dsps new directors training september 10-12, 2014

DSPS New Directors Training September 10-12, 2014

Presenters Scott Berenson Scott Valverde Mia Keeley Chelle Ellenberger Jan Galvin Catherine Campisi Bette McMuldren Skip Bingham A panel of experienced DSPS Coordinators

Housekeeping Welcome and Introductions Travel Reimbursements

The Big Picture

What Administrators & DSPS Coordinators Need to Know!

Key Federal and State Laws and Regulations What will we learn? The key Federal and state laws DSPS Administrators and Coordinators should know Key points in the legislation related to DSPS services How to use the key points to analyze real life situations Where to find more information!

Key Federal Laws Section 504 of the 1973 Rehabilitation Act (29 U.S.C. 794d) and accompanying regulations related to students in postsecondary education at 34 CFR 104 Part D The Americans with Disabilities Act (ADA) Title II for State and Local Government Entities (42USC12101 et. seq.) Education Code Section 67310-12 and 84850 and Title 5 regulations Sections 56000 et. seq.

Section 504 A critical civil rights law for persons with disabilities No otherwise qualified individual with a disability...shall, solely by reason of his or her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance

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

Section 504 and the ADA: A Broad Definition of Disability Persons covered have a physical or mental impairment that affects one or more major life activities Have a history of such an impairment Are regarded as having such an impairment

Examples of Major Life Activities Include: Walking Seeing Hearing Speaking Learning

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

College Has Responsibility for Compliance College budget (NOT DSPS budget) is source of available funds Requires designation of a 504 and ADA Coordinator for the College Requires a transition plan for facilities and a program evaluation for policies and procedures Requires program accessibility through provision of auxiliary aids and services and other actions

Laws Require Program Accessibility Services must be provided in a timely manner They must be decided upon through an interactive process with the student Accommodations must be made unless they are a fundamental alteration to the curriculum Includes provision of alternate media

Program Accessibility, cont. Test accommodations including extended time, distraction free testing, use of scribe, or AT for test- taking Possible adjustments to class activities more time to practice hands-on tasks, use of aide in class Adjustment of college policies and procedures such as priority in registration to ensure accommodations (i.e., classes in close proximity for a student with significant mobility limitation)

How to Define Fundamental Alteration and. Compare the course outline of record to the syllabus for a particular class do all instructors require X task or method?

What to Do About It Handle issues of health and safety carefully! Involve instructional administrators and other faculty and enter into a deliberative process to make a decision Contact 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 found Encourage use of universal learning design on your campus it facilitates program accessibility for ALL students!

Digital Compliance and OCR This is all about Program Accessibility: Department of Justice uses Section 504 New regulations due next year UC Berkeley Settlement with DOJ South Carolina Technical College System Louisiana Tech University settlement with DOJ

The goal of digital disability compliance is equal access to information: Irrespective of the nature and severity of the disability: physical, sensory, or cognitive Irrespective of the way the information was originally formatted, stored, or conveyed Slides courtesy of Paul D. Grossman, Esq. 19

The legal authorities requiring equal access to information are: Section 504 regulation especially method of administration provisions (effective 1978) DOJ Title II and Title III regulations, respectively require public entities and private businesses to furnish appropriate auxiliary aids and services where necessary to ensure effective communication with individuals with disabilities. (28 C.F.R. 35.104, 35.160, 36.104, 36.303) (effective March 15, 2011) Joint OCR/DOJ Dear Colleague Letter on Emerging Technologies (June 2010) DOJ Effective Communication guidance: http://www.ada.gov/effective-comm.htm 20

For public entities the single most important legal provision is 28 C.F.R. Section 35.160 (a)(1) A public entity shall take appropriate steps to ensure that communications with members of the public are as effective as communications with others **** (b)(1) A public entity shall furnish appropriate auxiliary aids and services where necessary to afford individuals with disabilities, . an equal opportunity to participate in...[any] service, program, or activity of a public entity. (2) The type of auxiliary aid or service necessary to ensure effective communication will vary in accordance with the method of communication used by the individual; the nature, length, and complexity of the communication involved; . In determining what types of auxiliary aids and services are necessary, a public entity shall give primary consideration to the requests of individuals with disabilities. In order to be effective, auxiliary aids and services must be provided in accessible formats, in a timely manner, and in such a way as to protect the privacy and independence of the individual with a disability. 21

The goal of equal access to information is achieved by: Making the information available in formats compatible with common adaptive technology Making the adaptive technology necessary to achieve equality readily available on campus Adopting, dispersing, and monitoring policies and practices that will achieve these goals on a continuous basis (universal design) (continues) 22

The goal of equal access to information is further achieved by: Training faculty and students on policies and practices Good prioritization Effective alternatives to address delays and complications Placing responsibility in specific individuals and giving them compliance authority 23

