Chabot College
Student Services
Program Review Report
2015 -2016
Year 2 of
Program Review Cycle
Disabled Students Programs & Services
(DSPS)
Special Programs
Submitted on October 24, 2014
Contact: Kathleen R. Allen
Final Forms, 9/29/14
Table of Contents
___ Year 1
Section 1: Where We’ve Been
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section A: What Progress Have We Made?
Section B: What Changes Do We Suggest?
___ Year 3
Section A: What Have We Accomplished?
Section B: What’s Next?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New Initiatives
F1: New Faculty Requests
F2: Classified Staffing Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies and Services Requests
F6: Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
____ YEAR TWO
Note: Chabot is in the process of creating our next Educational Master Plan which will last
between six and ten years (under discussion). Please include goals and vision for your
program(s) and the college under the “What Changes Do We Suggest?” section. Educational
Master Plans are generally large enough in scope to be flexible. They are used in particular at
the District Level to guide in facility and community planning. (Program Review will not be the
only way that we communicate our needs to the writing team)
A. What Progress Have We Made?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should alsoreview your most recent success, equity, course sequence,
and enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2014.asp
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:
•
•
•
•
•
What were your year one Program Review goals?
Did you achieve those goals? Specifically describe your progress on the goals you set for
student learning, program learning, and Strategic Plan achievement.
What are you most proud of?
What challenges did you face that may have prevented achieving your goals?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
DSPS provides academic accommodations at the Disabled Students Resource Center
(DSRC) that are legally mandated by State and Federal law to students with documented
physical, communicative, psychological and learning disabilities. We currently serve over
1000 students. The support services that we provide but not limited to include academic
counseling, assistive technology, alternative testing, sign language interpreters, real-time
captioners, readers, scribes, shared note takers, Braille transcription, tactile graphics
enlarge print texts, e-text and close captioning of videos. Our students are greatly
impacted by our program as demonstrated by their success in achieving their educational
goals of earning Certificates, AA/AS degrees, transferring to four year colleges and
personal enrichment, due to our course curriculum and the academic accommodations we
provide. Our students’ success is due to the collaborative efforts of the DSPS staff,
Student Services program areas, Academic Divisions and Administrators throughout the
campus.
Our DSRC staff participates in shared governments by sitting on Academic Senate,
SSSP, Equity Council, COOL, AB86, Health & Safety Committees. We work on
1
Accreditation rewrites as well as Chancellor’s Office Advisory Committees: High Tech
Center Training Unit (HTCTU) and Alternate Text Production Center)ATPC).
Our goal was to hire a DSPS Counselor, a Learning Disability Specialist and a Counselor
Assistant II due to retirements. This year we hired a full time DSPS Counselor and 2 part
time DSPS Counselors. We can better serve our students with disabilities by providing
more academic counseling, personal counseling, complete more Student Education Plans,
put through more academic accommodation forms, etc.
In June we hired a full time Counselor Assistant II , this position has been vacant since
2009. With a fulltime person in this position the daily operations of the DSRC will run
more smoothly. We are in the process of hiring a full time Learning Disability Specialist
to start in January. As a result our Leaning Skills courses will be taught by full time
instructors, which brings stability and continuity for our students.
This year we started gathering data through the SARSGRID program. This program
assists us with more efficiently gathering students’ contacts for state reporting. There are
some issues with accessibility, but IT is working with us to determined solutions.
As stated in previous Program Reviews the college has been good to DSPS; we have
been provided with the funding we requested. Without this funding DSPS would not have
been able to provide reasonable accommodations for students with disabilities during the
serious budget crises.Last year our Deaf/Hard of Hearing student population has dropped
significantly. As a result we only requested the ratio of DHH funding that the
Chancellor’s Office requires from the College.
This year many of the staff were able to attend California Association of Post Secondary
Educators & The Disabled (CAPED) conference with DSPS funding. This Conference
provided us with crucial information pertaining to requirements that could go into effect
as early as Fall 2015. Our hope is that we can attend California State University at
Northridge Assistive Technology Conference, (CSUN) in the Spring.
