ࡱ>  ~bjbj 7*eeXu? nnnnn84|[2j44hhhC 1111111,Q58J2nQ!CCQ!Q!2#nnhh2###Q!nhnh1#Q!1##-h.0fЃh".F.1+20[2V.M8#M8 .#n.Q!Q!Q!22#Q!Q!Q![2M8Q!Q!Q!Q!Q!Q!Q!Q!Q! 4:    Note: The first column below matches the list of requested information as indicated on TracDat. The second column is where you can input your data at this time. The third column represents the information you would see if you pressed the help button (a question mark). You will be able to copy and paste or type in your information from the center column directly into the CPR boxes on TracDat under Department Tab -> General Subtab. Save this word doc in the following format: s14cpr_deptname. Last steps, remember, you will be uploading this copy in to the Trac Dat, Documents file. ALWAYS keep a soft copy of your work in your files to ensure that your work is not lost. Please refer to your workshop handout or contact:  HYPERLINK "mailto:pappemary@fhda.edu" pappemary@fhda.edu if you have questions. Information RequestedInput your answers in columns provided. Use word wrap. Note: reference documents can also be attached. Make sure to note the name of any reference documents in your explanations.  ? Trac Dat Help button will reveal (sorry no hyperlinks) I.A Department Name: ReadingI.A Program Mission Statement: You may create a new one or copy from your 2008-09 comprehensive program review.I.A What is the primary mission of your program?Basic SkillsBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Choose a secondary mission of your program.N/ABasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Number of Certificates of Achievement AwardedIf applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to:  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html Leave blank if not applicable to your programI.B.1 Number Certif of Achievement-Advanced awarded:If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html leave blank if not applicable to your programI.B.1 Number AA and/or AS Degrees awarded:If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html leave blank if not applicable to your programI.B.2a Academic Services and LR: # Faculty ServedOnly for programs that serves staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. 0 = no change; (X)= decreased; X = increased; blank= not applicable to your programI.B.2a Academic Services and LR: # Student ServedOnly for programs that serves staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. 0 = no change; (X)= decreased; X = increased; blank= not applicable to your programI.B.2a Academic Services and LR: # Staff Served Only for programs that serves staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. 0 = no change; (X)= decreased; X = increased; blank= not applicable to your programII.A.1-Growth and Decline of targeted student populationsFor the college overall, the targeted students have gradually increased from 27% in 2010-11, 30% in 2011-12, to 33% in 2012-13. In the past, the targeted population was represented at nearly the same rate in Reading classes. However, the proportion of targeted students has increased in Reading classes, and are now present at a greater rate (46%) when compared to the entire college (33%). For the Reading department, the number of targeted students was 738 in 2010-11, which increased to 1,030 in 11-12, and 1,146 in 12-13. This shows that our targeted student populations have increased overall, from 34% (2010-11) to 46% (2011-2012 and 2012-2013) of the total reading student population. Within those targeted students in the Reading courses, the one population that increased a lot was Latino, which nearly doubled, increasing from 471 students in 2010-11 to 849 in 2012-13. African American students increased, peaked then declined: from 95 to 138 students, then to 127 students from 2010-11 to 12-13. Filipino students increased but then decreased: in 2010-11 there were 172, in 2011-12, there were 191, but in 2012-2013, their numbers dropped to 170. We do not know what could explain the unusual peak of African American and Filipino students in 2011-2012. For the increase in Latino students, we attribute this to the concerted effort to recruit and enroll students from outside the College service area. Briefly, address student success data relative to your program growth or decline in targeted populations (Latina/o, African Ancestry, Pacific Islander, Filipino) refer to the sites: (Program reviews 2008-09 through 2012-13 available at:  HYPERLINK "http://deanza.edu/gov/IPBT/program_review_files.html" http://deanza.edu/gov/IPBT/program_review_files.html )II.A.2 Trends in equity gap:The college equity gap has been fairly stable over the past three years, hovering at approximately 11% from 201013. The Reading departments equity gap changed as follows: in 2010-11 and 2011-12, the gap was 5%. In 2012-13, the gap increased to 9%. This increase of 4% is very unusual; since 2000, the gap has never been higher than 5%, and it has never increased at such a high rate (it does not usually change by more than 1 or 2%). Examining the equity gap more deeply, we find that the success rates for white students increased from 75% (in 2010-11 and 2011-2012) to 80% in 2012-2013, which is a 5% increase in one year. The college figures ranged from 76% in 2010 to 78% in 2013. We also found that the Latino student success rate changed in 2012-2013. Before, in 2010-11 and 2011-12, the success rate was 76% for both years. In 2012-13, the success rate dropped to 72%. For the entire college, the Latino student success rate remained essentially 67% (67% in 2010-11, 68% in 2011-12, and 67% in 