2020-21 Unit Plan
Child Development and Family Relations

Mission Statement

Education: The Child Development (CD), ECE, and Family Studies programs focus on the in depth foundational knowledge, skills, and dispositions that prepare students to gain the workforce competencies needed for various careers within the profession. The programs offer students the oppo1iunity to complete general education requirements and coursework for transfer to a four-year university degree.
Early Childhood Education and Child Development: he CD, ECE, and Family Studies programs focus on the in-depth foundational knowledge, skills, and dispositions that prepare students to gain the workforce competencies needed for various careers within the profession. The programs offer students the opportunity to complete general education requirements and coursework for transfer to a four-year university degree.

Program Description

The Butte College CDF discipline, which includes CD, ECE, and Elementary Teacher Education, is housed in the Education, Child, and Family Studies (ECFS) Department. ECFS is a thriving program with many and varied options for students to acquire competency in promoting child development and learning; building family and community relationships; implementing program and child assessment systems; and teaching and learning in a diverse society, elementary education, and professional development. The program is complemented by the CDC, which serves as a model laboratory for students in ECE, CD, and other disciplines 
(e.g., Social & Behavioral Sciences, Nursing, Paramedics, Food & Nutrition, Drama, Elementary Teacher Education). ECFS offers students the opportunity to complete the following coursework: General Education, AS in ECE degree, CD Transfer degree, AS-T in ECE, AA-T Elementary Education, Para-Professional Certificate, ECE Certificate, Certificate of Achievement in ECE, Certificate in Child and Family Studies, or a Social & Behavioral Sciences degree. The department offers eight ECE courses in a Spanish cohort model that supports California's need for Spanish-speaking early childhood educators.

Accountability for Previously Funded Items

Accountability Item 1

Strong Workforce

Amount: 35000.00
Used For Intended Purpose: Yes
Benefit

The funding from Strong Workforce for fiscal year 2018-19 supports the department in many ways. It allowed us to create a cloud account for all the children’s music to accessible to our students. The department purchased additional SWIVL’s to allow off-campus lab students to capture video and upload with ease. The SWIVL also allows faculty to offer Live Stream to students during face-to-face lectures.

Ipads and portable laptops was purchase for faculty teaching lab courses.

Furthermore, funds were used to Future Educator Advising event.

Accountability Item 2

Perkin Funds

Amount: 10000.00
Used For Intended Purpose: Yes
Benefit

Perkin funds were used to market the ECE Spanish program and the Para-Professional certificate.

Accountability Item 3

Education Future Grant

Amount: 30000.00
Used For Intended Purpose: Yes
Benefit

Education Future grant was awarded to the department in March. The funds from this grant help to grow the Elementary Teacher Education degree. It allowed faculty to attend meetings to gain valuable information and network with colleague across the state.

These funds allowed to purchase marketing materials and contact with MC2 for a social media campaign.

Accountability Item 4

This is the sixth year the department has received funds from student equity to support the ECE Spanish program. The funds were used for printing, supplies, advertising, and a faculty stipend.

Amount: 21082.00
Used For Intended Purpose: Yes
Benefit

Student Learning/Administrative Unit Outcomes

The department’s assessment of student learning outcomes continues to demonstrate the need to support student’s in their off-campus field experiences. During the fall 2019, using secretarial support we modified process. These modification were create in a collaborative fashion including meeting the lab faculty and the department’s secretary. The goal was to increase the number of student’s to be lab ready for lab by week two for CDF 78 and week four for CDF 40, 63, EDUC 2 and 4. We did experience a slight increase from 40% to 45% across all courses.

Furthermore, we expanded our community partnerships with program serving young children. In spring 2020, we have a total eighteen new supervising host teachers. This increase will impact the department’s budget in the areas of mileage and mandatory meeting pay for associate faculty teaching lecture/lab courses.

Standards/Goals for Student Achievement (Instruction Departments)

Child Development/Family Studies (CDF) courses continue to have high retention rates with succcess rates on the rise.

