PowerPoint Presentation

Chancellors Office California Community CollegesStudent Services & Special Programs DivisionDSPS New Directors Training September 10-12, 2014

Scotts1PresentersScott BerensonScott Valverde Mia KeeleyChelle EllenbergerJan GalvinCatherine Campisi Bette McMuldren Skip BinghamA panel of experienced DSPS Coordinators

2HousekeepingWelcome and IntroductionsTravel Reimbursements

Scotts and Chelle3Administration and Oversight of DSPS The Big Picture

Jan4Key Federal and State Laws and RegulationsWhat Administrators & DSPS Coordinators Need to Know!

Catherine5Key Federal and State Laws and RegulationsWhat will we learn?

The key Federal and state laws DSPS Administrators and Coordinators should knowKey points in the legislation related to DSPS servicesHow to use the key points to analyze real life situationsWhere to find more information!

Catherine6Key Federal LawsSection 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 DThe 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.

Catherine

The triumvirate- 504, ADA and Title 5Key points related to DSPS will be covered

7Section 504A 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

CatherineThe famous words included in Section 504 of the Rehabilitation Act of 1973- this came first

Many probably know the story of the sit-ins that occurred around the country to force the development of regulations to enforce Section 504

8The ADA and the ADAASigned into law by President George H. W. Bush on July 26, 1990Parallels Section 504 for public entities including colleges and universitiesADA Amendments streamline definition and documentation of disabilityRelated California laws provide financial redress penalties for access violations

Catherine

1990- Civil Rights law for disability- goes beyond those receiving Federal funds

ADAA- passed in 2008- helped to clarify intent of ADA- made changes- eliminating mitigating circumstances, broadened the definition, addressed documentation (resources) Related- Fair Housing, Employment (resource)(Q & A from New Directors)

9Section 504 and the ADA: A Broad Definition of DisabilityPersons 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

CatherineThe definition in 504 and ADA:Three conditions:Phys/mental affects major life activity- examples ofHistory of suchRegarded as having

10Examples of Major Life Activities Include:WalkingSeeingHearingSpeakingLearning

Catherine11RememberStudents must meet academic and technical requirements of the college including complying with the Code of Conduct (accommodations may be needed)

Catherine

12College Has Responsibility for ComplianceCollege budget (NOT DSPS budget) is source of available fundsRequires designation of a 504 and ADA Coordinator for the CollegeRequires a transition plan for facilities and a program evaluation for policies and proceduresRequires program accessibility through provision of auxiliary aids and services and other actions

Catherine

13Laws Require Program AccessibilityServices must be provided in a timely mannerThey must be decided upon through an interactive process with the studentAccommodations must be made unless they are a fundamental alteration to the curriculumIncludes provision of alternate media

Catherine14Program Accessibility, cont.Test accommodations including extended time, distraction free testing, use of scribe, or AT for test-takingPossible adjustments to class activities more time to practice hands-on tasks, use of aide in classAdjustment 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)

Catherine15How 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?

Catherine16What to Do About ItHandle issues of health and safety carefully! Involve instructional administrators and other faculty and enter into a deliberative process to make a decisionContact other colleges and look at resources listed Document your decision making process this is CRITICALAlways involve the student and the faculty to see if creative solutions agreeable to both can be foundEncourage use of universal learning design on your campus it facilitates program accessibility for ALL students!

Catherine17Digital Compliance and OCRThis is all about Program Accessibility:

Department of Justice uses Section 504New regulations due next yearUC Berkeley Settlement with DOJSouth Carolina Technical College SystemLouisiana Tech University settlement with DOJ

JanTimeliness and accuracy, getting faculty to get books in early. Impressing on faculty that if they have someone in their class with need to think before they youtube clip. Strive for 90% of text ready in first week, not 3 weeks into semester18The 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 conveyedSlides courtesy of Paul D. Grossman, Esq.19The 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.htm20

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.

21The goal of equal access to information is achieved by:

Making the information available in formats compatible with common adaptive technologyMaking the adaptive technology necessary to achieve equality readily available on campusAdopting, dispersing, and monitoring policies and practices that will achieve these goals on a continuous basis (universal design)(continues)

22

The goal of equal access to information is further achieved by:Training faculty and students on policies and practicesGood prioritizationEffective alternatives to address delays and complicationsPlacing responsibility in specific individuals and giving them compliance authority

23DOJ Technical AssistanceEffective Communication: http://www.ada.gov/effective-comm.htmCovers titles II and IIIIn large measure follows the regs. but in addition provides examples of how to implement them in various settingsIncludes guidance on persons with speech impairmentswhen are transliterators (voicers) required

24WEB Access25South Carolina Technical College System (OCR, March 2013)& Louisiana Technical College System (DOJ July 2013)

South Carolina Technical College SystemAddresses what is an accessible web-site?A compliance reviewOCR initiatedLogistically advantageousInterviewed students, faculty, and administratorsReviewed E-mail, course management, library resources, and over 100 web-sites26List of Website DeficienciesMissing tags for PDFs, graphics, identification of column headers, specified reading order, critical headings and watermarksVideos missed labels keyboard controls and/or captioningFields that required filling in missed labels for screen readersTables missed headings27List of Website DeficienciesAreas where keyboard-only users could not access information or use drop-down menusContent of course management tools missing captions, alt. text, and other featuresCampus calendars not fully accessible to screen readers28Voluntary 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. 29Louisiana State Tech UniversityA four year undergraduate institution as well as graduate programs including Ph.D. ProgramsKeep you eye on the role of the DSS officer before the agreement and after the agreement

