Child Development Child Development/Early Childhood Education …... · 2018-12-20 · Child Development/Early Childhood Education Version 2016-17 Approved by PR, 4-26-16 Page | 6

Child Development/Early Childhood Education

Version 2016-17 Approved by PR, 4-26-16

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Child Development Child Development/Early Childhood Education

Cerro Coso Community College Lisa Fuller

February 2018



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Executive Summary The Child Development/Early Childhood Education program is currently the largest online program at Cerro Coso Community College. Since the last program review CHDV has completed the Curriculum Alignment Project which allowed for an easy transition to the AS-T Early Childhood Education. The faculty in the department are involved at local, state, and national levels to make sure the program stays up-to-date in terms of the requirements students need to meet to work in the field of early education.

The key strength in child development is the faculty – both adjunct and full-time. Full-time faculty are and have been involved in many areas of the college providing leadership and active participation. Adjunct faculty are involved in various levels of the early education field throughout the state and have many different areas of expertise. Another key strength is the connection and understanding of local, state, and national requirements for the field. We are often in the first group of adopters for new processes, like the Permit Matrix, CAP alignment, and the AS-T. Faculty work well together, sharing online course content, trying new instructional techniques, and attending further trainings in online education in order to support our students in having a well-rounded and grounded experience in developing the professional skills necessary for success in the field of early education. We have worked to make sure the CHDV program is a very succinct program that directly meets the state and national guidelines and requirements, so it is as easy as possible for early educators to navigate our program.

One of the main areas needing improvement in child development is tracking majors and completers. This is a difficulty being faced across the state because of the way the permit matrix is set up. As a department we are also looking at moving towards at least a few classes that meet OER standards. As we continue to assess student learning outcomes we are also moving towards a more project-based assessment plan to better document student learning in all our courses. Since we are a practically based field where we are helping students to develop specific skills related to working with and teaching young children we need to make sure the assessments clearly assess what we want out students to know and learn. There is also a dearth of appropriate videos that clearly address the key concepts presented in our program. We have a great center where we could develop our own videos that are specific to the content we wish to present in our courses. We will be looking into the feasibility of developing our own materials to support our online program.



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Part 1 - Relevance 1. Catalog Description

Child Development: Early Childhood Education Associate in Science for Transfer (AS-T)

The Associate in Science in Early Childhood Education for Transfer Degree (AS-T) (60 units total, 24 units in the major) is designed for students interested in infant, toddler, preschool or school-age education and prepares students for transfer to the CSU System.

To complete the degree, students must fulfill both of the following requirements

1. Completion of 60 semester units that are eligible for transfer to the California State University, including both of the following:

a. The Intersegmental General Education Transfer Curriculum (IGETC) or the California State University General Education-Breadth Requirements

b. A minimum of 18 semester units in a major or area of emphasis, as determined by the Kern Commuity College District Board of Trustees.

2. Obtainment of a minimum grade point average of 2.0. 3. Completion in all courses for the major or area of emphasis must be a “C” or better. A “P” (Pass)

grade is not an acceptable grade for courses in the major.

Please note that our local Cerro Coso general education pattern MAY NOT be used to fulfill the requirements of this degree and that all required courses for the degree must be transferable to CSU.

Students may earn an Associate in Science in Early Childhood Education for Transfer degree. Students may earn an Associate Teacher Certificate, Teacher Certificate, Master Teacher Certificate or Site Supervisor Certificate for completing a defined course of study that requires fewer units than the Associate in Science in Child Development for Transfer Degree. The California Child Development Permit Matrix requirements are reflected in our program allowing students to qualify for the permits required for teaching in programs governed by Title V and funded by contracts with the State of California. Permits are issued by the State Department of Education, California Commission on Teacher Credentialing (not Cerro Coso) and include: Assistant Teacher, Associate Teacher, Teacher, Master Teacher, and Site Supervisor.

All professionals working with children are required to have a clean criminal record, to demonstrate freedom from tuberculosis (TB), and to demonstrate the physical ability to perform all the duties of a professional position working directly with children.

The requirements for this program are complex. You MUST consult with a Child Development faculty member AND a counselor.



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Courses required for the Associate degree major at Cerro Coso Community College may not be the same as those required for the corresponding major at a four-year school. Consult a counselor and visit http://www.assist.org to identify the courses needed for the major at your transfer school and to develop a plan that will best meet your goals. You must complete a minimum of 60 transferable units, including courses listed in the major and general education requirements, with an overall GPA of 2.0 or better, and a grade of “A”, “B”, or “C” in all courses for the major. A minimum of 12 units must be completed at Cerro Coso Community College. Your transfer institution may require some of the major courses to be taken for a grade. Please consult a counselor and http://www.assist.org to determine any limitations on Pass/No pass grading in major preparation courses.

STATE OF CALIFORNIA CHILD DEVELOPMENT PERMIT: The California Commission on Teacher Credentialing grants permits in accordance with the Child Development Permit Matrix. Applications are separate from Cerro Coso Community College and must be submitted to California Commission on Teacher Credentialing. Contact any Child Development faculty member or visit the California Commission on Teacher Credentialing website at http://www.ctc.ca.gov for more information regarding the Permit Matrix and Professional Growth Advisors. For all Permits, all course work must be completed with a grade of “C” or better.

This program prepares students for careers in Child Development, Early Childhood Education. Transfer preparation for such fields as child development, elementary education, education.

Child Development Associate Teacher Certificate of Achievement

The Child Development Associate Teacher Certificate of Achievement (12 units) is designed to provide students with the minimal level of education to work with children in a group setting and includes required classes in the core areas (development; child, family, and community; curriculum).

The California Child Development Permit Matrix requirements are reflected in our program allowing students to qualify for the permits required or teaching in programs governed by Title V and funded by contracts with the State of California. Permits are issued by the State Department of Education, California Commission on Teacher Credentialing (not Cerro Coso) and include: Assistant Teacher and Associate Teacher.


Complete each course to be applied toward the certificate with a grade of “C” or better. Complete a minimum of 12 units in residence at Cerro Coso Community College.

The requirements for this program are complex. You MUST meet with a Child Development faculty member AND a counselor.



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Child Development Teacher Certificate of Achievement

The Child Development Teacher Certificate of Achievement (24 units) is designed to provide students with the minimal level of education to work with children in a group setting and includes required classes in the core areas (development; child, family, and community; curriculum).

The California Child Development Permit Matrix requirements are reflected in our program allowing students to qualify for the permits required for teaching in programs governed by Title V and funded by contracts with the State of California. Permits are issued by the State Department of Education, California Commission on Teacher Credentialing (not Cerro Coso) and include: Assistant Teacher, Associate Teacher, and Teacher Permits.




This program prepares students for careers in Child Development Teacher. Employment preparation for such jobs as Child Development Assistant, Associate Teacher, Teacher, or other educational paraprofessional working in infant, toddler, preschool or school-age care.

Child Development Master Teacher Certificate of Achievement

The Child Development Master Teacher Certificate of Achievement (33 units) is designed to provide students with a complete educational foundation to work as a curriculum specialist with children in a group setting and includes required classes in the core areas (development; child, family, and community; curriculum); six specialization units in the curriculum area of the student’s choice; and adult supervision units.

The California Child Development Permit Matrix requirements are reflected in our program allowing students to qualify for the permits required or teaching in programs governed by Title V and funded by contracts with the State of California. Permits are issued by the State Department of Education, California Commission on Teacher Credentialing (not Cerro Coso) and include: Assistant Teacher, Associate Teacher, Teacher and Master Teacher Permits.




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This program prepares students for careers in Child Development Master Teacher. Employment preparation for such jobs as Child Development Assistant, Associate Teacher, Teacher, Master Teacher (curriculum specialist) or other educational paraprofessional working in infant, toddler, preschool or school-age care.

Child Development Site Supervisor Certificate of Achievement

The Child Development Site Supervisor Certificate of Achievement (33 units) is designed to provide students with a complete educational foundation to work as an administrator of programs serving children in a group setting and includes required classes in the core areas (development; child, family, and community; curriculum); six administration units; and adult supervision units.

The California Child Development Permit Matrix requirements are reflected in our program allowing students to qualify for the permits required or teaching in programs governed by Title V and funded by contracts with the State of California. Permits are issued by the State Department of Education, California Commission on Teacher Credentialing (not Cerro Coso) and include: Assistant Teacher, Associate Teacher, Teacher and Site Supervisor Permits.




Analysis

The Child Development/Early Childhood Education program is clearly described with information demonstrating the difference between completion of Cerro Coso Child Development classes, certificates of achievement, AS-T degree, and the Child Development Permits from the State of California Commission on Teacher Credentialing. The catalog conveys the programs’ objectives and clearly communicates that this program is for working with children which differs from all other programs. Student outcome expectations are clearly defined at every step of the programs’ various levels and mirrors the Commission on Teacher Credentialing Permit Matrix, which identifies the field’s career



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ladder in California. The catalog description does not include exaggerated or unsustainable statements. Assertions of career applicability as well as transfer applicability are reasonable and documented.

There were changes in the program requirements from the state level. Beginning in Fall, 2018 students were required to demonstrate that they are fully immunized as well as free from TB. These practices have been implemented in the program, but an immunization statement needs to be added to each of the descriptions.

2. Program Learning Outcomes

Child Development: Early Childhood Education Associate in Science Degree for Transfer (AS-T)

Upon successful completion of the program, the student will be able to

1. Examine teaching and care practices that provide a developmentally appropriate program to support children’s growth, development, and learning.

2. Identify one’s own values, experiences, and philospohies and how they guide and inform practice.

3. Integrate understandings of children’s development and needs to maintain healthy, safe, supportive, and challenging learning environments that demonstrate culturally relevant, inclusive, age-appropriate, and anti-bias approaches respectful of children, families, and early learning professionals.

Child Development Associate Teacher Certificate of Achievement


1. Examine teaching and care practices that provide a developmentaly appropriate program to support children’s growth, development, and learning.

2. Identify one’s own values, experiences, and philosophies and how they guide and inform practices.





3. Integrate understandings of children’s development and needs to maintain healthy, safe, supportive, and challenging learning environments that demonstrate culturally



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relevant, inclusive, age-appropriate, and anti-bias approaches respectful of children, families, and early learning professionals.






4. Develop professional expertise in a specialized area of knowledge.






5. Design appropriate strategies and program polices in compliance with California state laws and regulations that guide the administration of respectful and responsive quality care and education programs.

Analysis

The CHDV PLO’s sufficiently capture the key knowledge and skills expected of students exiting the program. The certificate levels are aligned with the statewide curriculum as part of the California Community College Curriculum Alignment Project (CAP) and we completed the AS-T alignment. The



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PLO’s demonstrate the development of skills as students achieve higher level certificates that ultimately lead to the AS-T in Early Childhood Education.

Anecdotally we know that students are prepared to transfer or enter the workforce with the knowledge and skills identified in the PLO’s. A majority of CHDV students are currently working in the field and students have reported successful transfer experiences. Assessing transfer and workforce success is an area that is needed in CHDV to fully understand the impact the program is having on students.

The PLO’s are realistic and achievable. They can be measured through the assessments used for the student learning outcomes (SLO’s). Part of this iteration of the program review was to update the PLO’s as well as the assessment artifacts. The artifacts for this round were more successful than the last program review in connecting coursework and SLO’s with the PLO’s of the program.

