Sberenson@cccco.edu
(916) 322-3234
Name of College: College of the Redwoods
Name of District: Redwoods Community College District
DSPS Faculty Coordinator: Trish Blair
Date Submitted:
General Instructions:
1) Please fully address the questions listed for each section of the program plan.
2) Please be clear and specific and provide sufficient detail so that an individual unfamiliar with your program will have a clear understanding of how y ou are administering each of the program’s components.
3) Lack of an approved DSPS Program Plan may affect your District’s future DSPS funding.
4) Please refrain from using acronyms or other abbreviated terms (unless you define them at the beginning of the section).
5) The Program Plan must be submitted electronically.
DSPS Program Plan Instructions: For questions regarding the DSPS Program Plan contact Scott Berenson, DSPS
Statewide Coordinator, at (916) 322-3234 or via email at Sberenson@cccco.edu.
Title 5, Section 56046 specifically addresses the requirement for each DSPS program within a district to develop a program plan in a form prescribed by the Chancellor. This plan is to be submitted to the Chancellor’s Office for approval the year prior to the student services program review site visit. The Chancellor’s Office will notify the colleges of approval, or if revisions are required, within 60 days of receiving the plan. In addition, when any significant additions or eliminations of DSPS support services occur, you are required to file an addendum with the Chancellor’s Office prior to the end of that academic year.
Questions 1, 2, 3 and 4 require you to describe your current DSPS Program. Question 5 requires you to describe both your short and long term goals and objectives.
1 DSPS Program Plan Form 2009-10

1. Scope of Program – Title 5 Guidelines Section 56000
Scope of Program – This section is intended to convey to the reader the size and scope of your program as required in Title 5 Section 56000. a. Number of students being served:
Complete Table 1 with the number of students served according to the student count, counting both primary and secondary disabilities using the data from your previous end of year report. If numbers have increased or decreased for the current year, or you consider the MIS data to be incorrect, please explain under comments. Please calculate percentages by disability group.
TABLE 1: Students served as reported in your previous end-of-year report
Disability Categories # of Students
Primary
Disability
266
% of Total # of Students
Secondary
Disabilities
3
% of Total
Learning Disabled
Acquired Brain Injury
Mobility Impaired
Hearing Impaired
Speech/Language Impaired
Psychological Disability
Developmentally Delayed Learner
Visually Impaired
Other Disability
36
310
27
5
288
62
19
231
21.4
2.9
25
2.2
.04
23.2
5
1.6
18.6
1
35
-
1
132
10
5
52
1.3
.5
-
14.7
.5
55.3
4.2
2.1
21.8
100% TOTALS 1244 100% 239
Comments:
DEMOGRAPHICS
DSPS Management Information Systems (MIS) Disability Category Reports
Based on Chancellor’s Office Report in January 2010, students with disabilities represented 11.6% of the total student population at College of the Redwoods.
Data Mart records indicate that during 2005-2009 College of the Redwoods percent of students with disabilities has consistently been within the top 5 of 110 community colleges of students of the total student population served based on disability over the five year period. This represents one of the highest in Region I and possibly statewide. Students with disabilities at College of the Redwoods are demographically comprised of nine major
2 DSPS Program Plan Form 2009-10

categories. Disability categories are set forth in Title 5 Implementing Guidelines for DSPS, MIS Data Mart for the past five years is as follows:
Academic Year 2005-2006 Student Count
Deaf/Hard of Hearing
Acquired Brain Injury
27
43
Learning Disabled
Blind/Low Vision
311
36
Mobility
Other
Developmental Disability
Speech/Language
Psychological Disability
Total
355
202
52
3
225
1,254
Academic Year 2006-2007 Student Count
Deaf/Hard of Hearing 33
Acquired Brain Injury 27
Learning Disabled
Blind/Low Vision
Mobility
297
23
339
Other
Developmental Disability
Speech/Language
Psychological Disability
176
47
2
219
Total
Academic Year 2007-2008 Student Count
1,163
Deaf/Hard of Hearing
Acquired Brain Injury
Learning Disabled
37
40
283
Blind/Low Vision
Mobility
Other
Developmental Disability
22
337
202
60
Speech/Language
Psychological Disability
Total
3
234
1,218
Academic Year 2008-2009 Student Count
Deaf/Hard of Hearing 27
Acquired Brain Injury
Learning Disabled
37
290
Blind/Low Vision
Mobility
Other
Developmental Disability
Speech/Language
Psychological Disability
TOTAL
20
328
242
63
5
308
1,320
3 DSPS Program Plan Form 2009-10

Academic Year 2009-2010 Student Count
Deaf/Hard of Hearing
Acquired Brain Injury
Learning Disabled
35
41
304
Blind/Low Vision
Mobility
Other
Developmental Disability
26
342
257
61
Speech/Language
Psychological Disability
TOTAL
6
370
1,442
4 DSPS Program Plan Form 2009-10

b. Services and Activities: Please list all DSPS programs, services and activities that your college provides.
This list should be comprehensive. You may check items from this menu with a Y for Yes or an N for No
or attach your own list.
Adaptive equipment Y
Alternate Media Y
Assistive computer technology/HTC Y
Campus and community liaison Y
Counseling: academic, career, personal Y
Course-related co-curricular accommodations N Repair of adaptive equipment N
Equipment loan Y Special classes Y
Job development/placement N
Interpreter/captioning services Y
Liaison with local state and federal agencies Y
Multi-media educational aids Y
Note taker/scribe services Y
Outreach activities N
Reader services Y
Referral services Y
Registration assistance Y
Special parking Y
Specialized/supplemental orientation
Y
Specialized tutoring Y
Speech services N
Test facilitation/proctoring Y
Transcription services Y
Transition from high school activities
Y
Transportation (on campus and satellite facilities) Y
Transportation (of campus) if criteria is met N
Workability program N
Other (please specify below)
Comments:
DSPS SERVICES
Support services are specialized services available to students with disabilities. The services enable students to participate in regular activities, programs and classes. Services may include but are not limited to:
Academic Counseling/Advising
A Counselor or DSPS Specialist is the primary professional staff who completes a Support Services Agreement
(SSA). The SSA is established for every student who requires specialized services or equipment to accomplish individual educational goals. These SSA documents are drafted by the DSPS counseling team, virtually every semester, so that the SSA reflects the current medical and educational status of the student’s disability.
The SSA covers the possible needs for note taking/lecture recording, sign language interpreters, mobility assistance, audio/visual equipment, readers, facilities and equipment and testing accommodations.
Another service provided to a student by a Counselor or DSPS Specialist is the Student Educational Plan (SEP).
An SEP can be for a minimum of one semester, but typically is written for six or more semesters and represent the long range map toward a student’s goal. Course loads and appropriate combinations of courses are carefully crafted to be as compatible as possible with the student’s educational limitations and the student’s educational goals. Frequently, SEP revision may be necessary due to changes in educational goal, course availability and disability related setbacks during a student’s tenure at the college.
In addition, the Counselor and Disabled Student Program Specialists work with Department of Rehabilitation, make referrals for learning disabilities assessment, and recommend accommodations for the student through completion of the Support Services Agreement. The DSPS Specialists on the Del Norte and Mendocino Coast
5 DSPS Program Plan Form 2009-10