30A Student Left to Spin in the WindA 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 successSupplemental hardcopy materials were provide very late by a TAAfter a month, the complainant withdrew 31Negotiated Remedial AgreementA strong role for DSS Liaison between students and administrators/facultyAccommodation letters should be implementedCompliance intermediary between students with disabilities and faculty A duty on DSS to respond promptly to complaintsA right to file a grievance if DSS resolution not promptExam accommodation control with exams to be provided after hours if necessaryProvider of training for all incoming students and faculty32Negotiated Remedial AgreementA change in policies All electronic matter will be accessibleAll technology and content purchased will be accessibleAll new website will meet Web Content Accessibility Guidelines (WCAG) 2, level AAOver time bring old websites up to compliance

33

Settlement Between UCB, DRA and Three StudentsBasic Provisions (1)With proper student notice, 90% of time required reading books converted within 10 business daysWith proper student notice, 90% of time required course readers converted within 17 business days34Basic ProvisionsExpedited 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 materialsRecommended readings will also be converted to alt media upon request, but at lower priority time-wise

35Basic ProvisionsPersonal readers provided when delays or for unconvertible material such as rare booksThe University will regularly instruct students with print disabilities in alt media request procedures and timelines, in the use of alt media self-help optionsThe 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 GuidelinesOn an annual basis the University will appropriately educate staff and administrators

36 Basic ProvisionsFaculty must put in reading lists 7 weeks before the start of the semesterFaculty may be sanctioned for a failure to timely submit their listsAssistive technology packages distributed around campus37Library MaterialsStudents with a print disability that limits independent use of a campus library may obtain assistance from someone knowledgeable about alt format proceduresUCB will improve the accessibility of the catalogue systemObtaining library materials in a digital formatStudent first check to see if available on-lineIf not, student gets hard copy, delivers it to library alt media services, should get back alt. media in five business days

38Library MaterialsLibrary 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 DSPFor rare [fragile] books, library may provide a reader

39LinksLouisiana Tech University (Department of Justice)Settlement Agreement:http://www.ada.gov/louisiana-tech.htmSouth 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...University of California, Berkeley (Disability Rights Advocates)Settlement:http://dralegal.org/sites/dralegal.org/files/casefiles/settlement-ucb.pdfFact Sheet: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.htmlQ&A: http://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

40ResourcesGalvin Group website under Resources ADA/504AHEAD webpage see publications such as From Legal Principle to Informed Practice by Jane Jarrow and Scott LissnerDisability Compliance in Higher Education at www.disabilitycomplianceforhighereducation.com

Jan41Key State LawsEducation Code Sections 67310-12 and Title 5 regulations Sections 56000 et. seq.

Catherine42Key State Laws, cont.College required to meet 504 and the ADAACollege acceptance of DSPS funds is voluntary Title 5Accommodations are a College ResponsibilityOCR

CatherineCovered earlier--Federal laws dictate access-Title 5- CA one of a few states that have funding source for DSPS-With or without DSPS- Federal laws dictate access

-Office for Civil Rights- Dept of Ed is the Fed agency that oversees- will conduct investigation when a complaint occurs- how many have dealt with a complaint?-Will look at everything- opens campus to scrutiny- may uncover costly violations-Budget of entire college/districtGG Website has copies of OCR decision letters

43Title 5 RegulationsDSPS funds requirements:Not duplicate services or instruction available to all studentsBe 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 collegesPromote the maximum independence and integration of students

CatherineTitle 5 requirements of DSPS:-Not duplicate- tutoring must be disability related-Related to ed limitations-disability is not enough- must show connection-Related to participation in ed process- - deaf student may need interpreter, but cant provide for socializing - Counseling for test anxiety vs. weekly therapy for relationship issues-Consistent with mission- tricky one- mission is changing- refer to new Success Study-career, basic skills, transfer-Promote independence and integration- HTC is for training, not isolation

44State FundingReceipt 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

Catherine-Number of students with four contacts, -funded by disability -weighted student count Resource - weighted chart-Excess costs- additional to accommodate disabilities -cost of accommodations -cost of determining what is needed -all extra to regular college expense- Ex- most students dont need a notetaker or reader- DSPS student may -Likewise, classrooms, admin, bookstore, library, physical plant are part of colleges budget-not excess- considered indirect-not allowed- Dont confuse the colleges legal requirement to provide services with the DSPS legal requirements regarding the receipt and expenditure of state funds-Must report accurately to get your share of the money- new EOY report form- will be reviewed tomorrow- 45Legal Aspects of Funding Services for Students With DisabilitiesRelated to Section 504 and the ADA but not the same in all aspectsSome differences include:Definitions of disabilityList of services providedSection 504 and the ADA are broaderStudent must have a functional limitation in the educational settingStudent Educational Contract and periodic reviews required

CatherineTitle 5 is very thorough and yet leaves much to discretion of the program- Want to offer a program that is appropriate to your community needsWant to offer services that fit the needsAPE or not Prog for Intellectual Dis or notOn-campus transportation services or notItems listed that point out differences between 504/ADA and Title 5

46Title 5 Specifications and LimitationsServices 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 ClassesHigh Tech CentersLD AssessmentsCannot fund some required services such as: Community Service Classes Extra-curricular Accommodations

Catherine47Title 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

Catherine

48Resources:Chancellors Office websiteThe Galvin Group websiteDSPS Directors Listserv sign up through the High Tech Center Training UnitCAPED

Catherine and Jan

49BillBill 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.

