University of Hawaii Community Colleges
Instructional Annual Report of Program Data (ARPD)

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Review Year: College: Program:

College: Kauai Community College
Program: Early Childhood Education

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The last comprehensive review for this program was on 2005 on web, submitted 2012, and can be viewed at:

Program Description

Program Description:

            The Early Childhood Education Program (ECE) at Kaua’i Community College is the primary education and training program preparing teachers and other professionals to work with young children and families.  With Hawaii’s emphasis on the importance of early childhood development and education, and the recent passage of legislation that created the Governor’s Executive Office on Early Learning, the role that KCC’s ECE Program will serve in continuing to prepare the work-force of well qualified early childhood education professionals is apparent.

KCC’s Early Childhood Education Program

            The mission of the Early Childhood Education Program (ECE) at Kauai Community College is to 1) provide readily accessible education and training to prepare individuals for positions in various capacities as teachers of young children and other family-support professionals, and 2) provide the foundation for student’s continued study toward completion of the Bachelor’s degree through transfer to a four-year program. The Early Childhood Education Program supports the mission of the Kaua’i Community College in many ways through an emphasis on inclusion, diversity, and a strong interest in moving toward promoting principles and practices of sustainability.

            Through coursework emphasizing child development and early education theory and methods, supervised field experiences in community early childhood education preschools and family support programs, and a mentored practicum at the Early Childhood Development Lab Preschool, the Early Childhood Education Program meets the preferred training and experience requirements for early education teachers as described by the State of Hawaii’s Department of Social Services.  The ECE Program offers students a career pathway that includes a Certificate of Competence (9 credits) and a Certificate of Achievement (39 credits) which provide background and experience needed for entry level positions in the field, as well as an Associate of Science Degree (62 credits) which articulates into UH West O’ahu’s Bachelor of Social Science Program with a concentration in Early Childhood Education.  Students may also transfer to UH Manoa to complete the Bachelor’s degree with a dual pathway in Elementary and Early Childhood Education, which requires additional liberal-studies coursework. Full-time students can complete the Certificate of Achievement in two semesters and a summer.  The Associate in Science Degree in Early Childhood Education can be completed in five semesters of full-time study.

            The Early Childhood Education Program is staffed by one full-time faculty member hired in August 2012 who teaches the three required laboratory courses and also serves as coordinator of the program, including the lab-preschool. Three to four part-time faculty members are hired each semester to teach the sequence of courses offered in the program. Two full-time preschool teachers, several part-time KCC student-aides, and students completing their lab practicum staff the preschool each semester.  Children’s parents, volunteers and interns, such as a Kapaa High School student who completed her work-experience internship fall term (and who enrolled in the ECE Program fall 2013) help to supplement the staff.

            The ECE Program’s lab-preschool is an integral component of the Early Childhood Education Program and is interwoven into the Kauai Community College campus and broader community in many ways.  The primary purpose of the preschool is to provide a clinical/laboratory setting for ECE Program students to complete the required practical experiences in teaching young children needed to complete the Associate’s degree and state-required registration essential for employment working with young children in a group-care and education setting. The second primary purpose of the preschool is to serve as a support service to KCC student, faculty, and staff families with young children ages three to five, with student-families having first enrollment priority. Thirdly, the preschool provides an easily accessible setting for students from other disciplines, such as psychology, social sciences, and nursing, to complete assignments and gain practical experience observing and interacting with young children and families, as well as a place where talent and skills learned in other programs such as Hawaiian studies, music, culinary arts and carpentry can be applied. In addition, the preschool also serves as a valuable community resource and venue for events such as parent and professional development trainings and workshops, with potential to be used in other ways, such as for example, a research setting, demonstration site for sustainability practices, and a host-site for inter-island and possibly international summer institutes focusing on issues of child development and early childhood education.

            The Early Childhood Education Program awarded 4 degrees and 10 certificates to students in May, bringing the enrollment figure of declared majors from 31 to 27.  Fall 2013 has shown an upward trend in the enrollment of students who are beginning completion of degrees, as well as students who are returning for additional ECE coursework after completing degrees in liberal studies so that they may transfer to four-year campuses.  There are currently 39 students at various levels in the ECE Program, with several having a long history of attendance at KCC.


