columbia college student services program review student ......an academic adjustment needs to...

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DSPS Program Review 2014-2015 final rev 12.15.15 krchth

Columbia College

Student Services Program Review

Student Services Mission Statement:

Columbia College Student Services is a broad range of integrated support programs that

promote academic wellness and learning, goal setting and attainment, and life-skill development,

in order to build a strong foundation for success. Our programs educate, guide, and provide

access to resources that help students navigate their individual, academic, and career pathways.

All student Service programs strive to impart the essential values of critical thinking, respect,

accountability, and self-advocacy in meeting the holistic needs of students.

Program: Disabled Student Programs and Services

Current Staffing Patterns (Faculty, Staff, Student Workers):

Coordinator/Learning Disability Specialist (DSPS) CP-FT

Counselor (DSPS/EOPS/CalWORKS/Veterans) CP-FT

Alternate Media Access Specialist (DSPS) CLP-FT

Program Technician/Specialist (DSPS/EOPS) CLP-FT

Instructional Support Technician (DSPS) CLP-FT

Administrative Assistant (DSPS/EOPS/CalWORKS) CLP-FT

Student Workers (Front Desk, Tram Drivers-DSPS/EOPS) Temp

CP=Certificated Personnel

CLP=Classified Personnel

FT=Full Time

Temp=Temporary

Funding: DSPS, EOPS, CalWORKS, CARE, General

Note: Staffing stabilized in 2014-2015

Description/Function/Mission Statement/Services:

Our specific DSPS program, services and activities support students with disabilities in

accordance with Title 5 Guidelines (before 10/16/15) as illustrated below:

During our initial intake process, DSPS refers all students to beneficial student academic

resources and services on campus which may include the Academic Achievement Center (tutorial

assistance and supplemental instruction), counseling (academic, career and personal), TRIO

(peer mentoring), and the math resource center to name a few. If and when it is determined that

an academic adjustment needs to occur, DSPS will assist students with verified disabilities in

making a(an) accommodation in a specific course, discipline and/or event. Academic assistance

incorporates learning strategies specific to individual needs.

DSPS does not duplicate other services on campus; our program provides services and

accommodations directly related to the educational limitations of the verified disabilities of

students served; provisions and assistance are also related to educational participation (Adaptive

Physical Education is a good example; classes should be used to acquire skills, not to provide

therapy).

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Skills 610, Introduction to Computer Access course, was originally developed to teach

keyboarding skills, word processing and the use of assistive technology incorporating principles

for Universal Design. Skills 610 curriculum was redesigned as a hybrid course. This directly

relates to Office Technology and basic Computer Science courses on campus and additional

distance education opportunities. Accommodations relate directly to rigor in general course

content on campus.

DSPS promotes maximum independence and integration through the use of Adaptive Technology

devices. For example, the Kurzweil Read and Scan program is networked on campus and is

accessible in numerous alternate locations on campus, not excluding the DSPS High Tech Center.

DSPS provides training to areas such as the library and computer labs on campus to effectively

use assistive technology to accommodate students with disabilities.

DSPS Mission and Services:

DSPS services are consistent with the student services mission and purpose:

Within the framework of our Student Services mission which states in part…

“Student Service programs strive to impart the essential values of critical thinking,

respect, accountability, and self-advocacy in meeting the holistic needs of students.,”

DSPS is committed to serving and supporting students by adhering to the following

guidelines:

Services and accommodations are provided for students with verified disabilities by

highly trained staff, use of special equipment, and compensatory learning strategies

within a classroom and lab setting.

DSPS Staff ensures that the Student Educational Contract (SEC) establishes and

maintains the relationship between proposed activities and educational limitation(s).

Services are delivered as planned in collaboration with staff and students within

appropriate timelines.

DSPS promotes student success by teaching self-advocacy skills to aid instructor and

campus liaisons. Also, within the forum of DSPS orientations self-advocacy skills are

explored.

Evaluative processes are developed and utilized on a regular basis to ensure quality and

higher standards.

