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PROGRAM PLANNING

I. BACKGROUND AND ANALYSIS

A. Program Description

Overview

The purpose of the Disabled Students Program and Services (DSP&S) is to ensure that a diverse student population with a wide spectrum of disabilities is provided with effective accessibility as required by the Americans with Disabilities Act, Section 504 of the Rehabilitation Act, and other statutes. DSPS is also committed to supporting a learning environment conducive to participation in all aspects of the college community. The specialized services and instruction offered by DSP&S gives students the tools and encouragement needed to become productive self-advocates in their own educational experience (pursuit of transfer, career preparation, personal fulfillment, job placement and re-training goals). DSPS also serves as a consultant to the college on issues related to Section 508 of the Rehabilitation Act (web accessibility and procurement), safety, accessible design, and other issues as needed to assist the college in its goals of legal compliance and accessibility. By promoting training and interaction on our campus, the DSP&S program strives to improve understanding and acceptance of students with disabilities. The goal for the DSP&S program will always be accessibility and academic success for students with disabilities.

The Disabled Students Program and Services Program (DSP&S) is both the umbrella under which services are provided for students with disabilities and a direct service provider. DSP&S directs and supports specific disability programs and services. These programs include:

• The DSP&S Office which provides instruction (classes and support services to students enrolled in degree and transfer programs

• The Learning Skills Program, designed specifically for students with Learning Disabilities and Attention Deficit Disorder.

• The Alternate Media Services which provides educational materials in formats that align with a student’s specific learning needs.

• The Assistive Technology Program where students with disabilities are provided specific instruction in computer skills through adaptive computer instruction and provided access to adaptive computer software and hardware.

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• The Adaptive Physical Education Program which is designed for individuals with acquired traumatic injuries or congenital conditions to help meet their functional goals.

• The Stroke and Acquired Disability Center which provides support and skill training to adult community members who are limited by either acquired or traumatic neurological and/or physical conditions.

Although the above programs are “decentralized” or “housed” separately from the DSP&S program, they are accountable to the DSP&S program in issues regarding State and Federal mandates and laws, funding, and efficacy of program service to students with disabilities.

Below is a summary of DSP&S services and programs that are part of this instructional program review: DSP&S Office, Alternate Media and Assistive Technology Program. The Learning Skills Program, Adaptive Physical Education, and the Stroke and Acquired Disabilities Center have submitted separate reviews during earlier CIP cycles. The DSP&S Office provides the following services:

• Comprehensive counseling services including accommodations for equal access, development of educational plans, advocacy with faculty for special learning needs, AA/AS degree and certificate information, assistance for students who may be having difficulty adjusting to a new disability, career planning, a learning lab designed to reduce anxiety and stress in order to improve test-taking performance, personal problem- solving, support classes/groups, liaison to college programs, community agencies and referrals to community resources.

• Note-taking services

• Interpreting services

• Remote captioning

• On-campus transportation

• Orientation for blind/visually impaired students

• Alternate media production

• Tutoring

• Special parking

Alternate Media Services provides services for students with disabilities that ensure equal access to course materials. Students request that their education materials be converted into alternate formats such as Braille, tactile graphics, electronic text, enlarged text, digital audio-interface system (DAISY) books and closed captioning. This requires assessment of the appropriate format to be

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utilized, adherence to copyright regulations, obtaining of electronic text from authorized agencies, the use of high speed scanning equipment and specialized computer software to produce the media, converting photographic images from the scanner to electronic text using Optical Character Recognition (OCR), and arranging or performing closed captioning services. This service supports approximately 100-120 students per year. Assistive Technology Section 508 compliance is a federal mandate that requires educational institutions to provide accessible electronic information and equipment to the widest extent possible. In response, DSP&S provides the following services to keep the college in compliance: consultation on issues of computer accessibility, procurement of accessible products, arranging for captioning of materials, web accessibility trainings to faculty and staff, accessible software in campus labs and the library, consultations with individual faculty members about creating accessible instructional materials, and demonstrations of how students use assistive technology and alternative media to access instructional materials. DSP&S faculty and staff also work with the Distance Education, Technology and Curriculum Committees on issues of both 504 and 508 compliance, which require reasonable accommodations for students with disabilities and accessible electronic formats. Test Proctoring Services are for those students who have received pre-approved accommodations from DSP&S. They may need time and a half or double time due to their specific learning or physical disability. From Fall 1998 through Fall 2008, DSP&S proctored 12,450 individual tests serving 3,958 students.

