Note: The Disabled Student Programs and Services (DSPS) moved from Instruction to Student Services in July
2011. The program plan posted here was completed in Spring 2009 when the department was still part of
Instruction, using the format in use at the time. It includes the assessment of two college core competencies.
DSPS has additionally written a Student Services SSLO and assessed it. The assessment results are posted on
the Student Services website. DSPS will write a new program plan in 2013. In addition, its course SLOs will be
assessed and the results reported to the Council of Instructional Planning on their schedule.
PROGRAM PLANNING
I.
BACKGROUND AND ANALYSIS
A. Program Description
Overview
The purpose of the Disabled Students Program and Services (DSP&S) is to ensure that a diverse
student population with a wide spectrum of disabilities is provided with effective accessibility as
required by the Americans with Disabilities Act, Section 504 of the Rehabilitation Act, and other
statutes. DSPS is also committed to supporting a learning environment conducive to participation in all
aspects of the college community. The specialized services and instruction offered by DSP&S gives
students the tools and encouragement needed to become productive self-advocates in their own
educational experience (pursuit of transfer, career preparation, personal fulfillment, job placement and
re-training goals). DSPS also serves as a consultant to the college on issues related to Section 508 of
the Rehabilitation Act (web accessibility and procurement), safety, accessible design, and other issues
as needed to assist the college in its goals of legal compliance and accessibility. By promoting training
and interaction on our campus, the DSP&S program strives to improve understanding and acceptance
of students with disabilities. The goal for the DSP&S program will always be accessibility and
academic success for students with disabilities.
The Disabled Students Program and Services Program (DSP&S) is both the umbrella under which
services are provided for students with disabilities and a direct service provider. DSP&S directs and
supports specific disability programs and services. These programs include:
•
The DSP&S Office which provides instruction (classes and support services to students
enrolled in degree and transfer programs
•
The Learning Skills Program, designed specifically for students with Learning
Disabilities and Attention Deficit Disorder.
•
The Alternate Media Services which provides educational materials in formats that align
with a student’s specific learning needs.
•
The Assistive Technology Program where students with disabilities are provided specific
instruction in computer skills through adaptive computer instruction and provided access
to adaptive computer software and hardware.
•
The Adaptive Physical Education Program which is designed for individuals with
acquired traumatic injuries or congenital conditions to help meet their functional goals.
1
•
The Stroke and Acquired Disability Center which provides support and skill training to
adult community members who are limited by either acquired or traumatic neurological
and/or physical conditions.
Although the above programs are “decentralized” or “housed” separately from the DSP&S program,
they are accountable to the DSP&S program in issues regarding State and Federal mandates and laws,
funding, and efficacy of program service to students with disabilities.
Below is a summary of DSP&S services and programs that are part of this instructional program
review: DSP&S Office, Alternate Media and Assistive Technology Program. The Learning Skills
Program, Adaptive Physical Education, and the Stroke and Acquired Disabilities Center have
submitted separate reviews during earlier CIP cycles.
The DSP&S Office provides the following services:
•
•
•
•
•
•
•
•
•
Comprehensive counseling services including accommodations for equal access, development
of educational plans, advocacy with faculty for special learning needs, AA/AS degree and
certificate information, assistance for students who may be having difficulty adjusting to a new
disability, career planning, a learning lab designed to reduce anxiety and stress in order to
improve test-taking performance, personal problem- solving, support classes/groups, liaison to
college programs, community agencies and referrals to community resources.
Note-taking services
Interpreting services
Remote captioning
On-campus transportation
Orientation for blind/visually impaired students
Alternate media production
Tutoring
Special parking
Alternate Media Services provides services for students with disabilities that ensure equal access to
course materials. Students request that their education materials be converted into alternate formats such
as Braille, tactile graphics, electronic text, enlarged text, digital audio-interface system (DAISY) books
and closed captioning. This requires assessment of the appropriate format to be utilized, adherence to
copyright regulations, obtaining of electronic text from authorized agencies, the use of high speed
scanning equipment and specialized computer software to produce the media, converting photographic
images from the scanner to electronic text using Optical Character Recognition (OCR), and arranging or
performing closed captioning services. This service supports approximately 100-120 students per year.