Part I. Quantitative Indicators

Overall Program Health: Cautionary

Majors Included: ECED     Program CIP: 13.1210

Demand Indicators Program Year Demand Health Call
10-11 11-12 12-13
1 New & Replacement Positions (State) 111 105 103 Unhealthy
2 *New & Replacement Positions (County Prorated) 1 5 1
3 *Number of Majors 35 31 26.5
3a     Number of Majors Native Hawaiian 12 10 9
3b     Fall Full-Time 32% 31% 31%
3c     Fall Part-Time 68% 69% 69%
3d     Fall Part-Time who are Full-Time in System 14% 6% 0%
3e     Spring Full-Time 18% 17% 11%
3f     Spring Part-Time 82% 83% 89%
3g     Spring Part-Time who are Full-Time in System 9% 7% 4%
4 SSH Program Majors in Program Classes 262 220 187
5 SSH Non-Majors in Program Classes 24 49 26
6 SSH in All Program Classes 286 269 213
7 FTE Enrollment in Program Classes 10 9 7
8 Total Number of Classes Taught 13 14 13

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
9 Average Class Size 7.3 6.4 5.4 Cautionary
10 *Fill Rate 63.7% 58% 46.3%
11 FTE BOR Appointed Faculty 1 1 1
12 *Majors to FTE BOR Appointed Faculty 35 31 26.5
13 Majors to Analytic FTE Faculty 23.1 19.5 17.5
13a Analytic FTE Faculty 1.5 1.6 1.5
14 Overall Program Budget Allocation $379,556 $435,426 $350,845
14a General Funded Budget Allocation $253,753 $195,845 $253,295
14b Special/Federal Budget Allocation $0 $0 $0
14c Tuition and Fees $0 $135,424 $97,550
15 Cost per SSH $1,327 $1,619 $1,647
16 Number of Low-Enrolled (<10) Classes 9 11 12
*Data element used in health call calculation Last Updated: January 27, 2014

Effectiveness Indicators Program Year Effectiveness Health Call
10-11 11-12 12-13
17 Successful Completion (Equivalent C or Higher) 85% 86% 84% Cautionary
18 Withdrawals (Grade = W) 3 3 4
19 *Persistence Fall to Spring 63.8% 75% 72%
19a Persistence Fall to Fall     66.6%
20 *Unduplicated Degrees/Certificates Awarded 8 5 9
20a Degrees Awarded 4 0 4
20b Certificates of Achievement Awarded 0 0 3
20c Advanced Professional Certificates Awarded 0 0 0
20d Other Certificates Awarded 4 5 7
21 External Licensing Exams Passed   Not Reported Not Reported
22 Transfers to UH 4-yr 0 3 0
22a Transfers with credential from program 0 2 0
22b Transfers without credential from program 0 1 0

Distance Education:
Completely On-line Classes
Program Year  
10-11 11-12 12-13
23 Number of Distance Education Classes Taught 0 0 0  
24 Enrollments Distance Education Classes N/A N/A N/A
25 Fill Rate N/A N/A N/A
26 Successful Completion (Equivalent C or Higher) N/A N/A N/A
27 Withdrawals (Grade = W) N/A N/A N/A
28 Persistence (Fall to Spring Not Limited to Distance Education) N/A N/A N/A

Perkins IV Core Indicators
Goal Actual Met  
29 1P1 Technical Skills Attainment 90.00 88.89 Not Met  
30 2P1 Completion 50.00 11.11 Not Met
31 3P1 Student Retention or Transfer 74.25 62.50 Not Met
32 4P1 Student Placement 60.00 80.00 Met
33 5P1 Nontraditional Participation 17.00 4.00 Not Met
34 5P2 Nontraditional Completion 15.25 0.00 Not Met

Performance Funding Program Year  
10-11 11-12 12-13
35 Number of Degrees and Certificates     7  
36 Number of Degrees and Certificates Native Hawaiian     3
37 Number of Degrees and Certificates STEM     Not STEM
38 Number of Pell Recipients     11
39 Number of Transfers to UH 4-yr     0
*Data element used in health call calculation Last Updated: January 27, 2014
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

Action Plan Results for 2012-2013

UH Goals 1,2,3,4,5

KCC Goals 1,2,3,4,5,6,

ECE Program Goals 1-6

Program Goal I:

To provide accessible quality education and training on Kauai that prepares individuals to work in various capacities with young children birth to age eight.

 A. Hold focus groups with ECE faculty to identify program strengths and areas for improvement.

            Tapping into the expertise of a 'seasoned and committed' group of lecturers is an on-going goal of the program coordinator.  While it proved difficult to arrange a time when all four part-time lecturers (including one who had retired the end of spring term and was not available) could meet, individual meetings were held during spring term with faculty to discuss program strengths and areas for improvement.  Results from these conversations indicated that the program needs to continually work to increase numbers of students because of the remoteness and size of Kaua’i.  Various ways of reaching out to the local, island, and broader community were discussed.  One suggestion was for the continued presence of KCC and the ECE Program at community events and conferences held both on the islands and beyond, such as the annual conference of the National Association for the Education of Young Children  and the Children’s World Forum as a recruitment tool.  It was suggested that attempts to include ECE faculty and students in attending such events, as well as seeking ways to host such events at KCC.