Staffing

Disabled Students Program & Services (DSP&S) 1 FTE DSPS Academic Specialist/Director 1 FTE Counselor/Instructor 1 Adjunct Counselor 1 FTE Program Coordinator 1 FTE Program Specialist 1 FTE Test Proctor 1 FTE Alternate Media Specialist 2 Education Specialists

(College Connection external MOU w/ County) 5 Part time Student Assistant cart drivers 8 – 10 Independent American Sign Language Contractors Learning Skills Program (LSP) 1 FTE Academic Specialist Director/Leaning Disability Specialist 1 FTE Learning Disability Specialist 2-4 Adjunct Learning Disability Specialists 1 FTE Program Specialist

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8 month, 75% LIA Adaptive Physical Education (APE) 1 FTE Program Director/Instructor 1 Part-time Adaptive P.E. Instructor 2 11 month LIAs 1 Part-time, Classified hourly Stroke and Acquired Disability Center 1 FTE Faculty Academic Specialist/Program Director 1 11 month Program Coordinator 1 50% 10 month Office Assistant 4 75% Faculty Academic Specialists 3 50% 10 month LIAs (Grant Funded)

Assistive Technology 1 FTE Instructor 1 part-time Student Assistant

B. Relationships with Other College Components

In order to serve students with disabilities, the DSP&S program maintains a working relationship with virtually all instructional and student service components within the college. The need for test proctoring, tutoring, academic and general access concerns, student accommodations, counseling and providing faculty with advice regarding disability issues makes it imperative that college components collaboratively work with the DSP&S program to ensure success for students with disabilities. The primary partners include Tutorials, the Writing Center, the Reading Center, the Library, Student Services, Counseling, Admission and Records, Career Planning, Matriculation, Fast Track to Work, EOPS, the Computer Technology Center, Financial Aid, Health Services and the Math Learning Center. Collaboration with the Math Department by establishing course substitutions has benefited students with specific math disabilities in meeting graduation and transfer requirements. This cooperative effort has resulted in 2 to 4 students per year successfully graduating and transferring to four-year colleges and universities.

As a way to support the college, DSP&S has also provided the staffing for non-DSP&S students who need test proctoring, as long as this does not conflict with serving the program’s students. Although test proctoring is a college responsibility for non-DSP&S students, it is not available in a centralized nor coordinated way to date. Since DSP&S renovated an unused room in the library, many instructors have taken advantage of this

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service, with an average of 95-100 tests proctored each semester. In addition, DSP&S has provided test proctoring services at no cost to the community as a public service. These sessions have included special assistance with assessments and other job-related tests/evaluations and proctoring for students enrolled in courses offered through state and out-of-state colleges and universities. The Assessment Center (Matriculation) also provides this service when the Proctoring Center is unavailable. The Tutorial Center is a major partner with DSP&S. Rather than duplicate tutoring services, DSP&S allocates funds in close proportion to the students served in the Tutorial Center. Twenty percent of tutorial students are DSP&S students. In addition to working with academic and student service areas of the college, the DSP&S program maintains a strong working relationship with the Maintenance and Operations Department who provide assistance with non-functioning elevators, replacing small desks with tables, raising table heights, and generally being available for many other physical access issues. Consultation with DSP&S on OCR (Office of Civil Rights) issues and other facilities issues is ongoing and of great benefit to the college.

C. Relationships with Non-Cabrillo Organizations

The DSP&S program plays a major role in serving the disabled population living in Santa Cruz County as well as those students attending Cabrillo. The success of our students with disabilities is directly a result of the DSP&S program’s involvement in many county-wide organizations that provide direct and indirect support of students attending Cabrillo. Some of these organizations are: The State Department of Rehabilitation, Shoreline, Imagine, Santa Cruz County Mental Health, Pajaro Valley Unified School District, the Santa Cruz County Office of Education, the Santa Cruz Transit Authority, Central Coast Center for Independent Living (CCCIL), the Easter Seals Society, San Andreas Regional Center, Independent Living Agencies (Community Options, HOPE) and other schools working with the severely disabled (Duncan Holbert and Bay School) in the area. In addition, DSP&S works with out of area high schools, alternative schools, Dominican Rehab, Santa Clara Valley Medical Center, Lions Clubs, Vista Center for the Blind and Visually Impaired, Para Cruz and various board and care facilities. DSP&S provides office space for one full-time and one part-time education specialists who represent County Mental Health through their program, Community Connections. These educational specialists work exclusively with psychologically disabled students providing assistance with the registration process, helping them adapt to the campus, support

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for their individual goals and makes them aware of the resources that are available. In order to remain current with State and Federal Regulations, DSP&S maintains strong relationships with the Chancellor’s Office, other DSP&S programs and the Galvin Consultant Group. DSP&S participates in Region IV activities and the California Association for Postsecondary Education and Disability (CAPED).