2012-13). Essentially, prior to 2012-13, the equity (success) gap between white and Latino students was 1%. However, the steep increase in the number of Latino students, combined with the steep increase in success rates for the white students, widens a small gap into a crevasse. The college figures show a similarly, but increasing gap between the two groups, over the entire three year period (2010-2013). The gap between white and Latino students college wide was 9% in 2010-11, 10% in 2011-12, and 11% in 2012-13.Refer to  HYPERLINK "http://www.deanza.edu/president/EducationalMasterPlan2010-2015Final.pdf" http://www.deanza.edu/president/EducationalMasterPlan2010-2015Final.pdf , p.16. Briefly address why this has occurred.II.A.3 Closing the student equity gap:In our previous Program Review (2008-09), we set ourselves the goal of working more closely with the specialized programs focusing on teaching our underserved and targeted student populations. To that end, the department has been highly involved in teaching in the following programs: LinC, LART, Puente, LEAD, SanKofa, FYE, and AAPI. All of these programs serve our at-risk populations, and have high success rates. What progress or achievement has the program made relative to the plans stated in your programs 2008 -09 Comprehensive Program Review, Section III.B, towards decreasing the student equity gap? See IPBT website for past program review documentation:  HYPERLINK "http://deanza.edu/gov/IPBT/program_review_files.html" http://deanza.edu/gov/IPBT/program_review_files.html If a rationale for your strategies was not stated in the 2008-2009 CPR, then briefly explain now. II. A.4.a.Plan if success rate of program is below 60%The Reading programs overall success rate has been either 78% or 79% over the past 3 academic years (2010-13).In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf If course success rates in your program fall below 60%, what are the departments plans to bring course success rates up to this level?II. A.4.b. Plan if success rate of ethnic group(s) is below 60%All of the ethnic groups have success rates above 60%, with the exception of Native Americans in 2012-2013. However, there were only 5 students in Reading courses that year, and only 2 passed, so their success rate was 40%. This number is too small to use in these sorts of analyses.In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf Are success rates by ethnicity at or above 60%, if not, what are the departments plans to bring the success rates of the ethnic group(s) up to this level?II. A.4.c.Resources needed to reach institutional standardNone.In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf What resources may you need to bring the success rates of the program or ethnic group(s) up to the institutional standard?II.A.5 Overall growth/decline in # students:The college enrollment has declined 2% over the past three years (2010-13). In contrast, the Reading department enrollment grew by 9.5%. This suggests that even though fewer students are attending ý, more of them need to develop their Reading skills. The number of Reading sections offered increased from 85 (2010) to 104 (2013). The overall success rate was 78% in 2010-11, 78% in 2011-12, and 79% in 2012-13, which reflects a 1% growth in overall student success. The growth rate for each ethnic group and their success is as follows: African Americans changed from 95 students, to 138, to 127 students from 2010-2013. Their success rate went from 63% (2010-11), 67% (2011-2012), to 65% (12-13), which reflects an overall increase, even when the slight dip is included. Asians changed from 932 (10-11) to 791 (11-12) to 985 (12-13), which represents a growth of 53 more grades given. Their success rates were 84% (10-11), 83% (11-12), and 85% (12-13). The success rate overall stayed stable, even though the growth fluctuated by over 100 grades. Decline to State: The number of Decline to State grades was 179 (2010-11), 124 (11-12), and 98 (12-13). The success rate was 72% (2010-11), 81% (2011), and 83% (12-13). So while the number of students declined over the past 3 years, the success rate shows an overall growth of about 10%. Filipino: Success rates were 79% (10-11), 76% (11-12), and 83% (12-13). The total grades were 172 (10-11), 191 (11-12), and 170 (12-13). This represents an overall increase in success rates, though the number of students fluctuated. Native American: The total grades were 25 (10-11), 11 (11-12), 5 (12-13). The success rates: 68% (10-11), 82% (11-12), 40% (12-13). The numbers are too small in this category to draw any meaningful conclusions. Pacific Islander: The total grades were 17 (2010-11), 33 (11-12), and 18 (12-13). The success rates were 35% (10-11), 55% (11-12), and 61% (12-13). The numbers in this category are too small to draw conclusions. White: The total grades were 280 (10-11), 254 (11-12), and 254 (12-13). The success rate was 75%, 75%, and 80%, which represents an increase of 5%, even though the number of students dropped, then remained stable. Briefly address the overall enrollment growth or decline of a comparison between all student populations and their success.II.B Changes imposed by internal/external regulations There are several major changes imposed on the Reading department program. The most recent change is the elimination of Materials Fees, due to the State Auditors finding. The Reading department used those Materials Fees to develop materials for students to use during class. Now the department must rely on one-time monies disbursed by the college to make copies. However, we are