Assistive Technology
Section 508 compliance is a federal mandate that requires educational institutions to provide accessible
electronic information and equipment to the widest extent possible. In response, DSP&S provides the
following services to keep the college in compliance: consultation on issues of computer accessibility,
procurement of accessible products, arranging for captioning of materials, web accessibility trainings to
faculty and staff, accessible software in campus labs and the library, consultations with individual
faculty members about creating accessible instructional materials, and demonstrations of how students
use assistive technology and alternative media to access instructional materials. DSP&S faculty and staff
also work with the Distance Education, Technology and Curriculum Committees on issues of both 504
2
and 508 compliance, which require reasonable accommodations for students with disabilities and
accessible electronic formats.
Test Proctoring Services are for those students who have received pre-approved accommodations from
DSP&S. They may need time and a half or double time due to their specific learning or physical
disability. From Fall 1998 through Fall 2008, DSP&S proctored 12,450 individual tests serving 3,958
students.
Staffing
Disabled Students Program & Services (DSP&S)
1 FTE DSPS Academic Specialist/Director
1 FTE Counselor/Instructor
1 Adjunct Counselor
1 FTE Program Coordinator
1 FTE Program Specialist
1 FTE Test Proctor
1 FTE Alternate Media Specialist
2 Education Specialists
(College Connection external MOU w/ County)
5 Part time Student Assistant cart drivers
8 – 10 Independent American Sign Language Contractors
Learning Skills Program (LSP)
1 FTE Academic Specialist Director/Leaning Disability Specialist
1 FTE Learning Disability Specialist
2-4 Adjunct Learning Disability Specialists
1 FTE Program Specialist
8 month, 75% LIA
Adaptive Physical Education (APE)
1 FTE Program Director/Instructor
1 Part-time Adaptive P.E. Instructor
2 11 month LIAs
1 Part-time, Classified hourly
Stroke and Acquired Disability Center
1 FTE Faculty Academic Specialist/Program Director
1 11 month Program Coordinator
1 50% 10 month Office Assistant
4 75% Faculty Academic Specialists
3 50% 10 month LIAs (Grant Funded)
Assistive Technology
1 FTE Instructor
1 part-time Student Assistant
B. Relationships with Other College Components
In order to serve students with disabilities, the DSP&S program maintains a working relationship
with virtually all instructional and student service components within the college. The need for
test proctoring, tutoring, academic and general access concerns, student accommodations,
3
counseling and providing faculty with advice regarding disability issues makes it imperative that
college components collaboratively work with the DSP&S program to ensure success for
students with disabilities. The primary partners include Tutorials, the Writing Center, the
Reading Center, the Library, Student Services, Counseling, Admission and Records, Career
Planning, Matriculation, Fast Track to Work, EOPS, the Computer Technology Center, Financial
Aid, Health Services and the Math Learning Center.
Collaboration with the Math Department by establishing course substitutions has benefited
students with specific math disabilities in meeting graduation and transfer requirements. This
cooperative effort has resulted in 2 to 4 students per year successfully graduating and transferring
to four-year colleges and universities.
As a way to support the college, DSP&S has also provided the staffing for non-DSP&S students
who need test proctoring, as long as this does not conflict with serving the program’s students.
Although test proctoring is a college responsibility for non-DSP&S students, it is not available in
a centralized nor coordinated way to date. Since DSP&S renovated an unused room in the
library, many instructors have taken advantage of this service, with an average of 95-100 tests
proctored each semester. In addition, DSP&S has provided test proctoring services at no cost to
the community as a public service. These sessions have included special assistance with
assessments and other job-related tests/evaluations and proctoring for students enrolled in
courses offered through state and out-of-state colleges and universities. The Assessment Center
(Matriculation) also provides this service when the Proctoring Center is unavailable.
The Tutorial Center is a major partner with DSP&S. Rather than duplicate tutoring services,
DSP&S allocates funds in close proportion to the students served in the Tutorial Center. Twenty
percent of tutorial students are DSP&S students.
In addition to working with academic and student service areas of the college, the DSP&S
program maintains a strong working relationship with the Maintenance and Operations
Department who provide assistance with non-functioning elevators, replacing small desks with
tables, raising table heights, and generally being available for many other physical access issues.
Consultation with DSP&S on OCR (Office of Civil Rights) issues and other facilities issues is
ongoing and of great benefit to the college.
