fiscal year 2011 12 program self-evaluation forms friday ...fiscal year 2011–12 program...

Fiscal Year 2011–12 Program Self-Evaluation Forms

All Forms Due:

Friday, June 1, 2012, 5 p.m.

Child Development Division California Department of Education

May 15, 2012, Item 653 ATTACHMENT A1

Child Development Division CD 4000 California Department of Education March 2012

Program Self-Evaluation Annual Report Contractor’s Legal Name GROSSMONT CUYAMACA COMMUNITY COLLEGE DISTRICT Vendor Number 6814

Cal-SAFE CDS Code

Contract and Age

CSPP CCTR – (Infant/Toddler) CCTR – (School-Age) Education Network (Infant/Toddler) Education Network (Preschool) CHAN CMIG - (Infant/Toddler) CMIG - (Preschool)

Date Program Self-Evaluation Completed April 30, 2012 Number of Classrooms 4 Number of Family Child Care Homes 0 Describe the Program Self-Evaluation Process (Note: This area expands as necessary.) Annual report process- the self-evaluation process for the Grossmont Cuyamaca Community College District Child Development Centers was conducted separately by each site with a CCTR and CSPP contract. The data was reviewed and findings combined by the two site directors, Angie Gish and Linda Haar. Following the timeline developed by Center staff, the first step began in August 2011, when the staff met to discuss the annual self-evaluation to be submitted June 1, 2012. The 2010-11 action plans were discussed, adjustments made and any follow up dates completed were noted or extended into 2011-12 if needed. In addition, the DRDP-PS and DRDP I/T (2011) assessment, and how to incorporate the findings into the daily curriculum were discussed. In September, a Parent Advisory Committee (PAC) meeting was held for parents to give input on the program, family activities and parent meetings they would like to have scheduled during the fall semester. August to October 2011, the initial assessment (DRDP-PS and DRDP-I/T) of newly enrolled children was begun and completed within the 60 day time period. For children who were continuing in the program, the staff began observing, recording information and collecting documentation to demonstrate each child’s developmental progress. The timing of the process was begun to complete the next assessment in required timeframe and using the appropriate instrument according to the child’s age. Activities in the classrooms were designed for staff to interact and observe children during the daily routine, as well as, during purposeful planned activities. The DRDP-PS or I/T classroom tally sheets/data summary sheets were completed. In November, the child’s developmental progress forms were completed and parent conferences were held. Both campuses entered into a second year as part of the Preschool for All grant program. An ECERS-R was conducted by the Preschool for All (PFA) review team at the Grossmont site since


the lead teacher changed (CSPP contract). The detailed results were given in a report to the staff in October 2012. In the infant/toddler rooms at both sites staff completed an ITERs (CCTR contract) In the preschool classrooms (CSPP contract) at Cuyamaca, the staff was assessed by PFA evaluators using the CLASS instrument in the fall. In the spring, the staff completed an ECERS-R for each preschool classroom. These findings will be used to implement any necessary changes to the environment. A summary of findings of the measures found to need improvement were as follows: Dramatic play #24 7.3 – Enhance outdoor playhouse with more active outdoor props over the summer and provided by staff. Examples include: ~ Toy strollers or shopping carts with items to transport dolls, animals etc. ~ Prop boxes depending on children’s immediate interest grocery store, pet shop etc. ~ Dress up clothes and fabric, dolls, plastic foods, dishes etc… in empty boxes that can also be used to encourage creative thinking.

