ASC Program Plan (formerly DSPS)
Section One: Program Overview
1. Background and history- brief overview
The purpose of the Accessibility Support Center (ASC) is to ensure that a diverse student population
with a wide spectrum of disabilities is provided with effective accessibility to a college education, as
required by the Americans with Disabilities Act, Section 504 of the Rehabilitation Act, and other
statutes. ASC 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 the ASC
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). The ASC 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 ASC strives to improve understanding and
acceptance of students with disabilities.
The loss of funding during the economic downturn of 2008-2013 necessitated a reduction of staffing
in the ASC. The Learning Skills Program Specialist position was eliminated, as were the three units
for a Directors role. Learning Skills has been combined with the ASC and this consolidation has
created new efficiencies and has eliminated some of the duplication of effort.
2. Mission & purpose:
To provide support service, education accommodations, and special classes to students with
disabilities so they can have full and equal access to the Cabrillo College experience and achieve
their academic and personal development goals.
The ASC’s mission includes addressing the Core 4 as part of its services:
Communication begins with the first contact. Students learn to negotiate the process of applying for
services, providing information to verify educational limitations, discuss their situations with
counselors and/or LD Specialists and chart their educational plan toward academic goals.
Critical thinking is addressed as students learn to assess which course of study they should follow.
They discuss options and strategies for using accommodations that will assist them as students and
develop understanding of their learning styles and limitations to better advocate for their needs.
Global awareness is developed as students learn how to optimize using learning resources. They
develop an appreciation and awareness of how learning limitations can enrich the entire classroom
environment as instructors learn about universal teaching methods which enhance the learning
experience for all students.
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Personal responsibility is addressed by students keeping appointments, scheduling tests in advance,
and learning to discuss educational needs with instructors and learning specialists as well as
developing their educational plans with help of counselors.
3. Who we serve
The ASC serves any student with an observable or documented disability that creates an educational
limitation for success at Cabrillo. Historically, our users make up approximately 10% of the college
student body. While the ASC population declined along with the general enrollment over the past
year, the percentage of students served increased when compared to overall enrollment. We attribute
this increase to the tightened regulations being implemented at the college and more students seeking
educational support for their disabilities.
The ASC is composed of six components: office services, counseling, learning skills (LS), assistive
technology (AT), adapted physical education (APE) and the Stroke and Disability Learning Center
(SDLC). Each of these components delivers specialized services to students with disabilities in
compliance with federal ADA and state laws and Title 5 regulations.
The office provides direct services to students to ensure they receive full and equal access to the
college and achieve their personal and academic goals. The following provide mandated services:
Alternate Media provides educational materials in formats that align with a student’s specific
learning needs.
Test Proctoring provides extended time on tests for students with specific learning or physical
limitations.
Counseling provides direct student services including accommodations, development of education
plans, advocacy for disability awareness, and academic counseling. Additionally, counselors teach
courses designed to support students in developing strategies for overcoming disabilities in order to
achieve academic success.
AT provides specific instruction in computer skills through adaptive computer classes and provides
access to adaptive computer software and hardware.
CABT-Assistive Technology:
https://docs.google.com/a/cabrillo.edu/viewer?a=v&pid=sites&srcid=Y2FicmlsbG8uZWR1fHByb2
dyYW0tcGxhbm5pbmctZGF0YXxneDo3MzA4NjY3NGI5MzQyMTBl
LS is designed specifically for students with learning disabilities and Attention Deficit Hyperactivity
Disorder (ADHD). This group comprises the largest single population served in ASC (30% of all
students).
Learning Skills:
https://docs.google.com/a/cabrillo.edu/viewer?a=v&pid=sites&srcid=Y2FicmlsbG8uZWR1fHByb2
dyYW0tcGxhbm5pbmctZGF0YXxneDo2MzgxMjQwNjQxNzYyOTQ0
APE provides adapted physical education classes for students with traumatic brain injury (TBI),
physical and congenital disabilities to meet functional goals and support student academic
objectives.
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Adaptive Physical Education:
https://docs.google.com/a/cabrillo.edu/viewer?a=v&pid=sites&srcid=Y2FicmlsbG8uZWR1fHByb2
dyYW0tcGxhbm5pbmctZGF0YXxneDphYThhNTFkNzZhYjZlMjk
The SDLC provides skill training and educational support to students who are limited by
neurological conditions, physical disability or other disabling conditions.
