Transcript of DSPS New Directors Training September 10-12, 2014.
- Slide 1
- DSPS New Directors Training September 10-12, 2014
- Slide 2
- Presenters Scott Berenson Scott Valverde Mia Keeley Chelle
Ellenberger Jan Galvin Catherine Campisi Bette McMuldren Skip
Bingham A panel of experienced DSPS Coordinators
- Slide 3
- Housekeeping Welcome and Introductions Travel
Reimbursements
- Slide 4
- The Big Picture
- Slide 5
- What Administrators & DSPS Coordinators Need to Know!
- Slide 6
- Key Federal and State Laws and Regulations What will we learn?
The key Federal and state laws DSPS Administrators and Coordinators
should know Key points in the legislation related to DSPS services
How to use the key points to analyze real life situations Where to
find more information!
- Slide 7
- Key Federal Laws Section 504 of the 1973 Rehabilitation Act (29
U.S.C. 794d) and accompanying regulations related to students in
postsecondary education at 34 CFR 104 Part D The Americans with
Disabilities Act (ADA) Title II for State and Local Government
Entities (42USC12101 et. seq.) Education Code Section 67310-12 and
84850 and Title 5 regulations Sections 56000 et. seq.
- Slide 8
- Section 504 A critical civil rights law for persons with
disabilities No otherwise qualified individual with a
disability...shall, solely by reason of his or her disability, be
excluded from the participation in, be denied the benefits of, or
be subjected to discrimination under any program or activity
receiving Federal financial assistance
- Slide 9
- The ADA and the ADAA Signed into law by President George H. W.
Bush on July 26, 1990 Parallels Section 504 for public entities
including colleges and universities ADA Amendments streamline
definition and documentation of disability Related California laws
provide financial redress penalties for access violations
- Slide 10
- Section 504 and the ADA: A Broad Definition of Disability
Persons covered have a physical or mental impairment that affects
one or more major life activities Have a history of such an
impairment Are regarded as having such an impairment
- Slide 11
- Examples of Major Life Activities Include: Walking Seeing
Hearing Speaking Learning
- Slide 12
- Remember Students must meet academic and technical requirements
of the college including complying with the Code of Conduct
(accommodations may be needed)
- Slide 13
- College Has Responsibility for Compliance College budget (NOT
DSPS budget) is source of available funds Requires designation of a
504 and ADA Coordinator for the College Requires a transition plan
for facilities and a program evaluation for policies and procedures
Requires program accessibility through provision of auxiliary aids
and services and other actions
- Slide 14
- Laws Require Program Accessibility Services must be provided in
a timely manner They must be decided upon through an interactive
process with the student Accommodations must be made unless they
are a fundamental alteration to the curriculum Includes provision
of alternate media
- Slide 15
- Program Accessibility, cont. Test accommodations including
extended time, distraction free testing, use of scribe, or AT for
test- taking Possible adjustments to class activities more time to
practice hands-on tasks, use of aide in class Adjustment of college
policies and procedures such as priority in registration to ensure
accommodations (i.e., classes in close proximity for a student with
significant mobility limitation)
- Slide 16
- How to Define Fundamental Alteration and. Compare the course
outline of record to the syllabus for a particular class do all
instructors require X task or method?
- Slide 17
- What to Do About It Handle issues of health and safety
carefully! Involve instructional administrators and other faculty
and enter into a deliberative process to make a decision Contact
other colleges and look at resources listed Document your decision
making process this is CRITICAL Always involve the student and the
faculty to see if creative solutions agreeable to both can be found
Encourage use of universal learning design on your campus it
facilitates program accessibility for ALL students!
- Slide 18
- Digital Compliance and OCR This is all about Program
Accessibility: Department of Justice uses Section 504 New
regulations due next year UC Berkeley Settlement with DOJ South
Carolina Technical College System Louisiana Tech University
settlement with DOJ
- Slide 19
- The goal of digital disability compliance is equal access to
information: Irrespective of the nature and severity of the
disability: physical, sensory, or cognitive Irrespective of the way
the information was originally formatted, stored, or conveyed
Slides courtesy of Paul D. Grossman, Esq. 19
- Slide 20
- The legal authorities requiring equal access to information
are: Section 504 regulation especially method of administration
provisions (effective 1978) DOJ Title II and Title III regulations,
respectively require public entities and private businesses to
furnish appropriate auxiliary aids and services where necessary to
ensure effective communication with individuals with disabilities.