DOJ Technical Assistance Effective Communication: http://www.ada.gov/effective-comm.htm http://www.ada.gov/effective-comm.htm Covers titles II and III In large measure follows the regs. but in addition provides examples of how to implement them in various settings Includes guidance on persons with speech impairmentswhen are transliterators (voicers) required 24

25 South Carolina Technical College System (OCR, March 2013) & Louisiana Technical College System (DOJ July 2013)

South Carolina Technical College System Addresses what is an accessible web-site? A compliance review OCR initiated Logistically advantageous Interviewed students, faculty, and administrators Reviewed E-mail, course management, library resources, and over 100 web-sites 26

List of Website Deficiencies Missing tags for PDFs, graphics, identification of column headers, specified reading order, critical headings and watermarks Videos missed labels keyboard controls and/or captioning Fields that required filling in missed labels for screen readers Tables missed headings 27

List of Website Deficiencies Areas where keyboard-only users could not access information or use drop-down menus Content of course management tools missing captions, alt. text, and other features Campus calendars not fully accessible to screen readers 28

Voluntary Remedial Summary [System will] ensure that the SCTCS website and the websites of all the colleges within the system are accessible to students with disabilities, [T]o develop a resource guide that provides information about web accessibility requirements, standards, and links to reference materials, [T]o review and monitor the colleges websites. OCR will monitor SBTCEs/SCTCSs implementation of the agreement. 29

Louisiana State Tech University A four year undergraduate institution as well as graduate programs including Ph.D. Programs Keep you eye on the role of the DSS officer before the agreement and after the agreement 30

A Student Left to Spin in the Wind A student who is blind could not access tutorials, homework, and exams, exam feedback and an opportunity to raise his grade because a course relied on use of MyOMLab, an online learning product, otherwise available 24/7 The Complainant raised concerns about the inaccessibility of MyOMLab with the professor, who directed the Complainant to consult with the MyOMLab vendor for resolution of the issue Still unable to access MyOMLab, the Complainant notified University administrators without success Supplemental hardcopy materials were provide very late by a TA After a month, the complainant withdrew 31

Negotiated Remedial Agreement A strong role for DSS Liaison between students and administrators/faculty Accommodation letters should be implemented Compliance intermediary between students with disabilities and faculty A duty on DSS to respond promptly to complaints A right to file a grievance if DSS resolution not prompt Exam accommodation control with exams to be provided after hours if necessary Provider of training for all incoming students and faculty 32

Negotiated Remedial Agreement A change in policies All electronic matter will be accessible All technology and content purchased will be accessible All new website will meet Web Content Accessibility Guidelines (WCAG) 2, level AA Over time bring old websites up to compliance 33

Settlement Between UCB, DRA and Three Students Basic Provisions (1) With proper student notice, 90% of time required reading books converted within 10 business days With proper student notice, 90% of time required course readers converted within 17 business days 34

Basic Provisions Expedited Production option: if converted material needed sooner than standard production, student may opt for rolling basis production. Expedited Production timelines: five business days for books; eight business days for other materials Recommended readings will also be converted to alt media upon request, but at lower priority time- wise 35

Basic Provisions Personal readers provided when delays or for unconvertible material such as rare books The University will regularly instruct students with print disabilities in alt media request procedures and timelines, in the use of alt media self-help options The webpage http://dsp.berkeley.edu/timelines.html of the Universitys Disabled Students Program (DSP) will be amended to make clear that timeframes applicable to alternative media are governed by the Alternative Media Guidelines http://dsp.berkeley.edu On an annual basis the University will appropriately educate staff and administrators 36

Basic Provisions Faculty must put in reading lists 7 weeks before the start of the semester Faculty may be sanctioned for a failure to timely submit their lists Assistive technology packages distributed around campus 37

Library Materials Students with a print disability that limits independent use of a campus library may obtain assistance from someone knowledgeable about alt format procedures UCB will improve the accessibility of the catalogue system Obtaining library materials in a digital format Student first check to see if available on-line If not, student gets hard copy, delivers it to library alt media services, should get back alt. media in five business days 38

Library Materials Library Alt. media will provide OCR scanned digital copy of all library materials available to students whether or not a required or recommended reading. Note: library will only OCR scan documents and provide limited editing to correct errors [lower standard] For required or recommended readings, students may then request further conversion by DSP For rare [fragile] books, library may provide a reader 39