DSPS Mission Statement:

The Mission of Disabled Students Programs and Services (DSPS) of Columbia College is to help

students with disabilities (as defined by the Americans with Disabilities Act of 1990 and Section

504 of the Rehabilitation Act of 1973 and California Assembly Bill AB 422) compete

academically on an equal basis with their non-disabled peers. The department provides

accessibility through support services, special equipment, specially trained staff, and removal of

architectural barriers.

We encourage independence and integration in the pursuit of learning and participation in college

life.

http://www.usdoj.gov/crt/ada/cguide.htm

http://www.usdoj.gov/crt/ada/cguide.htm

http://columbia.yosemite.cc.ca.us/DSPS/forms/Bill%20Number%20AB422.pdf

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Numbers Served:

DSPS (Disabled Students Programs & Services) Unduplicated Annual Student Count

Academic Year Headcount Total

2012-2013 381

2013-2014 286

2014-2015 386

Headcount

Student

Count

(%)

Headcount

Student

Count

(%)

Headcount

Student

Count

(%)

Primary Disability 2012-2013 2013-2014 2014-2015

Acquired Brain

Injury 15 3.94% 12 4.20% 16 4.15%

Hearing Impaired 9 2.36% 11 3.85% 11 2.85%

Learning Disabled 19 4.99% 14 4.90% 14 3.63%

Mobility Disabled 101 26.51% 41 14.34% 109 28.24%

Other Disability 181 47.51% 155 54.20% 199 51.55%

Psychological 44 11.55% 44 15.38% 34 8.81%

Visually Impaired 9 2.36% 6 2.10% 3 0.78%

Developmentally

Delayed Learner 3 0.79% 2 0.70% 0 0.00%

Speech/Language

Impaired 0 0.00% 1 0.35% 0 0.00%

381 100.00% 286 100.00% 386 100.00%

381

286

386

2012-2013 2013-2014 2014-2015

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Analysis of Data: Contributing factors to the access and success programs in student services

areas and instruction from 2012-2015 aid student success with the myriad of increased student

support from online support, student services workshops, the DSPS High Tech Center and TRiO

program peer mentoring program. Close faculty and staff collaborations benefit students with

verified disabilities. Referrals to resources on campus such as the Academic Achievement Center

(AAC), bookstore, and student center increase the often fragile nature of our shared populations.

Special Class Instruction 2012-2015: Adaptive Physical Education HHP 10

Lifelong Health and Fitness HHP 300

Rehabilitation for Physically Limited HHP 303

Note: reduced course offerings for the above 2012-2015

Skills Development 610, Introduction to Computer Access

Analysis of Data: Common goals are shared with HHP (adaptive PE courses) and DSPS which

is to provide for equal access through providing reasonable accommodations. Over the past three

years, through retirements, reduced funding sources and lower enrollments, fewer sections of the

HHP courses have been offered. As a result, fewer contacts occur when providing services by

both HHP and DSPS.

Skills 610, Introduction to Computer Access is a course offered each Spring Semester. It has

been updated to a hybrid course which meets once a week, face to face, and online. This course

is designed to provide access to and instruction in specialized computer programs for students

with verified disabilities in fundamental keyboarding skills, research online, and using the

learning management system Blackboard.

DSPS Services and Activities:

Priority Registration Architectural Barrier Removal Learning Disabilities

Assessment Review

Alternative Media Assistive Listening Devices Note takers (NCR)

Adaptive furniture for

classrooms

Assistive Technology Readers

Adaptive equipment High Tech Center Special Classes

Academic Counseling Mobility Assistance (tram)

Campus and Community

Liaison

Guidance for transition from

high school to post-secondary

setting

Special Parking Equipment Loan

Academic Support (specialized

tutoring)

Interpreters Liaison with local, state and

federal agencies

Alternative Testing (test

facilitation)

Remote captioning Outreach activities

Counseling Veterans

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Veteran Trends: The Special Programs Counselor was hired in the fall of 2005 to pick up the

counseling component for the retiring Dean of Special Programs and Counselor for DSPS and Veteran

students, Paul Lockman. Special Programs and Financial Aid had established a joint venture serving

Veteran students, and this partnership continues today with DSPS & Veterans (Counseling) working with

the Veterans Benefits Office (Financial Aid Office).