Special Education (Stroke & Disability Learning Center):
https://docs.google.com/a/cabrillo.edu/viewer?a=v&pid=sites&srcid=Y2FicmlsbG8uZWR1fHByb2
dyYW0tcGxhbm5pbmctZGF0YXxneDoxOTczNjUyZGZmMDU2MDNi
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4. Collaborations with Other College Components
Internal
In order to serve students with disabilities, the ASC 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, counseling and providing
faculty with information about disability issues makes it imperative that college components
collaboratively work with the ASC to ensure success for students with disabilities. The primary
partners include Tutorials, the Writing Center, the Reading Center, the Library, Student Services,
Assessment Center, SSCT, Counseling, Enrollment Services, Career Planning, SSSP, Fast-Track-toWork, EOPS, the Computer Technology Center, Financial Aid, Health Services, and the Math
Learning Center.
In response to requests from Student Services, and from faculty, ASC plans to develop trainings on
the behaviors and presentation of students with Aspergers/Autism Spectrum Disorder,
Psychological, and Learning disabilities.
Collaboration with the Math Department through the establishment of course substitutions has
benefited students with specific math disabilities in meeting graduation requirements. This
cooperative effort has resulted in two to six students per year successfully graduating with
certificates of achievement or community college degrees.
The LRC is a major partner with ASC since the program’s move to the Library in 2012.. It includes
the Tutorials, Reading, Writing, and the Math Learning Centers. In addition to providing our own
specialized tutoring services specifically, in the areas of math, ASC allocates funds to the Tutorials
Center in close proportion to the number of students with disabilities served by Tutorials. Twentytwo percent of tutorial students are ASC students.
The ASC maintains a strong working relationship with the Facilities and Plant Operations
Department which provides 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 the ASC on OCR (Office of Civil Rights) issues and other facilities issues is
ongoing and of great benefit to the college.
ASC intends to develop more collaboration with Basic Skills classes in reading, math, and English.
ASC will work with the Learning Communities, as we develop specialized Education Plan
workshops for incoming Running Start students.
ASC will increase our relationship with STEM via tutorials, instructor education, and increasing
awareness of LD and ASC students in the classroom.
ASC will develop an outreach strategy with the Watsonville Center for counseling and/or LD
appointments to students attending only that campus.
ASC counselors will work closely with general counselors in the areas of student educational
planning and advising. ASC will continue to inform general counseling about types of disabilities
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and how to work with students coming for academic guidance who may or may not be receiving
services through ASC.
ASC is a member of the Student Support Conference Team (SSCT). As a representative we will
strengthen ties with the Prevention and Early Intervention (PEI) and County Mental Health College
Connection liaisons.
External
The ASC 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 ASC’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, Encompass Counseling Services,
Special Parents Information Network (SPIN), National Alliance for Mental Illness (NAMI), San
Andreas Regional Center, Independent Living Agencies (Community Options, HOPE, Beacon,
Community Life Services, Monarch) and other schools working with the severely disabled in the
area. In addition, the ASC 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, Metro Para Cruz and various board and care facilities.
The ASC provides office space for one full-time and one part-time education specialist who
represent County Mental Health through their program, Community Connections. These educational
specialists work exclusively with students with psychological disabilities, providing assistance with
the registration process, helping them adapt to the campus, providing support for their individual
goals, and making them aware of available resources.
In order to remain current with State and Federal Regulations, the ASC maintains strong
relationships with the Chancellor’s Office, other ASC/DSP&S programs and the Galvin Consultant
Group. ASC participates in Region IV activities and the California Association for Postsecondary
Education and Disability (CAPED).
5. New Directions
Student Success: Recent state regulations limit the number of times students can repeat a class.
Designated students (i.e., Intellectually Disabled and Stroke Center) who benefit only from special
classes taught by ASC and component faculty are exempted from this repeatability limit at Cabrillo.
We are continuing to identify the students who will fall in the exempted categories.
Other ASC users who need a high level of contact for student planning and advising, will need
additional counseling appointments to plan and achieve their educational goals. We will assist
students with self-direction and using their Student Planning tools as appropriate, while anticipating
an increasing need for high-touch counseling.
