Student Services amp Special Programs Division DSPS New Directors Training September 2022 2017 1 Presenters in alphabetical order Jill Baker DSPS Solutions Gail Conrad DSPS Solutions ID: 658371
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Chancellor’s Office California Community CollegesStudent Services & Special Programs Division
DSPS New Directors Training September 20-22, 2017
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Presenters(in alphabetical order)Jill Baker, DSPS SolutionsGail Conrad, DSPS Solutions
Jill Jansen, DSPS Solutions Rhonda Mohr, CCCCO Interim VCMargaret Ortega, CCCCO DeanLinda Vann, CCCCO Specialist
A panel of experienced DSPS staff
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WelcomeWelcome and IntroductionsTravel Reimbursements
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Index of PresentationDay One:Your Responsibilities: slides 5-19
The Basics: slides 20-50Your Responsibilities: slides 51-75
Day Two:
Budget
: slides 78-117
Program Plans/Program Review: slides 118-127
Small Group Breakout Session #1
: slide 128
CCCCO Audits
: slides 129-143
Legal Mandates, Federal and State Laws, Accessibility
: slide 144
Day Three: CCCCO SSARCC, slide 147-160 Small Group Breakout Session #2: slide 161 CAPED Mentorship Program: slides 162-179Resources: slides 180-193
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What you need to know:Your Responsibilities
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Director/Coordinator…You are the face of DSPS
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DSPS Coordinator/DirectorNeed to have sufficient time and training to oversee the programDSPS is complex and poses legal risks to the colleges in terms of ADA and 504 complaints or litigationNeed to work with college/district legal counsel, the campus ADA/504 Coordinator, and 508 IT staffOCR complaints may go beyond the scope of the initial complaint and can require extensive staff time and resources.
Litigation, regardless of whether the college has erred, costs a great deal!
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Section 56048 - StaffingEmphasizes the need for sufficient certificated staff (faculty) to provide timely and effective servicesProvides much more detail about the many responsibilities the coordinator or director may haveUpdates the alignment between Sections 56048 and 53414 (Minimum Qualifications) by adding LD Specialist (53414 changes approved by Academic Senate and the BOG in 2015).
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DSPS Director/CoordinatorThe only required position for a DSPS programMust meet minimum qualifications – see NEW MQs
Duties include:interviewing students with disabilities
reviewing disability documentation and determining disability-related functional limitations in the educational setting
working with the students to receive needed accommodations
coordinating and ensuring such accommodations are provided in a timely and effective manner
working with students with disabilities when they face various barriers to success or disability-related issues that arise with the college
working with faculty and other college staff
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DSPS Director/Coordinator, page 2Important considerations:Suggest 100% (especially if over 500 students)Multiple program funding cautionsHas the responsibility for the day-to-day operation of DSPS
Must meet the minimum qualifications for a DSPS counselor or instructor set forth in Section 53414 (a) through (d) or meet the minimum qualifications for an educational administrator set forth in Section 53420
AND have two (2) years
full-time experience or the equivalent within the last four (4) years in one or more of the following fields:
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DSPS Director/Coordinator, page 3Instruction or counseling or both in a higher education program for students with disabilitiesAdministration of a program for students with disabilities in an institution of higher education
Teaching, counseling, or administration in secondary education, working predominantly or exclusively in programs for students with disabilities; or Administrative or supervisory experience in industry, government, public agencies, the military, or private social welfare organizations, in which the responsibilities of the position were
predominantly or exclusively related to persons with disabilities.
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Multiple ProgramsResponsibility for other categorical programs such as EOPS or CalWORKS in addition to DSPSOther college departments such as Health Services, College Discipline, Psychological Services
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DSPS- Working with the Institution and CommunityDeveloping good working relationships within the institution and in the community is a primary task!
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Services to VeteransDo you know who provides the services to veterans on your campus?The importance of DSPS working closely with Veterans Services
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Team DSPSThe term Coordinator means coordinating diverse elements into a wholeThe term Director means directing the energies of othersYou are a leader, a manager as well as chief cook and bottle washer!
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Team DSPS, moreServices must be timelyCross training staffTriage
Partner servicesUsing Classified and Student WorkersTasks
Confidentiality
Ethics
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Staffing Issues
Services are dependent on the intervention of professional staff. Staff are essential to service delivery:Identifying the educational limitations and identifying academic adjustments, auxiliary aids and services Working with faculty on
appropriate accommodations
Delicate
Time consuming
College can move personnel but not funds
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Timeliness and Effectiveness of Services are CriticalTimeliness:Several weeks is too longKeep in mind STUDENT SUCCESS -- how long before the student is behind in classEnsure sufficient staffing for timeliness
Be creative and provide SOMETHING EFFECTIVE when delays happen
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Timeliness and Effectiveness of Services, cont.Effectiveness:Keep in mind the ADA regulations regarding students with communication disabilities: preference must be given to the student’s requested accommodation
The interactive process is CRITICALUnderstand the relationship of pay rate to effectiveness and timeliness especially for:sign language interpreterscaptioning
alternate media, especially Braille
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What you need to know: The BasicsDay to Day Operations
2017 DSPS Fact Sheet DSPS Directors Training
Disabilities 101
Title 5 Checklist of Requirements
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Office and Intake EfficienciesAHEAD’s Disability Resource Professionals Guide to Exploring and Determining AccessInteractive Process
Online DSPS Orientation and Test Proctoring Procedures and GuidelinesFront Office prep of intake packets
Group Intake
Drop-in Times
Specialized counseling/academic adjustments, auxiliary aids counseling
Video/Online Presentations (make accessible!)
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Outreach and TransitionMeeting with feeder high schoolsTransition Guides
Catch the WaveOCR/Transition Guide
Next Steps
High School Students
with Disabilities, CCCCO
Legal Opinion
MOU’s with feeder HS
Chart on Differences
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Behavioral IssuesTitle 5, Section 56010 College Code of Conduct
CCCCO Unlawful Discrimination OpinionCollege DisciplinarianAccommodation Adjustments
Suspension of Services
Student Conduct Contracts
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Test AccommodationsProtocols and ProcessesProctorsLocations
Cheating Title 3 DOJ, Technical Assistance Manual, Chap. 4.6 III, 4.6000 –
Examinations and Courses
Link to ADA regulations on Testing Accommodations
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High Tech CenterWhat constitutes an HTC?How do students get referred?Is this the only location for tech services?Link to HCTCU25Slide26
Alternate Media ConsiderationsCCCCO Guidelines for Producing Alternate MediaCollege responsibilityPreference of the studentTimeliness of production
Early selection of textsPriority registrationAgreement with DOR
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Distance EducationCollege responsibility for accessibilityUniversal DesignThe Distance Education Accessibility Guidelines27Slide28
Sections 56032-56044: Disability Categories56032 Physical Disability56034 Deaf and Hard of Hearing56035 Blind and Low Vision56036 Learning Disability56037 Acquired Brain InjuryLink to: Title 5 Implementing Guidelines (2015)
56038 Attention-Deficit Hyperactivity Disorder (ADHD)56039 Intellectual Disability56040 Autism Spectrum
56042 Mental Health Disability
56044 Other Health Conditions and Disabilities
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Use your Professional JudgementCommon Sense Rules!29Slide30
56062 – Physical DisabilityPhysical disability is defined as a limitation in locomotion or motor functions. These limitations are the result of specific impacts to the body’s muscular-skeletal or nervous systems, and limit the student’s ability to access the educational process.A physical disability can be verified by various methods described below. In conjunction with the student self-report, direct observation by a certificated DSPS staff member.