3. Courses/Program Matrix

Child Development: Early Childhood Education Associate in Science Degree for Transfer (AS-T) CHDV C100 Principles and Practices of Teaching 3 Units CHDV C102 Introduction to Materials and Curriculum 3 CHDV C104 Child, Family, and Community 3 CHDV C106 Child Growth and Development 3 CHDV C121 Health, Safety and Nutrition 3 CHDV C125 Diversity in Education 3 CHDV C200 Observation and Assessment 3 CHDV C203 Practicum - Field Experience 3 Complete one of the following general education patterns:

OPTION B CSU General Education Breadth OPTION C IGETC - Intersegmental General Education Transfer Curriculum

Program Learning Outcomes Courses A B C CHDV C100 CHDV C102 CHDV C104 CHDV C106 CHDV C121 CHDV C125 CHDV C200 CHDV C203



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Child Development Associate Teacher Certificate of Achievement CHDV C100 Principles and Practices of Teaching 3 Units CHDV C102 Introduction to Materials and Curriculum 3 CHDV C104 Child, Family, and Community 3 CHDV C106 Child Growth and Development 3

Program Learning Outcomes Courses 1 2 CHDV C100 CHDV C102 CHDV C104 CHDV C106


CHDV C100 Principles and Practices of Teaching 3 Units CHDV C102 Introduction to Materials and Curriculum 3 CHDV C104 Child, Family, and Community 3 CHDV C106 Child Growth and Development 3 CHDV C121 Health, Safety and Nutrition 3 CHDV C125 Diversity in Education 3 CHDV C200 Observation and Assessment 3 CHDV C203 Practicum - Field Experience 3

Program Learning Outcomes Courses 1 2 3 CHDV C100 CHDV C102 CHDV C104 CHDV C106 CHDV C121 CHDV C125 CHDV C200 CHDV C203


CHDV C100 Principles and Practices of Teaching 3 Units CHDV C102 Introduction to Materials and Curriculum 3 CHDV C104 Child, Family, and Community 3 CHDV C106 Child Growth and Development 3 CHDV C121 Health, Safety and Nutrition 3 CHDV C125 Diversity in Education 3



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CHDV C200 Observation and Assessment 3 CHDV C203 Practicum - Field Experience 3 CHDV C281 Adult Supervision 3 Complete 6 units in one of the following specializations:

Infant Care Specialization CHDV C105 Infant and Toddler Development 3 Units CHDV C205 Infant and Toddler Curriculum 3

School Age Care Specialization CHDV C107 School Age Development 3 Units CHDV C207 School Age Curriculum 3

Children with Exceptional Needs Specialization CHDV C141 Introduction to Children with Special Needs 3 Units CHDV C241 Curriculum and Strategies for Children with Special Needs 3

Curriculum Specialization CHDV C111 Principles of Child Guidance 3 Units CHDV C145 Language and Literature 3 or CHDV C149 Play and Meaning 3

Program Learning Outcomes Courses 1 2 3 4 CHDV C100 CHDV C102 CHDV C104 CHDV C106 CHDV C121 CHDV C125 CHDV C200 CHDV C203 CHDV C105 CHDV C205 CHDV C107 CHDV C207 CHDV C141 CHDV C241 CHDV C111 CHDV C145 CHDV C149


CHDV C100 Principles and Practices of Teaching 3 Units CHDV C102 Introduction to Materials and Curriculum 3 CHDV C104 Child, Family, and Community 3



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CHDV C106 Child Growth and Development 3 CHDV C121 Health, Safety and Nutrition 3 CHDV C125 Diversity in Education 3 CHDV C200 Observation and Assessment 3 CHDV C203 Practicum - Field Experience 3 CHDV C251 Administration of Child Development Programs I 3 CHDV C252 Administration of Child Development Programs II 3 CHDV C281 Adult Supervision 3

Program Learning Outcomes Courses 1 2 3 5 CHDV C100 CHDV C102 CHDV C104 CHDV C106 CHDV C121 CHDV C125 CHDV C200 CHDV C203 CHDV C251 CHDV C252 CHDV C281

Analysis

Specific attention has been given to the structuring of the certificates and degree to be aligned with the Curriculum Alignment Project (CAP) and the Permit Matrix (Appendix A). There is a clear path for students to develop the necessary skills and knowledge required in the field. We have intentionally aligned the CHDV program with statewide standards to ensure that students are fulfilling student learning and program learning outcomes. Core courses and specialization courses have been kept to a minimum to clearly communicate the statewide standards for the Permit Matrix and to avoid confusion.

4. Program Pathway

CHDV Associate Teacher Certificate

• This program consists of classes offered at KRV Lake Isabella and CC Online. • Courses do not have to be completed in the order listed.

Locations Offered

Courses KRV Lake Isabella CC Online



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Fall 2016

Spring 2017

Fall 2017

Spring 2018

Fall 2016

Spring 2017

Fall 2017

Spring 2018

CHDV C100 (3 units)

CHDV C102 (3) CHDV C104 (3) CHDV C106 (3)

CHDV Teacher Certificate

• This program consists of classes offered at CC Online. • Courses do not have to be completed in the order listed, except for listed prerequisites.

Locations Offered Courses CC Online

Fall 2016 Spring 2017 Fall 2017 Spring 2018 CHDV C100 (3 units) CHDV C102 (3) CHDV C104 (3) CHDV C106 (3) CHDV C121 (3) CHDV C125 (3) CHDV C200 (3) CHDV C203 (3)

CHDV C203 Prerequisites: CHDV C100, CHDV C102, CHDV C104, CHDV C106, CHDV C121, CHDV C125, CHDV C200. Limitation on Enrollment: Students must demonstrate they are clear of TB. Health and Safety: Students must meet the immunization requirements to work with young children. Student must have a cooperating teacher placement identified before the semester starts. There is a check list counselors will have that students must complete in order to be enrolled in the course.

CHDV Master Teacher Certificate


Locations Offered

Courses CC Online Fall 2016 Spring 2017 Fall 2017 Spring 2018

CHDV C100 (3 units)



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CHDV C102 (3) CHDV C104 (3) CHDV C106 (3) CHDV C121 (3) CHDV C125 (3) CHDV C200 (3) CHDV C203 (3) CHDV C281 (3) Complete 6 units in one of the following specializations: Infant Care Specialization CHDV C105 (3) CHDV C205 (3) School Age Care Specialization CHDV C107 (3) CHDV C207 (3) Children with Exceptional Needs Specialization CHDV C141 (3) CHDV C241 (3) Curriculum Specialization CHDV C111 (3) and CHDV C145 (3) or CHDV C149 (3)

Note: The Master Teacher Permit also requires the completion of at least 16 General Education units with at least 3 units in each of the following areas: English/Language Arts, Math or Science, Social Sciences, and Humanities.


CHDV Site Supervisor Certificate




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Locations Offered Courses CC Online

Fall 2016 Spring 2017 Fall 2017 Spring 2018 CHDV C100 (3 units) CHDV C102 (3) CHDV C104 (3) CHDV C106 (3) CHDV C121 (3) CHDV C125 (3) CHDV C200 (3) CHDV C203 (3) CHDV C251 (3) CHDV C252 (3) CHDV C281 (3)

Note: The Site Supervisor Permit also requires at least 27 General Education units that meet graduation requirements.


CHDV C252 Prerequisite: Limitation on Enrollment: Completion of 9 units of Child Development coursework including CHDV C251.

Analysis

CHDV is the largest online program at Cerro Coso Community College. We are in a unique position to be able to market the program statewide because of our affiliation with the Child Development Training Consortium (CDTC) and California Early Childhood Mentor Program (CECMP). This means that we offer every AS-T course every semester, including summer sessions, to meet our students’ needs for certification. There are a few courses that are part of the specialization for the Master Teacher Permit that are offered every other semester to ensure students can complete the specialization requirements in one year. There is a small population of students in KRV Lake Isabella who prefer to take on ground classes at the site and since we have 2 adjunct instructors currently living in Lake Isabela it is still feasible to offer the 4 core courses at that site.



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Offering every AS-T course every semester allows full-time students to complete the CHDV degree in 2 years or less. This also ensures that students who only need a course here and there to meet permit or employment requirements can do so at any time of the year.

4. Conditions of Enrollment

Advisories

All CHDV courses have English and literacy advisories. There are also advisories for higher level CHDV courses. We are in the process of also including a Literacy advisory for every course.

English Advisory ENGL C070 Students are expected to write summaries of text chapters, journal articles, observations, and assigned readings as well as to make connections between their observations of young children’s development with developmental theory and program best practices. ENGL C070 skills prepare students to succeed in CHDV courses by ensuring they are able to write short essays that synthesize observations, lectures, and assigned readings that are free of major spelling and grammatical errors. ENGL C070 skills ensure that students are able to compose a formal research paper from multiple sources including finding, evaluating, organizing, and synthesizing college-level reading materials and to construct a detailed topical outline and annotated bibliography that projects the structure of the research paper and reflects the extent of their literature search and the relevance of the sources chosen. ENGL C070 skills prepare students to use the corrected proof of their outline to draft a research paper that is properly formatted and written in clear, grammatically correct prose. Content Advisory (CHDV C106) CHDV C100 CHDV courses require students to already have a basic understanding of child development as a professional field that supports children’s growth and development. CHDV C100 provides an introduction to the field of child development, the history of early childhood education, different types of programs and requirements, developmental domains, basic theories of development, and the skills necessary to be successful in this field. The knowledge and skills developed in C100 ensures that students are at least familiar with the theoretical concepts and developmental domains being applied in CHDV courses.

Development Advisory (CHDV C145, CHDV C149) CHDV C105 or C106 or C107 Students are asked to use developmental theory to design curriculum that supports young children's language and literacy skills. CHDV C107 is an overview of developmental theory from early childhood



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through adolescence covering all of the developmental domains. CHDV C107 prepares students to apply developmental concepts to curriculum development.

Research Literacy Advisory LIBR C100 Students are expected to use print and internet sources to conduct research and compose a formal research paper. Because Child Development is a Social Science, students must use APA format in their writing. LIBR C100 skills ensure the student will be able to successfully find and evaluate reference material and formulate proper citations.

CHDV C200 has advisories for 6 of the degree level courses (CHDV C100, CHDV C102, CHDV C104, a development course, CHDV C125, and a curriculum course). These advisories demonstrate a recommendation, but not a requirement, that students be familiar with the field before taking the observation and assessment course.

Prerequisites

CHDV C203 is a capstone class and, therefore, has prerequisites for the previous AS-T courses as well as limitations on enrollment since it is a practicum course where students work directly with young children in the classroom:

The initial statement for each prerequisite includes the following:

Students who are taking the capstone practicum course, CHDV C203, need a strong basis in theory before working with a group of young children. The purpose of the practicum course is to provide students a safe, structured place to try techniques that may be new to them, techniques that are considered best practices in the field of Child Development. In order for students to try new techniques, they must first be exposed to the current theories that are guiding this field.

CHDV C100

CHDV C100 is an overview course that provides an introduction to the field of child development and provides students with the chance to observe and analyze classroom and program requirements.

CHDV C100 CHDV C203 1 2 3 4 5 6

1 2 3 4 5

CHDV C102

CHDV C102 is a curriculum course that provides a foundation for designing, implementing, and evaluating environments, programs, and activity plans.



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CHDV C102 CHDV C203 1 2 3 4

1 2 3 4 5

CHDV C104

CHDV C104 is a state mandated course that addresses working with families, schools, and the community to support young children’s needs. It is a foundational course that establishes best practices for developing relationships.

CHDV C104 CHDV C203 1 2 3 4 5 6

1 2 3 4 5

CHDV C106

CHDV C106 is a developmental course that provides exposure to theories that guide children’s growth, development, and learning. Before students can be effective practitioners in the classroom, they need to be aware of developmental milestones, appropriate expectations, and patterns of development.

CHDV C106 CHDV C203 1 2 3 4 5

1 2 3 4 5

CHDV C121

In order for students to try new techniques, they must be aware of current health, safety, and nutrition standards for their own and the children’s safety. CHDV C121 provides licensing and current state regulations for maintaining and healthy and safe environment for young children.

CHDV C121 CHDV C203 1 2 3 4 5



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1 2 3 4 5

CHDV C125

CHDV C125 provides a foundation in working in a diverse program with children, families, and staff of different races, ethnicities, abilities, ages, religions, etc. specifically addressing how to use these differences to develop and anti-bias program curriculum and support children’s development.

CHDV C125 CHDV C203 1 2 3 4

1 2 3 4 5

CHDV C200

CHDV C200 introduces students to assessment and evaluation tools. The practicum course requires students to observe, assess, and evaluate children, programs, and curriculum in order to design and implement developmentally appropriate curriculum that is based on children’s interests.

CHDV C200 CHDV C203 1 2 3 4 5 6

1 2 3 4 5

Limitation on Enrollment (e.g. Performance tryout or audition) Students must have a cooperating teacher placement identified before the semester starts. There is a check list counselors will have that students must complete in order to be enrolled in the course.



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Limitation on Enrollment (e.g. Performance tryout or audition) Students must meet the immunization requirements to work with young children.

Limitation on Enrollment (e.g. Performance tryout or audition) Students must demonstrate they are clear of TB.

CHDV C252 is the administrative capstone class for the Site Supervisor Permit and has a prerequisite of 9 CHDV units including CHDV C251.

CHDV C252 is the capstone class for the CHDV Site Supervisor Permit. Child Development program administrators are managers responsible for providing oversight for all program operations, as well as leadership in child development and the greater community. This course integrates developmental theories, curriculum skills, and family and community relationships with the legal requirements of the California Department of Social Services, Title 22 licensing and California Department of Education, Child Development Division, Title 5 code requirements and the myriad budget and business management skills attained in CHDV C251. CHDV C252 integrates the previously learned theories and skills into practical management of child development centers that value the individual child, respect all families, and are joyous places to work.