campus complete all Support Services Agreements. Students with disabilities are eligible for priority registration assistance. Students receive notification in writing from DSPS of the priority registration date and are asked to set up accommodations so they will be in place at the start of classes. The DSPS Coordinator completes SSA’s with Klamath Trinity Student Services Coordinator over the phone and through fax. Support
Services Agreements with students at Eureka Downtown or Arcata Instructional Site are completed by Eureka campus DSPS staff.
Note-Taking Services
Note takers are solicited by the instructor from the students in a particular course. Note takers make photo copies of their class notes and drop them in a file folder in alphabetical order by course. DSPS also provides
NCR paper for evening classes or upon note taker request. Note takers may be for students who are hearing impaired, those students with degenerative disorders such as Multiple Sclerosis or chronic Arthritis, learning disabilities and students with psychological difficulties whose high anxiety levels affect comprehension and attention. Note takers do not replace the students’ responsibility to take his/her own notes nor replace the student’s responsibility to attend class. Occasionally, someone with a hand injury requires this service on a temporary basis. It is important to note that this service has been replaced by lecture taping beginning Fall 2010.
This was done as a cost saving measure. When budgets improve the hiring of note takers will be reimplemented.
Sign Language Interpreter Services/Real-Time Captioning
Sign language interpreters are provided to students who are deaf. An interpreter must have a background in a wide subject area and be very fluent in American Sign Language. Real time captioning services may be provided to a student who is hard of hearing. The RTC will sit next to the student in class. The student is viewing a lap top computer. The RTC is transcribing the lecture through the use of a stenograph. A software program is translating the dictation into English for the student to read on the lap top. A printed copy may be available for the students’ use in place of a note taker.
DSPS New Student Online Orientation
Students may complete a full orientation to programs and services, review rights and responsibilities on the
DSPS website. In addition, College matriculation student online orientation has a link for new students to the college to the DSPS website and online orientation. http://www.redwoods.edu/district/dsps/orientation/
On-Campus Transportation Assistance
On the Eureka campus, mobility assistance is provided by the Mobility Assistant and DSPS Assistant. Once the student is determined eligible for on campus transportation assistance, the student meets with staff to establish a bus schedule. The Mobility Assistant discusses the service and has the student sign the Bus/Scooter Use
Agreement. Pick up and drop off schedule is prioritized by students who are receiving transportation to and from classes. Presently, DSPS provides transportation for students only on the Eureka campus. Because of the flat terrain at Del Norte and Mendocino Coast campuses, no mobility assistance services are provided.
However, the Del Norte campus does have one scooter to issue for student use as determined reasonable.
Temporary Medical Parking
Medical parking is issued for very limited periods on the campus and usually covers the expected period of recovery for a disabling condition or, should the condition be chronic or permanent, the length of time necessary to process the state disabled parking application. DSPS offices district wide have state parking applications available for students. Temporary Medical Parking permits are available on the Del Norte and
Mendocino Coast campus.
6 DSPS Program Plan Form 2009-10

Audio/Visual Equipment
DSPS provides equipment for student’s to check out such as digital voice recorders and assistive listening devices. We also have CD players (Daisy) that students use to listen to text on CD borrowed from the library of
RFBD. Software programs include Dragon Naturally Speaking, Natural Reader a software program which scans and reads much like Kurzweil 1000, and JAWS a screen reader for students who are blind to name a few.
Alternate Media Production
Alternate media refers to text or other materials produced in a specialized format intended for use by persons with disabilities. Types include, but are not limited to Braille, large print, audio material and certain types of electronic files. Alternate Media Production is coordinated through staff in the High Tech Center at Eureka and through a district annual membership with Recordings for the Blind and Dyslexic. While some electronic and alternate text formats are produced within the district, other requests are sent to the Alternate Text Production
Center for the California Community Colleges at Ventura Community College. Alternate Media production for the district campus locations is produced in the High Tech Center and with the support of Printing Services staff. Del Norte campus DRC now has a Tiger Embosser and Duxbury software to begin some Braille production for students on the Del Norte campus.
Test Proctoring
Test accommodations may include but are not limited to provision of extended time to take a test/quiz; distraction reduced environment for test taking, breaks during testing, scribes, readers and assistive technologies. Most test proctoring for students with disabilities on the Eureka campus is coordinated in the
Academic Support Center of the LRC. Test proctoring services are coordinated by DSPS staff on both the Del
Norte and Mendocino Coast campuses. In coordination with Eureka DSPS, other college staff facilitates testing accommodations at Klamath-Trinity, Arcata Instructional Site and Eureka Downtown Center.
LIGHT Center
The LIGHT Center on the Eureka campus provides individualized assessment and instructional support for students with learning disabilities. Included in this support are trained professionals who design adaptive strategies and recommend accommodations for individual students. Students may receive small group instruction, memory and/or study skills classes. The Del Norte campus Disability Resource Centers provide these services.
Learning Disabilities Assessment is provided to students on the Eureka and Del Norte campus by part-time
Learning Disabilities Specialists and one full-time Lead LD Specialist. Learning Disabilities assessment is provided by appointment for students on the Mendocino Coast campus and Klamath-Trinity Instructional Site
If a student has not had a disability identified, but is finding that he/she has serious difficulties with his/her classes, he/she may have an unidentified learning disability. These students also go through the DSPS department for referral to a course called Guidance 143: Individualized Assessment and Academic Planning, which includes information about, and testing for a learning disability, educational limitations, self awareness and advocacy and Student Education Planning development.
High Tech Center
The mission of the High Tech Center is to provide training to students in the use of a variety of assistive technologies to improve student access. The High Tech Center benefits:

Students who have visual difficulties by providing screen readers, scanner, tactile graphics, Braille
production, computer screen magnifiers;

Students who have keyboard/mouse difficulties by training in use of word prediction software, speech input software, special keyboards and height adjustable tables;

Students who have cognitive or memory problems by providing reading and study skills software, visual diagramming software and memory and critical thinking software.
7 DSPS Program Plan Form 2009-10

While the Eureka campus High Tech Center is located in the LRC, both the Del Norte and Mendocino Coast campus offer most of these assistive technologies to students. The Arcata Instructional Site, Klamath-Trinity and Eureka Downtown Instructional Site provide access to at least one computer with assistive technologies.
Adapted Physical Education Program
Adapted Physical Education provides courses designed to promote physical activity and lifestyle fitness for students with disabilities whose educational and functional limitations preclude them from fully participating in non-adapted physical education. Adapted Physical Education is specifically designed to address a student’s educational and functional limitations which are directly related to the students’ verified disability. Currently,
APE classes are offered on the Eureka and Mendocino Coast campuses.
Notification of Student Rights and Responsibilities
All student responsibilities and rights in requesting and negotiating services are in written format in the DSPS
Student Resource Guide. The DSPS Student Resource Guide is issued to a student upon intake and completion of Application to DSPS and is available at each campus location upon request. The DSPS Student Resource
Guide is posted on the DSPS website and is available in alternate formats. http://www.redwoods.edu/district/dsps/ResourceGuide/index.asp
Regular updates to the DSPS Student Resource Guide are essential for the program to ensure that student’s have received the most accurate and current information about services, programs, compliance regulations, grievance and complaint processes as required by Title 5 Regulations. The DSPS Student Resource Guide was updated in summer 2010.
DSPS REFERRALS
The referral process to determine DSPS eligibility for a student may occur in the following way:

Student or Instructor/Counselor/Community Agency makes referral.

Student meets with Counselor/Advisor to complete DSPS Intake Process.

Verification of Disability form is received from:
Learning Disability Specialist
Medical Doctor
Department of Rehabilitation Counselor
Licensed Psychiatrist or Psychologist
Speech Language Pathologist and/or Audiologist
Professional Certification by DSPS Coordinator

Student is notified of eligibility.

Student meets with Counselor/Advisor to determine appropriate educational accommodations.

