Student Development Division Annual Program Review Update 2013/14 Section 1 - Program Information
1.0 Name of Program: Disabled Students Programs and Services
1.1 Program Review Authors: Trish Blair, Natalie Barbero, Cheryl Krueger , Harry Pyke, Tamara Severn, Jeff Kelley, Sly Holladay, Erica
Silver, Don McArthur, Jan Rader-Carroll, Jason Brewer, Debbie Romero, Carole Freeman, Tasha Kahoalli,
Date: September 27, 2013
1.2 Program Director Signature:
Trish Blair/signature on file
Date: October 15, 2013
1.3 Vice President Signature: Keith Snow-Flamer
Date: October 31, 2013
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 Provide a brief description of the program’s primary function: To provide equal access to students with disabilities through programs and
services leading to increased student success.
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.
2011/12
2012/13
Observations (steady/increasing/decreasing)
2.1 Staffing/Budget
FTE Faculty and Staff
11.93
10.29
Continues to decrease
FTE Additional Workforce
2.175
.55
Continues to decrease
Personnel (Dollars)
$796,185
$731,328
Continues to decrease
Discretionary (Dollars)
$15,683
$7,845
Continues to decrease
Other
$56,979
$1,066
Continues to decrease
2011/12
2012/13
2.2 Program Indicators
Number of applications processed
360
431
Continues to increase
Overall Student Satisfaction
89.9%
90.3%
Remains constant
Student Headcount
1,092
1,131
Continues to increase
3/12/2014 Page 1 2.3 Describe how the changes in indicators have impacted student achievement and learning: While we continue to reduce staffing, student
numbers remain steady. We are using more and more volunteers and peer tutors to fill the gap and therefore the student satisfaction rate has
remained constant. Last year our reduced discretionary funding severely impacted our department in terms of supplies. We had to take donations
of classroom materials from students, recycle worn out office supplies rather than making new purchases. This is bad for instruction as well as bad
for staff morale. Reduced staffing has resulted in reduced hours in the DSPs office. We have closed our High Tech Center which eliminates course
offerings for students who needed to learn how to use adaptive hardware and software as well as those who needed very basic computer instruction.
We have discontinued Adaptive PE classes at the Mendocino campus as well as reduced the hours of our DSPS Specialist at that location. This
again lengthens the wait time for students to get their DSPS paperwork completed in order to receive their accommodations. These reductions will
have their full impact in the 2013-14 academic year.
2.4 Provide any other relevant information that may have contributed to changes (improvement, increase, decline, barrier) for the population
served by the program: The population served remains relatively constant. Our resources have declined over the past year. Our biggest hurdle and
barrier for students with disabilities is our reduced funding. Students have voiced their dissatisfaction with wait times to see staff. Without the
DSPS technician position, which was not filled due to a lack of funding, students are now responsible to going to their medical providers to obtain
verification. This can be time consuming and costly for students, but without the position, we are unable to provide that service.
2.5 Student Equity. Please comment on any current outcomes or initiatives related to increasing outreach, retention and student success of
underrepresented students in your program. All of our student population falls into the under-represented category of student, at least in terms of
being a student with a disability. Often they have additional factors that fall into the under-represented category including ethnicity and socioeconomic levels.
Section 3 –Critical Reflection of Assessment Activities
3.0 Student Learning Outcomes & Program Outcomes Assessed in the Current Cycle
(2012/2013)
3.1 What changes have been made to the program based on assessment findings?
Unfortunately, most of the changes in DSPS have been in downsizing and reducing services. This does not correlate with our assessment findings
and it will likely impact those areas assessed over the past year, including persistence of DSPS students, success in basic skills classes as a result of
being in a special class. Assessment data indicates that students in DSPS have a higher persistence rate than the general student body as do those
who take a special class. Logic would suggest that we increase those services and classes. While the assessment identifies changes that we would
like to have made, we have been unable to do them due to fiscal reductions. Further reduction of funds due to the elimination of special classes
will likely further impact our ability to make positive changes based on assessment. We did make good progress in increasing awareness of DSPS
on campus as per the results of our Survey Monkey.
3.2 (Optional) Describe assessment findings/observations that may require further research or institutional support:
We will continue to assess DSPS student persistence, success in Basic Skills classes while co-enrolled in a special class, to determine what impact
our reduced staffing and class offerings are having on these indicators. We will also be assessing the effectiveness of receiving assistance through
3/12/2014 Page 2 our Guidance classes in assisting students taking on line classes. As more and more classes are hybrid or on line classes, the way we assist those
students will need to be evaluated and modified.
3.3 Provide any additional explanations for items described in section 3.
Section – 4 Evaluation of Previous Plans
4.1 Describe plans/actions identified in the last program review and their current status. What measurable outcomes were achieved due to
actions completed?
Action plans may encompass several years; an update on the current status, or whether the plan was discarded and why.