Language/Reasoning #16 Encouraging children to communicate. Lead teacher and support staffs to daily record written language dictated by the child and read it back to them. Plan is ongoing throughout spring and summer semester, lead teacher and support staff are responsible. Personal Care Routines-#9 Diapering/toileting-sinks to be disinfected between diapering and washing hands for lunch. Procedure established, not being followed consistently. Lead teacher will review with support staff and monitor. In the preschool classrooms (CSPP contract) at Grossmont, the staff completed an ECERS-R in Fall 2011. The findings from this assessment of the environment will be used to develop any necessary improvements. A summary of findings of the measures indicated improvements were needed as follows : Personal Care Routines #11 Naps and Rest Indicator 3.2 – Cots and mats need to be at least 18 inches apart. Lead teachers in the preschool room developed plan to utilize space in art studio room so that cots could be 18 inches apart. Personal Care Routines #12 Toileting/Diapering Indicator 3.1 – Sinks to be sanitized between use for washing hands after toileting and washing hands for meals. Sinks and faucets need to be sprayed with bleach solution. A procedure is established, but needs to be monitored. Lead teachers in class will monitor and train support staff. Activities #21 Music and Movement Indicator 5.1 – There must be enough musical instruments for at least half of the children to use at once plus some music to listen to that has extensive musical content. A selection of musical instruments was expanded and 4 music CDs are accessible at all times. January to March 2012, initial DRDP-PS or I/T were completed for children enrolling for the spring semester. Staff continued observations of currently enrolled children and began the second assessment. In April, the DRDP-PS or I/T classroom tally sheets/data summary sheets


and the Child’s Progress Summaries were completed. Parent conferences were scheduled for May. In February, a Parent Advisory Committee meeting was held for parents to give input on the program, family activities and parent meetings they would like to have scheduled during the spring semester. In April, the parent survey was distributed for parents to complete. The results were tallied and comments reviewed. Also in April, the coordinator met with staff to review the desired results progress and determine dates for submittal. In the parent surveys from Grossmont it was found that 96% of the parents were “very satisfied” and 4 % were “satisfied” with the program. None of the families scored “not satisfied” with the program and 100% of the families felt that their child was safe in the program. The results also indicated that 100% of the families felt that their child’s enrollment in the program has made it easier for them to attend education and training. The survey also indicated that 47% of the families felt they did not receive information regarding parenting skills. Our college offers the parent education class, held at the center, every semester. Since some parents cannot take the parenting class, we will continue to provide the parents with articles on parenting as part of the parent newsletters. In the parent surveys from Cuyamaca, it was found that 97% of the parents are very satisfied with the program, 3% satisfied and no families were found to be not satisfied. 100% stated that their child is in a safe program. In past parent surveys, families have asked for extended operating hours. From these comments the hours of operation were extended in the morning, the Center was opened earlier. After this parent survey in which 3% were dissatisfied with the hours of operation and extended hours were asked for in the comments section, the Center will extend the closing hours of operation beginning July 1, 2012. Even with the scheduling of parenting class opportunities provided at the Center by San Diego State University, a parent group facilitated by one of our lead teachers and an Child Development department providing online parenting class, there were comments on the survey asking for parenting classes with 20% saying they did not receive information on finding services in the community which included parenting classes. We will continue to provide and advertise these opportunities for parents. The classroom summaries (ECER-R, ITERs, DRDP-PS, and DRDP-I/T) were compiled and reviewed by the staff and coordinator. The coordinators reviewed the data for the program self-evaluation annual report and completed form cd 4000. Each site gathered information for a comprehensive Program Action Plan (form cd 4001A) to identify key findings, develop action plans, and identify goals and objectives to address areas of need. Plans are currently being implemented; corrections made and continued progress will be recorded. During may, the final Agency Self-Evaluation Annual Report will be presented to the board, reviewed and the Board Chair will sign the report. The district will send the report to the state by the June 1, 2012 due date. During the May staff meeting, the goals determined in the report will be shared with staff. In August 2012 during Parent Orientation meeting, the goals will be shared with families and also posted on our parent communication board starting in fall 2012. .


A copy of the Program Self-Evaluation will be/has been presented to the Governing Board.

Date May 15, 2012

A copy of the Program Self-Evaluation will be/has been presented to teaching/program staff.

Date May 11,2012 –Cuyamaca

May 4, 2012 - Grossmont A copy of the Program Self-Evaluation will be/has been presented to parents.

Date August, 2012- Cuyamaca -Parent

Orientation, also on parent board in the fall 2012 - September 2012 – Grossmont -Parent Information packet and center bulletin board.