C. Relationships with Non-Cabrillo Organizations
The DSP&S program plays a major role in serving the disabled population living in Santa Cruz
County as well as those students attending Cabrillo. The success of our students with disabilities
is directly a result of the DSP&S program’s involvement in many county-wide organizations that
provide direct and indirect support of students attending Cabrillo. Some of these organizations
are: The State Department of Rehabilitation, Shoreline, Imagine, Santa Cruz County Mental
Health, Pajaro Valley Unified School District, the Santa Cruz County Office of Education, the
Santa Cruz Transit Authority, Central Coast Center for Independent Living (CCCIL), the Easter
Seals Society, San Andreas Regional Center, Independent Living Agencies (Community
Options, HOPE) and other schools working with the severely disabled (Duncan Holbert and Bay
School) in the area. In addition, DSP&S works with out of area high schools, alternative schools,
Dominican Rehab, Santa Clara Valley Medical Center, Lions Clubs, Vista Center for the Blind
and Visually Impaired, Para Cruz and various board and care facilities.
4
DSP&S provides office space for one full-time and one part-time education specialists who
represent County Mental Health through their program, Community Connections. These
educational specialists work exclusively with psychologically disabled students providing
assistance with the registration process, helping them adapt to the campus, support for their
individual goals and makes them aware of the resources that are available.
In order to remain current with State and Federal Regulations, DSP&S maintains strong
relationships with the Chancellor’s Office, other DSP&S programs and the Galvin Consultant
Group. DSP&S participates in Region IV activities and the California Association for
Postsecondary Education and Disability (CAPED).
D. Costs
The DSP&S program is primarily funded through the California Community Colleges
Chancellor’s Office. Annually, categorical funds are identified by the Chancellor’s Office and
dispersed via an accountable and complicated statistical process that allows for local planning
and allocation. Some factors in this complex funding matrix include:
•
•
•
•
FTES Generation
“Weighted” Student Count, where service costs are attached to various disabilities. For
example, more service dollars are provided for deaf students because they cost more to
serve.
College Contribution: The College is mandated under Title 5 to contribute to the DSP&S
budget. This can be done through either a contribution (College Effort) or by the actual
FTES generated by DSP&S’ special classes. The college entered into an agreement with
DSP&S a number of years ago that allowed the college to make an annual general fund
contribution ($381,500.) rather than contribute the actual revenues generated by DSP&S’
FTES. This was considered a win-win at the time. The agreement was that the amount
would be revisited when it no longer met the growing expenses of the program. In 20072008 the amount of FTES (165.85) generated would calculate to approximately $757,000
- $829,000 depending upon the multiplier used. The $381,500 no longer meets the
program’s needs.
Other identified categorical funds used for specific funded programs and services.
The funding of the DS&S program was initiated through the enforcement of Section 504 of the
Rehabilitation Act, which mandated access to higher education for persons with disabilities.
AB77 established categorical DSP&S funding to help cover excess costs of academic
accommodations mandated under federal law. “Help” means that the college is responsible for
these costs to students with disabilities. If there were no categorical funds to assist, the college
would be required to pay all costs from the general fund ($2.5 million).
Categorical Allocation and Other Funds
Chancellor’s Office Funds
$1,948,436
16,033
State Grants (Basic Skills)
Local Contributions (Human Care Alliance) 100,377
District Contribution
381,500
VATEA Funds
42,791
Total Funding
$2,489,137
5
Certificated Salaries:
A. Full-time
B. Part-time
Total
854,822
318,578
1,173,400
Classified Salaries:
A. Full-time
B. Hourly
Total
445,454
52,848
498,302
Total Benefits:
475,954
Supplies, Books & Materials:
41,850
Other Expenses:
A. Equipment
B. Interpreters & Captioning
C. Other
Total
90,277
134,846
74,508
299,631
Grand Total:
$2,489,137
Equipment
4%
Other
3%
Interpreters &
Captions
5%
Supplies
2%
Certificated
Salaries
47%
Benefits
19%
Classified
Salaries
20%
The distribution of nearly $2.5 million dollars within the DSP&S program components has historically been
driven by student and programmatic needs. Each program component is given an annual budget. These budgets
are often adjusted throughout the year to meet increased student demand or needed adjustments. All funds are
overseen by the DSP&S Administrative component with each program monitoring its allocated budget.
DSPS Student Support
DSPS Administration and Counseling (college contribution)*
$351,000.
381,500.
6
AT (Computers) and Alternate Media
Adaptive Physical Education
Learning Skills Program
Stroke and Acquired Disability Center
195,000.
241,000.
403,000
632,000.
* College contribution of $381,500. is not reflected in pie chart as it is income, not an expense.
Trying to equitably distribute DSP&S funding presents many challenges. Percentages do not always correlate
with numbers of students served, but present a baseline. Budget adjustments and percentages within the DSP&S
program need to be re-evaluated and incrementally adjusted to accurately reflect college mission, students
served and changing populations.
