Disabled Students and Programs Services APU 2017-2018 for ... · supervisi ng Dean YES EMP1:2...

For questions about the Program Review Annual Update Planning process, contact the Office of Institutional Effectiveness and Advancement: (323) 415-4152 OR [email protected].

Annual Update Plan 2017‐2018 for Student Services and related Programs of Service Unit/Program Name: DISABLED STUDENT PROGRAMS AND SERVICES (DSPS)

Section I. Program Plan Complete Program Plan table: a. Briefly state goals linked to Student Services Outcomes (SSOs) first and then state remaining goals based on the data in the upcoming

sections. Incorporate goals from the comprehensive Program Review Self‐Evaluation and the Annual Update. Identify the programs involved, whether the goals are linked to an SSO improvement plan, and indicate alignment to a strategic planning objective. Additional goals may be added if desired.

b. Briefly describe progress on your unit goals, i.e., activity completed up to September 2016. c. Briefly describe the anticipated measurable outcomes from the implementation of your unit goals in 2017‐2018.

# Unit/Program Goal List Programs Involved

Based on/ Connected to

SSO Improvement

Plan Y/N

Plan Alignment (Enter code from “Plan Alignment”

sheet)

CURRENTProgress to date

Description of Previous or Ongoing activities

FUTUREDescription of Anticipated Measurable Outcome of

Unit/Program Goal

Additional Resources Required in 2017‐2018 for unit goal

Brief description of resources required to accomplish goal. Justification is also required on Budget Augmentation Request

1 Initiate and Implement a course substitution policy to assist DSP&S students obtain their AA/AS degree

DSP&S

Math Dept

English Dept

Admissions

DSP&S supervising Dean

YES EMP1:2 EMP1:3 EMP1:6 EMP2:2

NEW ACTIVITY By implementing a policy which will allow students to do class substitution for English and or Math the students will have the opportunity to receive their AA/AS degree after completing every other area needed.

Classified Personnel Collaboration with English and Math departments Collaboration with Admissions Inclusion of Administration and their support

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SSO Improvement

Plan Y/N


sheet)




Unit/Program Goal



2 Offer a certificate of completion for students with disabilities through an instructional program under School of Continuing Education.

DSP&S

Non Credit Program

Curriculum Committee

Enrollment and Outreach

YES EMP1:1 EMP1:2 EMP1:3 EMP1:6 TMP1:3 TMP1:8 EMP2:2 EMP3:3 TMP3:1

REVISED FROM 2016-2017 AUP

Students will have the opportunity to complete a skills certificate and/or a certificate of achievement by taking noncredit courses. These courses will be specifically taught for students with disabilities. DSP&S will promote more student participation.

University Interns (1) Full-time Disability Specialist (1) Classified - Special Services Assistant AB86 Funding The full-time faculty and classified stated will be fully funded by DSP&S, no impact on budget 100.

3 Ensure a more effective process to deliver American Sign Language Interpreting services in a timely manner.

DSP&S

Hiring Committee

Personnel Commission

YES EMP1:6 TMP1:7 EMP2:2 TMP2:1

REVISED FROM 2016-2017 AUP

DSP&S has noticed that the number of deaf and hard of hearing students has increased therefore, there is a need to enhance the ASL services provided to this population. By having permanent personnel specifically dedicated to this service, DSPS& is promoting retention among this population.

A Full-time classified person dedicated for ASL service coordination. This person needs to be knowledable and experienced in ASL. University Interns CGCA's

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SSO Improvement

Plan Y/N


sheet)




Unit/Program Goal



4 Offer educational workshops and trainings for faculty and students to increase awareness.

DSP&S

Professional Development

Department Chairs

EOP&S

Financial Aid

Counseling

Enrollment

and other departments as appropriate

YES EMP1:1 EMP1:2 EMP1:5 EMP1:6 TMP1:1 EMP2:2 EMP2:3 EMP3:2 EMP3:3 TMP2:1 TMP3:1

NEW ACTIVITY Engage faculty and students so that faculty can be provided effective strategies on how to work with people with disabilities and students will be provided with the proper information for their academic success.

CGCA's University Interns Adjunct Disability Specialist

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SSO Improvement

Plan Y/N


sheet)




Unit/Program Goal



5 Ensure appropriate and timely counseling services to all students with disabilities at the MP campus and the SG location.

DSP&S

Counseling

YES EMP1:1 EMP1:2 EMP1:6 TMP2:1 EMP2:3 EMP3:2 EMP3:3

ONGOING The Adjunct Disability Specialist continues to offer services on Thurs and we have the support of unclassified staff to help with office duties. We also have a CGCA who is there on Thursdays to assist with the provision of services.

Classified Position at SG Appropriate space at SG University Interns to provide general DSP&S information and services CGCA's

6 Implement the use of a software program to document service provision and assist in having a more organized and effective electronic system.

DSP&S YES N/A NO PROGRESS -- DISCONTINUED FROM PREVIOUS AUP

We plan to consider this goal in the future. In order to accomplish this we may request Equity funding as a possible resource.

Not applicable at this time since goal has been discontinued

Not applicable at this time since goal has been discontinued.

7 Initiate a Mentoring Program for DSP&S students who are transferring to a CSU university

DSP&S YES N/A NO PROGRESS--DISCONTINUED FROM PREVIOUS AUP

We have been utilizing resources on campus such as Transfer Center to assist students with Transfer goals.



