Student Development Division Annual Program Review Update 2012/13
DSPS
Section 1 - Program Information
1.0 Name of Program: Disabled Students Programs and Services
1.1 Program Review Authors: Trish Blair, Cheryl Krueger , Robin Montgomery, Harry Pyke, Natalie Barbero, Tamara Severn, Jeff Kelley, Sly
Holladay, Mollie Blahausz, Jan Rader-Carroll, Debbie Romero, Jason Brewer, Virginia Snodgrass, Tasha Kahoalii, Carole Freeman, Susan Larkin,
Holly Wendt, Don McArthur, Erica Silver
Date: 09/20/2012
1.2 Program Director Signature:
Date:
1.3 Vice President Signature: Keith Snow-Flamer
Date: October 11, 2012
1.4 Program mission: The mission of DSPS is to eliminate the educational barriers unique to students with disabilities as mandated by Section
504 of the Rehabilitation Act of 1973.
1.4.1 State briefly how the program mission supports the college mission: By reducing barriers to students with disabilities we put student
success first. We continually assess student learning and institutional performance and practices to improve upon the programs and services we
offer. DSPS strives for universal access which supports the college’s mission of providing outstanding education.
1.4.2 Program goals: Our program goals for 2012-13 are:
1. DSPS/BSI students will experience greater success in basic skills classes when co-enrolled in GUID 145, compared to DSPS/BSI students not
enrolled in GUID 145.
2. Strategically combine and downsize functions based on fiscal constraint.
3. DSPS students will show a greater level of persistence as compared to general CR population over the course of 2012-2013.
4. Evaluate special courses as a means of increasing the persistence of DSPS students.
5. Increase visibility and awareness of programs/services across district and community.
1.4.3 Describe how the program goals support institutional planning and goals (Strategic Plan, Education Master Plan, Enrollment
Management Plan, etc.): The College’s Strategic Plan Goal # 1 is supported by the efforts of DSPS. This includes the improved success and
support for basic skills, and the provision of a learner focused environment. DSPS works to have close contact with the community to prepare our
students for the workforce and strive to increase our visibility on the campus as well as in the community. We support the EMP plan in relation to
assessing and evaluating our ability to increase persistence of students with disabilities as well as enhance our student support.
12/20/2012 Page 1 Section 2 - Data Analysis
2.0 Program Staffing/Budget Data and Indicators
(Past years)
Provide information to show changes over time (steady, increasing, decreasing, etc.). Insert additional rows as needed for your key performance
indicators (KPI’s), such as program services, functions, student contacts, etc.
2010/11
2011/12
Observations (steady/increasing/decreasing)
2.1 Staffing/Budget
FTE Faculty and Staff
14.68
11.93
FTE Additional Workforce
Not available
2.175
Personnel (Dollars)
$741,880
$796,185
Discretionary (Dollars)
$130,533
$15,683
Other
$56,979
Sign language interpreting costs
2.2 Program Indicators
Number of applications processed
Overall Student Satisfaction
Staffing Hours Annually
Student Headcount
356
93.8%
23,089
1390
360
89.9%
20,683
1092
This remains constant
Slight reduction in student satisfaction
Reductions continue as fiscal resources decrease
Significant decrease due to reduced staffing
2.3 Describe how these changes affect students and/or the program: As the monies available to run this program continue to decrease so do the
staffing levels, the headcount and the satisfaction rating. We are at a point of not being able to provide many of the programs that have been
provided in the past. This will greatly impact DSPS student success should we have to make programmatic cuts.
2.4 Provide any other relevant information, or recent changes, that affect the program: We continue to be unable to fill vacant positions or
positions open due to retirements. This increases student wait time for services as well as creates a more stressful environment for both staff and
students. The program is understaffed and under- funded at this time. Over the past four years our budget has continued to be reduced and is
currently insufficient to provide existing programs and services without district support. This past year the district contributed approximately
$81,000 dollars to keep programs and services running. At this time funding that was previously available to us is no longer available, include
AARA funding, Basic Skills Funding and savings from positions unable to be filled due to lack of funding.