E. Student Success
Although the DSP&S program is service orientated and most classes are offered through our instructional
programs (Learning Skills, Assistive Technology and Adaptive Physical Education), the courses offered and
taught by the DSP&S staff address the core competencies of communication, critical thinking, information
competency, global awareness, personal responsibility and professional development. The learning outcomes
for students are:
•
•
•
•
•
•
to be able to analyze factors of positive self-esteem
to evaluate strategies for raising self-esteem
to demonstrate improvement of self-esteem
to be able to access campus resources for academic success
to be able to evaluate strategies for academic success
to be able to create a step-by-step plan to address the symptoms of the disability;
7
(for example: identify the problem, list options and take action to cope with the situation).
An important goal of the courses offered through DSP&S is preparing our students for mainstreaming into
academic classes related to their career and educational goals. It is the ongoing collaboration between all
members of DSP&S on course design, evaluation, and assessment that focuses on preparing our students to
understand and master the college’s four core competencies.
In a report generated by the Office of Institutional Research dated March of 2000, the research showed that
compared to the mainstream students, disabled students had equivalent transfer rates and GPA’s, completed
more units on average, and obtained associate’s degrees at higher and possibly increasing rates. DSP&S is
currently working with PRO to obtain current data regarding academic achievement between disabled and
mainstream students.
The DSP&S success rate has been consistent with the college’s average for the past five (5) academic terms.
Our data on student retention reveals a pattern that closely parallels the college’s norm.
8
Enrollment, Success, and Retention
DSPS Courses in CG and CABT
CG 280W
Special Topics in Developmental Studies
Academic
Year
Fall
% Change
-26.3%
2007/08
2006/07
2005/06
2004/05
2003/04
110.0%
14
19
13
0
10
CG 286
20.7%
21
10
0
0
11
35
29
13
0
21
Retention
Fall
Spring
Annual
Fall
Spring
Annual
1.1%
11.2%
5.8%
-9.4%
22.4%
6.5%
65.7%
62.1%
61.5%
0.0%
52.4%
64.3%
73.7%
92.3%
0.0%
60.0%
64.3%
63.2%
61.5%
0.0%
50.0%
66.7%
60.0%
0.0%
0.0%
54.5%
85.7%
70.0%
0.0%
0.0%
72.7%
77.1%
72.4%
92.3%
0.0%
66.7%
Transition to College
Academic
Year
Fall
% Change
47.1%
2007/08
2006/07
2005/06
2004/05
2003/04
Enrollments
Annual
Spring
-27.8%
25
17
22
11
9
CABT-272
8.6%
13
18
15
11
6
38
35
37
22
15
Success
Retention
Fall
Spring
Annual
Fall
Spring
Annual
-12.9%
-40.6%
-35.9%
-0.7%
-40.6%
-18.9%
40.0%
52.9%
54.5%
90.9%
55.6%
46.2%
77.8%
46.7%
54.5%
50.0%
42.1%
65.7%
51.4%
72.7%
53.3%
64.0%
64.7%
72.7%
100.0%
66.7%
46.2%
77.8%
66.7%
54.5%
50.0%
57.9%
71.4%
70.3%
77.3%
60.0%
Assitive Technology
Academic
Year
Fall
% Change
-25.8%
2007/08
2006/07
2005/06
2004/05
2003/04
Enrollments
Spring
Annual
-55.2%
23
31
39
43
28
CABT-280
-40.0%
13
29
23
30
44
36
60
62
73
72
Success
Retention
Fall
Spring
Annual
Fall
Spring
Annual
-13.3%
-38.0%
-22.7%
-3.3%
-10.8%
-5.7%
60.9%
74.2%
61.5%
74.4%
89.3%
38.5%
62.1%
73.9%
76.7%
79.5%
52.8%
68.3%
66.1%
75.3%
83.3%
87.0%
90.3%
87.2%
86.0%
92.9%
76.9%
86.2%
87.0%
96.7%
93.2%
83.3%
88.3%
87.1%
90.4%
93.1%
Kurzweil 3000 for College Success
Academic
Year
Fall
% Change
na
2007/08
2006/07
2005/06
2004/05
2003/04
Success
Enrollments
Spring
Annual
Enrollments
Spring
Annual
85.7%
0
0
0
0
0
13
7
11
8
0
85.7%
13
7
11
8
0
Success
Retention
Fall
Spring
Annual
Fall
Spring
Annual
na
16.7%
16.7%
na
16.7%
16.7%
100.0%
85.7%
90.9%
87.5%
0.0%
0.0% 100.0% 100.0%
0.0% 85.7% 85.7%
0.0% 100.0% 100.0%
0.0% 87.5% 87.5%
0.0%
0.0%
0.0%
0.0% 100.0%
0.0% 85.7%
0.0% 90.9%
0.0% 87.5%
0.0%
0.0%
Success = Course enrollment divided by the number of grades A, B, C, or CR awarded
Retention = Course enrollment divided by the number of grades A, B, C, D, F, CR, or NC awarded
Special grade codes of IF, XX, UD, UG, RD grades are ignored.