At the beginning of the Fall Semester we were given permission to use 2338/2340 on a
temporary basis to increase the number of alternative tests we could proctor at a given time. We
have gone from 8 testing stations to over 40. Unfortunately, we still only have 3 assistive
technology testing stations and this is only a temporary site. These rooms are not wired for
technology. It is critical that we find a permanent testing area which can increase our assistive
technology availability during alternative testing. This can be accomplished by renovating the
DSRC general area.
During the difficult years of 49% budgets to DSPS, we are most of our students who continued
to work diligently on their education goals by accepting the new policies that were necessary to
be put in place. Through the hard times the DSPS staff continued to work together creating a
strong unit to better support our students. The DSPS team would not have made the
achievements we have if it were not for the support of Chabot College. The College has
demonstrated its commitment to serve students with disabilities and insure equity on the campus.
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B. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategiesat
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdfprior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested) to
further detail your narrative. Limit your narrative to two pages, and be very specific about
what you hope to achieve, why, and how.
Given your experiences and student achievement results over the past year, what changes do
you suggest to your course/program improvement plan? What new initiatives might you begin to
support the achievement of our Strategic Plan goal? Do you have new ideas to improve student
learning? What are your specific, measurable goals? How will you achieve them? Would any of these
require collaboration with other disciplines or areas of the college? How will make that collaboration
occur?
As mentioned in the previous responses, DSPS service and academic areas work together to support
students with disabilities at Chabot College. It is essential that students understand their disabilities;
their functional limitations. The students must then become aware of the compensatory strategies and
academic accommodations that will support them in their classes. Ultimately, students will understand
the benefit of these strategies and accommodations, thus they will become independent as they utilize
and requesting these strategies and accommodations. Therefore they will complete their educational
goals in a reasonable time. This process for students is very individualized, but once the students
understand their needs and academic accommodations they are self-empowered. It is imperative that
we know and fully understand each student’s functional limitations. The success of our students has
been due to the DSPS team working together to know and understand our student’s disabilities. The
DSPS team works closely with other Student Services, faculty and administrators to better serve our
students. We have been working in this way for years. The process of acceptance is very difficult for the
students, but beneficial to insure their educational, career and personal goals. Not only are the students
successful by achieving their educational goals but they become successful employees and in their
personal life.
At the end of this academic year DSPS will lose 1 Learning Disability Specialist due to retirement.
In 2009 we lost the Assistive Technology Instructor. In 2016 another DSPS Counselor will retire. If these
positions are not filled, it will have a negative impact on the success of students with disabilities.
Students will not be provided with the needed skills that will ensure their academic success. Currently
DSPS is serving more students with complex needs and issues, which requires the expertise of faculty
trained to work with students with disabilities. Many of our DSPS courses have been offered for many
years (many Learning Skills courses for more than 30 years, CAS and PSCN courses for more than 20
years), plus these courses have been consistently filled over 100%). The curriculum offered in DSPS
courses have evolved and altered to meet the needs of students with disabilities. It is critical to students
with disabilities that these positions be replaced since the specialized expertise of these faculty will not
only benefit the students but the faculty, staff and administrators on the campus. The increase in the
numbers of students with complex disabilities i.e. wounded warriors plus it is estimated that in 8 years 1
in 64 males will be diagnosed with autism.
The DSRC would greatly benefit from a 75% Counselor Assistant I to work with student
assistants at the front desk to assist with scheduling counseling appointments. This person will be
responsible for ordering supplies, business cards, assist with over flow testing requests, making copies,
etc.,. This Counselor Assistant will keep the noise level down in the front area of the DSRC.