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Physical Disability, cont.Existing documentation from a medical facility, another public or private non-profit agency serving people with disabilities such as Department of Veterans Affairs, Department of Rehabilitation, K-12, Independent Living Center, disability specific agency, DMV, Social Security, etc. Documentation from a physician, physician’s assistant, or nurse practitioner etc.
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56034 – Deaf & Hard of Hearing (DHH)Was Previously Communication DisabilityDeaf and Hard of Hearing (DHH) is defined as a total or partial loss of hearing function that limits the student’s ability to access the educational process. Deafness or hard of hearing is interpreted to mean a functional loss in hearing and can be verified as follows:In conjunction with the student’s self-report, by direct observation of a DSPS staff member of a cochlear implant or consideration of the student’s oral communication or signing skills.
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DHH, cont.By review of existing documentation from an audiologist, physician, physician’s assistant, or nurse practitioner, other public or private non-profit agency serving people with disabilities such as Department of Veterans Affairs, Department of Rehabilitation, K-12, Independent Living Center, disability specific agency, DMV, Social Security, etc.
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56035 – Blind and Low VisionBlindness and low vision is defined as a level of vision that limits the student’s ability to access the educational process. Blindness or low vision can be verified by various methods described below. In conjunction with students’ self-report of their disability, direct observation by a certificated DSPS staff member.
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Blind & Low Vision – cont.Existing documentation from another public or private non-profit agency such as Department of Veterans Affairs, Department of Rehabilitation, K-12, Independent Living Center, disability specific agency, DMV, Social Security, etc.Documentation from a physician, physician’s assistant, or nurse practitioner. Emphasis should be given to the quality of the documentation rather than recency.
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Learning DisabilitiesIn keeping with the ADAA, when verifying LD, the first step is to work with the student to determine if existing documentation is available which indicates they have LD or received academic adjustments, auxiliary aids, services or instruction based on their LD. If so, this information is sufficient to verify the student has LD and to report them for funding in the LD category.LDESM Overview Handbook
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Learning Disabilities, page 2If there is prior documentation, LD can be verified:By a review, by a Learning Disability Specialist or other DSPS Certificated staff person of documentation provided by outside agencies or an outside licensed/credentialed professional that demonstrates the student meets the Title 5 definition of a learning disability. Guckenberger v. Trustees of Boston University
By the presentation to a Learning Disability Specialist or to a DSPS Certificated staff person of a public or private school IEP or similar documentation, that designates a specific learning disability, and through the interactive process, determines that the student meets the Title 5 definition of a learning disability.
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Learning Disabilities, page 3LD Specialists assess students’ eligibility in the absence of documentationReview and evaluate prior documentationDetermine if assessment information meets criteria for LD and advise how the outside assessments relate to the student’s educational goalsMake recommendations for appropriate academic adjustments/auxiliary aids and compensatory strategies
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Learning Disabilities Eligibility Determinations & AssessmentsIf there is no existing documentation which can verify LD, then an assessment should be conducted by college staff to verify if the student has LD. Such assessment should be conducted:By a Learning Disability Specialist using the Chancellor’s Office officially approved California Community College Learning Disability Eligibility and Services Model (CCCLDESM); orThrough the use of professionally accepted assessment measures which demonstrate that the student meets the Title 5 definition of learning disability.
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CARS-W IssuesTo be added to the CARS-W database, an LD Specialist must attend the LDESM training, and pass. The process of managing users in the database is handled by the Chancellor’s Office.The CARS-W User Authorization form (for any changes, additions, deletions) must be signed by the DSPS Coordinator, and emailed to Linda Vann at: lvann@cccco.edu
.There will be two LDESM trainings this year:January 26-28, 2018, in San Diego, CAJune 2018 (exact dates TBD), in Sacramento, CA, if there is enough interest
LD Issues and Accommodations Training
LD Related Information on DSPS Solutions website
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56037 – Acquired Brain Injury (ABI)Note: New section number, was 56038Acquired Brain Injury (ABI) is defined as a deficit in brain functioning which results in a total or partial loss of cognitive, communicative, motor, psycho-social and/or sensory-perceptual abilities, and limits the student’s ability to access the educational process.ABI can be verified by:Student self report combined with direct observation by a DSPS certificated staff person if the effects of the brain injury are observable in the student’s speech, mobility, or behavior.
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ABI – cont.Documentation from an appropriate licensed professional such as physician, neurologist, neuropsychologist, physician’s assistant or nurse practitioner.Documentation from another public or private non-profit agency such as Department of Veterans Affairs, Department of Rehabilitation, K-12, Independent Living Center, disability specific agency, DMV, Social Security, etc.
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Section 56038 - Attention-Deficit Hyperactivity DisorderAttention-Deficit Hyperactivity Disorder is defined as a neurodevelopmental disorder that is a persistent deficit in attention and/or hyperactive and impulsive behavior that limits the student’s ability to access the educational process. An Attention Deficit Hyperactivity Disability can be verified by;Review by a DSPS certificated staff person of outside documentation by a professional with the appropriate license such as a medical doctor, physician’s assistant, psychologist, or licensed clinical social worker or marriage and family therapist.
Review by a certificated DSPS staff person of documentation from a public or private agency such as an IEP or Section 504 Plan or psychoeducational academic reports.
