1

Santa Ana College

Student Services

2012/2013

Planning Portfolio

_________Disabled Student Program and Services (DSP&S)__

Department

_______Student Services________

Division

Portfolio 2012/2013

2

Portfolios for Planning

The purpose of the planning portfolio is to provide

an instrument for department planning, evaluation,

and resource prioritization that is streamlined and that coordinates those related activities.

In good practice, planning processes are cyclic, and priorities for

resource allocation result from the identification of goals. That is,

evaluation or program review, conclusions are used to identify future

goals; those goals are used for budgeting. After plan implementation,

further evaluation results are refined, revised plans, and so forth.

The portfolio process is designed to enhance the cohesion of planning-

related activities as well as to allow for maximum customization of

planning and evaluation activities for each unique support services

department.

The portfolios should be maintained on an ongoing basis, with goals and

budgets being updated each year and SLO’s refined and measured as

appropriate. In this way, the portfolio can be used as an on-going source document for planning, program development, and resource

allocation requests when needed.

Portfolios 2012/2013

3

Student Services Division

Vice President of Student Services

Sara Lundquist

Admissions and Records Mark Liang, J.D., Associate Dean Christopher Truong, Registrar

Counseling (Cross-listed under Academic Affairs)

Micki Bryant, Ed.D., Dean EOPS

Vacant, Associate Dean Financial Aid

Robert Manson, Associate Dean

Disabled Student Programs & Services Vacant, Associate Dean

Student Affairs

Lilia Tanakeyowma, Ed.D., Dean

Student Development Office Loy Nashua, J.D., Associate Dean

4

Sa

nta

An

a C

olle

ge

– D

isa

ble

d S

tud

en

ts P

rog

ram

s &

Se

rvic

es

Hea

lth

& W

elln

ess

Cen

ter

Psy

cho

logi

cal S

ervi

ces

(U-1

20)

Dr.

Ph

i Lo

an L

e

(Psy

cho

logi

st/

Clin

ical

Tra

inin

g D

irec

tor)

Dr.

Su

san

a Sa

lgad

o

(Psy

cho

logi

st, 8

0%

)

Dr.

Nis

sa C

han

tan

a

(Psy

cho

logi

st)

Rh

on

a H

arr

iso

n

(Do

cto

ral P

sych

olo

gica

l In

tern

)

Dan

iel R

ake

r

(Do

cto

ral P

sych

olo

gica

l In

tern

)

Ju

stin

Do

no

van

(D

oct

ora

l Psy

cho

logi

cal I

nte

rn)

He

alth

& W

elln

ess

Cen

ter

(U-1

20)

Re

be

cca

Bar

na

rd

(R.N

., M

.S.N

. Fac

ult

y C

oo

rdin

ato

r)

Dr.

Re

ne

e Y

oca

m (

Ph

ysic

ian

)

Mar

isa

He

rnan

de

z

(Ad

min

istr

ativ

e A

ssis

tan

t)

De

bb

ie B

aile

y (I

nte

rme

dia

te C

lerk

)

Ke

lli L

ange

(R

.N.)

Ste

ph

anie

Lin

gre

n

(R.N

., M

.S.N

., C

.E.N

)

Car

oly

n P

arke

r (R

.N)

Ste

ph

anie

Sco

tt

(R.N

., M

.S.N

., C

.E.N

)

Tam

my

Dav

is (

R.N

.)

Vac

ant

Ass

oci

ate

Dea

n, S

tud

ent

Serv

ices

W

ill T

hai

(

Ad

min

istr

ativ

e A

ssis

tan

t)

Ian

Krz

em

insk

i (S

enio

r C

lerk

)

Ad

ult

Tra

nsi

tio

n P

rogr

am

SAU

SD/T

ust

in/

Gar

den

Gro

ve

Kin

esio

logy

, Ada

pti

ve

Act

ivit

ies

(W-1

05

)

Dr.

Bri

an S

os

(C

oo

rdin

ato

r/

Ass

ista

nt

Pro

fess

or)

De

af &

Har

d o

f H

ear

ing

(U

-107

)

Mo

nic

a C

oll

ins

(C

oo

rdin

ato

r/

Ass

oci

ate

Pro

fess

or)

Ru

th R

od

rigu

ez

(Se

nio

r In

terp

rete

r)

San

do

n L

arso

n

(Car

eer

Ad

viso

r: C

TEA

Pro

ject

)

20

-30

Inte

rpre

ters

(S/

L e

xper

ts)

Wo

rkA

bili

ty II

I (L-

22

0-N

)

San

dy

Mo

rris

-Pfy

l (P

rofe

sso

r, C

oo

rdin

ato

r)

Jac

qu

ely

n G

era

li

(Stu

den

t Se

rvic

es C

oo

rdin

ato

r)

Eli

zab

eth

Pin

on

(A

dm

inis

trat

ive

Ass

ista

nt)

Ro

nd

i Jo

hn

son

(C

aree

r Te

chn

icia

n)

Bra

nd

i Do

nal

dso

n

(Car

eer

Tech

nic

ian

)

Kim

be

rly

Mat

he

ws

(C

aree

r Te

chn

icia

n)

Dis

able

d S

tud

ents

Pro

gram

s &

Ser

vice

s

Alt

ern

ate

Med

ia/A

BI/

Co

mm

un

icat

ion

D

isab

iliti

es (

M-1

05)

Re

ne

e M

ille

r

(Co

ord

inat

or/

A

sso

ciat

e P

rofe

sso

r)

An

gela

Tra

n

(Alt

. Me

dia

Sp

ecia

list)

Lau

ren

Cas

till

o

(In

stru

ctio

nal

Ass

ista

nt)

DSP

S M

ain

Off

ice

(U-1

03)

Mar

ia A

guil

ar B

elt

ran

(D

SPS

Co

ord

inat

or/

A

sso

ciat

e P

rofe

sso

r)

Lou

ise

Jan

us

(LD

Sp

ecia

list/

Ass

ista

nt

Pro

fess

or)

Do

n D

utt

on

(P

rofe

sso

r A

ssis

tive

Tec

hn

olo

gy)

Dr.

Su

san

a Sa

lgad

o

(Co

ord

inat

or,

Psy

.D. (

20

%)

Dr.