Given that 45% of CDF courses are taught online it important to recoginze the positive impact these courses are having with students seeking certificates and degrees in Early Education.

The department continues to show an increase in awards between 2015 and 2018. Moreover, students are obtaining these awards with fewer unit which suggest that our advising is improving.

ECFS has six degrees and five cerficates. The student head count continues to grow between 2015 and 2018.

The AA/T in Elementary Teacher Education continues to grow not only for the number of sections for Education 2 & 4 but also the physical science offerings.

The number of AA/T awards has increased 300% between 2017-2018

Standards/Goals for Student Achievement (All Other Departments)

The ECFS department offers more online sections than any other department at Butte College giving about 45% of the department's FTE come from online instruction.

During 2018-19 program review the department received the following commendations from the validation team.

"The validation team commends how the department is providing accessible instruction by offering a wide variety and increased number of courses taught in the online modality. This modality allows students to obtain online certificates from rural areas in the north state, which encourages students to continue on to pursue additional certificates and degrees."

The ECE Spanish cohort has seen a steady growth but growth is limited when the desginated faculty member to teach our spanish cohort is also teaching English sections. If she was able to focus on the spanish this program could grow.

Strategic Direction

The department is very involved with guided pathways. All degree and certificate are mapped including articulation agreements with several local high schools.

Furthermore, the department chair spends a great deal of time attending career events at local high schools and partners with Chico State for a Future Educator event.

The department continues to sustain a good offering of courses with good to excellent fill rates. Courses are offered face-to-face, online, evening, day and at multiple location.

At this time we're exploring non-credit courses to support professional in the field of early education to meet their professional development hours to sustain their child development permit.

Program Review

The lastest program review was completed in 2018-19. The outcomes of program review included the following commendations and recommendations.

The validation team commends you for your willingness to meet workforce needs, especially in creating the para-professional certificate.
The validation team commends the Early Childhood Education in Spanish program for exemplary dedication to student support and success.
The validation team recognizes the ECFS department’s commitment to collaboration across campus and statewide in support of their programs and student success.
The validation team recognizes the outstanding work of the CDC staff services since the last program review, including increasing the number of families served, grand funding to secure expansion of services, and significant progress toward national accreditation.
The validation team acknowledges the department’s intentional exploration of effective scheduling to meet the needs of students. Some examples of this are multiple locations, face-to-face, online, and evening offerings.
The validation team commends how the department is providing accessible instruction by offering a wide variety and increased number of courses taught in the online modality. This modality allows students to obtain online certificates from rural areas in the north state, which encourages students to continue on to pursue additional certificates and degrees.
The validation team commends the department for its expanded partnerships with the local community and school districts with provides students greater opportunities with our advisory committee partners.
The validation team commends the ECFS for their very successful annual advising event which brings students together with various college departments and services as well as community and industry partners.
The validation team commends the work of the ECFS in developing and utilizing Open Educational Resources (OER), easing the financial barrier to students and supporting student success. We encourage the department to continue to champion OER materials in ECFS classes.

Recommendations

In light of Butte College’s Hispanic Serving Institution (HIS) status, the validation team recommends that ECFS secure ongoing funding to support the Early Childhood Education in Spanish program in avenues such as the creation of Open Educational materials in Spanish, program coordination, case management functions, and a bilingual web site. We recommend that ECFS continue to partner with campus resources and to advocate for Spanish-speaking staff and incorporate bilingual signage across campus but especially in student support services.

The validation team recommends that the department evaluate the programs within their area for alignment with industry requirements for permits and matrix completion. We also recommend that you evaluate course offerings in relation to whether a course is “required” or part of an elective group within the programs. The information gathered can guide the department in scheduling efficiently to support student success. This may include the decrease of some course offerings and the increase of others.

he validation ream recommends continued efforts toward securing funding to maintain CDC staffing and child enrollment, acquisition of NAEYC accreditation over the next calendar year, and that funding be provided for ongoing maintenance of the aging facility.