Benefits Groups Served: (Number of Students per Group)

Academic Year

Chapter 30

Chapter 31

Chapter 33

Chapter 35

Chapter 1606

Chapter 1607

Priority VRAP Transfer of

Benefits

2012-2013 10 8 61 20 2 0 0 5 3

2013-2014 9 12 53 22 2 1 0 7 3

2014-2015 8 12 57 20 3 0 3 0 5

Appointment and Drop-in Numbers:

Academic Year Appointments Drop-ins

2012-2013 161 179 2013-2014 271 186 2014-2015 313 232

Analysis: There has been a significant rise in

Veteran appointments during the review

period, with an overall increase of 97% over

the past three academic years. Moving

forward, a Veteran Center was approved to

be housed in the Toyon Building and

overseen by a work-study Veteran student

through the Veteran’s Benefit Office. Two

college staff members, one from the

Veteran’s Benefit Office and a DSPS &

Veterans Counselor, will oversee the work-

study student at the Veteran’s Center,

scheduled to begin sometime in spring 2016.

Program Success:

Research Question 1:

Has the success and retention rates of DSPS enrolled students improved from 2012-2015?

Sample: All students meeting guidelines for DSPS eligibility and fulfilled those requirements

161

271

313

179 186

232

2012-2013 2013-2014 2014-2015Appointments Drop-ins Linear (Appointments)

brian_000

Highlight

brian_000

Highlight

brian_000

Highlight

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were included in the sample.

Method: Student demographic files where matched to custom student sections after filtering for

DSPS students in order to deprive the grades in each course taken.

* Note: queried from spring 2012-summer 2015.

Results: The results, in table 1, suggest that students enrolled in DSPS have seen an increase in

both success (+4.6%) and retention (+2.5%) from 2012-2015.

Table 1: Pass and Retention Rates of DSPS in 2012-2015.

Passed

N %

Retention

N %

2012-2013 1,251 70.0% 1,499 83.9%

2013-2014 1,263 72.3% 1,747 85.1%

2014-2015 1,285 74.6% 1,488 86.4%

Research Question 2:

How did DSPS students do in success and retention compared to the whole of the Columbia

College Population from 2012-2015?

Sample: All students meeting guidelines for DSPS eligibility and fulfilled those requirements

were included in the sample of DSPS students. For the Columbia College population, all graded

student sections were included.

Method: Student demographic files where matched to custom student sections after filtering for

DSPS students in order to deprive the grades in each course taken for DSPS Passing and

Retention Rates. Student demographic files were matched to custom student sections to derive

grades in each course taken and retention rates.

· Note : Queried from Fall 2012 through Summer 2015.

Results: The results, presented in Table 2, show slightly lower passing rates for DSPS in 2012-

2015, but shows a smaller gap every year from 2012-2015, ranging from 3.0 to 0.1. The results,

in Table 3, show the same linear trend from 2012-2014, but in 2015 DSPS retention rates are

slightly higher at 0.2%.

Table 2: Pass Rates between DSPS and the whole college population from 2012-2015.

DSPS Passing Rates

N %

Columbia College Passing Rates

N %

2012-2013 1,251 70.0% 11,890 73.0%

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2013-2014 1,263 72.3% 12,005 73.8%

2014-2015 1,285 74.6% 11,243 74.7%

Table 3: Retention Rates between DSPS and the whole college population from 2012-2015.

DSPS Retention Rates

N %

Columbia College Retention Rates

N %

2012-2013 1,499 83.9% 13,884 85.3%

2013-2014 1,747 85.1% 16,271 85.8%

2014-2015 1,488 86.4% 12,966 86.2%

Discussion: Overall there is a linear trend in DSPS course success and retention, with an

increase in both from 2012-2015. Though, there are slightly lower passing rates for DSPS in

2012-2015 than the whole of the Columbia college student population. There are also slightly

lower retention rates in DSPS students from 2012-2014, but in 2015 DSPS retention rates are

slightly higher at 0.2%.