Support Services Agreement (SSA) is completed each semester the student is enrolled
At Eureka, Del Norte and Mendocino Coast campus all appointments, referrals, student drop-in appointments are collected in a database called SARS, new since the 2000 DSPS program review. Reason codes for student appointments are identified for each student contact. While both Eureka and Del Norte campus DSPS programs have used this scheduling system since it was implemented, Mendocino Coast campus DSPS has not consistently used the system. It is recommended that DSPS Mendocino Coast utilize SARS tracking system to ensure continuity across district DSPS sites and other student service programs in collection of student contact information. Klamath Trinity student appointments are coordinated with the DSPS Coordinator and the Hoopa
Yurok Tribe Education Program and determination of eligibility is completed by the Eureka campus DSPS staff.
8 DSPS Program Plan Form 2009-10

DSPS RELATIONSHIPS WITH INSTRUCTIONAL PROGRAMS
DSPS works daily with instructors regarding reasonable accommodations. It is the philosophy that, whereas, accommodations are a student’s right not a privilege, it is DSPS’ role to educate and assist the instructor in compliance with these mandated rights. Every attempt is made to negotiate the most reasonable and appropriate accommodation within existing resources. Faculty is to be commended for their efforts to assist students with disabilities. Once it is realized that all are working in the student’s best interests, interfacing with instructional personnel goes very smoothly. An Academic Accommodations Panel structure has been established; however, the Panel has needed to meet only once.
Instructors comprise the programs’ single largest referral source for students with learning or other disabilities.
Referrals come throughout the semester but are heaviest around mid-terms time when evidence of the possible disability becomes apparent, yet there is still enough time for a student to progress with appropriate assistance.
Referrals come from all disciplines including the Athletic Programs and the Residence Halls
On the Eureka campus test proctoring is facilitated in the Academic Support Center. Test proctoring for faculty is coordinated by DSPS staff on the Del Norte and Mendocino Coast campuses and by other district staff at
Arcata, McKinleyville and Eureka Instructional Sites, and at Klamath-Trinity by an MOU with the Hoopa-
Yurok Tribe.
District wide, DSPS staff support instructional programs by speaking to General Studies classes each semester to provide information regarding DSPS to clarify how students can benefit from disability related support services or the process by which a student who is having difficulties may be assessed to determine eligibility based on a learning disability.
The Disability Resource Center (DRC) on the Del Norte campus supports many of the campus instructional programs. Like other DSPS instructional program areas, course text books for the current semester are available for student and staff use. Students are encouraged to bring information about their classes to the DRC. DSPS staff is often in continual contact with the instructors, especially when the student involved requests testing accommodations or experiences academic problems. The Del Norte campus allows for ongoing, informal exchanges of information and a high degree of interaction between program staff and instructors.
All three campuses have regular contact with the instructors. Del Norte and Mendocino campuses, because of the small student body, have opportunities for more informal and continual follow-up on student needs. At
Eureka, there is both a formal and informal communication process. Referrals to DSPS are received throughout the year from staff and faculty.
DSPS AND COMMUNITY PARTNERS
The DSPS staff works with community agencies to support student success while a student is enrolled in college classes. Involvement with community advisory committees, such as the Governors’ Committee for the
Employment of Persons with Disabilities and Open Door Community Health Center reflect a clear commitment by our staff members to students and employees throughout the campus and to various facets of the greater community. The Staff in the DSPS program has a unique understanding of the challenges faced by many students. These employees use this knowledge and understanding to enhance their effectiveness in the other capacities they fill. On committees they can focus attention on the special needs of students. In the community their roles often involve contact with students, interest groups, or agencies. These contacts provide a source of information for our students about options available to them and also serve to educate the community about students with disabilities.
While the DSPS Advisory Committee had not met for several years, the committee was re-established in the
Fall 2009. The committee is comprised of faculty, staff, students and community members. The committee has
9 DSPS Program Plan Form 2009-10

been invaluable in providing the program with insight and suggestions as we face the challenges of providing accommodations with an ever decreasing staff and budget. The DSPS Advisory Committee meets monthly during the academic year.
DSPS SUPPORT SERVICES AGREEMENT STATISTICS
The chart below represents a summary total for accommodations provided district wide over four academic years:
TYPE OF ACCOMMODATION 2006-2007
Total Number of SSA's 763
2007-2008 2008-2009 2009-2010
1001 1023 975
Note taker in Class
No. of Classes
364
787
2
391
709
5
411
815
6
349
720
7 Interpreter/Real Time Caption
Mobility Assistance
Scooter
Van Transport
21
65
15
72
14
73
10
55
Audio/Visual Equipment
4-track Recorder/Victor Reader
2-track Recorder
Spell Checker/Alpha Smart,
Phonic Ear, and other assistive technologies
Alternate Media/Taped Text
RFB&D
Alt-Media
Temporary Medical Parking
Facilities/Special Equipment
Test/Quiz Taking Extended time
Breaks during test
Scribe/Transcription
129
118
58
129
136
6
120
702
90
104
37
90
118
14
106
693
102
126
38
102
75
5
63
784
61
118
32
61
66
8
80
745
Reader
Distraction reduced
Spellchecker
Calculator
Computer
Tests/Quizes Braille
Enlarge tests/handouts 145%
Other
43
18
12
570
49
35
24
1
3
25
48
17
3
601
35
44
9
0
5
37
32
8
2
711
24
29
11
1
1
37
25
25
7
620
13
13
9
2
31
10 DSPS Program Plan Form 2009-10

c. Please state or attach your college mission statement and your DSPS mission statement.
The Redwoods Community College District has a commitment both to our students and to our community. We are committed to maximizing the success of each student with the expectation that each student will meet her or his educational goal, achieve appropriate learning outcomes in his/her courses and programs, and develop an appreciation for life-long learning. In partnership with other local agencies, we are also committed to enriching the economic vitality of the community whom we serve.
The following are the three equally important, primary missions of the Redwoods Community College District:
1.
Associate Degree and Certificate Programs . The District will offer rigorous, high-quality educational programs leading to the Associate in Arts or Associate in Science Degree, Certificates of Achievement, or Certificates of Completion.
2.
Academic and Transfer Education . The District will offer a high-quality core curriculum that will satisfy the lower-division general education and/or major preparation requirements for transfer to fouryear colleges and universities.
3.
Professional and Technical Education . The District will provide high-quality professional and technical programs that will allow students to obtain skills necessary to enter or advance in the workforce or to be better prepared for further education. These programs will be continuously articulated with the private and public sectors and with other institutions of higher education.
In support of these primary missions, the District will provide the appropriate level of information, programs, and activities to assist students in:
1.
Assessing their interests and educational goals and developing plans that will help them achieve these goals;
2.
Using current technological resources, innovative instructional resources, personalized tutorial services, and broad-based research tools; and
3.
Choosing coursework preparatory to college-level work, if necessary—specifically, pre-collegiate math and English courses and courses in English as a second language (ESL).
To the extent possible, under state guidelines or with local funding, the District will provide the following lifelong learning opportunities, as well as opportunities for enhancing and promoting the general welfare of the community:
1.
Non-Credit Adult Education . The District will provide state-funded, adult education classes in response to local interests and needs and in cooperation with other local providers.
2.
Community Services . The District will provide self-supporting avocational, recreational, and professional development classes, as well as cultural and community programs.
3.
Economic Development . The District will participate with local business and industry and other educational and government agencies to foster the economic vitality of the North Coast region.
Title 5 Requirements:
To receive DSPS funds your college must meet the following Title 5 requirements. In this section, describe how your specific programs, services and activities support students with disabilities in accordance to Title 5 Guidelines, specifically Article 1 – Section 56000, as stated below.
11 DSPS Program Plan Form 2009-10

You may provide copies of the student record forms used to determine eligibility for DSPS program services, and/or service descriptions that emphasize the differences in the services you provide, such as the specialized training that your tutors are required to complete, or other examples that demonstrate the unique aspects of your DSPS program, however, this is optional.
Department Mission:
The mission of DSPS is to eliminate barriers to success for students with disabilities while fostering partnerships with the college and community to create equal educational access.
Department Goals:
Our commitment is to assist students in pursuit of academic goals by helping them enhance existing strengths and abilities and develop new skills to further independence.

