1 Early childhood & Elementary education program reviewJune 9, 2017

2 Program History 1999-2000 Program DevelopedFall 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 Education2008 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 Offered11/20/2013 Current Programs Offered Career Pathways Certificates Certificates Two-Year Degrees Entry Requirements Basic ECE Early Childhood Education AAS in Early Childhood Education Open Entry - Placement Test and completion of needed prerequisites Intermediate ECE NEW Family Support Services CPC* NEW Family Support Services* AAS in Family Support Services AS in Early Childhood Development (SOU) AS in Elementary Education (SOU)

7 ECEE – A Broad Field After-School Programs School AdministratorTeaching Assistant Elementary Teacher Infant/Toddler Preschool Child Care Administrator Crisis Relief Nurseries Head Start Children’s Museum Children’s Library Family Addictions Recovery Mental Health Parent Educator Home Visitor Family Advocate

8 Student Demographics 2015-16Age Race/Ethnicity Less than 20 2% 20-29 38% 30-39 24% 40-49 20% 50-59 12% 60-69 3% Over 69 1% American Indian or Alaskan Native 1% Asian 3% Black or African American .5% Hispanic/Latino 29% Native Hawaiian or Other Pacific Islander 0% White 63% Two or More Races Not reported 2.5% Gender Female 91.7% Male 8.3%

9 Students by Major Margie: All programs in higher education – aligns with recommendations in research report.

10 ECEE Enrollment by term 2010-17

11 ECEE Graduates 2013-16 MAJOR GRADS A.A.S. Early Childhood Education 7 ( ) MAJOR GRADS A.A.S. Early Childhood Education 7 9 10 26 Certificate in Early Childhood Education 12 4 25 Intermediate CPC in Early Childhood Education 19 21 16 56 Basic CPC in Early Childhood Education 33 38 52 123 A.A.S. Family Support Services N/A A.S. Early Childhood Development (SOU) 1 15 A.S. Elementary Education (SOU) 8 TOTAL 89 85 96 270 Amy

12 Completion Rate by Certificate/Degree MAJOR ENR GRAD CMPL A.A.S. Early Childhood Education 67 7 10.5% 80 9 11.3% 77 10 13% Certificate in Early Childhood Education 41 12 29.3% 34 4 11.8% 38 23.7% Intermediate CPC in Early Childhood Education 8 19 238% 14 21 150% 11 16 145% Basic CPC in Early Childhood Education 5 33 660% 6 633% 52 325% A.A.S. Family Support Services N/A A.S. Early Childhood Development (SOU) 39 25.6% 12.1% 22 1 4.55% A.S. Elementary Education (SOU) 82 10% 73 12.3% 70 11.4%

13 Sections of Dual CreditCOURSE ( ) TOTAL Sections Credits ECE125 6 282 222 5 234 17 738 ECE126 3 69 33 26 9 128 ECE135 4 63 54 75 12 192 ECE136 21 30 11 84 ED170 20 16 49 TOTALS 23 447 356 22 388 65 1,191

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 2013-14 2014-15 2015-16 FT FT Adjunct Number of faculty: 2 15 19**** Number of sections taught: 28 91* 27 67** 26 65*** * 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 standardsECEE 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 OregonPathways 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 2014-24Occupation Annual Openings % Projected Growth Child Care Workers 23 13.1% Teacher Assistants 39 5.4% Preschool Teachers 12 11.2% Preschool/Child Care Administrators 1 9.4% Kindergarten Teachers 4 5.5% Special Education Teachers 2.8% Elementary Education Teachers 4.0% Child, Family, and School Social Workers 5 6.1% Social & Human Service Assistants 11 12.0%

20 Stakeholders – Advisory BoardAllCare 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/PartnershipsTitle 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 studentsECE266 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 deliveryAbout 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 Margie: And it was only $400,000

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

27 Next Steps Work closely with Marketing to promote programsDevelop 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, communityECEE 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 “One child, one teacher, one book, one pen can change the world.”Malala Yousafzai, Nobel Peace Prize winner and education activist We look forward to a future with a strong department that serves the needs of our students and communities throughout our region.