Limitations: The main limitation is the self-selection bias of those who seek out DSPS program

assistance than those who do not. There are students that indicate a disability when applying to

Columbia College that never use DSPS services. This self-selection bias could eliminate

individuals with characteristics or traits that would prevent them from seeking help. Also, those

with disabilities that did not take advantage of the DSPS program may have responded different

to the program then those who did take advantage of DSPS services (ref. research information brief from

Columbia College Institutional Research Department 2015).

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Student Learning Outcomes

Student's participation in DSPS directly relates with how the college is assisted by

program needs while illustrating compliance to policies and regulations as it pertains to

students with disabilities. A crucial component of the student learning outcome processes

are the demonstration during the initial intake interview process of establishing both the

Student Educational Contract (SEC) and Letter of Accommodation (LOA). [SLO #1]

On the continuum of DSPS assisting students in achieving their educational goals, our

program provides learning accommodations as accomplished through Alternative Media

Services and the blend of usages of the DSPS High Tech Center [SLO#2]

Students are strongly encouraged to participate each semester in our referral process that

includes "specialized academic assistance." DSPS encourages students to become active

learners by accessing services to develop independence in the classroom and success with

course content. This serves as a beginning/starting and/or continuing learning exercise

that guides students to effectively manage their class schedules and build systems of

support. [SLO#3]

SLO#1: As a result of participation in DSPS, a student will demonstrate self-advocacy skills

with college instructors, college staff, tutors, and peers by explaining the need for and requesting

authorized academic accommodations. Self-Advocacy is defined as the ability to describe one’s

abilities and skills as well as the nature of specific disabilities and the accommodations needed to

complete course objectives and educational goals.

SLO 1 (Self Advocacy) Analysis by Academic Year

Academic Year Yes No

2012-2013 64% 36%

2013-2014 70% 30%

2014-2015 65% 35%

64%70%

65%

36%30%

35%

2012-2013 2013-2014 2014-2015

Yes No Linear (Yes)

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Assessment: 2012-2013: Use of Student Surveys was implemented as measurement tools with

a goal of 75% of DSPS student responders affirming the question. The question posed to student

with disabilities was “I made an appointment with each of my instructors to explain my disability

and need for accommodations.”

Analysis: 2012-2013: The results were 64% of students with disabilities affirmed the

question and 36% of the students with disabilities rejected the Question out of 100% of the

responders. DSPS concluded from the evaluation tool that the goal of 75% was unattainable in

the year 2012-2013 due to a number of factors. Students use numerous mechanisms, other than

making appointments with their instructors, to discuss their accommodations. These include

contacting instructors via email, through their mailboxes, and in class. Adjunct Faculty have

limited office hours. Consequently, in the current year, we will need to continue to emphasize the

need for self-advocacy with students with their instructors to clarify what accommodations are

needed in the classroom. We also need to promote the importance of returning feedback from our

student survey tool to better serve the needs of our students and improve our results.


a goal of 75% of DSPS student responders affirming the question. The Question posed to student




question and 30% of the students with disabilities rejected the question out of 100% of the


the year 2013-2014 due to similar factors from the previous year. Results improved by 6% due to

better survey results and increased awareness efforts through our biannual orientations and front

desk efforts. DSPS will need to continue to emphasize the need for self-advocacy by students

with instructors to aid in their understanding of accommodations in the classroom. We also need

to promote the importance of return and feedback of our student survey tool to better serve the

needs of our students and improve our results.








the year 2014-2015 perhaps due to an unreasonable expectation or result. Reasoning is based on

evidence that a majority of students with verified disabilities meet with instructors before or after

class rather than accessing office hour appointments. Additionally, adjunct faculty have

extremely limited office hours, if any. Consequently, in the current year, we will need to continue

to emphasize the need for self-advocacy by students with instructors to aid their understanding of

accommodations in the classroom. We also need to promote the importance of return and

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feedback of our student survey tool to better serve the needs of our students and improve our

results.

SLO# 2: DSPS students who utilize the High Tech Center will demonstrate competency in the

independent use of appropriate assistive technology to complete their goals.