Section 3 –Critical Reflection of Assessment Activities
3.0 Student Learning Outcomes & Program Outcomes Assessed in the Current Cycle
One of our goals over the past year was to look at the success rates of students who were both DSPS students and basic skill level students. We
compared that group of students based on those enrolled in Guidance 145 and those not enrolled in Guidance 145. We found that with the
exception of students who were in math 372, being concurrently enrolled in Guidance 145 did in fact, increase the success rates in the mainstream
basic skills classes. This was also the finding from the year before, but the year before realized an even greater success rate when concurrently
12/20/2012 Page 2 enrolled in Guidance 145. It is suspected that the decrease is due to reduced staffing for academic support in DSPS.
A second goal was to evaluate the student satisfaction with and ability to access loan items from DSPS. This included digital voice recorders,
scooters, smart pens and Daisy Players. Based on our student satisfaction survey, a sample of 231 students district wide reported 76.6%
satisfaction level with the equipment that has been loaned out to them. This is down from 80% the previous year. As equipment is aging, we are
unable to replace it due to fiscal constraint, so it is suspected that this number will continue to fall.
A third goal involved increasing the ability of students to make appropriate decisions about courses and accommodations based on the accuracy of
the medical and educational verifications obtained through DSPS. We worked to modify the verification form to improve the quality of
information received on the student, including functional limitations related to education. Continued collection of feedback from counselors,
advisors, medical providers and students as to the utility of the Verification form was used in the development of the Support Services Agreement.
Feedback from counselors has been largely positive. Some very minor adjustments were made to make the form more readable. In the 2011-12
academic year there were a total of 815 SSA's completed by students and their DSPS Counselor or advisor.
Finally, carried over from the previous year was the plan to replace a permanent ISS-II position. Given funding issues, we were unable to do this.
A basic skills funding request to support this position was not accepted, therefore the position has not been filled. At the Eureka site, 38% of
students were satisfied with the staff/student ratio in the LIGHT Center. This continues to demonstrate the need for the replacement of our ISS-II,
as students are clearly not satisfied with this level of assistance. We continue to only show a 53% success rate with students who are in Reading
360 and Guidance 145. This is largely due to the decrease in staffing for academic support.
3.1 Summarize the conclusions drawn from the data and the experience of staff working to achieve the outcomes:
Conclusions drawn from the data suggest that we continue to do a good job supporting students with disabilities in their mainstream coursework.
The students who are enrolled in Guidance 145 concurrently with their basic skills level classes do better than those who are not enrolled in
Guidance 145. However, this level of success is dropping, as is our ability to fill vacant staff positions including the ISS-II which is designed to
provide humanities assistance for students with disabilities. We are doing more and more in relation to assisting students to take a more active role
in their decision making pertaining to their disabilities. This is evident by the success of our new verification form .
3.2 Summarize how assessments have led to improvement in Student Learning and Service Area Outcomes:
The assessments have led to the development of the new verification form to improve accommodations for students with disabilities. Our inability
to fund new equipment has led to the development of a DSPS Fundraising Committee. At the present time, new equipment for loan purposes is
being funded through the DSPS donations achieved through the fundraising efforts. Finally, the basic skills data related to Guidance 145 has led
to the development of three new classes more specifically focused on subject area. This will hopefully improve our delivery of academic
assistance in the face of reduced staffing. Each class will allow for more specific instruction in the development of adaptive strategies for math,
English and science.
3.3 (Optional) Describe unusual assessment findings/observations that may require further research or institutional support:
12/20/2012 Page 3 Section – 4 Evaluation of Previous Plans
4.1 Describe plans/actions identified in previous program reviews and their current status. What measurable outcomes were achieved due to
actions completed.