Due to the addition of two new degrees –Elementary Teachers Education ADT and the Liberal Studies AA – the validation team recommends that additional staffing needs be evaluated and addressed to support the department chair in these new duties, including but not limited to coordinating and communicating across multiple departments, managing growing complexity of classroom placements for ED-2, and communicating and collaborating regularly with 4-year institutions to align curriculum and ensure ease of transfer.

The validation team recommends outreach to the community to promote ECFS programs and recruit new students. It is recommended the department work with our recruiters in the Welcome Center to staff community events to advertise and promote our programs in light of HSI status.

The department should continue to work with our Butte College Webmaster and Social Media 180 to update department information on the Butte College website in Spanish and improve the department website for viewing on mobile devices.

The validation team recognizes the need for and recommends an increase in ECFS staffing to include: an additional full-time faculty, a department lab tech, and an increase in student assistant hours.

The team also recommends that the salary for the grant funded ESL Student Support Specialist be institutionalized. The addition of the AA Liberal Studies degree and the AA-T: Elementary Teacher Education degree necessitate additional clerical and/or administrative support.

Department Goals

The department will focus on addressing the committee's recommendation from 2018-19 program review which includes the following.

Recommend that the department secure ongoing funding to support the Early Childhood Education Spanish. This includes additional Spanish-speaking staff and bilingual signage across the campus.
To secure funding to continue to offer student's an off-campus supervising field experience to continue to sustain lecture/lab course offerings.
To align early childhood certificates with the Commission for Teaching Credential Child Development Permit.
To secure funding to have the Children Development Center acquire accreditation with National Association for the Education of Young Children (NAEYC).
To increase outreach to the community to promote program's in the department.
Update department information on the Butte College website including the ECE Spanish program.
Increase staffing by hiring an additional F/T faculty member.
Create an adult non-credit learning program
Online course alignment to meet California Community College system standards

Future Development Strategies

Strategy 1 - Alignment of ECE certificates with CTC Child Development Permit

The validation team recommends that the department evaluate the programs within their area for alignment with industry requirements for permits and matrix completion. We also recommend that you evaluate course offerings in relation to whether a course is “required” or part of an elective group within the programs. The information gathered can guide the department in scheduling efficiently to support student success. This may include the decrease of some course offerings and the increase of others.

Initiatives

Enhancing a Culture of Completion and Goal Achievement
Supporting Student, Faculty and Staff Success
Using Data-Informed Processes for Continuous Improvement

Supporting Rationale

It is key the department sustains currency with the industry need in the field of educaiton. Therefore, the department will review current Teacher Performance Expectation published by the Commission for Teaching Credential to update program and student learning outcomes and create new certificates.

Supporting Rationale Alignment
Supports the College's Strategic Direction and Priorities: Yes
Supports Program Review Recommendations: No
Supports Course level SLOs: Yes
Supports PLOs: Yes
Supports ILO - Think Critically: No
Supports ILO - Communicate Competently: No
Supports ILO - Engage Collaboratively: No
Supports ILO - Work Effectively: No
Supports Meeting Vision for Success Goal - Credentials: Yes
Supports Meeting Vision for Success Goal - Transfer: No
Supports Meeting Vision for Success Goal - Time to Degree: No
Supports Meeting Vision for Success Goal - Employment in field of Study: Yes
Supports Meeting Vision for Success Goal - Reducing Equity Gaps: No

Strategy 2 - Full-time Educational Faculty

During the past academic year the department has struggled in locating qualified faculty to teach on behalf of Early Childhood Education/Child Development. In the fall and spring 2019, three of the four f/t instructors had overloads. Moreover, we had to cancel three sections due to not having CDF faculty. In the last year we've hired a total of six new associate faculty. The department attempts to meet the professional growth needs of such faculty but could do better. One F/T faculty member is dedicated to teaching our ECE Spanish students. If the department had another F/T faculty member we could offer more Spanish courses which would lead to more certificate.