SLO 2 (Use of Assistive Technology) Analysis by Terms

Academic Year Yes No 2012-2013 43% 57% 2013-2014 62% 38% 2014-2015 72% 28%

Assessment: 2012-2013 Use of Student Surveys were implemented as measurement tools with

a goal of 75% of DSPS student responders affirming the question. The Question posed to

students with disabilities was, “I use the adaptive technology available in the DSPS High Tech

Center” (examples include the Kurzweil, ZoomTEXT, and Dragon Naturally Speaking).



responders. DSPS concluded from the evaluation tool that the goal of 75% was unattainable

based on funding cuts, the absence of student workers in the DSPS High Tech Center, and the

DSPS short-term contract employee limited hours. These factors led to a reduction in trainings

and limited coverage in the High Tech Center.

Assessment: 2013-2014: Use of Student Surveys were implemented as measurement tools with


with disabilities was “I use the adaptive technology available in the DSPS High Tech Center”

(examples include the Kurzweil, ZoomTEXT, and Dragon Naturally Speaking).



43%

62%

72%

57%

38%

28%

2012-2013 2013-2014 2014-2015

Yes No Linear (Yes )

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responders. DSPS concluded from the evaluation tool that the goal of 75% was closer to being

met by the trainings presented to the AAC tutors designed to integrate assistive technology and

software programs into their tutorial program. DSPS also benefited from the hiring of two

additional temporary staff members.

Assessment: 2014-2015: Use of Student Surveys were implemented as measurement tools with


with disabilities was “I use the adaptive technology available in the DSPS High Tech Center”

(examples include the Kurzweil, ZoomTEXT, and Dragon Naturally Speaking).



responders. DSPS concluded from the evaluation tool that the goal of 75% was closer to being

met by having two student workers in the DSPS High Tech Center and the move from Manzanita

to Toyon increased access for students to use assistive technology.

SLO#3: As a result of participation in DSPS, a student will identify functional limitations and

educational barriers that are specific to the individual and demonstrate measurable progress.

SLO 3: Specialized Academic Assistance

Academic Years Specialized Academic Assistance Contacts

Total Student Contacts % of Specialized Contacts

2012-2013 53 539 10%

2013-2014 406 1075 38%

2014-2015 777 2321 34%

53

406

777

539

1075

2321

2012-2013 2013-2014 2014-2015Specialized Academic Assistance Contacts Total Student Contacts

Linear (Specialized Academic Assistance Contacts) Linear (Total Student Contacts)

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Assessment: 2012-2013 Students with verified disabilities exhibit measureable progress

indicated on our Student Educational Contract (SEC) by attending appointments for academic

assistance/accommodations.

Analysis: 2012-2013 Data collected used Reason Codes in Scheduled Appointment Record

System (SARS) indicating the number of student contacts for “specialized academic assistance.”

Data revealed 10% of student contacts were for the designated category. The caveat here is this

broad category includes specialized equipment for use in the classroom, developing study skills

to apply to course content along with receiving academic assistance in Math, English and

Adaptive technology. Results indicated a downturn in the past 2 years which may be a result of

decreased resources, less employee hours, and reduced number of student contacts.









Adaptive technology. Results indicated a positive increase (383%) on 2012-2013 numbers,

indicative of the hiring of two temporary short-term contract employees.









Adaptive technology. Results indicated a positive increase (1466%) of 2012-2013 numbers,

indicative of the permanent hiring of a full-time DSPS Instructional Technician and an

Administrative Assistant. There was also a significant positive increase in total student contacts

(431%) of 2012-2013 numbers. The consistency of staff involvement developed student

confidence in advocating for academic assistance and a trusted learning environment. In

combination with an increase in instructor involvement and a cohort of students requesting

academic assistance, a positive trend can be seen.

Next Steps: Collect data, compile evaluations, disseminate student surveys, more researcher

consultation, Datatel and crystal reports, AAC information, A&R priority registration

information reports, SARS TRAK, develop additional SLO's.

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Improvements Achieved: Use of data tools such as SARS reason codes.

Honoring deadlines on a semester by semester basis.

Improving services to students with reduced resources.

Providing a high levels of services to students with verified disabilities and rebounding from a

reduction in resources to build our program.