Catherine50QuestionsWhat laws and what principles from the laws apply in this situation?What is your next step?

Catherine51DSPS BUDGET AND ALLOCATIONSLEGISLATIVE 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.

Scotts- whole section52ALLOCATION RATIONALE AND METHODOLOGYSimple 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

53ALLOCATION RATIONALE AND METHODOLOGYEquitable: 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

54DSPS FORMULA COMPONENTSBase allocation = To help cover the salary and benefits of a DSPS Coordinator (only required position, per Title 5) for each collegeWeighted Student Count = 90% of the state allocation after base is based on students served, weighted by disability groupCollege 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:

55DSPS FORMULA COMPONENTSTotal 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.

56IMPORTANTREMEMBER The Program Coordinator has a right to know the source of program funds and the amounts coming from each source!

57SEPARATE BUDGET CODES/ACCOUNTS ARE REQUIRED FOR DSPS FUNDSState 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).

58ACCOUNTABILITY AND REPORTINGUnderstanding 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

59ACCOUNTABILITY AND REPORTINGDO 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!!

60ACCOUNTABILITY AND REPORTINGEnd 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)

61MIS Weighted Student CountMIS compiles the WSC report for CO based on:the disability record Number of service contacts, orif the student is enrolled in a special class.

62

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.

63What 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: the enrollment resulted in attendance in a course as of the first census or later for daily or weekly census,ORthe enrollment resulted in attendance in at least one meeting of a positive attendance class,ORthe enrollment resulted in a notation on the student's official record.

64SPECIAL PURPOSE FUNDINGTo fulfill a special purpose or legislative mandate, like:DHH fundsAccess to Print fundsCaptioning funds (via DECT grant)

65Key QuestionsHow well do you understand the allocation formula for DSPS and DHH??

..Because.

66Closing 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.

67Key Elements of DSPS Program Management

Jan68DSPS AdministratorNeeds to have sufficient time and training to oversee the programDSPS is complex and poses legal risks to the colleges in terms of ADA and 504 complaints or litigationNeeds 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 resourcesLitigation, regardless of whether the college has erred, costs a great deal!

Jan69Staffing IssuesServices are dependent on the intervention of professional staff. Staff are essential to service delivery:Identifying the educational limitations and identifying educational accommodationsWorking with faculty on appropriate accommodationsDelicateTime consumingCollege can move personnel but not funds

Jan

70DSPS Coordinator-- Title 5, Section 56048The only required position for a DSPS program

Jan71DSPS Director/CoordinatorThe only required position for a DSPS programMust meet minimum qualificationsDuties include:interviewing students with disabilitiesreviewing disability documentation and determining disability-related functional limitations in the educational setting working with the students to receive needed accommodationscoordinating 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

Jan-How many only DSPS Director?- minimum quals in Ed code- masters plus 2 years full-time experience or 4 years equaling 2- teaching, counseling, administration -- Resource #2- Minimum quals-Varied duties and skill required- disability knowledge, legal, counseling, admin, coordinating with faculty -Cannot use DSPS to pay for an administrator salary that covers other programs-Wish for when budget is more robust that positions will return to 100%

72DSPS Coordinator, cont.Has the responsibility for the day-to-day operation of DSPSMust 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 53420AND have two (2) years full-time experience or the equivalent within the last four (4) years in one or more of the following fields:

Jan73DSPS Coordinator, cont.Instruction or counseling or both in a higher education program for students with disabilitiesAdministration of a program for students with disabilities in an institution of higher education Teaching, counseling, or administration in secondary education, working predominantly or exclusively in programs for students with disabilities; or 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

Jan74Multiple ProgramsResponsibility for other categorical programs such as EOPS or CalWORKS in addition to DSPS

Other college departments such as Health Services, College Discipline, Psychological Services

Jan75DSPS- Working with the Institution and CommunityDeveloping good working relationships within the institution and in the community

Jan76Services to VeteransDo you know who provides the services to veterans on your campus?The importance of DSPS working closely with Veterans Services

Jan77Timeliness and Effectiveness of Services are CriticalTimeliness:Several weeks is too longKeep in mind STUDENT SUCCESS -- how long before the student is behind in classEnsure sufficient staffing for timelinessBe creative and provide SOMETHING EFFECTIVE when delays happen

Jan78Timeliness 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 accommodationThe interactive process is CRITICALUnderstand the relationship of pay rate to effectiveness and timeliness especially for:sign language interpreterscaptioning alternate media, especially Braille

Jan79DSPS Program ManagementDay to Day Operations

BetteCover the Primer- -developed document two years ago, -have added and revised several times- -this is the most current version, not planning to update again until the new regulations and guidelines have been completed -GG website- for live links

80Director/CoordinatorYou are the face of DSPS

BetteThe many hats that you wear- and number of balls you juggle in the airTight Rope Walker -- You will be balancing the rights and needs of students, faculty, and your college so everyone wins, learns, and gets what they need.