Links Louisiana Tech University (Department of Justice) Settlement Agreement: http://www.ada.gov/louisiana-tech.htm South Carolina Technical College System (Department of Educations Office for Civil Rights) Resolution Letter: http://www2.ed.gov/about/offices/list/ocr/docs/investigations/11116002-a... Agreement: http://www2.ed.gov/about/offices/list/ocr/docs/investigations/11116002-b... http://www.ada.gov/louisiana-tech.htm http://www2.ed.gov/about/offices/list/ocr/docs/investigations/11116002-a... http://www2.ed.gov/about/offices/list/ocr/docs/investigations/11116002-b... University of California, Berkeley (Disability Rights Advocates) Settlement: http://dralegal.org/sites/dralegal.org/files/casefiles/settlement-ucb.pdf Fact Sheet: http://dralegal.org/sites/dralegal.org/files/casefiles/factsheet_ucb.pdf http://dralegal.org/sites/dralegal.org/files/casefiles/settlement-ucb.pdf http://dralegal.org/sites/dralegal.org/files/casefiles/factsheet_ucb.pdf Joint Dear Colleague Letter: Electronic Book Readers (Departments of Justice & Education) Letter: http://www2.ed.gov/about/offices/list/ocr/letters/colleague- 20100629.html Q&A: http://www2.ed.gov/about/offices/list/ocr/docs/504-qa-20100629.pdfhttp://www2.ed.gov/about/offices/list/ocr/letters/colleague- 20100629.htmlhttp://www2.ed.gov/about/offices/list/ocr/docs/504-qa-20100629.pdf Accessible Instructional Materials Commission Report: http://www2.ed.gov/about/bdscomm/list/aim/publications.html http://www2.ed.gov/about/bdscomm/list/aim/publications.html 40

Resources Galvin Group website under Resources ADA/504 AHEAD webpage see publications such as From Legal Principle to Informed Practice by Jane Jarrow and Scott Lissner Disability Compliance in Higher Education at www.disabilitycomplianceforhighereducati on.com www.disabilitycomplianceforhighereducati on.com

Key State Laws Education Code Sections 67310-12 and Title 5 regulations Sections 56000 et. seq.

Key State Laws, cont. College required to meet 504 and the ADAA College acceptance of DSPS funds is voluntary Title 5 Accommodations are a College Responsibility OCR

Title 5 Regulations DSPS funds requirements: Not duplicate services or instruction available to all students Be directly related to the educational limitations of the verified disabilities Be directly related to the students participation in the educational process Support participation consistent with the mission of the community colleges Promote the maximum independence and integration of students

S TATE F UNDING Receipt of state funds is based on: the number of students served and types of disabilities These state funds are intended to cover excess costs With or without state funding, students with disabilities still need to be served. Absent DSPS funds, the costs of services shifts to the colleges/district. End of Year Report A count of eligible students by disability group The need for students to have had a minimum number (4) of contacts or services

Legal Aspects of Funding Services for Students With Disabilities Related to Section 504 and the ADA but not the same in all aspects Some differences include: Definitions of disability List of services provided Section 504 and the ADA are broader Student must have a functional limitation in the educational setting Student Educational Contract and periodic reviews required

Title 5 Specifications and Limitations Services can only be provided to eligible students in state funded educational activities: Can fund services not required by Section 504 and the ADA such as: Special Classes High Tech Centers LD Assessments Cannot fund some required services such as: Community Service Classes Extra-curricular Accommodations

Title 5 Specifications and Limitations, cont. To receive the funding, reporting and other administrative requirements must be met and these may be audited! Regardless of state funding, the COLLEGE must ensure students receive accommodations and services under Section 504 and the ADA

Resources: Chancellors Office website The Galvin Group website DSPS Directors Listserv sign up through the High Tech Center Training Unit CAPED

Bill Bill attends Capitol City College and is majoring in history. He plans to eventually go to law school. Bill, who has Aspergers, is very intelligent and studies hard. He is very curious and asks many, many questions in class, seeking to engage his instructors in lengthy discussions. An instructor comes to the DSPS Coordinator and says they are frustrated as are other students in the class, since Bill is dominating discussion time. The faculty member even implies he thinks Bill is disrupting the class. The DSPS Coordinator learns that Bill is not registered with DSPS and has declined all efforts to enroll him. He states that he does not need to use DSPS to receive the accommodations that are needed and appropriate. The Coordinator informs you and the instructor of Bills decision.

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

LEGISLATIVE INTENT - to provide a mechanism and definitions that would guide colleges in providing students with disabilities services to allow them to compete in mainstream classes. This action essentially leveled the academic playing field for individuals with disabilities.

ALLOCATION RATIONALE AND METHODOLOGY Simple and clear: so that everyone, DSPS Coordinator, college administrator, and business manager can understand the basis for the allocations they receive and be able to predict future allocations with some certainty, i.e., count on 95% of base allocation. Note: 105% in 2014-2015 only

ALLOCATION RATIONALE AND METHODOLOGY Equitable: so students receive similar services regardless of which community college they attend Cost based: that funding for services should be based on the fixed and variable costs of operating a program, accounting for differences in serving different populations (WSC) Protection: The 95% guarantee protects against large drops in allocation from year to year, based on fluctuations in size of Program

DSPS FORMULA COMPONENTS Base allocation = To help cover the salary and benefits of a DSPS Coordinator (only required position, per Title 5) for each college Weighted Student Count = 90% of the state allocation after base is based on students served, weighted by disability group College Effort = 10% of the state allocation after base, is to be distributed to the college based on the contributions of the college or district to the DSPS Program. This is how that contribution is calculated:

DSPS FORMULA COMPONENTS Total Program Expenditures minus Special Class Revenue minus DSPS Allocation minus Other Income = College Effort Unlike other Programs you may have oversight over, DSPS does not require a specific minimum match or maintenance of effort.

