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EARLY CHILDHOOD EDUCATION DEGREE PROGRAM REVIEW2012-2013

Due: October 28, 2013

For submission to University System Office.

Program Mission StatementIn Hawaii.edu/offices/cc, under Description tab, enter your program description and mission statement.

Early Childhood Education (ECED) program description: The Early Childhood Education program is designed to prepare students to

work with young children from birth to 5 and their families.

The curriculum is organized around a core of courses that provide skills and knowledge needed by early childhood educators. Students earn an Associate in Science (AS) degree in Early Childhood Education that articulates into the UH West Oahu’s Bachelor’s in Social Science degree, Early Childhood Education concentration.

UH Community College’s Early Childhood Education (ECED) program mission: Provide training and education programs for the development of competent

and nurturing caregivers and teachers for all Hawai‘i’s young children and their families.

UHMC’s Early Childhood Education program mission: The Early Childhood Education program prepares students to work in a

variety of early childhood programs (serving children birth to age eight). Courses in the program allow students to build the attitude, skills, and knowledge needed to be an effective early childhood teacher.

Conceptual Framework – a document that describes the programApproved October 2012 by Early Childhood Education Advisory Committee

UHMC’s Early Childhood Education Associate Degree program prepares students to work effectively with young children and their families. Ten courses in the program are prerequisites for the UH West O’ahu online Bachelor in Social Science, ECE concentration degree.

Maui College’s ECE program reaches the Tri-Isle Maui County through the UHMC Education Centers in Hana, Lahaina, Lana'i, and Moloka'i, and through closed-circuit TV, online, hybrid, and face-to-face courses. Course offerings and modalities are planned two years ahead, in order to facilitate students’ academic planning. The program prepares students to work in various early childhood education settings - infant-toddler/Early Head Start/preschools/Head Start, family child care, and family-child

interaction learning programs. Home visitors can also gain knowledge and application of child development through courses offered.

Our program philosophy about learning drives our approach to teaching.

Constructivism. Faculty help adult students build their knowledge and skills based on their own experience. By using a constructivist approach in our teaching, we are both helping students build their own knowledge and modeling how this approach is used with children and families.

Intentionality. We encourage our students to plan and take action with children and families that is intentional, thoughtful, and caring. We create learning experiences that encourage students to observe children, plan actions to meet their needs, reflect on the success of these actions, and determine the next action to benefit the children. This loop assists students in being more intentional. We are also transparent in our own planning for their needs as students to assist in understanding of intentionality.

Relationships. The role of relationships and cultural responsiveness is woven throughout the program. Good early childhood teachers build strong relationships with children and families and build on the child and family’s strengths. Faculty in the ECE program model this through building strong relationships with adult students, and build on each student’s strengths, while promoting and upholding high standards. Relationship building requires strong communication skills, and these are emphasized throughout the program.

Community connections. Faculty also build strong relationships with the early childhood education community through its advisory committee and participation in local, state, and national committees. Faculty are constantly refining and updating their knowledge base through membership and participation in professional organizations. The program works closely with the early childhood community to continually identify gaps in services and works to fill those gaps. UHMC ECE program is known for its ability to build strong partnerships with a variety of organizations. Partnerships and the program coursework aim to build on the strength and abilities of the many competent, dedicated people in the local community.

Hands-on experience. Authentic, hands-on experiences are emphasized for both children and adults. Children and adults learn through doing and reflecting on what they have done, adjusting subsequent actions and planning. Adult students soon learn that they not only read and write, but must also perform effectively to achieve the program’s learning outcomes.

Lifelong learning. Faculty and lecturers in the program are known for their diverse experience, perspectives, and passion for making a difference in young children’s lives. Faculty strive to nurture a reflective attitude and encouragement of lifelong learning for all students. Honoring the spirit of children - a phrase from an advisory committee member – says it well. While emphasizing the value of our host culture and our local community, faculty also bring a wider perspective to the classroom.

Your last Comprehensive Review was last year’s Annual Program Review.

I. Quantitative IndicatorsIn Part II in Hawaii.edu/offices/cc, under the Analysis tab. Respond to system quantitative indicators, including any additional data for support. Analyze the program’s strengths and weakness in terms of demand, efficiency, and effectiveness. Include analysis of program’s retention, persistence and graduation rates.

Response to Demand indicator: Unhealthy

The unhealthy call comes from the number of majors (71) and the low number of County pro-rated new and replacement positions (6).

In 2014, with the change in Kindergarten entry (from Dec. 31 to July 31) and increased amount of subsidies to families available for children born August 1 – December 31, 2009, an uptick in the number of new and replacement positions is anticipated. There may also be an increase in retirements of some long-time directors of early childhood programs in Maui in the next few years.