Disability Expert -- A very important role you have is to guide your administration and faculty to a fuller understanding of universal design, accessibility, disability rights, and state and federal requirements . . . without ever letting them know you've been guiding them.

Decision Maker -- You make big and small decisions all day long.Department Chair -- In this capacity, you will schedule classes, make assignments, and fulfill the other responsibilities typical on your campus, for the instructional component of DSPS.

Advisor -- Your administration will depend on your subtle advice in disability related areas.

Campus Leader -- In your role you're required to be on many, many committees.The more you can be in a leadership position on campus the more effectiveCoordinator you will be.Legal Advisor-- A big part of the job is to interpret federal and state regulations, all the while remembering we are not lawyers, as they relate to students with disabilities and keeping your college out of court and on good terms with the Office for Civil Rights (OCR).

Juggler -- Meeting student needs, providing support for students . . . while not fostering dependency . . . and teaching self-advocacy skills . . . all at the same time will be your juggling act.81Team DSPS

The term Coordinator means coordinating diverse elements into a wholeThe term Director means directing the energies of othersYou are a leader, a manager as well as chief cook and bottle washer!

Bette82Team DSPSServices must be timelyCross training staffTriagePartner servicesUsing Classified and Student WorkersTasksConfidentialityEthics

Bette-Title 5 base allocation is for Coordinator-cross training- front desk protocol- info about the program and forms, scheduling appts, test proctoring guidelines, issuing parking permits, use of all forms and when required-triage- most desperate situations first- you prioritize- those closest to graduation, student who need interpreters or Alt Media-partner- CALWORKS doing LD assessments, assessment center doing test proctoring, sharing suppliesResource- Student Worker forms83Determining Eligibility and Educational Limitations

84Sources for Determining EligibilityADAA and 504 vs. Title 5Civil Rights vs. FundingThe documentation conundrumThe effects are being studied

Jan-Familiarity with ADAA? New AHEAD guidelines for documentation- Resource- ADAA Summary-ADAA and 504- guarantee civil rights-Title 5- more detail, required to receive funding-Briefly- ADAA, as covered earlier relies on interactive process and student report to greater degree than paperwork-Title 5 requires paperwork

85Determining Eligibility for DSPS ServicesStudent must have an verified impairment which results in an educational limitationAn 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

JanTitle 5 again:-Must be verified -your observation -documentation from outside -assessment- LD greatly reduced-Must result in educational limitation-documented in SEC-Ed limitation: ASK THE AUDIENCE - processing time for LD -cant read print- blind -cant traverse campus in timely manner-Talk later about how the documentation is handled

86Ensuring an Effective Interactive ProcessThe Initial InterviewOngoing communication/discussionDivergence from the Yes/No paradigmThe art of the possibleCommunication and Documentation

Jan-ADAA effort to highlight this piece- not just a one time meeting-Dilemma- staff shortages and time constraints- too many people to see!-Questions- probe and listen: -How does disability affect school? -What have they received as accom in past? -Why does student feel they need the accom? -What are goals and future plans and how does ed plan fit? -What to do if request is excessive?- Resource- Interpreter request- excessive

87Learning Disabilities Eligibility Determinations & AssessmentsThe Value of LD SpecialistsAssess students eligibilityReview 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 goalsMake recommendations for appropriate accommodations and compensatory strategies

Jan-Any LD Specialists among us?-How many still doing LD eligibility determinations?-Old model- LD Spec conducted testing and spent 6-8 hrs. per student-Now- -Regional LD Specialists -Review of documentation from outside -Students served in Other -Limited information to work with-Priorities for conducting eligibility deter- students without documentation, -students preparing to transfer, -old documentation

88Learning Disabilities Eligibility Determinations & AssessmentsAn accurate and complete analysis of LD documentation is extremely important for:Largest cohort of students with disabilities nationwideThe 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?

Jan-add in those with learning issues and almost 30,000 students

-Just because have documentation from earlier assessment, may not qualify under CCC as LD

89Documentation of Eligibility and Educational Accommodations

BetteThere are no required forms- documentation is required- the best way to document is to have a form

These are the areas listed in Title 5 that require documentation- the recommended forms90DSPS Student Record FormsThere are five types of information needed (which may be combined or electronic) to meet Title 5 regulations for DSPS student records:Application Release of InformationVerification of Disability Student Educational ContractDocumentation of Service Delivery

Bette-These five forms suggested to meet the documentation requirements in Title 5- will review each- Resource- 56002 Implementation guidelines-Most likely will create others to facilitate smooth operations-If you have an audit coming up- may want to study this section closely --GG websiteCuestaMoorparkMira CostaSD Mesa

91Student Educational ContractSEC includesStudent nameContact information Student ID#Date of application Goals, objectives, and activitiesProgress measuresServices to be provided SEC can equal SEPReviewed annuallyNew signatures needed

Bette-As part of Admin relief- (in the handouts) states SEC and Ed plan for college can be combined- Resource- 56002, San Diego form-Key elements- goals, progress measures- many colleges have the student class schedule as a part of the form and indication of what accommodations will be received in each-Here is area to save staff time- classified staff can continue approved accom from previous semester- annual signatures required- most get each term because needs change-Meet with counselor for expanded accom*** AUDIT TARGET***