Analysis

The prerequisites are considered best practices in the field and assist students in gaining prior knowledge before attempting capstone courses. The prerequisites are self-imposed based on the results of SLO and PLO assessments. No statistical validation study has been completed to support the viability of the prerequisites.

Part 2 – Appropriateness 1. Connection to College Mission

The mission of Cerro Coso Community College is to improve the life of every student it serves. Through traditional and distance delivery, Cerro Coso Community College brings transfer preparation, workforce education, remedial instruction, and learning opportunities that develop ethical and effective citizenry to the rural communities and unincorporated areas of the Eastern Sierras. In doing so, we promise clarity of educational pathways, comprehensive and equitable support services, and a commitment to equity.

The mission of the Child Development Program at Cerro Coso Community College is to provide a comprehensive educational program rooted in quality and excellence. The program is responsive to the interests, aspirations, and capabilities of students. The AS-T Degree in Child Development prepares students for life work in areas of child development, education (early childhood, elementary, and secondary), psychology, human services, administration of programs for children, and related human development fields. Students completing this major fulfill the educational requirements to apply for a California Child Development Permit. This major fulfills requirements for teaching in private child



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development settings licensed by the California State Department of Social Services. (Child Development Advisory Committee 9/14/04, revised 10/25/12, revised Spring 2015).

Analysis

Child Development is both a transfer program and a Career Technical Education (CTE) program so we fit 2 of the 3 core areas of the community college mission. The department ensures that the Child Development/Early Childhood Education program is of high quality and appropriate to an institution of higher learning through sustained quality review, evaluation, and improvement. As members of the Child Development Training Consortium (CDTC) and the California Early Childhood Mentor Program (CECMP), faculty participate in state-wide meetings twice a year to maintain currency and relevancy in the program and field of early education. Several CHDV courses (C104, C105, C106, C121, C125, C141, C241) also meet general education requirements for the various degree and transfer curriculums.

2. Determination of Student Needs

Child Development/Early Childhood Education faculty stay updated on state and national requirements for the field by participating in the Child Development Training Consortium (CDTC) and California Early Childhood Mentor Program (CECMP). Through these programs faculty are aware of changes from the California Department of Education (CDE), the California Commission on Teacher Credentialing (CTC), and the National Association for the Education of Young Children (NAEYC). We want to make sure our students are qualified for the Permits issued by the CTC and that they are aware of the professional requirements of the field. This is why we have been early in participating in the Curriculum Alignment Project (CAP) as well as in aligning our program with the AS-T requirements. Child Development is unique in that we work together with state-wide programs to not only stay informed of changes but also to participate in the state-wide conversations regarding the political influences in the field.

Labor market information is gathered through the various content available through the college and nationwide, such as reports from the college, Economic Modeling Specialists Inc. (EMSI), the California Economic Development Department (EDD), and the Bureau of Labor Statistics. Information from these reports include projected job outlooks and wage information.

Tutoring in CHDV is an issue since subject matter tutors are not needed for the students in our programs. The one issue child development faculty have faced is in terms of educating students on the use of APA. Tutoring is needed to assist students in learning the basic skills necessary for writing research papers and other projects. Students struggle with APA format, how to complete research projects, and how to write research papers. While English tutoring is available, the skills required in the social sciences are a bit different so writing tutors who specialize in APA and research formats would be beneficial – especially if they were available online. Fortunately, CHDV has been able to take advantage of the embedded librarians in some of our online courses. We are continuing to develop the embedded



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librarians throughout the program to ensure students are supported in developing the research and writing skills they need to be successful early childhood educators.

The Child Development Advisory Committee (CDAC) provides specific labor market information for the communities throughout the Eastern Sierras. Based on feedback from the Child Development Advisory Committee (CDAC), support is needed in building a pool of qualified substitute teachers. The CHDV department does communicate with the Job Development Specialist at the IWV campus. He provides resources to centers looking for student workers and employees and is working with the department to address the needs for substitutes. There is a continual need for qualified early childhood educators at all levels throughout the service area.

3. Place of Program in Curriculum/Similar Programs

The Child Development program is a unique component of the overall college curriculum. The program exemplifies a high-quality degree and certificate program in career technical education and transfer. There is no similar program at the college. Child Development is CAP and AS-T aligned so it meets the requirements of the four-year colleges and universities as well as the Commission on Teacher Credentialing Permit Matrix. Faculty have focused on maintaining the standards set forth by the professional organizations that articulate best practices in the field: National Association for the Education of Young Children (NAEYC) and the California Early Childhood Educator Competencies (ECECOMPS).

There are no other programs at Cerro Coso that offer similar courses and we are not in direct competition with any other program. There are courses that offer focuses that are similar (i.e., psychology, sociology, anthropology, human services), however, they usually focus on one aspect of development or socialization while child development courses focus on the whole child from conception through adolescence. Child Development is also a field that focuses on the practical application of theory to guide children’s development and learning which is not addressed in other departments.

Several CHDV courses also fulfill general education requirements. For the AA/AS degree, CHDV C104, CHDV C105, and CHDV C106 fulfill Area 2 Social while CHDV C125, CHDV C141, and CHDV C241 fulfill Area 6: Diversity. For Area 7: Health & Wellness, CHDV C121 is one of only 3 courses that meet Option 1. For the CSE GE Certification, Area D7 Interdisciplinary Social or Behavior Science is met with CHDV C104, CHDV C105, or CHDV C106 while Area E 1 Integrated Organism can be met with CHDV C106. For the Intersegmental GE Transfer Curriculum (IGETC) Area 4G interdisciplinary Social & Behavioral Sciences is met with CHDV C104 or CHDV C106.

4. Majors and Completers

More than 90% of Child Development classes are offered online allowing Cerro Coso to serve the needs of early education professionals around the state. In this capacity we serve early education professionals in a variety of ways. ECE professionals can take one or two courses to meet the CTC Permit Matrix



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requirements, or complete a course of study, or complete only the administrative courses for the higher-level permits. Some students take only the Practicum/Field experience course to meet a specific Permit Matrix requirement. Having this flexibility in our program meets the needs of the profession but makes defining majors and completers more difficult at the college level. More majors and completers have been identified than in past Program Reviews, but issues in tracking completers are still evident.

Subject Majors Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 5-Year Average CHDV Assistant 0 0 3 1 0 2 CHDV Associate 0 1 36 64 42 36 CHDV Master Teacher 40 11 14 18 20 21 CHDV Site Supervisor 56 15 22 33 37 33 Child Development 264 350 299 313 307 307 CHDV Teacher 141 50 47 70 98 81 Early Childhood Education 0 0 0 5 42 24

The number of completers has been relatively consistent over time, although we are still experiencing the transition between Child Development and the new AS-T in Early Childhood Education that was approved for Fall 2015. Part of the issue in Child Development is how completers are defined. Many students do not apply for the certificates, instead they apply for the CTC Permits which allows them to work in the field. The Cerro Coso certificates do not actually assist students in their profession. Since students from around the state can take classes at Cerro Coso to complete their Permit requirements there is no easy way to document actual completers in the department. Since Child Development is state aligned, along with most community colleges in California, we are all struggling with how to document completers in the field. The solution may be to track those who are currently working in the field or those who qualify for Commission on Teacher Credentialing (CTC) Permits after completing a course of study, but we have not found an efficient way to track these students.

There also seems to be some issues related to financial aid and the programs they choose. Students are only eligible for aid when a course is within a declared program of at least 16 units. This is a federal mandate that applies to the Pell Grant. The issue CHDV has is the lower unit Associate Teacher Certificate of Achievement (COA) only requires 12 units. Students who receive aid will choose the higher Teacher COA to qualify for the Pell Grant, however, they will not be counted as a completer when they do complete the Associate Teacher COA since their declared program is the Teacher COA. CHDV would prefer an automated system that identifies completers based on programs of study completed instead of relying on students to self-identify as a completer.

5. Summary of Student Demand Data

Active Sections

2012-13 2013-14 2014-15 2015-16 2016-17 CHDV CCCC CHDV CCCC CHDV CCCC CHDV CCCC CHDV CCCC

Traditional 4 510 4 482 4 572 1 571 7 668



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Distance Ed 73 519 83 553 77 515 80 522 75 538 Total 77 1029 87 1035 81 1087 81 1093 82 1206

First Day Enrollment


Traditional 85 10773 84 9751 66 10402 12 10377 177 11645 Distance Ed 3627 21607 3617 21201 3332 18998 3722 19569 3334 19038 Total 3712 32380 3701 30952 3398 29400 3734 29946 3511 30683

Census Day Enrollment



Students/ Section



FTES 2012-13 2013-14 2014-15 2015-16 2016-17 Traditional 6.6 7.0 6.2 1.2 18.9 Distance Ed 240.0 253.2 236.2 261.2 242.5 Total 246.6 260.2 242.4 262.4 261.4

Child Development is the largest online program at Cerro Coso and has remained consistent in enrollment and section trends. While there is some variance, it is within hundredths of points. There was an increase in traditional courses when CHDV was offered in the prisons in 2016-17, however, that may not continue in the future. The Distance Education trends have stayed consistent and consistently higher that the college averages. This consistency suggests that we are meeting the needs of our students and the profession, that scheduling is balanced to meet student demand, and capacities are being met.

In terms of attrition, CHDV has less attrition than the College every semester. Attrition in CHDV is about 25% in the online environment while the college attrition is 27%-30%. Onground, attrition in CHDV is



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usually higher, but the populations are very small in the CHDV program. When more onground classes were offered, like in the past couple of years, attrition onground was the same as the college at 8% and 5%. The majority of CHDV students are currently working in the field so they are completing classes to maintain employment, this makes for a more stable student population in CHDV courses, especially since Cerro Coso can market the online program statewide.

6. Labor Market Information and Analysis (CTE Programs Only)

Target Occupations Jobs (2015) % Change (2015-20) Median Hourly Earnings

Service Area State Service Area State Service Area State 2,800 56563 11.2% 9% $13.97/hr $15.50/hr

13% above national ave.

1% above national ave.

Nation: 8% Nation: 7.1% Nation:

$12.06/hr Nation: $13.66/hr

Growth Occupation 2015 Jobs 2020 Jobs Change % Change

Service Area

State Service Area

State Service Area

State Service Area

State

Preschool Teachers, Except Special Education

647 56563 718 61639 71 5067 11% 9%

Labor market trends show a continual growth in the field over the next few years. As education requirements change, there will be additional needs at the community college level. With the changes in the transition kindergarten (TK) programs, there will continue to be an increase in demand for the early childhood courses at the college. Since we are the only CHDV program in the state to be completely online, we offer a service that meets the needs of professionals currently working in the field who need to continue their education to progress in their jobs. The data here reflects the 3 counties within our service area as well as overall state data since we can meet the training and education needs statewide through the CDTC and CECMP.



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7. Explanation of Employer Relationship (CTE Programs Only)

Child Development works closely with the child development centers in our communities through the Child Development Advisory Committee (CDAC) (see Appendix B). CHDV is both a transfer and a CTE program and we train students to become early education professionals who work in the centers throughout the Cerro Coso service area. We meet the needs of the communities’ employers through our compliance with the State of California, Department of Education requirements for employees as summarized in the California Child Development Permit Matrix (see Appendix A). These requirements meet the needs of all programs, whether or not a permit is required for employment.

The Cerro Coso CHDV Department is one of 23 colleges authorized to approve Child Development Permit requirements for students on a fast-tracked process through the Commission on Teacher Credentialing (CTC) Verification of Completion (VOC) program. Students can have their transcripts evaluated and approved by the CHDV faculty or the CDC Program Manager, bypassing the 6-month delay for Permits at the CTC.

CHDV faculty also update those at the college who need to be aware of the requirements, such as counselors, to make sure that students’ needs are being met. Our entire program has been designed in accordance with the Core Competencies laid out for Child Development state-wide making sure that graduates from our program, at either certificate or degree levels, are qualified for jobs in the licensed and licensed-exempt programs in our communities.

8. Advisory Committee (CTE Programs Only)

The Child Development Advisory Committee (CDAC) meets at least once a semester to review the program and assist in scheduling courses at all sites. Currently, all communities in our service area are represented on the CDAC as well as members from the main employers and organizations associated with the early education profession in our communities (see Appendix B).

We use CCCConfer teleconference to bring the communities together into one CDAC meeting instead of having isolated meetings in each community. CDAC participation has been low the last few years, but there has been a new position of CTE support that is assisting with building the advisory committees.