Initiatives

Enhancing a Culture of Completion and Goal Achievement
Supporting Student, Faculty and Staff Success
Using Data-Informed Processes for Continuous Improvement
Enhancing a Culture of Equity and Inclusiveness

Supporting Rationale

If we want to grow the programs in the department i.e., Para-Professional, Elementary Teacher Education, Liberal Studies, ECE Spanish, and/or ECE/CD we need another F/T faculty member.

Supporting Rationale Alignment
Supports the College's Strategic Direction and Priorities: Yes
Supports Program Review Recommendations: Yes
Supports Course level SLOs: Yes
Supports PLOs: No
Supports ILO - Think Critically: No
Supports ILO - Communicate Competently: No
Supports ILO - Engage Collaboratively: No
Supports ILO - Work Effectively: No
Supports Meeting Vision for Success Goal - Credentials: No
Supports Meeting Vision for Success Goal - Transfer: No
Supports Meeting Vision for Success Goal - Time to Degree: No
Supports Meeting Vision for Success Goal - Employment in field of Study: No
Supports Meeting Vision for Success Goal - Reducing Equity Gaps: No

Strategy 3 - ECE Spanish Program

Butte College always strives for serving our diverse population of students. Butte College’s most recently published Demographic Report (BCDR) 2014-2015 states that “With the ongoing increase in the percentage of Hispanic students (from 15% to 23% over the past years) the college is a Hispanic Serving Institution – HSI,” (BCDR p. 11).” Most recent and published information states thyat “Hispanic/Latino students at Butte College are at this point at or above 27% of the total student Population” (http://ca9.051857.com/community/vpsearch/).

The Spanish Early Childhood Education (ECE) Program has been serving Hispanic students since January 2008. This program provides the necessary Early Childhood Education (ECE) courses for students to earn a 24 Unit Certificate of Achievement and be hired as teacher assistants, associate teachers, and teachers in public and private child care programs. Students attending this program have a high rate of course completion, high percentage of class attendance, and tend to be hired in Butte, Glenn and adjacent counties. Most recent trends show that some students enrolled in this program change their educational goal from the 24-Unit certificate to pursue a degree in ECE, which has resulted in some students being awarded a two-year degree in ECE.

The Education, Child and Family Studies Department (ECFS), has supported these students providing ECE advising, connecting students with campus resources such as counseling, financial aid, Assessment, and other internal services; The ECFS department has also provided support for students to apply for Child Development Training Consortium (CDTC) funding, and to apply for ECE Teacher Permits through the California Department of Education, which are needed to apply for, and retain jobs.

The continuation for this program, which has been funded by Student Equity, will continue to support college and students to:

Provide access to ESL students in this program.
Increase Certificate and Degree completion
Matriculation of Hispanic Students
Increased retention of Hispanic Students at Butte College and specifically in the ECE Program.
Provide faculty with the opportunity to participate in professional development in relation to Hispanic Serving Institutions.
Providing students with needed curriculum materials and equipment for course success.

Initiatives

Enhancing a Culture of Completion and Goal Achievement
Supporting Student, Faculty and Staff Success
Maximizing Resources to Support Student Learning
Enhancing a Culture of Equity and Inclusiveness

Supporting Rationale

1. In light of Butte College’s Hispanic Serving Institution (HIS) status, the validation team recommends that ECFS secure ongoing funding to support the Early Childhood Education in Spanish program in avenues such as the creation of Open Educational materials in Spanish, program coordination, case management functions, and a bilingual web site. We recommend that ECFS continue to partner with campus resources and to advocate for Spanish-speaking staff and incorporate bilingual signage across campus but especially in student support services.