Kat

hy

Du

mai

n

(LC

SW, P

sy.D

., L

D S

pec

ialis

t)

She

llyn

Agu

irre

(C

om

m. C

olle

ge C

ou

nse

lor

of

St

ud

en

ts w

/ D

isab

iliti

es)

Am

y Tr

ea

t (D

SPS

Spec

ialis

t)

Ro

be

rt N

orr

is (

DSP

S Sp

ecia

list)

Dan

iel F

rego

so

(In

stru

ctio

nal

Ass

ista

nt)

Cen

ten

nia

l Ed

uca

tio

n

Cen

ter/

DSP

S

Mar

y St

ep

he

ns

(Ch

air)

Kri

stin

a D

e L

a C

erd

a

(Ad

jun

ct F

acu

lty)

4-6

Inst

r. A

ssis

tant

s (V

acan

t)

ASL

De

par

tme

nt

Mo

nic

a C

olli

ns

(Dep

artm

ent

Ch

air)

8

-10

Ad

jun

ct F

acu

lty

(S

AC

an

d S

CC

)

5

Mission

The Mission of Disabled Students Programs and Services at Santa Ana College is to provide equal access

to educational opportunities for students with verifiable disabilities. Through the utilization of specialized

instructional programs and disability related services, DSPS encourages and fosters independence and

assists students in attaining their educational, personal and vocational goals

Functions

Functions and services provided by the department:

Disabled Student Programs and Services (DSP&S) are committed to providing students access to a full

range of academic opportunities. Services and/or instruction are designed to lead to: successful

participation in the general college curriculum, vocational preparation, and enhanced potential for

achieving personal/social goals. A primary goal of DSP&S is to empower students to gain autonomy

through having equal access to an education. A secondary goal is foster self advocacy skills through

teaching students to articulate how their disabilities impact their learning process and the type of

accommodations they need to be successful. Students with disabilities receive reasonable academic

accommodations that do not alter the integrity of any course, educational program or degree. Disabled

Student Programs and Services emphasizes the learning function and strengths of students with disabilities

rather than solely focusing on their disabilities.

The DSP&S is decentralized and therefore has four separate physical locations: U-103, U-107, M-105 & L-

220-N. The corresponding services are addressed below.

DSP&S Services:

Main Office (U-103)

The DSPS main office conducts intakes, provides accommodations, and referral services to students

with disabilities. The main office currently houses assistive technology, physical disabilities, health

related impairments, learning disabilities, psychological disabilities, and intellectual disabilities

services for students. The services include, but are not limited to:

o Alternate media (e.g., Braille, electronic text, open and closed captioning, large print

and tactile graphics, etc.)

o Assistive technology

o Disability related counseling

o Instructional equipment and wheelchair loans

o Gate/elevator passes

o Notetaking

o Orientation

o Registration assistance

o Parking accommodations

o Test taking accommodations

o Workshops’ tailored to students with disabilities

6

DSP&S has conducted 262 new student intakes since June 2012 through May 2013

Assistive Technology Center (U-103)

The Assistive Technology Center, offers computer assisted instruction (SPEC N92) through the use

of assistive technology for student with disabilities. Emphasis is on mastering appropriate assistive

computer technologies and instruction in Windows, Microsoft office and Internet/E-mail access.

This class is offered in the fall and spring semesters. Students use the ATC to learn and operate

specific Assistive Technologies based on their disability, enhance computer literacy, increase

personal productivity and employability skills, and complete college curriculum independently.

Learning Disabilities (U-103)

The Learning Disabilities Services is designed to provide specialized support services and

instruction to students who meet program eligibility requirements. Individuals with learning

disabilities have at least average intellectual ability and demonstrate significant difficulties in at

least one academic and processing area. Other problem areas may include attention and

concentration, planning and organization, and the processing of auditory or visual information. The

expected goal is to enable students to complete college courses leading to the accomplishment of

realistic educational goals.

Psychological Disabilities (U-103)

The Psychological Disabilities services are designed to support and assist students with chronic

psychological and emotional disorders who are attempting to pursue an education to gain autonomy.

The goal in working with students with psychological disabilities is to provide reasonable

accommodations for functional limitations and educational support services necessary to assist the

student in pursuit of his/her educational/vocational objectives.

The Psychology PHD and Master’s in Social Work Internship Services (U-103)

The Psychology Pre-Doctoral Internship: DSP&S has a partnership with Psychological Services to

provide training in the Learning Disabilities Eligibility and Services Model (LDESM) of the

Chancellor’s Office of the California Community Colleges. Pre-doctoral interns are trained in the

administration of the intake, the administration of cognitive and achievement instruments used to

determine eligibility and the interpretation of test results in order to provide feedback regarding

appropriate accommodations and services to students. The interns have been instrumental in

meeting with students with learning and other disabilities to assist them in completing the intake

and assessment process in order to qualify them for accommodations and services.

During the 2012-2013 academic year, the pre-doctoral interns provided the following services to

students:

o (3 interns) met with 66 students for a total of 471 hours

o 27 intakes

o 23 achievement assessments

7

o 39 cognitive assessments

The Master’s in Social Work Internship: The DSPS office has partnered with CSULB to provide

professional development and training opportunities to Master level interns in their School of Social

Work. The MSW intern volunteers 16 hours per week for 36 weeks during the academic year (total

of 576 hours). The MSW interns have been instrumental in providing specialized services to our

student population. These services range from conducting comprehensive intakes, case

management, psycho-educational groups, workshops, needs assessments, and community resource

outreach.

During the 2012-2013 academic year, our MSW intern provided the following services to students:

o 76 intakes (152 hours of student contact)

o Case management= 20 students (340 hours of direct student support/contact)

Given the success of our MSW internship, administration is supporting that we have 2 MSW interns

for the 2013-2014 academic year.

Test Proctoring for Students with Physical Disabilities

Although the majority of test proctoring is being done by our Testing Center, The DSP&S office

proctors quizzes/exams, and college placement tests for students with Physical Disabilities. We

work with students that need specific types of alternate media, specialized computer software and

technology, as well as accessible tables/chairs.

During the 2012-2013 academic DSP&S proctored 471 hours of testing for students with physical

disabilities.

o Fall 2012

194 test completed & proctored at DSPS 20 Kurzweil 300 (requires scanning and formatting)

66 Brailed (requires scanning and formatting)

27 Enlarged

3 JAWS (requires scanning and formatting)

o Spring 2013

277 test completed & proctored at DSPS (12 cancelled, 6 no-shows)

90 Brailed (requires scanning and formatting)

26 Kurzweil 3000 (requires scanning and formatting)

51 Enlarged

19 JAWS (requires scanning and formatting)

2 Dragon Naturally Speaking

22 CCTV

1 Scribe

6 Music CD was used as part of accommodations (polyrhythm)

9 Converted to Adobe

DSP&S is working on developing a partnership with the Testing Center. Our goal is to provide the

Testing Center staff with professional development opportunities for working with students with

8

disabilities. The Testing Center typically accommodates students with disabilities that have been

approved for Kurzweil, extended time, and a distraction reduced setting. In the spring 2013

semester we received the data on tests and placement exams that were proctored through the Testing

Center for the entire academic year.

o Fall & Spring 2012-2013

177 Placement tests

441 Exams/quizzes

Deaf and Hard of Hearing Services (U-107)

The Deaf and Hard of Hearing Services (DHHS) office offers services designed to provide

specialized support and assistance to eligible students. The DHHS assists and supports deaf and

hard of hearing students through providing and arranging for reasonable accommodations that allow

for a full collegiate experience. Reasonable accommodations commonly provided are individualized

academic and career guidance, placement testing, registration assistance, disability awareness,

advocacy support, sign language interpreters, real time captioning, and/or assistive listening

devices, etc. Accommodations are approved based on assessment of individual needs and

functional limitations.