8 Develop a strategic and effective emergency plan.

DSP&S YES TMP4:3 FMP4:1 FMP4:2 FMP4:3 FMP4:4

ONGOING

DSP&S will collaborate with the Sheriffs on campus and the AJ Department to provide adequate safety procedures to students.

Full-time classified position requested previously can also assist with this goal. This position will not have an impact in program 100

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SSO Improvement

Plan Y/N


sheet)




Unit/Program Goal



Implement a paperless system. Utilize Viatron as scanning service so that all student files are in an electronic system thereby eliminating the need

DSP&S YES N/A COMPLETED Not applicable at this time since goal has been completed

Not applicable at this time since goal has been completed

Upgrade technology needs in the High Tech Center Lab

DSP&S High Tech Center Lab

YES N/A COMPLETED Not applicable at this time since goal has been completed


In addition to High School students recruit Middle School.

DSP&S YES N/A COMPLETED Not applicable at this time since goal has been completed


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Section II. Program Review Response Complete Table by:

a. Reporting progress on program review recommendations b. Stating the anticipated outcomes and progress to date

# Recommendation Progress to Date Briefly explain previous or ongoing activities,

including if and how unit/program has completed a goal.

Anticipated Outcome of Unit/Program Goal

1 That the program work with Plant Facilities and FPSC to develop a regular process for providing recommendations for ADA compliance and to meet the needs of students with disabilities.

DSP&S has participated and will continue to do so to bring up issues such as having working "push buttons", working elevators in the new buildings, posting signs outside the restrooms to indicate that they are accessible. Lastly, there is a great need for accessible parking spaces not only in the 1st floor but 2nd and 3rd floors which exit directly to the campus without utilizing the elevators.

Working closely with Plant Facilities and attendance to FPSC meetings will serve to address student concerns.

2 That the program revise its program plan to ensure that all items listed as goals are actually goals.

DSP&S full-time faculty met to discus the program plan in order to have more attainable goals and focus primarily on what is currently affecting DSP&S.

The new goals in this AUP are expected to be completed successfully due to having new objectives that will benefit student success. These goals, we believe, are more measurable and attainable.

3 That the program expand its outreach to faculty about the services available for students with disabilities.

In order to address this recommendation we have initiated a new goal to offer more educational workshops for students and faculty at the Monterey Park campus and South Gate satellite. We continue to attend events on campus and off campus to ensure that DSP&S is well represented.

By educating faculty and students through planned activities and workshops on-campus and off-campus the faculty will be better informed and students will be more knowledable about services available to them.

4 In addition, the program should collaborate with Professional Development to educate faculty on how to effectively communicate with students with disabilities and explain the available DSPS services.

As mentioned earlier the educational workshops will address this recommendation. In addition, we plan to bring in consultants who can train faculty and staff in topics such as mental health, student/faculty rights and responsibilities and other important topics. Funding can be requested from Equity and/or Professional Development.

By offering different trainings that can address issues of concern and offering flex credit for faculty we hope to maximize awareness among faculty and staff.

5

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# Recommendation Progress to Date Briefly explain previous or ongoing activities,

including if and how unit/program has completed a goal.

Anticipated Outcome of Unit/Program Goal

6

7

8

9

10

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Section III. Program Description College Mission: East Los Angeles College empowers students to achieve their educational goals, to expand their individual potential, and to successfully pursue their aspirations for a better future for themselves, their community and the world. Goal 1: Increasing student success and academic excellence through student‐centered instruction, student‐centered support services, and dynamic technologies. Goal 2: Increasing equity in successful outcomes by analyzing gaps in student achievement and using this to identify and implement effective models and programming to remedy these gaps. Goal 3: Sustaining community‐centered access, participation, and preparation that improves the college's presence in the community, maximizes access to higher education and provides outlets for artistic, civic, cultural, scientific and social expression as well as environmental awareness. Goal 4: Ensuring institutional effectiveness and accountability through data‐driven decision‐making as well as evaluation and improvement of all college programs and governance structures. In collaboration with the District’s Mission, ELAC is committed to advancement in student learning and student achievement that prepares students to transfer, successfully complete workforce development programs, earn associate degrees, and pursue opportunities for lifelong learning and civic engagement.

1. If applicable, please update your program description in light of the College Mission. Consider any changes to your program(s) of service since the completion of your previous program review annual update. For example, you may describe trends, recent events, or activities that have impacted your program(s) ability to meet your goals and/or pertain to resource requests.

SEE APPENDIX B

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Section IV. Program Assessment The College Mission has broad planning goals that are the basis for all other college planning documents and unit plans. Together these four goals provide a foundation for building a true agenda of student success. Goal 1: Increasing student success and academic excellence through student‐centered instruction, student‐centered support services, and dynamic technologies. Goal 2: Increasing equity in successful outcomes by analyzing gaps in student achievement and using this, to identify and implement effective models and programming to remedy these gaps. Goal 3: Sustaining community‐centered access, participation, and preparation that improves the college's presence in the community, maximizes access to higher education and provides outlets for artistic, civic, cultural, scientific and social expression as well as environmental awareness.

1. Please visit the following link to find your previous AUP and review the efforts your unit/program reported for these three strategic goals.

http://www.elac.edu/facultyStaff/oie/annualupdates2016.htm

2. Has your unit/program had notable achievements or progress related to these three goals (student success, equity, or access) since the last AUP was submitted? If yes, please describe.

40+ DSP&S students completed the requirements for either graduation or transfer with the of DSP&S staff and accommodations. These students completed either an AA, AS, AA-T, AS-T, certificate, transfer, or a combination of more than one in June 2016.