(28 C.F.R. 35.104, 35.160, 36.104, 36.303) (effective March 15,
2011) Joint OCR/DOJ Dear Colleague Letter on Emerging Technologies
(June 2010) DOJ Effective Communication guidance:
http://www.ada.gov/effective-comm.htm 20
- Slide 21
- For public entities the single most important legal provision
is 28 C.F.R. Section 35.160 (a)(1) A public entity shall take
appropriate steps to ensure that communications with members of the
public are as effective as communications with others **** (b)(1) A
public entity shall furnish appropriate auxiliary aids and services
where necessary to afford individuals with disabilities, . an equal
opportunity to participate in...[any] service, program, or activity
of a public entity. (2) The type of auxiliary aid or service
necessary to ensure effective communication will vary in accordance
with the method of communication used by the individual; the
nature, length, and complexity of the communication involved; . In
determining what types of auxiliary aids and services are
necessary, a public entity shall give primary consideration to the
requests of individuals with disabilities. In order to be
effective, auxiliary aids and services must be provided in
accessible formats, in a timely manner, and in such a way as to
protect the privacy and independence of the individual with a
disability. 21
- Slide 22
- The goal of equal access to information is achieved by: Making
the information available in formats compatible with common
adaptive technology Making the adaptive technology necessary to
achieve equality readily available on campus Adopting, dispersing,
and monitoring policies and practices that will achieve these goals
on a continuous basis (universal design) (continues) 22
- Slide 23
- The goal of equal access to information is further achieved by:
Training faculty and students on policies and practices Good
prioritization Effective alternatives to address delays and
complications Placing responsibility in specific individuals and
giving them compliance authority 23
- Slide 24
- DOJ Technical Assistance Effective Communication:
http://www.ada.gov/effective-comm.htm
http://www.ada.gov/effective-comm.htm Covers titles II and III In
large measure follows the regs. but in addition provides examples
of how to implement them in various settings Includes guidance on
persons with speech impairmentswhen are transliterators (voicers)
required 24
- Slide 25
- 25 South Carolina Technical College System (OCR, March 2013)
& Louisiana Technical College System (DOJ July 2013)
- Slide 26
- South Carolina Technical College System Addresses what is an
accessible web-site? A compliance review OCR initiated Logistically
advantageous Interviewed students, faculty, and administrators
Reviewed E-mail, course management, library resources, and over 100
web-sites 26
- Slide 27
- List of Website Deficiencies Missing tags for PDFs, graphics,
identification of column headers, specified reading order, critical
headings and watermarks Videos missed labels keyboard controls
and/or captioning Fields that required filling in missed labels for
screen readers Tables missed headings 27
- Slide 28
- List of Website Deficiencies Areas where keyboard-only users
could not access information or use drop-down menus Content of
course management tools missing captions, alt. text, and other
features Campus calendars not fully accessible to screen readers
28
- Slide 29
- Voluntary Remedial Summary [System will] ensure that the SCTCS
website and the websites of all the colleges within the system are
accessible to students with disabilities, [T]o develop a resource
guide that provides information about web accessibility
requirements, standards, and links to reference materials, [T]o
review and monitor the colleges websites. OCR will monitor
SBTCEs/SCTCSs implementation of the agreement. 29
- Slide 30
- Louisiana State Tech University A four year undergraduate
institution as well as graduate programs including Ph.D. Programs
Keep you eye on the role of the DSS officer before the agreement
and after the agreement 30
- Slide 31
- A Student Left to Spin in the Wind A student who is blind could
not access tutorials, homework, and exams, exam feedback and an
opportunity to raise his grade because a course relied on use of
MyOMLab, an online learning product, otherwise available 24/7 The
Complainant raised concerns about the inaccessibility of MyOMLab
with the professor, who directed the Complainant to consult with
the MyOMLab vendor for resolution of the issue Still unable to
access MyOMLab, the Complainant notified University administrators
without success Supplemental hardcopy materials were provide very
late by a TA After a month, the complainant withdrew 31
- Slide 32
- Negotiated Remedial Agreement A strong role for DSS Liaison
between students and administrators/faculty Accommodation letters
should be implemented Compliance intermediary between students with
disabilities and faculty A duty on DSS to respond promptly to
complaints A right to file a grievance if DSS resolution not prompt
Exam accommodation control with exams to be provided after hours if
necessary Provider of training for all incoming students and
faculty 32
- Slide 33
- Negotiated Remedial Agreement A change in policies All
electronic matter will be accessible All technology and content
purchased will be accessible All new website will meet Web Content
Accessibility Guidelines (WCAG) 2, level AA Over time bring old
websites up to compliance 33
- Slide 34
- Settlement Between UCB, DRA and Three Students Basic Provisions
(1) With proper student notice, 90% of time required reading books
converted within 10 business days With proper student notice, 90%
of time required course readers converted within 17 business days
34
- Slide 35
- Basic Provisions Expedited Production option: if converted
material needed sooner than standard production, student may opt
for rolling basis production. Expedited Production timelines: five
business days for books; eight business days for other materials
Recommended readings will also be converted to alt media upon
request, but at lower priority time- wise 35
- Slide 36
- Basic Provisions Personal readers provided when delays or for
unconvertible material such as rare books The University will
regularly instruct students with print disabilities in alt media
request procedures and timelines, in the use of alt media self-help
options The webpage http://dsp.berkeley.edu/timelines.html of the
Universitys Disabled Students Program (DSP) will be amended to make
clear that timeframes applicable to alternative media are governed
by the Alternative Media Guidelines http://dsp.berkeley.edu On an
annual basis the University will appropriately educate staff and
administrators 36
- Slide 37
- Basic Provisions Faculty must put in reading lists 7 weeks
before the start of the semester Faculty may be sanctioned for a
failure to timely submit their lists Assistive technology packages
distributed around campus 37
- Slide 38
- Library Materials Students with a print disability that limits
independent use of a campus library may obtain assistance from
someone knowledgeable about alt format procedures UCB will improve
the accessibility of the catalogue system Obtaining library
materials in a digital format Student first check to see if
available on-line If not, student gets hard copy, delivers it to
library alt media services, should get back alt. media in five
business days 38
- Slide 39
- Library Materials Library Alt. media will provide OCR scanned
digital copy of all library materials available to students whether
or not a required or recommended reading. Note: library will only
OCR scan documents and provide limited editing to correct errors
[lower standard] For required or recommended readings, students may
then request further conversion by DSP For rare [fragile] books,
library may provide a reader 39
- Slide 40
- Links Louisiana Tech University (Department of Justice)
Settlement Agreement: http://www.ada.gov/louisiana-tech.htm South
Carolina Technical College System (Department of Educations Office
for Civil Rights) Resolution Letter:
http://www2.ed.gov/about/offices/list/ocr/docs/investigations/11116002-a...
Agreement:
http://www2.ed.gov/about/offices/list/ocr/docs/investigations/11116002-b...
http://www.ada.gov/louisiana-tech.htm
http://www2.ed.gov/about/offices/list/ocr/docs/investigations/11116002-a...
http://www2.ed.gov/about/offices/list/ocr/docs/investigations/11116002-b...