Acquired Brain Impairments and Communication Disabilities (M-105)

The Acquired Brain Impairment services (ABI) provides classes, accommodations, and support

services for students with verifiable speech, hearing, language, and medically verifiable brain

impairments. Students may receive assistance with program planning, registration, assessment,

individual and small group computer assisted instruction. Students with verifiable acquired brain

injuries can enroll in special services classes (SPEC N91, N94, & N95). Students with brain

impairments are provided with the opportunity to develop the competencies needed to function

productively and responsibly in the community to the greatest extent possible. The focus of the

curriculum is on cognitive retraining and development of communication, motor and psychosocial

skills.

WorkAbility III (L-220-N)

Workability III is designed to assist college students with disabilities to become productive

members of the work force by providing the following services: job search seminar, videotaped

interview practices, resume/application preparation, daily job club participation, interest/aptitude

assessment, job placement assistance. Services are available to students who are Department of

Rehabilitation clients.

DSP&S Program

School of Continuing Education

Centennial Education Center (D-101)

The DSPS School of Continuing Education Program provides specialized services and

accommodations for students with learning disabilities and other verified disabilities. Assessments

are provided for placement and eligibility to students deemed necessary to be identified as learning

9

disabled via the CCC LDESM. The DSPS curricula for the continuing education program has local

goals and SLOs which are a part of the Adult Secondary Education(ASE) program.

Population to be served (description and size):

The DSP&S serves students with disabilities. According to Title V, Section 56002, a student with a

disability at a California Community College must:

(1) be enrolled at a community college;

(2) have a verifiable disability;

(3) be unable to fully benefit from the regular programs and services offered by the college due to the

educational/functional limitation of a disability; and

(4) need specialized services or instruction in order to mitigate these disability-related educational

limitations.

California Community Colleges Chancellor's Office

Disabled Students Programs & Services (DSPS) Summary Report

Annual 2010-2011

Annual 2010-2011 Annual 2011-2012

Annual 2011-2012 Fall 2012 Fall 2012

Student Count Student Count (%) Student Count Student Count (%)

Student

Count

Student Count

(%)

Santa Ana Total 872 100.00% 948 100.00% 621 100.00%

Acquired Brain Injury 36 4.13% 43 4.54% 32 5.15%

Developmentally Delayed Learner 178 20.41% 188 19.83% 96 15.46%

Hearing Impaired 89 10.21% 66 6.96% 57 9.18%

Learning Disabled 227 26.03% 242 25.53% 149 23.99%

Mobility Impaired 67 7.68% 74 7.81% 39 6.28%

Other Disability 149 17.09% 205 21.62% 156 25.12%

Psychological Disability 95 10.89% 93 9.81% 61 9.82%

Speech/Language Impaired 8 0.92% 5 0.53% 1 0.16%

Visually Impaired 23 2.64% 32 3.38% 30 4.83%

10

Stu

den

t Learn

ing

an

d P

rog

ram

-Sp

ecif

ic O

utc

om

es

Stu

den

t Learn

ing

Ou

tco

me

s

S

LO

A

CTIV

ITIES

BA

SELIN

E &

PR

OG

RES

S

TA

RG

ETS

(Inclu

de d

ata

sourc

es)

TIM

ELIN

E

US

E O

F R

ES

ULTS

A

ND

MO

DIFIC

ATIO

N

As a

resu

lt o

f p

arti

cip

ati

ng

in

DS

P&

S,

stu

den

ts w

ith

dis

ab

ilit

ies w

ill

be a

ble

to

do

th

e f

ollo

win

g c

om

men

su

rate

wit

h t

he

ir i

nd

ivid

ual

dis

ab

ilit

ies:

1)

Stu

den

ts

iden

tifi

ed

th

eir

edu

cati

on

al an

d

fun

cti

on

al

lim

itati

on

s t

hat

resu

lt f

rom

th

eir

d

isabilit

ies.

1A)

Each D

SPS

serv

ice a

rea w

as

asked t

o r

andom

ly

sele

ct

5 s

tudents

to

part

icip

ate

in a

pre

/post

test

surv

ey.

A t

ota

l of 28

stu

dents

were

id

entified.

Fro

m t

he

28 s

tudents

a t

ota

l of 7 c

om

ple

ted b

oth

pre

/post

tests

, w

hic

h

inquired a

bout

the

stu

dents

educational/

function

al lim

itations.

1A)

The D

SP&

S p

re t

est-

surv

ey

Question #

4 y

ield

ed 8

6%

of

stu

dents

who indic

ate

d t

hey

agre

ed o

r str

ongly

agre

ed t

hat

they w

ere

able

to identify

their

educational str

ength

s a

nd

weaknesses.

1A)

In F

all 2

012

DSP&

S, dis

trib

ute

d p

re-

test

surv

eys t

o

stu

dents

.

In S

pri

ng 2

013 D

SP&

S,

dis

trib

ute

d t

he p

ost

test

surv

eys t

o s

tudents

.

1A)

RES

ULT:

The D

SP&

S

post

test-

surv

ey Q

uestion

#4 y

ield

ed 8

6%

of

stu

dents

who indic

ate

d

they a

gre

ed o

r str

ongly

agre

ed t

hat

they w

ere

able

to

identify

their e

ducational

str

ength

s a

nd w

eaknesses.

MO

DIFIC

ATIO

N:

W

e n

eed t

o r

evis

e t

he

stu

dent

surv

ey t

o a

dd

specific

questions inquirin

g

about

educational

functional lim

itations.

DSPS w

ill aim

at

gett

ing a

la

rger

sam

ple

that

is a

t le

ast

25%

of our

stu

dents

serv

ed.

2) S

tuden

ts learn

to

com

mu

nic

ate

th

eir

2A)

In F

all a

nd

Spring,

DSP&

S

2A)

In fall 2

012 6

stu

dents

att

ended t

he w

ork

shop.

In

2A)

The w

ork

shop w

as

offere

d d

uring t

he first

2A

) R

ES

ULTS

: O

f th

e 8

stu

dents

who a

ttended t

he

11

need

s f

or

accom

modati

on

s t

o

facu

lty.