Moreover, in collaboration with the staff, we enhanced the system to assist deaf and hard or hearing students. We are happy to report that students have shown better academic success due to being more involved and following the Disability Specialist’s recommendations.

DSPS&S has established better communication with the State Department of Rehabilitation and nearly 70 DSP&S students have received funding to complete their higher education goals.

Specialized tutoring hours were increased by hiring additional tutors who cover the tutoring lab everyday including evening shifts. As a result, the rate of students passing the Math classes has increased.

In an effort to close the gaps among DSP&S students equity has supported our program by providing additional tools and resources such as tape recorders and smart pens to help the DSP&S students achieve academic success.

3. After reflecting on progress noted in #2, how have professional development activities helped to advance these efforts?

DSP&S participates in the events planned by Professional Development such as Opening Day where they offered different workshops and trainings that have prepared staff and faculty to be more effective.

4. Are there additional professional development resources that would help your unit/program to further these goals (student success, equity, or access)?

We plan to bring in consultants who can train faculty and staff in topics such as mental health, student/faculty rights and responsibilities and other important topics. Professional Development can be a possible funding source to help with this expense.

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Goal 4: Ensuring institutional effectiveness and accountability through data‐driven decision‐making as well as evaluation and improvement of all college programs and governance structures.

5. Please provide an update on progress in your Student Services Outcome (SSO) assessment work. This may include success stories about the impacts of SSO practices on student learning achievement or unit effectiveness.

DSP&S students have expressed their interest to participate and volunteer in DSP&S events such as Disability Awareness Day. By involving students in the planning of such event, we can focus on bringing in agencies to offer services in accordance with their needs. In addition, DSP&S students have asked our assistance to mentor them since they will be starting a DSP&S Club. This is great so that students can be included in fundraising activities and feel part of the school. Through this club, they can organize trips and activities that many students with disabilities do not get to enjoy. The videos that are show cased for students and faculty have had great impact. One of the videos is very appropriate for faculty because it captures the students feelings and what they go through in school. Many times faculty members do not have an idea of the struggles the students face by coming to school everyday. The video that we use for NEW students, it is informative and the CGCA sits with the student and goes over the short video with the student then the CGCAs proceeds to inform them of the services and answers questions.

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APPENDIX “A”

Purpose of the Program Review and Annual Update Process The purpose of Program Review is to provide a venue through which the college can evaluate its programs in relationship to the College Mission and its Strategic Goals and priorities. The program review process promotes a self‐reflective evaluation of programs in a manner in which faculty can identify programmatic successes within their disciplines, identify areas in need of improvement and establish departmental goals for enhanced programmatic and student success. Each unit completes an annual update of their efforts. This update is used to provide the college with an indication of improvement in student learning and the resources needs for each program. The Annual Update serves as the central planning document for requesting and prioritizing resources.

The values of program review:

Strengthening of programs through faculty led self‐evaluation and goal setting; Fostering inter‐departmental cooperation and communication; Stimulating dialog on student success and programmatic improvements; Evaluating each programs unique contribution to the College’s Mission and

Strategic Goals; Promotion of long‐term planning focused on the use of data; Ensuring that curriculum and offerings meet student needs and promote student

progression; Providing a venue to justify programmatic augmentation and to connect program

needs to resource allocations. Enhance transparency about college programs to the broader community.

The value of self‐evaluation is enhanced with the broad inclusion of individuals contributing to your unit/program. We recommend taking all efforts to include all faculty, staff and administration within the each unit/program. Each unit/program may include additional information in their Annual Update Plan (AUP) as needed to fully describe their department. The Office of Institutional Effectiveness and Advancement is available to assist each unit/program in their efforts to complete their AUP.

In order to streamline the submission and distribution process, the Annual Update Plan MUST be submitted by email in its original format to the Office of Institutional Effectiveness and Advancement to ensure a digital record of your completed work. No hard copies will be accepted. Please submit your completed Annual Update Plan and attachments by Friday, September 30, 2016, 12:00 noon to Maribel Carbajal‐Garcia at [email protected]. ALL full‐time members in the unit/program must be cc’d on the email.

This document includes the official application for the staff Human Resources Committee. Requests for Counselor positions must be submitted through the Counseling Department AUP. There is a separate AUP Budget Augmentation Request form that is due September 30 with the AUP. Late or incomplete applications will not be considered for resource allocations, though updated information will be allowed. There will also be a Perkins Request form. Units/programs will be notified regarding budget and resource requests in the spring, following receipt of budget projections from the District Office.

For questions about Program Review Annual Update Planning process, contact the Office of Institutional Effectiveness and Advancement, 323-415-4152 OR [email protected].

Request for Non-Faculty Positions Informational Worksheet Used for HR Plan 2017‐2018

Position Title: Special Services

Assistant Cluster:

SG ☒

Main Campus ☐

Salary + Benefits: $80,000 Impact on

unrestricted funds: Yes ☐ No ☒

Program Review/AUP – Page # (0‐5 points): 4

Justification (include or attach data) to be completed by Cluster VP (0‐5 points):

The population at South Gate is growing and we need to address the need of more DSP&S personnel at this location. Currently, the majority of the time in SG DSP&S is attended by an unclassified employee. We do have an Adjunct Disability Specialist providing counseling services one day a week. We understand the need to have more hours of counseling at SG and we are the first ones to advocate for more staff. We have initiated discussion as to having a plan to offer more services and provide workshops for faculty, staff and students there too. All these activities require FT personnel. Additionally, we recently sent a CGCA there who is now going on Tuesdays also. In talking to the current Deans, it is expected to have a more appropriate space for DSP&S to provide specialized counseling for students with disabilities. Counseling these stuents requires a space that would accommodate students in wheelchairs as well as staff members who are also using a wheelchair. The information discussed in counseling sessions is very private and sensitive, therefore, the need for an appropriate space is crucial. The SG Deans are very supportive and understand the needs of


DSP&S. They have initiated a meeting to investigate possible locations that would be appropriate for DSP&S. We plan to collaborate closely with SG in order to provide reasonable accommodations and offer more services for SG DSP&S students.

