Academic Program Review and Action Planning – YEAR ONE
Division
Program
Contact Person
Date
Special Programs
Disabled Students Programs& Services (DSPS)
Kathleen R. Allen
March 11, 2011
Section A – Data Review and Analysis
I. Basic Success and Equity (Data from 3 previous years)
 What trends are you seeing over time? How does the basic success data compare to the college
as a whole and to statewide average success rates, if available? What might explain the
differences?
 What courses in your discipline show the greatest/least amount of success? What accounts for
success in these courses? How could you improve success in the less successful areas?
 What do you see in the comparisons between men and women and between different
ethnicities? What accounts for differences? What concerns you? How could you strategically
address the concerns?
 What inferences can you draw from the data correlating the highest level of Math/English
completed and success in your discipline's courses?
 If you have online/hybrid/telecourse/CD-ROM courses, do the success rates differ from the
same courses offered on-campus? If so, should the success rates be the same, why are they
different, and is this a cause for concern? What areas of inquiry does this raise about
online/hybrid/telecourse/CD-ROM courses?
Explain: All of DSPS courses in Adaptive Physical Education, Computer Application Systems,
English and Psychology Counseling are filled at or over 100%.
The Disabled Student Resource Center in 2009/10 provided academic accommodations to 997
unduplicated students with physical, communicative, psychological and learning disabilities. This is
an increase of well over 200 students as counted the year before. This is a result of offering an
increase in the number of counseling hours offered.
This also allows for an increase in the use of academic accommodations i.e. Braille, tactile graphics,
enlarged print, e-text, alternative testing (2000 per year), shared note-taking, sign language
interpreters, real-time captioners, etc.
The success of our DSPS courses and DSRC services provide students with disabilities equal access
to an education on the campus.
Through the years there is an equalization of racial and ethnic diversity represented in DSPS. This is
reflective of ethnic groups and cultures being more accepting of their disability.
Through the curriculum offered in our English Learning Skills courses, students with disabilities are
Academic Program Review and Planning for 2011-14
Page 1 of 18
successful in math and English courses required for AA/AS degrees and transfer.
Every year DSPS sees an increase in the number of men and women achieving their education goals
of earning certificates, AA/AS degrees and transfer to a four-year college.
The DSPS Psychology Counseling 20 course encourages and trains students to complete assignments
on Blackboard. It has become apparent that the students who use Blackboard are more successful in
the course. The students who feel more comfortable turning in hard copies are not jeopardized but
they still do not do as well.
II. Course Sequence (Data from 2 previous years)
Note: Answer this question if you have been provided data about course sequences in your discipline.
 Is success in the first course a good indicator of success in the second course? What are the
curricular, pedagogical, and/or methodological implications of what you see?
 Do your successful students in the first course enroll at a high rate in the second course within
two years? What are the implications of what you see?
Explain: English 116 “Learning Skills-Diagnostic Clinic,” In this course Students are determined
eligible for learning disability services. The students are provided with recommendations for courses
and accommodations that would benefit their academic success.
English 117 “Learning Skills-Reading,” students usually enroll in this course for 2 semesters. The
first semester the students are trained on phonics. In the second semester they work on reading
comprehension . Upon completion there are clear indications whether a student will be successful in
an academic path.
Students then take English 118A, “Learning Skills-Reading and Writing”. Since we offer 2 sections
of this course, students may be required to wait to take English 118B, “Learning Skills-Writing and
Reading”, only one section is offered. 90% of the students that enroll in this course are successful
and move on to English 101A or 102.
Since so many of students with disabilities have difficulty in mathematics, it is necessary for students
to repeat English 119, “Learning Skills-Problem Solving.” To alleviate this, it is critical that we offer
this as a 2 semester sequence, English119A and 119B.
After the completion of PSCN20, “The College Experience” and PSCN 901-4, “Personal Growth”,
more students use academic accommodations through the DSRC and in the community, i.e. State
Department of Rehabilitation, Community Resources for Independent Living, etc.
