Program Name
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Disabled Students Programs & Services (DSPS)
Division
Submission Date
Description of Program
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Results of your previous Program Review’s action plan
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2b. Program coherence and effectiveness: Explain any curriculum changes since last program review, including SLO alignments
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| With the addition of our full-time faculty Assistive Technology Specialist, our DSKL assistive technology classes and services have increased. We currently offer one or more sections per semester in a Text-to-speech course, SmartPen, and Dragon Professional for Individuals.
Also approved through curriculum was a DSKL 822- Study Smart class focusing on strategies to improve academic performance in reading, writing, and math. The first offering of this class in spring 2018 resulted in low enrollment. We attribute the low enrollment in part due to the stigma associated with DSKL courses and also due to it not being a transferable course. Also, our enrollment in the DSKL courses are generally much higher in the fall semester when we have incoming PEP students. | |
Student success and equity
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2d. Provide an update on any long-term plans that are still in progress (if applicable).
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| DRC completed all the long-term plans from the previous program review. | |
Student success indicators
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Achievement gaps between student populations
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3c. Discuss what your program has done this Program Review cycle to address achievement gaps between modes of delivery (online, hybrid, and face-to-face), describing your successes, works in progress, and/or ongoing challenges.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| 3c. As discussed in the Description of Program, the DRC has recently added online fillable forms for requesting support with the ability to upload disability documentation, we also offer online test proctoring forms, accommodation forms, and alternate media request forms. Requiring less
paperwork and less wait time for an appointment for services has had a positive impact on our new student enrollment each semester as has our electronic filing system that allows us to track students more efficiently increased our headcount reporting to the State Chancellor’s Office.
The DRC recognizes the demands that our students face, with juggling classes, work, children, family obligations, and/or disability-related barriers, many prefer to request accommodations and other needs fully online; therefore, the DRC will be implementing a District-wide online student management system accessed through WebSmart called Clockwork.
Students will soon have the option to request and manage note takers, accommodation letters and schedule test proctoring online. Once a student requests certain accommodations (accommodation letter, note taker, test proctoring), instructors are notified thus eliminating the need to hand deliver hard copy accommodation letters, which can be intimidating for students and compromise their confidentiality. We predict that students utilizing accommodations will increase. | |
3d. Program Efficiency Indicators: Do we deliver programs efficiently given out resources? Summarize trends in program efficiency. Discuss no-shows, group vs. indvidual delivery, etc.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| Individual appointments seem to work best for students meeting with the DRC Counselor (academic support, accommodation needs, student educational planning, disability-related counseling support), Assistive Technology Specialist (individual assistive technology support, loan equipment), and LD Specialist (individual learning disability assessment, LD intake for students who have prior documentation).
The SARS Anywhere was implemented on April 16, 2018. We did not realize that our DRC students were not getting reminder calls until the end of August. From August 15th to date the DRC has had 94 no-show appointments. It is difficult to compare data because the previous SARS data is not available; however, it does appear to have impacted our no-show rate given our DRC students did not receive reminder calls the day before the appointment. | |
Recent SLO/SAO assessment results
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4a. Provide a brief description, including actions, measurable outcomes, and timelines
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| 4a. The DRC intends to collaborate with the Mana program and the Multi-Cultural Center in an effort to bridge the equity gaps amongst these DRC student populations (Pacific Islander, Asian, and Filipino). Measured by increased representation in the DRC student population.
Our DRC PEP has proven to be successful. We will continue offering the PEP and priority registration events and will determine a better date for the welcome day for fall 2019 given the poor attendance in the fall 2018 event. PRIE report will evaluate student success and retention.
The DRC will increase outreach to local feeder high schools. Measured by PEP attendance.
The DRC will continue to offer DSKL courses to support equity efforts for students who have disabilities including individualized classes in Windows and Macintosh. Evaluated by SAOs.
The DRC is implementing a new online student filing system in Fall 2019 (Clock Works) that will remove barriers and create a more inclusive outcome for students requesting and receiving accommodations and services. Students will access this through WebSmart. The IT department will be instrumental in assisting with the launch of Clock Works. The district is planning on a soft launch in summer 2019 and a full launch in fall 2019. Unfortunately, our current record keeping system (SAM) will expire on July 1, 2019. The DRC will attempt to extend this subscription for a few months but this is an uncertainty at this time. We will use SLOs from our test proctoring data to measure advocacy skills in this area. | |
4b. What will your program do to increase student success and promote student equity in the next two years? What kind of professional development and institutional support will be engaged and enacted to meet these goals?
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| 4b. The DRC is committed to working closely with faculty and staff to increase awareness regarding inclusivity in the classroom by providing workshops on mandatory flex days and attending division meetings. In addition, the DRC will conduct Clock Works training for faculty.
Continuing with our assistive technology equipment loan program. Evaluate new assistive technology as it becomes available and expand on our current loan program based on student needs. Renew the DRC/Campus labs Kurzweil 3000 license subscription. Due April 2019. Measured by SAOs.
The DRC will collaborate with the Bookstore manager, DEETC, textbook publishers, and faculty to increase efficiency when obtaining PDFs for alternate media needs and compliance. In addition, the DRC will continue to evaluate the use of assistive technology when reading online textbooks available through inclusive access (IA). Ongoing timeline. Measured by turnaround time in alternate media. | |
4c. Describe other professional development activities and institutional support and collaborations that would most effectively ensure that the center achieves its goals and plans.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| 4cIn order to maintain compliance, the DRC will be requesting an Instructional Assistant II who will provide assistance in our DSKL classes, with book production, equipment loan management and ideally, with tutoring to support the changes with AB 705.
A full-time Counselor/Learning Disabilities Specialist will be requested in this program review cycle. Currently, we have one counselor meeting the needs of approximately 815 students per semester. With one hour intake appointments for new DRC students and one hour for comprehensive Student Educational Plans (SEP). One counselor does not sufficiently meet the demands of our student population. The current recommendation is approximately 412 students per counselor
The faculty and staff will take advantage of professional growth by attending conferences and workshops both on and off campus. Ongoing throughout the next 2 years. | |