D. Costs

The DSP&S program is primarily funded through the California Community Colleges Chancellor’s Office. Annually, categorical funds are identified by the Chancellor’s Office and dispersed via an accountable and complicated statistical process that allows for local planning and allocation. Some factors in this complex funding matrix include:

• FTES Generation

• “Weighted” Student Count, where service costs are attached to various disabilities. For example, more service dollars are provided for deaf students because they cost more to serve.

• College Contribution: The College is mandated under Title 5 to contribute to the DSP&S budget. This can be done through either a contribution (College Effort) or by the actual FTES generated by DSP&S’ special classes. The college entered into an agreement with DSP&S a number of years ago that allowed the college to make an annual general fund contribution ($381,500.) rather than contribute the actual revenues generated by DSP&S’ FTES. This was considered a win-win at the time. The agreement was that the amount would be revisited when it no longer met the growing expenses of the program. In 2007-2008 the amount of FTES (165.85) generated would calculate to approximately $757,000 - $829,000 depending upon the multiplier used. The $381,500 no longer meets the program’s needs.

• Other identified categorical funds used for specific funded programs and services.

The funding of the DS&S program was initiated through the enforcement of Section 504 of the Rehabilitation Act, which mandated access to higher education for persons with disabilities. AB77 established categorical DSP&S funding to help cover excess costs of academic accommodations mandated under federal law. “Help” means that the college is responsible for these costs to students with disabilities. If there were no categorical funds to assist, the college would be required to pay all costs from the general fund ($2.5 million).

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Categorical Allocation and Other Funds Chancellor’s Office Funds $1,948,436 State Grants (Basic Skills) 16,033 Local Contributions (Human Care Alliance) 100,377 District Contribution 381,500 VATEA Funds 42,791 Total Funding $2,489,137

Certificated Salaries: A. Full-time 854,822 B. Part-time 318,578 Total 1,173,400 Classified Salaries: A. Full-time 445,454 B. Hourly 52,848 Total 498,302 Total Benefits: 475,954 Supplies, Books & Materials: 41,850 Other Expenses: A. Equipment 90,277 B. Interpreters & Captioning 134,846 C. Other 74,508 Total 299,631 Grand Total: $2,489,137

Certif icated

Salaries

47%

Classif ied

Salaries

20%

Benefits

19%

Supplies

2%

Interpreters &

Captions

5%

Other

3%

Equipment

4%

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The distribution of nearly $2.5 million dollars within the DSP&S program components has historically been driven by student and programmatic needs. Each program component is given an annual budget. These budgets are often adjusted throughout the year to meet increased student demand or needed adjustments. All funds are overseen by the DSP&S Administrative component with each program monitoring its allocated budget. DSPS Student Support $351,000. DSPS Administration and Counseling (college contribution)* 381,500. AT (Computers) and Alternate Media 195,000. Adaptive Physical Education 241,000. Learning Skills Program 403,000 Stroke and Acquired Disability Center 632,000. * College contribution of $381,500. is not reflected in pie chart as it is income, not an expense. Trying to equitably distribute DSP&S funding presents many challenges. Percentages do not always correlate with numbers of students served, but present a baseline. Budget adjustments and percentages within the DSP&S program need to be re-evaluated and incrementally adjusted to accurately reflect college mission, students served and changing populations.

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E. Student Success

Although the DSP&S program is service orientated and most classes are offered through our instructional programs (Learning Skills, Assistive Technology and Adaptive Physical Education), the courses offered and taught by the DSP&S staff address the core competencies of communication, critical thinking, information competency, global awareness, personal responsibility and professional development. The learning outcomes for students are:

• to be able to analyze factors of positive self-esteem

• to evaluate strategies for raising self-esteem

• to demonstrate improvement of self-esteem

• to be able to access campus resources for academic success

• to be able to evaluate strategies for academic success

• to be able to create a step-by-step plan to address the symptoms of the disability; (for example: identify the problem, list options and take action to cope with the situation).