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

SEPARATE BUDGET CODES/ACCOUNTS ARE REQUIRED FOR DSPS FUNDS State DSPS Allocation- a system of tracking the students that you serve and the services provided. Remember you either need 4 service contacts and a verified disability for a student enrolled in regular classes only, or for a student to enroll in a Special Class in order to count them. Special Classes- a good way to serve students and generate some funds for the program. Remember that instructors must have special credentials, the class must have a special designation and 50+% of the students must have a disability (see Chancellors Office FAQ).

ACCOUNTABILITY AND REPORTING Understanding your Management Information System (MIS) system is very important because this is where your student count is documented Get to know the college IT staff and, specifically, the individuals who are responsible for reporting student data to the state. Request student reports periodically so that you can check to determine if their records match yours.... Check your entire student collection/record keeping process/procedures and find out possible reasons for these discrepancies

ACCOUNTABILITY AND REPORTING DO NOT automatically trust that MIS data submitted by the college to the district (especially in a multi-campus district) will be then submitted to the State correctly. You should ask for one last look at the data before it is submitted. Remember approximately 90% of your allocation is based on Weighted Student Count!!

ACCOUNTABILITY AND REPORTING End of Year Expenditures Report- Gather essential documents early Create an excel spreadsheet to record and tabulate expenditures and program costs Late reporting holds up the entire state DSPS Allocation process and can affect your allocation (so does not having a state budget)

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

You can submit MIS records before a student enrolls and you will be funded. However, there are two MIS system tests which result in rejecting DSPS records in a given year if: the DSPS student does not have an enrollment record, MIS will look back 4 primary semester terms or 6 primary quarter terms (i.e., over the last two years) to determine if the student has been reported each time, and each time without an enrollment record. If no enrollment record(s) are found, the record for that student will be rejected. If more than 15% of the DSPS students do not have an enrollment record, the entire college submission will be rejected. So, the student that would be kicked back is the one who is submitted year after year, every term without any enrollment record over a long period.

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: 1. the enrollment resulted in attendance in a course as of the first census or later for daily or weekly census, OR 2. the enrollment resulted in attendance in at least one meeting of a positive attendance class, OR 3. the enrollment resulted in a notation on the student's official record.

SPECIAL PURPOSE FUNDING To fulfill a special purpose or legislative mandate, like: DHH funds Access to Print funds Captioning funds (via DECT grant)

Key Questions How well do you understand the allocation formula for DSPS and DHH?? ..Because.

Closing Thought. . The better you understand the nuances of the formulas, the better you will understand the fiscal implications of policy decisions made both at the State level and at the local level.

DSPS Administrator Needs to have sufficient time and training to oversee the program DSPS is complex and poses legal risks to the colleges in terms of ADA and 504 complaints or litigation Needs to work with college/district legal counsel and the campus ADA/504 Coordinator OCR complaints may go beyond the scope of the initial complaint and can require extensive staff time and resources Litigation, regardless of whether the college has erred, costs a great deal!

Staffing Issues Services are dependent on the intervention of professional staff. Staff are essential to service delivery: Identifying the educational limitations and identifying educational accommodations Working with faculty on appropriate accommodations Delicate Time consuming College can move personnel but not funds

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

DSPS Director/Coordinator The only required position for a DSPS program Must meet minimum qualifications 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 Important Considerations: Suggest 100% Multiple program funding cautions

DSPS Coordinator, cont. Has 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:

DSPS Coordinator, cont. 1. Instruction or counseling or both in a higher education program for students with disabilities 2. Administration of a program for students with disabilities in an institution of higher education 3. Teaching, counseling, or administration in secondary education, working predominantly or exclusively in programs for students with disabilities; or 4. 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

Multiple Programs Responsibility for other categorical programs such as EOPS or CalWORKS in addition to DSPS Other college departments such as Health Services, College Discipline, Psychological Services

DSPS- Working with the Institution and Community Developing good working relationships within the institution and in the community

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

Timeliness and Effectiveness of Services are Critical Timeliness: Several weeks is too long Keep in mind STUDENT SUCCESS -- how long before the student is behind in class Ensure sufficient staffing for timeliness Be creative and provide SOMETHING EFFECTIVE when delays happen

Timeliness and Effectiveness of Services, cont. Effectiveness: Keep in mind the ADA regulations regarding students with communication disabilities -- that preference must be given to the students requested accommodation The interactive process is CRITICAL Understand the relationship of pay rate to effectiveness and timeliness especially for: sign language interpreters captioning alternate media, especially Braille

Day to Day Operations

Director/Coordinator You are the face of DSPS

Team DSPS The term Coordinator means coordinating diverse elements into a whole The term Director means directing the energies of others You are a leader, a manager as well as chief cook and bottle washer!