Actions
Current Status
Impact of Action (describe all relevant data
used to evaluate the impact)
Create a DSPS Student Satisfaction Survey to
evaluate our overall effectiveness as well as the
satisfaction of student regarding staffing levels.
This was completed and will continue to be
completed yearly.
Provided us with on-going information that
identified areas of satisfaction and
dissatisfaction. While overall satisfaction with
DSPS remains constant, satisfaction with
counseling and advising dropped by 15%
points. The dissatisfaction with the wait time
to see a counselor also jumped significantly. It
also revealed that students seem to be
adjusting to the move from note-takers to
taped lectures. Satisfaction with the
availability of staff decreased. One of the
biggest drops is in the perceived
responsiveness of the campus to the needs to
students with disabilities. Reduced staffing has
meant reductions in hours of operation which
has only a 63% satisfaction rate.
We have eliminated several special classes that
were not mandated including Adaptive PE on
the Mendocino campus and high tech classes
at the Eureka campus. We have reduced
staffing in the DSPS office area, including our
DSPS Technician position.
While the elimination of the technician
position eased our budget situation, it has
severely impacted office functioning,
increasing the number of clerical errors
occurring, increasing wait time for
verifications for students, and creating a very
stressful working condition for everyone in the
DSPS office area. Rather than assisting
Reduce or temporarily eliminate temporary
positions serving non-mandated services
3/12/2014 Page 3 students in obtaining a verification of
disability, we now require students to do this
on their own, increasing their financial
pressure as they have to see their medical
provider to get the verification. We will not be
able to maintain our current level of service
without the reinstatement of that position.
The reduction of classes will not be felt until
the end of the 2013-14 year. It will create a
significantly reduced headcount and FTE
generation in DSPS, which inevitably will
result in even further reductions.
Combine functions of the DSPS Technician job
into other existing staff duties
This has been completed.
As previously discussed, this situation is not
working. Errors are increasing, wait times for
students are increasing and the lack of the
position is creating a very stressful workplace
for those in the DSPS office. As soon as funds
become available, we will request that this
position be reinstated, as it is not a long term
solution to have these duties assumed by other
positions.
Resubmit a proposal for permanent faculty
position of DSPS Faculty Coordinator and LD
Specialist
This has been submitted a second time, but no
action has been taken by Human Resources.
DSPS continues to function with a .5 interim
Coordinator. This interim arrangement is
entering its 5th year. It impacts long-term
planning ability for DSPS as well as fiscal
planning.
Enhance student success in basic skills classes
by implementation of new Guidance classes
Guidance 147 and 148 have been offered. As
yet the enrollment has been low.
Due to low enrollment, it is difficult to tell if
these classes are going to be successful. We
will continue to evaluate them. In Spring
2014, Guidance 146 will also be offered.
4.2 (If applicable) Describe how funds provided in support of the prior year plan(s) contributed to program improvement:
3/12/2014 Page 4 Section – 5 Planning
5.1 Program Plans
(2013/2014)
Based on data analysis, student learning outcomes and program indicators, assessment and review, and your critical reflections, describe the actions
to be taken for the 2013/14 academic year. Use as many rows as you have actions, and add additional rows if you have more than 5 actions.
Please number all rows that you add.
Please be specific. This section and section 6 should include a detailed justification so that the resource prioritization committees understand your
needs and their importance.
*Not all items in this program plan section may require resources, but all resource requests must be linked to this section.
Action
#
Action to be taken:
List the specific action
to be taken in enough
detail so that someone
outside of your area can
understand.
Reinstate the DSPS
1 Technician position
Relationship to
Institutional Plans
Include the specific plan
and action item relevant to
your action to be taken.
For example: Annual Plan
2013-2014 Theme:
Persistence; or
Goal 1: Student Success:
EP.1.6.2 Develop a plan for
narrowing the achievement
gap for underrepresented
student populations.
Strategic Goal 1: Increase
student success and support
services
3/12/2014 5.1 Program Plans
Expected Impact on
Program/Student Learning
Describe the expected impact
in a way that someone outside
the program can understand.
The impact should be
measurable.
Students will not have to
wait a lengthy period of time
to receive accommodations,
as a dedicated position will be
in place to expedite the
accommodation and
verification process.
Relationship to
Assessment
Include all assessment
results that indicate
that this action will
yield the desired impact
on the program. If the
assessment has yet to
be conducted, explain
when and how it will be
conducted.
Students currently are
unhappy with the length
of time they wait to see
a counselor or advisor
(Student Satisfaction
Survey). With this
position, the advisor
can do her own job and
see students rather than
trying to do duties of
both her position and
Page 5 Resources Needed
(Y/N)
A yes here requires
a corresponding
request in the next
section.
Y
the technician position.