9. Current Cost of the Program to Students

Estimated Costs for Early Childhood Education AS-T Degree CA Resident Non-Residents Units 60 60 Cost per unit $46.00 $212.00 Tuition $2760.00 $12720.00 Books and Supplies $3600.00 $3600.00 Total $6360.00 $16320.00 Per semester (4) Cost $1590.00 $4080.00



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Estimated Costs for Associate Teacher Certificate CA Resident Non-Residents Units 12 12 Cost per unit $46.00 $212.00 Tuition $552.00 $2544.00 Books and Supplies $3600.00 $3600.00 Total $4152.00 $6144.00 Per semester (4) Cost $1038.00 $1536.00

Estimated Costs for Teacher Certificate CA Resident Non-Residents Units 40 40 Cost per unit $46.00 $212.00 Tuition $1840.00 $8480.00 Books and Supplies $3600.00 $3600.00 Total $5440.00 $12080.00 Per semester (4) Cost $1360.00 $3020.00

Estimated Costs for Master Teacher Certificate CA Resident Non-Residents Units 48 48 Cost per unit $46.00 $212.00 Tuition $2208.00 $10176.00 Books and Supplies $3600.00 $3600.00 Total $5808.00 $13776.00 Per semester (4) Cost $1452.00 $3444.00

Estimated Costs for Site Supervisor Certificate CA Resident Non-Residents Units 68 68 Cost per unit $46.00 $212.00 Tuition $3128.00 $14416.00 Books and Supplies $3600.00 $3600.00 Total $6728.00 $18016.00 Per semester (4) Cost $1682.00 $4504.00

As an online program, CHDV certificates and degrees are a relatively low-cost option for students interested in the early education profession. Textbooks remain the costliest component of the program.



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CHDV faculty have reviewed the possibility of OEI for a few courses, like CHDV C102 Introduction to Materials and Curriculum which has free, state-developed curriculum available, and CHDV C281 Adult Supervision which has been developed with low-cost books or online resources. Unfortunately, most of the information available in CHDV is parent oriented and does not have the academic rigor currently offered in the textbooks.

To help offset costs, Cerro Coso does offer the Child Development Training Consortium (CDTC) reimbursement program. This is a state-wide program that reimburses students who are currently working in the field while they are pursuing coursework towards a permit or degree. There are CDTC and local priorities that allow the CDTC to reimburse students within our service area first and we currently reimburse students $30.00 per unit successfully completed with a grade of C or better. Two years ago, we received an increase in funding from 250 units a year to 400 units a year (at $25.00 per unit). The total budget for the CDTC is $10,000.00 a year. At Cerro Coso 100% of the CDTC budget goes towards reimbursing students who are currently working in licensed and licensed-exempt programs.

Part 3 – Currency 1. Staffing

FTEF Workload 2012-13 2013-14 2014-15 2015-16 2016-17 Traditional 0.8 0.8 0.8 0.2 1.4 Distance Ed 14.7 16.8 15.7 16.3 15.3 Total 15.5 17.6 16.5 16.5 16.7

FTEF Workload By Contract Type

2012-13 2013-14 2014-15 2015-16 2016-17 # % # % # % # % # %

Full Time 3.1 20% 4.3 24% 4.3 26% 3.4 21% 3.2 19% Overload 0 0 0.5 3% 1.2 7% 1.3 8% 1.1 6% Adjunct 8.2 53% 7.8 44% 7.4 45% 8.2 50% 8.8 53% Summer 4.2 27% 5.0 28% 3.6 22% 3.6 22% 3.6 22% Banked Load 0 0 0 0 0 0 0 0 0 0

CHDV Productivity (FTES/FTEF)


Traditional 8.3 13.9 8.7 13.0 7.8 12.4 5.8 12.3 13.5 11.8 Distance Ed 16.3 15.1 15.1 14.1 15.1 13.9 16.1 13.9 15.9 13.7 Total 15.9 14.5 14.8 13.6 14.7 13.1 15.9 13.1 15.7 12.8



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Current staffing levels are not adequate and appropriate. Child Development faculty have made intentional efforts to increase productivity and consistently have higher productivity numbers than the college overall. There are currently 3 full-time faculty with one faculty member retiring in January 2019. CHDV is both a CTE and transfer program and full-time faculty have additional duties, especially in terms of meeting state Permit and program requirements. Full-time faculty create a more solid, engaged program, even in an online program. While the CHDV adjunct faculty are an amazing group of faculty who mostly teach full-time at other community colleges, they are not able to be fully engaged in the programs specifically in the Eastern Sierras, especially since many of them live outside of our service area. While CHDV is an online program that can meet the needs throughout the state, our program focus is still meeting the needs of the early education professionals within our service area. An online program ensures that students even in remote areas can get the classes they need to be qualified to teach in early education without hours of travel time and inconsistency in scheduling. Adjunct faculty currently teach approximately 53% of the classes offered each semester, 85% of the summer sections. The CHDV program requires at least 4 full-time faculty to support this vital program based on the current analysis that does not consider the currently reduced loads of the full-time faculty. There is an equity issue when the CHDV Program produces nearly the equivalent or more FTES than English, Math, or Psychology but has only half of the full-time faculty.

2. Professional Development

The Child Development Training Consortium (CDTC) and California Early Childhood Mentor Program (CECMP) do provide professional development opportunities for the coordinators at Cerro Coso Community College. These are related to staying updated on state and national requirements and initiatives in the early education field. We are lucky that most of our adjunct faculty are still working in the field, either at other colleges or in other capacities that help them to stay updated as well. There is a need for professional development as a department to make sure we are all on the same page in terms of online education, assessing SLOs and PLOs, and working towards OER and OEI.

3. Facilities and Physical Resources

The Child Development program is complimented by three Child Development Centers/ Lab Schools. The largest lab school is on the IWV campus while the two smaller lab schools are in California City (RPU and Heather Street). RPU is currently closed due to lack of qualified staffing. The IWV CDC has been recently modernized with new paint and floors, although there are still some minor projects that need to be completed. There is a designated adult classroom that allows for an on-ground program, however, the courses have not been offered on ground at IWV because of low enrollments in the past. The CDC lab schools are an integral part of the CHDV program allowing students from various disciplines (nursing, psychology, social services, and child development) to observe, interact, and gain experience working with young children. The main issue is the safety of the IWV CDC site. Currently there is no consistent monitoring of who enters the lab school. There is need of either a front desk position who can monitor



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the front entrance or the need to consider other locking mechanisms that will make it so only those who should be at the lab school are allowed.

The academic program is almost completely online with only one class being offered on ground at the KRV site. The needs for the on-ground program are to maintain current classrooms at the KRV site. Currently the 4 core courses required for a permit are offered onground, 1 per semester for a 2-year rotation. This ensures that early education professionals can at least meet the basic requirements with onground classes that will help them transition to the online environment for later courses. Students can take the courses in any order, starting any semester.

Fall 1 Spring 1 Fall 2 Spring 2 KRV Campus CHDV C100 CHDV C102 CHDV C104 CHDV C106

4. Technology

Since the CHDV program is mainly an online program it is important for faculty to have access to updated computers, preferably lap tops for flexibility, that can handle the demands of teaching online.

5. Marketing

With the changes that have been made in the CHDV academic program to be aligned with the AS-T and CAP, there is need for a revised brochure that outlines the CHDV program and the Early Childhood Education AS-T degree. The web pages have been reviewed for accuracy and are updated regularly. The CHDV academic program and the CDC/Lab schools need to work together to target their marketing more effectively.

The CHDV academic program and the CDC/Lab schools do participate in college programs like the school visits from K-12 programs. There is also an attempt to have the programs present at community events like the ESAEYC conference and the Children’s Fair held every spring.

Through the Child Development Training Consortium (CDTC) and the California Early Childhood Mentor Program (CECMP) the department can market the program throughout the state. Cerro Coso is the most comprehensive online program supporting early education professionals in the state, so it is important to maintain these programs and keep the program information up to date.

Part 4 – Student Achievement 1. Course-Level Student Performance Data

CHDV 2012-13 2013-14 2014-15 2015-16 2016-17 Ret Succ Ret Succ Ret Succ Ret Succ Ret Succ

Traditional 70% 55% 73% 45% 80% 51% 73% 64% 82% 68% Distance Ed. 80% 60% 82% 59% 84% 65% 83% 60% 88% 66%



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Total 80% 59% 82% 59% 84% 64% 83% 60% 88% 66%

Awards by Type & Program 2012-13 2013-14 2014-15 2015-16 2016-17 5-Year Total AA Child Development 9 4 7 5 9 34 AS-T Early Childhood Education 0 0 0 3 1 4 Cert CHDV Assistant 26 8 2 0 0 36

CHDV Associate 36 42 38 14 24 154 CHDV Master Teacher 4 5 1 2 2 14 CHDV Site Supervisor 1 4 3 3 1 12 Child Development 0 0 1 0 0 1 CHDV Teacher 13 11 18 7 2 51 Certificate Type Total 80 70 63 36 29 268

Total Awards 89 74 70 44 39 306 CHDV success and retention rates are relatively stable and are consistent with our slightly better than the college average. There was a jump in success and retention during the 16-17 academic year, after a decrease in the 15-16 academic year, but this may have been because of the high success and retention rates for incarcerated students. These students are not able to work in the field and only 2 classes were offered at the prison, CHDV C104 and CHDV C106. The traditional courses represent only a few students, 1 or 2 small classes a semester. The online rates are more indicative of the CHDV program since that is where the majority of the students are taking classes. We have a relatively stable student population because of the state requirements for working in the early education field. We continue to have issues with students not being prepared for the demands of the online learning environment. We are currently adjusting to the new Canvas course management system while preparing for inclusion in the Exchange.

2. Employment Data (CTE Programs Only)

Percentile Earnings

Occupation 25th Percentile Earnings Median Earnings 75th Percentile

Earnings Childcare Workers $10.42 $11.39 $12.61 Preschool Teachers, Except Special Education

$12.78 $15.33 $18.20

Capturing workforce data is difficult in the field of early education. Most of our students begin working in the field before they take courses. Only in some of the smaller communities like Lake Isabella, Lone Pine, and Big Pine are there issues with students finding employment. In these small communities there is little turnover in the 1 or 2 programs in the community. Employers do recognize the value of the



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certificate and degree since they are aligned with the Permit Matrix and allows employees to qualify for employment as well as promote to higher permit levels. We have been very careful to maintain currency with the Permit Matrix and we do not offer extraneous courses that would cause confusion for students. Our program is very streamlined and allows students to qualify for Permits as quickly and efficiently as possible.

3. Achievement of Program Learning Outcomes

PLO 1: Examine teaching and care practices that provide a developmentally appropriate program to support children’s growth, development, and learning (Associate, Teacher, AS-T)

Target: 70% Assessment Method:

Associate Teacher Certificate: this SLO will be assessed by SLO data from CHDV C100, C102, C104, and C106. Teacher Certificate and Early Childhood Education AS-T: this outcome will be assessed by SLO data from CHDV C100, C102, C104, C106, C121, C125, C200, and C203. Each course’s SLOs have been mapped to the related PLO. Results will be aggregated. Refer to the SLO-PLO Map in Supporting Documentation.

Assessment Date: Spring 2017 Recent Results: Associate Teacher Certificate: 79%

Teacher Certificate: 88% Early Childhood Education AS-T: 88%

PLO 2: Identifiy one’s own values, experiences, and philosophies and how they guide and inform practice (Associate, Teacher, AS-T)


Associate Teacher Certificate: This outcome will be assessed by SLO data from CHDV C100 and C104. Teacher Certificate and Early Childhood Education AS-T: This outcome will be assessed by SLO data from CHDV C100, C104, C125, C200, and C203. Each course’s SLOs have been mapped to the related PLO. Results will be aggregated. Refer to the SLO-PLO Map in Supporting Documentation.

Assessment Date: Spring 2017 Recent Results: Associate Teacher Certificate: 76%

Teacher Certificate: 94% Early Childhood Education AS-T: 94%



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PLO 3: Integrate understandings of children’s development and needs to maintain healthy, safe, supportive, and challenging learning environments that demonstrate culturally relevant, inclusive, age-appropriate, and anti-bias approaches respectful of children, families, and early learning professionals (Teacher, AS-T)


Teacher Certificate and Early Childhood Education AS-T: This outcome will be assessed by SLO data from CHDV C121, C125, C200, and C203. Each course’s SLOs have been mapped to the related PLO. Results will be aggregated. Refer to the SLO-PLO Map in Supporting Documentation.