Team DSPS Services must be timely Cross training staff Triage Partner services Using Classified and Student Workers Tasks Confidentiality Ethics

Sources for Determining Eligibility ADAA and 504 vs. Title 5 Civil Rights vs. Funding The documentation conundrum The effects are being studied

Determining Eligibility for DSPS Services Student must have an verified impairment which results in an educational limitation An impairment may be verified by: Observation with review* Assessment* Review of documentation* Educational limitations are identified/described in the Student Educational Contract* *by appropriate/qualified staff/personnel

Ensuring an Effective Interactive Process The Initial Interview Ongoing communication/discussion Divergence from the Yes/No paradigm The art of the possible Communication and Documentation

L EARNING D ISABILITIES E LIGIBILITY D ETERMINATIONS & A SSESSMENTS The Value of LD Specialists Assess students eligibility Review and evaluate outside assessments Determine if assessment information meets specified system criteria for LD and advise how the outside assessments relate to the students educational goals Make recommendations for appropriate accommodations and compensatory strategies

L EARNING D ISABILITIES E LIGIBILITY D ETERMINATIONS & A SSESSMENTS An accurate and complete analysis of LD documentation is extremely important for: Largest cohort of students with disabilities nationwide The majority of students in DSPS programs Without LD Specialists we might know that an individual is eligible but will we know what to do about it? When is a Learning Disability not a Learning Disability?

DSPS Student Record Forms There are five types of information needed (which may be combined or electronic) to meet Title 5 regulations for DSPS student records: 1. Application 2. Release of Information 3. Verification of Disability 4. Student Educational Contract 5. Documentation of Service Delivery

Student Educational Contract SEC includes Student name Contact information Student ID# Date of application Goals, objectives, and activities Progress measures Services to be provided SEC can equal SEP Reviewed annually New signatures needed

Student Rights and Responsibilities Can be part of application Must sign that rights/responsibilities have been read

Student Record Essentials Documentation in student records should be sufficient to allow a reviewer or other authorized person to determine that: Medical verification of the disability has been obtained, with a signature from the provider making the diagnosis and Records kept in secure location

Student Record Essentials 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 students 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

Support Services Student Contacts for MIS Reporting T ITLE 5- S ECTION 56062 "... a student with a disability must be enrolled in either a special class or a regular class at the college. If the student with a disability is enrolled in a regular class, the student must receive four or more service contacts during the academic year. A service contact is defined as each time a service, as defined in Section 56026, is provided to the student."

T IMELY AND E FFECTIVE S ERVICE D ELIVERY 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

Intake Efficiencies Group Intake Drop-in Times Specialized counseling/accommodation counseling Video Presentations

Outreach and Transition Meeting with feeder high schools Transition Guides

Behavioral Issues College Code of Conduct College Disciplinarian Accommodation Adjustments Suspension of Services Student Conduct Contracts

Test Accommodations Protocols and Processes Proctors Locations Cheating

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

Alternate Media Considerations College responsibility Preference of the student Timeliness of production Early selection of texts Priority registration Agreement with DOR

Distance Education College responsibility for accessibility Universal Design The Distance Education Accessibility Guidelines

D ETERMINING THE A PPROPRIATE DSPS R EPORTING C ATEGORY Title 5 Disability Designations DSPS/MIS Reporting Categories Physical Disability Mobility Vision Communication Disability Hearing Speech Learning Disability Acquired Brain Impairment Developmental Delayed Learner Psychological Disability Other Disabilities Mobility Vision Hearing Speech Learning Disability Acquired Brain Impairment Developmental Delayed Learner Psychological Disability Other Disabilities

D ETERMINING THE A PPROPRIATE DSPS R EPORTING C ATEGORY, CONT. Important Considerations: The Interactive Process Functional Limitations The AHEAD Guidelines and the ADAA vs. Title 5

Student Contacts for MIS A service contact is: A service contact is not: Meeting with a student to: discuss classes, accommodations, etc. conduct annual update of their SEC An online or telephone conversation of substance or outcome-oriented Training in use of assistive technology Students who attend an approved Special Class designed for DSPS students A telephone call to remind the student of an appointment Letters/ newsletters sent out to students at home