University of California, Berkeley (Disability Rights Advocates)
Settlement:
http://dralegal.org/sites/dralegal.org/files/casefiles/settlement-ucb.pdf
Fact Sheet:
http://dralegal.org/sites/dralegal.org/files/casefiles/factsheet_ucb.pdf
http://dralegal.org/sites/dralegal.org/files/casefiles/settlement-ucb.pdf
http://dralegal.org/sites/dralegal.org/files/casefiles/factsheet_ucb.pdf
Joint Dear Colleague Letter: Electronic Book Readers (Departments
of Justice & Education) Letter:
http://www2.ed.gov/about/offices/list/ocr/letters/colleague-
20100629.html Q&A:
http://www2.ed.gov/about/offices/list/ocr/docs/504-qa-20100629.pdfhttp://www2.ed.gov/about/offices/list/ocr/letters/colleague-
20100629.htmlhttp://www2.ed.gov/about/offices/list/ocr/docs/504-qa-20100629.pdf
Accessible Instructional Materials Commission Report:
http://www2.ed.gov/about/bdscomm/list/aim/publications.html
http://www2.ed.gov/about/bdscomm/list/aim/publications.html 40
- Slide 41
- Resources Galvin Group website under Resources ADA/504 AHEAD
webpage see publications such as From Legal Principle to Informed
Practice by Jane Jarrow and Scott Lissner Disability Compliance in
Higher Education at www.disabilitycomplianceforhighereducati on.com
www.disabilitycomplianceforhighereducati on.com
- Slide 42
- Key State Laws Education Code Sections 67310-12 and Title 5
regulations Sections 56000 et. seq.
- Slide 43
- Key State Laws, cont. College required to meet 504 and the ADAA
College acceptance of DSPS funds is voluntary Title 5
Accommodations are a College Responsibility OCR
- Slide 44
- Title 5 Regulations DSPS funds requirements: Not duplicate
services or instruction available to all students Be directly
related to the educational limitations of the verified disabilities
Be directly related to the students participation in the
educational process Support participation consistent with the
mission of the community colleges Promote the maximum independence
and integration of students
- Slide 45
- S TATE F UNDING Receipt of state funds is based on: the number
of students served and types of disabilities These state funds are
intended to cover excess costs With or without state funding,
students with disabilities still need to be served. Absent DSPS
funds, the costs of services shifts to the colleges/district. End
of Year Report A count of eligible students by disability group The
need for students to have had a minimum number (4) of contacts or
services
- Slide 46
- Legal Aspects of Funding Services for Students With
Disabilities Related to Section 504 and the ADA but not the same in
all aspects Some differences include: Definitions of disability
List of services provided Section 504 and the ADA are broader
Student must have a functional limitation in the educational
setting Student Educational Contract and periodic reviews
required
- Slide 47
- Title 5 Specifications and Limitations Services can only be
provided to eligible students in state funded educational
activities: Can fund services not required by Section 504 and the
ADA such as: Special Classes High Tech Centers LD Assessments
Cannot fund some required services such as: Community Service
Classes Extra-curricular Accommodations
- Slide 48
- Title 5 Specifications and Limitations, cont. To receive the
funding, reporting and other administrative requirements must be
met and these may be audited! Regardless of state funding, the
COLLEGE must ensure students receive accommodations and services
under Section 504 and the ADA
- Slide 49
- Resources: Chancellors Office website The Galvin Group website
DSPS Directors Listserv sign up through the High Tech Center
Training Unit CAPED
- Slide 50
- Bill Bill attends Capitol City College and is majoring in
history. He plans to eventually go to law school. Bill, who has
Aspergers, is very intelligent and studies hard. He is very curious
and asks many, many questions in class, seeking to engage his
instructors in lengthy discussions. An instructor comes to the DSPS
Coordinator and says they are frustrated as are other students in
the class, since Bill is dominating discussion time. The faculty
member even implies he thinks Bill is disrupting the class. The
DSPS Coordinator learns that Bill is not registered with DSPS and
has declined all efforts to enroll him. He states that he does not
need to use DSPS to receive the accommodations that are needed and
appropriate. The Coordinator informs you and the instructor of
Bills decision.
- Slide 51
- Questions What laws and what principles from the laws apply in
this situation? What is your next step?
- Slide 52
- LEGISLATIVE INTENT - to provide a mechanism and definitions
that would guide colleges in providing students with disabilities
services to allow them to compete in mainstream classes. This
action essentially leveled the academic playing field for
individuals with disabilities.
- Slide 53
- ALLOCATION RATIONALE AND METHODOLOGY Simple and clear: so that
everyone, DSPS Coordinator, college administrator, and business
manager can understand the basis for the allocations they receive
and be able to predict future allocations with some certainty,
i.e., count on 95% of base allocation. Note: 105% in 2014-2015
only
- Slide 54
- ALLOCATION RATIONALE AND METHODOLOGY Equitable: so students
receive similar services regardless of which community college they
attend Cost based: that funding for services should be based on the
fixed and variable costs of operating a program, accounting for
differences in serving different populations (WSC) Protection: The
95% guarantee protects against large drops in allocation from year
to year, based on fluctuations in size of Program
- Slide 55
- DSPS FORMULA COMPONENTS Base allocation = To help cover the
salary and benefits of a DSPS Coordinator (only required position,
per Title 5) for each college Weighted Student Count = 90% of the
state allocation after base is based on students served, weighted
by disability group College Effort = 10% of the state allocation
after base, is to be distributed to the college based on the
contributions of the college or district to the DSPS Program. This
is how that contribution is calculated:
- Slide 56
- DSPS FORMULA COMPONENTS Total Program Expenditures minus
Special Class Revenue minus DSPS Allocation minus Other Income =
College Effort Unlike other Programs you may have oversight over,
DSPS does not require a specific minimum match or maintenance of
effort.
- Slide 57
- IMPORTANTREMEMBER The Program Coordinator has a right to know
the source of program funds and the amounts coming from each
source!
- Slide 58
- SEPARATE BUDGET CODES/ACCOUNTS ARE REQUIRED FOR DSPS FUNDS
State DSPS Allocation- a system of tracking the students that you
serve and the services provided. Remember you either need 4 service
contacts and a verified disability for a student enrolled in
regular classes only, or for a student to enroll in a Special Class
in order to count them. Special Classes- a good way to serve
students and generate some funds for the program. Remember that
instructors must have special credentials, the class must have a
special designation and 50+% of the students must have a disability
(see Chancellors Office FAQ).