B. Continue to work to strengthen program indicators

            An on-going effort to strengthen program indicators resulted in outreach to the community through the coordinator’s participation on a new island-wide initiative, Keiki to Career, and visits to local preschool Head Start and other preschool classrooms.  The coordinator was beginning the work of re-designing the program brochure with the Director of Marketing before he resigned, as well as beginning to research how to reinstate a course, ‘observation and assessment’ that is a much needed area of professional development for community practitioners.  These efforts, coupled with improvement of the preschool as the program’s clinical setting, would serve to strengthen the program and attract students.

Program Goal II:

To provide a teaching/learning environment, educational experience and student support-service that helps to recruit, retain, and support students toward meeting their career goals in early childhood education and related professions.

A.  Repair/revitalize the Lab School facility to reflect standards of quality and best-practice that meet requirements and criteria of accreditation by the National Association for the Education of Young Children (NAEYC):

            1. Address staff space needs

            2. Address health, safety, sustainability issues of buildings through repairs, upgrades

            3. Furnish, equip, & supply preschool classroom to support student & children‘s learning

            4. Design and develop a natural outside learning environment in the newly acquired yard

            Improving the condition of the physical and learning environment of the preschool was identified as priorities that would improve the Early Childhood Education Program in many ways if the four items above were addressed.

            Through the APRU process of last year, the program received a ranking of #26 on ‘the list’, with an ‘approval’ of the estimated cost by the Facilities Department of $100,000 to extend plumbing a distance of approximately 40 feet to hook up running water and install a children’s bathroom area in the OCET II building the program acquired in July 2012 for program expansion. With assistance from KCC’s Facilities department, the project was sent to the UH architect (s) who drew and revised the schematics four times to meet local licensing and building regulations. After over a year’s delay the project was sent out for bid fall 2013 at the request of the HED Division Chair.  As of this report, the cost of the project is not yet known. As a result, the use of this space as classroom space for children that better meets their needs has been ‘on-hold’, with the space being used for ECE Program classes.  No funds were received to furnish, equip, and supply the preschool, or to begin work on the play-yard.


Overall Program Health:                 Cautionary

            Demand Indicators:                Unhealthy

            Efficiency Indicators:              Cautionary

            Effectiveness Indicators:         Cautionary


 Demand Indicators

            On June 28, 2012 Governor Neil Abercrombie signed Senate Bill 2545 to uphold his commitment to”…. ensue that there was a collaborative effort to see to it that every young child in Hawaii has access to high quality preschool”.  The legislation went into effect July 2012, establishing Hawaii’s first Executive Office on Early Leaning.  In addition, the measure repeals ‘junior kindergarten’ and requires Hawaii’s young children to be five years of age on July 31 to enter Kindergarten beginning in the school year 2014-2015. These changes will mean that Hawaii will experience an increased need for well-trained professionals in early childhood development and education to implement programs to accommodate the anticipated 5,000 preschool age children who will not be age-ready for Kindergarten, including an estimated 490 preschoolers on Kauai.

                Kauai has the same need for quality early childhood education and care programs, family support, and other occupations to which graduation for the ECE Program prepares students.  However, Kauai is unique in that it is a small island community approximately thirty six to forty licensed preschool settings and a limited number of other organizations and agencies that employ a workforce with the training and experience gained by completion of KCC’s ECE Program. Though there might be few openings available at any given time on Kauai (the fact that people in positions directly working with children and families seem to have low turnover is actually a goal that the profession strives for in that it provides for consistency in staffing for children), there is a need for ongoing training and professional development among the workforce.

            Many of the early education teachers and classroom assistants currently employed on Kauai are minimally trained with a Child Development Associate (CDA) which can be obtained through 120 contact hours of non-credit on-line training.  KCC offers an alternative to non-credit training through the Certificate of Competence consisting of the first three ECE courses which can be applied toward the CDA and later toward the AS Degree in Early Childhood Education. As Head Start, the largest employer of ECE teachers and support personnel on Kauai continues to move toward meeting the Federal training requirements outlined in Section 648A of the 1998 Head Start Act requiring 50% of the teachers to hold a Bachelor’s Degree, and classroom aides needing to first hold the CDA and then an AS Degree, KCC is positioned to continue with recruitment efforts to partner in improving this part of the workforce. In addition, the accreditation requirements of the National Association for the Education of Young Children (NAEYC) also require teachers to continue their training towards a Bachelors degree in early childhood education.