For Use By HR Committee:


Classified Hiring Justification of Needs

Check all Applicable Items

☒ College Goals & Objectives

☐ Changing/Updating Technological Needs

☐ Increased FTES and FTEF

☐ Expansion and/or Remodeling of College Facilities

☒ Support for Student Learning Outcomes

☒ Staff Ability to Complete Assigned Workload

☒ Staff Working Beyond Assigned Hours or Scope of Duties

☒ How Position Affects Performance of Other Staff

☒ Reference Program Reviews/AUP

☐ Changing Job Functions

☐ Positions Previously Grant Funded (SFP)

☐ Number of Students Served by Proposed Position

☐ Reinstating Positions Eliminated Due to Budget Cuts

☒ State, Federal, and Other Regulatory Mandates (Categorical)

☐ Health and Safety Issues

☐ Use of Temporary Hourly Employees

☒ Services or Learning Opportunities Will Be Improved

☒ Needs of Students & Institution Will Be Met

☐ Position Cost (Including Salary & Benefits)



Position Title: Student Services Assistant

Cluster: SG ☐

Main Campus ☒



Program Review/AUP – Page # (0‐5 points): 1,2


The Student Services Assistant requested will assist the DSP&S Director/Coordinator to complete budget reports, set up new student orientations, schedule high school orientations, assist the front desk, supervise student workers, order supplies, maintain inventory, direct students to the appropriate resources on campus, make appointments, receive intial intake paperwork, meet with students to go over pertinent information, and more. This position will be fully funded by DSP&S and there will be no impact on program 100. This position is greatly needed to offer professional assistance. Support from student workers is always needed however having a classified person to supervise them, will make a big difference in the delivery of the service. There is confidential information such as medical information or documents that need to be handled by full time personnel and not by student workers. In order to comply with federal regulations, we need to have FT personnel attending the front office due to confidentiality issues. We request this position in an effort to be


in compliance with federal laws that govern students with disabilities.




Position Title: Special Services

Assistant Cluster:

SG ☐

Main Campus ☒



Program Review/AUP – Page # (0‐5 points): 1,2


We need a classified position to cover the American Sign Language interpreting services for deaf and hard of hearing students. Currently, we have a Disability Specialist assist with this job but it has gotten to be too much work for this person. The Disability Specialist has responsibilities that need to be accomplished during the day too such specialized counseling and service provision among other responsibilities. We have approximately seven students who are receiving this service. Seven sounds like a low number, however, having one or two deaf students requires a lot of time and service coordination. Now with seven students who may have 3 or more classes means we have to find interpreters for all the classes and it takes a good amount of time to find qualified interpreters. We have to first tap into the list from the District and only until the list is exhausted we can go to an outside agency for assistance. When we indicate having seven deaf students, it means that a good portion of the day is spent in making phone calls, meeting with the students and the interpreter, identifying qualified notetakers, and a lot more in order to equipped the students with the right tools to


succeed. There are other hard of hearing students who are receiving other type of accommodation such as real time captioning. Therefore, this classified position will focus on providing the services in a timely manner. There has been a definite increase in the number of students requiring ASL interpreting services. This classified employee will need to have experience in serving students with who are deaf and hard of hearing. It is imperative that this classified position be proficient in Americal Sign Language.


ANNUAL UPDATE PLAN AUGMENTATION REQUEST 2017‐2018Department: Student Services Division ‐ DSP&SChair/Coordinator: Graciela HernandezDean: Danelle Fallert

Category(Choose one from dropdown menu)

Detailed Description One‐time or ongoing

Estimated Cost Alignment (Check all that apply)

Expected Outcome (Please describe the measurable outcome)

Student Services Assistant

Classified positon to provide professional services at the South Gate campus. This position will focus in the growth of the DSP&S program at South Gate by providing appropriate services, doing recruitment, participating in events, and providing presentations $ 80,000.00

Student Services Assistant

Classified Position requested to assist in the DSP&S Program and to assist the Coordinator accomplish Clerical duties. $ 80,000.00

Special Services Assistant

Classified Position requested to assist in the DSP&S Program and to assist in the coordination of Americal Sign Language interpreting services. This position will also schedule and coordinate interpreters. $ 75,000.00

Tutoring

Requesting Specialized tutors from Perkins to provide tutoring in subjects such as Child Dev, CAOT, AJ, English and Math since they should have a good foundation in English in order to do well in all classes. $ 15,000.00

Software

Tutors funded by Perkins will be utilizing technology to make sure they include universal design as a way of teaching/tutoring DSP&S students $ 5,000.00

Subtotal Page 1: $ 255,000.00

AUP Goals

Strategic Plan GoalsEducational Plan GoalsCLO Improvement PlanPLO Improvement Plan

AUP Goals

Strategic Plan GoalsEducational Plan GoalsCLO Improvement PlanPLO Improvement PlanAUP Goals