3
Our new temporary Alternative Testing area is working out well but it is not meeting the DSRC long term
needs as well as not meeting the use of assistive technology requests while testing. Student requests for
mandated reasonable accommodations have increased. We proctor over 2000 alternate tests at the
DSRC each academic year. The time allotted for each exam can be from 1 to 4 hours and can require the
use of assistive technology, reader and/or scribe. Since more students are requesting readers and
scribes, we need more private areas to proctor these exams. Students are also requesting the use of
assistive technology during their exams. Since our testing lab only provides space for 8 students (less if
students are wheel chair or scooter users) only 3 of these students can use assistive technology. In order
to meet the growing requests of our students, it has been necessary to proctor their exams in the
general area of the DSRC and the High Tech Lab. Unfortunately both of these areas are not Title V, 504
and ADA compliant; they are not distraction free environments. To add to this complex situation, many
students are taking the same test at the same time. If the DSRC had a larger area designated for testing
with 15 to 20 computer stations, we would be providing alternate testing accommodations in
compliance with Title V, 504 and ADA. Thus we would be in a better position to support students with
disabilities to achieve their educational goals in a reasonable time.
With the success of our CAS 102 and 103 courses which are taught in the DSRC, more students are using
the assistive technology. When students use Kurzweil 1000 and 3000 software they must scan their
course materials. Currently the scanners used in the DSRC were purchased 15 years ago. In order to
better provide Kurzweil 1000 and 3000 instruction to our students it is necessary to purchase new
scanners. Since students not only scan materials for DSPS CAS courses but for all of their courses as a
reasonable accommodation, the purchase of new scanners would greatly benefit their success. With
updated scanners, students would be scanning materials with fewer errors and have the ability to scan a
wider variety of text materials.
DSPS being provided with the initiatives and resources requested will ensure that students will achieve
their educational goals within a reasonable time. It should be remembered that the Disabled Students
Resource Center is operating to support Chabot College faculty and staff. If DSPS did not have the
resources to provide students with disabilities reasonable accommodations, it would be Chabot College
faculty and staffs’ responsibility to provide these mandated accommodations for students with
disabilities.
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Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC,and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2014-15
Budget
Requested
5.5
0
$21,013.55
0
$21,013.55
2014-15
Budget
Received
5.5
0
$7,013.55
0
$7,013.55
2015-16
Budget
Requested
7.25
0
$23,328.36
0
$23,328.36
2015-16
Budget
Received
Unknown
0
Unknown
0
Unknown
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
The funding requested, allowed us to follow required state assessment guidelines to determine
eligibility for learning disability services and provide legally mandated accommodations for
students with disabilities. This funding helped us to meet our desired goal of supporting DSPS
students with mandated reasonable Accommodations.
2. What has been the impact of not receiving some of your requested funding? How has student
learning been impacted, or safety compromised, or enrollment or retention negatively impacted?
We are grateful for the funding we received. This year we have been provided with a temporary
alternative testing area in bldg. 2300 which enables us to provide over 40 tests at a time.
Unfortunately, we do not know how long this area will be available to us and this area is not
wired for technology. Therefore, we are unable to provide as many requests for the use of
assistive technology at a given time.
5
Appendix B1: Student Learning Outcomes and/or Service Area Outcomes
Assessment Reporting Schedule. Note: If your service area does not offer
courses, skip the sections related to courses (B2, B3, and/or other sections related
to courses) and instead complete the Service Area Outcome section below.
Service Area Outcomes: Disabled Students Resource Center (DSRC)
Audience:
Purpose:
Instructions:
SLO/SAO
How
Measured
Results/Discussion
SAO #1:Every year we have
maintained the number of
unduplicated students being
served through DSPS. We
currently serve over 1000
students.
Data
Reports
Through interpretation of
data reportsalong with
discussions by the DSPS
staff. The SAO was met.
SAO #2:As a result of the
dedication of our DSPS
counselors, we have been able to
continue to increase the number
of counseling appointments for
academic counseling, disability
related counseling, registration,
SEPs, etc.
(Same as
above)
(Same as above)
(Same as
Above)
(Same as above)
(Same as
Above)
(Same as above)
SAO #3: With the purchase of
Alternate Media Technology, the
DSRC production of alternate
format materials has been
revamped to become more
efficient and cost-effective in
order to better serve students with
disabilities in a timely manner.