An important goal of the courses offered through DSP&S is preparing our students for mainstreaming into academic classes related to their career and educational goals. It is the ongoing collaboration between all members of DSP&S on course design, evaluation, and assessment that focuses on preparing our students to understand and master the college’s four core competencies. In a report generated by the Office of Institutional Research dated March of 2000, the research showed that compared to the mainstream students, disabled students had equivalent transfer rates and GPA’s, completed more units on average, and obtained associate’s degrees at higher and possibly increasing rates. DSP&S is currently working with PRO to obtain current data regarding academic achievement between disabled and mainstream students. The DSP&S success rate has been consistent with the college’s average for the past five (5) academic terms. Our data on student retention reveals a pattern that closely parallels the college’s norm.

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Enrollment, Success, and Retention

DSPS Courses in CG and CABT

CG 280W Special Topics in Developmental Studies

Fall Spring Annual Fall Spring Annual Fall Spring Annual

% Change -26.3% 110.0% 20.7% 1.1% 11.2% 5.8% -9.4% 22.4% 6.5%

2007/08 14 21 35 64.3% 66.7% 65.7% 64.3% 85.7% 77.1%

2006/07 19 10 29 63.2% 60.0% 62.1% 73.7% 70.0% 72.4%

2005/06 13 0 13 61.5% 0.0% 61.5% 92.3% 0.0% 92.3%

2004/05 0 0 0 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

2003/04 10 11 21 50.0% 54.5% 52.4% 60.0% 72.7% 66.7%

CG 286 Transition to College

Fall Spring Annual Fall Spring Annual Fall Spring Annual

% Change 47.1% -27.8% 8.6% -12.9% -40.6% -35.9% -0.7% -40.6% -18.9%

2007/08 25 13 38 40.0% 46.2% 42.1% 64.0% 46.2% 57.9%

2006/07 17 18 35 52.9% 77.8% 65.7% 64.7% 77.8% 71.4%

2005/06 22 15 37 54.5% 46.7% 51.4% 72.7% 66.7% 70.3%

2004/05 11 11 22 90.9% 54.5% 72.7% 100.0% 54.5% 77.3%

2003/04 9 6 15 55.6% 50.0% 53.3% 66.7% 50.0% 60.0%

CABT-272 Assitive Technology

Fall Spring Annual Fall Spring Annual Fall Spring Annual

% Change -25.8% -55.2% -40.0% -13.3% -38.0% -22.7% -3.3% -10.8% -5.7%

2007/08 23 13 36 60.9% 38.5% 52.8% 87.0% 76.9% 83.3%

2006/07 31 29 60 74.2% 62.1% 68.3% 90.3% 86.2% 88.3%

2005/06 39 23 62 61.5% 73.9% 66.1% 87.2% 87.0% 87.1%

2004/05 43 30 73 74.4% 76.7% 75.3% 86.0% 96.7% 90.4%

2003/04 28 44 72 89.3% 79.5% 83.3% 92.9% 93.2% 93.1%

CABT-280 Kurzweil 3000 for College Success

Fall Spring Annual Fall Spring Annual Fall Spring Annual

% Change na 85.7% 85.7% na 16.7% 16.7% na 16.7% 16.7%

2007/08 0 13 13 0.0% 100.0% 100.0% 0.0% 100.0% 100.0%

2006/07 0 7 7 0.0% 85.7% 85.7% 0.0% 85.7% 85.7%

2005/06 0 11 11 0.0% 90.9% 90.9% 0.0% 100.0% 100.0%

2004/05 0 8 8 0.0% 87.5% 87.5% 0.0% 87.5% 87.5%

2003/04 0 0 0 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Success = Course enrollment divided by the number of grades A, B, C, or CR awarded

Retention = Course enrollment divided by the number of grades A, B, C, D, F, CR, or NC awarded

Special grade codes of IF, XX, UD, UG, RD grades are ignored.