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56039 – Intellectual DisabilityNote: Change of terminology from DDL to ID and new section number.Intellectual disability (ID) is defined as significant limitations both in intellectual functioning and in adaptive behavior that affect and limit the student’s ability to access the educational process. An individual may have an intellectual disability when: the person's functioning level is below average intellectual ability; and
the person has significant limitations in adaptive skill areas as expressed in conceptual, social, academic and practical skills in independent living and employment; and,the disability originated before the age of 18.Click here to view ID Verification Form
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ID – page 2This disability can be verified by a certificated DSPS staff member using the documentation from a referring agency. The student should be reported in the Intellectual Disability category by meeting one of the two standards described below:the student has documentation from the Regional Center, school or other agency such as the Department of Rehabilitation identifying the student as having an intellectual disability or documentation that shows the student’s earned standard score was less than or equal to 70 on an ability assessment procedure; or
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ID – page 3The student has an earned score 84 or below on an ability assessment procedure and at least one of the seven following indicators history of special educationhistory of sheltered or supported employmenthistory of unemployment or limited entry level employment
dependent/semi-independent living environmentclient status with the state Department of Rehabilitationclient status with the Regional Centeracademic skill deficiency
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56040 – Autism SpectrumAutism Spectrum disorders are defined as neurodevelopmental disorders described as persistent deficits which limit the student’s ability to access the educational process. Symptoms must have been present in the early developmental period, and cause limitations in social, academic, occupational, or other important areas of current functioning. This disability can be verified by a certificated DSPS staff member using the documentation from a public or private agency that states the student meets one of the four criteria described below:the student is a client of the Regional Center identified as having autism spectrum disorder; or
the student is a client of the Department of Rehabilitation identified as having autism spectrum disorder; or the student has documentation from a school psychologist, licensed psychologist, or physician identifying them as having autism spectrum disorder; orthe student has an IEP or Section 504 Plan or a record of having received accommodations based on having autism spectrum disorder.
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56042 – Mental Health DisabilityMental Health disability is defined as a persistent psychological or psychiatric disability, or emotional or mental illness that limits the student’s ability to access the educational process. For purposes of this subchapter, conditions that are not described and/or excluded in the American Psychiatric Association Diagnostic and Statistical Manual (DSM) or the Americans with Disabilities Act (ADA) are not covered in this category.A mental health disability may be verified by a DSPS certificated staff member using documentation from: A public or private agency such as the Department of Mental Health, a psychosocial service agency, the Department of Rehabilitation or a public or private school identifying the student as having a mental health disability or
Documentation from a licensed psychologist, physician, licensed marriage and family therapist, or clinical social worker identifying them as having a mental health disability or For students with substance abuse disorders, verification of disability and proof of participation in a treatment program may be obtained from a 12-step group leader or other treatment provider.
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56044 – Other Health Conditions and DisabilitiesThis category includes all students with disabilities, as defined in Section 56002, with other health conditions, and/or disabilities that affect a major life activity, which are otherwise not defined in Sections 56032-56042, but which limit the student’s ability to access the educational process. A health condition or other disability can be verified by various methods described below.
In conjunction with the student self-report, direct observation of the effects of the health condition or speech disability by a certificated DSPS staff member.Existing documentation from a medical facility, another public or private non-profit agency serving people with disabilities such as Department of Veterans Affairs, Department of Rehabilitation, K-12, Independent Living Center, disability specific agency, DMV, Social Security, etc. Documentation from a physician, physician’s assistant, or nurse practitioner.
In the case of a speech disorder, by a licensed speech professional or documentation from a public or private agency identifying the person as having a speech disorder
.
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Resources for DSPS ManagementTo find out more about the resources that DSPS Solutions offers, visit DSPS Solutions Resources Section
And visit our fully online DSPS Directors Training module And don’t forget our homepage
with access to the whole site,
CCCCO trainings
, including our
Title 5 Training page.
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Your Responsibilities:Determining Eligibility and Educational Limitations
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Sources for Determining EligibilityADAA and 504 vs. Title 5Civil Rights vs. FundingThe documentation conundrum
The effects are being studied
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Determining Eligibility for DSPS ServicesStudent must have a verified disability which results in an educational limitationAn impairment may be verified by:
Personal Observation in conjunction with student self-report * Assessment* Review of existing documentation*
Educational limitations are identified/described in the Academic Accommodations Plan*
*
by appropriate certificated personnel
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Ensuring an Effective Interactive ProcessThe Initial InterviewOngoing communication/discussionDivergence from the “Yes”/“No” paradigm
The “art of the possible”Communication and Documentation
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DSPS Student Record FormsThere are five types of information needed (which may be combined or electronic) to meet Title 5 regulations for DSPS student records:Application
Academic Accommodation Plan (AAP)Release of InformationVerification of Disability
(supported by the interactive process)
Documentation of Service Delivery
(at least one contact per reporting year)
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Academic Accommodation PlanAAP Includes:Student nameFunctional Limitations with notes of interactive process
Starting date of planServices to be provided
Some indication that the student participated in the process (could be a signature)
AAP does not equal the abbreviated SEP
It is completed
once only, but can be updated if necessary
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Section 56022Academic Accommodation Plan (sample follows)Emphasizes the collaborative and deliberative process of determining the most appropriate academic accommodationsMust have documented process, which can be in an electronic or paper format.Evidence of interactive process (student signature is clearest and easiest indication)
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Academic Accommodation Plan Components
Interactive Process
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Academic Accommodation Plan Sample
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Student Rights and ResponsibilitiesCan be part of applicationRecommend that student signs that the rights/responsibilities have been read, but not required
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Student Record EssentialsDocumentation in student records should be sufficient to allow a reviewer or other authorized person to determine that:
verification of the disability has been obtained with documentation & self-report, assessment, observation, and interactive process
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Student Record Essentials(cont.)Documentation showing that:The student was eligible to receive services
Appropriate service planning was done The student was fully informed about the process
Services were delivered as planned in a timely and effective manner
The student’s rights were protected
The student record should also include documentation of:
any abuse of DSPS service
code of conduct issues
academic standards issues, and/or
counseling notes or other service documentation
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Timely and Effective Service Delivery The most critical responsibility is to ensure the student is provided with the most appropriate services and accommodations. That accommodations are provided in a timely and effective manner.
Costs now are considerably less than lawsuits later.63Slide64
Determining the Appropriate DSPS Reporting Category (2018-2019)
Past Weights
Category
Weight
ABI
3.34
DDL
1.29
DHH
4.87
LD
3.15
Mobility
1.32
Psych
0.38
Vision
2.25
Speech
1.00
Other
1.32
Current Weights (2016 Data)
Category
Weight
DHH
23.7
Autism (New)
3.8
LD
3.5
Blind & Low Vision
2.9
Acquired Brain Injury
2.6
Mental Health
2.6
Other (incl. Speech)
2.6
Intellectual Disabilities (DDL)
2.0
Mobility (Physical)
2.0
ADHD (new)
1.0
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Student Contacts for MIS
A service contact
is
:
Meeting with a student to:
discuss classes, accommodations, etc.
conduct services needed for next semester
An online or telephone conversation of substance or outcome-oriented
Training in use of assistive technology
Students who attend an approved “Educational Assistance Class” designed for DSPS students
A service contact is
not:
A telephone call to remind the student of an appointment
Letters/ newsletters sent out to students at home
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List of Sample Services/ContactsAcademic counseling/advising Adapted/Adjustable Furniture (AAF)
Adapted Physical Education (APE) Alternate Media
Assistive Listening Devices (ALD)
Assistive Technology (AT)
Assistive Technology Training
Calculator and Spell Checker
Computer Assisted Real-Time Transcription (CART)
Disability-related Counseling
Distraction Reduced Setting
Assistance Classes
Equipment Loan
Extended Time on Quizzes, Tests, and Exams
Learning Disabilities Assessment (LDESM) Liaison/Referral to Instructors, College, and Community Resources
Notetaking/Notetaking paper
On-Campus Transportation
Personal Counseling
Personal Locker
Preferential Seating
Priority Registration
Reader
Recorder
Registration Assistance
Scribe Services
Service Animal
Sign Language Interpreter (SLI)
Speech Services
Special Parking (Handicapped Parking)
Transportation Assistance (off-campus)
Tutoring Services
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Section 56026Academic Adjustments, Auxiliary Aids and ServicesLong list removed from regulationUpdated non-exclusive list in guidelinesRemember: Technologies and services may change, not everything is listed!