III. Course Review (Data from 5 previous years)
 Ed. Code requires that all courses are updated every five years. Are all of your courses
updated? If not, do you want to maintain or continue these courses? Please indicate your plans
Academic Program Review and Planning for 2011-14
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in terms of curriculum. Have all of your courses been offered recently? If not, why? Are
students counting on courses to complete a program or major when these courses are not being
offered?
Explain:
All of the DSPS courses are updated and have continually been offered.
Students count on these courses to develop the necessary skills needed to complete any program
major, certificate, degrees offered at Chabot College or transfer to a four-year college.
These courses enable students with disabilities to develop proficiency in the use of academic
accommodations based on their individual needs. The students become their own advocate regarding
these needs.
This skill is imperative for success throughout their lives.
IV. Budget Summary (Data from 3 previous years)
 What budget trends do you see in your discipline? What are the implications of these trends?
 Where is your budget adequate and where is it lacking? What are the consequences on your
program, your students, and/or your instruction?
 What projected long-term (5-10 years) budget needs do you see? You will detail your short-term
needs in the action plan that follows. You do not need to cite them here.
Explain:
With DSPS decreasing budget, equal access will be denied to students with disabilities at Chabot
College, in their careers and in the community.
With the increase in the requests for the legally mandated Alternate Media Services, it is critical that
the program meet the need by hiring a full time person to meet the needed requests.
We provide Sign Language Interpreters and Real-Time Captioners to our increasing number of
Deaf/Hard of Hearing and Deaf/Blind students. The cost for providing the legally mandated
accommodations for these students is always increasing. There is a shortage of individual contracted
Sign Language Interpreters and Real-Time Captioners. Out of all the colleges in the Bay Area we
pay the lowest hourly rate, despite the fact we raised our rates 3 years ago. As a result we must use
agencies to serve these students at a higher cost.
Since our courses are filled at or above 100%, our students would greatly benefit by offering more
sections of:
CAS 100, “Adapted Keyboarding” and CAS 101, “Adaptive Word”- Many students with
disabilities start college without the necessary basic computer skills. The colleges’ CAS 72 series
courses are offered online, unfortunately our students need more one on one support.
English 116,” Learning Skills-Diagnostic Clinic,” - Currently we offer 11 sections during the
academic year and 2 sections in the summer. We need to return to offering 12 sections during the
Academic Program Review and Planning for 2011-14
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academic year and 3 sections in the summer.
PSCN 901-4, “Personal Growth”- Are currently filled at 150% to 190%-More sections of this course
should be offered To meet the needs of DSPS students.
With the decreasing resources despite the increase in the number of students, it is critical that we
determine ways with the college to continue to serve the needs of DSPS students with the increase of
assistants at the DSRC and increase course offerings.
V. Enrollment Data (Data from 2 previous years)
 Please provide a brief description of: overall enrollment trends; enrollment trends by course; and
enrollment trends by time of day and Saturday.
 Describe what your discipline has done in terms of curriculum or scheduling in the last two years
that has effected enrollments.
 Describe plans or strategies that you have for the near future in terms of curriculum or
scheduling that could impact your enrollments.
 Lastly, look closely at whether the schedule you currently offer provides access to the broader
community that your discipline serves at Chabot College—day time, night time, Saturday,
distance education, special or targeted communities that would or do enroll in your courses.
Explain: Since DSPS courses have continually filled beyond the maximum, the times and days of our
courses are appropriate.
Where we need to increase offerings is in the evening. Working students are not able to take Adapted
Physical Education, CAS (100,101, 102 and 103), English (117, 118A, 118B, 120 and 121) and
PSCN 20 in the evening. This puts our evening students with a disability at a disadvantage. They do
not have the opportunity to learn the needed basic skills in keyboarding, word, assistive technology,
reading, writing, problem-solving and college skills. In the evening the college does not offer an
exercise class that is accessible to students with disabilities.