Definitions of Services and Associated Contacts Academic counseling/advising Adapted/Adjustable Furniture (AAF) Adapted Physical Education (APE) Alternate Media Assistive Listening Devices (ALD) Assistive Technology (AT) Assistive Technology Training Calculator and Spell Checker Computer Assisted Real-Time Transcription (CART) Disability-related Counseling Distraction Reduced Setting Equipment Loan Extended Time on Quizzes, Tests, and Exams Learning Disabilities Assessment (LDESM) Liaison/Referral to Instructors, College, and Community Resources Move Classroom Notetaking/Notetaking paper On-Campus Transportation Personal Counseling Personal Locker Preferential Seating Priority Registration Reader Recorder Registration Assistance Scribe Services Service Animal Sign Language Interpreter (SLI) Special Classes Speech Services Special Parking (Handicapped Parking) Transportation Assistance (off-campus) Tutoring Services

Budget/MIS Reporting Critical that the Coordinator learn the Districts budgeting process Three required reports MIS EOY Unspent/additional funds

D EVELOPING N EEDED P OLICIES AND P ROCEDURES Lack of P&P leads to inconsistency Inconsistency leads to confusion Confusion can lead to OCR Not OK to rely on personal relationships or past practice P&P Development steps Create a program description List existing DSPS policies Attach procedures to each policy Clarify inconsistencies/make room for exceptions P&P Content Examples

Academic Accommodations Policies & Procedures Policy and Procedures must be available Most colleges put on website No requirement for student copy or in file P&P Example Failure for assessment is not an option

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

Program Reviews and Program Plans Reviews suspended for the time being The Program Plan contains of at least the following: 1. Long-term DSPS program goals 2. Short-term measurable objectives of DSPS 3. Activities to be undertaken to accomplish the goals and objectives 4. Description of program evaluation methods

Resources Galvin Group Link WWW.Galvin-Group.com

Directory Resources Training Technical Assistance WorkAbility III College2Career

Hot Topics Creative Ideas Q and A

DSPS New Directors Training: DSPS/DHH Allocation Process Financial Role of Chancellors Office State Budget Reporting and Timelines Apportionments Funding Summaries and Reports on Website Overview of DSPS Allocation Formula Overview of DHH Allocation Formula

What does the CCCCO (financially) do? Calculate and distribute the DSPS allocation, DHH allocation and Access to Print funds. Provide technical assistance on allowable expenditures and reporting requirements.

FY 2014-15 DSPS Budget ($M) Total $114.2 1. Contracts (ATPC, HTCTU, 4.2* PADS, DECT) 2. State Dev Hospitals1.0 3. Deaf/Hard of Hearing9.6 4. Access to Print 3.7 5. Base $72,592 per college8.2** 6. Remainder87.3 1. Weighted Student Count 90% 78.6 2. College Effort 10% 8.7 *Projected amounts, with rounding ** Possible augmented by system-wide COLA

Fiscal Periods Advance:95% Note: 105% in 2014-2015 only P1 (1 st Principal Apportionment) P2 (2 nd Principal Apportionment) R1 (Recalculation)

Fiscal Report Notifications PeriodNotifiedAdjusted AdvanceJuneJuly P1DecFeb P2MarJune R1NovFeb

Apportionment Payments July8% Aug8% Sept12% Oct10% Nov9% Dec5% Jan-June6% each

How to Find Funding Summaries on Website http://extranet.cccco.edu/ 1. Click on Divisions 2. Click on DSPS

Click on Allocations tab

Tabs: Funding Summary Allocation College Effort DHH Distribution Weighted Student Count

How to Find EOY Reports on Website http://extranet.cccco.edu/ 1. Click on Divisions 2. Click on DSPS

Click on Forms tab

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

Weighted Student Count Data taken from State MIS data report (due first Monday in August) Weight assigned for each disability category Multiply primary count x primary weight Multiply secondary count x secondary weight Equals an Amount for WSC

College Effort College Effort = Expenditures minus Revenue 1. Revenue 1. DSPS Allocation 2. Special Class Revenue 3. Other Income 2. Expenditures as reported on EOY Report

DSPS Allocation Calculation Process 1. Calculate each colleges College Effort 2. Calculate each colleges Weighted Student Count 3. Each college gets its share of the College Effort budget, based on this mini formula: the colleges amount of CE / total CE statewide = a %. Multiple that % x total CE budget (so a proportional share) 4. Each college gets its share of the Weighted Student Count budget, based on this mini formula: the colleges amount of WSC / total WSC statewide = a %. Multiple that % x total WSC budget (so a proportional share) 5. Add WSC amount + CE amount + Base 6. Apply the Guarantee

DHH Allocation (P1) Components: Amount you received in last years 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

DHH Allocation Calculation Process 1. Calculate 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 2. Compare 80% of your unmet need (due to the 1 to 4 match) to the amount the college requested 3. You are qualified for or eligible for the lesser of the two figures

DHH Allocation Calculation Process, cont. 4. Sum up all qualified or eligible requests state wide. This will represent a number which far exceeds our DHH budget. 5. We divide the $9.6 million amount we have to allocate by the sum of all system-wide eligible amounts. Last year that came to 50.4%. 6. Every college gets that resultant percentage of their eligible amount. We know..Yuck!!