Strategy 4 - Right Sizing the ECFS Department Budget

The Education, Child and Family Studies department continues to grow yet has not received an increase in over 20 years. The department receives a total of $3,500 each academic year yet the cost to operate the department is much higher. For example, we have increased the number of lecture/lab courses which has increased the cost of mileage for faculty visiting students during their lab hours. Moreover, we have more associate faculty teaching our lecture/lab courses which requires more mandatory meetings payments for faculty when attending lab meetings. Other increase cost are..

Instructional materials e.g., printing, office supplies, student materials, etc
Replacement of faculty computers
Refreshments for multiple advisory committee meetings
Costs to holding our annual Future Educator Advising Event
Cancelation of student field trips due to lack of funds
Cancelation of travel for faculty to professional development events
Funds to repair the carpet that is a tripping hazard in AHPS 107
Funds to support a robust marketing plan for program outreach
Funds to pay for membership to professional organziation

Initiatives

Supporting Student, Faculty and Staff Success
Maximizing Resources to Support Student Learning

Supporting Rationale

This is a recommendation from the program review committee.

Supporting Rationale Alignment
Supports the College's Strategic Direction and Priorities: No
Supports Program Review Recommendations: Yes
Supports Course level SLOs: No
Supports PLOs: No
Supports ILO - Think Critically: No
Supports ILO - Communicate Competently: No
Supports ILO - Engage Collaboratively: No
Supports ILO - Work Effectively: No
Supports Meeting Vision for Success Goal - Credentials: No
Supports Meeting Vision for Success Goal - Transfer: No
Supports Meeting Vision for Success Goal - Time to Degree: No
Supports Meeting Vision for Success Goal - Employment in field of Study: Yes
Supports Meeting Vision for Success Goal - Reducing Equity Gaps: Yes

Strategy 5 - Creating a Non-credit Adult Learning Program

In support of the college's educational plan the department is interested in the creation of non-credit courses and certificates. To accomplish this strategy the department will need fiscal support from the college.

The goal of the department is to begin with the creation of a non-credit para-professional certificate. This certificate will mirror our current for credit certificate. Moreover, the non-credit committee has identified the need to create a series of non-credit families (parenting) courses that would include topics of health diets for families, financial matters, raising a bi-lingual child, how to tutor your child using common core curriculum, communication strategies with your child's teacher and school, raising a child addicted to drugs, and more.

Initiatives

Enhancing a Culture of Completion and Goal Achievement
Supporting Student, Faculty and Staff Success
Maximizing Resources to Support Student Learning
Enhancing a Culture of Equity and Inclusiveness

Supporting Rationale

The non-credit leadership committee support the idea of providing funds to pay faculty for their time in doing this work.

Supporting Rationale Alignment
Supports the College's Strategic Direction and Priorities: Yes
Supports Program Review Recommendations: No
Supports Course level SLOs: No
Supports PLOs: No
Supports ILO - Think Critically: No
Supports ILO - Communicate Competently: No
Supports ILO - Engage Collaboratively: No
Supports ILO - Work Effectively: No
Supports Meeting Vision for Success Goal - Credentials: No
Supports Meeting Vision for Success Goal - Transfer: No
Supports Meeting Vision for Success Goal - Time to Degree: Yes
Supports Meeting Vision for Success Goal - Employment in field of Study: Yes
Supports Meeting Vision for Success Goal - Reducing Equity Gaps: Yes

Strategy 6 - Technology Replacement

The two faculty members in the department have computers that are over six years old therefore needing to be replaced.

Initiatives

Supporting Student, Faculty and Staff Success

Supporting Rationale

The replacement of computers and/or laptops that are six or more years old is part of technology department goal. Therefore, I am requesting that funds be provided to the department, per Claire, for future replacements.