Strengths and weaknesses

The number of majors is a strength of the program. The program separated from Human Services in 2010, and in 2010 there were 20 majors, and now there are 71 – a 355% increase.

72-79% of majors are part-time, and class scheduling is a strength that reflects this student population. The majority of classes are offered in the evening or late afternoon. At least one day class is offered per semester, and many non-majors choose the daytime class. Class scheduling allows majors to access classes and non-majors to gain child development knowledge that can help in other careers and in parenting. Every semester one Skybridge (interactive TV between Kahului, Hana, Lahaina, Moloka'i, Lana'i) is offered. Online and hybrid classes are scheduled in between years with face-to-face classes.

The number of positions available for employment is not in the program’s control. However, program coordinator tracks the job openings and receives calls from programs when they are looking for staff.

Response to Efficiency indicator: Healthy

For the first time since 2010, the number of faculty is now accurate – it was showing as “0” and two is the accurate count.


The program faculty are a strength: they network closely with the local and state early childhood community through the advisory committee, MEO Governing Board, Good Beginnings Community Council, Kaulanakilohana (ECE higher education faculty), Hawai’i Association for the Education of Young Children, Maui Director’s group, Hawai’i Careers with Young Children. Both faculty also provide leadership on campus in various capacities.

Program lecturers are also a strength: lecturers provide students with variety of teaching styles while keeping course and program expectations high.

Number of low-enrolled classes is a challenge. Three are intentionally low – these are the practicum courses that are limited by space and time constraints. The other challenge is 200 level curriculum courses that are essential for students to graduate. Introductory classes are full of students who are trying out ECE, and the degree-seeking majors are the ones who need the 200 level ED courses. Offering the curriculum courses every year allows students the ability to graduate in a timely manner, and also results in low numbers for those courses. At this point, to align with graduation initiatives, the curriculum classes will continue to be offered each year. Full-time faculty teach the classes.

Response to Effectiveness indicator: Cautionary

Since successful completion increased 8%, # of withdrawals was 11 fewer (38%), unduplicated degrees and certificates was up by 7 (70%), and transfers remained the same, it’s unclear why the call is cautionary. Program coordinator knows of at least 3 students who transferred to UHWO, so the data point of “2” transfers is in question.


Tracking and counseling of program majors is a strength. Program coordinator invites all majors to meet and create an education plan with projected graduation dates. Students come in periodically to update their plan. Creating a plan assures students space in required practicum courses.

Analysis of retention, persistence, graduation rates

Retention (stayed in class and completed with C or higher):

Retention rate increased to 78% from 70% previous year. Faculty and lecturers make concerted efforts to encourage students to withdraw within the “withdraw period” if it becomes clear that they are not going to succeed in the course

(usually determined by low attendance and no or minimal work turned in). This is to the student’s advantage, as they have a W instead of an F on their transcript. Current practice will continue as it benefits students in the long run.

Persistence (Fall to Spring, Fall to Fall)

Fall to Spring persistence dropped by .1% - currently 70.8%, was 70.9%. Many majors are “trying out” ECE and some find that the complexity and rigor of the classes is not what they expected, and they may stop school or change to a different major. Some students only need four classes to reach their goal, and that may not be captured in a meaningful way in this data set. The current discussions on campus regarding “pre-majors” and creating a requirement for majors will use this data.

Fall to fall persistence is a new measure, and 36.1% is the new baseline. This will also be a useful data point for the “pre-major” discussion.

Graduation rates

There was a 70% increase in unduplicated degrees/certificates awarded. This is due to program coordinator tracking students, filling out and turning in forms for certificates for students. While “advanced professional certificates awarded” is 0 for the program, there is a Certificate of Completion Early Childhood Option that is granted to students with a Bachelor’s degree or higher in another field who take 12 credits of early childhood courses – so this could be considered a form of “advanced professional certificate”. The DHS CANOES Registry that tracks professionals in ECE has been informed that the certificate shows that the candidate has met the education requirements for being a preschool teacher.

New curriculum action for 2014 is changing the current Certificate of Achievement to a set of courses that is useful in the UH system. The certificate will show that the student meets the ECE course prerequisites for UH West O'ahu along with ENG 100 and MATH 103.