Source: Data Warehouse
9
F. Student Survey Results
The fall 2008 Cabrillo College DSP&S confidential student survey asked 110 students to rate the overall
DSP&S services, the DSPS Program Office and staff, and campus facilities. The survey was quite extensive,
visiting many of the issues confronting disabled students in their quest for equal access on campus. The survey
included responses from a diverse population with a broad spectrum of disabilities.
Specifically, the student surveys showed a mean average rating for the DSPS Office and its staff as 3.40 out of
a possible rating of 4.0. Courtesy and friendliness of staff was rated very high - 3.54. Written comments from
participating students showed a very high regard for the counseling services and overall assistive services
available in integrating students with disabilities into the college academic environment.
The mean rating for DSPS services (cart transportation, tutoring, special classes, note-taking services, test
accommodations, and priority registration) was 3.52 out of a possible
4.0. Student comments suggest a need for expanded course offerings of Adaptive
Physical Education and Assistive Computer Technology, and the expansion of support services such as more
math tutors in Tutorials and the Math and Learning Center. These support services would assist students that are
struggling with college math requirements. Many comments were directed at the need to expand the existing
Adaptive Physical Education classroom and changing small desks in classrooms to more adult size tables and
chairs.
10
The mean rating for
campus facilities (doors, ramps, restrooms elevators desks, chairs computers, lab stations, library, accessible
parking, stadium and sports access) was lower, with a rating of 3.25. Again students surveyed expressed a need
to properly maintain elevators, doors, bathrooms and to have classroom tables and desks that fit adults.
Although many architectural barriers have been removed, there still exists a need to improve ramping in case of
a major natural disaster, such as an earthquake (elevators will not be functional).
The DSP&S Program intends to repeat this survey annually for the purpose of monitoring student’s changing
needs thus providing appropriate program responses to those changing needs.
Results of External Data Research
Results from regional and statewide surveys predominately conducted by the HTCTU (High Tech Center
Training Unit) and the ATPC (Alternate Text Production Center) are shared with DSP&S directors as well as
high tech professionals in all California Community Colleges. The results of these surveys continue to stress
that DSP&S programs continue to educate faculty regarding advances in the area of electronic transfer of
communication. There are issues of federal compliance around closed captioning, making distance education
and websites accessible, as well as understanding the adaptive technologies for a disabled population. These
must be part of approved college curriculum. The Distance Education Committee and TLC have been very
responsive to this requirement.
During a Technical Assistance site visit by The Galvin Group (grant funded by the Chancellor’s Office) in
March of 2007, a few comments made in the report stand out, “The College Connection Program is an excellent
example of the state and community working together with the college to assist students with psychological
disabilities in achieving their goals”; “Cabrillo College’s DSP&S program is extremely well organized, with an
exceptionally talented staff” and finally, “…it is definitely stellar and one of the better programs in the system
and we have said that to the Chancellor’s Office”.
New Directions:
•
The results of the student survey and departmental discussions will result in changes and
new directions for the DSP&S program. How to deal with an expanding psychological
disability population and the impact of returning military veterans could have a
11
significant impact on the DSP&S Program and requires a plan and allocation of
resources.
•
DSP&S is dedicated to promoting the understanding and use of “Universal Design.” The
concept of utilizing and investigating universal design options in many of the facilities
that are used on campus would benefit all students, not just the disabled. Currently,
computer labs and the library use universally designed computer stations to as many
users as possible. This concept is also extremely cost effective as it reduces the need for
individually customized solutions.
•
Introduce Universal Design for Learning (UDL) to Cabrillo faculty through an online
training. UDL is a method of developing instructional materials for maximum
accessibility which encourages faculty to consider how content is represented, multimodal methods for engaging students, and flexible assessment of student learning
outcomes. Faculty could receive flex credit for this training.
•
DSP&S is in contact with other agencies in the county working with the disabled
population. Our Advisory Committee meets bi-annually to discuss a myriad of concerns
including the budget crisis, changing demographics of the disabled population, and how
we can work together more effectively in these difficult times. A plan will begin to be
developed in Spring 2009.