SAO #4: An increasing number of
students are utilizing the
reasonable academic
accommodations they are eligible
for. As an example, last year we
proctored well over 2000 tests for
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Documentation (Where
can assessments be found?
Provide link if possible)
students with disabilities at the
Disabled Students Resource
Center (DSRC).
SAO #5: The DSPS staff has
continued to work as a close unit,
working together as a team to
better educate and support our
students towards their college
success.
(Same as
Above)
(Same as above)
SAO #6: The DSPS staff, the
Vice President of Student
Services and the President of
Chabot College have built a
strong team to benefit students
with disabilities on the campus.
(Same as
Above)
(Same as above)
SAO #7: An increasing number
of students with disabilities use
the computers in the DSRC
general area and in the Hi-Tech
Center to complete their
homework and do research using
the assistive technology, (screen
reader, scan/read, screen
enlargement and speech
recognition programs). Students
have successfully incorporated
the assistive technology in their
academic and personal life.
(Same as
Above)
(Same as above)
SAO #8: We have been providing
students with physical and
medical disabilities with cart
services through a designated
mobility driver who is educated
on how to safely transport
students with disabilities.
(Same as
Above)
(Same as above)
SAO #9: The DSPS team
approach is demonstrated through
the manner in which Counselors,
Instructors, Counselor Assistants,
Instructional Assistants and the
Alternate Media Technology
Specialist communicate to refer
students to the appropriate classes
(Same as
Above)
(Same as above)
7
and accommodations.
SAO #10: The DSPS team works
closely with College faculty and
staff throughout the campus to
educate them on reasonable
academic accommodations and
different aspects of disabilities.
(Same as
Above)
(Same as above)
SAO #11: The curriculum offered (Same as
in DSPS courses greatly benefits
Above)
students with disabilities. The
instructional methods, strategies
and materials have evolved over a
30 year process (Learning Skills
over 30 years, CAS and PSCN
over 20 years). As a result:
All of DSPS Learning Skills,
Psychology Counseling,
Computer Application Systems
and Adapted Physical Education
classes have continually been
filled over 100%.
(Same as above)
SAO #12: DSPS courses are
being offered in smart
classrooms, which have greatly
enhanced instruction for students
with disabilities. The English 116
assessment room is especially
designed for this purpose.
(Same as
Above)
(Same as above)
SAO #13: After taking DSPS
Learning Skills, CAS and PSCN
classes an increasing number of
students with disabilities have
successfully completed college
level English, Math, and
Computer Application Systems
courses.
(Same as
Above)
(Same as above)
SAO #14: After building a strong
academic foundation through
DSPS, many students have
participated in college activities
i.e., clubs, competitive sports,
forensics, the College Radio
station, the Spectator and the
(Same as
Above)
(Same as above)
8
ASCC. As a result, they have
received many awards and
recognitions.
SAO #15: The DSPS team has
(Same as
encouraged an increasing number Above)
of students with disabilities to
become independent and assertive
participants through their
educational process.
(Same as above)
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I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A. Check One of the Following:
X No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be
submitted with this Year’s Program Review. Note: All courses must be assessed once at
least once every three years.
Yes, CLO-CTL were completed for one or more courses during the current Year’s
Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed
this year and include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing
The Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per line.
Add more rows as
needed.
(See DSPS 2015/16
Academic Services
Program Review)
This Year’s Program
Review
*CTL forms must be
included with this PR.
10
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.Note: If
your service area does not offer courses, skip Appendix B2
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 2:
(CLO) 3:
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
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PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
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C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
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PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course level
discussions, please reflect on each of your Program Level Outcomes. Note: If your area assesses
Service Area Outcomes rather than PLO’s, skip this section. Some areas may use both PLO’s
and SAO’s dependent on the program.
Program: Disabled Students Programs & Services (DSPS)
PLO #1:
Interpret and apply compensatory learning strategies based on their individual learning style.