Source: Data Warehouse

Academic

Year

Enrollments Success Retention

Academic

Year

Enrollments Success Retention

Academic

Year

Enrollments Success Retention

Academic

Year

Enrollments Success Retention

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F. Student Survey Results

The fall 2008 Cabrillo College DSP&S confidential student survey asked 110 students to rate the overall DSP&S services, the DSPS Program Office and staff, and campus facilities. The survey was quite extensive, visiting many of the issues confronting disabled students in their quest for equal access on campus. The survey included responses from a diverse population with a broad spectrum of disabilities. Specifically, the student surveys showed a mean average rating for the DSPS Office and its staff as 3.40 out of a possible rating of 4.0. Courtesy and friendliness of staff was rated very high - 3.54. Written comments from participating students showed a very high regard for the counseling services and overall assistive services available in integrating students with disabilities into the college academic environment. The mean rating for DSPS services (cart transportation, tutoring, special classes, note-taking services, test accommodations, and priority registration) was 3.52 out of a possible 4.0. Student comments suggest a need for expanded course offerings of Adaptive Physical Education and Assistive Computer Technology, and the expansion of support services such as more math tutors in Tutorials and the Math and Learning Center. These support services would assist students that are struggling with college math requirements. Many comments were directed at the need to expand the existing Adaptive Physical Education classroom and changing small desks in classrooms to more adult size tables and chairs.

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The mean rating for campus facilities (doors, ramps, restrooms elevators desks, chairs computers, lab stations, library, accessible parking, stadium and sports access) was lower, with a rating of 3.25. Again students surveyed expressed a need to properly maintain elevators, doors, bathrooms and to have classroom tables and desks that fit adults. Although many architectural barriers have been removed, there still exists a need to improve ramping in case of a major natural disaster, such as an earthquake (elevators will not be functional). The DSP&S Program intends to repeat this survey annually for the purpose of monitoring student’s changing needs thus providing appropriate program responses to those changing needs.

Results of External Data Research

Results from regional and statewide surveys predominately conducted by the HTCTU (High Tech Center Training Unit) and the ATPC (Alternate Text Production Center) are shared with DSP&S directors as well as high tech professionals in all California Community Colleges. The results of these surveys continue to stress that DSP&S programs continue to educate faculty regarding advances in the area of electronic transfer of communication. There are issues of federal compliance around closed captioning, making distance education and websites accessible, as well as understanding the adaptive technologies for a disabled population. These must be part of approved college curriculum. The Distance Education Committee and TLC have been very responsive to this requirement. During a Technical Assistance site visit by The Galvin Group (grant funded by the Chancellor’s Office) in March of 2007, a few comments made in the report stand out, “The College Connection Program is an excellent example of the state and community working together with the college to assist students with psychological disabilities in

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achieving their goals”; “Cabrillo College’s DSP&S program is extremely well organized, with an exceptionally talented staff” and finally, “…it is definitely stellar and one of the better programs in the system and we have said that to the Chancellor’s Office”. New Directions:

• The results of the student survey and departmental discussions will result in changes and new directions for the DSP&S program. How to deal with an expanding psychological disability population and the impact of returning military veterans could have a significant impact on the DSP&S Program and requires a plan and allocation of resources.

• DSP&S is dedicated to promoting the understanding and use of “Universal Design.” The concept of utilizing and investigating universal design options in many of the facilities that are used on campus would benefit all students, not just the disabled. Currently, computer labs and the library use universally designed computer stations to as many users as possible. This concept is also extremely cost effective as it reduces the need for individually customized solutions.

• Introduce Universal Design for Learning (UDL) to Cabrillo faculty through an online training. UDL is a method of developing instructional materials for maximum accessibility which encourages faculty to consider how content is represented, multi-modal methods for engaging students, and flexible assessment of student learning outcomes. Faculty could receive flex credit for this training.

• DSP&S is in contact with other agencies in the county working with the disabled population. Our Advisory Committee meets bi-annually to discuss a myriad of concerns including the budget crisis, changing demographics of the disabled population, and how we can work together more effectively in these difficult times. A plan will begin to be developed in Spring 2009.

• DSP&S looks forward to having the Learning Skills Program moved closer to our offices with the appropriate space needed to make this move workable. This move, along with the Stroke and Acquired Disability Center moving to the main campus in the Allied Health Building will enable these components to work more efficiently and effectively for the benefit of our students. This will reduce duplication of services and more effectively utilize resources. The discussion began December, 2008. HWPEA, the

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Stroke and Acquired Disability Center, DSP&S and Instructional Development are identifying a transition plan.

• DSP&S is anticipating some changes and additions to the populations we see. Among these would be disabled veterans (acquired brain injury, mobility and psychological disabilities), Aspergers and Autism. Working with more outside agencies, i.e. the local Veterans Affairs Office would be an appropriate new direction for DSP&S. Increased staffing would also need to be considered. If no additional funding is allocated, a reallocation of current funding would need to occur.