We appreciate the diversity and individuality of students

We promote educational opportunities for students requesting accommodations and services within the college community;

We encourage positive images of people with disabilities;

We provide accommodations while maintaining high academic standards; and

We foster positive educational experiences for students, faculty, and staff.
DSPS programs, services and activities: i. Do not duplicate other services on campus;
Because DSPS cannot duplicate college services/instruction, it is important to show how the services and programs you offer are unique and specifically geared to the students you serve. For instance, if tutoring is available to all students there must be something appreciably different about the tutoring funded by DSPS;
All services provided by DSPS are analyzed to determine if the service can be provided by another area on campus in a timely and equal manner. If so, the student is referred to that specific area. If adjustments are needed within that area to serve a particular student, then DSPS will assist in coordinating or putting the adjustment in place.
DSPS STRATEGIES FOR REDUCING DUPLICATION OF SERVICE
Because of the specific nature of student services, the potential for duplicating services is reduced. The requirement that DSPS not duplicate services already provided to students such as child care services, granting money directly to students, or buying textbooks ensures a high degree of collaboration with other Student
Services who do provide these services.
In the areas of counseling/advising and tutoring services the delineations are less clear. To prevent duplication of pre-registration advising, the MIS department generates advising letters first to identified DSPS students and
EOPS students minus the shared population. Of course, students have the option of using either program’s counseling services and/or those of the Counseling Office and some, obviously, will choose to utilize all three.
In the same vein, students on academic or progress probation are divided between the three offices for probation counseling. The DSPS Counselor spends a small percentage of his time specifically in serving students in EOPS as this position is partially funded by EOPS. DSPS works closely with EOPS Counselors to coordinate mandated counselor contacts for EOPS/DSPS students as well as coordination of appropriate eligibility for
EOPS Waivers. DSPS and EOPS coordinate new student orientations and EOPS/DSPS Priority Registration
Web Advisor sessions.
Instructional assistance is also provided in two programs on Eureka; however, the approach varies greatly.
Students may seek assistance from the LIGHT Center which provides learning strategies using the student’s course content, and/or the tutorial services in the Academic Support Center which, the most part, utilizes peer
12 DSPS Program Plan Form 2009-10

tutors as well as the writing and math labs. Once again, the student may, and many do, choose to obtain services from both. ii. Are directly related to the educational limitations of the verified disabilities of the students served;
The disabling condition must directly relate to educational limitations. As an example, just because someone is using a wheelchair doesn’t mean they need DSPS services. Likewise, a student with a learning disability might appropriately use an RFB&D membership.
DETERMINATION OF EDUCATIONAL LIMITATIONS
Students who inquire about services and accommodations receive intake packets to complete. When the DSPS office obtains a medical or psychological verification of disability, the student is notified in writing of his/her eligibility to receive disability related services/accommodations. The student meets with the counselor/advisor/LD Specialist to discuss the educational limitations of the student.
The student and the counselor/advisor will agree upon support services that are appropriate to accommodate identified educational limitations. The counselor/advisor will complete a Support Services Agreement which outlines the accommodations the student is eligible to receive for courses during that particular semester.
Services and accommodations are provided based on the individual’s disabling condition and, therefore, the recommendation for service is customized to meet the student’s needs. We are currently revising our documentation to enhance our ability to improve even further our ability to address the educational limitations of our students.
Because educational limitations of a student may change each semester; accommodations will change. This determination will be completed each semester by the counselor/advisor with review by the DSPS Coordinator.
The agreement is signed by both the counselor/advisor and the student. If the accommodations involve in-class support of any kind, i.e. note takers, test taking facilitation or the use of a tape recorder, it is the student’s responsibility to provide the instructor involved with a copy of the agreement. It is both the student’s and the instructor’s responsibility to come to an agreement on how best to provide the accommodations. If there is no agreement struck, a DSPS representative will step in to resolve the situation.
The Academic Accommodations Panel is a committee whose function is to meet in situations where an agreement cannot be reached on reasonable academic accommodations or services to a student with a disability.
The Panel will review the complaint and make every effort to resolve the matter informally. The Academic
Accommodations Panel’s membership includes: DSPS Coordinator, one ASCR representative, an
Administrative representative, two Academic Senate appointees, DSPS staff representative and Staff Diversity representative. iii. Directly relate to educational participation;
DSPS services must directly relate to educational participation. This requirement supports the fact that DSPS does not have to provide personal /attendant services. (i.e., therapy and custodial care are not appropriate for DSPS). APE is a good example; classes should be used to acquire skills, not to provide therapy.
All prescribed adjustments/accommodations must be directly related to the educational rigors of the specific class and will not alter the fundamental nature of the course. iv. Promote maximum independence and integration; and,
Because DSPS services must promote maximum independence and integration, describe the efforts
13 DSPS Program Plan Form 2009-10

your program makes to encourage students with disabilities to participate in campus life, such as students are encouraged and assisted to use general college services whenever possible.
DSPS provides training to individual departments on how to effectively accommodate students with disabilities within their departments so as to not exclude them. DSPS regularly participates in new faculty orientations, associate faculty orientations, Residence Hall and Student Athlete orientations and contacts with college success classes to improve outreach and awareness to students. Links of training documents can be found @
DSPS home page: http://www.redwoods.edu/district/dsps
DSPS online orientation: http://www.redwoods.edu/district/dsps/orientation/
DSPS Student Handbook http://www.redwoods.edu/District/dsps/ResourceGuide/index.asp
High School to College a Guide to Transition http://www.redwoods.edu/district/dsps/Transition/index.htm
DSPS Faculty Handbook http://www.redwoods.edu/district/dsps/Faculty-Handbook/
Disability News http://www.redwoods.edu/_artman/publish/cat_index_26.asp
High Tech Center Website http://www.redwoods.edu/hightech/ v. Are consistent with college mission and purpose.
To demonstrate that your DSPS services are consistent with college mission and purpose, relate aspects of your program to them. For e xample, the mission of “lifelong learning” is supported by showing the age range of students you are serving or specialized outreach that you conduct to attract a given population.
The mission of the Disabled Student Programs and Services is to eliminate barriers to success for students with disabilities while fostering partnerships with the college and community to create equal education access.
To accomplish this, the DSPS staff assists students in pursuit of academic and personal goals by helping them enhance their existing strengths and abilities and develop new skills to further independence and make a commitment to the following:
All individuals with disabilities, regardless of the severity of the disability have the right to attend the community college and to pursue educational goals. The program will provide academic and support services which are consistent with community college policies of open access to education and the alternate matriculation services as required by matriculation guidelines. DSPS provides special instructional courses to meet the specific needs of various groups of students with disabilities. Special class instruction is identified in the Title 5, Section 56028 and is “designed to enable students with disabilities to compensate for educational limitations and/or acquire the skills necessary to complete their educational objectives.” The DSPS program helps support the educational setting by providing a climate which promotes inclusion and provides accommodations to students with disabilities in support of the college’s mission.
14 DSPS Program Plan Form 2009-10

The DSPS staff adheres to these values:

We appreciate the diversity and individuality of students

We promote educational opportunities for students requesting accommodations and services within the college community;

We encourage positive images of people with disabilities;

We provide accommodations while maintaining high academic standards; and

We foster positive educational experiences for students, faculty, and staff. c. Support Services - Title 5 Section 56026 a) Please attach copies of organizational charts that illustrate the organizational structure of your college’s DSPS program and where it is placed in your college.
This question requires that you provide both the college’s organizational structure that shows where
DSPS is within the college and reporting relationships and then a department chart that shows pos itions and reporting relationships inside DSPS. You don’t need to include name, just position titles.
15 DSPS Program Plan Form 2009-10