AUP Goals


AUP Goals


One-time

Ongoing

One-time

Ongoing

One-time

Ongoing

One-time

Ongoing

One-time

Ongoing

06/17/2016For questions about this AUP Budget Augmentation Request Form, please contact the Office of Institutional Effectiveness at (323) 415‐4152 or your Dean. PAGE 1 OF 2

ANNUAL UPDATE PLAN AUGMENTATION REQUEST 2017‐2018Department: Student Services Division ‐ DSP&SChair/Coordinator: Graciela HernandezDean: Danelle Fallert

Category(Choose one from dropdown menu)

Detailed Description One‐time or ongoing

Estimated Cost Alignment (Check all that apply)

Expected Outcome (Please describe the measurable outcome)

$ 80,000.00

General Supplies Supplies to support the tutors funded by Perkins $ 2,000.00

Choose one

Subtotal Page 1: $ 255,000.00

Total: $ 258,000.00

AUP Goals


AUP Goals


AUP Goals


AUP Goals


AUP Goals


One-time

Ongoing

One-time

Ongoing

One-time

Ongoing

One-time

Ongoing

One-time

Ongoing

06/17/2016For questions about this AUP Budget Augmentation Request Form, please contact the Office of Institutional Effectiveness at (323) 415‐4152 or your Dean. PAGE 2 OF 2

Perkins Application by TOP Code pg. 1

Perkins Application by TOP Code

Program Title: DSP&S TOP Code:

Briefly describe program improvement issue(s) concerning this TOP code and include specific examples.

(Limited to 2,000 characters, or approximately ½ page of text.) Program improvements must address core indicator below the state-negotiated levels. Core indicator reports: https://misweb.cccco.edu/perkins/Core_Indicator_Reports/Default.aspx Example A: Briefly describe program improvement issue(s) concerning this TOP code and include specific examples. Core Indicators 2, 3, and 5P1 are below the state-negotiated levels. These outcomes indicate that this program needs to focus completion, retention, and nontraditional recruitment. The Perkins district planning team has asked the district to provide for employment data of Auto Tech students and non-traditional/special population students. Completing Auto Tech students frequently asked faculty about internships that may lead to employment opportunities. However, local employers have related that many of our Auto Tech students lack the “soft skills” that would make them more competitive. Example B: Briefly describe program improvement issue(s) concerning this TOP code and include specific examples.

1. Facilities for EMT’s & Paramedics need to be improved. The classroom, restrooms, lab and storage space provided are extremely inadequate.

2. Out -dated equipment needs to be replaced with current industry standard equipment. 3. EMT and Paramedic faculty need to stay current in the field. 4. Attracting and retaining nontraditional populations to CTE programs is an overall goal. Female enrollment in the

program has decreased. Bringing female numbers up needs to be a priority. 5. Program and course SLOs and assessments are not in place and need to be developed to increase student learning

feedback loops.

Specialized tutoring for students with disabilities is a service that helps students achieve their educational goals. We are requesting Perkins funds to offer additional specialized tutoring in various subject areas including English, Math, and courses within CTE programs. All students should have a good foundation in English in order to succeed in their classes. DSP&S students need even more assistance and by hiring more tutors who are qualified to tutor, the opportunity for DSP&S students to succeed is greater. The tutors/unclassified staff assist DSP&S students in proofreading essays, develop outlines, compleing assignments, completing college projects and more. The hours for tutoring need to be extended as well. We plan to offer additional hours during the evening to accommodate more students. Therefore, we request the Perkins funds in an effort to offer additional specialized tutoring hours to increase student success. Example: In June 2016, DSP&S organized their Annual Graduation Banquet and 40+ DSP&S students were recognized for completing their AA/AS Degree and/or Transfer requirements. In another example, the tutors reported that practically all the students who came for tutoring regularly, successfully completed their classes. These examples are very rewarding for the tutors, the DSP&S staff and of course for the students.

Briefly describe how the issue(s) will be addressed.


(Limited to 2,000 characters, or approximately ½ page of text.) Example A: Briefly describe how the issue(s) will be addressed. The district will 1) gather region-wide effective strategies/practices on improving retention, completion and nontraditional recruitment in Auto Tech programs, 2) continue to work on improving its data collection methods, 3) increase effort to work with local firms to place more Auto Tech students in internships, and 4) integrate “soft skills” into the curriculum to increase employment potential. Example B: Briefly describe how the issue(s) will be addressed.

1. Funding from the recently approved bond measure will provide construction funding for new classroom and lab space. Perkins funds will be used to purchase and install new and existing equipment in the new facilities.

2. Industry advisory committee members recommend partnering with an industry equipment manufacturer to replace outdated networking equipment. They also suggest seeking private sector donations to expand tech equipment to accommodate increasing student. Perkins funds will be used to leverage industry contributions.

3. EMT/Paramedic faculty will be encouraged to participate in industry training workshops and other related professional development opportunities using Perkins funds. Faculty will also be encouraged to attend training specifically directed to better serve nontraditional career technical students.

4. Increase efforts to find a part time EMT/Paramedic female instructor, or at a minimum as a guest lecturer, to serve as a role model and implement best practices in recruiting and retaining nontraditional students

5. Staff and faculty will work with members of the advisory committee to develop SLOs and a plan and timeline for implementation.