Statement of Completion I certify that a Program Self-Evaluation was completed.

Signature Name, Title, and Phone Number: Bill Garrett, Board President 619-644-7682

Date


Child Development Division CD 4001A California Department of Education March 2012

Desired Results Developmental Profile Summary of Findings

And Program Action Plan – Program or Network Level

Contractor Name GROSSMONT CUYAMACA COMMUNITY COLLEGE DISTRICT

Contract Type, Education Network, and/or Cal-SAFE CCTR

Age Group (Infant/Toddler, Preschool, School-Age) Infant/Toddler

Planning Date April, 2012

Lead Planner’s Name and Position Angie Gish, Center Coordinator

Follow-up Date Sept. 2012

Lead Planner’s Name and Position Linda Haar, Center Coordinator

This form can be expanded and is not limited to a single page.

Key Findings from Developmental Profiles

and Educational Goal

(What will be accomplished for children?)

Action Steps (Including materials and training needed,

schedule, space and supervision changes)

Expected Completion Date

and Persons Responsible

Follow-Up and Reflection

(Changes made, date completed, time extended)

Cuyamaca

Domain: Motor and Perceptual Development 50% of the children are Expanding Complex Movements, the highest level.

Provide appropriate climbing activities such as adding a ladder onto the back of the fire truck in sand area to challenge balance/gross motor skills.

Sept. 2012 Vicki Greco

Continue to provide multiple mediums of art for the development of fine motor and eye-hand coordination. A group art collage with spray bottle painting and then offer a variety of sized materials to add to the piece with glue.



2

Domain: Language and Literacy Development 48% of the children are Discovering Ideas, the middle range of competency.

Provide reciprocal communication opportunities in one on one interaction in the dramatic play area. Documenting stories and conversations for a documentation book on toddler language development.


Grossmont

Domain : Cognitive Development 90% of the children are “Expanding Responses”

Provide opportunities for development of classification, and symbolic play. Staff will provide containers for sorting of various manipulatives,

Sept 2012 Carolyn Embrey

For symbolic play development, the dramatic play area will be supported with dishes, dolls, furniture and other household items.


Domain : Motor and Perceptual Development 50% of the children were “Combining Simple Movements” in balance and fine motor

Provide opportunities for the children to develop balance skills by enhancing the outside environment with balance boards, climbing structures and riding toys.


Provide opportunities for the development of fine motor skills with manipulatives (connecting blocks, puzzles), writing instruments ( markers, pencils ), exploring clay,



Fiscal Year 2011–12 Program Self-Evaluation Forms

All Forms Due:

Friday, June 1, 2012, 5 p.m.

Child Development Division California Department of Education


Child Development Division CD 4000 California Department of Education March 2012

Program Self-Evaluation Annual Report Contractor’s Legal Name GROSSMONT CUYAMACA COMMUNITY COLLEGE DISTRICT Vendor Number 6814

Cal-SAFE CDS Code

Contract and Age

CSPP CCTR – (Infant/Toddler) CCTR – (School-Age) Education Network (Infant/Toddler) Education Network (Preschool) CHAN CMIG - (Infant/Toddler) CMIG - (Preschool)