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Staff and faculty will research efficiencies to meet student needs and utilize resources effectively.
We will be looking at best practices coming from the Chancellor’s Office, other Accessibility
programs, and statewide stakeholders.
There is an increase in the number of Autism Spectrum students enrolling in the community college
system. To meet some of that need as well as that of Intellectually Disabled (ID) students, we are
planning to develop a College to Career Program (C2C) in conjunction with the Department of
Rehabilitation to provide a meaningful educational experience while preparing these students for
vocational employment opportunities.
Over the last five years, staffing in the ASC has declined due to severe budget cuts. This has resulted
in fewer classes being taught, longer waits for students to see counselors (see student survey
comments), and Learning Skills being combined with the larger ASC. In order to streamline
services, increase collaboration, and reduce administrative costs funding is slowly being restored and
with that, the intention to hire more staff and faculty to meet the demands of the program and the
specialized instruction that students with educational limitations require for success.
During the budget reductions when ASC (then DSPS) was reduced by 45%, the director
position (1FTE) was reduced to half time and half time counseling was added to the role. This
was not a preferred staffing structure and the commitment was to return it incrementally or in
full when funds became available. The cost to the program is significant, as a part-time
director cannot address new issues and services but only respond to needs on a day to day basis.
In 2005 a FT counseling position was eliminated. At the time the program was not growing. The
growth we are seeing now and the wider range of presenting disabilities was not foreseen. A second
full time counselor is needed. If the director returns to FT (either as faculty or administrator) we will
require another counselor. This will restore the counseling capability to the pre-2005 level. With
the new and expanded requirements for student success and education plans, the need is more
urgent.
Hiring two adjunct counselors to support the above stated need will serve the program needs as well.
In 2008, the proctor position was reduced to fall and spring semesters only. The Assessment Center
coordinated almost all of the summer accommodation needs at their center. This was a workable
solution for a few years but over time more students were being seen in the ASC by our program
coordinator and program specialist. Students and faculty find the service easier to access when there
is continuity of place.
The AT lab has two faculty staffing it. Their need for one on one with students is high. An hourly
assistant would provide help with the specialized software and technology updates.
The ASC/LS lab provides specialized tutoring. An LIA provided this service in the past and was
funded through basic skills. This arrangement does not result in enough coverage. The ASC would
like to hire students trained in Library 203, Tutoring Methods, as well as specific training for
learning differences, to provide tutoring dedicated to the learning differences common to our users.
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The SDLC is serving a broader range of students, including autistic and ID. By increasing the
counselor position 12.5 units, the program can better serve the needs of the changing demographic
and collaborate more effectively with other ASC components.
The IA in APE lost one month of the previous contract. The position is being returned to eleven
months to ensure the support and safety of summer school students during the summer, 2014 term.
Section Two: Planning and Outcomes
SSLO: Students will demonstrate knowledge of campus resources supporting academic success by
responding to surveys during counseling appointments during a week-long period.
Assessment and results: 94% percent of students surveyed improved their knowledge of college
resources between pre and post-tests. The surveys revealed that students benefit from in-person
information and are inclined to inquire about accessing specific services and take the initiative to use
those resources to support their success.
Recommendations: As a result input from students on a recent student survey, the ASC faculty will
include resource information and referrals in all intakes, SEC appointments, and updates each
semester. Counselors will develop a CG 51 course directed at students with learning challenges who
will benefit from an adapted course designed to address the barriers posed by their disabilities. The
adapted course will highlight campus resources in addition to exploring strategies for student
success. No additional cost is anticipated. The course will be planned for fall, 2015.
Accomplishments: In 2012, the ASC was moved to the Learning Resource Center upstairs in the
Library. This has resulted in students being both directed and walked to learning resources, and
those services in turn referring new students to ASC on a regular basis. ASC faculty participate in
the learning centers meetings which facilitates better service to students in all areas. One of our
challenges is to develop ways to define and measure an increase in student success as a result of the
collaboration. Anecdotally, students report that they are better prepared for classes by using the
resources in our service areas. Students make increased use of ASC services while studying or being
tutored in one of the labs due to the easy access.
