Early childhood & Elementary education program review

1. Early childhood & Elementary education program review June 9, 2017

2. Program History • 1999-2000 Program Developed • Fall 2000 Early Childhood Education Department came into being – Connie Denham hired as Coordinator • 2003 Articulation with SOU for Early Childhood Development - AS and BS degrees

3. Groundbreaking for new Early Childhood Center October 22, 2005

4. 2007 New Early Childhood Center Opens

5. 2007 Second articulation with SOU – AS and BS in Elementary Education • 2008 Career Pathways Certificates – in ECE • First at RCC, along with Construction • Basic and Intermediate • Aligned with Industry Recognized Credentials • 2015 Family Support Services AAS Degree – collaboration with Human Services Department • 2017 Family Support Services Certificate and Career Pathways Certificate created

6. Current Programs Offered

7. ECEE – A Broad Field

8. Student Demographics 2015-16 Race/Ethnicity Age Gender

9. Students by Major 2016-17

10. ECEE Enrollment by term 2010-17

11. ECEE Graduates 2013-16

12. Completion Rate by Certificate/Degree

13. Sections of Dual Credit

14. Dual Credit Schools • College Now – Ashland, Grants Pass, North Medford High Schools • Dual Credit Sponsorship – Central High School in Medford • Next year – Eagle Point and Hidden Valley High Schools • Perkins Programs of Study – Grants Pass and North Medford High Schools

15. Faculty ECEE Department “owns” 36 courses * Includes 15 Independent Study (50 and 55) sections ** Includes 8 Independent Study (50 and 55) sections *** Includes 7 Independent Study (50 and 55) sections **** Includes 2 Adjunct instructors who chose to stop teaching in the department and were replaced mid-year, as well as 2 instructors for our VESL program who typically don’t teach in our department

16. Program Context • ECEE Program Outcomes based on national standards • ECEE Department collaborated with the Human Services Department to create the Family Support Services AAS Degree in 2015 • Combo of courses with only 2 new courses added • Recognizes growing trend and need for individuals with both early childhood and human services skills to better work with children and families at risk

17. Growing recognition of importance of early years in a child’s development on brain development and the impact of Adverse Childhood Experiences and trauma on development – increasing State and Federal requirements for higher levels of staff qualifications • Head Start teachers are now required to have a minimum of an Associate Degree and 50% are required to have a Bachelor’s Degree – AS Degree in Early Childhood Development and articulation with SOU has taken on greater importance • AS Degree in Elementary Education provides students with strong foundation in child development and learning about children and families

18. Portable, stackable degrees and certificates and seamless transfer to SOU is seen as model in Oregon • Pathways are connected to Oregon Registry and the national Child Development Associate (CDA) – both industry-recognized credentials • Credit for Prior Learning for students entering with a Step 7 or higher on the Oregon Registry or a CDA • Work closely with ECE programs in Oregon – annual Grand Articulation Summit • Collaboration with local agencies, • programs, and schools

19. Rogue Valley Labor Market Demand 2014-24

20. Stakeholders – Advisory Board • AllCare Health • Child Care Resource Network • Family Connection • Grants Pass High School • Grants Pass School Dist. • Eagle Point School Dist. • Jackson Elementary • Early Intervention/Early Childhood Special ED • North Medford High School • Imagine That • Roots and Wings • Southern Oregon Head Start • Oregon Child Development Coalition • SOU School of Education • LISTO Family Literacy Program • Child Care Licensing • Southern Oregon ESD • RCC Adult Basic Skills/ABS • RCC Educational Partnerships • RCC Human Services Dept. • RCC Pathways & Articulation

21. Grants/Collaborations/Partnerships • Title III • TAACCCT • Pathways • Perkins • Oregon Early Learning Division • Oregon Community Foundation • Southern Oregon Early Learning Services • AllCare Health • Partner in Carpenter Foundation grant • Partner in Jackson Care Connect grant

22. Collaborations • Vocational English as a Second Language (VESL) • Pathways • Adult Basic Skills (ABS) • ESL • Southern Oregon Early Learning Professional Development Consortium – nearly $250,000 • Rogue Community College – Fiscal Agent • Southwestern Oregon Community College • Umpqua Community College • Klamath Community College • Southern Oregon University

23. Innovative Practices • VESL Project • Navigation Coach for VESL students • ECE266 Spanish for ECEE Professionals • Collaborations/Partnerships • Cohorts for special projects • Flexibility

24. Outcomes Assessment • Have AAS program in Early Childhood Education mapped • Have identified Key Assessments for Program Learning Outcomes (PLOs) • Have identified review cycle of PLOs • Have updated Course Outlines – streamlined ILOs and developed cycle for review • Have not yet assessed ILOs

25. Strengths • Responsive to student needs - schedule and delivery • About 75% of courses are offered online • Web course consistent structure • Education Club • Majority of adjunct faculty working in the field • Community involvement keeps us up to date • Partnership with SOU School of Education • History of external and internal collaboration • Proactive in seeking grant funding • Winter Conference

26. Challenges • Accuracy of data • 6 deans in 7 years • Only two Full-Time faculty • Number of Adjunct faculty • Scheduling department meetings • Follow-up with students

27. Next Steps • Work closely with Marketing to promote programs • Develop and update rubrics • Schedule more frequent department meetings • Map FSS and Transfer programs • Assess Program Learning Outcomes and ILOs • Hire a new Department Chair/Faculty – Eileen retiring and becoming adjunct in January

28. Key Themes • Relationships – with our students, stakeholders,community • ECEE Department’s role has evolved to keep up with: • Changing requirements in the field • Changing student demographics • Changing demographics of children and families • Changes at the state and federal levels that impact our stakeholders

29. We look forward to a future with a strong department that serves the needs of our students and communities throughout our region. “One child, one teacher, one book, one pen can change the world.” MalalaYousafzai, Nobel Peace Prize winner and education activist