Assessment Date: Spring 2017 Recent Results: Teacher Certificate: 88%

Early Childhood Education AS-T: 88% PLO 4: Develop professional expertise in a specialized area of knowledge (Master

Teacher) Target: 70% Assessment Method:

The SLO assessment results for each of the courses related to the specializations will be aggregated with the addition of CHDV C281. Infant Care Specialization: CHDV C105 and C205 School-Age Care Specialization: CHDV C107 and C207 Children with Exceptional Needs Specialization: CHDV C141 and C241 Curriculum Specialization: CHDV C111 and C145 and C149

Assessment Date: Spring 2017 Recent Results: Infant Care Specialization: 74%

School-Age Care Specialization: 76% Children with Exceptional Needs Specialization: 82% Curriculum Specialization: 81%

PLO 5: Design appropriate strategies and program policies in compliance with California stae laws and regulations that guide the administration of respectful and responsive quality care and education programs (Site Supervisor)


The SLO assessment results for CHDV C251, C252, and C281 will be aggregated.

Assessment Date: Spring 2017 Recent Results: 82%

Assessment History Summary



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PLO # Target Semester Met? Semester Met? Semester Met? PLO 1 70% Spring

2017 Yes

PLO 2 70% Spring 2017

Yes


Yes


Yes


Yes

a. Gaps and Improvements Made All of the PLOs were assessed and met. b. Summary of Program Learning Outcome Achievement One of the focuses of the CHDV department during this Program Review cycle was to update and assess the PLOs. The PLOs were updated to be consistent throughout the program as well as to build with each certificate. We decided to use SLOs from the courses to align with the PLOs (see Appendix C). Using the SLO assessments, we aggregated the data for each PLO. While there were a few SLOs that were identified as needing adjustments, they were revised and reassessed. Through this process, all the PLOs met their targets. No interventions at the PLO level were identified as needed.

4. Achievement of Course Student Learning Outcomes

5-Year Assessment History Course SLO # Target Semester Met

? Semester Met? Semester Met?

CHDV C100 1 70% Fall 12 Yes 2 70% Fall 12 Yes 3 70% Fall 12 Yes 4 70% Fall 12 Yes 5 70% Fall 12 Yes 6 70% Fall 12 Yes

CHDV C102 1 70% Fall 12 Yes Spring 13 Yes 2 70% Fall 12 Yes Spring 13 Yes 3 70% Fall 12 Yes Spring 13 Yes 4 70% Fall 12 Yes Spring 13 Yes



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CHDV C104 1 70% Spring 12 Yes Spring 13 Yes 2 70% Spring 12 Yes Spring 13 Yes 3 70% Spring 12 No Spring 13 Yes 4 70% Spring 12 No Spring 13 Yes 5 70% Spring 12 Yes Spring 13 Yes 6 70% Spring 12 Yes Spring 13 Yes

CHDV C105 1 70% Fall 12 Yes Spring 13 Yes 2 70% Fall 12 No Spring 13 No 3 70% Fall 12 No Spring 13 No

CHDV C106 1 70% Spring 13 Yes Spring 13 Yes 2 70% Spring 13 Yes Spring 13 Yes 3 70% Spring 13 Yes Spring 13 No 4 70% Spring 13 No Spring 13 Yes 5 70% Spring 13 No Spring 13 Yes

CHDV C107 1 70% Fall 12 No Fall 13 Yes 2 70% Fall 12 No Fall 13 Yes 3 70% Fall 12 No Fall 13 Yes

CHDV C111 1 70% Spring 12 Yes Fall 14 Yes 2 70% Spring 12 Yes Fall 14 Yes 3 70% Spring 12 No Fall 14 Yes

CHDV C121 1 70% Spring 14 Yes 2 70% Spring 14 Yes 3 70% Spring 14 No 4 70% Spring 14 Yes 5 70% Spring 14 Yes

CHDV C125 1 70% Spring 14 Yes 2 70% Spring 14 Yes 3 70% Spring 14 Yes


CHDV C145 1 70% Spring 12 Yes Fall 14 Yes 2 70% Spring 12 Yes Fall 14 Yes 3 70% Spring 12 Yes Fall 14 Yes




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CHDV C200 1 70% Spring 15 Yes Fall 15 Yes 2 70% Spring 15 Yes Fall 15 Yes 3 70% Spring 15 Yes Fall 15 No 4 70% Spring 15 Yes Fall 15 Yes

CHDV C203 1 70% Fall 12 Yes Spring 15 Yes 2 70% Fall 12 Yes Spring 15 Yes 3 70% Fall 12 Yes Spring 15 Yes 4 70% Fall 12 Yes Spring 15 Yes 5 70% Fall 12 Yes Spring 15 Yes


CHDV C207 1 70% Spring 12 Yes Fall 15 Yes 2 70% Spring 12 Yes Fall 15 Yes 3 70% Spring 12 No Fall 15 No


CHDV C251 1 70% Spring 13 Yes Spring 16 Yes 2 70% Spring 13 Yes Spring 16 Yes 3 70% Spring 13 Yes Spring 16 Yes

CHDV C252 1 70% Spring 13 Yes Spring 16 Yes 2 70% Spring 13 Yes Spring 16 Yes 3 70% Spring 13 Yes Spring 16 Yes

CHDV C281 1 70% Spring 13 Yes Spring 16 Yes 2 70% Spring 13 Yes Spring 16 Yes 3 70% Spring 13 Yes Spring 16 Yes 4 70% Spring 13 Yes Spring 16 Yes

a. Gaps and Improvements Made CHDV C104 was updated as part of the Curriculum Alignment Project (CAP) and for the AS-T. The course will be reassessed during the next assessment cycle. CHDV C104 SLO 3: Describe social issues, changes, and transitions that affect children, families, schools, and communities. Assessment concluded the directions were not clear enough. The COR and SLO



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assessment verbs were updated. The original SLO read: Synthesize and analyze research regarding social issues, changes, and transitions that affect children, families, schools, and communities. The first assessment was 52%, the second assessment was 69%. CHDV C104 SLO 4: Describe effective strategies that empower families and encourage family involvement in children’s development. Assessment concluded there needed to be an update to the COR and SLOs with changes to the verb. The original SLO read: Critique strategies that support and empower families through respectful, reciprocal relationships to involve all families in their children’s development and learning. For the first assessment was 83%, the second assessment was 59%. CHDV C105 was updated as part of the Curriculum Alignment Project (CAP). The course has completely different SLOs and the SLO assessment tools are still under development. The SLOs will be assessed during the next assessment cycle, which will involve developing SLO assessment tools. CHDV C106 was updated as part of the Curriculum Alignment Project (CAP) and for the AS-T. The course will be reassessed during the next assessment cycle. CHDV C106 SLO 3: Identify and compare major theoretical frameworks related to the study of human development. The orginal SLO read: Compare and contrast various theoretical frameworks that relate to the study of human development. Assessment suggested the need to update the COR and the SLOs as well as fine tune the assesments to be more in line with CAP. This SLO will be changing from compare and contrast to identify and compare which will change the current assessment and hopefully help students to successfully meet this outcome. First assessment was 83%, the second assessment was 64%. CHDV C106 SLO 4: Apply developmental theory to child observations, surveys, and/or interviews using investigative research methodologies. Assessment suggests that applying developmental theory seems to be difficult for students. The course and the assessment have been revised to better capture the SLOs for the course. First assessment was 56%, the second assessment was 82%. CHDV C106 SLO 5: Differentiate characteristics of typical and atypical development. The original SLO read: Differentiate characteristics of typical and atypical development at various stages. Assessment concluded the assessment did not include directions about typical and atypical development so students did not know to include the topic in their paper. The assessment has been revised to include this element and clarify the directions for the assessment. First assessment was 33%, the second assessment was 84%. CHDV C107: The first assessment revealed that students struggle with applying theory and the assessment tool did not fully capture the SLO. The assessment tools were revised and the course was reassessed.



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CHDV C111 SLO 3: Analyze childcare environments for impacts on children’s behavior. Assessment showed that the assessment tool was appropriate, but there needed to be more of a focus on analyzing environments throughout the course. The first assessment was 57%, the second assessment was 81%. CHDV C121 SLO 3: Analyze the nutritional needs of children at various ages and evaluate the relationship between healthy development and nutrition. The SLO was not reported, the aggregate reflects 0% for this SLO. The SLO will need to be reassessed during the next assessment cycle. CHDV C200 SLO 3: Demonstrate systematic observations using a variety of methods of data collection to assess the impact of the environment, interactions, and curriuclum on children’s development and behavior. Assessment identified a gap in the assessment tool, which was revised after the second assessment. The first assessent was 93%, the second assessment was 60%. CHDV C205 has been updated as part of the Curriculum Alignment Project (CAP) and has all new SLOs and assessments. The course will be reassessed during the next assessment cycle. CHDV C207 SLO 3: Apply developmentlly appropriate principles and teaching strategies to positively influence school-age children’s development and learning in out-of-school programs. Assessment showed that the tool seems to be appropriate for the SLO, however, the directions may not make it clear enough that students need to discuss developmentally appropriate principles and teaching strategies. Faculty met to review the assessment and clarify the directions. The first assessment was 67%. The course will be reassessed during the next assessment cycle. b. Summary of Student Learning Outcome Achievement Overall students are achieving the stated student learning outcomes at the course level. Even with the few SLOs that were below the 70% target, the overall course assessments were above the 70% mark. Only CHDV C107, which was not being taught to the department standards, was below the overall target of 70%. One general pattern that was seen in the developmental courses (CHDV C105, C106, C107) was the difficulty students had in applying theory to the practical aspect of teaching young children. As a department we require students to complete observations and interactions in every course to give them more opportunities to practice the practical application of developmental theory. Adjunct faculty have been an integral part of developing SLO assessments. The department started with a grass-roots philosophy where we gathered the assessments faculty were currently using in their courses. We then used them to determine and develop SLO assessment tools for each SLO that could be implemented in every section of a course for consistency. The adjuncts helped develop the tools, provide feedback on the tools, and are an important part of the SLO assessments. The CHDV department held a Faculty Summit where we shared and discussed SLOs and how we are implementing them in our courses. The



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conversations about SLOs, SLO assessment tools, and the process of SLO assessments is extensive in the child development department. 5. Assessment Schedule for Next Program Review Cycle

Year 1 (18-19)

Year 2 (19-20)

Year 3 (20-21)

Year 4 (21-22)

PLOs PLO 1 PLO 2 PLO 3 PLO 4 PLO 5

SLOs CHDV C100

SLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6

CHDV C102 SLO 1 SLO 2 SLO 3 SLO 4

CHDV C104 SLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6

CHDV C105 SLO 1 SLO 2 SLO 3



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CHDV C106 SLO 1 SLO 2 SLO 3 SLO 4 SLO 5



CHDV C121 SLO 1 SLO 2 SLO 3 SLO 4 SLO 5





CHDV C200



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SLO 1 SLO 2 SLO 3 SLO 4

CHDV C203 SLO 1 SLO 2 SLO 3 SLO4 SLO 5






CHDV C281 SLO 1 SLO 2 SLO 3 SLO 4



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Part 5 – Action Plans 1. Analysis of Current Program Strengths

CHDV is a strong academic program that is aligned with CAP and AS-T to ensure students can earn their certificates and degrees as quickly and efficiently as possible. The full-time and adjunct faculty stay current in the early education field as well as online education for adult learners. CHDV is a model program for online learning throughout the state. Part of this reputation comes from hosting the Virtual Mentor Program through the California Early Childhood Mentor Program (CECMP). While the Virtual Mentor Program is still being developed as a state-wide resource, we are looking at how to incorporate these content experts throughout our courses.

2. Analysis of Improvements Needed

While the adjunct faculty are all strong experts in their field, the most important improvement needed is full-time faculty. The work of the CHDV program is complex and requires specializations in various areas (curriculum, developmental theory, administration, etc.) and full-time faculty can support consistency in the program. Current CHDV FTEF and FTES demonstrate that the program requires 4 full-time faculty. With the retirement of one of the faculty members in January 2019, we will be short-handed. The work of the early education professionals and the full-time faculty who support them is complex and requires more than 2 full-time faculty to handle the workload. There is an equity issue when the CHDV Program produces nearly the equivalent or more FTES than English, Math, or Psychology but has only half of the full-time faculty.

3. Response to Previous Strategies

Three-Year Program Goals (2012 Program Review)

• Hire 1 additional, full-time faculty – Not Supported CHDV has not been able to hire additional faculty yet. Mary O’Neal will be retiring January 2019 so there is a need for 2 additional full-time faculty

• Dedicated CHDV classroom space in the IWV CDC lab school – Completed Classroom space was available at the CDC and VTEA money was used to set up the space. The on-ground classes did not fill after the first year, so the room is used as a meeting room for the CDC staff.