16 DSPS Program Plan Form 2009-10

Interim
Faculty
Coordinator*
Disability Resource
Center
Office
Coordinator
DSPS
Counselor
DSPS
Specialist
Office
Technician
DSPS
Assistant
Mobility
Assistant
LIGHT
Center
Lead LD
Specialist
Associate LD
Specialist
Instructional
Support
Specialist II (2)
DSPS
Assistant
Instructional
Support
Specialist II
Alternate
Media
Specialist
High Tech
Center
Associate
Instructor
Assistive
Technology
Specialist
Adaptive
PE
Instructor
Instructional
Support
Specialist I
Italicized titles indicate positions that were vacant as of 12/02/2010
*The Interim Coordinator position is currently being filled by the Lead LD Specialist, in lieu of a Department Director.
17 DSPS Program Plan Form 2009-10
Del Norte
Campus
DSPS
Specialist
Associate LD
Specialist
Instructional
Support
Specialist II
Mendocino
Campus
DSPS
Specialist
Adaptive PE
Instructor
Instructional
Support
Specialist I

b. Provide a list of all the DSPS staff members, classification, 10 or 12 month FTE, and funding sources.
#
Table 2 Current Staffing Patterns
Classification FTE/Schedule Position Hours per week
1
1
2
CP
CP
CP 60%/10 month
100%/10 month Faculty Coordinator
LD Specialist
100%/10 month DSPS Counselor
LD Specialists
35/10 months
(district)
35/10
19 (Eureka, Del Norte,
Klamath-Trinity,
Mendocino)
19 (Eureka)
100%
21.6%
100%
1 CP
2 CP
1 CLP
60%/10 month
60%/10 month
100%/12 month
HTC Instructor
APE Instructors
DSPS Specialist
(Eureka, Mendocino)
40/12 (Eureka)
1
1
1
1
1
1
2
1
1
2
1
1
8
CLP
CLP
CLP
CLP
CLP
CLP
CLP
CLP
CLP
CLP
CLP
CLP
Hourly
80 Hourly
100%/12 month Admin. Office
Coordinator I
40/12 (district)
100%/12 month Admin. Assistant II 40/12 (district)
35/11 (district) 75.8%/11 months
Alternate Media
Specialist
75%/12 months DSPS Technology
Specialist I
39.5 %/10 months
DSPS Specialist
DSPS Specialist 75.8%/11 months
59.2%/10 months
Instructional
Support II
69%/10 months Instructional
Support II
30/12 (district)
20/10 (Mendocino)
35/11 (Del Norte)
30/10 (Eureka)
35/10 (Del Norte)
10/10 (Del Norte) Instructional
Support II
Admin. Assistant I 19/12 (Eureka) 47.5%/12 months
39.5%/10 months
37.5%/10 months varies varies
Mobility Assistant
Instructional
Support I APE
Sign Language
Interpreters,
Captioners,
Student workers, notetakers
20/10 (Eureka)
19/10 (Mendocino)
Flexible (District)
Flexible (District)
Abbreviation Key – Classification
A=Administrator
CP=Certified Personnel
CLP= Classified Personnel
O=Other (please specify)
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
25%
100%
100%
100%
100%
100%
18 DSPS Program Plan Form 2009-10
Funding source(s)
DSPS Other
78.4%
75%
(district)

Comments:
As operational costs continue to rise and the numbers of students served remains constant, conservative financial planning will need to occur.
Not only have permanent positions not been filled, but there have been reductions of special courses offered by
DSPS district wide. DSPS has reduced the number of associate faculty who are on an hourly contract for the
Guidance courses by nearly 80 hours per week district wide. Reduction in these hours has impacted services to students in the area of learning disabilities testing and instruction in assistive computer technology.
DSPS DISTRICT EMPLOYEE STATUS
MENDOCINO COAST EDUCATION CENTER The resignation of the DSPS Specialist position resulted in a reassignment and reclassification of the DSPS Instructional Support Specialist II. Effective Fall
2008, special classes of Guidance 343 and 345 were no longer offered on the Mendocino Coast campus due to a 7-year steady decline in the number of students served by DSPS. As a result of the cancellation of special classes on the Mendocino campus, learning disability testing has been eliminated. However, in coordination with Eureka campus, Learning Disabilities Specialist arrangements for testing may be made available on a case by case basis.
The Adaptive PE Instructional Assistant position was reduced in hours in the 2009-2010 academic year due to budget restrictions. The Adaptive Art class was discontinued.
EUREKA CAMPUS In spring 2008, CR’s pool closed, causing a cancellation of Adapted Physical
Education classes approximately 5 weeks into the spring term. The decision was made to close the pool for the 08-09 academic year. DSPS Adapted PE Instructional Support Specialist I was reassigned to the DSPS office as Mobility Assistant for the 08-09 academic year due a significant reduction in the number of hours typically assigned to pool classes. This reassignment was temporary with a commitment to reevaluate this position annually based on the status of pool repair. The pool continues to be closed as of the 2010-2011 academic year.
The mobility assistant position was vacated in 2010 and has since been filled on a temporary basis due to budget restrictions. There has been a retirement of an Instructional Support Specialist II which also has not been filled. The DSPS Director resigned in 2009 and due to budget restrictions, this position was not put out for recruitment. The Lead Learning Disabilities Specialist, who meets the requirements as DSPS
Director, is currently filling the position while retaining some LD responsibilities.
DEL NORTE EDUCATION CENTER In Spring 2008, the DSPS Specialist at Del Norte resigned. Upon review the position was restructured from a 40 hour per/week 12 month to a 35 hour per/week 11 month position. The new DSPS Specialist started October 2008.
LEARNING DISABILITIES The retirement of a 16 year Learning Disabilities Specialist at Eureka brought a new hire as a Learning Disabilities Specialist. Significant training and preparation was provided to prepare her for the Learning Disabilities Eligibility Model Training with the Chancellor’s Office. The Del
Norte Learning Disabilities Specialist attended the LD Eligibility Model Training August 2008. Both associate faculty LD Specialists successfully completed the Learning Disabilities certification process in
Spring 2010.
19 DSPS Program Plan Form 2009-10

d. Special Class Instruction – Title 5 Section 56028 a. Please list all approved special classes. Please specify Course Title, Course Number, number of
Sections, credit status, venue and whether the class is active or not. Attach additional pages, if necessary.
Complete Table 3 by listing all special classes, whether currently being offered or not.
Using the Credit Status key below select the appropriate abbreviation to describe the credit status of each class. Specify whether the class is; Credit, Non-Credit - Career Development College Preparation or Non-Credit - Other. Using the Venue abbreviation keys state where/how the class(s) is taught, such as; on Campus, as Distance Education, in a Community Facility, or at a College Center. Because this document is only required every six years, complete the courses as accurately as possible for the year that your program plan is due.
Table 3: Approved Special Classes
Course Title Course # Sections Credit
Status
CR/NC Individualized Assessment and
Academic Planning
143
Applied Student Skills and Strategies 145
Introduction to Assistive Technology and Computers
379
Assistive Technology and Computers 180
Art for the Person with Disabilities 110
PE 90 Adaptive Physical Education-
Resistive Training
90
PE 93 Adaptive Aquatic Swimming
PE 98 Adaptive Physical Education
PE 300 Aquatic Calisthenics
PE 302 Adaptive Conditioning
93
98
300
302
Abbreviation Key – Credit status
CR = Credit
NC = Non-Credit
CD/CP = Career development & College prep
O= Other
Venue
C= Campus
DE = Distance Ed
CC = College Center
CF = Community Facility
Active/Non Active status
A = Active
NA = Not Active
CR/NC
CR/NC
Venue Active or
Non-active
CC
CC
CC
CR/NC
CR/NC
CC
CC
CR/NC/G CC
CR/NC/G CC
CR/NC CC
CR/NC
CR/NC
CC
CC
A
A
A
A
A
A
A
A
Non-Active
A
20 DSPS Program Plan Form 2009-10