II. Outcome and Goal Achievement P-SLO tabA. Program Learning Outcomes:

List program learning outcomes

Early Childhood Education Program Learning OutcomesNAEYC standards 2010 2012 Program Learning Outcomes

(approved Oct. 2012)1. Promoting child development and

learning1. Use knowledge of child

development and of individual children to create healthy, challenging learning environments and experiences

2. Building family and community relationships

2. Build respectful partnerships with children, families, and their communities.

3. Observing, documenting, and assessing to support young children and families

3. Observe, document and assess children’s development and learning in partnership with families.

4. Using developmentally effective approaches to connect with children and families

4. Build positive relationships and guide children through supportive interactions.

4. Using developmentally effective approaches to connect with children and families; and5. Using content knowledge to build meaningful curriculum

5. Plan, implement, and assess learning experiences using appropriate content, concepts, and methods.

6. Becoming a Professional 6. Base decisions and actions on ethical and other professional standards.

6. Becoming a Professional 7. Advocate for children and their families within the program.

Program map (course alignment grid) follows

Early Childhood Education Degree Program Map

Revised 2012

This grid does not include general education courses.

Early Childhood Education Associate Degree Program Map

Key to PLOs0 = extraneous to course1 = Uses PLO in course2 = Examines PLO in course3 = PLO is a focus of course and is evaluated

Program Learning Outcome ED 105

ED 110

ED 115

ED 131

ED/FAMR 140

ED 245/FAMR 235

ED 190/191V

ED 263

ED 264

ED 275

ED 291V

1. Use knowledge of child development and of individual children to create healthy, challenging learning environments and experiences. NAEYC Standard 1

1 2 3 3 2 1 3 3 3 2 3

2. Build respectful partnerships with children, families, and their communities. NAEYC Standard 2

1 1 1 1 2 3 2 2 2 2 3

3. Observe, document and assess children’s development and learning in partnership with families. NAEYC Standard 3.

2 2 2 1 2 2 3 2 2 1 3

Program Learning Outcome ED 105

ED 110

ED 115

ED 131

ED/FAMR 140

ED 245/FAMR 235

ED 190/191V

ED 263

ED 264

ED 275

ED 291V

4. Build positive relationships and guide children through supportive interactions. NAEYC Standard 4

1 1 1 1 3 2 3 2 2 2 3

5. Plan, implement, and assess learning experiences using appropriate content, concepts, and methods. NAEYC Standards 4, 5

1 2 2 1 2 1 3 3 3 2 3

6. Base decisions and actions on ethical and other professional standards. NAEYC Standard 6

1 1 1 1 2 1 3 1 1 1 3

7. Advocate for children and their families within the program. NAEYC Standard 6

1 1 1 1 1 3 2 1 1 2 2

College-wide Academic Student Learning Outcomes (CASLOs)Key for Critical Thinking 0 = extraneous to courses1 = Uses critical thinking in courses2 = Examines process of using critical thinking in courses3 = Critical thinking is a focus of course and is evaluated

Students should be able to: ED 105

ED 110

ED 115

ED 131

ED/FAMR 140

ED 245/FAMR 235

ED 190/191V

ED 263

ED 264

ED 275

ED 291V

Apply critical reasoning skills to effectively address challenges and solve problems.

1 1 1 1 1 2 2 2 2 2 2

Key for Creativity 0 = extraneous to courses1 = Uses creativity in courses2 = Examines process of creativity in courses3 = creativity is a focus of course and is evaluated


ED 110

ED 115

ED 131

ED/FAMR 140

ED 245/FAMR 235

ED 190/191V

ED 263

ED 264

ED 275

ED 291V

Convey their creative ideas to a variety of audiences and purposes.

1 1 1 1 1 1 1 2 1 1 1

Key for Oral Communication 0 = extraneous to courses1 = Uses oral communication in courses2 = Examines process of oral communication in courses3 = Oral communication is a focus of course and is evaluated


ED 110

ED 115

ED 131

ED/FAMR 140

ED 245/FAMR 235

ED 190/191V

ED 263

ED 264

ED 275

ED 291V

Practice ethical and responsible oral communication appropriate to a variety of audiences and purposes.

1 1 1 1 2 3 3 2 2 1 3

Key for Written Communication 0 = extraneous to courses1 = Uses writing in courses2 = Examines process of writing & writing assignments3 = Writing is a focus of course (WI) and is evaluated


ED 110

ED 115

ED 131

ED/FAMR 140

ED 245/FAMR 235

ED 190/191V

ED 263

ED 264

ED 275

ED 291V

Write effectively to convey ideas that meet the needs of specific audiences and purposes.

2 2 2 2 2 3 2 2 2 2 3

Key for Information Retrieval and Technology 0 = extraneous to courses1 = Uses information retrieval and technology in courses2 = Examines process of information retrieval and use of technology in courses3 = Information retrieval and use of technology is a focus of course and is evaluated


ED 110

ED 115

ED 131

ED/FAMR 140

ED 245/FAMR 235

ED 190/191V

ED 263

ED 264

ED 275

ED 291V

Access, evaluate and utilize information effectively, ethically, and responsibly.