3) S

tuden

ts

un

ders

tan

d p

rocess

an

d p

rocedu

res f

or

stu

dents

were

in

vited t

o p

art

icip

ate

in

a w

ork

shop t

itle

d

“How

to

Com

munic

ate

with

Faculty”

2B)

During t

he

Spring 2

013,

DSP&

S

collecte

d a

random

sam

ple

of Stu

dent

Education C

ontr

act

(SEC)

from

each

DSP&

S p

rogra

m

2C)

Each D

SPS

serv

ice a

rea w

as

asked t

o r

andom

ly

sele

ct

5 s

tudents

to

part

icip

ate

in a

pre

/post

test

surv

ey.

A t

ota

l of 28

stu

dents

were

id

entified.

Fro

m t

he

28 s

tudents

a t

ota

l of 7 c

om

ple

ted b

oth

pre

/post

tests

, w

hic

h

inquired a

bout

stu

dent’s a

bility t

o

com

munic

ate

their

accom

modations

needs t

o faculty

3A)

New

stu

dents

Spring 2

013,

2 s

tudents

att

ended t

he w

ork

shop.

A s

urv

ey w

as c

ollecte

d a

fter

the

work

shop p

resenta

tion.

2B)

DSP&

S c

ollecte

d 6

0 S

ECs

and e

valu

ate

d if stu

dents

were

re

questing a

ccom

modations

every

sem

este

r fo

r th

eir c

ours

es.

3A)

In t

he S

pring (

2013),

5

stu

dents

, 10%

of new

DSPS

stu

dents

part

icip

ate

d in t

he

DSP&

S o

rienta

tion.

3B)

The D

SP&

S p

re t

est-

surv

ey

Question #

5 y

ield

ed 8

6%

of

stu

dents

who indic

ate

d t

hey

agre

ed o

r str

ongly

agre

ed t

hat

they w

ere

“aw

are

of th

e

month

of each

sem

este

r (F

all &

Spring).

2B)

DSP&

S e

valu

ate

d

SECs in

the S

pring

2013 S

em

este

r.

2C)

The p

re t

est

surv

ey

was d

istr

ibute

d in F

all

2012.

The p

ost

test

surv

ey w

as d

istr

ibute

d

in S

pring 2

013.

2012-2

013 a

cadem

ic y

ear,

100%

of stu

dents

felt t

hey

were

able

to u

se t

he t

ips

and s

uggestions o

n

advocacy p

resente

d d

uring

the w

ork

shop.

2B

) R

ES

ULTS

: O

f th

e 6

0

SECs t

hat

were

evalu

ate

d,

89%

of stu

dents

serv

ed

requeste

d a

nd o

bta

ined

accom

modations fro

m

DSP&

S.

MO

DIFIC

ATIO

N:

DSPS

has im

ple

mente

d a

bi-

annually S

EC e

valu

ation

whic

h w

ill ta

ke p

lac a

t th

e

end o

f Fall a

nd S

pring

sem

este

rs.

The d

ata

als

o r

eveale

d t

hat

60%

of stu

dents

who

part

icip

ate

d in t

he

orienta

tion u

nders

tand

pro

cess a

nd p

rocedure

s for

obta

inin

g a

ccom

modations

via

their

know

ledge a

bout

how

to a

ccess

accom

modations.

Sim

ilarly,

80%

unders

tand

that

they a

re e

xpecte

d t

o

meet

with t

heir

DSPS

faculty r

egula

rly.

MO

DIF

ICATIO

N:

Next

year,

w

e w

ill aim

at

havin

g

50%

12

ob

tain

ing

accom

modati

on

s

part

icip

ate

in t

he

DSPS o

rienta

tion.

A

port

ion o

f th

e D

SP&

S

orienta

tion d

iscusses

pro

cess a

nd

pro

cedure

s for

obta

inin

g s

upport

serv

ices a

nd

accom

modations

from

DSPS

A s

urv

ey w

as

collecte

d a

fter

the

DSP&

S o

rienta

tion

where

we c

ollecte

d

confirm

ato

ry d

ata

on

wheth

er

the p

rocess

of obta

inin

g

accom

modations

was e

xpla

ined. W

e

als

o c

ollecte

d d

ata

to

assess t

heir

unders

tandin

g o

f D

SPS’ pro

cess a

nd

pro

cedure

s for

obta

inin

g

accom

modations v

ia

item

s #

XXXX

3B)

Each D

SPS

serv

ice a

rea w

as

asked t

o r

andom

ly

sele

ct

5 s

tudents

to

part

icip

ate

in a

pre

/post

test

surv

ey.

A t

ota

l of 28

stu

dents

were

id

entified.

Fro

m t

he

28 s

tudents

a t

ota

l

educational accom

modations I

am

entitled t

o a

s a

result o

f m

y

part

icip

ation in t

he p

rogra

m”

The D

SP&

S p

re t

est-

surv

ey

Question #

15 y

ield

ed 8

6%

of

stu

dents

who indic

ate

d t

hey

agre

ed o

r str

ongly

agre

ed t

hey

“know

how

to g

et

academ

ic

accom

modations in m

y c

lass”

3A)

Ori

enta

tions a

re

pro

vid

ed d

uring fle

x

week o

f Fall a

nd S

pring

sem

este

r.

3B)

The p

re t

est

surv

ey

was d

istr

ibute

d in F

all

2012.

The p

ost

test

surv

ey w

as d

istr

ibute

d

in S

pring 2

013.

of new

ly e

nro

lled D

SPS

stu

dents

att

end t

he D

SPS

orienta

tion.

3B

) R

ES

ULTS

: The D

SP&

S

post

test-

surv

ey Q

uestion

#5 y

ield

ed 8

6%

of

stu

dents

who indic

ate

d

they a

gre

ed o

r str

ongly

agre

ed t

hat

they w

ere

“a

ware

of th

e e

ducational

accom

modations I

am

entitled t

o a

s a

result o

f m

y

part

icip

ation in t

he

pro

gra

m”

The D

SP&

S p

ost

test-

surv

ey Q

uestion #

15

yie

lded 7

1%

of stu

dents

w

ho indic

ate

d t

hey a

gre

ed

or

str

ongly

agre

ed t

hey

“know

how

to g

et

academ

ic

accom

modations in m

y

cla

ss”

13

of 7 c

om

ple

ted b

oth

pre

/post

tests

, w

hic

h

inquired a

bout

the

stu

dents

aw

are

ness

about

the

accom

modations

they a

re e

ligib

le for

and h

ow

to g

et

accom

modations t.

4) S

tud

en

ts

iden

tifi

ed

an

acad

em

ic g

oal,

vo

cati

on

al/

career

or p

erso

nal g

oal

co

nn

ecte

d t

o t

heir

en

ro

llm

en

t at

San

ta A

na C

olleg

e

4A)

During t

he

Spring 2

013,

DSP&

S c

ollecte

d a

ra

ndom

sam

ple

of

Stu

dent

Education

Contr

act

(SEC)

from

each D

SP&

S

pro

gra

m

4B)

Each D

SPS

serv

ice a

rea w

as

asked t

o r

andom

ly

sele

ct

5 s

tudents

to

part

icip

ate

in a

pre

/post

test

surv

ey.