b. Please briefly describe your college’s process for ensuring all special class instructors meet the minimum qualifications in the relevant fields.
All special class instructors must meet the minimum qualifications as cited in Sections 70901 and
87356, Education Code. (Reference: Sections 70901(b)(1)(B) and 87356, Education Code). Your description of the college’s process for ensuring adherence to the Education Code citations should include a description of the role DSPS representative(s) have in the process.
Curriculum is submitted and approved by the college curriculum committee. The DSPS Program
Coordinator initially reviews minimum qualifications for all DSPS faculty to teach special classes.
When a new position occurs, the College Office of Human Resources lists the Title V minimum qualifications on the position flyer/job posting. Hiring committee screens all paperwork to ensure that the candidate meets the minimum qualifications for employment for that position. If the candidate does not meet minimum qualifications, the candidate may submit pertinent paperwork for equivalency consideration. All currently employed faculty at College of the Redwoods DSPS meet and/or exceed established minimum qualifications for each position. c. Please briefly describe methods used for retaining/updating records on qualifications of all staff teaching special classes, and identify where on campus these records are kept. If possible, please provide a link to the appropriate contact person for additional information.
The District will have a policy addressing this issue. Please check that the policy specifically addresses special classes. If so, it may be attached to the plan. These records are probably not kept in your office. Please identify where on campus these records are kept. This is important as the program review team may ask to review these records. Provide a contact person along with their phone number or email address. Prior to your campus site visit, you may be asked to schedule interview time with this individual.
District Human Resources Director uses State Minimum Qualifications in coordinating with the
Minimum Qualifications Committee (MQ) a standing subcommittee of the Academic Senate determine qualifications for DSPS special class instructors. The DSPS Faculty Coordinator is identified as needed as a Subject Matter Expert in the minimum qualifications process. District Office of Human Resources
Director is Ahn Fielding, Ahn-Fielding@redwoods.edu
(707) 476-4144.
District HR and MQ Committee follow the most current State Minimum Qualifications Guidelines and transcripts to verify degrees. These documents are kept in personnel files at District Office for Human
Resources, Ahn Fielding, Ahn-Fielding@redwoods.edu
(707) 476-4144.
All DSPS faculty are evaluated on a regular basis per College of the Redwoods Faculty Organization contract. These files are housed in Human Resources.
4. Evaluation – Title 5 Section 56052
This section focuses on the evaluation activities you conduct. a. Please describe your activities for evaluating the effectiveness of your programs and services .
The DSPS Student Satisfaction Survey (DSPS Survey) was constructed to measure DSPS students’ satisfaction with DSPS services, resources, availability and staff.
The DSPS Survey was administered in the respective campus locations using convenience sampling. Staff distributed surveys to students using DSPS services over a span of five weeks during the 2009 fall semester. Surveys were administered in a variety of locations where
DSPS services are used including the Light Center, High Tech Center, DSPS Office, and in DSPS classes.
21 DSPS Program Plan Form 2009-10

b. Please attach documentation of evaluation activities and results.
Attach documents such as survey instruments, data analyses, summary of results, unit action plans, annual reports, internal program reviews, etc. that you use.
See attached PDF file
22 DSPS Program Plan Form 2009-10

5. Program Planning – Title 5 Section 56046
This part of the program plan requires you to describe activities undertaken to strengthen and improve the support services offered to students with disabilities. a. Please briefly articulate your DSPS Program’s internal strengths and weaknesses.
Analyzing the strengths and weaknesses of your DSPS Program from an internal perspective assists with program planning and evaluation. Your DSPS strengths are internal issues that make the program strong, are a source of pride, and are recognized on campus, in the community, and across the system, such as a strong acquired brain injury program, community outreach and interactio n, or interpreter / captioner programs. Your program’s weaknesses are internal issues that affect the program’s performance negatively, such as lack of available interpreters, staff vacancies or lack of accessible office space.
An external review for DSPS was the Technical Assistance Visit from the Chancellor’s Office completed in
April 2005. DSPS requested technical assistance for coordination of sign language interpreter services, strategies for the development of student learning outcomes in DSPS, strategies for programs for students with developmental disabilities and Section 508 policies and procedures. Recommendations of resources for program staff and coordinators is highlighted in Access, Programs and Services for Students with Disabilities the Final
Report on Technical Assistance Visits July 2004-2005. During this technical visit exemplary practices were identified at College of the Redwoods. This included:
 Effective communication and coordination among student services at College of the Redwoods, for the most part due to the development of the Diabasis Committee which met bi-weekly to communicate and strategize difficult situations with students and identify first line responders for some specific students.
In 2008 an institutional decision was made to discontinue this committee. In 2009 the Behavior
Intervention Team was established to address many of the same issues previously addressed by
Diabasis.
Weekly email Disability News sent out campus-wide by DSP&S – College of the Redwoods. 
Based on a 2010 Comprehensive Program Review and a Student Satisfaction Survey from the 2009-2010 academic year, the following programmatic strengths and challenges were identified:
STRENGTHS
A. Proportion of Students Receiving Services
College of the Redwoods’ DSPS program has 1,442 registered students, or 13.3% of the total student population receiving accommodations, counseling, or some other DSPS service in the 2008-2009 academic year. By comparison, all other Region 1 schools serve a proportion of students between 3% and 5%, indicating CR’s ability to better serve a larger number of DSPS students. Despite significant budget cuts and inability to fill vacant positions, the numbers of students being provided with services have not declined over the past several years. This suggests that despite a reduced staff to student ratio, students are still being provided with mandated services.
B. Academic Success Upon Completion
23 DSPS Program Plan Form 2009-10

College of the Redwoods had a total of 286 degrees and certificates earned by the general population for the
2008-2009 academic year. Of these, 9% (26) were earned by DSPS students. Other Region 1 schools had proportions of degrees and certificates earned by DSPS students ranging from 3%-6%. CR is the top degree- and certificate-earning school for students with disabilities in Region 1.
Again, this suggests that despite significant budget cuts and staff reductions, DSPS students are still successful in their attainment of degrees and certificates.
C. Attitude of Staff
According to a 2009 Student Satisfaction Survey aimed at CR’s DSPS population, 97% of all DSPS students were “satisfied” with the attitudes of our DSPS staff from various offices, campuses, and labs. This includes the
DSPS office on the Eureka campus, the High Tech Center and L.I.G.H.T. Center also on the Eureka campus, the Disability Resource Centers on the Del Norte and Mendocino campuses. Staff located in these centers includes counselors and advisors, instructional support specialists, clerical and support staff, and faculty. In the qualitative responses, staff was said to “do a great job…. Their services are much needed and appreciated,” as well as to be “wonderfully friendly, accommodating, and eager (if not determined) to help.” One area DSPS excels at is doing whatever possible to accommodate and assist the disabled student population of CR. DSPS strives to have a friendly and helpful first point of contact for students and tries to assist the student throughout their academic experience.
D. Academic Counseling and Advising
Based on the same DSPS Student Satisfaction Survey conducted during 2009, 91.3% of CR’s DSPS population was “satisfied” with the counseling and advising that DSPS provides. One of the services provided to a DSPS student is one-on-one counseling with a DSPS-specific counselor and/or advisor to plot out the student’s educational college path, services and accommodations, referral to other departments and agencies, and assistance with navigating through their College of the Redwoods experience. Interestingly, a recent student satisfaction survey conducted campus-wide found that students were not very satisfied with counseling and advising on the campus as a whole. This suggests that DSPS is providing a superior service in terms of academic counseling and advising to the DSPS population.
E. Provision of Testing Accommodations
Another significant strength of DSPS is the provision of testing accommodations. One of the many accommodations that DSPS provides is administration of course exams, providing extended time and, in some cases, a noise-reduced module to give a less distracting environment for test-taking. These students take their exams in the Academic Support Center, where instructors will drop off exams on the day of the test. In the
2007-2008 academic year, DSPS had 693 students eligible to receive this service (this does not indicate the number of students who actually used the service); in 2008-2009, 728 eligible students; and in 2009-2010, 722 eligible students. The 2009 DSPS Student Satisfaction Survey showed a 90% satisfaction rate with the provision of these accommodations. This data indicates that a high number of students are able to receive this essential service, and that the administration of testing accommodations has been satisfactory for the vast majority of students using the service. b. Please indicate your program’s external opportunities and challenges .
The opportunities of the program are external factors independent of your program, which you might choose to pursue, such as area growth, or influx of industries which may create job opportunities for your students. Conversely, the challenges of the program are those external factors that your program faces from student, campus or community needs or issues. These could be requests for services or special programs which outstrip resources or the number of pending retirements at administrative levels on your campus.
24 DSPS Program Plan Form 2009-10

