DISABLED STUDENTS
PROGRAM SERVICES
DSPS PROGRAM REVIEW
BRIEFINGBOOK
This program review briefing book was developed by the Galvin Group in cooperation with DSPS Coordinators from several California Community Colleges. The material is provided as a technical assistance document to colleges as they begin preparing their self evaluation and their program review site visit. This document has not been approved by the Chancellor’s Office. The examples and guidance therein has been gleaned from discussions and documents generated by the colleges. The examples are not to be used in completing your self-evaluation.
November, 2008
Table of Contents
DSPS PROGRAM REVIEW BRIEFING BOOK
Background
Categorical Program Oversight
Student Services Program Review Cycle
DSPS Program Plans
Technical Assistance Visits
Program Review Process
The Self-Evaluation (DSPS)
Section 1 – Introduction
Number of Students Served
Staffing
Facilities/Location
Response or Progress made toward compliance issues or recommendations from your last DSPS program review
Section 2 – College-wide Student Integration and Coordination
Section 3 – Program Specific Self-Evaluation
MIS
Access
Progress
Success
Student Learning Outcomes
Compliance
DSPS: Disabled Students Program and Services
Student Services
Program Requirements
Funding, Expenditures and Accountability
Other
Supplemental Information: DSPS
DSPS : What is working well
The Program Review Site Visit
Preparing for the site visit
The Site Review Team
Schedule:
Prior to the Visit:
During the Visit:
Day 2: Team members:
The Team Report:
Evaluation of the Process:
DSPS PROGRAM REVIEW BRIEFING BOOK
Background
During spring 2004 in the context of the Agency Review, the Categorical Oversight Workgroup was convened at the Chancellor’s Office to look at improving and streamlining the administration of Matriculation, DSPS, EOPS, CARE and CalWORKs. Two recommendations emerged from the Workgroup and were adopted as part of the Agency Review Implementation Plan:
Reduce the reporting burden on colleges and on the System Office relative to student support programs by maximizing the use of automatic data collection via the statewide MIS system and by utilizing electronic reporting for any data that cannot be obtained through MIS because of timing or structural issues; and
Align student support program accountability standards and processes with broader institutional objectives related to student equity and student learning outcomes.
During spring 2005, the Categorical Oversight Workgroup was reconvened specifically to address categorical program reviews. Based on collaborative discussion, the workgroup proposed the approach to campus visits for the categorical programs that is outlined on the following pages.
Categorical Program Oversight
Legislation has often been the catalyst to expand services that cannot be adequately supported within the system’s per-student funding base. Funds targeted to specific populations or purposes, otherwise known as categorical programs, invariably come with legislative mandates and reporting requirements to ensure that the funds are spent for the intended purpose and are achieving the desired outcomes. The System Office is in all cases charged with oversight of those funds and the Board of Governors of the California Community Colleges is required to submit reports to the Legislature that are often very specific in their elements. Therefore, the System Office is obligated to both assist colleges in implementation of those programs and collect sufficient information to document and report on the extent to which legislative interests are being served.
While program reviews serve a role in program accountability, they also provide the opportunity for professional development, best practices identification, technical assistance, and program improvement. These multiple purposes guided the work of the Categorical Oversight Workgroup in developing the following framework.
- Value of campus visits:
- Promote program quality
- Ensure program integrity and accountability
- Establish close collaboration between System Office and campus staff
- Support access and success for a diverse student population
- Goals of the campus visits:
- Provide program review flexibility
- Validate program strengths
- Provide technical assistance for program improvement
- Ensure program integrity and accountability
- Incorporate Student Learning Outcomes
- Assist colleges in planning for future needs and in continuous program improvement
- Provide opportunity through the Pre-Campus Visit Self-Evaluation process for colleges to evaluate their programs and services, as well as identify potential areas requiring technical assistance
- Engage peers to share practices and approaches
- Identify best practices
- Campus visit objectives:
- Improve knowledge and skills of program staff
- Strengthen quality of services for students
- Strengthen programs through peer review
- Ensure program fiscal accountability
- Ensure compliance with legal requirements
As a result of the categorical programs campus visits, colleges should be able to:
- Achieve student learning outcomes and improve student success
- Increase program quality and service delivery
- Better define and meet student equity goals
- Use resources more efficiently
- Integrate categorical program goals with institutional goals
- Articulate program objectives to various constituencies, both internal and external
- Find synergy and program connections among campus-based categorical programs
- Implement best practices
- Be better prepared for the accreditation and annual program reviews
(Excerpted from Program Review & Technical Assistance Site Visit Model for CalWORKs, DSPS, EOPS/CARE and Matriculation,Chancellor’s Office. 2006)
Student Services Program Review Cycle
The Student Services Program Review Site Visits are based on the accreditation process. There are five (5) discrete activities that support this cycle. If your accreditation is during the academic year 2011-12, the process starts with a voluntary one-day technical assistance visit scheduled for 2008-09 and the completion and Chancellor’s Office approval of a program plan. This is followed by the self-evaluation report completed by the categorical programs and the student servicesprogram review site visit in 2009-10.The college-wide self-study year in 2010-11 prepares for the WASC accreditation visit in 2011-12. Each college is reviewed once every six (6) years. The six year schedule can be found at the back of this briefing book.
