality Trend Analysis: Consider and analyze your location, time, and modality trends. Discuss any program plans that address more efficient and beneficial location, modality and/or time of day trends.

• The data for Summer offerings was mixed between 2015/2016 and 2016/2017. • Both fall and spring had significantly higher daytime fill rates than evening: between 10 – 31% higher fill rates. This could be because fewer sections were offered during the day, having them fill more efficiently. With more sections at night, the students may have been more dispersed. • Spring online had lower fill rates for online offerings for both years, 6% - 11% lower. • Online instruction offerings increased significantly from 2015/2016 to 2016/2017, going from 19 to 25 courses. • On-campus classes on West campus had better fill rates for face-to-face courses when compared to online, ranging from 6% - 11% between the two years. • Day, evening, and online courses are approximately evenly divided for 2016/2017.

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Program Analysis Program Personnel

Please refer to the Department Faculty and Sections Dashboard to supply the names of faculty and adjuncts for the periods requested. Use the dashboard filters to focus on your individual department. Due to the complexity of payroll accounts and assignments, those listed may not match known individuals, please note any discrepancies.

Additional comments or narrative can be added below.

Faculty Name Full-Time or Part-Time (adjunct) Hire Date (optional) Deborah Laffranchini Full Time 2001 Linda Stephan Full Time 2014 Brandi Snider Full Time 2016 Amy Carnahan-Cook Full Time 2017 Gisele Flores Full Time 2017 Pam Guerra-Schmidt Part Time (Full Time Columbia) 2000 Jeanette Fanconi Part Time 2005 est. Malerie Fernandes Part Time 2014 Randi Osburn Part Time 2015 Leticia Mendoza Part Time 2016 Kathryn Quinn Part Time 2016 FACULTY NO LONGER TEACHING FOR THE DEPARTMENT Laurie Hatch Full Time 2001 Cheryl Williams-Jackson Full Time 2005 est. Leticia Sida Part Time 20010 est. Nicole Porter Part Time 2010 est.

Faculty Assignments

Please refer to the Department Faculty and Sections Dashboard to supply the number of faculty and adjuncts for the past two years of regular terms. Use the dashboard filters to focus on your individual department. Due to the complexity of payroll accounts and assignments, those listed may not match known individuals, please note any discrepancies. Please note that summer positions are all shown as adjunct due to payroll categories.

Enter figures for each term, to add additional rows, click in last cell on right and push tab on the keyboard.

Additional comments or narrative can be added below.

Term # Sections Offered / # Taught by FT # Taught by Other Program Fill Rate % Term Faculty Faculty 2015 Fall 28 22 6 78% 2016 Spring 31 28 3 74% 2016 Summer 15 15 (may include 60% Overload) 2016 Fall 27 18 9 91% 2017 Spring 27 19 9 83%

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Departmental Productivity Measurements

If not pre-filled, please complete for two years the following table of indicators, as listed on top of the Productivity Dashboard. A picture of this dashboard will be supplied by Research and Planning. Please enter one term per line; to add an additional line, click in last cell and use the Tab key.

The space below is available for comments and narratives.

Term FTEF FTES FTES/FTEF WSCH/FTEF 2015 Fall 6.64 126.3 19.0 570.44 2016 Spring 7.57 137.1 18.1 543.41 2016 Summer 4.19 75.2 18.0 538.68 2016 Fall 7.11 138.8 19.5 585.84 2017 Spring 7.29 133.0 18.2 547.38 2017 Summer 4.19 75.2 18.0 538.68

The department usually offers more courses in the fall due to higher enrollments and they have higher fill rates than spring. From 2015/2016 to 2016/2017 the number of adjunct or overload classes jumped significantly due to have two less faculty members, creating the need for more adjunct and overload of full time faculty.

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Long Term Planning and Resource Needs Long Term Planning

Provide any additional information that hasn't been addressed elsewhere in this program review, such as environmental scans for opportunities or threats to your program, or an analysis of important subgroups of the college population you serve.

View the Program Review Instructions page for reference and inspiration.

Taking into account the trends within this program and the college, describe what you realistically believe your program will look like in three to five years, including such things as staffing, facilities, enrollments, breadth and locations of offerings, etc.

As a CTE program, we are preparing to participate in the Strong Workforce Initiative. In addition, we have applied for and received an award letter to meet the demands of a CTE program, including

• web cams for instructor computers • money to host a series of workshops with male presenters from diverse ethnic backgrounds • money for 5 faculty to attend a two-day Learning and the Brain conference in San Francisco

As we apply for a grant through the Strong Workforce Initiative, we intend to develop a mentorship program to bridge college into the workforce.