Process review: Online and paper surveys were administered to 1,122 students in the ASC database
at the end of spring, 2014 semester. By early June, 11% (122 students) had returned the survey.
More than 65% of respondents indicated they felt welcomed and listened to by the ASC staff. Over
70% reported being “satisfied” or “very satisfied” with the ASC accessibility, courtesy, knowledge
and availability of the staff and counselors. There were dozens of open-ended, written comments that
our staff will review during fall 2014 Flex week in order to assess our processes and respond to
suggestions for improved student assistance. A recurring theme in comments was the need for more
supportive classes. As funding improves we hope to expand our course offerings, particularly in
learning skills and counseling. Students lamented the loss of supportive classes addressing the
unique struggle of students with ADHD and generalized anxiety.
An important goal of the courses offered through the ASC is to prepare our students to develop
strategies for success in order to achieve their educational goal, overcome limitations and earn
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certificates of achievement and degrees so that they may transfer, enter occupational fields and gain
independence in their lives. It is the ongoing collaboration among all members of the ASC on course
design, evaluation, and assessment that focuses on preparing our students to understand and master
the college’s core four competencies.
In a report generated by the Planning and Research Office (PRO) dated March of 2009, the research
showed that compared to mainstream students, disabled students had equivalent transfer units and
GPA’s, completed more units on average, and obtained associate’s degrees at higher and possibly
increasing rates. The ASC is currently working with PRO to obtain current data regarding academic
achievement for disabled and mainstream students.
The ASC 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.
Section Three: Goals and Recommendations
Goal: to provide an effective and positive experience for students needing assistance,
accommodations, and special classes to overcome barriers posed by their disabilities.
The Student Success Initiative directs community colleges to help students reach their educational
goals and requires colleges to track completion rates. The College Fact Book shows that a number of
students receiving ASC services are transfer-prepared but do not transfer to a four-year school. A
greater percentage of students receiving services fall into this category than does the general
population. The ASC intends to work with PRO to assess and analyze this trend. This will assist us
in learning more about how to develop relevant student learning outcomes which in turn will help
our students set goals and achieve academic success.
With new regulations governing student planning, repeatability, and academic progress, the ASC is
seeing more students seeking accommodations and learning support.
Staffing: providing adequate faculty and staff to meet the needs of the students seeking our services
will make the ASC more effective in helping students achieve their learning objectives. The college,
overall, benefits when students get the support that is vital to their academic success and personal
development.
In order to provide the needs and services we request the following:
1)
Restore the current 50/50 director/counselor position to FT Director
2)
Restore a full-time counseling position (eliminated in 2005)
(approximate cost $70,000.)
3)
Hire two adjunct counselors (20 TUs = 67%)
(approximate cost $60,000.)
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4)
Restore summer months (2) to Test Proctor position
(approximate cost $5,570.)
5)
Hire up- to- Level IV student assist/tutor annually to provide specialized tutoring in lab
(approximate cost $8,268..) {$13.25 hr x 19.5 hr wk = $258. x 32 wks = 8,268}
6)
Restore IA position in ADPE from 10 to 11 months to provide health and safety support in
summer
(approximate cost $3,332.)
7)
Hire additional 2-4 adjunct LD specialists ……….
(approximate cost $117,000.)
8)
Hire lab assistant for 15 hrs per week to support AT lab (software & tech updates)
(approximate cost $6,360.) {$13.25 hr x 15 hr wk = $198.75 x 32 weeks = 6,360.}
9)
Hire 2 student workers to assist with support and safety in the SDLC classroom
(approximate cost $6000.)
10)
Increase the academic specialist counselor in SDLC by 12.5% in order to meet the need for
counseling support in the program (approximate cost $16,578.)
11)
Proctoring Center: During peak times for testing, the Proctoring Center is too small to
accommodate the number of students needing to use it. This occurs approximately one-third
of each semester. Currently, a second staff member proctors in one of the library quiet rooms
if it is available. The LS Lab is frequently used by the Proctoring Center throughout the
semester which results in asking students using the lab to move and asking the tutor to find
an alternate location for tutoring. There are many logistics involved and staff leave their job
to cover the added need. The total number of tests proctored between Spring 2009 and Spring
2014 totaled 13,051. The college needs to investigate a larger proctoring space. Are there
larger rooms in nearby buildings not being used?