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Budget/MIS ReportingCritical that the Coordinator learn the District’s budgeting processThree required reports
MISEOY - SSARCCUnspent/additional funds
Mid-year Report (may be optional)
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Support ServicesStudent Contacts for MIS Reporting: Title 5- Section 56062A community college district will be deemed to have “provided academic adjustments, auxiliary aids, services and/or instruction” to a student with a disability, as required by Section 56060, if the student has applied to the DSPS [has a Student Record/SD screen in MIS]
or is enrolled in an educational assistance class or is enrolled in a general class and received one or more service contacts each semester [term] the student attends.
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Counting ContactsAlthough the regulation uses the word “semester”, all MIS data is collected by “TERM”A term includes the primary (required) sessions ofFall/Spring for semesters
Fall/ Winter/ Spring for quartersIntersessions (incl. Summer) are not primaryYou need to document a minimum of ONE contact in any term in the reporting year
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Developing Needed Policies and ProceduresLack of P&P leads to inconsistencyInconsistency leads to confusionConfusion can lead to OCR
Not OK to rely on personal relationships or past practiceP&P Development stepsCreate a program description
List existing DSPS policies
Attach procedures to each policy
Clarify inconsistencies/make room for exceptions
P&P Content Examples (CCLC has statewide models)
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Academic Accommodations Policies & ProceduresPolicy and Procedures must be availableMost colleges put on website
No requirement for student copy or in fileP&P ExampleFailure for providing assessment of the request is not an option
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How to Define Fundamental Alteration and….First time that this is in regulation Sec. 56000“Subsection 56000 (e)…not include any change to curriculum or course of study that is so significant that it alters the required objectives or content of the curriculum in the approved course outline thereby causing a fundamental alteration..”Compare the course outline of record to the syllabus for a particular class – do all instructors require
X task or method?
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…What to Do About ItHandle issues of health and safety carefully! Involve instructional administrators and other faculty and enter into a deliberative process to make a decisionContact other colleges and look at resources listed Document your decision making process – this is CRITICAL
Always involve the student and the faculty to see if creative solutions agreeable to both can be foundEncourage use of universal learning design on your campus – it facilitates program accessibility for ALL students!
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Program ComplianceStudent records and activities must conform to Title 5 Section 56046 DSPS Program Plan can be a unit plan or whatever your college is using for internal strategic planning as long as it meets the requirements.
Preparing for the audit
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Wednesday Wrap-UpQuestionsEnjoy your eveningFull day tomorrow with guest speakers and breakout sessions
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Day Two:New Directors TrainingCCCCO DSPS ProgramSeptember 21, 2017
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What you need to know: BudgetAllocationsAllowable expenses
DHHMIS
Audits
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DSPS & DHH Allocations and Allowable Expenses
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DSPS BUDGET AND ALLOCATIONSLEGISLATIVE INTENT - to provide a mechanism and definitions that would guide colleges in providing services to students with disabilities in order to allow them to compete and participate equally in regular classes. This action essentially leveled the academic playing field for individuals with disabilities.
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Recent Allocations and Weights StudyRevisit funding formula components such as college effort and the 95% guarantee and simulate changes suggested by the Advisory Group and CCCCO Capture the relative cost of serving students in different disability categories
Identify costs of serving students in potentially new disability categories (Autism, ADHD) and redefined categories (LD to include some students previously reported Other)81Slide82
ALLOCATION RATIONALE AND METHODOLOGYSimple and clear: so that everyone, DSPS Coordinator, college administrator, and business manager can understand the basis for the allocations they receive and be able to predict future allocations with some certainty, i.e., count on 90% of base allocation starting in 2018.
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ALLOCATION RATIONALE AND METHODOLOGY (p. 2)Equitable: so students receive similar services regardless of which community college they attendCost based: that funding for services should be based on the fixed and variable costs of operating a program, accounting for differences in serving different populations (WSC)
Protection: The 95% (soon to be 90%) guarantee protects against large drops in allocation from year to year, based on fluctuations in size of Program, problems with MIS reporting, drops in level of support from the district (college effort), etc.
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DSPS FORMULA COMPONENTSWeighted Student Count = Will be 80% of the state
allocation, is based on the number of students served, weighted by disability group (WSC)College Effort = up to 20%
of the
state
allocation is to be distributed to the college based on the contributions of the college or district to the DSPS Program (college effort). Variable scale based on percentage of total budget
Coordinator Funding Guarantee = To help cover the salary and benefits of a DSPS Coordinator (only required position, per Title 5) for each college; a minimum of $150,000
.
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DSPS FORMULA COMPONENTS, cont.Total Program Expenditures minus Educational Assistance Class Revenue (FTES) minus DSPS Allocation
minus Other Income minus the required DHH match = College Effort
Unlike other Programs that you may have oversight over, DSPS
does not
require a specific minimum match or “maintenance of effort,” except for DHH funds85Slide86
Comparison of Current and New Funding Formulas
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Section 56072Allocations; Reports; Audits; Adjustments Authorizes Chancellor’s Office to increase the amount of DSPS funding determined by College Effort up to 20% (previously up to 10%) of the state allocation funds.
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IMPORTANT…REMEMBERThe Program Coordinator has a right to know the source of program funds and the amounts coming from each source! (and under SSARCC are required to
report them!)88Slide89
SEPARATE BUDGET CODES/ACCOUNTS ARE REQUIRED FOR DSPS FUNDS (BAM)State DSPS Allocation- a system of tracking the students that you serve and the services provided. Remember you need one service contact per reporting year, a verified disability, AND a student record in MIS (SD screen) or enrollment in either a regular class or an Educational Assistance Class in order to count them.