DHH Allowable Expenses Direct Sign Language Interpreting for classroom and required classroom-related activities Oral Interpreting Cued Speech Real Time Captioning Video 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

An Overview of the EOY Report Do First Part I: Income Part II: Special Class FTES / Revenue Part III: Expenditures Part IV: DHH Expenditures and Requests Part V: Certification

Resources Chancellors Office Staff, DSPS Allocations and Reports: Chelle Ellenberger: [email protected]@cccco.edu Scott Valverde: [email protected]@cccco.edu Scott Berenson: [email protected]@cccco.edu DSPS Web Page: http://extranet.cccco.edu Chancellors Office Divisions DSPS Webinar archives and PowerPointafor EOY training: http://extranet.cccco.edu/Divisions/StudentServices/DSPS/Training Conferences.aspx http://extranet.cccco.edu/Divisions/StudentServices/DSPS/Training Conferences.aspx

CARS-W Issues An LD Specialist must pass the LDESM training (including all their completed, approved protocols) to be added into the CARS-W data base. The process of managing users in the database is handled by the Chancellors Office. The CARS-W User Authorization form (for any changes, additions, deletions) must be signed by the DSPS Coordinator, and Emailed to Chelle Ellenberger at: [email protected]@cccco.edu There will be two LDESM trainings this year: January 2015 and June 2015.

Preparing for, engaging in and living to tell the tale

Role of Fiscal Accountability Publish the Contracted District Audit Manual. Resolve audit findings. Respond to whistleblower complaints submitted to the Chancellors Office. Audits of various programs of the Chancellors Office.

Role of Fiscal Accountability, cont. Review and monitor the fiscal condition of community college districts. Acts as a liaison to external and other agencies regarding audits of community colleges. Participate in the Fiscal Standards Accountability Committee to establish guidelines for fiscal reporting. Maintain and Update the Budget and Accounting Manual (BAM)

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

Who ARE those guys? Cont. What Auditors are: Professionals Contracted by your district Experienced and ethically bound to respect student confidentiality Have various levels of Title 5 knowledge Human

What is our Goal? Not necessarily to win the war, rather, to avoid losing the battle Make the audit experience, if not enjoyable, at least tolerable for everyone Strive to influence that portion of the results that are susceptible to opinion Structure our strategy, our behavior and our energy on receiving the Benefit of the Doubt

Consider this Graph

We C AN influence how the in doubt is reported What does it take? Attitude Preparation Respect Resolve

Audit Etiquette Attitude Present a positive attitude towards the audit Indicate your desire for continuous improvement Respect Show confidence in the contractors ability to understand your program Treat the auditors as the professionals they are, and their right to be there Agree to disagree if at an impasse they may be wrong, but disrespect will not change their minds Courtesy Get them Parking Passes Make them comfortable Good space/chairs/lighting Make it easy for them to find things Files/coffee Sincere communication DO NOT BE PHONY

Audit Preparation Know the Audit Contractor Check with the Business office Discuss your needs Entrance/Exit Interviews Sample audit reports Timing of audit Communicate with the contractor Ask for entrance and exit interviews Ask to present program overview at entrance interview Determine dates and times for audit and schedule interviews Review 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 summations Conduct a self-test Use the Title 5 Self-Assessment Checklist as you think the contractor might

Compliance Issues Your Self-Check and Ongoing Quality Control Should Target: Eligibility - Title 5 vs. 504 and the ADAA Understand the difference List checklist items here Documentation - Required Information and Signatures List checklist items here Educational limitations and Services List checklist items here

The Entrance Interview Expectations and Ground rules Establish 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 office Prepare a brief overview Review student record contents and location of documents Show where other records such as sign-in sheets or equipment checkout documents are kept Contact/logistics person always available

During the Audit Access Access is absolute and available at the established times Clarification If 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 soon Selling your P&P Have rationale for your processes ready If there is a reasonable explanation, provide it Do not try to BS a policy or a mistake

The Exit Interview Receiving Results: Try to make clarifications prior to the exit interview Unless there are obvious errors accept the results Giving a rationale vs. being defensive

Acting on the Results Preparing your administration Alert administration to known problems before the audit (based on self-tests) Invite your administrators to participate Update after the entrance interview Update after the exit interview Creating a Plan Review report/check for accuracy Assess resources for corrective action Prioritize problems areas Implement plan Appeals