- Slide 59
- ACCOUNTABILITY AND REPORTING Understanding your Management
Information System (MIS) system is very important because this is
where your student count is documented Get to know the college IT
staff and, specifically, the individuals who are responsible for
reporting student data to the state. Request student reports
periodically so that you can check to determine if their records
match yours.... Check your entire student collection/record keeping
process/procedures and find out possible reasons for these
discrepancies
- Slide 60
- ACCOUNTABILITY AND REPORTING DO NOT automatically trust that
MIS data submitted by the college to the district (especially in a
multi-campus district) will be then submitted to the State
correctly. You should ask for one last look at the data before it
is submitted. Remember approximately 90% of your allocation is
based on Weighted Student Count!!
- Slide 61
- ACCOUNTABILITY AND REPORTING End of Year Expenditures Report-
Gather essential documents early Create an excel spreadsheet to
record and tabulate expenditures and program costs Late reporting
holds up the entire state DSPS Allocation process and can affect
your allocation (so does not having a state budget)
- Slide 62
- MIS Weighted Student Count MIS compiles the WSC report for CO
based on: the disability record Number of service contacts, or if
the student is enrolled in a special class.
- Slide 63
- You can submit MIS records before a student enrolls and you
will be funded. However, there are two MIS system tests which
result in rejecting DSPS records in a given year if: the DSPS
student does not have an enrollment record, MIS will look back 4
primary semester terms or 6 primary quarter terms (i.e., over the
last two years) to determine if the student has been reported each
time, and each time without an enrollment record. If no enrollment
record(s) are found, the record for that student will be rejected.
If more than 15% of the DSPS students do not have an enrollment
record, the entire college submission will be rejected. So, the
student that would be kicked back is the one who is submitted year
after year, every term without any enrollment record over a long
period.
- Slide 64
- What does enrolled mean? It depends on the type of class (daily
census, weekly census, positive attendance) and the answer appears
in the data element dictionary, under the rules for a student data
enrollment record where: 1. the enrollment resulted in attendance
in a course as of the first census or later for daily or weekly
census, OR 2. the enrollment resulted in attendance in at least one
meeting of a positive attendance class, OR 3. the enrollment
resulted in a notation on the student's official record.
- Slide 65
- SPECIAL PURPOSE FUNDING To fulfill a special purpose or
legislative mandate, like: DHH funds Access to Print funds
Captioning funds (via DECT grant)
- Slide 66
- Key Questions How well do you understand the allocation formula
for DSPS and DHH?? ..Because.
- Slide 67
- Closing Thought. . The better you understand the nuances of the
formulas, the better you will understand the fiscal implications of
policy decisions made both at the State level and at the local
level.
- Slide 68
- Slide 69
- DSPS Administrator Needs to have sufficient time and training
to oversee the program DSPS is complex and poses legal risks to the
colleges in terms of ADA and 504 complaints or litigation Needs to
work with college/district legal counsel and the campus ADA/504
Coordinator OCR complaints may go beyond the scope of the initial
complaint and can require extensive staff time and resources
Litigation, regardless of whether the college has erred, costs a
great deal!
- Slide 70
- Staffing Issues Services are dependent on the intervention of
professional staff. Staff are essential to service delivery:
Identifying the educational limitations and identifying educational
accommodations Working with faculty on appropriate accommodations
Delicate Time consuming College can move personnel but not
funds
- Slide 71
- DSPS Coordinator-- Title 5, Section 56048 The only required
position for a DSPS program
- Slide 72
- DSPS Director/Coordinator The only required position for a DSPS
program Must meet minimum qualifications Duties include:
interviewing students with disabilities reviewing disability
documentation and determining disability-related functional
limitations in the educational setting working with the students to
receive needed accommodations coordinating and ensuring such
accommodations are provided in a timely and effective manner
working with students with disabilities when they face various
barriers to success or disability-related issues that arise with
the college working with faculty and other college staff Important
Considerations: Suggest 100% Multiple program funding cautions
- Slide 73
- DSPS Coordinator, cont. Has the responsibility for the
day-to-day operation of DSPS Must meet the minimum qualifications
for a DSPS counselor or instructor set forth in Section 53414(a)
through (d) or meet the minimum qualifications for an educational
administrator set forth in Section 53420 AND have two (2) years
full-time experience or the equivalent within the last four (4)
years in one or more of the following fields:
- Slide 74
- DSPS Coordinator, cont. 1. Instruction or counseling or both in
a higher education program for students with disabilities 2.
Administration of a program for students with disabilities in an
institution of higher education 3. Teaching, counseling, or
administration in secondary education, working predominantly or
exclusively in programs for students with disabilities; or 4.
Administrative or supervisory experience in industry, government,
public agencies, the military, or private social welfare
organizations, in which the responsibilities of the position were
predominantly or exclusively related to persons with
disabilities
- Slide 75
- Multiple Programs Responsibility for other categorical programs
such as EOPS or CalWORKS in addition to DSPS Other college
departments such as Health Services, College Discipline,
Psychological Services
- Slide 76
- DSPS- Working with the Institution and Community Developing
good working relationships within the institution and in the
community
- Slide 77
- Services to Veterans Do you know who provides the services to
veterans on your campus? The importance of DSPS working closely
with Veterans Services
- Slide 78
- Timeliness and Effectiveness of Services are Critical
Timeliness: Several weeks is too long Keep in mind STUDENT SUCCESS
-- how long before the student is behind in class Ensure sufficient
staffing for timeliness Be creative and provide SOMETHING EFFECTIVE
when delays happen
- Slide 79
- Timeliness and Effectiveness of Services, cont. Effectiveness:
Keep in mind the ADA regulations regarding students with
communication disabilities -- that preference must be given to the
students requested accommodation The interactive process is
CRITICAL Understand the relationship of pay rate to effectiveness
and timeliness especially for: sign language interpreters
captioning alternate media, especially Braille
- Slide 80
- Day to Day Operations
- Slide 81
- Director/Coordinator You are the face of DSPS
- Slide 82
- Team DSPS The term Coordinator means coordinating diverse
elements into a whole The term Director means directing the
energies of others You are a leader, a manager as well as chief
cook and bottle washer!