restricted to 20 copies per student, including the course syllabus as well as all quizzes and exams. This number is woefully inadequate, with the result being that faculty have to either create readers sold to students at the bookstore, not provide the materials, or eliminate the lesson altogether. This change, in effect, shifts the costs directly on to the student populations. Many of our students, especially our targeted students, do not have the extra funds to easily pay for readers or print out lesson materials. Instead, students will do without, resulting in diminished reading skills and decreased success in the course. This may be one factor that contributed to the decline in student success for our Latino students. Faculty have noted that the colleges unrealistic recommendation that students use on-line resources is ineffective since so many of our students have limited access to computers and the Internet, as it is difficult for students to download or view information from their smartphones. A second important change was the closure of the Readiness program, effective 2010-2011, which meant that students lost individualized, small-group instruction using a curriculum specially designed by Reading faculty. It is difficult to calculate the effect on success rates, but faculty have noticed that students have appeared to face more challenges starting in 2010-2011, before the large increase in targeted populations. A third change was growth in special programs that were designed to support targeted students, such as Puente, SanKofa, FYE, LEAD and AAPI. Many of these programs started in 2005 (or later), which coincided with, and is probably responsible for, the increase in success rates for students in the ethnic groups each program was designed for. We also lost one FT faculty due to retirement. Because of the recession and consequent budget cuts, the department is now unable to fulfill this position as a retirement replacement. Rather, the department has to wait until the college allows hires in growth (which is not very likely). The loss of the FT position means that students lack the support a FT instructor can provide (the standard 5 office hours a week, with an individual, dedicated private office; time to develop new curriculum such as that for our LART, Puente, FYE, Sankofa, and LinC programs; and familiarity with student resources). Overall, the workload for the remaining 4 FT faculty has now increased by 20%, which means fewer hours to give to extra projects such as team-teaching, curriculum development, mentoring of PT faculty, and SLO and Program Review duties. Another imposed change was the 50% reduction in re-assigned time for the Reading department chair. The chair now receives one 5 unit class re-assigned for the entire academic year, which averages to 3 hours a week for the entire academic year to devote to chair duties. This reduction was implemented during the budget crisis which affected the college in 2008. This change impacts the program by requiring the chair to focus primarily on scheduling duties, rather than leading department faculty in curriculum development, SLO work, and Program Review duties. The current chair no longer has the time to individually address student waivers due to the intensive time commitment each waiver request would take (designing an individual reading assessment, administering it, scoring it, and discussing the results with the student). The secondary loss is in the intangible aspects of mentoring PT faculty and leading professional growth activities for the department faculty.Address program changes implemented as a response to changes in College/District policy, state laws, division/department/program level requirements or external agencies regulations? How did the change(s) affect your program? (e.g. any curriculum, program reorganization, staffing etc.)II. C Progress in Main Areas of ImprovementOur overall goal in the 200809 Program Review was to increase the success rates of all groups to 85%, particularly those who were in the targeted groups. However, due to the elimination of the Readiness program, we cannot compare the success rates of the years after 2010 to the years before 2010 (when the success rates were averaging at 80%) because Readiness significantly affected success rates. We had also pledged to work with the special programs targeting those populations (FYE, Sankofa, Puente, LEAD, AAPI). If we examine the success rates from 2010-2013, the rates have generally increased, most notably in the Pacific Islander population. The main exception would be with the Latino students; as their population has nearly doubled from 471 (in 2010-11) to 849 (in 2012-13), their success rate decreased from 76% (10-11) to 72% (12-13). However, this rate is still higher than the overall college success rate of 67 or 68%. The population shift can be attributed to the Colleges increased outreach efforts to targeted students who might not otherwise attend college. These students will need the most support to succeed, and given that the department has still maintained strong, active participation in our LEAD and Puente programs, the only change that we can think of is the elimination of materials fees, and the consequent decline in faculty providing printed course materials to support student work. Faculty have reported that students cannot always download electronic materials, and when they do, it is to their smart phones, which can only show a few lines at a time. Many students do not have printers at home and find it challenging to print on campus (due to a