Supporting Rationale Alignment
Supports the College's Strategic Direction and Priorities: Yes
Supports Program Review Recommendations: No
Supports Course level SLOs: No
Supports PLOs: No
Supports ILO - Think Critically: No
Supports ILO - Communicate Competently: No
Supports ILO - Engage Collaboratively: No
Supports ILO - Work Effectively: No
Supports Meeting Vision for Success Goal - Credentials: No
Supports Meeting Vision for Success Goal - Transfer: No
Supports Meeting Vision for Success Goal - Time to Degree: No
Supports Meeting Vision for Success Goal - Employment in field of Study: No
Supports Meeting Vision for Success Goal - Reducing Equity Gaps: No

Strategy 7 - Online Course Alignment to meet CCC system standards

California Community college must have 20% of their online courses aligned to the @ONE Rubric in order to continue receive CVC-OEI Consortium benefits at reduced charge. Without this state-wide support, the cost to the district will be $125,000. The requested funding will provide training, travel, and stipends to align X number our current online courses.

For the cost – estimate $2,500 per class

Initiatives

Supporting Student, Faculty and Staff Success
Maximizing Resources to Support Student Learning

Supporting Rationale

The Education, Child and Family Studies offers 45% of its course sections online with higher than normal retention and success rates. We are seeking funds to create a learning community of online instructors within our department to move our courses to becoming badge.

Supporting Rationale Alignment
Supports the College's Strategic Direction and Priorities: No
Supports Program Review Recommendations: No
Supports Course level SLOs: No
Supports PLOs: No
Supports ILO - Think Critically: No
Supports ILO - Communicate Competently: No
Supports ILO - Engage Collaboratively: No
Supports ILO - Work Effectively: No
Supports Meeting Vision for Success Goal - Credentials: No
Supports Meeting Vision for Success Goal - Transfer: Yes
Supports Meeting Vision for Success Goal - Time to Degree: Yes
Supports Meeting Vision for Success Goal - Employment in field of Study: No
Supports Meeting Vision for Success Goal - Reducing Equity Gaps: No

Strategy 8 - Off-Campus Mentor Teacher Supervised Field Experience

On February 19th the department was notified that the California Early Childhood Mentor Program will not be funded after 2019-2020 academic year. The statewide California Early Childhood Mentor Program has provided a framework and funding source to 104 community college for thirty plus years. The purpose of the program was to provide quality community placements for students completing their required field experience hours with select mentor teachers, to build diverse workforce by placing students in diverse programs, and to encourage early educators with leadership opportunities in mentoring, training, facilitating, advocacy and community collaboration with compensation through stipends.

The Education, Child and Family Studies department coordinates the lab placement of 95 to 145 students each semester. The majority of students complete their lab placement at the Butte College Child Development Center. However, on average we place between 10-27 students in the community with selected mentor teachers.

The Butte College Child Development Center cannot support all early childhood/child development students enrolled in lecture/lab courses therefore the placement of students at off-campus classrooms are vital to certificate and degree completion rates.

Initiatives

Enhancing a Culture of Completion and Goal Achievement
Supporting Student, Faculty and Staff Success
Maximizing Resources to Support Student Learning
Enhancing a Culture of Equity and Inclusiveness

Supporting Rationale

The Education, Child and Families Studies department are requesting two years of funding as we transition from a state-wide program to a local and/or regional mentor teacher program. The funding for this program is broken into three types of expenditures. The faculty coordinator, mentor teacher stipends and materials. See 2019-2020 budget below.

Supporting Rationale Alignment
Supports the College's Strategic Direction and Priorities: Yes
Supports Program Review Recommendations: No
Supports Course level SLOs: Yes
Supports PLOs: No
Supports ILO - Think Critically: No
Supports ILO - Communicate Competently: No
Supports ILO - Engage Collaboratively: No
Supports ILO - Work Effectively: No
Supports Meeting Vision for Success Goal - Credentials: Yes
Supports Meeting Vision for Success Goal - Transfer: Yes
Supports Meeting Vision for Success Goal - Time to Degree: No
Supports Meeting Vision for Success Goal - Employment in field of Study: No
Supports Meeting Vision for Success Goal - Reducing Equity Gaps: Yes

Requested Non-Financial Resources

Consistent secretarial support for department budgets, grants, meeting rooms, program review, travel request, certificates, lab forms, ect.