A t

ota

l of 28

4A)

DSP&

S c

ollecte

d 6

0 S

ECs

and e

valu

ate

d if stu

dents

were

id

entify

ing a

pers

onal or

vocational or

care

er

or

academ

ic

goal

4B)T

he D

SP&

S p

re t

est-

surv

ey

Question #

12 y

ield

ed 7

2%

of

stu

dents

who indic

ate

d t

hey

agre

ed o

r str

ongly

agre

ed t

hat

they w

ere

“able

to identify

my

academ

ic g

oal”

4A)

DSP&

S

imple

mente

d t

he S

EC

evalu

ation t

o t

ake p

lace

annually t

ow

ard

the

end o

f each S

pring

Sem

este

r.

4B)

The p

re t

est

surv

ey

was d

istr

ibute

d in F

all

2012.

The p

ost

test

surv

ey w

as d

istr

ibute

d

in S

pring 2

013.

4A

) R

ES

ULTS

: O

f th

e 6

0

SECs t

hat

were

evalu

ate

d,

86%

of stu

dents

identified

an a

cadem

ic g

oal on t

heir

SEC

4B

) R

ES

ULTS

: The D

SP&

S

post

test-

surv

ey Q

uestion

#12 y

ield

ed 7

1%

of

stu

dents

who indic

ate

d

they a

gre

ed o

r str

ongly

agre

ed t

hat

they w

ere

“a

ble

to identify

my

academ

ic g

oal”

14

stu

dents

were

id

entified.

Fro

m t

he

28 s

tudents

a t

ota

l of 7 c

om

ple

ted b

oth

pre

/post

tests

, w

hic

h

inquired a

bout

the

stu

dents

educational/

function

al lim

itations.

The D

SP&

S p

re t

est-

surv

ey

Question #

14 y

ield

ed 7

1%

of

stu

dents

who indic

ate

d t

hey

agre

ed o

r str

ongly

agre

ed t

hat

they w

ere

“able

to identify

my

pers

onal/

socia

l goals

”

The D

SP&

S p

ost

test-

surv

ey Q

uestion #

13

yie

lded 8

5%

of stu

dents

w

ho indic

ate

d t

hey a

gre

ed

or

str

ongly

agre

ed t

hat

they w

ere

“able

to identify

m

y c

are

er/

vocational goal”

The D

SP&

S p

ost

test-

surv

ey Q

uestion #

14

yie

lded 8

5%

of stu

dents

who indic

ate

d t

hey a

gre

ed

or

str

ongly

agre

ed t

hat

they w

ere

“able

to identify

m

y p

ers

onal/

socia

l goals

”

15

DSPS SLO 1) Students identified their educational and functional limitations that result from their

disabilities:

Fall 2012 and spring 2013 results: The pre-test fall survey results revealed that 86% of the students felt that

they were able to identify their educational strengths and weaknesses. The spring post-test revealed 86% of

students were able to identify their educational strengths and weaknesses.

Students Rights and Responsibilities Contract: In the spring 2013 DSP&S developed a new students rights

and responsibilities contract, which informs students that they must meet with their DSP&S faculty at least

twice per semester. During their meeting with faculty students discuss their educational and functional

limitations.

DSPS SLO 2) Students advocated their needs for accommodations to faculty:

Workshop “How to Communicate with Faculty”: Of the 8 students who attended the workshops for the

2012-2013 academic year, 100% of students felt they were able to use the tips and suggestions on advocacy

presented during the workshop. Students who participated in this workshop received and discussed a

handout titled “Guidelines for Discussing DSPS Accommodations with Instructors”.

Student Educational Contract (SEC) results: The SEC survey results indicated that 89% of students

requested accommodations for their courses.

Fall 2012 and spring 2013 results: The fall pre-test survey results revealed that 58% of the students felt

confident about approaching their college professors regarding their academic accommodations as a result

of working with DSP&S program staff. The post-test spring results revealed that 57% of the students felt

confident about approaching their college professors regarding their academic accommodations as a result

of working with DSP&S program staff. This is an area in which there is opportunity to assess and improve

the interventions used by DSP&S faculty and staff.

DSPS SLO 3) Students understand DSP&S accommodation procedures

DSP&S Orientation: New students participated in the DSPS orientation, which is done the week before fall

and spring semester. A portion of the DSP&S orientation discussed the importance of communicating their

needs for accommodation. The DSP&S orientation survey indicated that 60% of the students agreed that

the process of accommodations was explained. Next year, we seek to have 50% of newly enrolled DSPS

students attend the DSPS orientation.

Fall 2012 and spring 2013 results: The fall pre-test survey results revealed that 86% of students indicated

they were aware of the educational accommodations, and 86% knew how to get academic accommodations

in their classes. The spring post-test survey results revealed 86% of students indicated they were aware of

the educational accommodations, and 71% knew how to get academic accommodations in their classes.

16

DSPS SLO 4) Students identified a personal, vocational or academic goal connected to their

enrollment at Santa Ana College

Student Educational Contract (SEC) results: The SEC survey results indicated that 86% of students have

identified and academic goal with DSP&S.

Fall 2012 and spring 2013 results: The survey pre-test fall results revealed that 72% of students were able

to identify and academic goal, 71% identified a career/vocational goal, and 71% identified personal goal.

The post-test results revealed that 71% of students were able to identify and academic goal, 85% identified

a career/vocational goal, and 85% identified personal goal.

Future Implications/Conclusions

Based on the data gathered for the 2012-2013 academic year, students surveyed responded positively. In

general DSP&S has found several areas to be improved:

DSP&S should consider revisiting the current Student Learning Outcomes and determine if they are

to remain in place for the 2013-2014 year.

Implement interventions related to student advocacy and accommodations.

Increase our student participation with the student survey

Revise the current student survey to be more consistent with our SLO’s

Improve data collection methods

Students with disabilities can benefit from advocacy and disability awareness training and workshops.

DSP&S faculty have an opportunity to compile resources and share best practices to develop more efficient

interventions.

While the overall results of the survey are extremely positive toward our intended outcomes, there is a

concern that students may be more positive in their self-assessments than may translate into reality. The

student survey will be re-evaluated in the fall 2013 and revised for re-implemented with the intention of

assessing our current SLO’s and increasing our sample size. Strategic planning will take place in the fall

2013 which will help identify future student learning outcome objectives as well as discuss assessment

options to ensure that we obtain the essential feedback on our students’ progress, success, to drive priorities

for our program planning objectives. This will also include a more thorough discussion regarding the SEC

evaluation, as well as the DSP&S orientation and workshop assessments.

17

Special Services Classes

Several Special Services classes have undergone through are offered each summer, fall and spring. The

following is a list of courses that were offered in the 2012-2013 academic year and the total number of

student instructional hours per class that students received each semester the course was offered.