Conversion from paper to digital filing system for Special Programs, EOPS and DSPS

Use of Signature pad

Evaluation/Student Satisfaction: In 2015, DSPS implemented a new tool to evaluate student satisfaction. Students were asked to

rate a total of eight statements regarding services, staff, office hours, and procedures on a scale

of strongly agree to not applicable. In total, 91% of the students rated all eight questions in the

strongly agree or agree categories. Students were asked to also comment on two different

questions, “What services provided by the DSPS Office have been most beneficial in helping

you?” and “What else can the DSPS Office do to help you?” 60% of students submitted a

comment which provides DSPS insight into improvement for the future (see attached comment

section from POS for additional responses).

Program and Evaluation Activities:

Conversion from paper files to DSPS Digital Portfolio system

Psychological Assessments

Use of Dropbox as a repository for current and archived DSPS student files

Unit Plan Project Detail Report – update to eLumen system district wide

DSPS Orientations followed by a DSPS Student Questionnaire.

Advisory Committee Agenda and Minutes – biannual basis

DSPS has developed Student Learning Outcomes and measurement tools which include student and faculty surveys. Assessment tools include Skills 610 student intake Questionnaire, LD eligibility model Component 1.0 intake interview screening (suspended), psychological screenings, and use of outside documentation such as Individual Educational Plans (IEP) and 504s.

Comprehensive student survey (2012-2015)

DSPS program surveys are randomly distributed each semester to students requesting evaluation of our services both in electronic form and hard copy. (Alternate formats upon request).

Point of service surveys (2015)

Special Programs Advisory Committee meets on a biannual basis in compliance with Title 5 regulations.

Access, availability

DSPS-SLO Student Survey – all compiled DSPS Dispatch (Newsletter) - three editions

DSPS Orientation Evaluations completed on a biannual basis (Fall and Spring)

DSPS HTC Tutor Training Sessions (2013)

Skills 610 Student Intake Questionnaire – assessments completed each Spring semester

Psychological Assessments

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Learning Disability Assessment Review – intake process

Strengths:

Energetic, committed staff with positive working relationships

Manuals for Assistive Technology, MIS, Digital File Conversions, Staff and Student

Worker trainings, and Audit preparation were created

Strong Administrative support

Excellent working relations with college staff

Campus Committee involvement

High Tech Center well-equipped with alternative media and learning strategy workshops

Adaptive PE classes and interactive process with staff and students

Disability and Health Awareness Fair

DECT grant in partnership with Distance Education

Ongoing updates to DSPS Website and use of Accessibility guidelines

Use of Early Alert to provide student success intervention

Veteran Counseling in partnership with Veteran Benefits Office

Accessible van for transporting DSPS students around the hilly campus

New Location – Remodeled Manzanita building - June 2015

Partnerships with Faculty, EOPS, TRIO, CalWORKS e.g., student success workshops

See below for the increase in demand for Alternate Media, Equipment Checkout,

Test Facilitation and Academic Assistance, and the High Tech Center

Increase in Demand for Alternative Media

*Example of Courses that students are enrolled in: English 151,1A, 1C. Math 104. Speech 1. Psych 1, 5, 30. Bio 17,

60. Art 11, 12. Philo 4. Guide 100. Pol Sci 10. Hist 16, 17. Office Tech, Multiple. Child 1, 10. Fire 1. Spcom 1.

0

20

40

60

80

100

120

Students Books Mp3's Created inthousands

Kurzweil Logins inhundreds

Fall 11 Spring 12 Fall 12 Spring 13 Fall 13 Spring 14 Fall 14 Spring 15

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Analysis of Data:

2012 – 2013 During this year there was a total of 80 students who requested Alternate Media

services. In those requests, 178 books were requested, and over 28,000 mp3 files were created.

This year, Kurzweil could be downloaded at home for students. There were over 600 logins for

Kurzweil/Firefly for users that had registered with Alternate Media, and were reading textbooks

throughout the year at home and in our HTC. Generally, the spring semester has fewer students

receiving alt media then the fall semester. Results indicate that there were more students this year

than last, more textbooks requests, less mp3 files, and more Kurzweil users.