Actions
Current Status
Outcomes
Replacement of lost ISS-II positions on all
campuses
Not completed on any campus due to lack of
funding
Student satisfaction with staff/student ratio is
decreasing
Replacement of a 40 hour/wk. DSPS advisor
Replaced at 20hr/wk.+ 10 temp hours
Increased wait time for students
Replacement of Van driver
Temporary replacement at reduced hours
Other staff drive the bus when needed
Replacement of DSPS Director
Interim DSPS Faculty coordinator
Reduced LD testing
Accessible Go-Print stations
Not completed
Go-Print is not accessible for blind students
4.2 (If applicable) Describe how funds provided in support of the plan(s) contributed to program improvement:
Section – 5 Planning
5.0 Plan for Future Improvements
(2012/2013)
Based on institutional plans, data analysis, student learning outcomes, program outcomes, the assessment of those outcomes, and your critical
reflections, describe the program’s Action Plan for the 2012/13 academic year. If more than one plan, add rows. Include necessary resources.
(Only a list of resources is needed here. Provide detailed line item budgets, timelines, supporting data or other justifications in the Resource
Request).
(link to two year assessment plan)
5.1 Program Plans
Action to be taken:
Compare success of DSPS/BSI students
Relationship to
Institutional Plans
Increase student success
12/20/2012 Relationship to
Assessment
1. DSPS/BSI
Expected Impact on
Student Learning or
Service Area Outcomes
DSPS students who are
Page 4 Resources Needed
IR staffing time
who are concurrently enrolled in BS level
classes and Guidance 145 in terms of
success in BS level classes.
and support services –
Strategic goal #1,
Objectives 1.2, 1.3, and
1.5
Evaluate the quality of support given to
DSPS students by comparing the
persistence of DSPS students as compared
to the general student body.
Increase retention and
persistence- Strategic
goal #1, Objectives 1.2,
1.3, and 1.4.
Evaluate special classes by comparing the
persistence of DSPS students enrolled in
special classes to those DSPS students
who do not enroll in special classes.
Increase retention and
persistence, student
success and support
services- Strategic goal
#1, Objectives 1.2, 1.3,
and 1.4.
4. Evaluate special
courses as a means
of increasing the
persistence of DSPS
students.
Create Survey Monkey to evaluate the
visibility and awareness of staff and
faculty related to DSPS and DSPS
activities.
Enhance Institutional
Profile –goal #5 –
Objectives 5.5 and 5.1
5. Increase visibility
and awareness of
programs/services
across district and
community.
12/20/2012 students will
experience greater
success in basic
skills classes when
co-enrolled in GUID
145, compared to
DSPS/BSI students
not enrolled in
GUID 145.
3. DSPS students
will show a greater
level of persistence
as compared to
general CR
population over the
course of 20122013.
concurrently enrolled in
Guidance 145 and a Basic
Skills class will receive a
passing grade in their BS
level classes more often
than those who are not
enrolled in Guidance 145
This will be the first time
this data has been
collected. It will be used
as baseline data. If DSPS
student persistence is
lower than the general
student body, then
appropriate actions will be
implemented to improve
our ability to support
student persistence.
Students who enroll in
special classes receive
more intensive support,
thus persistence should be
higher. However, this is
the first time this data has
been collected, so it will
be used as a baseline.
With increased efforts to
make DSPS more visual
and integral to the campus
community, awareness
and the needs of the
department will become
more salient and better
understood when requests
Page 5 IR Staffing time
IR Staffing time
DSPS Staffing time
Create a DSPS Student Satisfaction
Survey to evaluate our overall
effectiveness as well as the satisfaction of
student regarding staffing levels.
2. Strategically
combine and
downsize functions
based on fiscal
constraint.
Reduce or temporarily eliminate
temporary positions serving nonmandated services
Increased student support
and success - Strategic
goal #1 and Strategic
Goal # 3 – Fiscal and
Operational
Sustainability.
Strategic Goal # 3 –
Fiscal and Operational
Sustainability.
Combine functions of the DSPS
Technician job into other existing staff
duties
Strategic Goal # 3 –
Fiscal and Operational
Sustainability.
2. Strategically
combine and
downsize functions
based on fiscal
constraint.
Resubmit a proposal for permanent
faculty position of DSPS Faculty
Coordinator and LD Specialist
Strategic Goal # 3 –
Fiscal and Operational
Sustainability.
2. Strategically
combine and
downsize functions
based on fiscal
constraint.