- Slide 83
- Team DSPS Services must be timely Cross training staff Triage
Partner services Using Classified and Student Workers Tasks
Confidentiality Ethics
- Slide 84
- Slide 85
- Sources for Determining Eligibility ADAA and 504 vs. Title 5
Civil Rights vs. Funding The documentation conundrum The effects
are being studied
- Slide 86
- Determining Eligibility for DSPS Services Student must have an
verified impairment which results in an educational limitation An
impairment may be verified by: Observation with review* Assessment*
Review of documentation* Educational limitations are
identified/described in the Student Educational Contract* *by
appropriate/qualified staff/personnel
- Slide 87
- Ensuring an Effective Interactive Process The Initial Interview
Ongoing communication/discussion Divergence from the Yes/No
paradigm The art of the possible Communication and
Documentation
- Slide 88
- L EARNING D ISABILITIES E LIGIBILITY D ETERMINATIONS & A
SSESSMENTS The Value of LD Specialists Assess students eligibility
Review and evaluate outside assessments Determine if assessment
information meets specified system criteria for LD and advise how
the outside assessments relate to the students educational goals
Make recommendations for appropriate accommodations and
compensatory strategies
- Slide 89
- L EARNING D ISABILITIES E LIGIBILITY D ETERMINATIONS & A
SSESSMENTS An accurate and complete analysis of LD documentation is
extremely important for: Largest cohort of students with
disabilities nationwide The majority of students in DSPS programs
Without LD Specialists we might know that an individual is eligible
but will we know what to do about it? When is a Learning Disability
not a Learning Disability?
- Slide 90
- Slide 91
- DSPS Student Record Forms There are five types of information
needed (which may be combined or electronic) to meet Title 5
regulations for DSPS student records: 1. Application 2. Release of
Information 3. Verification of Disability 4. Student Educational
Contract 5. Documentation of Service Delivery
- Slide 92
- Student Educational Contract SEC includes Student name Contact
information Student ID# Date of application Goals, objectives, and
activities Progress measures Services to be provided SEC can equal
SEP Reviewed annually New signatures needed
- Slide 93
- Student Rights and Responsibilities Can be part of application
Must sign that rights/responsibilities have been read
- Slide 94
- Student Record Essentials Documentation in student records
should be sufficient to allow a reviewer or other authorized person
to determine that: Medical verification of the disability has been
obtained, with a signature from the provider making the diagnosis
and Records kept in secure location
- Slide 95
- Student Record Essentials Documentation showing that: The
student was eligible to receive services Appropriate service
planning was done The student was fully informed about the process
Services were delivered as planned in a timely and effective manner
The students rights were protected The student record should also
include documentation of: any abuse of DSPS service code of conduct
issues academic standards issues, and/or counseling notes or other
service documentation
- Slide 96
- Slide 97
- Support Services Student Contacts for MIS Reporting T ITLE 5- S
ECTION 56062 "... a student with a disability must be enrolled in
either a special class or a regular class at the college. If the
student with a disability is enrolled in a regular class, the
student must receive four or more service contacts during the
academic year. A service contact is defined as each time a service,
as defined in Section 56026, is provided to the student."
- Slide 98
- T IMELY AND E FFECTIVE S ERVICE D ELIVERY The most critical
responsibility is to ensure the student is provided with the most
appropriate services and accommodations That accommodations are
provided in a timely and effective manner Costs now are
considerably less than lawsuits later
- Slide 99
- Intake Efficiencies Group Intake Drop-in Times Specialized
counseling/accommodation counseling Video Presentations
- Slide 100
- Outreach and Transition Meeting with feeder high schools
Transition Guides
- Slide 101
- Behavioral Issues College Code of Conduct College
Disciplinarian Accommodation Adjustments Suspension of Services
Student Conduct Contracts
- Slide 102
- Test Accommodations Protocols and Processes Proctors Locations
Cheating
- Slide 103
- High Tech Center What constitutes an HTC? How do students get
referred? Is this the only location for tech services?
- Slide 104
- Alternate Media Considerations College responsibility
Preference of the student Timeliness of production Early selection
of texts Priority registration Agreement with DOR
- Slide 105
- Distance Education College responsibility for accessibility
Universal Design The Distance Education Accessibility
Guidelines
- Slide 106
- Slide 107
- D ETERMINING THE A PPROPRIATE DSPS R EPORTING C ATEGORY Title 5
Disability Designations DSPS/MIS Reporting Categories Physical
Disability Mobility Vision Communication Disability Hearing Speech
Learning Disability Acquired Brain Impairment Developmental Delayed
Learner Psychological Disability Other Disabilities Mobility Vision
Hearing Speech Learning Disability Acquired Brain Impairment
Developmental Delayed Learner Psychological Disability Other
Disabilities
- Slide 108
- D ETERMINING THE A PPROPRIATE DSPS R EPORTING C ATEGORY, CONT.