By requesting unclassified staff to offer tutoring for students with disabilities, it will help to accomplish the completion of the student's educational goal. Many students need the specialized assistance because we can train the tutors to utilize universal design when offering tutoring services. The specialized tutoring is intended to remove barriers that many times don’t allow students to move or advance in their classes or goals. We have had many students accomplish their educational objective as a result of the assistance they received from specialized tutors who are more patient, caring, knowledgeable, and who use different techniques to have the students understand the material.

Below are the nine §135(b) Requirements for Uses of Funds. Programs receiving these funds must meet these requirements. Indicate with a check mark those requirements that the program currently meets (met). Any remaining unmet requirement(s) must be addressed with completed or ongoing activities by June 30 for reporting in the final report. Note: All nine required uses of funds must be met by the end of the Act or each year until reauthorization. Funds may also be used for the permissive activities specified in number 10.

Indicate with a check mark which requirements have

been met, below.

Requirements for Uses of Funds MET UNMET

1. Strengthening the academic, and career and technical skills of students participating in CTE programs through the integration of academics with CTE programs. [§135(b)(1)]

2. Link CTE at the secondary and the postsecondary levels, including by offering elements of not less than one program of study described in §122(c)(1)(A). [§135(b)(2)]

3. Provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning experiences. [§135(b)(3)]

4. Develop, improve, or expand the use of technology in CTE, which may include training to use technology, providing students with the skills needed to enter technology fields, and encouraging schools to collaborate with technology industries to offer internships and mentoring programs. [§135(b)(4)]

5. Provide in-service and pre-service professional development programs to faculty, administrators, and career guidance and academic counselors involved in integrated CTE programs, on topics including effective integration of academics and CTE, effective teaching skills based on research, effective practices to improve parental and community involvement, effective use of scientifically based research and data to improve instruction. Professional development should also ensure that faculty and personnel stay current with all aspects of an industry; involve internship programs that provide relevant business experience; and train faculty in the effective use and application of technology. [§135(b)(5)]

6. Develop and implement evaluations of the CTE programs carried out with Perkins funds, including an assessment of how the needs of special populations are being met. [§135(b)(6)]

7. Initiate, improve, expand and modernize quality CTE programs, including relevant technology. [§135(b)(7)]


8. Provide services and activities that are of sufficient size, scope and quality to be effective. [§135(b)(8)]

9. Provide activities to prepare special populations, including single parents and displaced homemakers enrolled in CTE programs, for high-skill, high-wage or high-demand occupations that will lead to self-sufficiency. [§135(b)(9)]

FOR THOSE REQUIREMENT(S) LISTED ABOVE AS “UNMET:” Describe specific activity(ies) intended to address the unmet requirement(s). (Limited to 2,000 characters, or approximately ½ page of text.) Example A: Provide faculty training in test plan preparation and curriculum to meet Requirement #5. Example B: No unmet requirements, therefore no response required. We want to expand our tutoring services to include technology and enhance the universal design. In addition, more trainings are planned to equip the tutors into being more effective in the way they provide the service.


10. Permissive Uses Per Section 135(c) (check activities to be funded with CTE funds)

1. Involve parents, businesses, and labor organizations, in the design, implementation and evaluation of CTE programs. [§135(c)(1)] 2. Provide career guidance and academic counseling for students participating in CTE programs, that improves graduation rates and provides

information on postsecondary and career options, and provides assistance for postsecondary students and adults, [§135(c)(2)] 3. Local education and business partnerships, including work-related experiences for students, adjunct faculty arrangements for qualified industry

professionals and industry experience for teachers and faculty. [§135(c)(3)] 4. Provide programs for special populations. [§135(c)(4)] 5. Assisting career and technical student organizations. [§135(c)(5)] 6. Mentoring and support services. [§135(c)(6)] 7. Leasing, purchasing, upgrading or adapting equipment, including instructional aides and publications (including support for library resources)

designed to strengthen and support academic and technical skill achievement. [§135(c)(7)] 8. Teacher preparation programs that address the integration of academic and CTE and that assist individuals who are interested in becoming CTE

faculty, including individuals with experience in business and industry. [§135(c)(8)] 9. Developing and expanding postsecondary program offerings at times and in formats that are accessible for all students, including through the use of

distance education. [§135(c)(9)] 10. Developing initiatives that facilitate the transition of sub-baccalaureate CTE students into baccalaureate degree programs, including articulation

agreements, dual enrollment programs, academic and financial aid counseling and other initiatives to overcome barriers and encourage enrollment and completion. [§135(c)(10)]

11. Providing activities to support entrepreneurship education and training. [§135(c)(11)] 12. Improving or developing new CTE courses, including the development of programs of study for consideration by the state and courses that prepare

individuals academically and technically for high-skill, high-wage or high-demand occupations and dual or concurrent enrollment opportunities. [§135(c)(12)]

13. Developing and supporting small, personalized career-themed learning communities. [§135(c)(13)] 14. Providing support for family and consumer sciences programs. [§135(c)(14)] 15. Providing CTE programs for adults and school dropouts to complete secondary education or dropouts to complete secondary education or upgrade

technical skills. [§135(c)(15)] 16. Providing assistance to individuals who have participated in services and activities under this Act in continuing their education or training or finding

an appropriate job. [§135(c)(16)] 17. Supporting training and activities (such as mentoring and outreach) in nontraditional fields. [§135(c)(17)] 18. Providing support for training programs in automotive technologies. [§135(c)(18)] 19. Pooling a portion of such funds with a portion of funds available to other recipients for innovative initiatives. [§135(c)(19)] 20. Supporting other CTE activities consistent with the purposes of the Act. [§135(c)(20)]

Check all types of activities to be funded with Perkins Funds:

Professional Dev. (including stipends)

Instructional Equipment Purchase/Replacement

Facility Rental/Lease (off-campus location)

Curriculum Development

Program Marketing and Outreach

Other (specify)

Instructional Materials Purchase/Replacement (including software)

Project Administration

Programs/Services for Special Populations

Consultants or Other Contracted Services

Check one: UNMET REQUIREMENTS WILL BE ADDRESSED:

Entirely with Perkins Funds

Entirely with Other Funding Sources

Using Both Perkins and Other Funding Sources

Perkins Application Across CTE Programs pg. 5

Perkins Application Across CTE Programs

Program Title:

Briefly describe the across CTE program improvement issue(s) that require funding.