Course Summer Fall Spring SPEC N83 X (368) X (424) X (192) Career Exploration SPEC N84 X(???) Employment Preparation SPEC N91 X (100) X (100) Fundamentals of Cognitive Learning SPEC N92 X (550) X (550) Assistive Computer Technology SPEC N94 X(100) X(100) Intermediate Cognitive Retraining SPEC N95 X(50) X(50) Cognitive Retraining – Academic Transition

Kinesiology Adapted Courses

Students who are a part of DSP&S at Santa Ana College may benefit from enrolling in Kinesiology

Adapted (KNAD)Courses. The following is a list of courses that were offered in the 2012-2013 academic

year. KNAD 202 Adapted Circuit Training

SLO

assess

KNAD 202

n = µ = α = Success A B C NP Success

Fall 11 32 2

sections 25 65 11 68.0 na na 17 8 NA Careers

Spring 12 32

2 sections 43 52.5 30.75 52.5 na na 23 20 NA

Careers

Fall 12 48 1

section 18 71.2 21.8 61.0 5 4 2 7 66.7 Communication

18

KNAD 208 Adapted Aerobic Fitness

SLO

assess

KNAD 208 n = µ = α = Success A B C NP Success

Fall 11 32 2

sections 20 53.5 13 55 na na 11 9 NA Careers

Spring 12 32

2 sections 42 56.9 17.7 48.5 na na 20 22 NA Careers

Fall 12 32 1

Section 20 61 13.1 70.0 3 7 4 6 50% Communication KNAD 211 Adapted Aquatics

SLO

assess

KNAD 211 n = µ = α = Success A B C NP Success

Fall 11 32 Not

offered NA Careers

Spring 12 32

1 section 11 61.2 22 72.2 na na 8 3 NA Careers

Summer 12 32

1 section 19 85 18 94.7 na na 18 1 NA Summer

Fall 12 48 1

section 9 64 20.1 55.4 1 1 3 4 60% Communication

Specialized Services Classes that have not been offered for several years, yet are still active courses are:

SPEC N44 – Reading Development for the Deaf

SPEC N50A – English for the Deaf and Hard of Hearing

SPEC N50B – English for the Deaf and Hard of Hearing

It was determined by the Special Services Curriculum Committee that the above three courses remain

relevant and beneficial to deaf and hard of hearing students. It is the desire of the committee that these

courses be placed back into the schedule and offered to eligible students as soon as possible. They aid in

the retention and completion of Basic Skills courses for deaf and hard of hearing students.

The following SPEC courses were deleted from the curriculum during the spring 2013 semester because the

delivery of service model has changed:

SPEC N45 – Introduction to Service Learning

SPEC N51 – Speech and Language Development

19

SPEC N57 – Acquired Brain Impairment Language Recovery

SPEC N62 – Assessment of Learning Potential

20

Progress Toward Program Goals

Established in 2012-2013

2012-2013 DSPS Goals and Objectives: Aligned with Mission and Budget Priorities GOAL/Lead Alignment with

Mission/Strategic

Plan

Measure of

Progress Rating of

Progress at

year’s end

Related Budget

Request (if

any)

Comment

Update the college faculty on

the process and

procedures for receiving and

responding to

student accommodations

for successful

learning. (M.

Aguilar)

The success and completion of all

enrolled students

is SAC’s overall priority, regardless

of any disabling

conditions. SAC’s current goal is to

increase successful

course completion

and persistence by 10% over 5 years.

The number of academic

departments that

receive a presentation on

the subject as well

as briefing materials they can

share with adjunct

faculty.

A substitute was secured and the

load of the

coordinator was adjusted

accordingly. Department meetings are in

progress as of

this writing

(March 2013).

Funding for a short-term sub

to free sufficient

time on the faculty

coordinator’s

schedule to make

departmental

presentations.

A formal agenda of

topics and

related resource

materials has

been created. Scheduling

and meetings

are in progress

(March 2013) A short 3-

question

survey is being

distributed and

data is being

gathered for every meeting.

Develop a

universal DSP&S infrastructure to

strengthen the

operation and

communication within DSPS

faculty and staff. (M. Aguilar & Associate Dean)

A document of

DSP&S office procedures has

been created to

record the

infrastructure changes within

DSP&S.

DSP&S faculty

will provide ongoing

input/feedback

during

Fall/Spring at the DSP&S staff

meetings.

Seek additional

institutional resources to

support DSP&S

student services through CTEA (M. Collins & S. Lundquist).

The success and

completion of all enrolled students

is SAC’s overall

priority, regardless of any disabling

conditions.

A request for

CTEA funds was

submitted to the

Dean of Human Services &

Technology.

The proposal

was approved for the 2013-14

fiscal year. h

$27.875.00 was approved. There was a

$1,000

reduction to classified

salary.

Every year

for the past four the

grant’s budget

request has been reduced.

There are now

only enough

funds to support 12

hours a week

of classified

21

time. Re-organize the

American Sign Language (ASL)

Department into

the Academic Division as an

independent

department within

the Humanities division.

The ASL course

offerings are general education

transferrable under

Plan A – Ethnic Studies, Plan B –

part C – Arts and

Humanities, and

Plan C – Area 6A – Language Other

the English,

allowing preparation of

students for

transfer, careers and lifelong

intellectual

pursuits in a global

community.

A request for a FT

faculty member was advanced to

the faculty

priorities committee and

sent to the

president for

consideration.

The request was

not advanced to HR for

recruitment

$130,000

(salary and benefits cost

estimate for

requested position)

The request

was re-submitted

through the

college 2013-2014 request

process for

adjunct faculty

& will be resubmitted to

the faculty

priorities committee in

fall 2013

Monitor and

maintain DSP&S

student eEPPS database (Don

Dutton, Amy Treat, & Pedro Campos)

The tracking of

DSP&S students is

required by the programs statutory

guidelines and

critical to

achieving SAC’s student success

goals.

Program

maintenance has

been undertaken, but the database

continues to be

unreliable.

The 2013-2014

budget request

identified this item to be

replaced.

Appendix 1

Although the

process is

underway as of this writing

(March 2013),

this area did not

emerge as a top priority for the

department

overall.

Relocate the

former physical

disabilities center

to integrate operations more

fully in the

DSP&S office in Johnson Center

The creation of

more of a one-stop

intake and service

center will simplify accessing

services for

DSP&S students.

The relocation

was planned and

implemented in

the summer of 2012.

The relocation

was successfully

completed.

The work was

done entirely

with existing

staff resources in DSP&S and

SAC

maintenance.

Stabilize

classified staffing

across DSP&S programs where

possible.

Position requests

for an

Administrative Secretary, a

Senior Clerk, and

two PT Instructional

Assistant

positions were advanced.