2 2 2 2 2 2 2 2 2 3 2

Key for Quantitative Reasoning

0 = extraneous to courses1 = Uses numbers, symbols, or graphs in courses2 = Examines process of using numbers, graphs, or symbols3 = Quantitative reasoning is a focus of course and is evaluated


ED 110

ED 115

ED 131

ED/FAMR 140

ED 245/FAMR 235

ED 190/191V

ED 263

ED 264

ED 275

ED 291V

Synthesize and articulate information using appropriate mathematical methods to solve problems and logically address real-life situations.

0 0 0 0 0 1 0 0 2 1 1

B. Analysis of Student Outcome and Goal Achievement P-SLO tabCourses Assessed

In Fall 2012 the first key assessment for NAEYC Early Childhood Associate Degree Accreditation was launched in ED 245/FAMR 235 (Child, Family, Community). PLO 2 was also assessed in that semester. Key point learned in reflection – NAEYC standard 6e and PLO 7 needed to be built into the system. That adjustment was made in Fall 2013. Other adjustments made as a result of the assessment can be found in the next section.

Table below shows alignment of the key assessments, courses they are in, and the PLO that is assessed. With this schedule, every PLO will be assessed annually through the key assessments.

ECED program review 2013 page 11

Alignment and schedule of key assessments and PLO assessment

Title of assignment Course Semester of assessment

PLO assessed

KA 1 Professional Portfolio ED 291V – Early Childhood Field Experience II

Every semester

1 (start F13)

KA 2 Family Interview & Demographics ED 245/FAMR 235 – Child, Family, Community/every fall

Fall 2 (started F12), 7 (start F13)

KA 3 Research paper on condition or syndrome

ED 275 – Inclusion of Children with Special Needs

Spring 6 (start S14)

KA 4 Activity plan for young children in creativity or language

ED 263 – Language and Expressive Curriculum

Fall 3, 4 (start F13)

KA 5 Two week unit curriculum plan ED 264 – Inquiry and Physical Curriculum

Spring 5 (start S14)

KA 6 Observation/analysis of creativity in community ECE program

ED 263 - Language and Expressive Curriculum

Fall 6 (start F13)

PLO 1. Use knowledge of child development and of individual children to create healthy, challenging learning environments and experiencesPLO 2. Build respectful partnerships with children, families, and their communities.PLO 3. Observe, document and assess children’s development and learning in partnership with families.PLO 4. Build positive relationships and guide children through supportive interactions.PLO 5. Plan, implement and assess learning experiences using appropriate content, concepts, and methods.PLO 6. Base decisions and actions on ethical and other professional standards.

PLO 7. Advocate for children and their families within the program.

Assessment Strategy/Instrument Describe the assessment methods used to analyze the outcome.

PLO 2 was assessed using the rubric that follows the assignment instructions.


THE FAMILY INTERVIEW and

DEMOGRAPHICS ASSIGNMENTDescription

This is a Key Assignment for the Early Childhood Education Program and NAEYC Associate Degree Accreditation. All Early Childhood Education Majors will complete this assignment. Please place a copy into your Professional Portfolio.

The assignment is designed to help you understand and value the complex characteristics of children’s families and communities. As understanding deepens your knowledge will help you develop respectful and reciprocal relationships with families and support them in understanding their children’s development and learning. You will complete a classroom demographics study, two family interviews, a community resource investigation, and write a reflection paper about these.

Purpose

Learn about the demographics of families of young children and how these influence daily family life.

Learn about the stresses and rewards of parenting young children Identify the expectations that families have for the programs that their children

attend Learn about a community agency with services for young children and/or families Describe practices that early childhood programs can use to support families with

young children

Student Learning Outcomes – this assignment will help you reach the following outcomes, standards and skills.

Early Childhood Education Program Learning Outcome 2

Build respectful partnerships with children, families, and their communities.

Course Learning Outcomes ED 245

Assemble a repertoire of approaches to build respectful partnerships with families and their communities.

Appraise significant characteristics of diverse families and communities

NAEYC Accreditation Standards

Standard 2: Building Family and Community RelationshipsKey Elements


2a: Knowing about and understanding diverse family and community characteristics. 2b: Support and engaging families and communities through respectful, reciprocal relationships.

2c: Involving families and communities in young children’s development and learning.

NAEYC Supportive Skills

Skill 2: Mastering and applying foundational concepts from general education Skill 3: Written and verbal skills

ASSIGNMENT DIRECTIONS

Part 1 – Family Interviews (3 interviews – your own and two others):

Finish this part by Sept. 26.