The use of facilities to offer the Future Educator Advising event.

The support from the Strong Workforce team in the implementation of the grant.

The support to allow associate faculty to participate in SLO deep dive dialogue.

The support from the distance learning team in support faculty online course design.

The support from the curriculum committee staff in creating/modifying course outlines.

The support from grants office to write grants.

The support from the CA ECE Mentor Program to fund stipends for off-campus lab teacher to mentor Butte College Students.

The support from Child Development Training Consoritum to provide stipends to students seeking academic units to apply for a Child Development Permit.

The support from OER to create resources.

Current Financial Resources

The ECFC department was awarded a Regional Strong Workforce ECE Technology grants for three years. This grant will sunset in 2019.

In April of 2019, the department received a Education Future grant. This grant ended on December 2019.

Funds from the California Early Childhood Mentor Program to stipend off-campus mentor for their mentoring of Butte College students majoring in Early Childhood Education. This program will not being funded for 2020-2021 academic years.

Funds from the Child Development Tranining Consortium for stipending working students to attend college to advance their skills and to obtain a Child Development Permit.

Augmentation Requests

Original Priority	Program, Unit, Area	Resource Type	Account Number	Object Code	One Time Augment	Ongoing Augment
Description	Supporting Rationale		Potential Alternative Funding Sources		Prioritization Criteria
1	Education, Child and Family Studies	Operating Expenses			$50,000.00	$0.00
Off-Campus Supervised Field Experience. Mentor Teacher Stipends $15,000 Director Mentor Stipends $ 3,000 Off-Campus Coordinator-$4,000 Seminar Instructor-$3,000	California Early Childhood Mentor Program has provided a framework and funding source to 104 community college for thirty plus years. The purpose of the program was to provide quality community placements for students completing their required field experience hours with select mentor teachers, to build diverse workforce by placing students in diverse programs, and to encourage early educators with leadership opportunities in mentoring, training, facilitating, advocacy and community collaboration with compensation through stipends. To continue to sustain the number of CDF lecture/lab courses we need to have off-campus (community) lab placement sites because the Butte College Child Development is not designed to serve more than 70 students per semester. Mentor Teacher Stipends $15,000 Director Mentor Stipends $ 3,000 Off-Campus Coordinator-$4,000 Seminar Instructor-$3,000		Career and Technical Education - Perkins Strong Workforce		Meeting enrollment targets Strengthening Professional Development Enrollment growth and improvement in student outcomes and student equity Maintaining ongoing operations at current levels (excludes grants)
2	Education, Child and Family Studies	Operating Expenses			$0.00	$22,000.00
ECE Spanish Program. Supplies, $2,500 Advertising, $4,000 Miscellaneous, $500 Irma�s stipend, $9,582 ($8,000 + benefits)	This funds are being requested for the continuation for this program, which has been funded by Student Equity, will continue to support college and students to: Provide access to ESL students in this program. Increase Certificate and Degree completion Matriculation of Hispanic Students Increased retention of Hispanic Students at Butte College and specifically in the ECE Program. Provide faculty with the opportunity to participate in professional development in relation to Hispanic Serving Institutions. Providing students with needed curriculum materials and equipment for course success The following funding is being requested for the purpose of: Printing, $5,000 Supplies, $2,500 Advertising, $4,000 Miscellaneous, $500 Irma�s stipend, $9,582 ($8,000 + benefits) Extra duties for Irma are: Answer/Return students' phone calls year round (including during summer and winter breaks) to provide ECE Program information regarding the ECE Spanish Program. Support interested Spanish speaking students during instructional breaks and at the beginning of the semester to complete their CCCApply. Orient students regarding college system's navigation (how to enter MyBC and figure out who/when/how to complete a FAFSA, or CA Dream Act Application, or Promise Grant, use Canvas, Butte College email for