92Student Rights and ResponsibilitiesCan be part of applicationMust sign that rights/responsibilities have been read

Bette-Best to give a copy- post on website-Essential elements to include: -Participation is voluntary -Part in DSPS does not limit part in other college activities -Confidentiality of records -Comply w/ code of conduct & applicable regs -Be responsible in use of services and follow DSPS policies -Make measurable progress per SEC or meet college academic standards

93Student Record EssentialsDocumentation 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 andRecords kept in secure location

Bette-Documentation- forms weve reviewed, evidence of rights and responsibilities-Case notes to demo- planning, student was informed, service delivery was timely and negatives-Confidentiality- may need separate files for LD protocols, detailed counseling notes-Locked files, locked room- replaced at night -What about electronic files?? Who has? -Banner has a screen for notes -Many home-grown systems -Electronic archives of old files

94Student Record EssentialsDocumentation showing that:The student was eligible to receive servicesAppropriate 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 servicecode of conduct issuesacademic standards issues, and/orcounseling notes or other service documentation

Bette-Documentation- forms weve reviewed, evidence of rights and responsibilities-Case notes to demo- planning, student was informed, service delivery was timely and negatives-Confidentiality- may need separate files for LD protocols, detailed counseling notes-Locked files, locked room- replaced at night -What about electronic files?? Who has? -Banner has a screen for notes -Many home-grown systems -Electronic archives of old files

95Delivery of Effective Services

96Support ServicesStudent Contacts for MIS ReportingTitle 5- Section 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."

Jan 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: the enrollment resulted in attendance in a course as of the first census or later for daily or weekly census,ORthe enrollment resulted in attendance in at least one meeting of a positive attendance class,ORthe enrollment resulted in a notation on the student's official record.

97Timely and Effective Service Delivery 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

JAN-During these times of cutbacks- service delays are common-

-Back to triage concept -New student see counselor -Returning see accommodations specialist

-Provisional services- start to serve before doc is in98Intake EfficienciesGroup IntakeDrop-in TimesSpecialized counseling/accommodation counselingVideo Presentations

Jan -INTAKE- video, groups, drop-in -Video West Valley, Riverside -Groups Gavilan, DVC-SEC=SEP- oftentimes area of concern- double-edged sword -SD good form-Gen- doesnt take disability into account -use of Gen Coun may be efficient but not effective, efficiency does not always translate to effective-DSPS- doesnt know all degree requirements, transfer details, etc

99Outreach and TransitionMeeting with feeder high schoolsTransition Guides

Jan-OUTREACH-TRANSITION- high schools, parent meetings, transition guides

-Difference between K-12 and college- chart that delineates Santa Rosa -- Resource

-Child is 18 and must give permission for parent to participate

MOU developed with High Schools100Behavioral IssuesCollege Code of ConductCollege DisciplinarianAccommodation Adjustments Suspension of ServicesStudent Conduct Contracts

Jan-BEHAVIOR- Your student, code of conduct and refer to VP-BEHAVIOR- can use behavioral contracts, must be careful about withdrawing accom-Interpreting- cant withdraw-No shows- same day appointmts, meet with Csler or Coord

-Interpreting- cant suspend- Utah College OCR

101Test AccommodationsProtocols and ProcessesProctorsLocationsCheating

Jan-Use of assessment center -Use of departments-SHOULD be available same time as rest of class- can be issue -May cut hours to give staff time for coordinating, recordkeeping, etc. - several colleges have done this-Integrity of DSPS is at stake - keeping tests secure, -preventing cheating - surveillance cameras are used -some recorded, some monitored Resource- TBI- PopQuiz Example

102High Tech CenterWhat constitutes an HTC?How do students get referred?Is this the only location for tech services?

Jan-HTC- training and experimentation lab- can be classes if faculty, teach staff about AT

-Depending on community- students know AT, have had less exposure and need assessmt

-Labs around campus should have accessible workstations: -issues- confidentiality with labeling -relationships with IT- to keep software up-to-date

103Alternate Media ConsiderationsCollege responsibilityPreference of the studentTimeliness of productionEarly selection of textsPriority registrationAgreement with DOR

Jan-ALT MEDIA- must receive materials ASAP for processing, resources- Learning Ally, etext, MP3

-Daisy

-Need for priority reg

-Student preference-

-DoR clients get audio books or Braille

104Distance EducationCollege responsibility for accessibilityUniversal DesignThe Distance Education Accessibility Guidelines

Jan-DISTANCE ED- guidelines- very comprehensive--Important concept - Universal Design- term came from architectural field

-Incorporate accessibility features at the beginning of design- avoid accom later

Beyond the presentation of the class- it includes whatever else is offered- all must be accessibleWebsites- course content- OCR105Accounting for Delivered Services

Bette106Determining the Appropriate DSPS Reporting CategoryTitle 5 Disability DesignationsDSPS/MIS Reporting CategoriesPhysical DisabilityMobilityVisionCommunication DisabilityHearingSpeechLearning DisabilityAcquired Brain ImpairmentDevelopmental Delayed LearnerPsychological DisabilityOther Disabilities

MobilityVisionHearingSpeechLearning DisabilityAcquired Brain ImpairmentDevelopmental Delayed LearnerPsychological DisabilityOther Disabilities

Bette-Title 5 vs MIS- really the same-Results from Other Disabilities study -Resource Primer pages 59-67-Combo of physical and functional -MS- mobility, other -Diabetic- mobility, vision -Cerebral Palsy- DDL, mobility, speech -ADD and Autism- psych??