Date Program Self-Evaluation Completed April 30, 2012 Number of Classrooms 3 Number of Family Child Care Homes 0 Describe the Program Self-Evaluation Process (Note: This area expands as necessary.) Annual report process- the self-evaluation process for the Grossmont Cuyamaca Community College District Child Development Centers was conducted separately by each site with a CCTR and CSPP contract. The data was reviewed and findings combined by the two site directors, Angie Gish and Linda Haar. Following the timeline developed by Center staffs, the first step began in August 2011, when the staff met to discuss the annual self-evaluation to be submitted June 1, 2012. The 2010-11 action plans were discussed, adjustments made and any follow up dates completed were noted or extended into 2011-12 if needed. In addition, the DRDP-PS and DRDP I/T (2011) assessment, and how to incorporate the findings into the daily curriculum were discussed. In September, a Parent Advisory Committee (PAC) meeting was held for parents to give input on the program, family activities and parent meetings they would like to have scheduled during the fall semester. August to October 2011, the initial assessment (DRDP-PS and DRDP-I/T) of newly enrolled children was begun and completed within the 60 day time period. For children who were continuing in the program, the staff began observing, recording information and collecting documentation to demonstrate each child’s developmental progress. The timing of the process was begun to complete the next assessment in required timeframe and using the appropriate instrument according to the child’s age. Activities in the classrooms were designed for staff to interact and observe children during the daily routine, as well as, during purposeful planned activities. The DRDP-PS or I/T classroom tally sheets/data summary sheets were completed. In November, the child’s developmental progress forms were completed and parent conferences were held. Both campuses entered into a second year as part of the Preschool for All grant program. An ECERS-R was conducted by the Preschool for All (PFA) review team at the Grossmont site since


the lead teacher changed (CSPP contract). The detailed results were given in a report to the staff in October 2012. In the infant/toddler rooms at both sites staff completed an ITERs (CCTR contract). In the preschool classrooms (CSPP contract) at Cuyamaca, the staff was assessed by PFA evaluators using the CLASS instrument in the fall. In the spring, the staff completed an ECERS-R for each preschool classroom. These findings will be used to implement any necessary changes to the environment. A summary of findings of the measures found to need improvement were as follows: Dramatic play #24 7.3 – Enhance outdoor playhouse with more active outdoor props over the summer and provided by staff. Examples include: ~ Toy strollers or shopping carts with items to transport dolls, animals etc. ~ Prop boxes depending on children’s immediate interest grocery store, pet shop etc. ~ Dress up clothes and fabric, dolls, plastic foods, dishes etc… in empty boxes that can also be used to encourage creative thinking.

Language/Reasoning #16 Encouraging children to communicate. Lead teacher and support staffs to daily record written language dictated by the child and read it back to them. Plan is ongoing throughout spring and summer semester, lead teacher and support staff are responsible. Personal Care Routines-#9 Diapering/toileting-sinks to be disinfected between diapering and washing hands for lunch. Procedure established, not being followed consistently. Lead teacher will review with support staff and monitor. In the preschool classrooms (CSPP contract) at Grossmont, the staff completed an ECERS-R in Fall 2011. The findings from this assessment of the environment will be used to develop any necessary improvements. A summary of findings of the measures indicated improvements were needed as follows : Personal Care Routines #11 Naps and Rest Indicator 3.2 – Cots and mats need to be at least 18 inches apart. Lead teachers in the preschool room developed plan to utilize space in art studio room so that cots could be 18 inches apart. Personal Care Routines #12 Toileting/Diapering Indicator 3.1 – Sinks to be sanitized between use for washing hands after toileting and washing hands for meals. Sinks and faucets need to be sprayed with bleach solution. A procedure is established, but needs to be monitored. Lead teachers in class will monitor and train support staff. Activities #21 Music and Movement Indicator 5.1 – There must be enough musical instruments for at least half of the children to use at once plus some music to listen to that has extensive musical content. A selection of musical instruments was expanded and 4 music CDs are accessible at all times. January to March 2012, initial DRDP-PS or I/T were completed for children enrolling for the