Educational Assistance Classes (EAC)- a good way to serve students while generating some funds for the program. Remember that instructors must have met minimum qualifications, the class must have a special designation and a preponderance (50+%) of the students must have a disability. More questions? Go to: EAC FAQs webpage
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ACCOUNTABILITY AND REPORTINGUnderstanding your Management Information System (MIS) system is very important because this is where your student count is documentedGet to know the college IT staff and, specifically, the individuals who are responsible for reporting student data to the state
. Request student reports periodically so that you can check to determine if their records match yours.... Check your entire student collection/record keeping process/procedures and find out possible reasons for these discrepancies
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ACCOUNTABILITY AND REPORTING, p. 2DO NOT automatically trust that MIS data submitted by the college to the district (especially in a multi-campus district) will then be submitted to the State correctly. You should ask for one last look at the data before it is submitted. Remember approximately 80% of your allocation is based on Weighted Student Count!
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ACCOUNTABILITY AND REPORTING, p. 3End of Year Expenditures Report: Gather essential documents earlyCreate an excel spreadsheet to record and tabulate expenditures and program costs
Late reporting holds up the entire state DSPS Allocation process and can affect your allocation (so does not having a state budget…)
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MIS Weighted Student CountMIS compiles the WSC report for CCCCO based on:The primary disability record (SD).A minimum of one service contact in a term in the reporting year.If the student has a Student Record (SD) OR is enrolled in a regular class or an Educational Assistance Class (an SX record).
CCCCO MIS Student DSPS Data Elements webpage CCCCO MIS Data Element Dictionary webpage
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MIS System TestsThere are two MIS system tests which result in rejecting DSPS (SD) records in a given year if:the DSPS student does not have a student (SD) record or an enrollment (SX) record, if neither record is found, the record for that student will be rejected. If a student is rejected due to other demographic information on the student record.
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What does enrolled mean? It depends on the type of class (daily census, weekly census, positive attendance) and the answer appears in the data element dictionary, under the rules for a student data enrollment record where: the enrollment resulted in attendance in a course as of the first census or later for daily or weekly census,
ORthe enrollment resulted in attendance in at least one meeting of a positive attendance class,OR
the enrollment resulted in a notation on the student's official record.
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SPECIAL PURPOSE FUNDINGTo fulfill a special purpose or legislative mandate, like:DHH fundsAccess to Print funds (& ATPC)Captioning funds (via DECT grant)
Outcome of the Video Relay Interpreting feasibility study to be reported soon96Slide97
DSPS/DHH Allocation ProcessFinancial Role of Chancellor’s OfficeState BudgetReporting and TimelinesApportionmentsFunding Summaries and Reports on Website
Overview of DSPS Allocation FormulaOverview of H Allocation Formula
97Slide98
What does the CCCCO (financially) do?Calculate and distribute the DSPS allocation, DHH allocation and Access to Print funds.Provide technical assistance on allowable expenditures and reporting requirements.
98Slide99
FY 2017-2018 DSPS Budget ($M)Total:
$117.2
99Slide100
Fiscal PeriodsAdvance: 95% (2019/2020 will be 90%)
Note: 105% (current cap)P1 –
(1
st
Principal Apportionment – usually in Fall)P2 –
(2
nd
Principal Apportionment – usually in Spring)
R1 –
(Recalculation – occurs the following year)
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Fiscal Report Notifications Period Notified Adjusted Advance June July
P1 Dec FebP2 Mar JuneR1 Nov FebThis is for all college funding, not just DSPS
101Slide102
Apportionment Payments102
July 8% Aug 8%
Sept 12%
Oct 10%
Nov 9%
Dec 5%
Jan-June 6% each monthSlide103
How to Find Funding Summaries on WebsiteGo to the CCCCO website and:
Click on “Divisions”
Click on “
DSPS
”
103Slide104
104CCCCO DSPS Page with link to Allocations
Click on “
Allocations
” tabSlide105
105DSPS Allocations PageSlide106
Understanding the Allocations Spreadsheet
Tabs:
Funding Summary
Allocation
College Effort
DHH Distribution
Weighted Student Count
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DSPS Allocation (P1)Components: 2019/2020 (changes with new formula)
Base AllocationWeighted Student Count (90% of formula after Base)College Effort (10% of formula
after Base)
Application of the Guarantee
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Weighted Student Count (WSC)Data taken from State MIS data report (due first Monday in August)Weight assigned for each disability category (new categories and weights for 2016-2017 data)
Multiply primary count x primary weightSecondary weights no longer countedEquals an “Amount for WSC” in 2017-2018
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College EffortCollege Effort = Expenditures minus Revenue
RevenueDSPS AllocationEducational Assistance Class Revenue (FTES)Other Income
DHH Match
Expenditures as reported on EOY Report
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Section 56064Allowable Expenses May include the removal or modification of minor architectural barriers providing the funds do not exceed 1% of the current year DSPS allocation, unless an exception to this funding limitation is approved by Chancellors Office Staff. This applies to College Effort funds, too.
110Slide111
DSPS Allocation Calculation Process 2019-2020Calculate each college’s College Effort
Calculate each college’s Weighted Student CountEach college gets its share of the College Effort budget, based on this mini formula: the college’s amount of CE / total CE statewide = a %. Multiple that % x total CE budget (so a proportional share)
Each college gets its share of the Weighted Student Count budget, based on this mini formula: the college’s amount of WSC / total WSC statewide = a %. Multiple that % x total WSC budget (so a proportional share)
Add WSC amount + CE amount
Apply the Coordinator Funding Guarantee Minimum
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DHH Allocation (P1)Components:Amount you received in last year’s allocation as a result of the number of DHH counts reported in WSC.
Amount of DHH funds requested by the college and the match pledged (all from EOY report).Total DHH expenditures in previous year.
112Slide113
DHH Allocation Calculation ProcessCalculate the amount you are qualified to receive
(DHH expenses – how much you received in DSPS allocation as a result of DHH WSC). Internally, we refer to this number as your “unmet need”Compare 80% of your unmet need (due to the 1 to 4 match) to the amount the college requested
You are “qualified for” or “eligible for” the lesser of the two figures
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DHH Allocation Calculation Process, cont.
Sum up all qualified or eligible requests state wide. This will represent a number which far exceeds our DHH budget. We divide the $9.6 million amount we have to allocate by the sum of all system-wide eligible amounts. Past two years that came to
61.6%
.
Every college gets that resultant percentage of their eligible amount. We know…..Yuck!!
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DHH Allowable ExpensesDirect Sign Language Interpreting for classroom and required classroom-related activities Oral InterpretingCued Speech
Real Time CaptioningVideo Remote Interpreting and Captioning Live Print Communication (e.g. C-Print and Typewell, AlphaSmart, laptop, Interprer Type)
Tactile Interpreting
Interpreting during tutoring
Interpreting for athletes when they are part of a College class and team sport
Study abroad – will be reviewed on a case basis (DHH services should be contract-based)Other live direct communication accommodations as determined by the Chancellor's Office Deaf and Hard of Hearing (DHH) Advisory Group
Salaries and Benefits for Interpreters and Real Time Captioners
Salaries and Benefits for Interpreter Coordinators at the percent of time spent coordinating interpreters if engaged less than full time in this activity
115Slide116
SSSP & Student Equity Funds: DHH Match/College Effort/SSARCC Both SSSP and Student Equity funds are valid funding sources for DSPS and DHH expenditures and should be reported in SSARCC.However
Any expenditures paid for with SSSP and/or Student Equity funds for DHH allowable expenses will not be counted toward the minimum DHH match requirement, and will not be counted as positive College Effort in the DSPS allocation formula.Despite this policy, reporting SSSP and/or Student Equity funded DHH expenditures in SSARCC does still have a positive fiscal benefit within the formula (
unmet need
component).