107Determining the Appropriate DSPS Reporting Category, cont.Important Considerations:

The Interactive ProcessFunctional LimitationsThe AHEAD Guidelines and the ADAA vs. Title 5BetteNexus between disability academic limitation and the requirements of the course-Interview-dialogue - absolute must to determine needs

108Student 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 SECAn online or telephone conversation of substance or outcome-orientedTraining in use of assistive technologyStudents 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

Bette-Service contacts- basis for funding- how many count all contacts? Count only up to required four? Ideal if you can count all contacts

-Special class- automatic

-Regular- four- not four topics in one meeting, not one-way correspondence

-Email or phone ok if topic of substance has been addressed

109Definitions of Services and Associated ContactsAcademic 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 LoanExtended 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 CounselingPersonal Locker Preferential Seating Priority Registration Reader Recorder Registration Assistance Scribe Services Service Animal Sign Language Interpreter (SLI) Special Classes Speech ServicesSpecial Parking (Handicapped Parking) Transportation Assistance (off-campus) Tutoring Services

BetteCompiled for other disabilities study when we realized same service had various names depending on collegePages 59-66 in Primer

110Budget/MIS ReportingCritical that the Coordinator learn the Districts budgeting processThree required reportsMISEOYUnspent/additional funds

BetteWill be covered in detail tomorrow morning

111Ensuring an Accountable Program

Jan112Developing Needed Policies and ProceduresLack of P&P leads to inconsistencyInconsistency leads to confusionConfusion can lead to OCRNot OK to rely on personal relationships or past practiceP&P Development stepsCreate a program descriptionList existing DSPS policiesAttach procedures to each policyClarify inconsistencies/make room for exceptionsP&P Content Examples

JanTruth be told- only Academic Accommodations P&P is specified in Title 5- Resource 56027and samples-However, benefit of consistency-P&P levels the field the faculty field and across students-Section of Primer goes thru steps on developing a policy-ID what you are addressing- test accomm, HTC use, service dogs on campus, etc.- describe the service-If policy exists, study that, add existing procedures and review and clean up to what youd like to see-Prepare for exceptionsMt SAC GOOD P&P- others- HTC, interpreting, emergency

113Academic Accommodations Policies & ProceduresPolicy and Procedures must be availableMost colleges put on websiteNo requirement for student copy or in fileP&P ExampleFailure for assessment is not an option

Jan-As mentioned- IDd in Title 5- Resource- 56027 again

-A policy that addresses request for modification of course, substitution or waiver -Must offer individualized consideration -Must offer option of interim decision

-Have been situations where student has been forced to repeat a course to show they cant pass it- OCR clarified that this is not acceptable- Resource-Mt SAC

114Program ComplianceStudent records and activities must conform to Title 5 DSPS Program audits required, starting in 2011Preparing for the audit

JanTomorrow

115Program Reviews and Program PlansReviews suspended for the time beingThe Program Plan contains of at least the following: Long-term DSPS program goalsShort-term measurable objectives of DSPS Activities to be undertaken to accomplish the goals and objectivesDescription of program evaluation methods

Jan-One area of administrative relief- no requirement of program plan or review submitted to the CCCCO, however

-Recommend- prepare a program plan- need for accreditation visits and need for efficiency in your approach-list of important items to address: -Long-term and short-term goals -How you plan to meet the goals -How to evaluate what youre undertaken -Continuous evaluation cycle

116ResourcesGalvin Group LinkWWW.Galvin-Group.com

Jan-Hundreds of links and resources- Jan visits websites monthly to look for new ideas and policies- adds links to our website-We try to make it intuitive for finding what youre looking for- not always successful-Handout- lists the resource categories by which our website is organized

-OCR letters, Laws and regulations, Sample policies and procedures, student handbooks, faculty handbooks, course outlines, creative ideas

117Galvin Group Support DirectoryResourcesTrainingTechnical AssistanceWorkAbility III College2Career

-Quick review of what the Galvin Group contract enables us to offer:-Directory- updated continuously- so go to website for best info -Training- three components- DSPS Overview- 11 modules, LD module, Veterans Module -Technical Assistance- one day visits- plan for this year- letter of agreement -WorkAbility- Catherine -Career2College- Catherine

118Expert Panel of DSPS CoordinatorsHot TopicsCreative IdeasQ and A

Jan and Bette119DSPS & DHH Allocations and Allowable Expenses

Scotts- through slide # 127120DSPS New Directors Training: DSPS/DHH Allocation ProcessFinancial Role of Chancellors OfficeState BudgetReporting and TimelinesApportionmentsFunding Summaries and Reports on WebsiteOverview of DSPS Allocation FormulaOverview of DHH Allocation Formula

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.