A 19 hr a week ongoing classified

All positions will

be filled with

permanent staff by the close of

the spring 2013

term. The 19 hour

Student Services specialist

position for

DSP&S and DHHS was not

Positions were

100% funded

with DSP&S resources.

The 19 hr a

week ongoing

classified position for

Student

Services specialist for

DSP&S and

the DHHS needs to

remain on the

priorities list

for staffing

22

position for

Student Services specialist for

DSP&S and

DHHS was

requested.

advanced for

budget funding this year.

Appendix 1

needs.

Update Request

for Change of

Communication

Service Provider policy to

articulate the

specific steps DHH students can

take if they would

like to change their

communication

service provider.

This is a

compliance

requirement of the

Office of Civil Rights and

supports SAC’s

Student Success goals.

The process for a

student to make

this request and

how the DHS will handle the request

was formalized

and memorialized in a written

policy.

The new policy

was disseminated

to all

communication service providers

and DHH

students, and the student

handbook was

updated, the policy was

piloted spring

2013

N/A Fall 2013 will

be the first

semester that

the full policy will be in

place.

Feedback and data will be

gathered as to

the effectiveness

and viability

of the policy.

Ap

pen

dix

1

SA

C R

ES

OU

RC

E A

LL

OC

AT

ION

RE

QU

ES

T

FY

2013/1

4

D

IVIS

ION

:

Stu

den

t S

ervic

es/

DS

PS

S

UB

MIT

TE

D B

Y:

DS

PS

, D

HH

P,

AB

I, W

ork

abil

ity I

II

23

Dir

ecti

on

s:

* E

nte

r It

ems

that

hav

e b

een i

nclu

ded

in y

ou

r 2

01

2/1

3 a

ppro

ved

or

revis

ed p

rogra

m r

evie

w t

hat

requ

ire

addit

ional

fun

din

g

* S

ort

req

ues

t by d

ivis

ion/d

epart

men

t p

riori

ty

* S

ub

mit

a h

ard c

opy o

f th

is r

equ

est

to A

dm

inis

trati

ve

Ser

vic

es

by M

arc

h 8

, 2013 a

long w

ith y

our

support

ing

evid

ence

GL

Acc

ou

nt

Dep

art

. R

equ

est

Typ

e

Pers

on

nel

/Facil

ity

Eq

uip

men

t

Req

ues

t D

escr

ipti

on

H

ow

does

yo

ur

req

ues

t re

late

to

dep

t./d

ivis

ion

go

al?

Ho

w d

oes

yo

ur

req

ues

t re

late

to

the

coll

ege

mis

sio

n?

Priority

Est

ima

ted

Co

st F

Y

13

-14

SO

UR

CE

OF

F

UN

DS

Gen

eral

Fu

nd/G

rants

/Oth

er

Fu

nds

(1)

11

-2230

-493031-1

95

25

-13

10

(2)

11

-2230

-642000-1

95

21

-14

30

DS

PS

P

erso

nnel

T

wo (

2)

Adju

nct

Facu

lty/C

erti

fica

ted

1.

LD

Spec

iali

st

($45,0

88)

2.

DS

PS

Com

mu

nit

y

Coll

ege

Cou

nse

lor

of

Stu

den

ts w

/

Dis

abil

itie

s

Pro

vid

e D

SP

S t

he

reso

urc

es

nee

ded

to f

ulf

ill

the

legal

man

date

s

of

Tit

le V

acc

om

mo

dati

on r

equ

est,

and s

upport

th

e p

rov

isio

n o

f

serv

ices

for

DS

PS

stu

den

ts.

Su

pp

ort

equ

ity i

n a

dy

nam

ic

learn

ing e

nvir

on

men

t th

at

pre

pare

s

stu

den

ts f

or

transf

er,

care

ers

and

life

lon

g i

nte

llec

tual

pu

rsu

its

in a

glo

bal

com

mu

nit

y.

1

$7

9,1

71

Gen

era

l F

un

ds

11

-22

30

-642000-1

95

26

-23

10

DS

PS

P

erso

nnel

19

-hour

Ongoin

g

DS

PS

Spec

iali

st

Pro

vid

e D

SP

S t

he

reso

urc

es

nee

ded

to f

ulf

ill

the

legal

man

date

s

of

Tit

le V

acc

om

mo

dati

on r

equ

est,

and s

upport

th

e p

rov

isio

n o

f se

rvic

es f

or

DS

PS

stu

den

ts.

Su

pp

ort

equ

ity i

n a

dy

nam

ic

learn

ing e

nvir

on

men

t th

at

pre

pare

s

stu

den

ts f

or

transf

er,

care

ers

and

life

lon

g i

nte

llec

tual

pu

rsu

its

in a

g

lob

al

com

mu

nit

y.

2

$2

4,9

00

Gen

era

l F

un

ds

11

-22

30

-642000-1

95

23

-23

10

DH

HP

P

erso

nnel

19

-hr

Ongoin

g D

eaf

and H

ard

of

Hea

ring

Pro

gra

m (

DH

HP

) S

pec

iali

st

Pro

vid

e D

SP

S D

HH

P t

he

reso

urc

es n

eed

ed t

o f

ulf

ill

the

legal

mandate

s of

Tit

le V

acc

om

modati

on r

equ

est,

and

support

the

pro

vis

ion o

f se

rvic

es

for

DH

HP

stu

den

ts.

Su

pp

ort

equ

ity i

n a

dy

nam

ic

learn

ing e

nvir

on

men

t th

at

pre

pare

s

stu

den

ts f

or

transf

er,

care

ers

and

life

lon

g i

nte

llec

tual

pu

rsu

its

in a

glo

bal

com

mu

nit

y.

3

$2

4,9

00

Gen

era

l F

un

ds

24

GL

Acc

ou

nt

Dep

art

. R

equ

est

Typ

e

Pers

on

nel

/Facil

ity/

Eq

uip

men

t

Req

ues

t D

escr

ipti

on

H

ow

does

yo

ur

req

ues

t re

late

to

dep

t./d

ivis

ion

go

al?

Ho

w d

oes

yo

ur

req

ues

t re

late

to

the

coll

ege

mis

sio

n?

Priority

Est

ima

ted

Co

st F

Y

13

-14

SO

UR

CE

OF

FU

ND

S

Gen

eral

Fu

nd/G

rants

/Oth

er

Fu

nds

11

-22

30

-642000-1

95

21

-56

30

DS

PS

E

qu

ipm

ent

Xer

ox

cop

ier/

pri

nte

r/ta

ndem

w

ith n

etw

ork

sca

nnin

g

searc

hable

pdf,

cust

om

er e

du

cati

on

and a

naly

st s

ervic

es.

60

-month

contr

act

inclu

din

g u

sage

tota

l

$10,0

00.