There were over 2700 logins for Kurzweil/Firefly for users that had registered with Alternate

Media, and were reading textbooks throughout the year at home and in our HTC. Results

indicate that there were 16 more students than last year, more mp3 files created, and a 450%

increase in Kurzweil use.



Equipment Checkout

Fall 12 Spring 13 Fall 13 Spring 14 Fall 14 Spring 15

47 Students 113 Books 10000 Mp3’s

33 Students 65 Books 18,000 Mp3’s 600 Kurzweil Logins

50 Students 98 Books 18,000 mp3’s 620 Kurzweil Logins

46 Students 91 Books 16k Mp3’s. 2100 Kurzweil Logins

43 Students 95 Books 10k Mp3’s 1500 Kurzweil Logins

34 Students 75 Books 11k Mp3’s 1100 Kurzweil Logins

0

5

10

15

20

25

Digital Recorders Echo Pens Text Books Calculators Notebooks FM Transmitter


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Assessment/Analysis of Data: There were over 2600 logins for Kurzweil/Firefly for users that

had registered with Alternate Media, and were reading textbooks throughout the year at home

and in our HTC. The ability to have Kurzweil at home gives students the opportunity to read

their text books wherever they are. This has caused an influx in numbers, and students who use

the software often use it the remainder of their time at Columbia. Results indicated there were 22

less students then the year before, less books then the year before, less mp3 files then before, but

only 100 less Kurzweil logins for the time period. Even with 22 less students Kurzweil is still

very popular. Over the last three years, DSPS has been able to acquire additional equipment that is checked out

to students within our program. Funding mechanisms include APEI and our DSPS allocation.

Training workshops are offered in our High Tech Center in both a group setting and one to one

with students to aid use of devices for course work. DSPS staff offers support to students who

are eligible for these accommodations.

Items Checked Out:


5 Recorder 5 Digital

Recorder

3 Digital

Recorders

3 Echo Pens

2 textbooks

5 Digital

Recorder

6 Echo Pens

12 Digital

recorders

21 Echo pens

3 Notebooks

2 Calculators

1 Book stand

1 Dictionary

14 Digital

Recorders

23 Echo Pens

5 Calculators

5 Notebooks

1 FM Transmitter

2 Textbooks

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Analysis of Test Facilitation Data:

DSPS had more students attending orientation due to staff advertising and electronic reminds.

Students were informed at orientation of the process and benefits of test facilitation. The DSPS

newsletter that was distributed electronically to all DSPS students included information on the

test facilitation process. An increase in staff and instructor support elevated student participation

and generated peer to peer referrals. Permanent full-time staff members at the front desk assisted

with the completion of student request forms. Despite the process remaining the same as

previous years, students used the service consistently and for multiple courses.

While our numbers reflect an unexpected growth pattern, the increase in requests has had its

limitations. DSPS operates with only a few support staff members. The influx in test facilitation

requests impact the regular job duties of existing staff members. The process requires the

processing of the student request, instructor and approval of time and parameters, and the

delivery and proctoring of the actual exam. Ideally, there would be a dedicated person to handle

all TF requests.

Analysis of Academic Assistance Data:

Academic Assistance has also seen an unprecedented growth trend. The amount of students

using this service at a consistent rate has assisted in the growth of test facilitation and other

services. DSPS hired a full time permanent employee whose schedule incorporated standing and

group tutoring appointments. Students were able to develop relationships and confidence

working one on one with a tutor. Instructor and staff support provided a combined effort in

helping DSPS students find access to supplemental instructional assistance.

195 221

319

53

406

777

2012-2013 2013-2014 2014-2015

Increase in Demand for Test Facilitation & Academic Assistance

Test Facilitation Academic Assistance Linear (Academic Assistance)

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High Tech Center

Analysis of High Tech Center Data:

The High Tech Center is a working lab where students are able to word process, use specialized

computer software, and a location for workshops and classes. The DSPS staff universally

promoted the HTC and its programs (Dragon, Kurzweil, ETC) at the DSPS orientation, through

the newsletter, and through one on one appointments with staff. The location of the HTC

changed in December of 2013 and the new location provided better access to staff for computer

assistance. DSPS also hired two student workers who assisted students 40 hours a week. This,

along, with implementing the tracking software program for students to login to the HTC

allowed us to have quantitative usage data.