Academic Program Review and Planning for 2011-14
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VI. Student Learning Outcomes Inventory
Acronym Key:
SLO = Student Learning Outcome is a general term, for the following three levels of outcomes:
CLO = Course-level Outcome, i.e. what a student can do after completing a course
PLO= Program-level Outcome, i.e. what a student can do after completing a sequence of courses
CWLG = College-wide Learning Goal






Percentage of courses in your discipline that have CLOs and rubrics developed:_100%
For this information, please see the list of which courses do and do not have CLOs on the
SLOAC’s main webpage:
http://www.chabotcollege.edu/sloac/default.asp
Percentage of courses in your discipline that have the minimum number of CLOs developed:
100%
(1 unit = 1 or more CLO, 2 units = 2 or more CLOs, 3 or more units = 3 or more CLOs)
For this information, please see the CLO spreadsheet on the SLOAC’s main webpage:
http://www.chabotcollege.edu/sloac/default.asp
Date the CLO Assessment schedule was submitted: March 2010
For this information, please see the Course-level Outcomes assessment schedules list from the
Assessment Progress and Plans webpage:
http://www.chabotcollege.edu/sloac/progress.asp
Percentage of courses in your discipline that have had all the CLOs assessed within the past three
years, as per Chabot’s Assessment policy: 0
For this information, please see Chabot’s Assessment Policy from the SLO/Assessment
Guidelines webpage:
http://www.chabotcollege.edu/sloac/guidelines.asp
Percentage of courses in your discipline that have had all the CLO assessments reflected upon, or
discussed with colleagues, within the past three years:100%
What questions or investigations arose as a result of these reflections or discussions?
Explain:
How do we meet students with disabilities needs when our courses are filled over 100%, despite the
state advising that our enrollment be at lower levels? We must turn away 20% to 30% of maximum
enrollment.
How can we support student success when so many of our students are unable to afford textbooks and
materials?
How can students be successful without the necessary assistive technology being available in our
classes?
How can we provide Alternate Media materials, i.e. (Braille, Tactile Graphic s, e-text, enlarged print,
etc.) without a full-time person to produce these materials?
Academic Program Review and Planning for 2011-14
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
What actions has your discipline determined that might be taken as a result of these reflections,
discussions, and insights?
Actions planned:
Continue the current curriculum for English 116 and PSCN 20 because they are effective.

What course-level and programmatic strengths have the assessment reflections revealed?
Strengths revealed:
After completing English 116 students demonstrate an increased awareness of their learning
disability, their appropriate academic accommodations, the appropriate courses and self advocacy
strategies. Upon completion of PSCN 20 students understand and use the additional support
resources available on campus. They know which courses are required to earn certificates, AA/AS
degrees and transfer to a four-year institution.



Percentage of programs within your discipline that have established at least two PLOs, and
mapped appropriate CLOs to them: 100%
For this information, please see the Program-level Outcomes progress page from the Assessment
Progress and Plans webpage:
http://www.chabotcollege.edu/sloac/progress.asp
Which of the CWLGs do your discipline’s CLOs address?
______________________________________________________________________________
In which if any of the College-wide Learning Goals Faculty Inquiry Groups have discipline
member(s) participated? BSI Committee
______________________________________________________________________________
Insights gained:
When instructors engage students in a more interactive participation the students’ learning outcome is
more successful.
VII. Academic Learning Support
What kinds of academic learning support does your discipline use or require to help students succeed
(e.g., tutoring, learning assistants, student assistants, peer advisors, lab support, supplemental
instruction, peer-led team learning, peer advisors)? How many hours per semester do you use and/or
how many hours per semester do you need?
Explain:
DSRC Academic Accommodations, Path Learning Connection, WRAC Center, Math Lab, Lab
Student Assistants, Support Student Assistants, etc. Our approximately 1000 students require 58,000
hours of academic support per semester.
Academic Program Review and Planning for 2011-14
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VIII. External Data
 Cite any relevant external data that affects your program (e.g., labor market data, community
demand, employment growth, external accreditation demands, etc.).
An increasing number of returning disabled veterans, (Wounded Warriors).
An increase in the number of students with disabilities adversely affected by the recession.
An increasing number of High school graduates with disabilities enter Chabot College lacking the
necessary academic and social skills needed to succeed in college.
Academic Program Review and Planning for 2011-14
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Section B – Data Summary



From what you have learned in your basic data review, what does the information tell you
about your program?