• Completion of state approval for our AS-T degree in Child Development – Completed Child Development has now completed the Early Childhood Education AS-T and it has been fully implemented in the catalog and program.

• SLO Assessment. Continue recent process so SLO assessment is fully integrated – Completed Child Development has assessed 100% of the SLOs for the courses in the program.

• PLOs revised and assessed. Complete process of refining PLOs and fully integrate assessment process – Completed PLOs have been revised and assessed for this Program Review cycle.

• Employment and transfer data collection – In-Progress or Pending



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An Institutional Research has been hired in the past academic year, CHDV still needs to meet with him to develop a plan for following students and receiving feedback from employers.

• Students who complete requirements for any CHDV certificate of achievement or the AA degree will automatically be recognized as a completer – In-Progress or Pending While tracking completers has improved, there is still discussion on how to best track completers over time. This is not yet an automatic process.

Six-Year Program Goals (2012 Program Review)

• Funding and staffing for community training events and conferences – Revised This is an ongoing goal addressed in the CHDV AUPs. Using VTEA funds CHDV and Cerro Coso has continued to provide support for the ESAEYC conferences. The ESAEYC is in the process of changing their program structure so the support may be revised as well.

• Student Learning Outcome and Program Assessment – In-Progress or Pending All courses have been assessed and the assessment tools were developed for most of the courses. There are a few courses that still need consistent assessment tools for the SLOs: C105, C205, C125, C141, C241, C251, C252, C200

• Explore possibility of AA degree accreditation from National Association for the Education of Young Children (NAEYC) – Completed CHDV faculty reviewed the process and long-term requirements for being NAEYC accreditated as a community college program and decided that it did not meet program and student needs to go through this process at this time.

4. Two-Year Program Strategies

Description Measurement Timeline Responsibility Investigate online education resources (OER) for the core 8 courses of the program

Identification of OER for CHDV C100, C102, C104, C106, C121, C125, C200, C203

2019-2020 Full-time and adjunct faculty teaching the courses

Revamp summative assessments to reflect the project orientation of our courses to assist with theory to practice in the core 8 courses of the program

Review and redesign of the summative assessments for CHDV C100, C102, C104, C106, C121, C125, C200, C203

2019-2020 – or as indicated on the assessment cycle

Full-time faculty assigned to assess the courses

4. Five-Year Program Strategies

Description Measurement Timeline Responsibility



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Investigate OER for the remaining courses in the program

Identification of OER for CHDV C105, C107, C111, C141, C145, C149, C205, C207, C241, C251, C252, C281

2022-2023 Full-time and adjunct faculty teaching the courses

Revamp the summative assessments for the remaining courses in the program

Review and design of the summative assessments for CHDV C105, C107, C111, C141, C145, C149, C205, C207, C241, C251, C252, C281

2022-2023 – or as indicated on the assessment cycle

Full-time faculty assigned to assess the courses

Explore developing and recording our own videos at the Child Development Center to support learning concepts in the online environment

A decision on whether this is feasible and affordable

2022-2023 Full-time faculty and CDC program manager and staff



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Part 6 – Supporting Documentation Appendix A – Commission on Teacher Credentialing Permit Matrix

Appendix B – Child Development Advisory Committee Membership List

Name Company IWV & East Kern Tina French High Desert Leapin’ Lizards Linda Eberhart East Kern Co Tammy Burns Early Childhood Council of Kern Debra Oliver NAWS CDC Jessica Krall Cerro Coso CDC Kate Quinata Quinata Family Child Care Jessica Morehead Terese M. Hall CDC Vivian Baker CEC Mentor Coordinator Lisa Fuller CDTC Coordinator Mary O’Neal Full-time faculty KRV Marianne Fountain KRV adjunct faculty Michelle Maring Family Child Care Jackie Taylor Sprout Daycare Annette Brown Community Connections for Child Care Elizabeth Miller Little Hands Day Care Michelle Van Hook Rush 2 Learn Preschool Christine Marshell Woodrow Wallace HOPE Program Cheryl Sager Woodrow Wallace State Preschool Christene Watson South Fork Preschool Summer Campbell OVCDC Toddler Time Cindy Scholzen KRV Family Resource Center ESCC Dee Anne Chiatozich OVCDC Counselor Susie Cisneros Bishop Indian Head Start Molly DesBaillets First 5 Mono County Raquel Dietrich CDD Inyo County Superintendents Office

Appendix C – SLO to PLO Alignment Chart

Other Supporting Documentation

Advisory Committee Meeting Minutes



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KCCD Institutional Research and Reporting, August 2017

Occupational Overview, EMSI Data Set, January 2018

Emsi Q4 2017 Data Set | www.economicmodeling.com 1

Occupation Overview

Emsi Q4 2017 Data Set

February 2018

3000 College of Heights Blvd Ridgecrest, California 93555

760.384.6258


Parameters Occupations

Code Description

25-2011 Preschool Teachers, Except Special Education Regions

Code Description

6 California Timeframe 2015 - 2020 Datarun 2017.4 – QCEW Employees, Non-QCEW Employees, and Self-Employed


Preschool Teachers, Except Special Education in California Preschool Teachers, Except Special Education (SOC 25-2011):Instruct preschool-aged children in activities designed to promote social, physical, and intellectual growth needed for primary school in preschool, day care center, or other child development facility. Substitute teachers are included in "Teachers and Instructors, All Other" (25-3099). May be required to hold State certification. Excludes "Childcare Workers" (39-9011) and "Special Education Teachers" (25-2050). Sample of Reported Job Titles: Pre-Kindergarten Teacher (Pre-K Teacher)Head Start TeacherDay Care TeacherTeacherPreschool TeacherNursery TeacherEarly Childhood TeacherToddler TeacherToddler GuideTeacher Assistant Related O*NET Occupation: Preschool Teachers, Except Special Education (25-2011.00)


Occupation Summary for Preschool Teachers, Except Special Education

56,563 9.0% $15.50/hr Jobs (2015) % Change (2015-2020) Median Hourly Earnings

1% above National average Nation: 7.1% Nation: $13.66/hr


Growth for Preschool Teachers, Except Special Education (25-2011)

56,563 61,639 5,076 9.0% 2015 Jobs 2020 Jobs Change (2015-2020) % Change (2015-2020)


Percentile Earnings for Preschool Teachers, Except Special Education (25-2011)

$12.43/hr $15.50/hr $18.91/hr 25th Percentile Earnings Median Earnings 75th Percentile Earnings


Regional Trends

Region 2015 Jobs 2020 Jobs Change % Change

● Region 56,563 61,639 5,076 9.0%

● Nation 470,524 503,996 33,472 7.1%


Regional Breakdown

County 2020 Jobs

San Bernardino County, CA 2,208

Kern County, CA 902

Tulare County, CA 347

Inyo County, CA <10

Mono County, CA <10


Job Postings Summary

70,047 5 : 1 Unique Postings (Jan 2015 - Dec 2017) Posting Intensity (Jan 2015 - Dec 2017)

326,053 Total Postings Regional Average: 7 : 1

There were 326,053 total job postings for your selection from January 2015 to December 2017, of which 70,047 were unique. These numbers give us a Posting Intensity of 5-to-1, meaning that for every 5 postings there is 1 unique job posting.This is lower than the Posting Intensity for all other occupations and companies in the region (7-to-1), indicating that they may not be trying as hard to hire for this position.


Job Postings vs. Hires

1,946 2,560 Avg. Monthly Postings (Jan 2015 - Dec 2017) Avg. Monthly Hires (Jan 2015 - Dec 2017)

Occupation Avg Monthly Postings (Jan 2015 - Dec 2017)

Avg Monthly Hires (Jan 2015 - Dec 2017)

Preschool Teachers, Except Special Education 1,946 2,560


Occupation Gender Breakdown

Gender 2017 Jobs 2017 Percent

● Males 2,443 4.1% ● Females 56,501 95.9%


Occupation Age Breakdown

Age 2017 Jobs 2017 Percent

● 14-18 123 0.2% ● 19-24 5,506 9.3% ● 25-34 17,192 29.2% ● 35-44 14,487 24.6% ● 45-54 11,984 20.3% ● 55-64 7,614 12.9% ● 65+ 2,038 3.5%


Occupation Race/Ethnicity Breakdown

Race/Ethnicity 2017 Jobs 2017 Percent

● White 28,033 47.6% ● Hispanic or Latino 18,005 30.5% ● Asian 6,823 11.6% ● Black or African American 4,852 8.2% ● Two or More Races 892 1.5% ● American Indian or Alaska Native 208 0.4% ● Native Hawaiian or Other Pacific Islander 130 0.2%


National Educational Attainment

Education Level 2017 Percent

● Less than high school diploma 1.9% ● High school diploma or equivalent 12.8% ● Some college, no degree 22.5% ● Associate's degree 15.3% ● Bachelor's degree 34.3% ● Master's degree 12.4% ● Doctoral or professional degree 0.7%


Occupational Programs

6 13,535 6,037 Programs (2016) Completions (2016) Openings (2016)

CIP Code Program Completions (2016)

13.0101 Education, General 8,634

13.1210 Early Childhood Education and Teaching 4,014

19.0706 Child Development 472

19.0708 Child Care and Support Services Management 309

13.1208 Waldorf/Steiner Teacher Education 100


Industries Employing Preschool Teachers, Except Special Education

Industry Occupation

Jobs in Industry

(2017)

% of Occupation in Industry

(2017)

% of Total Jobs in

Industry (2017)

Child Day Care Services 29,298 49.7% 24.3%

Elementary and Secondary Schools (Local Government) 8,582 14.6% 1.1%

Religious Organizations 6,777 11.5% 4.7%

Elementary and Secondary Schools 5,291 9.0% 3.9%

Other Individual and Family Services 1,635 2.8% 3.0%


Appendix A - Data Sources and Calculations Location Quotient Location quotient (LQ) is a way of quantifying how concentrated a particular industry, cluster, occupation, or demographic group is in a region as compared to the nation. It can reveal what makes a particular region unique in comparison to the national average. Occupation Data Emsi occupation employment data are based on final Emsi industry data and final Emsi staffing patterns. Wage estimates are based on Occupational Employment Statistics (QCEW and Non-QCEW Employees classes of worker) and the American Community Survey (Self-Employed and Extended Proprietors). Occupational wage estimates also affected by county-level Emsi earnings by industry. CareerBuilder/Emsi Job Postings Job postings are collected from various sources and processed/enriched by Careerbuilder to provide information such as standardized company name, occupation, skills, and geography. Emsi performs additional filtering and processing to improve compatibility with Emsi data. Institution Data The institution data in this report is taken directly from the national IPEDS database published by the U.S. Department of Education's National Center for Education Statistics. State Data Sources This report uses state data from the following agencies: California Labor Market Information Department

Permit Matrix 7-10

Child Development Permit Matrix - with Alternative Qualification Options Indicated Permit Title

Education Requirement (Option 1 for all permits)

Experience Requirement

(Applies to Option 1 Only)

Alternative Qualifications

(with option numbers indicated)

Authorization Five Year Renewal

Assistant (Optional)

Option 1: 6 units of Early Childhood Education (ECE) or Child Development (CD)

None

Option 2: Accredited HERO program (including ROP)

Authorizes the holder to care for and assist in the development and instruction of children in a child care and development program under the supervision of an Associate Teacher, Teacher, Master Teacher, Site Supervisor or Program Director.

105 hours of professional growth*****

Associate Teacher

Option 1: 12 units ECE/CD including core courses**

50 days of 3+ hours per day within 2 years

Option 2: Child Development Associate (CDA) Credential.

Authorizes the holder to provide service in the care, development, and instruction of children in a child care and development program, and supervise an Assistant and an aide.

Must complete 15 additional units toward a Teacher Permit. Must meet Teacher requirements within 10 years.

Teacher

Option 1: 24 units ECE/CD including core courses** plus 16 General Education (GE) units*


Option 2: AA or higher in ECE/CD or related field with 3 units supervised field experience in ECE/CD setting

Authorizes the holder to provide service in the care, development and instruction of children in a child care and development program, and supervise an Associate Teacher, Assistant and an aide.


Master Teacher

Option 1: 24 units ECE/CD including core courses** plus 16 GE units* plus 6 specialization units plus 2 adult supervision units


Option 2: BA or higher (does not have to be in ECE/CD) with 12 units of ECE/CD, plus 3 units supervised field experience in ECE/CD setting

Authorizes the holder to provide service in the care, development and instruction of children in a child care and development program, and supervise a Teacher, Associate Teacher, Assistant and an aide. The permit also authorizes the holder to serve as a coordinator of curriculum and staff development.