Talk to your own parents and have them share about the challenges they faced raising a family, especially in the area of stress and childcare. Did they parent much as they were parented or did they make a conscious decision to parent differently? If your parents are not available, talk to other family members.

o If you are a parent, include some of your own parental responses and experiences with family stress and childcare issues. Also include what you perceive as your parenting style and the style your parents used when you were growing up. (You still need to interview 2 other families besides your own.)

Interview a minimum of two different and diverse families. o Purpose of the interview is to get a picture of the joys and challenges of

parenting and the effects of the child’s early childhood program on the family. As families share challenges, you’ll need to think about possible community agencies that could meet their needs.

o Choose diverse families who have children (a child) that are infants, toddlers, and/or preschoolers. (Older children may also be in the families as long as a young child is also present) Each family interviewed should have at least one child under 5 who is attending an early childhood program. Do your best to include families that are very different from your own background. Include at least one father and grandparents or primary guardians are welcome to participate. Make an appointment to interview these families for 30-60 minutes each.

Develop a set of 8-10 interview questions to be utilized. We will discuss some questions for you to ask in class and you will develop some questions on your own. Instructor will review and approve your questions prior to your interviews.


These are some possible topics for questions and conversations with families. o What is the day-to-day experience of parenting a young child and any

stress involved. What are the roles and emotions they find themselves experiencing?

o Discuss their reactions to parenthood: adjustments, positive aspects, negative aspects, health issues, concerns, changes in their life style and/or adult relationships, etc.

o Ask about their childcare arrangements outside of the family and their perception of the quality of care and how they found it.

o Ask them what expectations they had for the early childhood program and whether or not they feel the program met/is meeting their expectations.

o What specific types of information and support were they looking for and how well did the program provide this or meet their expectations?

o Ask the parents how their family background, values, and culture influenced their choices and decisions as parents.

Choose one of your families that you feel might be able to benefit from some outside assistance.

o Do some research and find a community agency that might be able to provide services for this family.

o What is the agency? o What services might they offer to this family? o Why do you think it would benefit the family? o What is the contact information for the agency? (Name, address, phone,

primary contact, web site, eligibility)


Part 2 – Classroom Demographics:Finish this by Oct. 31.Demography: the statistical study of human populations especially with reference to size and density, distribution, and vital statistics. (Merriam Webster Online Dictionary, 2009)

You will visit and interview a teacher or a director in an early childhood classroom to learn about and document the demographics of that class. The class should have a minimum enrollment of 8 children. If possible, interview a teacher of one of the children in your family interviews.

You are to ask the following questions about the demography of the families:

1. How many of the children enrolled in this class come from families that have:

A. Two-parent families

1. Families with two working parents

2. Families with one working parent

B. Single parents

Mother as primary caregiver

Father as primary caregiver

C. Step parents/blended families

D. Grandparents or extended family members as primary caregivers

E. Foster parents

2. What is the family size (# of family members) for each child?

A. How many have 2 family members

B. How many have 3 family members

C. How many have 4 family members

D. How many have 5 or more family members

3. How many of the children live in extended family homes (with Grandparents, aunts, uncles or other family)?

Use the attached notes chart to record your responses.

After gathering this information you are to diagram the family composition and the family size using a simple graph such as the ones below.


Graph of Family Composition Demographic of Pikake Class - 12 children

Number of Families

6

5

4

3

2

1

2 parents

single mom

single dad

Ext Fam as Caregiver

Foster family

Graph of Family Size Demographic of Pikake Class -12 children

Number of Families

5

4

3

2

1

2 3 4 5+

Number of Family Members


Part 3-Reflection Paper:

You have completed your interviews, community agency research, and demographics study and you will now write a reflection paper. This is a 2-4 page or approximately 500-1000 word paper about any new understandings or insights you have gained about families.

Summarize your parental interviews, comparing and contrasting the parent's responses. How did these findings compare with any course readings or discussions about families?

Were their responses similar, different, or full of unique circumstances? Did you see influence of family backgrounds, values, and culture?

What are some of the stresses and rewards of parenting young children? What are some of the expectations that families have for the programs that their

children attend? Include the community agency information you selected for one of your families

and why you selected this agency for them. Contrast what you learned about the demographics of the families in the

classroom that you graphed with what you learned thru course readings or discussion. Did you notice any similarities or differences from your demographic study and the families you interviewed?

Did you gain any insight from your own families or parental role? (including your own family)

Describe three practices early childhood programs can use to support families with young children.

How will you use what you have learned in your practice as an early childhood practitioner?

Cite appropriately any sources you utilized including course materials Anything additional or insightful you would like to include.