• DSP&S will develop and coordinate an annual “Disability Awareness Day” to recognize the success of our disabled students, the staff who work so hard to make their success a real possibility, and to sensitize the college community by experiencing life as a disabled student for a day. This will begin in the 2009/2010 school year.

II. Program Directions (Goals) and Recommendations:

DSP&S 6

DSP&S Program Planning Program Goals

Title Cost _______________________________________________________________________________ 1 Strengthen coordination and communication between DSP&S program No additional components (LSP, Adapt PE, Assistive Technology, Counseling cost anticipated Stroke and Acquired Disability Center and direct service providers).

� In order to better coordinate and inform the various components, create an annual calendar (staff meetings conferences, funding cycles)

� Update and improve DSP&S website

2 Continue to accommodate student needs and reduce duplication of services No additional by relocating the Stroke and Acquired Disability Center to the Allied Health cost anticipated building (2010) and moving the Learning Skills Program closer to DSP&S. 3 Review, discuss and reallocate departmental budget in order to be more No additional aligned with college mission, core services and number and type of students. cost anticipated 4 Strengthen communication and compliance with Cabrillo staff and faculty $350. to cover around 508 compliance issues and DSP&S services. Cost of presenter

� Create an on-line faculty survey to assess campus for flex week knowledge of DSP&S services presentation on

� Provide flex week presentation to increase faculty’s captioning and

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awareness of and compliance with legal requirements on 508 compliance captioning

� Work with departments to support their purchase of captioned materials by providing vendor and resource information

� Initiate an on-line faculty training on accommodating students with disabilities

5 Facilitate a flex week presentation on Universal Design, both in the class- No additional room (learning) as well as, furniture and equipment used by students and cost anticipated staff in order to better influence college purchases. 6 In response to survey results/needs and SLOs assessment, develop new services Cost is

for students with disabilities enrolled in the DSP&S program. unknown � Conduct and evaluate student surveys � Implement identified need changes � Research changing disability populations (veterans,

aspergers, autism) in order to assess need for new or enhanced services

III. Curriculum, Requisite, and Model Program Review

CG 280W – Raising Self-Esteem

• Update course description, Spring 2009

• Added core competencies and student learner outcomes, Fall 2008 CG 286 – Transition to College

• Update course description, Spring 2009

• Added core competencies and student learner outcomes, Fall 2008

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Transfer/Basic Skills

Assessment Analysis Form for Individual Faculty

Analyze the results of your assignment/assessment using the form below.

Department Disabled Students Program and Services

Course Counseling and Guidance 280W

Competency or Course SLO Personal Responsibility

Assessment Tool/Assignment Self-Esteem Inventory, C&G 280W written

(Describe briefly) assignments, Smart Goals

Assessment Results

In general, how did students do Overall well, some required extra time

on the assignment?

What student needs and issues Need more frequent or fuller feedback on

were revealed? student progress

Were there any areas where Development of Smart Goals

student performance was

outstanding?

Any areas where it can be Provide more guidance as students work

improved? on assignment

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Next Step in the Classroom Ο State goals or objectives of assignment/activity more explicitly

to improve Student Learning

Ο Revise content of assignment/activities

How will you address the needs Ο Revise the amount of writing/oral/visual/clinical or

and issues that were revealed by similar work

your assignment? How might Ο Revise activities leading up to and/or supporting

student performance be assignments/activities

improved? Ο Increase in-class discussions and activities

Ο Increase student collaboration and/or peer review

Check all that apply Ο Provide more frequent or fuller feedback on student progress

Ο Increase guidance for students as they work on

assignments

Ο Use methods of questions that encourage competency

Ο State criteria for grading more explicitly

Ο Increase interaction with students outside of class

Ο Ask a colleague to critique assignments/activities

Ο Collect more data

Ο Nothing; assessment indicates no improvement

necessary

Ο Other (please describe)

Next Step in the Department Ο Offer/encourage attendance at seminars, workshops or discussion groups about teaching methods

to improve Student Learning

Ο Consult teaching and learning experts about teaching methods

What steps can the department

take to address the needs and Ο Encourage faculty to share activities that foster

issues revealed by your competency

assignment? Check all that Ο Write collaborative grants to fund departmental

apply projects to improve teaching

Ο Prove articles/books on teaching about competency

Ο Visit classrooms to provide feedback (mentoring)

Ο Create bibliography of resource material

Ο Have binder available for rubrics and results

Ο Analyze course curriculum to determine that

competency skills are taught, so that the department

can build a progression of skills as students advance

through courses

Ο Nothing; assessments indicate no improvements

necessary

Ο Other (please describe)

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Departmental Assessment Analysis Form

Use the form below to summarize the results of the department meeting in

which you discussed the core competency assessment process or the

assessment of course SLOs. Append this form to your Instruction Plan and

incorporate the results into the narraive of your plan.