(Limited to 2,000 characters, or approximately ½ page of text.) Example A: Briefly describe the across CTE program improvement issue(s) that require funding. Students enrolled in one of eight (or more) career technical education (CTE) programs will receive comprehensive student support services from a part-time counselor with specialized information gathered from faculty in the appropriate discipline. N/A

Briefly describe how the issue(s) will be addressed.

(Limited to 2,000 characters, or approximately ½ page of text.) Example A: Briefly describe how the issue(s) will be addressed. Expected outcomes include: Course requirements for a minimum of eight different CTE programs and related certificates will be communicated to prospective students in the form of pre-enrollment outreach materials for use at events and by outreach personnel. Orientation sessions and one-on-one counseling sessions will be conducted throughout the year. Currently enrolled students will have a student education plan that supports their educational goals at the certificate, degree, and transfer levels as a result of at least one session with the specialized part-time counselor. Students completing their student education plan will have a specialized counselor, familiar with their course of study and educational goals, to provide guidance related to academic and financial supports necessary for student persistence, retention, and completion. Participation and support of common CTE areas, i.e., participation in related advisory councils, communication of curriculum changes related to CTE Transitions/Career Pathways and participation in secondary events, and areas of core indicator deficiencies needing systemic solutions (employment, nontraditional participation and completions). N/A


Below are the nine §135(b) Requirements for Uses of Funds. Programs receiving these funds must meet these requirements. Indicate with a check mark those requirement(s) that will be strengthened through the activities funded across CTE programs.

Requirements for Uses of Funds Check each that apply to this funding

11. Strengthening the academic, and career and technical skills of students participating in CTE programs through the integration of academics with CTE programs. [§135(b)(1)]

12. Link CTE at the secondary and the postsecondary levels, including by offering elements of not less than one program of study described in §122(c)(1)(A). [§135(b)(2)]

13. Provide students with strong experience in and understanding of all aspects of an industry, which may include work-based learning experiences. [§135(b)(3)]

14. Develop, improve, or expand the use of technology in CTE, which may include training to use technology, providing students with the skills needed to enter technology fields, and encouraging schools to collaborate with technology industries to offer internships and mentoring programs. [§135(b)(4)]

15. Provide in-service and pre-service professional development programs to faculty, administrators, and career guidance and academic counselors involved in integrated CTE programs, on topics including effective integration of academics and CTE, effective teaching skills based on research, effective practices to improve parental and community involvement, effective use of scientifically based research and data to improve instruction. Professional development should also ensure that faculty and personnel stay current with all aspects of an industry; involve internship programs that provide relevant business experience; and train faculty in the effective use and application of technology. [§135(b)(5)]

16. Develop and implement evaluations of the CTE programs carried out with Perkins funds, including an assessment of how the needs of special populations are being met. [§135(b)(6)]

17. Initiate, improve, expand and modernize quality CTE programs, including relevant technology. [§135(b)(7)]

18. Provide services and activities that are of sufficient size, scope and quality to be effective. [§135(b)(8)]

19. Provide activities to prepare special populations, including single parents and displaced homemakers enrolled in CTE programs, for high-skill, high-wage or high-demand occupations that will lead to self-sufficiency. [§135(b)(9)]

Permissive Uses Per Section 135(c) (check activities to be funded with CTE funds) 21. Involve parents, businesses, and labor organizations, in the design, implementation and evaluation of CTE programs. [§135(c)(1)] 22. Provide career guidance and academic counseling for students participating in CTE programs, that improves graduation rates and provides information

on postsecondary and career options, and provides assistance for postsecondary students and adults, [§135(c)(2)] 23. Local education and business partnerships, including work-related experiences for students, adjunct faculty arrangements for qualified industry

professionals and industry experience for teachers and faculty. [§135(c)(3)] 24. Provide programs for special populations. [§135(c)(4)] 25. Assisting career and technical student organizations. [§135(c)(5)] 26. Mentoring and support services. [§135(c)(6)] 27. Leasing, purchasing, upgrading or adapting equipment, including instructional aides and publications (including support for library resources)

designed to strengthen and support academic and technical skill achievement. [§135(c)(7)] 28. Teacher preparation programs that address the integration of academic and CTE and that assist individuals who are interested in becoming CTE

faculty, including individuals with experience in business and industry. [§135(c)(8)] 29. Developing and expanding postsecondary program offerings at times and in formats that are accessible for all students, including through the use of

distance education. [§135(c)(9)] 30. Developing initiatives that facilitate the transition of sub-baccalaureate CTE students into baccalaureate degree programs, including articulation

agreements, dual enrollment programs, academic and financial aid counseling and other initiatives to overcome barriers and encourage enrollment and completion. [§135(c)(10)]