Important Considerations: The Interactive Process Functional
Limitations The AHEAD Guidelines and the ADAA vs. Title 5
- Slide 109
- Student Contacts for MIS A service contact is: A service
contact is not: Meeting with a student to: discuss classes,
accommodations, etc. conduct annual update of their SEC An online
or telephone conversation of substance or outcome-oriented Training
in use of assistive technology Students who attend an approved
Special Class designed for DSPS students A telephone call to remind
the student of an appointment Letters/ newsletters sent out to
students at home
- Slide 110
- Definitions of Services and Associated Contacts Academic
counseling/advising Adapted/Adjustable Furniture (AAF) Adapted
Physical Education (APE) Alternate Media Assistive Listening
Devices (ALD) Assistive Technology (AT) Assistive Technology
Training Calculator and Spell Checker Computer Assisted Real-Time
Transcription (CART) Disability-related Counseling Distraction
Reduced Setting Equipment Loan Extended Time on Quizzes, Tests, and
Exams Learning Disabilities Assessment (LDESM) Liaison/Referral to
Instructors, College, and Community Resources Move Classroom
Notetaking/Notetaking paper On-Campus Transportation Personal
Counseling Personal Locker Preferential Seating Priority
Registration Reader Recorder Registration Assistance Scribe
Services Service Animal Sign Language Interpreter (SLI) Special
Classes Speech Services Special Parking (Handicapped Parking)
Transportation Assistance (off-campus) Tutoring Services
- Slide 111
- Budget/MIS Reporting Critical that the Coordinator learn the
Districts budgeting process Three required reports MIS EOY
Unspent/additional funds
- Slide 112
- Slide 113
- D EVELOPING N EEDED P OLICIES AND P ROCEDURES Lack of P&P
leads to inconsistency Inconsistency leads to confusion Confusion
can lead to OCR Not OK to rely on personal relationships or past
practice P&P Development steps Create a program description
List existing DSPS policies Attach procedures to each policy
Clarify inconsistencies/make room for exceptions P&P Content
Examples
- Slide 114
- Academic Accommodations Policies & Procedures Policy and
Procedures must be available Most colleges put on website No
requirement for student copy or in file P&P Example Failure for
assessment is not an option
- Slide 115
- Program Compliance Student records and activities must conform
to Title 5 DSPS Program audits required, starting in 2011 Preparing
for the audit
- Slide 116
- Program Reviews and Program Plans Reviews suspended for the
time being The Program Plan contains of at least the following: 1.
Long-term DSPS program goals 2. Short-term measurable objectives of
DSPS 3. Activities to be undertaken to accomplish the goals and
objectives 4. Description of program evaluation methods
- Slide 117
- Resources Galvin Group Link WWW.Galvin-Group.com
- Slide 118
- Directory Resources Training Technical Assistance WorkAbility
III College2Career
- Slide 119
- Hot Topics Creative Ideas Q and A
- Slide 120
- Slide 121
- DSPS New Directors Training: DSPS/DHH Allocation Process
Financial Role of Chancellors Office State Budget Reporting and
Timelines Apportionments Funding Summaries and Reports on Website
Overview of DSPS Allocation Formula Overview of DHH Allocation
Formula
- Slide 122
- What does the CCCCO (financially) do? Calculate and distribute
the DSPS allocation, DHH allocation and Access to Print funds.
Provide technical assistance on allowable expenditures and
reporting requirements.
- Slide 123
- FY 2014-15 DSPS Budget ($M) Total $114.2 1. Contracts (ATPC,
HTCTU, 4.2* PADS, DECT) 2. State Dev Hospitals1.0 3. Deaf/Hard of
Hearing9.6 4. Access to Print 3.7 5. Base $72,592 per college8.2**
6. Remainder87.3 1. Weighted Student Count 90% 78.6 2. College
Effort 10% 8.7 *Projected amounts, with rounding ** Possible
augmented by system-wide COLA
- Slide 124
- Fiscal Periods Advance:95% Note: 105% in 2014-2015 only P1 (1
st Principal Apportionment) P2 (2 nd Principal Apportionment) R1
(Recalculation)
- Slide 125
- Fiscal Report Notifications PeriodNotifiedAdjusted
AdvanceJuneJuly P1DecFeb P2MarJune R1NovFeb
- Slide 126
- Apportionment Payments July8% Aug8% Sept12% Oct10% Nov9% Dec5%
Jan-June6% each
- Slide 127
- How to Find Funding Summaries on Website
http://extranet.cccco.edu/ 1. Click on Divisions 2. Click on
DSPS
- Slide 128
- Click on Allocations tab
- Slide 129
- Slide 130
- Tabs: Funding Summary Allocation College Effort DHH
Distribution Weighted Student Count
- Slide 131
- How to Find EOY Reports on Website http://extranet.cccco.edu/
1. Click on Divisions 2. Click on DSPS
- Slide 132
- Click on Forms tab
- Slide 133
- Slide 134
- DSPS Allocation (P1) Components: Base Allocation Weighted
Student Count (90% of formula after Base) College Effort (10% of
formula after Base) Application of the Guarantee
- Slide 135
- Weighted Student Count Data taken from State MIS data report
(due first Monday in August) Weight assigned for each disability
category Multiply primary count x primary weight Multiply secondary
count x secondary weight Equals an Amount for WSC
- Slide 136
- College Effort College Effort = Expenditures minus Revenue 1.
Revenue 1. DSPS Allocation 2. Special Class Revenue 3. Other Income
2. Expenditures as reported on EOY Report
- Slide 137
- DSPS Allocation Calculation Process 1. Calculate each colleges
College Effort 2. Calculate each colleges Weighted Student Count 3.
Each college gets its share of the College Effort budget, based on
this mini formula: the colleges amount of CE / total CE statewide =
a %. Multiple that % x total CE budget (so a proportional share) 4.
Each college gets its share of the Weighted Student Count budget,
based on this mini formula: the colleges amount of WSC / total WSC
statewide = a %. Multiple that % x total WSC budget (so a
proportional share) 5. Add WSC amount + CE amount + Base 6. Apply
the Guarantee
- Slide 138
- DHH Allocation (P1) Components: Amount you received in last
years allocation as a result of the number of DHH counts reported
in WSC Amount of DHH funds requested by the college and the match
pledged (all from EOY report) Total DHH expenditures in previous
year
- Slide 139
- DHH Allocation Calculation Process 1. Calculate the amount you
are qualified to receive (DHH expenses how much you received in
DSPS allocation as a result of DHH WSC). Internally, we refer to
this number as your unmet need 2. Compare 80% of your unmet need
(due to the 1 to 4 match) to the amount the college requested 3.
You are qualified for or eligible for the lesser of the two
figures
- Slide 140
- DHH Allocation Calculation Process, cont. 4. Sum up all
qualified or eligible requests state wide. This will represent a
number which far exceeds our DHH budget. 5. We divide the $9.6
million amount we have to allocate by the sum of all system-wide
eligible amounts. Last year that came to 50.4%. 6. Every college
gets that resultant percentage of their eligible amount. We
know..Yuck!!