Submitting your assignment:

Please turn in your Demographic Study and Charts, Interview Questions, and Reflection Paper. Apply the Family Assignment Rubric to help you complete your project competently and thoughtfully. The Rubric components will provide information on how your project will be evaluated and help determine your grade/points for this assignment.

This assignment with the rubric (anonymously) will be used for program assessment.


Notes from Teacher or Director Interview:

Date of InterviewName of the SchoolTeacher or Director’s NameName of the Classroom

Family Composition

Number of families enrolled in the classroom

Two Parent Families

With 2 working parents

With 1 working parent

Single Parents

Mother as primary caregiver

Father as primary caregiver

Step parents/Blended Families

Grandparent or other Family member as Primary CaregiverFoster family

Family Size

Number of families enrolled in the classroomNumber of families with 2 family membersNumber of families with 3family membersNumber of families with 4 family membersNumber of families with 5 family membersNumber of families with more than 5 family members


Family Interview project Part I – Family Interview Self-evaluation rubric

Due: Sept. 18Assessment Evidence

Standard Well Below Expectations

Approaching Expectations

Meets Expectations Meets Expectations with Excellence

Parent Interviews 2a, 2b Less than half … of interviews completed

Criteria for selecting families is NOT followed

6 or less questions developed and asked.

Few of the recommended components are covered in the interviews.

No community resource is matched and/or researched; or minimally done

Most of the required number of interviews completed

Most of the criteria for selecting families are followed

7 interview questions are developed and asked.

Some of the recommended components are covered in the interviews

A community resource is matched and/or researched

Required number of interviews completed

All criteria for selecting families is followed

8-10 interview questions developed and asked.

The recommended components are covered in the interviews

Two community resources are clearly researched and matched directly to family

More than the required number of families interviewed

All criteria for selecting families is followed

10 or more interview questions are developed and asked

All and more of the recommended components are covered in the interviews

More than two community resources are thoroughly researched, all components included and well matched to family

Parent interview score:

Circle/underline ONE number in this row

Points: 10 11 12 Points: 13 14 15 Points: 16 17 18 Points: 19 20

Instructor agrees: ____Instructor disagrees: _____Submitting your assignment: Apply the Family Assignment Rubric to help you complete your project competently and thoughtfully. The Rubric components will provide information on how your project will be evaluated and help determine your grade/points for this assignment. This assignment with the rubric (anonymously) will be used for program assessment.

Family Interview project


Part IIDue Oct. 23

Self-evaluation rubricDemographics

Study

2a One or more graphs are missing or poorly attempted

Family graphs are difficult to follow or inaccurate

Family composition and size graphs are submitted

Family graphs are quite accurate

Readable and complete family composition and size graphs are submitted

Family graphs accurately represent information

A thorough and neat family composition and size graph are submitted using a bar graph, pie chart or line graph

Family graphs are accurate and extremely well done.

Demographic score:

Circle ONE number in this row

Points: 7 8 Points: 9 10 Points: 11 12 13 Points: 14 15



Family Interviews and Demographics projectPart III

(Self-evaluation rubric for part III)

Assessment Evidence Standard Well Below Expectations Approaching Expectations Meets Expectations Meets Expectations with Excellence

Assignment turned in on time


Points: 0

One or more sections were turned in late

7 8 9

All three sections were turned in on time

Points: 10

Reflection Paper 2a, 2b, 2c

Support Skills

Reflection paper not completed or turned in on time

Absence or lack of evidence indicating understanding of family

Limited or missing parenting experiences and childcare issues…

Poor or no evidence presented

Few or no responses are compared and contrasted

Interviewed families background, values, and/or culture are missing or incomplete.

Personal ideas, insights, and perspectives are not included in paper or extremely limited

Family practices are weak or missing

Sources not used and cited properly

Many errors in writing conventions (grammar, spelling, punctuation, etc.)

Reflection paper not completed or turned in on time

Evidence indicates some understanding of family …

Some parenting experiences and childcare issues…

Limited evidence presented related to challenges and expectations of families

At least half of the family responses are compared and contrasted

Interviewed families background, values, and/or culture are beginning to be understood in the …

Some personal ideas, insights, and perspectives … included in paper

At least two practices are explained

Sources occasionally utilized and cited properly

Some errors in writing conventions (grammar, spelling, punctuation, etc.)

Reflection paper completed and turned in on time

Evidence indicates understanding of family demographics compared to national demographics.

Parenting experiences and childcare issues are presented for each family

Evidence indicates understanding of challenges faced by families today and their expectations of early childhood programs.