Develop an internal
tracking system to
ensure that all DSPS
students have a current
2 SEP and/or SEC
Evaluate the fiscal
impact of reduced
special course offerings
at the Eureka and
3 Mendocino campuses
Evaluate the success of
4 DSPS non-credit courses
Strategic Goal 1: Increased
Student success and support
services. This also will come
in line with the Student
Success Task Force
Recommendations that all
students must have an SEP
Strategic Goal 3: Fiscal and
Operational Sustainability,
Strategic Goal 1 : Increased
student success and support
services
Strategic Goal 3: Fiscal and
Operational sustainability,
Strategic Goal 5: Increase
visibility and awareness of
programs/services across
district and community.
Increase success in
coursework, more SEP’s
completed, increase ability to
maintain priority registration.
Fewer students with
significant disabilities will
enroll at CR.; reduced income
from weighted headcount will
result in additional cuts in the
next fiscal year.
This may offer an alternative
to students who previously
used special classes that were
eliminated.
We will compare the
numbers of SEP’s and
SEC’s completed as
well as our ability to
efficiently keep track of
who is in need.
N
Allocation
comparisons,
enrollment comparisons
N
Cost benefit of offering
the non-credit classes.
N
5.2 Provide any additional information, brief definitions, descriptions, comments, or explanations, if necessary.
In addition to these action plans, DSPS will continue our assessment process, including the following SLO/PLO assessments:
1. DSPS students will show a greater level of persistence as compared to the general CR population over the course of 2013-14.
2. DSPS students taking special classes will show a great level of persistence as compared to DSPS students who do not enroll in special
classes.
3. DSPS/BSI students will experience greater success in basic skills classes when co-enrolled in GUID-145, 146, 147 and 148 as compared to
DSPS/BSI students not enrolled in these special classes.
4. Evaluate the success of DSPS students taking an on-line class, who receive assistance through the LIGHT Center as compared to those who
don’t receive LIGHT Center assistance.
Section 6 - Resource Requests
6.0 Planning Related, Operational, and Personnel Resource Requests. Requests must be accompanied by an action plan in the above section.
Requests should include estimated costs. Submit a support ticket if you do not know the estimated costs.
3/12/2014 Page 6 If you are requesting personnel resources, you must also include the “Request for Faculty or Staffing” forms, located at
inside.redwoods.edu/program review. Submit one form for each request.
Additional Instructions:
Put down the full amount you are requesting in the “Amount” column. Put down the annual amount of any ongoing or recurring costs in the “Annual
Recurring” column. For example, a personnel request for a permanent position might show an Amount of $30,000 and an Annual Recurring Cost of
$30,000. A request for equipment might show an Amount of $5,000 and an Annual Recurring cost of $200. A professional development request
might show an Amount of $800 and a recurring cost of $0.
 If you have a grant or some other source of funding, include in the “Request” column a brief description of the source of funds and the dollar
amount that is expected to be covered by the other source and if the other source covers any of the annual recurring costs.
 Note in the “Request” column if this is a repeat request, and how many times you have submitted this request.
The item number must match the corresponding action # from section 5. Add rows as necessary.
Type of Request (Check One)
Action
Operationa Personnel
Professional
Planning
#
To be
To be
Development
l
use #
reviewed by
reviewed by To be
To be
above
Prioritization reviewed
Faculty
reviewed by
Committees
and grouped Prioritizatio the
Request
of the Budget by Associate n
Professional
Describe your request here in a way
Planning
Committee. Development
Deans.
that someone outside the program can Committee
Committee
understand.
1
Reinstate the DSPS Technician
x
Section 7‐ Author Feedback Provide any constructive feedback about how this template or datasets could be improved.
How much do you agree with the following statements? (mark your choice with an x )
3/12/2014 Page 7 $
Amount
$
Annual
Recurrin
g Costs
Contact
Person
(Name,
email,
phone)
$50K
$50K
Trish
Blair
trishblair@re
dwoods.e
du 4764289
Strongly
Agree
Somewhat
Agree
Neutral
Somewhat
Disagree
Strongly
Disagree
This year’s program review was valuable in
planning for the ongoing improvement of my
program.
[]
[]
[x ]
[]
[]
Analysis of the program review data was useful in
assessing my program.
[x ]
[]
[]
[]
[]
Section 8‐ PRC Response by section (completed by PRC after reviewing the program review) 8.0 The response will be forwarded to the author and the supervising Director and Vice President: S.1. Program Information: Completed. S.2. Data Analysis: Completed. Good connection of indicators to the impact of the program. Recommendation, note additional student achievement indicators. S.3. Critical Reflection of Assessment Activities: Complete. Changes made to program are counter‐intuitive to what was assessed. S.4. Evaluation of Previous Plans: Completed S.5. Planning: Completed S.6. Resource Requests: Completed. In the future, resource noted in planning should be tied to the section 6 resource requests (e.g. Item #3) or clarification of the type of resource. 3/12/2014 Page 8