- Slide 141
- DHH Allowable Expenses Direct Sign Language Interpreting for
classroom and required classroom-related activities Oral
Interpreting Cued Speech Real Time Captioning Video Remote
Interpreting and Captioning Live Print Communication (e.g. C-Print
and Typewell, AlphaSmart, laptop, Interprer Type) Tactile
Interpreting Interpreting during tutoring Interpreting for athletes
when they are part of a College class and team sport Study abroad
will be reviewed on a case basis (DHH services should be contract-
based) Other live direct communication accommodations as determined
by the Chancellor's Office Deaf and Hard of Hearing (DHH) Advisory
Group Salaries and Benefits for Interpreters and Real Time
Captioners Salaries and Benefits for Interpreter Coordinators at
the percent of time spent coordinating interpreters if engaged less
than full time in this activity
- Slide 142
- Slide 143
- An Overview of the EOY Report Do First Part I: Income Part II:
Special Class FTES / Revenue Part III: Expenditures Part IV: DHH
Expenditures and Requests Part V: Certification
- Slide 144
- Resources Chancellors Office Staff, DSPS Allocations and
Reports: Chelle Ellenberger:
cellenberger@cccco.educellenberger@cccco.edu Scott Valverde:
svalverde@cccco.edusvalverde@cccco.edu Scott Berenson:
sberenson@cccco.edusberenson@cccco.edu DSPS Web Page:
http://extranet.cccco.edu Chancellors Office Divisions DSPS Webinar
archives and PowerPointafor EOY training:
http://extranet.cccco.edu/Divisions/StudentServices/DSPS/Training
Conferences.aspx
http://extranet.cccco.edu/Divisions/StudentServices/DSPS/Training
Conferences.aspx
- Slide 145
- CARS-W Issues An LD Specialist must pass the LDESM training
(including all their completed, approved protocols) to be added
into the CARS-W data base. The process of managing users in the
database is handled by the Chancellors Office. The CARS-W User
Authorization form (for any changes, additions, deletions) must be
signed by the DSPS Coordinator, and Emailed to Chelle Ellenberger
at: cellenberger@cccco.edu.cellenberger@cccco.edu There will be two
LDESM trainings this year: January 2015 and June 2015.
- Slide 146
- Preparing for, engaging in and living to tell the tale
- Slide 147
- Role of Fiscal Accountability Publish the Contracted District
Audit Manual. Resolve audit findings. Respond to whistleblower
complaints submitted to the Chancellors Office. Audits of various
programs of the Chancellors Office.
- Slide 148
- Role of Fiscal Accountability, cont. Review and monitor the
fiscal condition of community college districts. Acts as a liaison
to external and other agencies regarding audits of community
colleges. Participate in the Fiscal Standards Accountability
Committee to establish guidelines for fiscal reporting. Maintain
and Update the Budget and Accounting Manual (BAM)
- Slide 149
- To Quote Paul Newman in Butch Cassidy and the Sundance Kid: Who
ARE those guys? What Auditors are not: Bribable (there is not
enough money in the coffee fund anyway) Susceptible to BS (unless
it is their first rodeo) Hateful Trolls spawned specifically to
reign complete and utter destruction on you and your program
- Slide 150
- Who ARE those guys? Cont. What Auditors are: Professionals
Contracted by your district Experienced and ethically bound to
respect student confidentiality Have various levels of Title 5
knowledge Human
- Slide 151
- What is our Goal? Not necessarily to win the war, rather, to
avoid losing the battle Make the audit experience, if not
enjoyable, at least tolerable for everyone Strive to influence that
portion of the results that are susceptible to opinion Structure
our strategy, our behavior and our energy on receiving the Benefit
of the Doubt
- Slide 152
- Consider this Graph
- Slide 153
- We C AN influence how the in doubt is reported What does it
take? Attitude Preparation Respect Resolve
- Slide 154
- Audit Etiquette Attitude Present a positive attitude towards
the audit Indicate your desire for continuous improvement Respect
Show confidence in the contractors ability to understand your
program Treat the auditors as the professionals they are, and their
right to be there Agree to disagree if at an impasse they may be
wrong, but disrespect will not change their minds Courtesy Get them
Parking Passes Make them comfortable Good space/chairs/lighting
Make it easy for them to find things Files/coffee Sincere
communication DO NOT BE PHONY
- Slide 155
- Audit Preparation Know the Audit Contractor Check with the
Business office Discuss your needs Entrance/Exit Interviews Sample
audit reports Timing of audit Communicate with the contractor Ask
for entrance and exit interviews Ask to present program overview at
entrance interview Determine dates and times for audit and schedule
interviews Review their work Familiarize yourself with Contracted
District Audit Manual Obtain previous audits by this contractor
Look at the type of tests they used and numbers of files they
reviewed See how they word the tests Get clues from their
summations Conduct a self-test Use the Title 5 Self-Assessment
Checklist as you think the contractor might
- Slide 156
- Compliance Issues Your Self-Check and Ongoing Quality Control
Should Target: Eligibility - Title 5 vs. 504 and the ADAA
Understand the difference List checklist items here Documentation -
Required Information and Signatures List checklist items here
Educational limitations and Services List checklist items here
- Slide 157
- The Entrance Interview Expectations and Ground rules Establish
times the auditors will be in your office Establish record review
protocols (what to do with completed record, where to get student
records in the morning, where to store student records at night)
Program overviews, information, tours Offer a tour of your office
Prepare a brief overview Review student record contents and
location of documents Show where other records such as sign-in
sheets or equipment checkout documents are kept Contact/logistics
person always available
- Slide 158
- During the Audit Access Access is absolute and available at the
established times Clarification If disputes arise regarding audit
findings they should be discussed as early on as possible in the
audit process, not in the exit interview. If the immediate contact
person is not able to provide clarification know who can and how
soon Selling your P&P Have rationale for your processes ready
If there is a reasonable explanation, provide it Do not try to BS a
policy or a mistake
- Slide 159
- The Exit Interview Receiving Results: Try to make
clarifications prior to the exit interview Unless there are obvious