A. Program Budget
Over the past two years, DSPS has suffered a 45% program budget decrease. With budget cuts this significant, the department has experienced pervasive shortcomings in nearly all areas of student service. In staffing, the full-time Department Director position has been left vacant, leaving the many coordinating duties up to the
Lead Learning Disability Specialist. Assistive technology has suffered, as many computers in DSPS spaces and across the campus have not been updated with the most current adaptive software for lack of funding. There are also no resources to pay note-takers for students who are eligible, which has long been an essential service for many students. Broken or worn out equipment required for certain student accommodations has not been replaced, and many facilities issues have not been addressed, such as mold growing in the L.I.G.H.T. Center and ramps and steps that are slowly rotting away. These financial limitations in the department have had detrimental effects on our ability to provide student service and enhance student success.
B. Staffing Levels
DSPS at College of the Redwoods has been severely limited in its ability to assist students due to employee vacancies and/or position eliminations. In addition to 3 vacant part-time positions that are unlikely to be filled, the position of DSPS Director, a full-time certificated position, is currently being filled on an interim basis by our Lead Learning Disability Specialist. Due to these staffing shortfalls, it is reasonable to assume that service to students has also suffered. As the DSPS Student Satisfaction Survey indicates, one of the lowest satisfaction ratings on the survey was DSPS hours of operation, at 62% satisfied and 14% dissatisfied. If these vacant positions were filled, or additional positions created, the hours of operation for DSPS labs and offices could be extended to accommodate more students. The qualitative responses of the survey also showed a large student desire for increased staff:
 “ The tutor schedules are constantly full and they seem rushed.”
 “I would like to see more people working in DSPS so they can help more than one person at a time.”
 “DSPS hours should be extended/changed. They should be open… so that students can access help prior to and after classes.”
Most of the areas of DSPS that require improvement can be related in some way, back to the need for increased staff.
C. Success of Basic Skills Initiative Students
In the past five years, DSPS has seen a huge growth in the number of Basic Skills students that are enrolling in
DSPS-special classes (Guid 143, 145, and 180). In the 2004-2005 academic year, DSPS had 33% BSI students and 67% non-BSI students; in the 2009-2010 year, DSPS had 45% BSI students and 55% non-BSI students.
However, though the numbers of BSI students have increased, the success rates for these students have remained poor, for both DSPS and the college as a whole. Only 29% of DSPS BSI students were successful in passing their classes, and 47% of the general population’s BSI students were successful in passing their classes.
The majority of other Region 1 schools had much higher success rates for BSI students, ranging from 35% success to 58% success. Because these students require more attention than non-BSI students, this data shows a need for not only more staff, but more instructional support groups, and more rigorous contact with BSI students to ensure that they do not slip through the cracks. It also sends a loud message to the college district as a whole for the need for more developmental level classes.
D. Student Persistence Rates
Another improvement area for the department is student persistence. The persistence for the general population at College of the Redwoods ranks high compared to other Region 1 schools. However, persistence for DSPS students at CR falls sixth out of seven community colleges in the region, with 75% persistence. This is another area where added staff would be helpful in keeping students around for the entire academic year. If students had more instructional support, or more support options, they may be more likely to stay the entire academic year.
Additionally, DSPS could impose a set number of mandatory meetings with a counselor or advisor throughout
25 DSPS Program Plan Form 2009-10

the semester, as EOPS does, to ensure that students are being provided with yearlong support and not falling between the cracks. This constant contact would give advisors the ability to identify potential problems/reasons to drop out and, hopefully, assist the student in solving them.
c. Briefly explain how these strengths, weaknesses, opportunities and challenges relate to the short and long term goals that you have established for your program.
The strengths, weaknesses, opportunities and challenges (SWOC) analysis should form the basis for both your long and short term goals. If, for some reason it does not, briefly explain why. If you have done this type of analysis or any type of environmental scan as part of a College Strategic
Plan or Unit Plan, you may extract the same information and provide it here.
Please list 3-5 short-term goals for the next one to two years to strengthen your DSPS program and/or improve upon the services provided to students with disabilities. List the objectives, expected outcomes, and relevant activities that need to be undertaken to accomplish these goals.
Short-term goals and objectives are usually within the academic year or at most within 2 years.
These should be clear and concise with timelines for accomplishing activities and attaining desired outcomes in the next 1 to 2 years.
Goal: Increase awareness of DSPS services by staff and faculty
Efforts have been made to increase staff and faculty awareness of DSPS services through the following activities:

Presence at new faculty orientations

Production of DSPS Faculty Handbook for instructors

Classroom presentations of DSPS services

DSPS representation on committees (see list below)*

Production of weekly Disability Newsletter

Representation in tutor-training workshops
The past academic year has involved collecting baseline data on the types of questions directed to DSPS by staff and faculty. Over this academic year, a total of 345 inquiries were made to DSPS on a variety of topics including behavior, accommodations, tutoring, testing, and other issues related to services to students. Of these staff and faculty contacts, the following distribution was noted.
Type of Contact
Behavior
Accommodations
Tutoring
Testing
Other
Percentage
18%
35%
11%
10%
26%
26 DSPS Program Plan Form 2009-10

As this is baseline data, this data will be used for comparison in the upcoming academic year. While queries regarding accommodation, tutoring, testing, and services are appropriate to be directed towards DSPS, queries regarding behavior are not. Therefore, over the next academic year, we will continue to collect this data and make efforts to enhance our classroom presentations, contact through staff and faculty through orientations, increase online information regarding tutoring, testing, and accommodations in an effort to not only increase appropriate queries, but increase overall inquiry and visibility of the DSPS office. Also, as the number of contacts falling into the ‘Other’ category is extremely high, DSPS will collect additional information regarding contacts that fall into the ‘Other’ category in order to better understand how to categorize these contacts (see
PLO Chart in following pages).
* List of Committees with DSPS Representation
Multiple Hiring Committees
Secondary Appeals Committee, Financial Aid
Member, Board of Directors, Open Door Community Health Centers
Northwest Committee for the Employment of People with Disabilities
Academic Senate
Technology Advisory Committee
Book of the Year Committee
Datatel Owners Group (DOG)
Enrollment Priorities Committee (AP & BP 5055)
Web Oversight Committee
Advisory Committee, Making Headway, Inc.
Closing the Gaps Together Collaborative, TCILC
Budget Planning Committee
Emergency Preparedness/Safety Committee
Student Services Assessment Committee
Commencement Committee
DSPS Advisory Committee
Integrated Planning Equipment Committee
Distance Education Advisory Committee
Behavior Intervention Team
Goal: Continue tracking Basic Skills DSPS Student Success data
Over the past academic year, DSPS has been collecting data for Basic Skills Initiative students for the past five years. Since the 2004-2005 academic year, the numbers of BSI students enrolled in DSPS special classes have risen significantly, from 33% to 45% in the 2009-2010 year. As evidenced in the “Improvement Areas” section of this document, that increase is not mirrored in the success rates of BSI students. There are a variety of reasons for this, including the fact that BSI students sometimes require more assistance and accountability than students that are further along in their academic career. In order to determine what can be done to assist our BSI students, DSPS will continue the goal of tracking this data, as well as begin comparing the success rates of BSI students enrolled in instructional support classes versus those who are not, to measure the efficacy of DSPS instructional support courses (see PLO Chart in following pages).
27 DSPS Program Plan Form 2009-10

d. Please describe 3-5 long term goals to strengthen your DSPS program and/or improve upon the services provided to students with disabilities. List the objectives, expected outcomes, and relevant activities that need to be undertaken to accomplish these goals.
If any of your long-range plans are part of a larger district-wide planning process, please identify that information here. If so, explain the type of plan and length of planning cycle. For example, part of a 15 year environmental study or 5 year bond issue study. Please be sure to differentiate between your goals, objectives and expected outcomes.
Both (d) and (e) may be part of (g) student learning outcomes. If so, attach these with a brief explanation of the overlap. If not, attach the long-range goals that you and your staff have developed. In reporting your long range goals, list the objectives, expected outcomes and relevant activities to be undertaken to achieve identified goals and progress made in accomplishing these goals.
28 DSPS Program Plan Form 2009-10