Most family responses are compared and contrasted

Interviewed families background, values, and culture are understood in the context of …

Personal ideas, insights, and perspectives ….included in paper

Three practices ECE programs use are explained

Sources utilized and cited properly

Minimal and/or minor

Reflection paper completed and turned in on time or early

Substantial evidence with rich examples indicates understanding of family demographics compared to national demographics

Substantial parenting experiences and childcare issues are thoughtfully presented and discussed for each family

Substantial evidence indicates understanding of challenges faced by families today and their expectations for early childhood programs.

All family responses are thoughtfully compared and contrasted

Interviewed families background, values, and culture are well understood in the context of the interviews

Personal ideas, insights and perspectives on how you will use what you have learned are thoughtful and meaningful.

Three or more practices ECE programs use to support families with young children


Assessment Evidence Standard Well Below Expectations Approaching Expectations Meets Expectations Meets Expectations with Excellence

errors in writing conventions (grammar, spelling, punctuation, etc.)

are well explained Additional sources utilized

and cited properly No errors in writing

conventions (grammar, spelling, punctuation, etc.)

Reflection score:


Points: 16 17 18 Points: 21 22 23 Points: 26 27 28 Points: 29 30

TOTAL SCORE (Add the 2 numbers circled above:



Expected Level of Achievement Describe criteria for success (rubric or measurement for desired level of

achievement).Table 1: Key assignment by standard

Criteria/standard

Below expectations

Approaching expectations

Meets Expectations

Meets with Excellence

% that meet or exceed

Standard 2a - Parent interviews 6% 82% 12%

One student turned in only this section

94%

Standard 2a - Demographics 19% 25% 56%

81%

Standard 2a - Reflection 25% 63% 12%

75%

Standard 2b - Parent interviews 6% 82% 12%

One student turned in only this section

94%

Standard 2b - Reflection 25% 63% 12%

75%

Standard 2c - Reflection 25% 63% 12%

75%

All items relate to:Program learning outcome 2: Build respectful partnerships with children, families, and their communities. (To be added in Fall 2013 – criteria that will relate to advocacy (NAEYC Standard 6e, PLO 7)

Goal for analysis for F13: 90% at meet or exceeds, which aligns with Perkins expectations for "technical skills attainment" 1P1 core indicator. Since Perkins is calculated using students who have stopped the program and have a cumulative GPA of 2.0 in program courses, 80% is a more realistic goal for future analysis.


Standard 2: Building Family and Community RelationshipsKey element 2a: Knowing about and understanding diverse family and community characteristicsKey element 2b: Supporting and engaging families and communities through respectful, reciprocal relationshipsKey element 2c: Involving families and communities in young children's development and learning

To be added to assignment Fall 13:Standard 6: Becoming a professional

Key element 6e: Engaging in informed advocacy for young children and early childhood profession.

(This also is PLO 7 – Advocate for children and their families within the program.)

NAEYC ECADA Supportive Skills:1) Self-Assessment and Self-Advocacy2) Mastering and applying foundational concepts from general education3) Written and verbal communication skills4) Making connections between prior knowledge and experience and new learning5) Identifying and using professional resources


Results of Program Assessment Discuss your findings based on the evidence. Lessons learned from assignment and rubric implementation of Family Interview and

Demographics: - Main lesson learned - the rubric is too general. Need to break out criteria by

standards and include Program Learning Outcomes. Done for Fall 2013. - Need to refine assignment to include advocacy – which relates to NAEYC Standard

6e and PLO 7. Added a section to the assignment where they have to share with families they interview a community resource that may be of interest to the family.

- Need to have specific NAEYC "supportive skills" identified on rubric. - Student feedback was that making a graph was hard - however, 56% exceeded

expectations. Made decision for Fall 2013 to scaffold their learning by giving students tables to fill in and bring someone in to show how to make chart in Excel, and provide more guidance and emphasis on analysis of the data.

- Need to establish target percentage of students that "meet expectations" and count "exceeds". For analysis this year, will use 90% (based on Perkins 1P1). Will use 80% from now on (See explanation in previous section.)

- Having students turn in the rubric for each section did not work well. For Fall 2013, will have entire rubric available, but students will fill out only after finishing all three sections. This will give them a chance to improve on the first two sections.

Analysis and reflection on Table 1: - Achievement of Standard 2A ranged from 75-94%.- Achievement of Standard 2B ranged from 75-94%- Achievement of Standard 2C was 75%- Achievement of supportive skills (not broken out) - 75%- If goal is 90% students meeting or exceeding, we have work to do to increase

understanding and demonstration of all elements in Standard 2 (PLO 2). This includes refining the assignment, the rubric, and the learning opportunities for each element. Future goal is 80%.

CASLO Analysiso Discuss your program findings on the assessment of Written

Communication.