1. Student practicum courses are held in our Early Care and Education centers on the West campus. Due to the age of the program and current research as it relates to environments for young children, the preschool lab is in need of new furnishings that meet best practice standards as described in the Environmental Rating Scale Revised Edition, 2016 and the National Association for the Education of Young Children Association Accreditation standards. New furnishings needed include items such as the following: appropriate size chairs for toddler and preschool children of different height, adult teacher chairs, and dramatic play furniture to support social development, child size tables, and adult size tables to support student teacher accommodations. Additional furnishings to include soft furnishings. The outdoor environment is a demonstration area for teaching children the value of nature and the health benefits of gardening by growing your own food. The program is in need of gardening boxes, gardening tools and supplies. The outdoor environment supports the need for children to move their body through space as they gain locomotion skills. Outdoor equipment must be lead free, rust free, and must meet newer safety regulations. For this reason, the program is in need of equipment that will support the gross motor development of children while adhering to current safety standards. These items needed include: tricycles, scooters, mats, basketball hoops, balls, and beanbags. Cost for updating indoor classroom environment: $ 66,000.00 Cost for updating outdoor environment: 25,000.00 2. We are aware that our environments in the office and classrooms are more likely to appeal to women. We want to bring images into our teaching classrooms that all students can relate. We would like to create a welcoming environment in the office that would entail furniture, carpet, and a marquee. The community has recognized the MJC Child Development Department as a hub for job postings. Students come in daily to view current positions in the community. The department is in need of a marquee to advertise local job postings, local training opportunities, and to display photos of current child development presentations and activities held in the community. Cost: $10,000 for four classrooms and one meeting space inside the Child Development office 3. Faculty are often in classes teaching many hours per day, in large classrooms. Projecting their voice so that students can hear can cause vocal fatigue. One of our classrooms does not have a wireless microphone system. Cost: $1,000 4. Students are in our classes for three hours at a time and for half of our students, they are coming at the end of a long day at work. The need for comfortable seating and desks that promote group work and flexibility in arrangement is critical in creating an environment that promotes student success. One classroom cost: $50,000 (50 chairs @ $200; 30 desks @ $1,000)

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5. Faculty computers are now dated and some are 10 years old. When faculty prepare learning materials such as power point presentations on their office computer, the presentation may not open up in a classroom computer, indicating an aged operating system. In addition, all faculty are in preparation of teaching online instruction and need computers with built in web cams. Cost: $6,500 (five computers) 6. As we prepare to teach present or future TK teachers and focus on workforce issues, we need to update our video library to be reflective of current, up-to-date and diverse media for topics within Early Childhood education. Videos need to be close captioned and represent both genders and specifically, males with diversity. Cost: $5,000 7. As we prepare to teach a course in science and mathematics to meet the TK requirement, we need STEM-related materials and resource books. Cost: $500 8. The faculty meet weekly to discuss topics such as student outcomes, assessments, student success and student needs. The desire of the faculty is to have a monitor placed on the wall with a wireless connection to a laptop to access current data. This data will help drive our department and college wide goals to better serve our student population. The monitor will also allow ongoing training of new faculty in eLumen and MJC website. Often faculty are meeting to make decisions about applications for hire, applications for scholarship, and other situations that require them to locate an unoccupied room so that everyone can see one screen. Cost: $5,000

Resource Request and Action Plan

Priority Name Resource Estimated Objective Type Cost 1 Me-Wuk Lab Instructional $66,000 Repairs needed for licensing and safety Classroom: indoor Equipment Community Playthings Me-Wuk Lab Instructional $25,000 Community Playthings Classroom: outdoor Equipment 2 Office and Furnishings $10,000 Classrooms 3 Wireless Equipment $1,000 microphone for one classroom 4 Muir 155 Desks and Furniture $50,000 chairs 5 Faculty computers Instructional $6,500 with web cams Equipment 6 Media, videos Instructional $5,000 Equipment 7 STEM materials Instructional $500 Equipment 8 Interactive Instructional $3,000 Conference Room Equipment monitor

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Evaluation of Previous Resource Allocations

Below is a list of resource allocations received in previous Program Reviews. Please evaluate the effectiveness of the resources utilized for your program. How did these resources help student success and completion? (https://www.mjc.edu/governance/rac/documents/ielmallocationsummary20142015.pdf)

The Evaluation / Measured Effectiveness can be typed in another program and pasted here, or typed directly in to the box below. The box will expand with additional text, and paragraphs (hard returns) can be added by using Ctrl+Enter.

Resource Allocated PR Year Evaluation / Measured Effectiveness Chairs and desks, 2016 Tables were delivered this week, no chairs Muir 159 The environment is easier to navigate and provides a level of safety should students have to evacuate quickly.

Outdoor rubber 2016 The surfacing was completed last week. It is expected to be a surfacing safer surface and will meet licensing guidelines. It will decrease children’s exposure to feral cat feces in the previous surface of wood chips.

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Career Technical Education Questions

The following series of question focus on Career and Technical Education, and can be answered using the labor data from Cal-PASS Plus on Launchboard. You will need to create an account before accessing the Launchboard. How many students did you serve in the last two academic years?

(See Program Snapshot Reports > Where are students taking courses in the region > student)