Site Supervisor

Option 1: AA (or 60 units) which includes: • 24 ECE/CD units with core

courses** plus 6 administration units plus 2 adult supervision units

350 days of 3+ hours per day within 4 years including at least 100 days of supervising adults

Option 2: BA or higher (does not have to be in ECE/CD) with 12 units of ECE/CD, plus 3 units supervised field experience in ECE/CD setting; or Option 3: Admin. credential *** with 12 units of ECE/CD, plus 3 units supervised field experience in ECE/CD setting; or Option 4: Teaching credential**** with 12 units of ECE/CD, plus 3 units supervised field experience in ECE/CD setting

Authorizes the holder to supervise a child care and development program operating at a single site; provide service in the care, development, and instruction of children in a child care and development program; and serve as a coordinator of curriculum and staff development.


Program Director

Option 1: BA or higher (does not have to be in ECE/CD) including: • 24 ECE/CD units with core

courses** plus 6 administration units plus 2 adult supervision units

One year of Site Supervisor experience

Option 2: Admin. credential *** with 12 units of ECE/CD, plus 3 units supervised field experience in ECE/CD setting; or Option 3: Teaching credential**** with 12 units of ECE/CD, plus 3 units supervised field experience in ECE/CD setting, plus 6 units administration; or Option 4: Master’s Degree in ECE/CD or Child/Human Development

Authorizes the holder to supervise a child care and development program operating in a single site or multiple sites; provide service in the care, development, and instruction of children in a child care and development program; and serve as coordinator of curriculum and staff development.


NOTE: All unit requirements listed above are semester units. All course work must be completed with a grade of C or better from a regionally accredited college. Spanish translation is available. *One course in each of four general education categories, which are degree applicable: English/Language Arts; Math or Science; Social Sciences; Humanities and/or Fine Arts. **Core courses include child/human growth & development; child/family/community or child and family relations; and programs/curriculum. You must have a minimum of three semester units or four quarter units in each of the core areas. ***Holders of the Administrative Services Credential may serve as a Site Supervisor or Program Director. ****A valid Multiple Subject or a Single Subject in Home Economics. *****Professional growth hours must be completed under the guidance of a Professional Growth Advisor. Call (209) 572-6080 for assistance in locating an advisor. 7/10

This matrix was prepared by the Child Development Training Consortium. To obtain a permit application visit our website at www.childdevelopment.org or call (209) 572-6080.

http://www.childdevelopment.org/�

2017-18 Subject Trend Data Cerro Coso Community College

Child DevelopmentStudent Demographic Information

12012-13 2013-14 2014-15 2015-16 2016-17

# % Change # % Change # % Change # % Change # % Change

Cerro Coso College 1,426 -16% 1,454 2% 1,379 -5% 1,466 6% 1,562 7%

Ethnicity

Child Development Collegewide

2012-13 2013-14 2014-15 2015-16 2016-17 2016-17

# % # % # % # % # % # %

African American 123 9% 125 9% 100 7% 102 7% 120 8% 478 5%

American Indian 20 1% 12 1% 15 1% 13 1% 17 1% 127 1%

Asian/Filipino/Pac. Islander 80 6% 74 5% 92 7% 85 6% 95 6% 366 4%

Hispanic/ Latino 495 35% 573 39% 547 40% 633 43% 637 41% 3,574 40%

White 648 45% 610 42% 563 41% 574 39% 600 38% 3,940 44%

Two or More Races 57 4% 58 4% 55 4% 50 3% 60 4% 385 4%

Not Reported 3 0% 2 0% 7 1% 9 1% 33 2% 119 1%

KCCD Institutional Research & Reporting 1 of 6 Child Development Aug 7, 2017

Unduplicated Headcount

Gender


2012-13 2013-14 2014-15 2015-16 2016-17 2016-17

# % # % # % # % # % # %

Female 1,312 92% 1,338 92% 1,298 94% 1,373 94% 1,309 84% 5,310 59%

Male 114 8% 113 8% 81 6% 93 6% 220 14% 3,574 40%

Not Reported 3 0% 33 2% 105 1%

Age


2012-13 2013-14 2014-15 2015-16 2016-17 2016-17

# % # % # % # % # % # %

19 & Younger 116 8% 89 6% 77 6% 86 6% 90 6% 1,848 21%

20-29 651 46% 614 42% 582 42% 636 43% 661 42% 3,672 41%

30-39 325 23% 362 25% 377 27% 373 25% 452 29% 1,837 20%

40 & Older 334 23% 389 27% 343 25% 371 25% 359 23% 1,632 18%

2


2012-13 2013-14 2014-15 2015-16 2016-17 2016-17

# % # % # % # % # % # %

Fully Matriculated 401 28% 426 29% 588 43% 670 46% 573 37% 4,687 52%

Student Majors Information

3 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 5-Year Average

*Child Dev Assistant Teacher 3 1 2

Child Dev Associate Teacher 1 36 64 42 36

Child Dev Master Teacher 40 11 14 18 20 21

Child Dev Site Supervisor 56 15 22 33 37 33

*Child Development 264 350 299 313 307 307

Child Development Teacher 141 50 47 70 98 81

Early Childhood Education 5 42 24

Human Services 106 139 97 103 87 106

Human Services Worker 17 31 23 19 16 21

Liberal Arts/Social & Behvrl 126 173 120 88 94 120

Course Enrollments

Active Sections 2012-13 2013-14 2014-15 2015-16 2016-17

Traditional 4 4 4 1 7

Distance Ed 73 83 77 80 75

Total 77 87 81 81 82


Ed Plan Completion


2012-13 2013-14 2014-15 2015-16 2016-17 2016-17

# % # % # % # % # % # %

Abbreviated 123 9% 78 5% 106 8% 152 10% 147 9% 1,407 16%

Comprehensive 371 26% 343 24% 262 19% 225 15% 260 17% 1,955 22%

Both (Abbrev. and Comp.) 56 4% 72 5% 79 6% 128 9% 151 10% 1,475 16%

Other Ed Plan 3 0% 3 0% 5 0% 31 0%

Exempt 14 1% 68 5% 225 16% 253 17% 158 10% 479 5%

No Ed Plan Completed 862 60% 893 61% 704 51% 705 48% 841 54% 3,642 41%

Completed Matriculation

Subject Majors

4 2012-13 2013-14 2014-15 2015-16 2016-17


Distance Ed 3,627 3,617 3,332 3,722 3,334

Total 3,712 3,701 3,398 3,734 3,511

4 2012-13 2013-14 2014-15 2015-16 2016-17


Distance Ed 2,560 2,697 2,503 2,782 2,592

Total 2,624 2,764 2,562 2,793 2,760

5 Subject

2012-13 2013-14 2014-15 2015-16 2016-17


Distance Ed 35 32 33 35 35

Total 34 32 32 34 34

5 Collegewide

2012-13 2013-14 2014-15 2015-16 2016-17


Distance Ed 29 28 27 27 27

Total 24 24 22 22 21

6 2012-13 2013-14 2014-15 2015-16 2016-17


Distance Ed 633 307 196 248 200

Total 633 309 196 248 200

FTES, FTEF & Productivity

7 2012-13 2013-14 2014-15 2015-16 2016-17

Traditional 0.8 0.8 0.8 0.2 1.4

Distance Ed 14.7 16.8 15.7 16.3 15.3

Total 15.5 17.6 16.5 16.5 16.7


First Day Enrollment

Census Day Enrollment

Subject Students/Section

Collegewide Students/Section

First Day Waitlist

FTES 7 2012-13 2013-14 2014-15 2015-16 2016-17

Traditional 6.6 7.0 6.2 1.2 18.9

Distance Ed 240.0 253.2 236.2 261.2 242.5

Total 246.6 260.2 242.4 262.4 261.4

FTEF Workload

FTEF WorkloadBy Contract Type

2012-13 2013-14 2014-15 2015-16 2016-17

# % # % # % # % # %

1) Full-Time 3.1 20% 4.3 24% 4.3 26% 3.4 21% 3.2 19%

2) Overload 0.5 3% 1.2 7% 1.3 8% 1.1 6%

3) Adjunct 8.2 53% 7.8 44% 7.4 45% 8.2 50% 8.8 53%

4) Summer 4.2 27% 5.0 28% 3.6 22% 3.6 22% 3.6 22%

5) Banked Load 0.0 0%

8 Subject

2012-13 2013-14 2014-15 2015-16 2016-17

Traditional 8.3 8.7 7.8 5.8 13.5

Distance Ed 16.3 15.1 15.1 16.1 15.9

Productivity (FTES/FTEF) 15.9 14.8 14.7 15.9 15.7

8 Collegewide

2012-13 2013-14 2014-15 2015-16 2016-17

Traditional 13.9 13.0 12.4 12.3 11.8

Distance Ed 15.1 14.1 13.9 13.9 13.7

Productivity (FTES/FTEF) 14.5 13.6 13.1 13.1 12.8

Success & Retention Rates

92012-13 2013-14 2014-15 2015-16 2016-17

Retention Success Retention Success Retention Success Retention Success Retention Success

Traditional 70% 55% 73% 45% 80% 51% 73% 64% 82% 68%

Distance Ed 80% 60% 82% 59% 84% 65% 83% 60% 88% 66%

Total 80% 59% 82% 59% 84% 64% 83% 60% 88% 66%

92012-13 2013-14 2014-15 2015-16 2016-17

Retention Success Retention Success Retention Success Retention Success Retention Success

Traditional 90% 76% 89% 75% 90% 79% 91% 80% 94% 83%

Distance Ed 79% 61% 79% 61% 81% 65% 82% 64% 85% 66%

Total 83% 67% 82% 66% 85% 71% 86% 70% 89% 73%

Because of small numbers, the five years represented in this report were combined. Percentages shown in grey italics are from groups of less than 30 where overall results are more influenced by individual results.

Collegewide Overall Combined Retention Success

Cerro Coso College 85% 70%


Subject Productivity (FTES/FTEF)

Collegewide Productivity (FTES/FTEF)

Subject

Collegewide

Success & Retention Rates Disaggregated

Subject Overall Combined Retention Success

Child Development 83% 62%

Collegewide Gender Retention Success

Female 84% 69%

Male 86% 71%

Collegewide Age Retention Success

19 & Younger 88% 71%

20-29 83% 66%

30-39 84% 71%

40 & Older 85% 75%

Collegewide Ethnicity Retention Success

African American 73% 49%

American Indian 80% 60%

Asian/Filipino/Pac. Islander 89% 77%

Hispanic/ Latino 84% 67%

Two or More Races 84% 68%

White 87% 74%

Collegewide Ed Plan Completion Retention Success

Completed Student Ed Plan 86% 72%

Collegewide Fully Matriculated Retention Success

Fully Matriculated 86% 72%


Subject Gender Retention Success

Female 84% 63%

Male 80% 45%

Subject Age Retention Success

19 & Younger 79% 44%

20-29 82% 56%

30-39 84% 66%

40 & Older 87% 70%

Subject Ethnicity Retention Success

African American 74% 40%

American Indian 78% 58%

Asian/Filipino/Pac. Islander 89% 78%

Hispanic/ Latino 82% 55%

Two or More Races 84% 62%

White 86% 70%

Subject Ed Plan Completion Retention Success

Completed Student Ed Plan 85% 67%

Subject Fully Matriculated Retention Success

Fully Matriculated 85% 67%

Student Awards

10 2012-13 2013-14 2014-15 2015-16 2016-17 5-Year Total

AA *Child Development 9 4 7 5 9 34

Liberal Arts/Social & Behvrl 68 78 85 80 97 408

Award Type Total 77 82 92 85 106 442

AS Human Services 7 2 6 8 6 29

Award Type Total 7 2 6 8 6 29

AS-T Early Childhood Education 3 1 4

Award Type Total 3 1 4

Cert *Child Dev Assistant Teacher 26 8 2 36

Child Dev Associate Teacher 36 42 38 14 24 154

Child Dev Master Teacher 4 5 1 2 2 14

Child Dev Site Supervisor 1 4 3 3 1 12

*Child Development 1 1

Child Development Teacher 13 11 18 7 2 51

Human Services Worker 10 6 7 9 11 43

Award Type Total 90 76 70 35 40 311

Total Awards 174 160 168 131 153 786

Footnote Explanations

The Unduplicated Headcount is the number of students enrolled on census day, where each student is counted one time.Fully matriculated is completing (or being exempt from) all matriculation components (Assessment, Orientation, Counseling, and Ed Plan).When the same major is offered at another KCCD college, the student count includes students who selected their major at the other college but who attended this college. Only majors that students have declared are shown. An '*' indicates that a Major does not exist in the 2016-17 college catalog.Enrollments are reported on both First Day and Census Day. Each course a student is enrolled in is counted as one enrollment.Students per Section is defined as census enrollments divided by active sections. Cross-listed sections are not combined.Waitlisted Enrollments on First Day (determined by section start date) where each section a student is waitlisted in counts as one waitlisted enrollment.Acronyms FTES and FTEF represent full-time equivalent students and full-time equivalent faculty (workload associated with sections taught) respectively.FTES/FTEF: A measurement of productivity where the generally accepted target is 17.5.Success rate numerator: Number of course enrollments with a successful passing grade (A,B,C,P).Retention rate numerator: Number of course enrollments retained through the semester (grade=A,B,C,P,D,F,NP,I).Success and Retention rate denominator: Number of enrollments retained (A,B,C,P,D,F,NP,I), dropped after Census Day (DR), and withdrawn (W).Only programs with student awards will be shown. An '*' indicates that the program major does not exist in 2016-17 college catalog.