•
DSP&S looks forward to having the Learning Skills Program moved closer to our offices
with the appropriate space needed to make this move workable. This move, along with
the Stroke and Acquired Disability Center moving to the main campus in the Allied
Health Building will enable these components to work more efficiently and effectively
for the benefit of our students. This will reduce duplication of services and more
effectively utilize resources. The discussion began December, 2008. HWPEA, the Stroke
and Acquired Disability Center, DSP&S and Instructional Development are identifying a
transition plan.
•
DSP&S is anticipating some changes and additions to the populations we see. Among
these would be disabled veterans (acquired brain injury, mobility and psychological
disabilities), Aspergers and Autism. Working with more outside agencies, i.e. the local
Veterans Affairs Office would be an appropriate new direction for DSP&S. Increased
staffing would also need to be considered. If no additional funding is allocated, a
reallocation of current funding would need to occur.
•
DSP&S will develop and coordinate an annual “Disability Awareness Day” to recognize
the success of our disabled students, the staff who work so hard to make their success a
real possibility, and to sensitize the college community by experiencing life as a disabled
student for a day. This will begin in the 2009/2010 school year.
12
II.
Program Directions (Goals) and Recommendations:
DSP&S
6
DSP&S Program Planning
Program Goals
1
Title
Cost
_______________________________________________________________________________
Strengthen coordination and communication between DSP&S program
No additional
components (LSP, Adapt PE, Assistive Technology, Counseling
cost anticipated
Stroke and Acquired Disability Center and direct service providers).
 In order to better coordinate and inform the various
components, create an annual calendar (staff meetings
conferences, funding cycles)
 Update and improve DSP&S website
2
Continue to accommodate student needs and reduce duplication of services
by relocating the Stroke and Acquired Disability Center to the Allied Health
building (2010) and moving the Learning Skills Program closer to DSP&S.
No additional
cost anticipated
3
Review, discuss and reallocate departmental budget in order to be more
aligned with college mission, core services and number and type of students.
No additional
cost anticipated
4
Strengthen communication and compliance with Cabrillo staff and faculty
around 508 compliance issues and DSP&S services.
 Create an on-line faculty survey to assess campus
knowledge of DSP&S services
 Provide flex week presentation to increase faculty’s
awareness of and compliance with legal requirements on
captioning
 Work with departments to support their purchase of
captioned materials by providing vendor and resource
information
 Initiate an on-line faculty training on accommodating
students with disabilities
$350. to cover
Cost of presenter
for flex week
presentation on
captioning and
508 compliance
5
Facilitate a flex week presentation on Universal Design, both in the classroom (learning) as well as, furniture and equipment used by students and
staff in order to better influence college purchases.
No additional
cost anticipated
6
In response to survey results/needs and SSLOs assessment, develop new services
Cost is
for students with disabilities enrolled in the DSP&S program.
unknown
 Conduct and evaluate student surveys
 Implement identified need changes
 Research changing disability populations (veterans,
aspergers, autism) in order to assess need for new or
enhanced services
III.
Curriculum, Requisite, and Model Program Review
CG 280W – Raising Self-Esteem
• Update course description, Spring 2009
• Added core competencies and student learner outcomes, Fall 2008
CG 286 – Transition to College
13
•
•
Update course description, Spring 2009
Added core competencies and student learner outcomes, Fall 2008
Transfer/Basic Skills
Assessment Analysis Form for Individual Faculty
Analyze the results of your assignment/assessment using the form below.
Department
Disabled Students Program and Services
Course
Counseling and Guidance 280W
Competency or Course SLO
Personal Responsibility
Assessment Tool/Assignment
(Describe briefly)
Self-Esteem Inventory, C&G 280W written
assignments, Smart Goals
Assessment Results
In general, how did students do
on the assignment?
Overall well, some required extra time
What student needs and issues
were revealed?
Need more frequent or fuller feedback on
student progress
Were there any areas where
student performance was
outstanding?
Development of Smart Goals
Any areas where it can be
improved?
Provide more guidance as students work
on assignment
14
Next Step in the Classroom
to improve Student Learning
How will you address the needs
and issues that were revealed by
your assignment? How might
student performance be
improved?