Hot Topics Creative Ideas Q and A

Member Student Scholarships Peer Support and Mentors Information Clearinghouse Discounted Convention and Training Professional Development CAPED Network Support & voice for your cause 37 year track record Opportunity to make a difference Interest Group Activities Publications Officer Leadership Shape Future Leaders Inner workings of Organization Intimate Involvement Good for resume Power Clout WHY CAPED? Institution Recognition for the campus Legislative Policy Advocacy Employees are updated Command respect Grace Hanson New Directors Training September 2013

DSPS AND SSSP Mia Keeley, A&R/EAP/SSSP, CCCCO DSPS New Directors Training September 12, 2014

SSSP Funding SSSP core services given by a DSPS counselor may be counted in the data elements for funding purposes SSSP can fund newly created counseling positions to provide SSSP core services to CalWORKs/DSPS/EOPS students provided: positions funded are only dedicated to providing core services not currently paid for w/other categorical funds, counted as district contribution, college effort or any other required match or maintenance of effort for another categorical program Generally, SSSP can not fund positions previously paid for out of general fund, since that would be considered supplanting might be allowed if college can show other district funds were moved to SSSP so that there is a net increase in SSSP funded services to reflect the increased allocation

Education Plans Title 5, 55524 DSPS SECs may count as Ed Plans for SSSP if they meet the criteria set forth in 55524 Abbreviated: One to two terms designed to meet immediate needs when comprehensive plan not appropriate Comprehensive: Education goal & course of study (requirements for major, transfer, certificate, program, prerequisites/co-requisite, basic skills, assessment/placement results, any referral needs) Tailored to individual needs & may include requirements for EOPS, DSPS, CalWORKs, vets, athletics, etc.

Recent amendments update the regulations to reflect legislative changes adding CalWORKs, DSPS, and EOPS to the highest level of priority. Clarifies that to be eligible, all new students (including statutory groups), must have completed orientation, assessment, and developed student education plans. It is the colleges institutional responsibility to ensure timely and appropriate accommodations are made to ensure equal access to those core services. Priority enrollment can be granted as an accommodation for students with disabilities Priority Enrollment - Title 5, 58108

APTC CCCCO Website DECT HTCTU Learning Ally PepNet Tarjan Center Sidekick Website Student Mental Health Program (CCCC SMHP)

PADS A Yosemite Community College District contract (fiscal agent) Physically located in Modesto, CA District contact Carrie Sampson Objective to provide support and funding for special projects to assist the DSPS program

PADS Special Projects Galvin Group Smartext - Universal Learning Design Learning Ally statewide membership UCLA Tarjan Center LD / CARS-W support Travel and support for statewide advisory groups

DSPS Grant Resources Alternate Text Production Center (ATPC) High Tech Center Training Unit (HTCTU) Distance Education Captioning and Transcription (DECT) Various special projects via Program Accountability and Development Services (PADS) contracts

ATPC A San Bernardino Community College District grant Physically located in Camarillo, CA Project 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: www.atpc.netwww.atpc.net

HTCTU A Foothill/DeAnza Community College grant Physically located in Cupertino, CA (across the street from De Anza College) Director Gaeir Dietrich Objective To provide training, technical assistance and support in the areas of web accessibility, alternate media production and assistive technology Website: www.htctu.netwww.htctu.net

DECT A Santa Clarita Community College District grant Physically located at the College of the Canyons Project Director: James Glapa-Grossklag Objective: To provide quality captioning and transcription services for instructional content used in a Distance Ed or hybrid course delivery mode. http://www.canyons.edu/Offices/DistanceLearni ng/Captioning/Pages/default.aspx http://www.canyons.edu/Offices/DistanceLearni ng/Captioning/Pages/default.aspx

CCC Student Mental Health Program CO Mental Health Services Specialist: Betsy Sheldon (916) 322-4004 [email protected] [email protected] Website: http://www.cccstudentmentalhealth.org/ main.php http://www.cccstudentmentalhealth.org/ main.php

Sidekick Website http://www.toolsthatinspire.com/

California Community Colleges System-Wide Access Learning Ally provides an online library of 80,000 accessible audio textbooks and literature titles California Community Colleges have free access to Learning Allys audiobook library There is no limit on Student Accounts or audiobooks added Free Software for PC, MAC, iOS, and Android www.learningally.org/cacolleges For more information contact: Rheaa Thompson [email protected] 832-830-6370

Overview of CCCCO Website Home Page Portal ( www.cccco.edu )www.cccco.edu 1. California Community Colleges 2. Chancellors Office Systems Operations 3. Datamart 4. Student Success Initiative 5. Student Success Scorecard Lets have a walk through each site

DSPS Site How to navigate there (multiple paths in) General page layout and configuration Some key things youll need to be able to find 1. Allocations 2. Forms 3. Archives New CCCCO contact for website issues(hint, youre looking at him)

Before you go.. Life is a balancing act. Life is more than work, it is family, friends, fun and relaxation. Dont spend all your time at work and forget the important things in life.

dsps new directors training september 10-12, 2014

Documents