*N

OT

E:

Cost

s is

esti

mate

d a

s of

Marc

h

2013.

Mee

ts t

ech

nolo

gic

al/

pro

du

ctiv

ity

goals

of

ou

r D

SP

S F

acu

lty &

Sta

ff.

Rati

onale

wil

l b

e p

rovid

ed.

Su

pp

ort

Facu

lty &

Sta

ff p

rov

isio

n

of

serv

ices

to s

tud

ents

4

$2

,00

0

Gen

era

l F

un

ds

11

-22

30

-642000-1

95

21

-59

50

All

DS

PS

D

epts

. T

echnolo

gy

A

sec

ure

, w

eb-b

ase

d

data

bas

e (w

ith a

n

annual

licen

se f

ee)

spec

ific

all

y d

esig

ned

fo

r D

SP

S t

hat

is

com

pati

ble

wit

h

Data

tel.

O

ne

that

manages

stu

den

t data

, dis

abil

itie

s, d

iagnose

s,

acc

om

modati

ons,

case

note

s, r

eport

gen

erati

on,

etc.

*N

OT

E:

Cost

s is

es

tim

ate

d a

s of

Marc

h

2013.

To i

ncr

ease

eff

icie

ncy a

nd

com

mu

nic

ati

on b

etw

een F

au

lty &

Sta

ff a

nd e

ffec

tiv

ely d

istr

ibu

te

acc

om

modati

ons

and s

erv

ices

to

studen

ts i

n a

ccord

ance

to T

itle

V

Reg

ula

tions.

To c

ontr

ibu

te o

ng

oin

g a

sses

smen

t of

stu

den

t se

rvic

es t

o m

ain

tain

inte

gri

ty a

nd a

ccou

nta

bil

ity o

f th

e

coll

ege

mis

sio

n.

5

$1

1,5

00

Gen

era

l F

un

ds

25

GL

Acc

ou

nt

Dep

art

. R

equ

est

Typ

e

Pers

on

nel

/Facil

ity/

Eq

uip

men

t

Req

ues

t D

escr

ipti

on

H

ow

does

yo

ur

req

ues

t re

late

to

dep

t./d

ivis

ion

go

al?

Ho

w d

oes

yo

ur

req

ues

t re

late

to

the

coll

ege

mis

sio

n?

Priority

Est

ima

ted

Co

st F

Y

13

-14

SO

UR

CE

OF

FU

ND

S

Gen

eral

Fu

nd/G

rants

/Oth

er

Fu

nds

11

-22

30

-642000-1

95

21

-64

10

All

DS

PS

D

epts

. E

qu

ipm

ent/

T

echnolo

gy

F

urn

iture

, S

oft

ware

, E

qu

ipm

ent:

* W

echsl

er A

dult

Inte

llig

ence

Sca

le-

Fourt

h E

dit

ion

Pro

tocol

(WA

IS I

V)

&

Thre

e (3

) W

oodco

ck

Johnso

n T

ests

of

Cognit

ive

Ab

ilit

ies-

Fourt

h E

dit

ion

Ass

essm

ent

Kit

&

Pro

tocol

(WJ

IV)

* 1

2 a

dju

stable

table

s

& 3

2 c

hair

s fo

r cl

ass

room

acc

om

modati

ons

* R

epla

ce

co

mpute

rs

(16)

& A

ssis

tive

Tec

hnolo

gy

To d

eter

min

e an

d p

rovid

e in

div

iduali

zed

acc

om

mo

dati

on i

n

ord

er t

o f

ulf

ill

legal

co

mp

liance

to

Tit

le V

Reg

ula

tio

ns.

To p

rovid

e acc

ess

and e

qu

ity w

ith

stu

den

ts w

ith d

isab

ilit

ies.

6

$5

0,0

00

Gen

era

l F

un

ds

11

-15

80

-647000-1

95

29

-23

20

Work

-

ab

ilit

y I

II

Per

sonnel

C

lass

ifie

d s

hort

-ter

m

sub.

Care

er

Tec

hnic

ian 1

9 -

40

hrs

/wk (

39 w

eeks)

Support

s D

SP

S s

erv

ices

by

pro

vid

ing c

are

er s

up

port

ive

serv

ices

to D

SP

S s

tuden

ts i

n o

rder

to

ach

ieve

care

er g

oals

.

Pro

vid

es c

are

er s

up

port

ive

serv

ices

to D

SP

S s

tuden

ts i

n o

rder

to

ach

iev

e ca

reer

goals

, w

ork

forc

e d

evel

op

men

t n

eeds,

an

d l

ifel

on

g

inte

llec

tual

pu

rsu

its.

U N R A N K E D

$3

7,5

70

Gen

era

l F

un

ds

11

-22

30

-642000-1

95

21

-64

10

Work

-

ab

ilit

y I

II

Equ

ipm

ent

Thre

e (3

) vid

eo

cam

eras

$8

21

G

ener

al

Fu

nd

s

AB

I E

qu

ipm

ent

Ste

el S

hel

vin

g F

or

Bra

ille

$1

33

G

ener

al

Fu

nd

s

Work

-

ab

ilit

y I

II

Equ

ipm

ent

Fla

tbed

Sca

nner

$3

02

G

ener

al

Fu

nd

s

26

GL

Acc

ou

nt

Dep

art

. R

equ

est

Typ

e

Pers

on

nel

/Facil

ity/

Eq

uip

men

t

Req

ues

t D

escr

ipti

on

H

ow

does

yo

ur

req

ues

t re

late

to

dep

t./d

ivis

ion

go

al?

Ho

w d

oes

yo

ur

req

ues

t re

late

to

the

coll

ege

mis

sio

n?

Priority

Est

ima

ted

Co

st F

Y

13

-14

SO

UR

CE

OF

FU

ND

S

Gen

eral

Fu

nd/G

rants

/Oth

er

Fu

nds

11

-22

30

-642000-1

95

21

-64

10

DS

PS

E

qu

ipm

ent

Paper

shre

dder

U

N R A N K E D

$2

49

G

ener

al

Fu

nd

s

11

-00

00

-499900-1

81

00

-23

10

CE

C

Per

sonnel

T

wo (

2)

On

-goin

g

Inst

ruct

ional

Ass

ista

nts

for

Cen

tennia

l E

duca

tion

Cen

ter

(CE

C)

All

ow

DS

PS

the

reso

urc

es

nec

essa

ry t

o f

ulf

ill

the

legal

mandate

s T

itle

V a

cco

mm

odati

on

requ

est

$

28

,68

0

Gen

era

l F

un

ds

11

-22

30

-642000-1

95

26

-22

30

DS

PS

P

erso

nnel

F

ive

(5)

Part

Tim

e In

stru

ctio

nal

Ass

ista

nts

--L

earn

ing

Dis

abil

ity

$3

0,9

60

Gen

era

l F

un

ds