Overall, what improvements would you like to make to your program? How do you plan
to address these concerns? Are there any immediate issues that require immediate
attention (e.g., outdated course outlines)?
Where appropriate, please cite relevant data in your discussion (e.g., efficiency,
persistence, success, FT/PT faculty ratios, SLO/PLO assessment results, external
accreditation demands, etc.).
Data Summary and Plan of Action Description/Rationale:
Due to the decrease in DSPS allocation funding, there has been a significant decrease in services.
The DSPS current staffing does not meet our continuing student growth rate.
Increase classified staffing by hiring a full-time Alternate Media Technology Specialist, one fulltime or two half–time Computer Lab Specialists, one full-time Office Manager and one full-time
Learning Skills Instructional Assistant II.
Increase the number of student assistants to work in the DSRC as receptionists, High Tech Lab
Assistants and Support Service Assistants.
Also, we do not offer enough DSPS course sections to meet enrollment demands.
Increase faculty staffing by hiring a full-time Adaptive Physical Education Instructor, Assistive
Technology Instructor and a Learning Disability Specialist.
Since we are barely meeting student needs now, it is critical to maintain current staffing levels.
Also, the data demonstrates that further cuts to DSPS would certainly be severely detrimental to
students with disabilities academic learning outcomes. Our students will not succeed with cuts to
DSPS.
Section C – Action Planning
Please propose a two-year plan of action and timeline to address any immediate and/or long-term
concern(s). This includes activities to assess the CLO(s) to discover a plan of action. It may also
include specific activities that address improving CLO(s) and their assessment, that is to say
evaluating the CLO(s) and the assessment activities.
Examples of activities include:
 Research and inquiry project – why is this happening?
 Innovation and Pilot Projects – this is something I want to try
 Intervention activities such as support services – this is what I want to do about it
 Program and curriculum modification – this is what I want to do about it
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I.
Action Plan Timeline: Detail the timeline for accomplishing your goals
PLOs and/or Program
Goal(s)
To provide mandated
alternate media materials for
students with disabilities
academic success.
Providing students with
disabilities with assistive
technology
accommodations, thereby
supporting students to
achieve their educational
goals of earning AA/AS
Degrees, Certificates and
transferring to 4-year
colleges.
Timeline
Fall 2011
2012
Activity
Provide students with documented
disabilities legally mandated
alternate media materials i.e.,
Braille, tactile graphics, large
print, e-text, etc. in an efficient
manner.
The DSRC critically requires an
additional dedicated area
specifically used for testing, with
15-20 work stations equipped
with computer software and
hardware installed with assistive
technology. In order to serve our
students with their increasing
requests for use of Kurzweil
3000, 1000, Dragon Professional
and SuperNova during their tests,
more testing space and more
computer stations are imperative.
We have long out grown our
Testing Lab with room for 8
students which includes 3
computer stations. Due to the
limited testing space with
assistive technology, it is
Support Needed to
Accomplish These
Activities*
State mandated
technology for the
production of the
materials.
Outcome(s) Expected
More DSPS students will
achieve their educational goals
by earning AA/AS Degrees,
Certificates and transferring to
4-year colleges.
Person(s)
Responsible
Accomplished?
Yes/No/In
Progress
Alternate Media
Technology
Specialist
Increase the number of stuents
using support services and
encourage students with a
disability to become
independent and assertive
participants in their own
educational process.
Ability to provide
additional alternative
testing for our growing
number of students with
documented disabilities.
More DSPS students will
achieve their educational goals
by earning AA/AS Degrees,
Certificates and transferring to
4-year colleges.
Students would have more
opportunities to take their
tests with the benefit of
mandated assistive
technology.
Increase the number of students
using support services and
encourage students with a
disability to become
independent and assertive
participants in their own
educational process.
Increase the success and
persistence rates from Basic
Skills English (English 117,
118A/B, 119, 120, and 121);
CAS (100, 101, 102, and 103)
to college level Language Arts,
9
Assistive
Technology
Instructor
YEAR
ONE
LEAVE
BLANK
necessary for students to be tested
in our small High Tech Center
and in the DSRC general area.