So to clarify: Any DHH allowable expenses covered from any funding sources
except for DSPS, DHH, Student Equity or SSSP (or any other State categorical) will be counted toward the DHH matching requirement in the DHH allocation formula.
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Key QuestionHow well do you understand the allocation formula for DSPS and DHH?? …..Because….….The better you understand the nuances of the formulas, the better you will understand the fiscal implications of policy decisions made both at the State level and at the local level.
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What you need to know about Program Plans and Program ReviewTitle 5, Section 56046Program ReviewIntegrated Planning, Evaluation, and Resource Allocation
118Slide119
Title 5, Section 56046: DSPS Program PlansEach district receiving funding:shall develop and submit to the Chancellor, at such times as the Chancellor shall designate, a DSPS program plan for each college within the district.
the plan shall be a contract between the District and the Chancellor. Expenditures of funds appropriated pursuant to this subchapter must conform to the approved plan.
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What’s in a DSPS Program Plan?Bare-bones basics of the regulation require:long-term goals of the DSPS program
Meaning: Where do you want your program to be five years from now?short-term measurable objectives of the programMeaning: What are the smaller
measurable
achievements or milestones you have identified to accomplish each goal?
activities to be undertaken to accomplish the goals and objectives
Meaning: At a more granular level, exactly what you are going to do to achieve the objectives and ultimately the goals a description of the methods used for program evaluation
Meaning: How will you know if you achieved what you set out to achieve: how will you assess and evaluate your outcomes?
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Implementing Guidelines provides moreMission statementNumber of students servedDescription of academic adjustments, auxiliary aids, services and/or instruction provided
How the program adheres to Section 56000 regarding duplication of servicesStaffingMinimum qualificationsEducational Assistance Classes
Student Learning Outcomes
Student and faculty satisfaction surveys
121Slide122
And you are likely already doing all of this!Program Review is required of every college, per state and federal regulations and accreditation requirementsIntent of the change to the old regulation: reduce duplication of effortUse the same college DSPS Plan that you create, assess, and act upon for Program Review
Your college Program Review process likely informs strategic planning, evaluation, and resource allocation
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Integrated Planning, Evaluation, and Resource AllocationPer accreditation requirements, every college is required to have an integrated planning, evaluation, and resource allocation process Plans are integrated for the purpose of consistency with mission and overall college goals and objectives
All programs are evaluated using quantitative and qualitative measures (continuous quality improvement)Resource allocation is informed by plans and structures, is data-informed, and transparent
123Slide124
Resource AllocationMake sure you know the criteria that your college uses to allocate fundingFaculty and staff positions Supplies, equipment, travelCapital improvements
Then find out the process and rubric for decision making 124Slide125
Evaluation and Resource AllocationMake sure that you are collecting the types of data that are needed to make you competitiveAnd if you don’t have the same data elements to compete, talk to your Research Office about identifying comparable dataTell YOUR STORY via numbers, outcomes, surveys, focus groups
Make sure that your program review is evaluating both your student services AND your instructional services, because they are funded differentlyRemember that the President is the final decision-maker
125Slide126
Planning and Resource Allocation Committees Be active on committees related to planning and resource allocation on your campusIt is the opportunity to educate others regarding not only your program and its complexities, but the needs of your students as they participate across the campus
Instructional programsStudent servicesClassrooms (accessibility)Libraries and computer labs (accessibility)
Facilities -buildings and wayfinding (accessibility)
126Slide127
Program Review ResourcesDSPS Solutions Website: Program Review SectionIncludes overall description of program review, and a summary of types of data that can be collected for your programs, plus other materials and links
Program Review: Setting a Standard (The Academic Senate for California Community Colleges, 2009)DSPS Solutions Staff, contact:jillbaker@dspssolutions@interwork.sdsu.edudspssolutions@interwork.sdsu.edu
127Slide128
Small Group Breakout Session #1128Slide129
The Audit ExperiencePreparing for, engaging in and living to tell the taleTeena Atalig, Fiscal Specialist
Chancellor’s OfficeSeptember 21, 2017
129Slide130
Role of Fiscal AccountabilityPublish the Contracted District Audit Manual.Resolve audit findings.Respond to whistleblower complaints submitted to the Chancellor’s Office.
Audits of various programs of the Chancellor’s Office.
130Slide131
Role of Fiscal Accountability, cont.Review and monitor the fiscal condition of CC districts.Acts as a liaison to external and
other agencies regarding audits of community colleges.Participate in the Fiscal Standards
Accountability Committee to establish
guidelines for fiscal reporting.
Maintain and Update the Budget and
Accounting Manual (BAM)
131Slide132
To Quote Paul Newman in Butch Cassidy and the Sundance Kid:“Who ARE those guys?”What Auditors are not:Bribable (there is not enough money in the coffee fund anyway)Susceptible to BS (unless it is their first rodeo)
Hateful Trolls spawned specifically to reign complete and utter destruction on you and your program
132Slide133
Who ARE those guys?” Cont.What Auditors are:Professionals – Contracted by your districtExperienced and ethically bound to respect student confidentialityHave various levels of Title 5 knowledgeHuman
133Slide134
What is our Goal?Not necessarily to win the war, rather, to avoid losing the battleMake the audit experience, if not enjoyable, at least tolerable for everyoneStrive to influence that portion of the results that are susceptible to opinionStructure our strategy, our behavior and our energy on receiving the “Benefit of the Doubt”
134Slide135
We CAN influence how the “in doubt” is reportedWhat does it take?AttitudePreparationRespect Resolve
135Slide136
Audit Etiquette AttitudePresent a positive attitude towards the auditIndicate your desire for continuous improvementRespect
Show confidence in the contractor’s ability to understand your programTreat the auditors as the professionals they are, and their right to be thereAgree to disagree if at an impasse – they may be wrong, but disrespect will not change their
minds
Courtesy
Get them Parking Passes
Make them comfortableGood space/chairs/lightingMake it easy for them to find things
Files/coffee
Sincere communication - DO NOT BE PHONY
136Slide137
Audit PreparationKnow the Audit ContractorCheck with the Business office / Discuss your needsEntrance/Exit InterviewsSample and timing of previous audit reports
Communicate with the contractor Ask for entrance and exit interviewsAsk to present program overview at entrance interviewDetermine dates and times for audit and schedule interviewsReview their work
Familiarize yourself with Contracted District Audit Manual
Obtain previous audits by this contractor
Look at the type of tests they used and numbers of files they reviewed
See how they word the tests/ Get clues from their summationsConduct a self-testUse the Title 5 Self-Assessment Checklist as you think the contractor might
137Slide138
Compliance IssuesYour Self-Check and Ongoing Quality Control Should Target: Eligibility - Title 5 vs. 504 and the ADAAUnderstand the difference
List checklist items hereDocumentation - Required Information and Assurance that you had an interactive meeting with the studentList checklist items here
Academic Accommodation Plan and Services
List checklist items here
138Slide139
The Entrance InterviewExpectations and Ground rulesEstablish times the auditors will be in your office Establish record review protocols (what to do with completed record, where to get student records in the morning, where to store student records at night) Program overviews, information, tours
Offer a tour of your officePrepare a brief overviewReview student record contents and location of documentsShow where other records such as sign-in sheets or equipment checkout documents are kept
Contact/logistics person always available
139Slide140
During the AuditAccess Access is absolute and available at the established timesClarificationIf disputes arise regarding audit findings they should be discussed as early on as possible in the audit process, not in the exit interview.