FY 2014-15 DSPS Budget ($M)Total $114.2Contracts (ATPC, HTCTU, 4.2* PADS, DECT) 2. State Dev Hospitals1.03. Deaf/Hard of Hearing9.64. Access to Print 3.75. Base $72,592 per college8.2**6. Remainder87.3Weighted Student Count 90% 78.6College Effort 10% 8.7

*Projected amounts, with rounding** Possible augmented by system-wide COLA

Fiscal PeriodsAdvance:95% Note: 105% in 2014-2015 onlyP1 (1st Principal Apportionment)P2 (2nd Principal Apportionment)R1 (Recalculation)

Fiscal Report NotificationsPeriodNotifiedAdjustedAdvanceJuneJulyP1DecFebP2MarJuneR1NovFeb

Apportionment PaymentsJuly8%Aug8%Sept12%Oct10%Nov9%Dec5%Jan-June6% each

How to Find Funding Summaries on Website http://extranet.cccco.edu/

Click on Divisions

Click on DSPS

Click on Allocations tab128

129

Tabs:Funding SummaryAllocationCollege EffortDHH DistributionWeighted Student Count130How to Find EOY Reports on Website http://extranet.cccco.edu/

Click on Divisions

Click on DSPS

Click on Forms tab132

133DSPS Allocation (P1)Components:Base AllocationWeighted Student Count (90% of formula after Base)College Effort (10% of formula after Base)Application of the Guarantee

Weighted Student CountData taken from State MIS data report (due first Monday in August)Weight assigned for each disability categoryMultiply primary count x primary weightMultiply secondary count x secondary weightEquals an Amount for WSC

College EffortCollege Effort = Expenditures minus Revenue

RevenueDSPS AllocationSpecial Class RevenueOther IncomeExpenditures as reported on EOY Report

DSPS Allocation Calculation ProcessCalculate each colleges College EffortCalculate each colleges Weighted Student CountEach 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)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)Add WSC amount + CE amount + BaseApply the Guarantee

DHH Allocation (P1)Components:Amount you received in last years allocation as a result of the number of DHH counts reported in WSCAmount of DHH funds requested by the college and the match pledged (all from EOY report)Total DHH expenditures in previous year

DHH Allocation Calculation ProcessCalculate 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 needCompare 80% of your unmet need (due to the 1 to 4 match) to the amount the college requestedYou are qualified for or eligible for the lesser of the two figures

DHH Allocation Calculation Process, cont.Sum up all qualified or eligible requests state wide. This will represent a number which far exceeds our DHH budget.

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%.

Every college gets that resultant percentage of their eligible amount. We know..Yuck!!

DHH Allowable ExpensesDirect Sign Language Interpreting for classroom and required classroom-related activities Oral InterpretingCued SpeechReal Time CaptioningVideo Remote Interpreting and Captioning Live Print Communication (e.g. C-Print and Typewell, AlphaSmart, laptop, Interprer Type) Tactile InterpretingInterpreting during tutoringInterpreting for athletes when they are part of a College class and team sportStudy 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 CaptionersSalaries and Benefits for Interpreter Coordinators at the percent of time spent coordinating interpreters if engaged less than full time in this activity

141End-of-Year (EOY) Reports and Chancellors Office Reporting

142An Overview of the EOY ReportDo FirstPart I: IncomePart II: Special Class FTES / RevenuePart III: ExpendituresPart IV: DHH Expenditures and RequestsPart V: Certification

143Resources Chancellors Office Staff, DSPS Allocations and Reports: Chelle Ellenberger: cellenberger@cccco.edu Scott Valverde: svalverde@cccco.eduScott Berenson: sberenson@cccco.eduDSPS Web Page: http://extranet.cccco.edu Chancellors OfficeDivisionsDSPSWebinar archives and PowerPointafor EOY training: http://extranet.cccco.edu/Divisions/StudentServices/DSPS/TrainingConferences.aspx

http://extranet.cccco.edu/

CARS-W IssuesAn 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.There will be two LDESM trainings this year:January 2015 and June 2015.The Audit ExperiencePreparing for, engaging in and living to tell the taleRole of Fiscal AccountabilityPublish 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.

147Role 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)

148

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 programWho ARE those guys? Cont.What Auditors are:Professionals Contracted by your districtExperienced and ethically bound to respect student confidentialityHave various levels of Title 5 knowledgeHumanWhat is our Goal?Not necessarily to win the war, rather, to avoid losing the battleMake the audit experience, if not enjoyable, at least tolerable for everyoneStrive to influence that portion of the results that are susceptible to opinionStructure our strategy, our behavior and our energy on receiving the Benefit of the DoubtConsider this GraphWe CAN influence how the in doubt is reportedWhat does it take?AttitudePreparationRespect Resolve

Audit Etiquette AttitudePresent a positive attitude towards the auditIndicate your desire for continuous improvementRespectShow confidence in the contractors ability to understand your programTreat the auditors as the professionals they are, and their right to be thereAgree to disagree if at an impasse they may be wrong, but disrespect will not change their mindsCourtesyGet them Parking PassesMake them comfortableGood space/chairs/lightingMake it easy for them to find thingsFiles/coffeeSincere communicationDO NOT BE PHONY

