2018-19 Student Services Program Review
First name
Maggie
Last name
Barrientos
Email
barrientosm@smccd.edu
Program Name
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Child Development Center


Division
Student Services  


Submission Date
Oct-26-2018


Description of Program
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2a. Describe the results of your previous Program Review’s action plan.
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Since our last Program Review plans to support families to reinforce their children’s learning at home were implemented in the program. Weekly curriculum experiences were sent electronically to all families and take home learning activities were distributed quarterly complete with materials for implementation, descriptions of the process, open-ended questions to pose and goals for children’s learning outcomes. Families were invited to bring back the activities to share and display in the classrooms. Activities included creating a family tree, creating a plan for safety evacuations in the home, and fostering children’s letter knowledge in fun and engaging ways. Success was measured by families’ positive feedback as well as, quantity of take home activities returned. In addition, a journal was included in each Raising A Reading Red Book Bag distributed to families weekly. Families were asked to write a reflection on a specific book in the book bag that lead to an extended learning activity with their child. Journals were returned weekly with reflections that linked books to either an activity or further investigations from each child. Families were asked to share their experiences with each other during parent meetings and with the teachers. As a result, the Raising A Reader Red Book Bag Program continues to be a highlight in our program by providing all families access to weekly language and literacy resources and materials. New books/resources were added to reflect the various languages and cultures represented in the families the Center serves. Lastly, the SLO – student-parents will learn to reinforce their children’s learning at home and become active participants in their children’s education – was modified to include questions to measure parent’s learning in specific areas such as early math, scientific inquiry, health and nutrition, and physical development.


2b. Program coherence and effectiveness: Explain any curriculum changes since last program review, including SLO alignments
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Since the last Program Review, revisions have been made to the SLO - student-parents will learn to reinforce their children’s learning at home and become active participants in their children’s education to include questions about math learning, scientific inquiry, health and nutrition, and physical development. Coordinator and staff designed curriculum experiences around the different domains of learning. This included several family engagement events that demonstrated to parents the correlation between the activities and the domains of learning for young children.


2c. Student success and equity: Discuss what your program has done to address equity gaps between student populations and between modes of delivery (online, hybrid, and face-to-face), describing your successes, works in progress, and/or ongoing challenges.
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In the past, weekly curriculum experiences and announcements were only posted on the classroom family information boards and Center lobby. In order to ensure all families had access to their children’s learning activities, teachers began emailing curriculum experiences to families electronically on a weekly basis and included local activities and events for families that could further extend their child’s learning. Families reported having more knowledge of the curriculum experiences offered.

In addition to the Center's Family Corner in the lobby, program information is now being sent out electronically to ensure all students have access to announcements, dates, and upcoming events. Families have been able to provide feedback and have their questions/needs met in a more timely manner.


2d. Provide an update on any long-term plans that are still in progress (if applicable).
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We continue to develop and implement a rich family engagement component at the Child Development Program that is both systemic and integrated, strength based and collaborative. Family engagement is a requirement for compliance for Title 5 programs. Implementation of a family engagement component that provides different modes of participation will lead to increased student success.


Student success indicators
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3b. Discuss what your program has done this Program Review cycle to address achievement gaps between student populations, describing your successes, works in progress, and/or ongoing challenges.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
As with past Desired Results Parent Surveys, interaction with other families continues to be a high priority with 73% being "very satisfied". Families reported the need to feel connected and have ongoing, meaningful arenas for interaction with one another to promote their child’s learning and to build a sense of community to support each other through the challenges of attending college and child rearing responsibility. Staff developed and implemented engaging activities for families to interact through providing various avenues for participation. The Center revamped the classroom gardens allowing expert parents to lead the family gardening activities. Collaborations were established with various campus departments to offer innovative and fun activities that families were invited to participate in with their children. These included Makerspace activities at the CSM Library, winter and spring celebrations with EOPS/CalWORKs and partnering with the Botany Club to redesign classroom gardens. Information was given electronically as well as in person. As a result, we saw gains in family participation leading to increased interaction among families. Attendance also increased in the Parent Advisory Committee and the sense of belonging and community that developed allowed families to initiate planning center-wide events. Families have been able to connect, contribute and participate in various modes.


3c. Discuss what your program has done this Program Review cycle to address achievement gaps between modes of delivery (online, hybrid, and face-to-face), describing your successes, works in progress, and/or ongoing challenges.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
In 2017-2018, program information was sent out electronically to families. Students reported they were more aware of program events and information when received through email as opposed to being handed another piece of paper, and they are better able to keep track of deadlines to return forms, parent/teacher conference sign-ups, and upcoming dates. When applicable, resources distributed during parent meetings and parent/teacher conferences were also sent electronically. The Child Development Center website continues to be updated to make accessibility to the Eligibility/Waitlist form and Family Program Guide available to current and prospective students. Parent workshops/support groups may be offered at different times to accommodate the schedules of full and part-time student-families.


Program Efficiency Indicators
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Recent SLO/SAO assessment results
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4a. Provide a brief description, including actions, measurable outcomes, and timelines  
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In 2018-2019 the program will develop curriculum with the guide of the California Preschool Learning Foundation History and Social Science domain. While planning and implementing curriculum around the foundation, diversity and cultural competence will be highlighted on an ongoing basis over the course of the year. Over the past two years, an emphasis was placed on making changes to the classroom environments to reflect diversity in inclusion and cultural and gender identity. Curriculum content and family engagements will be relevant to the currently enrolled diverse families the program serves. The Child Development Center staff reflects many of the families served in language and culture as well. Staff speak Cantonese, French, Spanish, Mandarin, Farsi and Arabic. Curriculum will be developed to support students to take pride in their cultural identity, adding to the sense of belonging and community in the program. This is vital to the success of our student-families when they feel both supported and valued in the program.


4b. What will your program do to increase student success and promote student equity in the next two years? What kind of professional development and institutional support will be engaged and enacted to meet these goals? 
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The Child Development Center's vision for improving student learning and success continues to include family engagement that is systemic and integrated, strength based and collaborative. Respecting the dignity and preferences of each family and learning about the family's structure, culture, language, beliefs and traditions and ensuring those understandings are brought into the program, creates a culture of belonging for our students. Building trust and a strong sense of community is key to promoting student retention and success.

The planning and implementation of a comprehensive staff development program is also key to the program’s success in fostering children’s development and enhancing student-parent’s learning. The on-going development of staff includes providing meaningful in-service training opportunities offered on-site, tailored to meet individual needs and learning styles of staff. In addition, staff needs access to relevant professional development activities offered in the community. Professional development opportunities for faculty and staff to gain information on health and social service resources available throughout the county would be invaluable in meeting the needs of our students.


4c. Describe other professional development activities and institutional support and collaborations that would most effectively ensure that the center achieves its goals and plans.  
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
Child Development Center staff maintains relationships with key partners in campus/community agencies as a means of enhancing services offered. Successful collaboration with student services and instructional programs on campus such as, EOPS, CalWORKS, Health Services, Personal Wellness/Counseling, Office of Student Life, Nursing, Center for Global Engagement, Library, Athletics, Skyline’s Education and Child Development dept. and Canada’s Education and Human Development dept. and partnerships developed with community agencies such as, California Community College Early Childhood Educators, San Mateo County Office of Education, SMC Child Care Partnership Council, 4C’s, SMC Early Childhood Mentor Teacher Program, SMC Mentor Director Program, SMC Raising A Reader Program, San Mateo County Human Services Agency, Children's Council of San Francisco and Sequoia Healthcare District’s Healthy Schools Initiative serve to strengthen the overall program and improve student success.