12)
The Assistive Technology program can assist ten students at a time. The program could
expand its offerings if it had space for more computers and be able to provide more students
with a pathway to technology and Career Technical Education.
In the past when there has been college money for student instructional equipment, ASC services
have benefitted by getting computers and electronics and replacing worn gym equipment. The
department would like to continue to receive this support from the college as available.
Students with disabilities remain one of the underrepresented groups in the statewide community
college system. Additional resources offered by ASC will allow us to serve and significantly
increase this population. Accessibility programs throughout California help students earn
certificates and degrees at a higher rate than their non-disabled peers. The CO report attests that “in
most other outcome measures, students with disabilities that are served by (ASC) are performing as
well and sometimes better than their peers without disabilities.”
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Student Services Program Planning Annual Update
Department Disabled Student Program and Services
Date: May 8, 2013
Goals and Recommendations from Program Plan
Goals / Recommendations
from six-year plan
In
progress (i
Goal
Met
nclude
projected
timeline)
(identify
source
of
funding)
Comments (include any modifications to
goals due to feedback, discussion and/or
evaluation – refer to data when possible)
Continue to strengthen
coordination &
communication between
DSPS program components.
maintain
Meetings with all components (DSPS,
ADPE, SC, LSP, Assistive Tech)
continue 2x year. Meetings with DSPS,
LSP and Assistive Tech continue 2x a
month. Meetings between faculty in
DSPS and LSP continue weekly.
Update and improve DSPS
website.
X
Budget cuts continue to restrict staff
member’s time to improve the DSPS
website, however, any legal
changes/updates regarding disability
compliance is maintained regularly.
Updates to DSPS website due to the
merging of DSPS and LSP have been
completed.
X
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.
Continue to accommodate
student needs and reduce
duplication of services by
relocating Stroke and
Disabilities Learning Center
to Allied Health Building.
X
This flex week presentation will take
place Fall 2014.
X
SDLC has moved to main campus.
Yoga, stretching and strengthening
classes have moved under ADPE.
Curriculum changes for other classes
(communication, orientation, assessment
and counseling) have been completed.
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DSPS was moved to the
Learning Resource Center
and merged with the
Learning Skills Program
during the summer of 2012.
X
Continue to review, discuss
and reallocate departmental
budget in order to be more
aligned with the college
mission’s core services and
student success.
Ongoing
Strengthen communication
and compliance with Cabrillo
staff and faculty around 508
compliance issues and DSPS
services.
1.
Create an online
faculty survey to assess
campus knowledge of DSPS
services.
2.
Initiate online faculty
training on accommodating
students with disabilities.
X
X
We continue to review, discuss and
reallocate department budget as
necessary.
Due to budget cuts the on-line survey
was not completed—staff member lost
position, however, staff continues to feel
this is an important goal.
Due to budget cuts on-line faculty
training on accommodating students
with disability was not completed—staff
member lost position, however, staff
continues to feel this is an important
goal.
New Goals and Recommendations since Last Program Plan
Goal/Recommendation
(include timeline)
Cost
Explanation/Evidence
of Need (indicate how
this need was
assessed)
Describe and discuss
DSPS services and
accommodations with
faculty groups to
facilitate understanding
of program purpose.
none
Faculty requests from
departments and
programs to
understand DSPS
services and how to
respond.
Status (Comment on progress of
new goals/recommendations listed
in last annual update)
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SLO/AUO Assessment Progress
Students enrolled in DSPS will have the opportunity to discuss just how their particular disability
could affect the student’s path to self-development and academic success at Cabrillo.
SLO/AUO Assessment Results
Core Competency,
Program SLO/AUO
Assessed
Date of meeting
where analysis /
dialogue took
place.
Priorities identified for program as a result of
assessment.
Example: Department
Meeting on 00/00/2012
Students qualified
for DSPS will use
data gathered by the
department to
improve their
knowledge of
services provided by
DSPS and the
College as a whole.
May 28, 2013
DSPS will continue to use the pre and post tests
given at the beginning and close of the initial
counseling session. Our department will then use
the data gathered to help improve the students’
knowledge of services provided by DSPS. This
procedure will ultimately increase the students’
opportunity for success.
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