Check all that apply
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
What steps can the department
take to address the needs and
issues revealed by your
assignment? Check all that
apply
Ο
Ο
Offer/encourage attendance at seminars, workshops
or discussion groups about teaching methods
Ο
Consult teaching and learning experts about
teaching methods
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Next Step in the Classroom
to Improve Student Learning
(check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment)
Revise content of assignment/activities
Revise the amount of writing/oral/visual/clinical or
similar work
Revise activities leading up to and/or supporting
assignments/activities
Increase in-class discussions and activities
Increase student collaboration and/or peer review
Provide more frequent or fuller feedback on
student progress
Increase guidance for students as they work on
assignments
Use methods of questions that encourage
competency
State criteria for grading more explicitly
Increase interaction with students outside of class
Ask a colleague to critique assignments/activities
Collect more data
Nothing; assessment indicates no improvement
necessary
Other (please describe)
Ο
Ο
Ο
Ο
Ο
Ο
Next Step in the Department
to improve Student Learning
State goals or objectives of assignment/activity
more explicitly
Ο
Ο
Ο
Ο
Encourage faculty to share activities that foster
competency
Write collaborative grants to fund departmental
projects to improve teaching
Prove articles/books on teaching about competency
Visit classrooms to provide feedback (mentoring)
Create bibliography of resource material
Have binder available for rubrics and results
Analyze course curriculum to determine that
competency skills are taught, so that the department
can build a progression of skills as students advance
through courses
Nothing; assessments indicate no improvements
necessary
Other (please describe)
State goals or objectives of assignment/activity more
explicitly
Revise content of assignment/activities
Revise the amount of writing/oral/visual/clinical or
similar work
Revise activities leading up to and/or supporting
assignments/activities
15
How might student performance
be improved?
Ο
Ο
Ο
Ο
Increase in-class discussions and activities
Increase student collaboration and/or peer review
Provide more frequent or fuller feedback on student
progress
Increase guidance for students as they work on
assignments
Use methods of questions that encourage
competency
State criteria for grading more explicitly
Increase interaction with students outside of class
Ask a colleague to critique assignments/activities
Collect more data
Nothing; assessment indicates no improvement
necessary
Other (please describe)
Ο
Offer/encourage attendance at seminars, workshops
or discussion groups about teaching methods
Ο
Consult teaching and learning experts about
teaching methods
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Next Step in the Department
to Improve Student Learning
(check all that the department
felt would help them improve
student learning)
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
Encourage faculty to share activities that foster
competency
Write collaborative grants to fund departmental
projects to improve teaching
Purchase articles/books on teaching about competency
Visit classrooms to provide feedback (mentoring)
Create bibliography of resource material
Have binder available for rubrics and results
Analyze course curriculum to determine that
competency skills are taught, so that the department
can build a progression of skills as students advance
through courses
Nothing; assessments indicate no improvements
necessary
Other (please describe)
1 Provide quick (next class session) written feedback
on assignments
2 Revise rubrics to more explicitly focus on personal
responsibility skills
3 Encourage students to put adequate time into
assignments
4 Remind students each class session to complete
assignments
5 Encourage students to use office hour for
additional
help with assignments
16
Implementation
(List the departmental plans to
implement these priorities
Implementation of items 1 through 5 above will begin
Fall
2009
CG280W syllabus will be changed so homework
assignment is explained in more detail and reflect
personal responsibility skills
Timeline for Implementation
Items 1, 3, 4 and 5 (from above) by February 20,
2009
(Make a timeline for
implementation of you top
priorities)
Syllabus change by March 13, 2009
Transfer/Basic Skills
Assessment Analysis Form
for Individual Faculty
Analyze the results of your assignment/assessment using the form below.
Department
Disabled Students Program and Services
Course
Counseling and Guidance 286
Competency or
Course SLO
Communication
Assessment
Career Planning / MBTI
17
Tool/Assignment
(Describe
briefly)
Assessment
Results
In general, how did
students do
on the
assignment?
What student needs
and issues
were revealed?
Were there any
areas where
student
performance was
outstanding?
Any areas where it
can be
improved?
Required extra time in class and one-on-one feedback
Reality-based evaluation.
Requesting additional assistance.
Self-advocacy
18
Next Step in the Classroom
to Improve Student Learning
How will you address the needs
and issues that were revealed by
your assignment? How might
student performance be
improved?