communications with financial aid. Hold office hours at the CHC (main campus as needed) during instructional breaks and through the semester to support their college non class related needs. Participate in Butte College Orientations if there are Spanish peaking families in attendance Collaborate and meet with the ESL Department, Counselors, Assessment and others to plan for the ESL/ECE preparation nights Attend 4 application nights for ECE Students on week 0, week 1 and week 2 of each semester to facilitate ECE program information that results in Students' enrollments Attend recruiting events in the community / Create advertisement and guiding points to attend to the Spanish Radio several times during the advertising timeline to promote the Spanish program.		Student Equity and Achievement Program		Maintaining ongoing operations at current levels (excludes grants) Meeting Vision for Success Goals Addressing Program Review Recommendations Closing Equity Gaps Meeting student achievement goals (Vision for Success Goals) Fostering a Culture of Inclusiveness
3	Education, Child and Family Studies	Personnel			$10,000.00	$0.00
Creating a Non-Credit Adult Learning Program. To create a program with a foscus on parenting and to create a mirrored non-credit program for para-professinals.	This strategy is supported by the non-credit leadership committee.		Strong Workforce Student Equity and Achievement Program		Enrollment growth and improvement in student outcomes and student equity Meeting Vision for Success Goals Meeting student achievement goals (Vision for Success Goals) Meeting enrollment targets Closing Equity Gaps
4	Education, Child and Family Studies	Equipment			$4,800.00	$0.00
Replace faculty laptops at $2400 per labtop.	Two faculty members have laptop/desktop computers that are over 6 years old.		Technology Fee		Maintaining ongoing operations at current levels (excludes grants) Improving Processes: a. Data and Reporting; b. Internal Communications
5	Education, Child and Family Studies	Operating Expenses			$0.00	$5,500.00
This request is to right size the ECFS department's budget to address ongoing shortages in colored printing, mileage and mandatory meetings for lab faculty.	The department has overspent there budget for past 5 years which means the dean had to encumbered these cost. The increase in cost are for colored printing, mileage, and mandatory meetings for lab faculty. The exact amount for which the dean has encumbered these expenses is not known due to secretarial turnover.		Strong Workforce		Addressing Health/Life/Safety issues Enrollment growth and improvement in student outcomes and student equity Maintaining ongoing operations at current levels (excludes grants) Addressing Program Review Recommendations Strengthening Professional Development Meeting enrollment targets
6	Education, Child and Family Studies	Personnel			$27,500.00	$0.00
Online course alignment to meet CCC system standards. Estimated cost of $2,500 per course.	California Community college must have 20% of their online courses aligned to the @ONE Rubric in order to continue receive CVC-OEI Consortium benefits at reduced charge. Without this state-wide support, the cost to the district will be $125,000. The requested funding will provide training, travel, and stipends to align X number our current online courses. For the cost � estimate $2,500 per class		Career and Technical Education - Perkins Strong Workforce		Meeting enrollment targets Enrollment growth and improvement in student outcomes and student equity Meeting Vision for Success Goals
7	Education, Child and Family Studies	Personnel			$0.00	$114,000.00
Full-Time Education Faculty	With about a third of the teaching force nearing retirement, the Center for the Future of Teaching and Learning estimates that California will need an additional 100,000 teachers over the next decade. Top reasons cited by districts for shortage include; access and/or cost of teacher preparation program, teachers retiring, crowded classes, low perceived teacher salary, and need for specialized teachers in STEM, math, science and special education. Butte College can be a part of this solution by hiring a single full-time faculty to meet the demand.		Strong Workforce		Meeting Vision for Success Goals Addressing Program Review Recommendations Meeting enrollment targets Closing Equity Gaps Implementing Guided Pathways: a. Strategic Scheduling; b. Hobsons Starfish Meeting student achievement goals (Vision for Success Goals) Enrollment growth and improvement in student outcomes and student equity