lack of time or money). We will need an increased ability to develop and use materials for class, such as heuristic worksheets, guides, and rubrics, which greatly benefit the struggling student; this would require an increase in the copy allotment for instructors. The department has formed strong connections to the Puente and LEAD groups which target Latino students. Given the exceptional increase in the Latino population, perhaps more opportunities for supporting Latino students may need to be developed, such as more sections of the programs, or perhaps dedicated peer mentors, as well as offering faculty development opportunities.Based on the 2008-09 Comprehensive Program Review, Section I.C. "Main Areas for Improvement", briefly address your program's progress in moving towards assessment or planning or current implementation of effective solutions.II. D CTE Programs: Impact of External Trends:Career Technical Education (CTE) programs, provide regional, state, and labor market data, employment statistics, please see "CTE Program Review Addenda" at: www.deanza.edu/gov/IPBT/resources.html Identify any significant trends that may affect your program relative to: 1) Curriculum Content; 2) Future plans for your program e.g. enrollment management plans.II. E CTE Programs: Advisory Board Input:Career Technical Education (CTE), provide recommendations from this year's Advisory Board (or other groups outside of your program, etc.) Briefly, address any significant recommendations from the group. Describe your program's progress in moving towards assessment or planning or current implementation of effective solutions.III.A. 1 PLOAC Summary100% of PLO statements assessed. ( Give the percentage of Program Level Outcome statements assessed to date. Run report entitled XXX PLOAC work and scroll to the bottom of the report for counts. Then calculate #Reflections & Analysis/#PLO statement times 100. This percentage may be over 100% or 0%. All courses and programs are to be assessed before the Comprehensive Program Review in Spring 2014.III.A.2 Enhancement based on PLOAC assessmentThe Reading department PLO is focusing on metacognition, which is briefly stated, the awareness of ones own thought processes. One enhancement will be to focus on developing more lessons that emphasize or teach metacognition to our students. We will achieve this in two ways, by discussing this in our department meetings, and in holding our Reading workshop for faculty members this Spring 2014. The reason for this is to provide dedicated time and space for collaborative discussion to generate new lesson plans for the department faculty to use in the future.State an enhancement that was enacted this year as a direct result of an assessment of a program level outcome. State PLO statement, enhancement and reason for choosing this enhancement. If none, write NONE.III.B.1 SLOAC Summary100% SLO statements assessed. (Give the percentage of Student Level Outcome statements assessed to date. Run report entitled CIS SLOAC work and scroll to the bottom of the report for counts. Then calculate #(Reflections & Analysis + #Archived from ECMS) /#SLO statement times 100. This percentage may be over 100% or 0%. All courses and programs are to be assessed before the Comprehensive Program Review in Spring 2014.III.B.2 Enhancement based on SLOAC assessmentEnhancement was done last year for the READ 211 courses. For READ 70 FYE, the instructor recommended more scaffolding metacognitive activities for students in the FYE cohort for the Read 200 level.State an enhancement that was enacted this year as a direct result of an assessment of a student learning outcome. State course, SLO statement, enhancement and reason for choosing this enhancement. If none, write NONE.IV. A Budget TrendsFunding has increased to offer more sections of courses, particularly READ 211. However, we still are not able to offer enough sections to meet student demand. This means that students have to wait to complete their pre-EWRT 1A course work, hence delaying their transfer or degree progress. As students postpone their reading classes, Institutional Research found that their success (in their EWRT 1A course) decreased about 9% when students took a reading class in their second year (or later) of studies at ý. Funding is not available to hire a FT faculty. The insecurity of copy funds for students means that faculty cannot provide adequate instructional materials to their students. This directly impacts students since they cannot complete class work necessary to acquire and develop their reading skills. The targeted students suffer the most due to lack of money to download or pay for printing. Assess the impact of external or internal funding trends upon the program and/or its ability to serve its students. If you dont work with Budget, please ask your Division Dean to give you the information. IV.B Enrollment TrendsThe proportion of targeted students has increased, and most likely will increase, as the college outreach efforts succeed in bringing more students to ý. The number of Latino students has increased greatly, so we expect to see those numbers increase more, especially if the college continues recruiting in areas with a large Latino population. We also expect to see greater numbers of students in general who need to take Reading courses, since we have kept growing steadily over the past few years. Details for all of these are given in the targeted student/equity gap and student population sections. It is unknown how the implementation of the new Priority Registration regulations (effective Fall 2014) will impact the Reading department.Assess the impact of external or internal funding changes upon the programs enrollment and/or its ability to serve its students. If you dont work with Enrollment Trends, please ask your Division Dean to give you the information.V. A.1 -Faculty Position NeededA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless VacancyV. A.2 Justification for Faculty/Staff Positions:The Reading department needs to hire a FT Reading instructor who can provide the expertise and commitment to support students outside of the classroom, especially now, considering the recent, substantial changes within our student population. The student population served by the Reading department has changed dramatically in two ways, particularly over the last few years. The first change is in the overall number of targeted students we teach. In 2010-2011, the number was 738 students, 34% of the total students we served. Now, in 2012-2013, targeted students number 1,146, which is 46%, of the total students in Reading courses. This means that nearly half of our students are from the targeted population, which means that they are at greater risk, and therefore need more support than students from previous years. The second change is that within the Reading courses, our targeted student population has shifted to become primarily Latino (849 in 2012-13), whereas our African American students numbered 127 (2012-2013), and Filipino 170 (in 2012-2013). The shift means that Latino students now represent approximately 74% of the students we serve. This marked change in population requires faculty who have the time and commitment to continually engage in the intensive professional growth required to serve well the changing needs of our students. When students take their Reading classes within their first 3 quarters at ý, their success rates in EWRT 1A increase by 9%. We cannot currently serve all of the students who need to take Reading (even though were offering 11.8% more sections), and it seems most likely that the trend of declining overall college enrollment coupled with sharply increasing demand for Reading courses will continue. These new students are even more vulnerable, and therefore more likely to struggle, since they are part of the targeted population group. The need for a new FT instructor is paramount now, especially compared to the strong need already established in past years.If there is a request for one or more new faculty state the SLO/PLO assessment data, reflection, and enhancement that support this need.V. A.3 Staff Position NeededA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless Vacancy Only make request for staff if relevant to your department only. Division staff request should be in the Deans summary. V. A.4 Equipment Request A large instructors desk with a modesty panel for L-73A, as well as permanent smart classroom fixtures. We are also asking for three (3) white boards in all the classrooms in L-Quad.A drop down menu will allow you to choose: Under $1,000 or Over $1,000 or no equipment requested V. A.5 Equipment Title and Description, QuantityDescription should identify if the item(s) are new or replacement(s), furniture/fixtures, instructional equipment, technology related, expected life of item, recommended warrantees etc. Did this request emanate from a SLOAC or PLOAC process? Does this item require new or renovated infrastructure (eg wireless access, hardwire access, electric, water or heat sources . . . ) V. A.6 Equipment JustificationA permanent smart room has been promised for years, but we have yet to see it. The current set up is clumsy and not the easiest to use, nor is it secure. The large teacher table is needed since there is not enough space to set out student handouts, the teachers books, and instructional objects for lesson demonstrations. The need for a modesty panel is self-explanatory.Who will use this equipment? What would the impact be on the program with or without the equipment? What is the life expectancy of the current equipment? How does the request promote the college mission or strategic goals? Etc. V. A.7 Facility RequestName type of facility or infrastructure items needed. Renovation vs new. Identify associated structures needed to support the facility e.g. furniture, heat lamps, lighting, unique items above and beyond what is normally included in a similar facility V. A.8 Facility JustificationWho will use this facility? What would the impact be on the program with or without the facility? What is the life expectancy of the current facility? How does the request promote the college mission or strategic goals? Etc. V.B.1 Budget AugmentationDouble our copy budget (from 20 copies per student to 40 per student), since we have already exhausted our current allotment at the beginning of Spring 2014 quarter, and are currently running at a deficit.How much? Who/what could be supported if this additional funding was awarded? What would the impact be on the program with or without the funds? How does the request promote the college mission or strategic goals? If you do not deal with the B budget directly, you can use the comment: please refer to the Deans summary.V.B.2 Staff Development NeedsWhat assessment led to this request? What would the impact be on the program with or without the funds? How does the request promote the college mission or strategic goals? V.B.3 Future plansHow do you plan to reassess the outcomes of receiving each of the additional resources requested above? 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