Department Disabled Students Program and Services

Meeting Date 2-Oct-08

Number of Faculty/Staff in 7

Attendance

Number of Faculty/Staff sharing 5

Assessment Results

Core Competency or Course Personal responsibility, self-awareness,

SLOs measured self-management

Assessment Tools CG 280W homework assignment, answering

(Give examples of major specific questions based on Psychology of

assignments your faculty/staff Success, Developing Your Self-Esteem, Smart

used to measure the Goals Project where students are asked to identify

competency or course SLOs) their challenges and set specific, measurable goals

to improve their self-management

Assessment Results 18 students completed the assignment

(Summarize the overall results

of your department) Based on the rubric

12 = excellent

What student needs and issues 3 = satisfactory

were revealed? 1 = unsatisfactory

91% received credit, some students complained

Were there any areas where that the assignment was too time consuming

student performance was

outstanding?

Any areas where it can be

improved?

Transfer and Basic Skills

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Next Step in the Classroom Ο State goals or objectives of assignment/activity more

to Improve Student Learning explicitly

Ο Revise content of assignment/activities

(check all the items faculty/staff Ο Revise the amount of writing/oral/visual/clinical or

felt would help them address similar work

the needs and issues that were Ο Revise activities leading up to and/or supporting

revealed by the assessment) assignments/activities

Ο Increase in-class discussions and activities

How might student performance Ο Increase student collaboration and/or peer review

be improved? Ο Provide more frequent or fuller feedback on student

progress

Ο Increase guidance for students as they work on

assignments

Ο Use methods of questions that encourage competency

Ο State criteria for grading more explicitly

Ο Increase interaction with students outside of class

Ο Ask a colleague to critique assignments/activities

Ο Collect more data

Ο Nothing; assessment indicates no improvement

necessary

Ο Other (please describe)

Next Step in the Department Ο Offer/encourage attendance at seminars, workshops or discussion groups about teaching methods

to Improve Student Learning

Ο Consult teaching and learning experts about teaching methods

(check all that the department

felt would help them improve Ο Encourage faculty to share activities that foster

student learning) competency

Ο Write collaborative grants to fund departmental

projects to improve teaching

Ο Purchase articles/books on teaching about competency

Ο Visit classrooms to provide feedback (mentoring)

Ο Create bibliography of resource material

Ο Have binder available for rubrics and results

Ο Analyze course curriculum to determine that

competency skills are taught, so that the department

can build a progression of skills as students advance

through courses

Ο Nothing; assessments indicate no improvements

necessary

Ο Other (please describe)

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Priorities to Improve Student Learning 1 Provide quick (next class session) written feedback on assignments (List the top 3-6 things 2 Revise rubrics to more explicitly focus on personal faculty/staff felt would most responsibility skills improve student learning) 3 Encourage students to put adequate time into assignments 4 Remind students each class session to complete assignments

5 Encourage students to use office hour for additional

help with assignments

Implementation Implementation of items 1 through 5 above will begin

(List the departmental plans to Fall 2009

implement these priorities CG280W syllabus will be changed so homework assignment is explained in more detail and reflect personal responsibility skills

Timeline for Implementation

Items 1, 3, 4 and 5 (from above) by February 20, 2009

(Make a timeline for implementation of you top Syllabus change by March 13, 2009 priorities)

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Transfer/Basic Skills

Assessment Analysis Form for Individual Faculty

Analyze the results of your assignment/assessment using the form below.

Department Disabled Students Program and Services

Course Counseling and Guidance 286

Competency or Course SLO Communication

Assessment Tool/Assignment Career Planning / MBTI (Describe briefly)

Assessment Results In general, how did students do Required extra time in class and one-on-one feedback on the assignment?

What student needs and issues Reality-based evaluation.

were revealed?

Were there any areas where Requesting additional assistance. student performance was

outstanding?

Any areas where it can be Self-advocacy

improved?