spring semester. Staff continued observations of currently enrolled children and began the second assessment. In April, the DRDP-PS or I/T classroom tally sheets/data summary sheets and the Child’s Progress Summaries were completed. Parent conferences were scheduled for May. In February, a Parent Advisory Committee meeting was held for parents to give input on the program, family activities and parent meetings they would like to have scheduled during the spring semester. In April, the parent survey was distributed for parents to complete. The results were tallied and comments reviewed. Also in April, the coordinator met with staff to review the desired results progress and determine dates for submittal. In the parent surveys from Grossmont it was found that 96% of the parents were “very satisfied” and 4 % were “satisfied” with the program. None of the families scored “not satisfied” with the program and 100% of the families felt that their child was safe in the program. The results also indicated that 100% of the families felt that their child’s enrollment in the program has made it easier for them to attend education and training. The survey also indicated that 47% of the families felt they did not receive information regarding parenting skills. Our college offers the parent education class, held at the center, every semester. Since some parents cannot take the parenting class, we will continue to provide the parents with articles on parenting as part of the parent newsletters. In the parent surveys from Cuyamaca, it was found that 97% of the parents are very satisfied with the program, 3% satisfied and no families were found to be not satisfied. 100% stated that their child is in a safe program. In past parent surveys, families have asked for extended operating hours. From these comments the hours of operation were extended in the morning, the Center was opened earlier. After this parent survey in which 3% were dissatisfied with the hours of operation and extended hours were asked for in the comments section, the Center will extend the closing hours of operation beginning July 1, 2012. Even with the scheduling of parenting class opportunities provided at the Center by San Diego State University, a parent group facilitated by one of our lead teachers and an Child Development department providing online parenting class, there were comments on the survey asking for parenting classes with 20% saying they did not receive information on finding services in the community which included parenting classes. We will continue to provide and advertise these opportunities for parents. The classroom summaries (ECER-R, ITERs, DRDP-PS, and DRDP-I/T) were compiled and reviewed by the staff and coordinator. The coordinators reviewed the data for the program self-evaluation annual report and completed form cd 4000. Each site gathered information for a comprehensive Program Action Plan (form cd 4001A) to identify key findings, develop action plans, and identify goals and objectives to address areas of need. Plans are currently being implemented; corrections made and continued progress will be recorded. During may, the final Agency Self-Evaluation Annual Report will be presented to the board, reviewed and the Board Chair will sign the report. The district will send the report to the state by the June 1, 2012 due date. During the May staff meeting, the goals determined in the report will be shared with staff. In August 2012 during Parent Orientation meeting, the goals will be shared


with families and also posted on our parent communication board starting in fall 2012 .

A copy of the Program Self-Evaluation will be/has been presented to the Governing Board.

Date May 15, 2012

A copy of the Program Self-Evaluation will be/has been presented to teaching/program staff.

Date May 11,2012 –Cuyamaca

May 4, 2012 - Grossmont A copy of the Program Self-Evaluation will be/has been presented to parents.

Date August, 2012- Cuyamaca -Parent

Orientation, also on parent board in the fall 2012 September 2012 – Grossmont- Parent Information Packet and center bulletin board

Statement of Completion I certify that a Program Self-Evaluation was completed.

Signature Name, Title, and Phone Number Bill Garrett, Board President 619-644-7682

Date


Child Development Division CD 4001A California Department of Education March 2012

Desired Results Developmental Profile Summary of Findings

And Program Action Plan – Program or Network Level

Contractor Name GROSSMONT CUYAMACA COMMUNITY COLLEGE DISTRICT

Contract Type, Education Network, and/or Cal-SAFE CSPP

Age Group (Infant/Toddler, Preschool, School-Age) Preschool

Planning Date April, 2012

Lead Planner’s Name and Position Angie Gish, Center Coordinator

Follow-up Date(s) Begin spring/summer sessions 2012 and continue fall 2012 (Cuyamaca) Beginning of Fall 2012 session (Grossmont)

Lead Planner’s Name and Position Linda Haar, Center Coordinator

This form can be expanded and is not limited to a single page.

Key Findings from Developmental Profiles

and Educational Goal

(What will be accomplished for children?)

Action Steps (Including materials and training needed,

schedule, space and supervision changes)

Expected Completion Date and

Persons Responsible

Follow-Up and Reflection

(Changes made, date completed, time extended)

Cuyamaca

60% of children are at the

exploring and developing stage of

Measure #20: Phonological

awareness-Awareness of the

sounds that make up language,

including the segmentation of

sounds in words and recognition

of word rhyming and alliteration

Materials/Space Use Purposeful Play for Early

Childhood Phonological Awareness by Yopp in

curriculum planning.