Audit PreparationKnow the Audit ContractorCheck with the Business office Discuss your needsEntrance/Exit InterviewsSample audit reports Timing of auditCommunicate with the contractor Ask for entrance and exit interviewsAsk to present program overview at entrance interviewDetermine dates and times for audit and schedule interviewsReview their workFamiliarize yourself with Contracted District Audit ManualObtain previous audits by this contractorLook at the type of tests they used and numbers of files they reviewedSee how they word the testsGet clues from their summationsConduct a self-testUse the Title 5 Self-Assessment Checklist as you think the contractor mightCompliance IssuesYour Self-Check and Ongoing Quality Control Should Target: Eligibility - Title 5 vs. 504 and the ADAAUnderstand the difference List checklist items hereDocumentation - Required Information and SignaturesList checklist items hereEducational limitations and ServicesList checklist items here

The Entrance InterviewExpectations and Ground rulesEstablish 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, toursOffer a tour of your officePrepare a brief overviewReview student record contents and location of documentsShow where other records such as sign-in sheets or equipment checkout documents are keptContact/logistics person always availableDuring the Audit

Access Access is absolute and available at the established timesClarificationIf 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 soonSelling your P&PHave rationale for your processes readyIf there is a reasonable explanation, provide itDo not try to BS a policy or a mistake

The Exit Interview

Receiving Results:Try to make clarifications prior to the exit interviewUnless there are obvious errors accept the resultsGiving a rationale vs. being defensive

Acting on the ResultsPreparing your administrationAlert administration to known problems before the audit (based on self-tests)Invite your administrators to participateUpdate after the entrance interviewUpdate after the exit interviewCreating a PlanReview report/check for accuracyAssess resources for corrective actionPrioritize problems areasImplement planAppeals

Expert Panel of DSPS CoordinatorsHot TopicsCreative IdeasQ and A

Jan and Bette161MemberStudent Scholarships Peer Support and MentorsInformation ClearinghouseDiscounted Convention and TrainingProfessional DevelopmentCAPED NetworkSupport & voice for your cause37 year track recordOpportunity to make a differenceInterest Group ActivitiesPublicationsOfficer

Leadership Shape Future Leaders Inner workings of OrganizationIntimate Involvement Good for resume PowerClout

WHY CAPED?InstitutionRecognition for the campusLegislative Policy AdvocacyEmployees are updatedCommand respectGrace HansonNew Directors TrainingSeptember 2013Grace162Impact of the Student Success Initiative on DSPS

Scotts- through slide # 160163

DSPS AND SSSP

Mia Keeley, A&R/EAP/SSSP, CCCCO

DSPS New Directors TrainingSeptember 12, 2014

164SSSP FundingSSSP 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 servicesnot 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 supplantingmight 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

Education Plans Title 5, 55524DSPS SECs may count as Ed Plans for SSSP if they meet the criteria set forth in 55524Abbreviated:One to two terms designed to meet immediate needs when comprehensive plan not appropriateComprehensive: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.

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, 58108167Available Resources:APTCCCCCO WebsiteDECTHTCTULearning AllyPepNetTarjan CenterSidekick WebsiteStudent Mental Health Program (CCCC SMHP)

168PADSA Yosemite Community College District contract (fiscal agent)Physically located in Modesto, CADistrict contact Carrie SampsonObjective to provide support and funding for special projects to assist the DSPS program

169PADS Special ProjectsGalvin GroupSmartext - Universal Learning Design Learning Ally statewide membershipUCLA Tarjan CenterLD / CARS-W supportTravel and support for statewide advisory groups

170DSPS 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

171ATPCA San Bernardino Community College District grantPhysically located in Camarillo, CAProject Director: Jeff BaugherObjective: To provide quality Braille, E-text and Tactile Graphics production and alternate media support at no cost to the colleges.Website: www.atpc.net

172HTCTUA Foothill/DeAnza Community College grantPhysically located in Cupertino, CA (across the street from De Anza College)Director Gaeir DietrichObjective To provide training, technical assistance and support in the areas of web accessibility, alternate media production and assistive technologyWebsite: www.htctu.net

173DECTA Santa Clarita Community College District grantPhysically located at the College of the CanyonsProject Director: James Glapa-GrossklagObjective: 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/DistanceLearning/Captioning/Pages/default.aspx

174CCC Student Mental Health ProgramCO Mental Health Services Specialist:Betsy Sheldon (916) 322-4004 bsheldon@cccco.eduWebsite:http://www.cccstudentmentalhealth.org/main.php

SidekickWebsitehttp://www.toolsthatinspire.com/

California Community Colleges System-Wide AccessLearning Ally provides an online library of 80,000 accessible audio textbooks and literature titlesCalifornia Community Colleges have free access to Learning Allys audiobook libraryThere is no limit on Student Accounts or audiobooks addedFree Software for PC, MAC, iOS, and Android

www.learningally.org/cacollegesFor more information contact:Rheaa ThompsonRthompson@LearningAlly.org832-830-6370

177Overview of CCCCO WebsiteHome Page Portal ( www.cccco.edu )California Community Colleges Chancellors Office Systems OperationsDatamartStudent Success InitiativeStudent Success Scorecard

Lets have a walk through each site

178DSPS SiteHow to navigate there (multiple paths in)General page layout and configurationSome key things youll need to be able to findAllocationsFormsArchivesNew CCCCO contact for website issues(hint, youre looking at him)

179Update on Title 5 RewriteUpdate on Allocations StudyBefore 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.