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Next Step in the Classroom Ο State goals or objectives of assignment/activity more

to Improve Student Learning explicitly

Ο Revise content of assignment/activities

How will you address the needs Ο Revise the amount of writing/oral/visual/clinical or

and issues that were revealed by similar work

your assignment? How might Ο Revise activities leading up to and/or supporting

student performance be assignments/activities

improved? Ο Increase in-class discussions and activities

Ο Increase student collaboration and/or peer review

Check all that apply Ο Provide more frequent or fuller feedback on student

progress

Ο Increase guidance for students as they work on

assignments

Ο Use methods of questions that encourage competency

Ο State criteria for grading more explicitly

Ο Increase interaction with students outside of class

Ο Ask a colleague to critique assignments/activities

Ο Collect more data

Ο Nothing; assessment indicates no improvement

necessary

Ο Other (please describe)

Next Step in the Department Ο Offer/encourage attendance at seminars, workshops or

to Improve Student Learning discussion groups about teaching methods

Ο Consult teaching and learning experts about teaching

What steps can the department methods

take to address the needs and Ο Encourage faculty to share activities that foster

issues revealed by your competency

assignment? Check all that Ο Write collaborative grants to fund departmental

apply projects to improve teaching

Ο Purchase articles/books on teaching about competency

Ο Visit classrooms to provide feedback (mentoring)

Ο Create bibliography of resource material

Ο Have binder available for rubrics and results

Ο Analyze course curriculum to determine that

competency skills are taught, so that the department

can build a progression of skills as students advance

through courses

Ο Nothing; assessments indicate no improvements

necessary

Ο Other (please describe)

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Departmental Assessment Analysis Form

Use the form below to summarize the results of the department meeting in

which you discussed the core competency assessment process or the

assessment of course SLOs. Append this form to your Instruction Plan and

incorporate the results into the narraive of your plan.

Department Disabled Students Program and Services

Meeting Date 2-Oct-08

Number of Faculty/Staff in 7

Attendance

Number of Faculty/Staff sharing 2

Assessment Results

Core Competency or Course Communication

SLOs measured

Assessment Tools

(Give examples of major Oral Presentations

assignments your faculty/staff

used to measure the

competency or course SLOs)

Assessment Results

(Summarize the overall results

of your department)

What student needs and issues Reality based evaluation

were revealed?

Were there any areas where

student performance was Requesting additional assistance

outstanding?

Any areas where it can be Self-advocacy

improved?

Transfer and Basic Skills

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Next Step in the Classroom Ο State goals or objectives of assignment/activity more

to Improve Student Learning explicitly

Ο Revise content of assignment/activities

(check all the items faculty/staff Ο Revise the amount of writing/oral/visual/clinical or

felt would help them address similar work

the needs and issues that were Ο Revise activities leading up to and/or supporting

revealed by the assessment) assignments/activities

Ο Increase in-class discussions and activities

How might student performance Ο Increase student collaboration and/or peer review

be improved? Ο Provide more frequent or fuller feedback on student

progress

Ο Increase guidance for students as they work on

assignments

Ο Use methods of questions that encourage competency

Ο State criteria for grading more explicitly

Ο Increase interaction with students outside of class

Ο Ask a colleague to critique assignments/activities

Ο Collect more data

Ο Nothing; assessment indicates no improvement

necessary

Ο Other (please describe)

Next Step in the Department Ο Offer/encourage attendance at seminars, workshops or discussion groups about teaching methods

to Improve Student Learning

Ο Consult teaching and learning experts about teaching methods

(check all that the department

felt would help them improve Ο Encourage faculty to share activities that foster

student learning) competency

Ο Write collaborative grants to fund departmental

projects to improve teaching

Ο Purchase articles/books on teaching about competency

Ο Visit classrooms to provide feedback (mentoring)

Ο Create bibliography of resource material

Ο Have binder available for rubrics and results

Ο Analyze course curriculum to determine that

competency skills are taught, so that the department

can build a progression of skills as students advance

through courses

Ο Nothing; assessments indicate no improvements

necessary

Ο Other (please describe)

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Priorities to Improve Student Learning Commitment to improve communication (List the top 3-6 things Focus on self-advocacy faculty/staff felt would most improve student learning) Increase reality-based feedback and support

Implementation (List the departmental plans to

implement these priorities Offer additional assistance through counseling, education and planning

Timeline for Implementation Beginning 2009-10, reiterate commitment to

(Make a timeline for Implementation of your top

Improved communication and self-advocacy, provide increased feedback and support

priorities)

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