Engl. 116, 117, 120, 121
CAS 102
•
PLO #2:
Demonstrate a Competency with increasing vocabulary skills, ability to identify main idea and
supported ideas in passages, computation of math problems and in computer keyboarding.
CAS 100 and 103,
English 118A and 119
•
PLO #3:
The ability to write a 500 word essay, create and edit Microsoft word documents, use assistive
technology to complete their research and course assignments, request and utilize academic
accommodations according to their individual needs to enhance their college success
CAS 101,
English 118A, 118B and 119,
PSCN 20 and DSRC
•
•
PLO #4:
Demonstrate an ability to communicate effectively for student success based on their
individual needs.
PSCN 20, 901, 902, 903 & 904,
DSRC English 120, 121 and DSRC
What questions or investigations arose as a result of these reflections or discussions?
How can we provide academic accommodations to evening students? Offer Learning Skills,
CAS and PSCN courses in the evening.
What program-level strengths have the assessment reflections revealed?
15
Strengths revealed:
Since DSPS Program courses are consistently filled over 100%, students are successfully
meeting these outcomes. We have an increasing number of students who are becoming more
aware of their individual needs and requesting accommodations through the DSRC. Therefore
DSPS students are passing higher level English and Math courses and completing their
educational goals of earning Certificates, AA/AS degrees and transferring to 4 year colleges.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Reinstate English 116 E72 in the Spring semester to insure that all evening students with
learning disabilities have the opportunity to be assessed. Day students would greatly benefit from
the reinstatement of English 120 in the Spring semester.
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Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answer. Write n/a if the
question does not apply to your area.
-------- See DSPS 2015/16 Academic Services Program Review -------1. Have all of your course outlines been updated within the past five years?
2. Have you deactivated all inactive courses? (courses that haven’t been taught in five years or
won’t be taught in three years should be deactivated)
3. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog?
4. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester
5. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester.
6. Have you developed and assessed PLOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester.
7. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
8. Does successful completion of College-level Math and/or English correlate positively with
success in your courses? If not, explain why you think this may be.
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Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic Plan. The project will require the support
of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for finding both
internal and external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
The DSRC critically requires an additional dedicated area specifically used for testing, with 15-20 work stations equipped with
computer software and hardware installed with assistive technology. In order to serve our students with their increasing requests for
use of Kurzweil 3000, 1000, Dragon Premium and JAWS during their tests, more testing space and more computer stations are
imperative. We have long out grown our Testing Lab with room for 8 students which includes 3 computer stations. Due to the limited
testing space with assistive technology, it is necessary for students to be tested in our small High Tech Center and in the DSRC
general area. Both of these areas are not Title V, PL 504 and ADA compliant because they are not distraction free environments since
classes are in session at the same time. We are very concerned for the safety of our students taking tests in our Testing Lab is such a
small area during an emergency, it would be extremely difficult to evacuate students safely from the area. Also, if a student has a
seizure or falls in the small Testing Lab , they could be injured or injure other students. Each semester the DSRC provides alternative
testing for over 900 tests with more students requesting the use of assistive technology.
What is your specific goal and measurable outcome?
With an increased Testing Lab, more students will be provided with appropriate mandated alternative testing accommodations with
the use of assistive technology in a distraction free environment. Also, we can insure The safety of students taking tests during an
emergency or an accident. Students taking classes in the Hi-Tech Center will feel more comfortable raising questions during class if
no students are testing. Thus students with disabilities will become more successful in their classes and achieve their educational goals
of earning Certificates, AA/AS degrees and transferring to four-year colleges.
18
What is your action plan to achieve your goal?
Activity (brief description)
Target
Completion
Date
Renovate part of the general area of bldg. 2400 to increase TBD
our
Alternate testing area. Enhance testing lab and technology
by 15 – 20 work stations
Required Budget (Split out
personnel, supplies, other
categories.)