Both of these areas are not ADA
compliant because they are not
distraction-free environments
since classes are in session at the
same time. Each the DSRC
provides alternative testing for
over 2000 tests per year with
more students requesting the use
of assistive technology.
To provide mandated
assistive technology for
students with disabilities
academic success.
2012
Dolphin Hands Free is a screen
reader that interfaces with Dragon
Professional. This allows visually
impaired students that have
physical limitations involving
their arms or hands us computers
to successfully complete their
course work. We currently have
an increasing number of students
making requests for this software.
Computer Application Systems
and Mathematic courses for
students with documented
disabilities.
This benefits our
blind/visually-impaired
students with physical
disabilities utilize the
computer in completing
their tests and
coursework.
More DSPS students will
achieve their educational goals
by earning AA/AS Degrees,
Certificates and transferring to
4-year colleges.
Assistive
Technology
Instructor
Increase the number of students
using support services and
encourage students with a
disability to become
independent and assertive
participants in their own
educational process.
Definitions of terms:
Program Goal = A general statement of what the program hopes to accomplish, for the long-term. It may be in qualitative (narrative) rather
than quantitative (numeric) terms. It may include the integration of several program outcomes, or relate to class scores, credits, units, course
completion, retention term to term, progression to next course/level, program completion, degree and certificate completion, transfer,
success/scores on licensure exams, job placement, attitudes, fundraising, media promotion, etc.
10
PLO = Program-level Outcome, i.e., what students can do, what knowledge they have, after completing a sequence of courses. It is a subset
of the Program Goals, related to student learning.
*Types of Support Needed to Accomplish Activities:
 Training or workshops
 Publications, library, resources
 Guidance to support research and/or inquiry projects
 Technology
I.
X
X
X
X
Strategic Plan Goals and Summaries: Which Strategic Plan goals and strategies does your action plan support?
Awareness and Access
Increase familiarity with Chabot
Reach out to underrepresented populations
X
Promote early awareness and college readiness to youth and families
Multiple ways to deliver instruction and services for all
X
Student Success
Strengthen basic skills development
X
Identify and provide a variety of career paths
X
Increase success for all students in our diverse community
X
Assess student learning outcomes to improve and expand instruction and services
X
Community Partnership
Increase experiential learning opportunities
Initiate/expand partnerships among the college, businesses and community organizations
X
Promote faculty and staff involvement in college and community activities
Engage the community in campus programs and events
Vision Leadership and Innovation
Improve institutional effectiveness
X
Streamline academic and student support services
X
Professional development to support teaching, learning and operational needs
X
Support effective communication both in the college and the community
X
11
X
Provide safe, secure and up-to-date facilities and technology
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Program Review and Action Planning – YEAR TWO
Action Plan Progress Report
Division
Program
Contact Person
Date
Audience: IPBC; Program Review Committee; Deans/Unit Administrators; Budget Committee
Purpose: To provide evidence of progress on from previous year and to provide input into
planning for subsequent years.
Instructions: If you have completed your unit plan last year, please update your timeline and
answer the questions below. If you are updating/changing your timeline, list the appropriate
year in which revisions were made.
IA. Problem Statement: Summarize your Program Review Year One conclusions.
IB. Analysis: If there are any new data or conclusions, what is the basis for these new
conclusions?
II. List your accomplishments: How do they relate to your program review and PLO
work? Please cite any relevant data elements (e.g., efficiency, persistence, success, FT/PT
faculty ratios, SLO/PLO assessment results, external accreditation demands, etc.).