If the immediate contact person is not able to provide clarification know who can and how soonSelling your Policies & ProceduresHave rationale for your processes ready
If there is a reasonable explanation, provide it
Do not try to BS a policy or a mistake
140Slide141
The Exit InterviewReceiving Results:Try to make clarifications prior to the exit interviewUnless there are obvious errors accept the resultsGiving a rationale vs. being defensive
141Slide142
Acting on the ResultsPreparing your administrationAlert administration to known problems before the audit (based on self-tests)Invite your administrators to participateUpdate after the entrance interviewUpdate after the exit interviewCreating a Plan
Review report/check for accuracyAssess resources for corrective actionPrioritize problems areasImplement planAppeals
142Slide143
CCCCO ResourcesChancellor’s Office Staff, DSPS Allocations and Reports
Linda Vann: lvann@cccco.edu
DSPS Web Page:
Chancellor’s Office
Divisions
DSPS
Webinar archives and PowerPoint for CCCCO trainings
143Slide144
Legal Mandates: Relevant Federal and State Laws and RegulationsSee separate PPT for Gaeir Dietrich’s presentationaddressing:
State and Federal Laws, Section 508, Accessibility, and Universal Designto be posted on DSPS Solutions’ New Directors Training website
144Slide145
Day 2:Wrap-up and Q& A145Slide146
Day Three: New Directors TrainingCCCCO DSPS ProgramFriday, September 22, 2017
146Slide147
DSPS Coordinators GuidetoMIS ReportingTodd Hoig
, CCCCO MISSeptember 22, 2017147Slide148
AgendaCCCCO DatabaseMIS Data Submission Process MIS Data ElementsStudent Services ReportsSSARCCComments/Questions
148Slide149
Chancellor’s Office Database
149Slide150
Student Services Files Submitted by TermDue 30 days after the end of each term:CalWorks (SC and CW files)DSPS (SD file)
EOPS/CARE (SE file)SSSP (SS file)Special populations (SG file)
150Slide151
Recommendations for DSPS CoordinatorsFamiliarize yourself with the Data Element DictionaryDetermine where data reside in your systemCollaborate with your IT staffReview preliminary reports Run periodic reports throughout the year
Make quality data submission a priority151Slide152
Data Element Dictionary (DED)Provides descriptions of the Chancellor’s Office Management Information System and technical specifications for data to be collected and reportedAvailable on the Chancellor’s Office website at MIS/DEDData File/Element Information
File Domain and FormatData Element Definition
152Slide153
Data Element StructureElement IDElement NameElement FormatElement DescriptionProcessing Edits
Field CheckIntegrity CheckReferential CheckData Quality CheckChange History
153Slide154
DSPS (SD file)Report one record for each student who had one or more contacts during the term being reported.They need not have been enrolled in a course to be reported. There must be a matching SB record reported for every SD record.
SD01 Student –Primary-DisabilitySD02 Student –Primary-Disability-Service-ContactsSD05 Student-Disability-Dept-Rehab
154Slide155
DataMartDataMart Link is located on homepage ribbon of CCCCOStudent Services ReportsDSPS
Financial Aid (by Special Population/Group)Outcomes ReportsProgram Awards (by Special Population/Group)Retention/Success Rates (by Special Population/Group
155Slide156
Other Student Services ReportingAccess reports at: SSARCC
Categorical Term ReportsDSPS Report of Primary Disabilities by Contact ServicesEOPs Students ServedCARE Students ServedCalWorks ReportCategorical HeadcountEOPS Annual Students Served
CARE Annual Students Served
CalWORKs Unduplicated Annual Headcount Report
DSPS Annual Student Counts Report
Financial Aid Reconciliation Report156Slide157
What is SSARCC?SSARCC = Student Services Automated Reporting for Community CollegesA web-based computer application used to construct and retain key Chancellor’s Office budget documents (such as EOY expenditure reports for DSPS and budgets and final expenditures for other categorical programs).Web access:
SSARCC157Slide158
Purpose of SSARCCMake it easier for college program staff to complete budget plans and expenditure reportsAllow for more efficient review time by Chancellor’s OfficeAllow Chancellor’s Office to have electronic access to statewide expenditure dataEnable reporting of expenditure data at State and local level
158Slide159
SSARCC Demo159Slide160
SSARCC Contact InformationSend questions, comments, feedback to: ssarcc-dsps@cccco.edu
Thank you
160Slide161
Small Group Breakout Session #2161Slide162
CAPED Mentorship ProjectLucinda Aborn, Ph.D., CRCCAPED Project CoordinatorNew Director’s Training 2017
Sacramento, CA162Slide163
CAPED Mentorship ProgramPresentation OverviewMentorship Program Purpose and GoalsStructure of ActivitiesCollaboration with DSPS SolutionsNeeds AssessmentHow to Apply
163Slide164
Mentoring to Shape the Future of DSPSNext Generation of campus leaders Complexity of Campus ComplianceSpecialized vs. GeneralistBuilding Relationships Across CampusAccessibility is an Institutional Responsibility
164Slide165
MentoringTool to nurtureBuild CapacityInformal or FormalOpportunities to observe and questionCareer Related
DynamicMutually Beneficial
165Slide166
CAPED Mentorship Program ActivitiesActivities1 Year of SupportMentorship Contract and GoalsTwo “Face to Face” meetingMonthly On-Line Topic DiscussionsCore Group of Experts and Site VisitsDSPS Solutions Collaboration
166Slide167
Benefits of ParticipationBuilding Relationships and Networks – interacting with other professionals in the DSPS CommunityEstablishing a close working relationship with Protégé or MentorLearning about other DSPS programs on other campusesBudget management and Title 5 changesGrowing in your role as a leader
167Slide168
Mentorship PairingsProtégé1 year commitmentNew Director/ CoordinatorWilling to Ask for HelpReceptive to FeedbackWilling to Share Ideas and Strategies
MentorMatched to ProtégéLocationCollege SizeExperienceKnowledge BaseCAPED Member
168Slide169
Characteristics of a MentorDesire to helpSkilled in developing othersTime and EnergyOpen to LearningCurrent KnowledgeEffective Practices
169Slide170
Characteristics of a ProtegeReceptive and ResponsibleExpanding CapabilitiesWillingness to Ask for HelpCooperativeWillingness to accept criticismSense of Responsibility
Commitment170Slide171