Budget is dependent on
how the DSRC can be
renovated to meet our
growing needs
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
X
Other, explain:
Current DSRC Full time Classified Staff will work on these projects. Their workload will become more efficient and less stressful with
the equipment and alterations to the DSRC, thus improving services for students with disabilities.
At the end of the project period, the proposed project will:
X
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
X
Yes, explain:An additional space, modification and/or relocation to the existing DSRC testing lab is required to fulfill this
project.
19
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
X
Yes, explain:At this time we do not know what plan will be utilized. Depending on the renovation that is decided
upon it will be determined if subcontractors or partners are necessary.
Do you know of any grant funding sources that would meet the needs of the proposed project?
X
No
Yes, list potential funding sources:
20
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committeeand Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty and adjuncts
Instructions: Please justify the need for your request. Discussanticipated improvements in student learning and contribution to the Strategic
Plangoal. Cite evidence and data to support your request, including enrollment management data (EM Summary by Term) for the most recent
three years, student success and retention data , and any other pertinent information. Data is available at
http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
1. Number of new faculty requested in this discipline:
Zero (0) in DSPS Student Services Program Review& three (3) Positions DSPS 2015/16 Academic Services Program
Review
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
Description
Faculty (1000)
Program/Unit
Division/Area
Rationale for your proposal. Please use the enrollment management data. Data that will strengthen your rationale include FTES trends over
the last 5 years,FT/PT faculty ratios,recent retirements in your division, total number of full time and part-time faculty in the division, total
number of students served by your division, FTEF in your division, CLO and PLO assessment results and external accreditation demands.
21
2. Statements about the alignment with the strategic plan and your student learning goals are required. Indicate here any information from
advisory committees or outside accreditation reviews that is pertinent to the proposal.
22
Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct. Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and part-time regular (permanent) classified
professional positions(new, augmented and replacement positions).Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal, safety, mandates, and accreditation issues. Please cite any evidence or data to support your request. If this position is categorically funded,
include and designate the funding source of new categorically-funded position where continuation is contingent upon available funding.
1. Number of positions:
Requested one (1) 75% Counselor Assistant I and Student Assistants & one (1) in DSPS 2015/16 Academic Services
Program Review
PLEASE LIST IN
RANK ORDER
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
(1)Counselor
Assistant I
(1) The students assistants
Classified Professional Staff (2000)
Position
Counselor Asst.
I(75%)
Description
(1) TheDSRC would greatly benefit from a Counselor Assistant I at
the front desk to work with student assistants. This person would
assist with scheduling counseling appointments, take messages
for the staff, order supplies, make copies, assist with alternative
testing, etc. When other staff is out of the Center, this person will
assist to ease the smooth operation of the Center in their
absence.
Program/Unit
Division/Area
DSPS
Special Programs
PLEASE LIST IN
RANK ORDER
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Student Assistants (2000)
Position
Description
Program/Unit
23
Division/Area
Student Assistants
(Classroom)
Student Assistants
(Hi-Tech)
Student Assistants
(Office)
Student Assistants
(Accommodations)
Student Assistants are needed to assist DSPS faculty in their
classes. Since the curriculum is very individualized it is essential that
student assistants are there to help maintain this teaching approach.
Student Assistantsare scheduled to work each hour the Hi-tech
Center is open to assist students with disabilities with technical
support while they are working on assignments, accessing
Blackboard, etc.
To ease the hectic atmosphere in the DSRC front area, it is
necessary that the DSRC hire students to work at the front desk.
Many students come to the front desk asking questions, seeking
immediate assistance, needing to make appointments, leaving
messages, etc., often practically all at once.
Student Assistants work as scribes, readers, support with speech
interpretation, test proctors, etc.
DSPS
Special Programs
DSPS
Special Programs
DSPS
Special Programs
DSPS
Special Programs
2. Rationale for your proposal.
Counselor Asst. I (75%) – This position will ease the daily operations of the center, by allowing the two Counselor IIs and
the Alternate Media Specialist to focus on their primary accommodation functions. The duties this person will perform are
currently distributed among other staff, forcing them to divert attention from their primary functions.