III. Student Learning Outcomes Inventory Update
Acronym Key:
SLO = Student Learning Outcome is a general term, for the following three levels of outcomes:
CLO = Course-level Outcome, i.e. what a student can do after completing a course
PLO= Program-level Outcome, i.e. what a student can do after completing a sequence of courses
CWLG = College-wide Learning Goal
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





Percentage of courses in your discipline that have CLOs and rubrics developed:
For this information, please see the list of which courses do and do not have CLOs on the
SLOAC’s main webpage:
http://www.chabotcollege.edu/sloac/default.asp
Percentage of courses in your discipline that have the minimum number of CLOs
developed:
(1 unit = 1 or more CLO, 2 units = 2 or more CLOs, 3 or more units = 3 or more CLOs)
For this information, please see the CLO spreadsheet on the SLOAC’s main webpage:
http://www.chabotcollege.edu/sloac/default.asp
Date the CLO Assessment schedule was submitted:
For this information, please see the Course-level Outcomes assessment schedules list from
the Assessment Progress and Plans webpage:
http://www.chabotcollege.edu/sloac/progress.asp
Percentage of courses in your discipline that have had all the CLOs assessed within the
past three years, as per Chabot’s Assessment policy: _______
For this information, please see Chabot’s Assessment Policy from the SLO/Assessment
Guidelines webpage:
http://www.chabotcollege.edu/sloac/guidelines.asp
Percentage of courses in your discipline that have had all the CLO assessments reflected
upon, or discussed with colleagues, within the past three years_______
What questions or investigations arose as a result of these reflections or discussions?
Explain:

What actions has your discipline determined that might be taken as a result of these
reflections, discussions, and insights?
Actions planned:

What course-level and programmatic strengths have the assessment reflections revealed?
Strengths revealed:


Percentage of programs within your discipline that have established at least two PLOs, and
mapped appropriate CLOs to them:________
For this information, please see the Program-level Outcomes progress page from the
Assessment Progress and Plans webpage:
http://www.chabotcollege.edu/sloac/progress.asp
Which of the CWLGs do your discipline’s CLOs address?
_________________________________________________________________________
_________________________________________________________________________
14

In which if any of the College-wide Learning Goals Faculty Inquiry Groups have
discipline member(s) participated?
_________________________________________________________________________
_________________________________________________________________________
Insights gained:
VII. Academic Learning Support
What kinds of academic learning support does your discipline use or require to help students
succeed (e.g., tutoring, learning assistants, student assistants, peer advisors, lab support,
supplemental instruction, peer-led team learning, peer advisors)? How many hours per semester
do you use and/or how many hours per semester do you need?
Explain:
IV. External Data
 Cite any relevant external data that affects your program (e.g., labor market data,
community demand, employment growth, external accreditation demands, etc.).
15
V.
Action Plan Timeline Update: Cut and paste your previous timeline from Year One and update the “Accomplished?”
column. List any new PLOs or program goals and activities you may have in the second chart.
PLOs and/or Program
Goal(s) from Year
One
Timeline
Activity
Support Needed to
Accomplish these
Activities*
Outcome(s) Expected
Person(s)
Responsible
Accomplished?
Yes/No/In
Progress
New PLOs and/or
Program Goal(s)
Timeline
Activity
Support Needed to
Accomplish these
Activities*
Outcome(s) Expected
Person(s)
Responsible
Accomplished?
Yes/No/In
Progress
YEAR
TWO
LEAVE
BLANK
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Definitions of terms:
1. Program Goal = A general statement of what the program hopes to accomplish, for the
long-term. It may be in qualitative (narrative) rather than quantitative (numeric) terms. It
may include the integration of several program outcomes, or relate to class scores,
credits, units, course completion, retention term to term, progression to next course/level,
program completion, degree and certificate completion, transfer, success/scores on
licensure exams, job placement, attitudes, fundraising, media promotion, etc.
PLO = Program-level Outcome, i.e., what students can do, what knowledge they have, after
completing a sequence of courses. It is a subset of the Program Goals, related to student
learning.
*Types of Support Needed to Accomplish Activities:
 Training or workshops
 Publications, library, resources
 Guidance to support research and/or inquiry projects
 Technology
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Program Review and Action Planning – YEAR THREE
Final Summary Report
Division
Program
Contact Person
Date
I. Reflect upon the last three years' analysis and activities.
II. Briefly summarize the accomplishments of the discipline, and how they relate to the review of the
program, the program-level outcomes (PLOs) and course-level outcomes (CLOs).
III. Please list what best practices (e.g., strategies, activities, intervention, elements, etc.) you would
recommend? What was challenging? Was there a barrier(s) to success?
Best practices:
Challenges/Barriers to Success:
IV. Next Steps: Recommendations for program and institutional improvement.
Program Improvement:
Institutional Improvement:
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