Enhance student success in basic skills
classes by implementation of new
Guidance classes
Increase student success
and support services –
Strategic goal #1,
Objectives 1.2, 1.3, and
1.5
1. DSPS/BSI
students will
experience greater
success in basic
skills classes when
co-enrolled in GUID
145, compared to
DSPS/BSI students
not enrolled in
GUID 145.
2. Strategically
combine and
downsize functions
based on fiscal
constraint.
for support are submitted.
Continue to collect data to
support the filling of
vacant positions
Reduced headcount in
classes without aides,
reduced safety in classes
such as Adapted PE.
Increased workload for
instructors in Adaptive PE
Fewer applications for
service processed, reduced
allocation for the
following year, increased
wait time for service
delivery.
Increase compliance with
Title 5 guidelines and
ability to retain some LD
testing
none
Enhance success by
grouping students in like
subject areas to improve
tutoring availability in
light of reduced staffing
DSPS staff time
5.2 Provide any additional information, brief definitions, descriptions, comments, or explanations, if necessary.
12/20/2012 DSPS staffing time
Page 6 DSPS staffing time
DSPS staff, VP
Student Learning
and Support
Services time.
Given current fiscal constraints, it is impossible for DSPS to engage in activities that require any monetary support. Therefore, we need to look
carefully at our data and determine where we need to make changes, evaluate our special class structure and our overall programmatic success
with students. Therefore, the majority of our plans involve data collection to help inform our decisions in the next year in the face of significant
downsizing.
Section 6 - Resource Requests
6.0 Planning Related, Operational, and Personnel Resource Requests . Requests must be submitted with rationale, plan linkage and
estimated costs.
Request
Check One
Amount
Recurring
Rationale
$
Cost
Y/N
Linkage
Planning Operationa Personnel
l
ISS-II Eureka
x
$38,366
Y
Strategic Goal # 3
Strategic goal #1,
Objectives 1.2, 1.3, and 1.5
ISS-II Del Norte
x
$38,366
Y
Strategic Goal # 3
Strategic goal #1,
Objectives 1.2, 1.3, and 1.5
ISS-II – Mendo
x
$38,366
Y
Strategic Goal # 3
Strategic goal #1,
Objectives 1.2, 1.3, and 1.5
DSPS Advisor- Full time
x
$47,028
Y
DSPS Mobility Assistant (Van Driver)
DSPS Faculty Coordinator/LD Specialist
x
x
$9430
$134,908
Y
Y
DSPS AOA II – Verification Technician
x
$57,988
Y
DSPS Assistant – APE (Mendo)
x
$6582
Y
Strategic Goal # 3
Strategic goal #1,
Objectives 1.2, 1.3, and 1.5
Strategic Goal # 3
Strategic Goal # 3
Strategic goal #1,
Objectives 1.2, 1.3, and 1.5
Strategic Goal # 3
Strategic goal #1,
Objectives 1.2, 1.3, and 1.5
Strategic Goal # 3
Strategic goal #1,
12/20/2012 Page 7 Accessible Software updates- JAWS,
Zoom Text, Kurzweil 1000, Dragon,
Co-Writer
x
$29,800
N
Accessible Go-print Stations
x
$7800
N
Update ADA accessible computers and
peripherals-district-wide
x
$97,200
N
Objectives 1.2, 1.3, and 1.5
Strategic goal #1,
Objectives 1.2, 1.3, and 1.5
Strategic Goal # 4,
Objective 4.2
Strategic goal #1,
Objectives 1.2, 1.3, and 1.5
Strategic Goal # 4,
Objective 4.2
Strategic goal #1,
Objectives 1.2, 1.3, and 1.5
Strategic Goal # 4,
Objective 4.2
Section 7‐ PRC Response by section (completed by PRC after reviewing the program review) 7.0 The response will be forwarded to the author and the supervising Director and Vice President: S.1. Program Information: Program supports the mission of the College. Kudos, very nicely written program review. S.2. Data Analysis: OK S.3. Critical Reflection of Assessment Activities: OK S.4. Evaluation of Previous Plans: OK S.5. Planning: OK S.6. Resource Requests: Resource requests are solid. The PRC compliments including goal and objective numbers Review approved. 12/20/2012 Page 8