S. Davies-Lead teacher C. Mendoza E. Alvarado Fall 2012/Ongoing

Rhyming, replacing first letter of a word to make a different word, saying words with the same first letter, etc. will be done throughout the day

Circle time and games during free play will


2

provide opportunity for independent, small and large group, as well as peer mentoring time for all children. Use dry erase/felt boards, magnetic letters, oral and written words/songs/chants etc.

Training/Schedule Review progress, plan

activities at weekly meetings

67% of the children are at the not yet, exploring, and developing stage of #37 Patterning Increasing ability to recognize, reproduce, and create patterns of varying complexity

Materials/Space: Provide opportunities for children to understand identify, copy, and develop their own simple to complex patterns using a variety of materials. Training/Schedule: Incorporate shapes into patterning to reinforce shapes with students. Review progress and note successful patterns and type for each child using a notebook, plan activities at weekly meetings.

S. Davies-Lead Teacher C. Mendoza E. Alvarado Fall 2012/Ongoing

22% of children were at exploring, 33% of children were at developing stage of #35 Measurement increasing understanding of measureable properties.

Objective is for children to daily participate in more hands- on activities that promote knowledge in vocabulary and materials that describe measurable properties, tools, weight, size, charts, rulers, etc. Planned curriculum activities will be daily and evaluated weekly for adjustments and new activities. Any materials required will be noted and submitted to Center Coordinator.

Lead teacher Judy and support staff, Ann and Natalija -at weekly meetings will plan individual and group activities. This will be ongoing through spring and summer 2012 sessions then incorporated into fall 2012 activities.

28% of children were at exploring, 39% of children were at developing stage of #22 Emergent Writing increasing ability to write using scribbles, etc. to represent meaning.

Staff will link children’s spoken words, with written language, adult will write down what children dictate to adult, then read it back to them. Encourage child to write their own words, notes to friend, etc.

Lead teacher, Judy/ support staff, Ann and Natalija will be responsible. Begin daily through spring and summer 2012 sessions and fall 2012.


3

Grossmont

Domain : Physical Development 50% of the children were at “Building” and 50% were at “Emerging” in the measures of Gross motor # 38, Balance #39 and Fine Motor #40

Materials (pencils, pens, scissors, markers, fine paintbrushes) will be provided in the art studio and classroom to develop fine motor skills. Center coordinator will be notified of materials required.

Fall semester 2012 Lead Teacher, Marisela Cerna will monitor rotation of materials

Outdoor and Indoor opportunities for developing balance will be provided through creative movement, dance, balance boards, scooters and other physical activities (hopping on one foot, balancing on one foot during movement time.)

Beginning Fall semester 2012 Lead Teacher, Marisela Cerna will be responsible.

Materials (bikes, climbing blocks, jump ropes) will be provided to enhance outdoor space and develop gross motor skills

Beginning Fall 2012 Lead Teacher, Marislea Cerna to be responsible.

Domain : Mathematical Development 60% of the children were at “Building” and 30% were at “Emerging” level of development in Number sense of quantity and counting #32, Classification #34 and Measurement #35.

Opportunities will be provided to develop number sense of quantity by using measuring tapes, rulers, scales, and one-to-one placements ( # of children and number of cups to put on table.)

Beginning Fall 2012 To be planned with Lead Teacher Marisela Cerna and staff.

Materials for sorting (blocks, tactical tiles, counting manipulatives ~teddy bears) will be provided to develop classification skills. Teachers will provide opportunity during circle gathering time to use classification skills (what animal belongs in the ocean?, class chart of birthdays)

Beginning Fall 2012 Lead Teacher Marisela Cerna will be responsible

Opportunities for developing measuring skills will be implemented in weekly plans (cooking with measuring instruments, measure and chart children’s growth) and tools for measuring will be available (rulers, yard sticks, scales).

Beginning Fall 2012 Lead Teacher Marislea Cerna will be responsible.


fiscal year 2011 12 program self-evaluation forms friday ...fiscal year 2011–12 program...

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