Student Assistants (All) – The volume of students with disabilities served through the DSRC necessitates the use of student
assistants to help facilitate timely service and fulfillment of necessary accommodations. Without said students, the DSRC
would not be able to function.
3. Statements about the alignment with the strategic plan and program review are required. Indicate here any information from advisory
committees or outside accreditation reviews that is pertinent to the proposal.
24
Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and
CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty
Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data
athttp://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
COURSE
CURRENT
FTEF
(2014-15)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
---------- See DSPS 2015/16 academic services program review ----------
25
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors, learning assistants, lab assistants,
supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal. Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of
new categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested:
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3.
4.
3. Rationale for your proposal based on your program review conclusions. Include anticipated impact on student learning outcomes and
alignment with the strategic plan goal. Indicate if this request is for the same, more, or fewer academic learning support positions.
26
Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000 and 5000 in priority order. Do NOT
include conferences and travel, which are submitted on Appendix M6. Justify your request and explain in detail any requested funds beyond
those you received this year. Please also look for opportunities to reduce spending, as funds are very limited.
Supplies Requests [Acct. Category 4000]
Instructions:
1. There should be a separate line item for supplies needed and an amount.
For items purchased in bulk, list the unit cost and provide the total in the "Amount" column.
2. Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are criticalrequests required to sustain a program (if not acquired, program may be in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of an accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not
received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requeststhat would be nice to have and would bring additional benefit to the program.
2014-15
2015-16
Request
needed totals in all areas Request
Requested Received
Description
Amount
Vend
or
27
Division/Unit
Priority #1
Priority #2
Priority #3
Contracts and Services Requests [Acct. Category 5000]
Instructions:
Sign Language
Interpreters
1.
2.
There should be a separate line item for each contract or service.
Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
Priority 1: Are criticalrequests required to sustain a program (if not acquired, program may be in peril) or to meet
mandated requirements of local,
state or federal regulations or those regulations of an accrediting body for a program.
Priority 2: Are needed requests that w ill enhance a program but are not so critical as to jeopardize the life of a
program if not received in the requested academic year.
Priority 3: Are requests that are enhancem ents, non-critical resource requests that would be nice to have and would
bring additional benefit to the program.
augm entations only
Description
Sign Language Interpreters
Contracted as needed; upon
student request
Real Time Captioners
Contracted as needed; upon
student requests.
Amount
Vendor
Division/Unit
28
Priority #1
Priority #2
Priority #3
Appendix F6: Conference and Travel Requests [ Acct. Category 5000]
Audience: Staff Development Committee,Administrators, Budget Committee, PRBC
Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development Committees in allocation of funds.
Instructions: Please list specific conferences/training programs, including specific information on the name of the conference and location. Note
that the Staff Development Committee currently has no budget, so this data is primarily intended to identify areas of need that could perhaps be
fulfilled on campus, and to establish a historical record of need. Your rationale should discuss student learning goals and/or connection to the
Strategic Plan goal.
Description
California Association of Post
Secondary Education & the
Disabled (CAPED)
Amount
$12,000.00
Vendor
Priority Priority Priority
Division/Dept
#1
#2
#3
DSPS/Special
Programs
29
X
Notes
For 7 faculty and staff to attend
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology Committee.
Instructions: Please fill in the following as needed to justify your requests.If you're requesting classroom technology, see
http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model numbers that are our current standards.
If requesting multiple pieces of equipment, please rank order those requests. Include shipping cost and taxes in your request.
Instructions:
1. For each piece of equipment, there should be a separate line item for each piece and
an amount. Please note: Equipment requests are for equipment whose unit cost exceeds $200.
Items which are less expensive should be requested as supplies. Software licenses should also be
requested as supplies.
2.
For bulk items, list the unit cost and provide the total in the "Amount" column.
Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are criticalrequests required to sustain a program (if not acquired, program may be
in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of an accrediting body for a program.
Priority 2: Are needed requests that w ill enhance a program but are not so critical as to
jeopardize the life of a program if not received in the requested academic year.