Structured On-Line TrainingCanvas Course SitePersonal ScenariosCase ExamplesBest Practices and Upcoming TrendsBuilding RelationshipsLessons Learned from Failures
Delivered in modulesBudget and Fiscal ManagementHR/Personnel
171Slide172
Collaboration with DSPS SolutionsTargeted support services related to Technical Assistance and training throughout the programAssessment and evaluation support throughout the program
172Slide173
New Directors Needs AssessmentGoal: Determine areas of trainingEstablish priorities for training and supportCoordinate resourcesCanvas Course Modules to reflect areas of needFace to Face training topicsAccess online
173Slide174
2016 Needs Assessment FindingsResults of Mentee/Protégé 2016 Needs assessmentMany of them were wearing multiple hats!Various titles, various reporting structuresOverall, they were most confident in their knowledge of ADA and Section 504, less so with Title 5 – DSPS Overall, they wanted more support/training with SSARCC, DSPS Allocation Formula, and DSPS Audit
Over 90% of them felt that the Mentorship Program could assist new DSPS Directors and they would like to participate in it
174Slide175
Class of 2017-2018 Needs AssessmentNew Directors Training evaluation and CAPED Needs Assessment will be combined this yearCheck your Inbox for a survey invitation from Jill Baker
175Slide176
New DSPS Director’s PerspectiveWhy should you become a Protégé?Benefits of Mentorship participation in your practice?Can you find the time?176Slide177
Experts’ PerspectivesBenefits of the Mentorship programExpert support through CAPED and DSPS SolutionsWays to find the timeCAPED members and activities
177Slide178
How to ApplyComplete an interest form for Mentor or ProtegeAttend CAPED Mentorship “Kick-Off” MeetingComplete Training Needs SurveyCommunication with Mentorship Coordinator
178Slide179
Thank you! Lucinda Aborn, Ph.D., CRCCAPED Mentorship Coordinatorlaborn@cerritos.edu562.860. 2451 ext. 2334
179Slide180
Getting the help you need - Resources180Slide181
Available Resources:DSPS Grant ResourcesPADS
CCCCO Website
Learning Ally
National Deaf Center for Postsecondary Outcomes
Tarjan
Center
“
Sidekick
” Website
Student Mental Health Program (CCCCO SMHP)
181Slide182
Alternate Text Production Center (ATPC)High Tech Center Training Unit (HTCTU)Distance Education Captioning and Transcription (DECT)Various special projects via Program Accountability and Development Services (PADS) contractsDSPS Grant Resources
182Slide183
ATPCA San Bernardino Community College District grantPhysically located in Camarillo, CAProject Director: Jeff Baugher
Objective: To provide quality Braille, E-text and Tactile Graphics production and alternate media support at no cost to the colleges.Website: ATPC
183Slide184
HTCTUA Foothill/DeAnza Community College grantPhysically located in Cupertino, CA (across the street from De Anza College)Director – Gaeir DietrichObjective – To provide training, technical assistance and support in the areas of web accessibility, alternate media production and assistive technology
Website: HTCTU
184Slide185
DECTA Santa Clarita Community College District grantPhysically located at the College of the CanyonsProject Director: James Glapa-GrossklagObjective: To provide quality captioning and transcription services for instructional content used in a Distance Ed or hybrid course delivery mode.
DECT
185Slide186
PADSProgram Accountability Development Services!A Yosemite Community College District contract (fiscal agent)Physically located in Modesto, CADistrict contact – Carrie SampsonObjective – to provide support and funding for special projects to assist the DSPS program
186Slide187
PADS Special ProjectsDSPS Solutions – InterworkWorkability III ReviewsLearning Ally statewide membershipUCLA Tarjan Center
LD / CARS-W supportRTI Study for VRI feasibility (completed)CAPED Mentoring ProgramTravel and support for statewide advisory groups
187Slide188
Learning AllyLearning Ally provides an online library of 80,000 accessible audio textbooks and literature titlesCalifornia Community College’s have free access to Learning Ally’s audiobook libraryThere is no limit on Student Accounts or audiobooks addedFree Software for PC, MAC, iOS, and Android
www.learningally.org/cacolleges
For more information contact:
Crissy Anderson
canderson@learningally.org
(925) 494-3483
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SidekickSidekick, sponsored by California Community Colleges, brings together six free resources, providing you with the tools you need to create inspiring and engaging content that meets the needs of diverse audiences and ever-changing regulations. Contact information for the six free resources, including:3C MediaCCC Confer@One
ATPCHTCTUDECT
189Slide190
CCC Student Mental Health ProgramStudent Mental Health Program: Training and Technical Assistance for California Community CollegesWebsite (great resource for programs and training)Contact: Colleen Ganley916.323.3865cganley@cccco.edu
190Slide191
Overview of CCCCO WebsiteHome Page Portal for CCCCOCalifornia Community Colleges
Chancellor’s Office Systems OperationsDatamartStudent Success and Support Program
Student Success Initiative
Student Success Scorecard
191Slide192
CCCCO - DSPS SiteHome page portal for CCCCO DSPSHow to navigate the site (multiple paths in)General page layout and configurationSome key things you’ll need to be able to find
AllocationsReports, Resources, Data, and Forms
Use horizontal menu bar to select your choice
Many resources are on the DSPS home page
Archives
SSARCC Login Page (You do not need a login to access the Reports tab)
192Slide193
DSPS SolutionsInterwork Institute – a part of San Diego State UniversityDSPS Solutions – The Technical Assistance (TA) provider for DSPS programs in the California Community College System In our third year as your provider of technical assistanceDSPS Solutions website
Website updated regularly with a variety of training and resource information; including the New Director Training documents/FAQsVarious ways to receive TA: Site visits, on the website, e-mail & phoneCan be reached at DSPSsolutions@interwork.sdsu.edu
(Best)
Toll-free at 877-472-5892 (a message phone)
193Slide194
Before you go…..Life is a balancing act.Life is more than work, it is family, friends, fun and relaxation.Don’t spend all your time at work and forget the important things in life.
194