Check all that apply
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Next Step in the Department
to Improve Student Learning
Ο
Ο
What steps can the department
take to address the needs and
issues revealed by your
assignment? Check all that
apply
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
State goals or objectives of assignment/activity more
explicitly
Revise content of assignment/activities
Revise the amount of writing/oral/visual/clinical or
similar work
Revise activities leading up to and/or supporting
assignments/activities
Increase in-class discussions and activities
Increase student collaboration and/or peer review
Provide more frequent or fuller feedback on student
progress
Increase guidance for students as they work on
assignments
Use methods of questions that encourage competency
State criteria for grading more explicitly
Increase interaction with students outside of class
Ask a colleague to critique assignments/activities
Collect more data
Nothing; assessment indicates no improvement
necessary
Other (please describe)
Offer/encourage attendance at seminars, workshops or
discussion groups about teaching methods
Consult teaching and learning experts about teaching
methods
Encourage faculty to share activities that foster
competency
Write collaborative grants to fund departmental
projects to improve teaching
Purchase articles/books on teaching about competency
Visit classrooms to provide feedback (mentoring)
Create bibliography of resource material
Have binder available for rubrics and results
Analyze course curriculum to determine that
competency skills are taught, so that the department
can build a progression of skills as students advance
through courses
Nothing; assessments indicate no improvements
necessary
Other (please describe)
19
Next Step in the Classroom
to Improve Student Learning
(check all the items faculty/staff
Ο
Ο
Ο
State goals or objectives of assignment/activity more
explicitly
Revise content of assignment/activities
Revise the amount of writing/oral/visual/clinical or
20
felt would help them address
the needs and issues that were
revealed by the assessment)
How might student performance
be improved?
Ο
similar work
Revise activities leading up to and/or supporting
assignments/activities
Increase in-class discussions and activities
Increase student collaboration and/or peer review
Provide more frequent or fuller feedback on student
progress
Increase guidance for students as they work on
assignments
Use methods of questions that encourage
competency
State criteria for grading more explicitly
Increase interaction with students outside of class
Ask a colleague to critique assignments/activities
Collect more data
Nothing; assessment indicates no improvement
necessary
Other (please describe)
Ο
Offer/encourage attendance at seminars, workshops
or discussion groups about teaching methods
Ο
Consult teaching and learning experts about teaching
methods
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Next Step in the Department
to Improve Student Learning
(check all that the department
felt would help them improve
student learning)
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
Encourage faculty to share activities that foster
competency
Write collaborative grants to fund departmental
projects to improve teaching
Purchase articles/books on teaching about competency
Visit classrooms to provide feedback (mentoring)
Create bibliography of resource material
Have binder available for rubrics and results
Analyze course curriculum to determine that
competency skills are taught, so that the department
can build a progression of skills as students advance
through courses
Nothing; assessments indicate no improvements
necessary
Other (please describe)
Commitment to improve communication
Focus on self-advocacy
Increase reality-based feedback and support
21
Implementation
(List the departmental plans to
implement these priorities
Offer additional assistance through counseling,
education and planning
Timeline for Implementation
Beginning 2009-10, reiterate commitment to
(Make a timeline for
Implementation of your top
priorities)
Improved communication and selfadvocacy, provide increased feedback
and support
22
Student Services Department SSLO Assessment Analysis Form
Use the form below to summarize the results of the department meeting in which you discussed the results of
your SSLO assessment.
Department
Disabled Students Programs & Services (DSPS)
Meeting Date
Friday Department Meeting 9/28, Counselors Consult 10/1
Number of Staff participating
Two
% of department
100%
SSLOs measured
Students will demonstrate knowledge of campus resources
supporting academic success.
Assessment Tool
(Briefly describe assessment tool)
Pre and Post Test administered before and after 30/60 minute
counseling appointments over a period of one week(s). Students
were asked to rate their level of knowledge of campus resources
between beginning and end of each counseling session.
Assessment Analysis
94% of students surveyed improved their knowledge of resources
between pre and post-tests.
75% improved by two or more measures.
100% who began at measure one improved by at least two
measures.
(Summarize the assessment results;
discuss what student needs and issues
were revealed)
The surveys revealed that DSPS students receiving college
support services information from counselors develop a better
understanding of the resources contributing to college success.
Next Steps
(How will you address the needs and
issues revealed by the assessment?)
Timeline for Implementation
(Make a timeline for how you will
implement the next steps outlined above )
The information led to student inquiry into accessing specific
services and discussion of students advocating for their needs
and taking the initiative for their academic success.
Include resource information in all intake/SEC update meetings
each semester.
Expand the list and define the services in order to assist students
to utilize resources supporting their educational goals early in
their college experience.
DSPS counselors will incorporate resource information in
intake/update meetings throughout Fall 2012 semester.
We will expand resource list in Spring 2013 collaborating with
Tutorial and Library services who have requested to have this
guide available to their students.
Review SSLO in Fall 2013
23