1.
2.
3.
Objective
Continue previous objective of assessing contacts and their details
Begin requiring more specific information from medical providers
Program
Outcome (PO)
Improve specificity of the nature of staff and faculty contacts to DSPS, and continue to evaluate the number of these contacts
Linked to Strategic
Plan/Program Goals
Strategic Plan Goal #2, #3
Begin to measure success and effectiveness of
DSPS instructional support
Guidance courses
Compare the success rates of DSPS BSI students enrolled in Guid 145 and/or Guid 180 with
DSPS BSI students not enrolled in those classes
Strategic Plan Goal #1
Objective 1.2, 1.1.1, 1.1.5
Improve the specificity of disability verification information received from medical providers
Strategic Plan Goal #2, #3
DSPS Mission Statement
DSPS Philosophy Statement
(“…offering [students] appropriate accommodations and services…”)
Assessment Criteria
(Specify Target
Performance Level)
DSPS will see increased details regarding contacts previously denoted “Other”; additionally, inappropriate staff contacts regarding behavior should decrease
DSPS will see increased success in those BSI students enrolled in the program’s instructional support courses, indicating the need for expansion and outreach to bring the more unsuccessful BSI students to these courses
DSPS will see more specific information regarding disability verification, and be better equipped to provide students with appropriate accommodations for those disabilities
DSPS will revise the disability verification form provided to physicians to secure clearly stated functional limitations that will dictate their accommodations
Assessment
Measure
As was done during the 2009-
2010 year, DSPS staff will note each contact made to the program, and indicate the type of contact and its content
DSPS staff will work with
Institutional
Research to get success rates for these students to draw conclusions regarding Guidspecial courses’ effectiveness
Completion
(or anticipate completion)/
Findings
September 2011
September 2011
September 2011
Improvement
Recommendatio ns (next step)
29 DSPS Program Plan Form 2009-10

e. Please briefly describe how these goals correlate with the college’s unit plan, strategic plan and/or master plan, or if part of a longer-range environmental study or bond issue.
If any of your long-range plans are part of a larger district-wide planning process, please identify that information here. If so, explain the type of plan and length of planning cycle. For example, part of a 15 year environmental study or 5 year bond issue study. Please be sure to differentiate between your goals, objectives and expected outcomes.
http://inside.redwoods.edu/StrategicPlanning/documents/StrategicPlan8-19-08.pdf
Please include any Student Learning Outcomes your program has developed, if different from above.
Attach the Student Learning Outcomes (SLOs) that you have already developed and any data analysis you have done thus far. If there are none, briefly explain your progress in developing SLOs for your program.
Goal: Students will identify appropriate accommodations based on their strengths and weaknesses a. DSPS students are involved in the development of their Support Service Agreements which outline services and accommodations that will be provided over the academic year. This is done through negotiation between the student and the DSPS counselor or advisor.
30 DSPS Program Plan Form 2009-10

b. Please attach a detailed, projected program budget for 2009-10 fiscal year.
Provide a detailed DSPS Program Budget for the current fiscal year using the account codes in your DSPS End-of-Year Expenditures Report
:
1000 Certificated Salaries
A. Full-time
B. Part-time
C. Hourly
SUBTOTAL OB CODE 1000
2000 Classified Salaries
A. Full-time
B. Part-time
C. Hourly
SUBTOTAL OB CODE 2000
3000 Total Benefits
4000 Supplies, Books &
Materials
5000 Other Expenses
A. Consultants
B. Other
SUBTOTAL OB CODE 5000
6000 Capital Outlay
A. Equipment
B. Building Modification
C. Other
SUBTOTAL OB CODE 6000
7000 Other Outgo
Grand Total
FY 2009-10
Paid With FY 2009-10 Funds
7/1/09 -
6/30/10
Expenditures
210,755
80,281
291,036
160,102
183,356
105,663
449,121
247,240
3,681
10,893
7,877
18,770
-
1,009,848
7/1/10 -
9/30/10
Expenditures
4,239
9,082
13,321
14,110
18
14,128
10,620
2,477
14,465
14,465
1,348
1,348
56,359
7/1/09 -
9/30/10
Total
Expenditures
214,994
89,363
-
304,357
160,102
197,466
105,681
463,249
257,860
6,158
10,893
22,342
33,235
1,348
-
-
1,348
-
1,066,207
31 DSPS Program Plan Form 2009-10

To assist the Chancellor’s Office with the review of your completed Program Plan, please use this page to list all documents by file name that you are attaching to the plan such as mission statement, organization charts, SLOs, etc.
For example, if you are attaching your mission statement which is a WORD document, you would write in the name of the file (e.g., missionstatement.doc) under section 1, an organizational chart in EXCEL you would do the same thing, indicating the name of the file (e.g., orgchart.xls) under section 1 or if Student
Learning Outcomes is a PowerPoint Presentation you would write the file name (e.g., SLO.ppt) under section 5.
Section 4:
Student Satisfaction Survey
32 DSPS Program Plan Form 2009-10

The following two pages provide the Chancellor’s Office with contact information and a signature certification form.
Program Contact Page – This must be completed by the primary DSPS contact person, usually the DSPS
Coordinator. There is an additional place for a secondary contact, to be used in case the primary contact is
unavailable.
Certification of the DSPS Program Plan – Signatures. All signatures are required to certify that the contents of the program plan are accurate. This page may be mailed to the Chancellor’s Office, if electronic signatures are not available. If you are a single college district and do not therefore have a Chancellor, write in “NA” (Not
Applicable).
Note: If your Program Plan does not meet the Chancellor’s Office requirements, you will receive a letter stating the reason(s) and requesting additional documents or information. If substantial changes/additions are required the Chancellor’s Office may require a new signed certification page .
DSPS Program Plan Instructions: For questions regarding the DSPS Program Plan, contact Scott Berenson,
DSPS Statewide Coordinator, at (916) 322-3234 or via email at Sberenson@cccco.edu
.
33 DSPS Program Plan Form 2009-10

It is necessary for each college to identify a single, primary contact for their DSPS Program and for districts with more than one college to identify a District Contact Person. Please complete the information below and return it with your plan.
Primary DSPS Contact Person (DSPS Coordinator): This is the person who has overall program or administrative responsibility (day-to-day coordi nation of the program and services) for the college’s DSPS Program and is the contact person for questions about the colle ge’s DSPS Program Plan. E-mail and correspondence from the System Office will be sent to this individual regarding reporting requirements, guidelines, requests for information, and general notices.
Name: Trish Blair
College: College of the Redwoods
Title: Faculty Coordinator and LD Specialist, Disabled Student Programs and Services
Address: 7351 Tompkins Hill Road Eureka, Ca. 95501
Telephone: 707-476-4289
Fax: 707-476-4418
Email: trish-blair@redwoods.edu
Secondary Contact: DSPS Supervising Administrator
Name: Dr. Keith Snow-Flamer
College: College of the Redwoods
Title: Vice President Student Services
Address: 7351 Tompkins Hill Road Eureka, Ca 95501
Telephone: 707-476-4177
Fax: 707-476-4457
Email: keith-snow-flamer@redwoods.edu
34 DSPS Program Plan 2009-10 Contact Page

(Signature page can be mailed if electronic signatures cannot be obtained)
COLLEGE/DISTRICT CERTIFICATION
We hereby certify the foregoing DSPS Program Plan to be accurate. We also certify that DSPS funds are not used to supplant existing services and are used to provide specialized services to DSPS students. As a condition of receiving Title 5 DSPS funding, the college agrees to complete and submit all requested reports to the System
Office and comply with all legal requirements and guidelines of the program. The DSPS Coordinator agrees to also disseminate pertinent information to Advisory Committee and all relevant parties on their campus and in their community.
District Chancellor (typed name and signature) Date:
N/A
District Business Officer (typed name and signature)
Carla Spalding
College President/Superintendent (typed name and signature)
Date:
Date:
Dr. Jeff Marsee
DSPS Supervising Administrator (typed name and signature)
Keith Snow-Flamer
DSPS Coordinator (typed name and signature)
Date:
Date:
Trish Blair
The attached DSPS Program Plan has been reviewed by the Chancellor’s Office:

The Program Plan is approved

The Program Plan is denied
DSPS Statewide Coordinator Date:
35 DSPS Program Plan 2009-10 Certification Page