The Program Advisory Committee, which includes a student, was the committee that reviewed the Written Communication CASLO, along with CASLO assessment coordinator and committee member. See report in appendix. Changes that resulted from the review include:

a. Adjusting assignments in practicum courses (ED 190, 191V, 291V) to require the type of summary writing that is family-friendly, accurate, and concise. This type of writing was


requested by the employers and identified as a gap in the curriculum.

b. Confirmation that requiring ENG 100 before taking any ED courses has the potential to discourage students. Scaffolding their skills within courses and encouraging students to take their general education along with ED courses is preferable. This came from the student representative, who is a part-time student and single parent of three children. Her perspective reflects many of the students in the program.

c. Program coordinator is building ENG 210 (Research Writing) before ED 275 in education plans with students in order to maximize success in 275 which requires a research paper.

C. Program Plans and Goals: P-SLO tab, Next Steps Discuss the results of goals and changes that were outlined in previous

program reviews.

2012 goal Status Oct. 2013Plan key assignments that align with NAEYC standards and supportive skills in preparation for ECADA. DoneImprove pedagogy to assure meeting Perkins 1P1, 2P2, 4P1 goals. 1P1 (Tech skills

attainment): not met this year.2P2: not included in this year’s data4P1 (student placement): Met

Change course alphas to ECEDIn process Fall 2013 for implementation Fall 2014. Honolulu and Hawai’i also changing alphas

Apply for ECADA Fall 2014 for Spring 2015 visit – need 2 years of data On track

List next year’s plans for curriculum, or pedagogy to improve PLO and CASLO student learning, and goals for program improvement.- Change Certificate of Achievement to reflect the prerequisite ED

courses needed by UH West O'ahu BA Social Science, ECE


concentration program plus ENG 100 and MATH 103 (or other 100 level math).

- Continue collecting data on key assignments and analysis of data to improve program.

- Participate in Information Retrieval CASLO analysis with Advisory Committee.

- Apply for ECADA accreditation Fall 2014- Engage in self-study for NAEYC accreditation of UHMC Head Start.

(required by BOR policy, working with MEO Head Start and Hawai’i Early Childhood Accreditation Project-HECAP)

- Describe how your assessment supports your program goals and how

your goals can influence college policy or practices?

We have created a process that nests the PLOs into the NAEYC accreditation process.

Involving the Advisory Committee in the CASLO process was very successful. The example of a student on the Advisory Committee has been shared as a practice to consider for all advisory committees. The committee feedback was very positive – they felt valued and honored to be part of the assessment process.

III. Budgetary Consideration and Impact: Analysis tab; Part IV Resource Implications Capital, operational and supply budget is based upon evidence of assessment.

Estimated cost of NAEYC ECADA accreditation: $5000-$6000 for peer review visit (Application Fall 2014, peer review visit Spring 2015), annual fee of $1530. Cost of UHMC Head Start accreditation: $1425. Annual fees required after accreditation: $300.

IV. Engaged Community: P-SLO tab, Other Comments Discuss evidence of community engagement.

The Advisory Committee meets formally once a year, and program faculty interact with committee members in other arenas throughout the year. Review of CASLO was a valuable experience for committee and faculty, and will be continued. Program faculty are involved in various ECE groups locally and statewide, and are seen as a resource for the Maui ECE community.

Provide evidence that results of student learning has been discussed with Program Advisory Board.


Results of analysis of key assessments will be sent by email to Advisory committee with invitations for comment. Changes in curriculum that resulted from 2012 CASLO will also be shared. See appendix for minutes of last meeting.

V. Recognize and Support Best Practices: P-SLO tab, Other Comments Discuss how program uses innovative teaching techniques, innovative use of

technology, or incorporates “best practices” into pedagogy. - Only ECE program in UH community college system that uses hybrid

model to teach advanced curriculum classes (offered every other year). Unique model pays one credit to lecturer on Moloka'i for conducting the 4 face-to-face sessions required for Moloka'i students. Lana'I and Hana students come to campus for their sessions.

- “Flipped” classroom concepts have been mainstay of pedagogy for some time. Faculty assign reading/writing assignments to assure that students read materials before class and use class time to build on what was read. Guest speakers are used regularly.

- Many hands-on materials are provided in curriculum and health, safety, nutrition classes for enhanced learning.

- Practicum experiences build on and complement lecture courses.- Service learning is offered in several classes (ED 105, 110, 115, 245,

275) to give students an opportunity to sample what it’s like to be with a group of young children.

- Certificates of Completion and Achievement are created or adapted in response to workforce demands.

List awards or recognition for quality or achievements.Graduate Katherine Larsen was given Early Childhood Champion Award in May 2013.


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