errors accept the results Giving a rationale vs. being
defensive
- Slide 160
- Acting on the Results Preparing your administration Alert
administration to known problems before the audit (based on
self-tests) Invite your administrators to participate Update after
the entrance interview Update after the exit interview Creating a
Plan Review report/check for accuracy Assess resources for
corrective action Prioritize problems areas Implement plan
Appeals
- Slide 161
- Hot Topics Creative Ideas Q and A
- Slide 162
- Member Student Scholarships Peer Support and Mentors
Information Clearinghouse Discounted Convention and Training
Professional Development CAPED Network Support & voice for your
cause 37 year track record Opportunity to make a difference
Interest Group Activities Publications Officer Leadership Shape
Future Leaders Inner workings of Organization Intimate Involvement
Good for resume Power Clout WHY CAPED? Institution Recognition for
the campus Legislative Policy Advocacy Employees are updated
Command respect Grace Hanson New Directors Training September
2013
- Slide 163
- Slide 164
- DSPS AND SSSP Mia Keeley, A&R/EAP/SSSP, CCCCO DSPS New
Directors Training September 12, 2014
- Slide 165
- SSSP Funding SSSP core services given by a DSPS counselor may
be counted in the data elements for funding purposes SSSP can fund
newly created counseling positions to provide SSSP core services to
CalWORKs/DSPS/EOPS students provided: positions funded are only
dedicated to providing core services not currently paid for w/other
categorical funds, counted as district contribution, college effort
or any other required match or maintenance of effort for another
categorical program Generally, SSSP can not fund positions
previously paid for out of general fund, since that would be
considered supplanting might be allowed if college can show other
district funds were moved to SSSP so that there is a net increase
in SSSP funded services to reflect the increased allocation
- Slide 166
- Education Plans Title 5, 55524 DSPS SECs may count as Ed Plans
for SSSP if they meet the criteria set forth in 55524 Abbreviated:
One to two terms designed to meet immediate needs when
comprehensive plan not appropriate Comprehensive: Education goal
& course of study (requirements for major, transfer,
certificate, program, prerequisites/co-requisite, basic skills,
assessment/placement results, any referral needs) Tailored to
individual needs & may include requirements for EOPS, DSPS,
CalWORKs, vets, athletics, etc.
- Slide 167
- Recent amendments update the regulations to reflect legislative
changes adding CalWORKs, DSPS, and EOPS to the highest level of
priority. Clarifies that to be eligible, all new students
(including statutory groups), must have completed orientation,
assessment, and developed student education plans. It is the
colleges institutional responsibility to ensure timely and
appropriate accommodations are made to ensure equal access to those
core services. Priority enrollment can be granted as an
accommodation for students with disabilities Priority Enrollment -
Title 5, 58108
- Slide 168
- APTC CCCCO Website DECT HTCTU Learning Ally PepNet Tarjan
Center Sidekick Website Student Mental Health Program (CCCC
SMHP)
- Slide 169
- PADS A Yosemite Community College District contract (fiscal
agent) Physically located in Modesto, CA District contact Carrie
Sampson Objective to provide support and funding for special
projects to assist the DSPS program
- Slide 170
- PADS Special Projects Galvin Group Smartext - Universal
Learning Design Learning Ally statewide membership UCLA Tarjan
Center LD / CARS-W support Travel and support for statewide
advisory groups
- Slide 171
- DSPS Grant Resources Alternate Text Production Center (ATPC)
High Tech Center Training Unit (HTCTU) Distance Education
Captioning and Transcription (DECT) Various special projects via
Program Accountability and Development Services (PADS)
contracts
- Slide 172
- ATPC A San Bernardino Community College District grant
Physically located in Camarillo, CA Project Director: Jeff Baugher
Objective: To provide quality Braille, E-text and Tactile Graphics
production and alternate media support at no cost to the colleges.
Website: www.atpc.netwww.atpc.net
- Slide 173
- HTCTU A Foothill/DeAnza Community College grant Physically
located in Cupertino, CA (across the street from De Anza College)
Director Gaeir Dietrich Objective To provide training, technical
assistance and support in the areas of web accessibility, alternate
media production and assistive technology Website:
www.htctu.netwww.htctu.net
- Slide 174
- DECT A Santa Clarita Community College District grant
Physically located at the College of the Canyons Project Director:
James Glapa-Grossklag Objective: To provide quality captioning and
transcription services for instructional content used in a Distance
Ed or hybrid course delivery mode.
http://www.canyons.edu/Offices/DistanceLearni
ng/Captioning/Pages/default.aspx
http://www.canyons.edu/Offices/DistanceLearni
ng/Captioning/Pages/default.aspx
- Slide 175
- CCC Student Mental Health Program CO Mental Health Services
Specialist: Betsy Sheldon (916) 322-4004 bsheldon@cccco.edu
bsheldon@cccco.edu Website: http://www.cccstudentmentalhealth.org/
main.php http://www.cccstudentmentalhealth.org/ main.php
- Slide 176
- Sidekick Website http://www.toolsthatinspire.com/
- Slide 177
- California Community Colleges System-Wide Access Learning Ally
provides an online library of 80,000 accessible audio textbooks and
literature titles California Community Colleges have free access to
Learning Allys audiobook library There is no limit on Student
Accounts or audiobooks added Free Software for PC, MAC, iOS, and
Android www.learningally.org/cacolleges For more information
contact: Rheaa Thompson Rthompson@LearningAlly.org
832-830-6370
- Slide 178
- Overview of CCCCO Website Home Page Portal ( www.cccco.edu
)www.cccco.edu 1. California Community Colleges 2. Chancellors
Office Systems Operations 3. Datamart 4. Student Success Initiative
5. Student Success Scorecard Lets have a walk through each
site
- Slide 179
- DSPS Site How to navigate there (multiple paths in) General
page layout and configuration Some key things youll need to be able
to find 1. Allocations 2. Forms 3. Archives New CCCCO contact for
website issues(hint, youre looking at him)
- Slide 180
- Slide 181
- Slide 182
- Before you go.. Life is a balancing act. Life is more than
work, it is family, friends, fun and relaxation. Dont spend all
your time at work and forget the important things in life.