Efficiency Indicators: Cautionary

           ECE classes have tended to be small in size compared to the other CC campus with larger populations to draw from, although fall 2013 enrollment shows an increase in enrollment. The ECE Program graduated 4 of the 31 students in the program with the Associate of Science degree in Early Childhood Education, bringing the number of students at the time of this data to 26.5.  However, fall 2013 enrollment indicates a forward trend with 39 students in the ECE Program, including declared majors as well as students who have returned after already graduating with liberal studies degrees to obtain the Certificate of Accomplishment in order to complete the prerequisites in the major which will allow them to transfer on to a four-year campus. As enrollment in the major continues, class size will also improve.

            There continues to be one full-time ECE Program faculty member who teaches the three required laboratory experiences and seminars, as well as serves as the ECE Program Coordinator and Director of the program’s laboratory preschool.  Four or five part-time Lecturers continue to teach the other ECE courses.  The rest of the program staff has consisted of two full-time preschool teachers, 3-4 part-time classroom aides who are KCC students from a variety of disciplines, and a ‘temporary-hire’ office assistant.

            The Overall Program Budget Allocation for 2012-2013 is noted as $435,426 which reflects funds that have accumulated for program improvements over several years from tuition parents have paid for children’s attendance at the preschool.

Effectiveness Indicators: Cautionary

            Of the four students shown to have withdrawn from the program, one student withdrew one week before finals week spring 2013 and switched her major to liberal studies rather than discuss an assignment grade with the lecturer, and one student who withdrew due to a family situation which required her to move off-island returned fall 2013 and is completing her AS ECE degree.  The drop in persistence from 75% to 72% is undoubtedly contributed to the loss of these four students from the program, although one is completing a different major and one has returned to ECE.

            The ECE Program graduated 4 students with Associate degrees in ECE May 2012 (up from 0 the previous year). In addition, 3 Certificates of Achievement and 7 Certificates of Competence were awarded, demonstrating persistence as students achieve steps along the way toward completion of the degree.  Performance funding was generated.


            Perkins funds were not applied for during the 2012-2013 year.










Part III. Action Plan

Part III. Action Plan

Program’s Goals and Relationship to the College’s Goals


Program Goal & Campus

Strategic Priority
















UH Goals 1,2,3,4,5

KCC Goals 1,2,3,4,5,6,

ECE Program Goals 1-6


Action Plan Goals:

I. Provide a teaching/learning environment, educational experience and student support-service that helps to recruit, retain, and support students toward meeting their career goals in early childhood education and related professions

A. Repair, upgrade & revitalize the Early Childhood Development Lab-Preschool to reflect best-practices in the field of early childhood education

•Address health, safety, sustainability issues of preschool building(s) through repairs & upgrades

•Install children’s bathroom& running water in building 2

•Address staff space & program storage needs

•Furnish, equip, & supply the preschool classrooms to support student & children s learning

•Design and develop a natural outdoor learning environment in the play- yard (s)



•Funds from ECE Program budget

•$100,000-$125,000 estimated cost for children’s bathroom & running water hookup in building 2 (schematic drawn, bid went out)


•Division Chair

•ECE Program


•New staff when hired












Fall 2014






•Children’s & staff’s health, safety, well-being

•Increase in ECE student recruitment, retention & graduation











Part IV. Resource Implications

Part IV: Resource Implications

           The ECE Program budget has some funds that have accumulated over the years that can be used to address some of the health and safety issues of the facilities, replace the equipment, materials and supplies for the children’s program, as well as to begin the work on the play-yard (s).  Additional funds are needed and any improvements that can be addressed through ‘institutional responsibility’ or other sources of funding will be appreciated. If the second building is to be used, the children’s bathroom and sink area will be the largest anticipated expense (estimated by Facilities at $100,000, although the exact amount is yet to be determined). Combing the use of the two buildings to best utilize the exisiting space to meet the needs of the children, staff, students, and the program is recommended and will utltimately make better use of funds allocated for the project.

Program Student Learning Outcomes

For the 2012-2013 program year, some or all of the following P-SLOs were reviewed by the program:

this year?
Program Student Learning Outcomes


Plan, implement and evaluate curriculum and learning environments for individual and groups of children based on knowledge of child development and its multiple influences to ensure that they promote health, safety, positive development, and learning for all children.


Assess children's progress using formal and informal observation and assessment tools and methods.


Communicate effectively and appropriately with children and adults from all backgrounds to build respectful, reciprocal relationships; use appropriate guidance practices with children.


Participate actively in planning and decision-making concerning the educational, physical, fiscal and human resources in classrooms and programs for children.


Base decisions and actions on ethical and other professional standards.


Demonstrate collaboration, critical thinking and reflection.


Advocate for children and their families in the classroom and the program.

A) Evidence of Industry Validation

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B) Expected Level Achievement

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C) Courses Assessed

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D) Assessment Strategy/Instrument

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E) Results of Program Assessment

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F) Other Comments

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G) Next Steps

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