31. Providing activities to support entrepreneurship education and training. [§135(c)(11)] 32. Improving or developing new CTE courses, including the development of programs of study for consideration by the state and courses that prepare

individuals academically and technically for high-skill, high-wage or high-demand occupations and dual or concurrent enrollment opportunities. [§135(c)(12)]

33. Developing and supporting small, personalized career-themed learning communities. [§135(c)(13)] 34. Providing support for family and consumer sciences programs. [§135(c)(14)] 35. Providing CTE programs for adults and school dropouts to complete secondary education or dropouts to complete secondary education or upgrade

technical skills. [§135(c)(15)] 36. Providing assistance to individuals who have participated in services and activities under this Act in continuing their education or training or finding

an appropriate job. [§135(c)(16)] 37. Supporting training and activities (such as mentoring and outreach) in nontraditional fields. [§135(c)(17)] 38. Providing support for training programs in automotive technologies. [§135(c)(18)] 39. Pooling a portion of such funds with a portion of funds available to other recipients for innovative initiatives. [§135(c)(19)] 40. Supporting other CTE activities consistent with the purposes of the Act. [§135(c)(20)]

Check all types of activities to be funded with Perkins Funds:

Professional Dev. (including stipends)

Instructional Equipment Purchase/Replacement

Instructional Materials Purchase/Replacement (including software)

Project Administration


Facility Rental/Lease (off-campus location)

Curriculum Development

Program Marketing and Outreach

Other (specify)

Programs/Services for Special Populations

Consultants or Other Contracted Services

Perkins Funds Campus Application‐ Budget Summary pg. 8

Perkins Funds Campus Application

Budget Summary Proposal TitleStudent Tutors Date 9/29/2016

Proposal Director/Designee Grace Hernandez

Department/Area DSP&S

(Each participating Department/Area must complete a separate form)

Anticipated

Completion Date

Object code: Amount Subtotal

1000 Certificated Salaries (hourly instruction) $

$

$

$

2000 Classified Salaries (professional expert, instructional aides, tutors, clerical/ student help)

$15000

Tutors $ 15000

$

$

3000 Benefits for permanent certificated and classified employees

$

$

$

4000 Materials & Supplies (books, media, software1, printing)

$2000

Software $2000

$

$

5000 Operating Expenses (contract consultants, lecturers, conferences, postage, mileage, travel, advertising)

$

$

$

$

6000 Capital Outlay (facilities modifications, equipment, computers)

$3000

Adaptive Equipment $

$

$

7000 Other (student grants, student travel) $

$

$

$

Total Requested $20000 1 Less than $200, considered supply; otherwise considered equipment Total $20000


APPENDIX “B”

Once you provided concise answers to the questions above, you may use the space below to provide additional narrative.

South Gate Education Center

The lack of space at the South Gate Campus has made it difficult to provide appropriate Counseling services. DSP&S needs to have more appropriate space at the South Gate campus in order to ensure a better counseling experience for the specialist as well as for the DSP&S students. Currently, the cubicle space assigned for DSP&S is not an appropriate location since the privacy of the student is jeopardized. The space is extremely small and it makes it hard for the students and staff in a wheelchair to be accommodated. In addition, when students with disabilities come in with a parent, the cubicle setting is not adequate. Besides, there is sensitive information that needs to be discussed in counseling sessions and the students and faculty have the right to confidentiality. The support from current SG Deans has been great. We anticipate having a more appropriate location soon since South Gate Administration haas met with DSP&S and other programs to develop a plan to address space and the needs of the program.

Monterey Park Campus

With the numbers increasing of students with mental health illnesses the staff is overwhelmed with situations involving student crisis. Due to having limited staff we were forced to revisit and prioritize goals in the program plan thereby revising it to have a more effective program plan.

Adult Education

Adult education (AB86) is a project which will be a great opportunity for DSP&S students. We are excited to be part of this project because it will allow DSP&S to implement an instructional program under School of Continuing Education. This is a new activity for DSP&S. Although we began the process, the project did not advance to be in effect by fall 2016. However, due to the need for this service, we in DSP&S have continued to embrace this project by completing the required paperwork and requirements so that we can offer these classes in the near future. The plan is to offer 2 to 4 non-credit classes for adults with disabilities that will go towards completing a skill certificate or a certificate of achievement.

Software Program to help in an organized documentation system

Funding was allocated in sources that were a priority at that time. Therefore, the goal to purchase software that would allow to document service provision was not fulfilled. With the addition of PeopleSoft in the new future, we may not need to purchase such software. DSP&S is planning to request funding from equity funds to purchase assistive technology so that we can continue to enhance the High Tech Center Lab with adaptive equipment.

ASL Interpreting Services

There is a need for a full-time classified personnel with ASL experience to help coordinate the services deaf and hard of hearing students in order to strengthen the current services these students. Although there is a system in place, this task is a full time job in itself and currently the DS handling this job has other primary responsibilities. Therefore, this goal continues to be a priority so that ASL interpreting services can continue to be delivered in a timely manner. By hiring a FT Classified, the DS can focus on other responsibilities and it will alleviate her work load.

Goal #4: Question 5

New Video In Progress

There is an additional video being developed to ser as a teaching/training tool for faculty. We have noticed that faculty receive these videos in a positive way. Many times seeing the actual struggles students with disabilities go through, it gives the faculty a better understanding of how to serve students better as opposed to getting information in written format.

Disabled Students and Programs Services APU 2017-2018 for ... · supervisi ng Dean YES EMP1:2...

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