Awards by Type & Program

123

456789

10

Associate Teacher Certificate

Student Learning Outcomes

Examine teaching and care practices that provide a developmentally appropriate program to support children's growth, development, and learning.

CHDV C100 1 Interpret best and promising teaching and care practices as defined within the field of early care and education's history, range of delivery systems, program types, and philosophies and ethical standards.

I

CHDV C100 2 Develop one's teaching philosophy and professional goals.

CHDV C100 3 Assess early childhood settings, curriculum, and teaching strategies utilizing indicators of quality early childhood practices that support all children including those with diverse characteristics and their families.

I

CHDV C100 4 Examine the value of play as a vehicle for developing skills, knowledge, dispositions, and strengthening relationships among young children.

I

CHDV C100 5 Examine a variety of guidance and interaction strategies to increase children's social competence and promote a caring classroom community. I

CHDV C100 6 Analyze the relationship between observation, planning, implementation, and assessment in developing effective teaching strategies and positive learning and development.


Program Learn

CHDV C102 1 Recognize developmentally appropriate teaching strategies and apply them in supervised settings with young children. I

CHDV C102 2 Demonstrate an understanding of the many aspects of the teachers' role in early childhood programs.

I

CHDV C102 3 Identify play-based curriculum models and approaches, standards for early learning, and indicators of quality.

I

CHDV C102 4 Use the ongoing cycle of curriculum development to plan, implement, and evaluate early childhood activities and environments.

I

CHDV C104 1 Analyze theories of socialization that address the interrelationship of child, family, and community. I

CHDV C104 2 Assess the impact of educational, political, and socioeconomic factors on children and families.

I

CHDV C104 3 Describe social issues, changes, and transitions that affect children, families, schools, and communities.

I


CHDV C104 4 Describe effective strategies that empower families and encourage family involvement in children's development. I

CHDV C104 5 Identify and evaluate community support services and agencies available to families and children.

I

CHDV C104 6 Analyze one's own values, goals, and sense of self as related to family history and life experiences, assessing how this impacts relationships with children and families.

CHDV C106 1 Describe major developmental milestones for children from conception through adolescence in the areas of physical, psychosocial, cognitive, and language development.

I

CHDV C106 2 Identify cultural, economic, political, and historical contexts that affect children's development. I

CHDV C106 3 Identify and compare major theoretical frameworks related to the study of human development. I

CHDV C106 4 Apply developmental theory to child observations, surveys, and/or interviews using investigative research methodologies.

I

CHDV C106 5 Differentiate characteristics of typical and atypical development.

I

Identify one's own values, experiences, and philosophies and how they guide and inform practice.



CHDV C121 1 Assess strategies to maximize the mental and physical health of children and adults in programs for all young children in accordance with culturally, linguistic, and developmentally sound practice.

E

ICHDV C121 2 Identify health, safety, and environmental

risks in children's programs. E

CHDV C121 3 Analyze the nutritional needs of children at various ages and evaluate the relationship between healthy development and nutrition.

E

CHDV C121 4 Evaluate regulations, standards, policies, and procedures related to health, safety, and nutrition in support of young children, teachers, and families.

E

CHDV C121 5 Distinguish aspects of quality in programs for young children as related to health and safety, acknowledging the value of collaboration with families and communities.

E

I

CHDV C125 1 Critique theories and review the multiple impacts on young children's social identity. E



ning Outcomes Teacher Certificate

CHDV C125 2 Analyze various aspects of children's experience as members of families targeted by social bias considering the significant role of education in reinforcing or contradicting such experiences.

E

CHDV C125 3 Critically assess the components of linguistically and culturally relevant, inclusive, age-appropriate, anti-bias approaches in promoting optimum learning and development.

E

CHDV C125 4 Evaluate the impact of personal experiences and social identity on teaching effectiveness.

CHDV C200 1 Compare the purpose, value, and use of formal and informal observation and assessment strategies.

E

CHDV C200 2 Evaluate the characteristics, strengths, and limitations of common assessment tools. E

CHDV C200 3 Complete systematic observations using a variety of methods of data collection to asses the impact of the environment, interactions, and curriculum on children's development and behavior.

E

CHDV C200 4 Identify the role of partnerships and families and other professionals in utilizing interpretations of observational data to inform teaching practices.



CHDV C203 1 Integrate understandings of children's development and needs to develop and maintain healthy, safe, respectful, supportive, and challenging learning environments for all children.

E

CHDV C203 2 Evaluate the effectiveness of an early childhood curriculum, classroom, teaching strategies, and how teachers involve families in their children's development and learning to improve teaching practices for all children.

E

I

CHDV C203 3 Design, implement, and evaluate curriculum activities that are based on observation and assessment of young children. E

CHDV C203 4 Apply a variety of effective approaches, strategies, and techniques supporting positive relationships with children and adults.

E

CHDV C203 5 Critically assess one's own teaching experiences to guide and inform practice.


Integrate understandings of children's development and needs to maintain healthy, safe, supportive, and challenging learning environments that demonstrate culturally relevant, inclusive, age-appropriate, and anti-bias approaches respectful of children, families, and early learning professionals.

E

CHDV C281 1

ECHDV C281 2

E

CHDV C281 3

E

E

E

CHDV C111 1



Master Teacher Cert

Special Needs Specializatio

Program Learning Outcomes

E

CHDV C111 2

E

CHDV C111 3

ECHDV C241 1

E

CHDV C241 2

ECHDV C241 3

E

CHDV C241 4

R



Curriculum Specialization

E

CHDV C145 1

E

CHDV C145 2

E

CHDV C145 3

E

CHDV C149 1

ECHDV C149 2

CHDV C149 3

CHDV C105 1

CHDV C105 2

CHDV C105 3

CHDV C205 1

Infant Specialization

CHDV C205 2

CHDV C205 3

CHDV C107 1

CHDV C107 2

CHDV C107 3

CHDV C207 1

CHDV C207 2

CHDV C207 3

School-Age Specialization

Program Learning Outcome


Develop professional expertise in a specialized area of knowledge.

Demonstrate an understanding of the developmental stages teachers and supervisors progress through.

X

CHDV C251

Examine positive interactions between teachers, children, parents, and other staff.X

CHDV C251

Consider systems of change and the role of advocacy to support teachers' development as professionals.

X

CHDV C251

CHDV C251

CHDV C252

Understand and apply guidance in speech and action when working with young children, including I-messages and reflective listening. X

CHDV C252


Administr tificate

n

Identify and describe effective discipline strategies as they relate to the major theories of development.

X

CHDV C252

Analyze childcare environments for impacts on children's behavior.

X

CHDV C281

Identify the national and state laws governing the education of children with exceptional needs. X

CHDV C281

Examine community resources and services for children and families of children with exceptional needs. X

CHDV C281

Describe characteristics of children's development referred to as typical, atypical, developmentally delayed, at risk, and gifted. X

Analyze a specific exceptional need and identify the main characteristics.

X


Identify ways to use storytelling and story reading to develop and reinforce children's language and reading skills.

X

Plan, implement, and evaluate literacy curriculum that enhances reading and writing skills for all young children, including English language learners.

X

Analyze children's literature for qualities associated with language and literacy development.

X

Discuss how play influences children's physical, cognitive, and socio-emotional development.

X

Analyze various developmental theories in terms of play and how to extend and enrich children's development of meaning. X

Plan, implement, and evaluate play-based curriculum that enhances development. X

Develop professional expertise in a specialized area of knowledge.Demonstrate knowledge of biological and environmental factors that influence pre-conception and prenatal health and development.

X

Connect observed behaviors of children birth to 36 months to developmental concepts and theories in the physical, cognitive, language, social, and emotional domains X

Identify the multiple contextual influences on infant and toddler development including diverse family practices and environments.

X

Construct respectful infant/toddler curriculum using inquiring observation. X

Relate reflection, thinking about one's own experience and the experience of others, when implementing infant/toddler curriculum.

X

Choose relational responses, responses that support learning and the relationship, when implementing infant/toddler curriculum.

X

Apply developmental theory to the analysis of child observations, surveys, and/or interviews using investigative research methodologies.

X

Evaluate out-of-school programs and how they meet the developmental needs of children in middle-childhood and adolescence.

X

Analyze major developmental milestones for children from middle childhood through adolescence in the areas of physical, socio-emotional, cognitive, and language development using standard research methodologies.

X

Evaluate the teacher's role in providing best practices in out-of-school programs. X

Apply developmentally appropriate principles and teaching strategies to positively influence school-aged children's development and learning in out-of-school programs. X

Plan, implement, and evaluate age-appropriate curriculum, schedules, and routines for out-of-school programs.

X

Program Learning Outcome


Design appropriate strategies and program policies in compliance with California state laws and regulations that guide the administration of respectful and responsive quality care and education programs.

1 Describe characteristics of program policies that create a respectful, responsive environment for children, families, and staff.

X

2 Apply concepts of budget development, fiscal management, and funding sources to an early care and education program. X

3 Apply California state regulations and health, safety, and nutrition requirements governing childcare facilities.

X

4 Apply state licensing regulations to a center facility plan that includes developmentally appropriate, indoor, and outdoor learning environments. X

1 Describe policies and strategies that promote shared decision making and include all stakeholders.

X

2 Develop and articulate a professional philosophy that reflects knowledge and understanding of major theories of child development. X

Design appropriate strategies and program policies in compliance with California state laws and regulations that guide the administration of respectful and responsive quality care and education programs.

ation Certificate

3 Apply educational policies, developmentally appropriate practices, and regulatory policies in the development of quality child care and education programs.

X

1 Demonstrate an understanding of the developmental stages teachers and supervisors progress through.

X

2 Examine positive interactions between teachers, children, parents, and other staff.X

3 Consider systems of change and the role of advocacy to support teachers' development as professionals. X



P a g e | 1

Child Development Child Development/Early Childhood Education

Cerro Coso Community College Lisa Fuller

February 2018



P a g e | 2

Executive Summary The Child Development/Early Childhood Education program is currently the largest online program at Cerro Coso Community College. Since the last program review CHDV has completed the Curriculum Alignment Project which allowed for an easy transition to the AS-T Early Childhood Education. The faculty in the department are involved at local, state, and national levels to make sure the program stays up-to-date in terms of the requirements students need to meet to work in the field of early education.

The key strength in child development is the faculty – both adjunct and full-time. Full-time faculty are and have been involved in many areas of the college providing leadership and active participation. Adjunct faculty are involved in various levels of the early education field throughout the state and have many different areas of expertise. Another key strength is the connection and understanding of local, state, and national requirements for the field. We are often in the first group of adopters for new processes, like the Permit Matrix, CAP alignment, and the AS-T. Faculty work well together, sharing online course content, trying new instructional techniques, and attending further trainings in online education in order to support our students in having a well-rounded and grounded experience in developing the professional skills necessary for success in the field of early education. We have worked to make sure the CHDV program is a very succinct program that directly meets the state and national guidelines and requirements, so it is as easy as possible for early educators to navigate our program.

One of the main areas needing improvement in child development is tracking majors and completers. This is a difficulty being faced across the state because of the way the permit matrix is set up. As a department we are also looking at moving towards at least a few classes that meet OER standards. As we continue to assess student learning outcomes we are also moving towards a more project-based assessment plan to better document student learning in all our courses. Since we are a practically based field where we are helping students to develop specific skills related to working with and teaching young children we need to make sure the assessments clearly assess what we want out students to know and learn. There is also a dearth of appropriate videos that clearly address the key concepts presented in our program. We have a great center where we could develop our own videos that are specific to the content we wish to present in our courses. We will be looking into the feasibility of developing our own materials to support our online program.

Documents

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