0

200

400

600

800

1000

1200

High Tech Center Logins

510

860

1052

2012-2013 2013-2014 2014-2015

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Challenges:

Create ways to increase funding sources Promote Skills 610 special class enrollment to

increase student success Manage appropriate transitions and referrals for

students between community agencies Maintain currency of forms required to meet

program compliance issues Measure program effectiveness with regard to

Student Learning Outcomes Meeting more often with HHP staff to streamline

MIS process for students with verified disabilities

Create additional SLOs for next round of Program

Review (example of service area: Test

Facilitation)Develop a better student access for

submission of Test Facilitation Requests online. Maintain staffing levels to run an effective

program and learning environment Conversion to new SLO tool eLumen with

participation in student services trainings Develop understanding at the campus level of

regulations and policies by which DSPS must

comply

Implement new Title V regulations based on new

mandates

Improve SARS TRAK (log in system for HTC)

for students and staff. Improvement need to

include confirmation of each student log in and

acquiring a better knowledge base for running

reports.

Promote Skills 610 special class enrollment to

increase student success

Continue to meet the increasing number of

requests for accommodations by students with

disabilities as resources decrease

Maintain currency of forms required to meet

program compliance issues

Increase staff development opportunities to

promote program effectiveness Meeting more often with HHP staff to streamline

MIS process for students with verified disabilities

Create additional SLOs for next round of Program

Review (example of service area: Test

Facilitation)Develop a better student access for

submission of Test Facilitation Requests online.

Needs: (Resources, staff, etc)

With the increase in demand for our services as stated in Title V, DSPS needs to expand staffing

needs to include, at minimum, an additional staff member to handle the increase in specifically

test facilitation, mobility services and front office. Student workers/Peer mentors also would

provide help with our alternate media which is an area of growth.

The veteran population has increased at least two fold with a need for an additional counselor to

help with this population. Currently Special Programs staffing is handled primarily by one

person with students waiting to be served which becomes problematic.

DSPS is currently involved with writing a Mini Grant that would be applied to improving student

success and student access to services provided by DSPS by implementing hands-on outreach

events. To be successful in providing accommodations to students who are traditionally

underrepresented, the participation of multiple DSPS staff members with specific professional

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skills is needed to prepare students for the changes they face during the transition from high

school to post-secondary (college) education.

DSPS will improve efforts in response to requests from Special Program Advisory Committee

members to increase campus outreach to our community agencies and constituents. We can

bridge gaps by connecting with others to ease connections needed to receive services through our

programs and help students to successfully achieve their goals.

Changes/Goals:

Restore DSPS personnel to previous levels

DSPS Focus Groups followed by a Questionnaire. Our focus groups are a means to

collect additional qualitative data on the effectiveness of an Orientation as well as to

determine direction for improvement. (need to reinstitute now that staff has stabilized)

Streamline MIS process with Adaptive Physical Education program/courses (update

forms)

Develop an updated ADA Transition Plan for our Columbia College campus

Continue to expand membership in our Advisory Committee to establish a means for

regular communication among constituents

Investigate funding sources to offer our disAbility and Health Awareness Fair on an

annual basis

Tram Driver Comment Card/Evaluation - reinstitute

Incorporate peer mentors (student ambassadors) in the training of assistive technology to

aid student success

Produce an online orientation to DSPS services that students can access upon verification

so when eligible for services can return to on an as needed basis

Design program documents to include an updated DSPS Faculty Handbook . Forms

utilized by students and staff will improve compliance with new Title V regulations and

DSPS information dissemination model

Collaborate with Distance Education/ITC to enhance student accessibility

Purchase a video surveillance system to insure integrity of exams for students with

disabilities.

Use of Survey Monkey for data collection

Use of Remind.com

Transition to CANVAS Learning Management System

columbia college student services program review student ......an academic adjustment needs to...

Documents