30
Priority 3: Are requests that are enhancem ents, non-critical resource requests that would be
nice to have and would bring additional benefit to the program.
Description
16 Canon LiDE 120 Flatbed
scanners
(for use with Kurzweil& CAS 102)
2 Fujitsu ScanSnap SV600
overhead scanners (for mobility
impaired students)
2 Canon LiDE 220 Flatbed
Scanners
(for staff support)
1 Canon DR-G1100 document
scanner
(to replace outdated SCSI
scanner)
15-20 desktop computers for
renovated (or separate) alternate
testing area
Vendor
Division/Unit
Priority
#1
$1133.60
Amazon
DSPS/Special
Programs
X
$1275.30
Amazon
DSPS/Special
Programs
X
$196.20
Amazon
DSPS/Special
Programs
X
DSPS/Special
Programs
X
Amount
$4,723.26 SEHI
$16,000
approx
HP
DSPS/Special
Programs
31
Priority
#2
Priority
#3
X
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities Committee (FC) has begun the task of reprioritizing Measure B Bond budgets to better align with current needs. The FC has identified approximately $18M in budgets to be used to meet
capital improvement needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two to be used as match
if and when the State again funds capital projects, and to fund smaller projects that will directly assist our strategic goal. The FC has determined
that although some of the college's greatest needs involving new facilities cannot be met with this limited amount of funding, there are many
smaller pressing needs that could be addressed. The kinds of projects that can be legally funded with bond dollars include the "repairing,
constructing, acquiring, equipping of classrooms, labs, sites and facilities." Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests.If requesting more than one facilities project, please rank order your
requests.
Brief Title of Request (Project Name):
Building/Location:
Description of the facility project. Please be as specific as possible.
(Project 1) In order to serve our students with their increasing requests for use of Kurzweil 3000, 1000, Dragon
Premium and JAWS during their tests, more testing space and more computer stations are imperative. We have long
out grown our Testing Lab with room for 8 students which includes 3 computer stations. Due to the limited testing
space with assistive technology, it is necessary for students to be tested in our small High Tech Center and in the
DSRC general area. Both of these areas are not Title V, PL 504 and ADA compliant because they are not distraction
free environments since classes are in session at the same time. As mentioned previously our Testing Lab is not safe
for students with physical disabilities in case of an emergency evacuation would be extremely difficult. Also, in case of
a student having a seizure or falling they could be injured or injure other students due to the small area.
(Project 2) Many students entering the center do not sign-in and so we are unable to gain an accurate count of student
contacts, i.e., how many students are being served. This also causes safety issues since security has notified us that
there are some non-registered people (neither DSRC nor Chabot students) entering our facility and bothering DSRC
students. They also inappropriately use the DSRC computers. With a controlled entryway, it would benefit our budget,
increase the safety of our students, and ensure the appropriate use of the assistive technology for students with
disabilities.
32
What educational programs or institutional purposes does this equipment support?
(Project 1)This project supports all disciplines and program areas across the college campus.
(Project 2) DSPS provides academic accommodations to students with disabilities enrolled in classes in all divisions
and programs across the campus. If the DSRC is unable to appropriately support students with disabilities, the
responsibility would fall to faculty, staff, and administrators throughout the campus to provide the accommodations.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
(Project 1) With an increased Testing Lab, more students will be provided with appropriate mandated alternative testing
accommodations in a distraction free environment. Thus students with disabilities will become more successful in their
classes and achieve their educational goals of earning Certificates, AA/AS degrees and transferring to four-year colleges.
(Project 2) With increased safety of students and the appropriate use of the DSRC computers, it limits the possibility of
inappropriate use of the computers, which can contribute to machine malfunctions and viruses, which removes the
computers from being able to be accessed by students with disabilities. With an accurate count of our contacts, our budget
will definitely be affected in a positive manner, allowing us to support students with disabilities in achieving their
educational goals of AA/AS degrees, certificates, and transferring to four year colleges.
33