DSPS Program Plans
Title 5 (Section 56046) specifically dictates that each DSPS program will have an approved Program Plan. Over the years, this requirement has been met with little enforcement from the Chancellor’s Office and implementation has taken many forms. During the 2007-08 year, a new Program Plan template was developed and approved by the Chancellor’s Office and began to be phased in. In the summer of 2008, revisions were made to the original program plan documents and the current form reflects changes made as a result of input from the field. Completion of the program plan will bring DSPS in line with the other categorical programs and is required as part of the Student Services Program Review Process.
The program plan will be phased in over a six-year period, with programs in their technical assistance year required to complete a program plan and submit for approval during the Spring term. For example, if your accreditation visit is scheduled for 2012-13, self-study is in 2011-12, student services program review site visit is in 2010-11 and your voluntary technical assistance visit is in 2009-10. It is during this 2009-10 period that you will be required to complete and submit the program plan for approval.
A Program Plan Form and accompanying instructions are available on the Chancellor’s office website at: the Galvin Group website at:
The completed program plan is to be submitted electronically along with required auxiliary documents. The Chancellor’s Office will approve or request further information within 60 days of receiving your plan. This approved program plan will remain in effect for 6 years. If, however, major changes are made to your program, (additions or eliminations of services) as described in Title 5 Section 56026, you are required to complete and submit an addendum to the Chancellor’s Office. This addendum form can also be found at the two websites identified above.
A well-crafted program plan can be enormously useful as you begin to draft your responses to the Student Services Program Review Self Evaluation. You will note that there is a little overlap in requested information/data. However, the program plan comprehensively describes your program- what you do and how you do it- as well as outlining your short and long term goals and objectives. This provides the groundwork for what is required in the further processes in the accreditation cycle.
If you have questions regarding your program plan, you may contact Scott Berenson at (916) 322-3234.
Technical Assistance Visits
On behalf of the Chancellor’s Office, the Galvin Group offers voluntary technical assistance visits to every DSPS program in the year prior to their student services program review. These one-day technical assistance visits are made available at no cost to the college and provide a non-threatening, informal opportunity for DSPS Coordinators and staff to discuss issues or problems that need to be resolved prior to completing their self-evaluation and receiving the program review site visit. Likewise, the consultation visits enhance already excellent programs and services and a college may choose to use the visit to expand their knowledge of a given topic.
DSPS Coordinators are informed of this opportunity via mail and email from the Galvin Group early in the academic year. Once the DSPS Coordinator has responded affirmatively, the Galvin Group works with the Coordinator to ascertain the issues and select suitable dates.
The technical assistance visit will entailan on-site visit to the college by a Galvin Group staff member and one peer from another college. The Galvin Group will carefully selecta team member who has expertise in theissue or area requested. Both the Galvin Group representative and the team member will provide on-site assistance and follow up with resources, more in-depth information, materials and contacts.
The DSPS program is not required to prepare or provide any materials either prior to the visit or on-site. However, if there are policies, procedures or other materials they wish to have reviewed, this can be arranged. If a college requestsinterviews of any college staff or students, other than the DSPS Coordinator, or a tour of the campus with a view to barrier identification, the Galvin Group will be happy to address these issues during the visit. The technical assistance visit does not generate a formal report sent to the college by the Chancellor's Office. However, the DSPS Coordinator will personally receive a copy of the brief summary of topics discussed and TA provided which is generated for the Chancellor's Officeto providedocumentation of contractor activities.
Technical Assistance visits have proven very successful. The informal consultative approach enables the Coordinator and staff to interact with the team and each other in a positive way. Frequently this visit is the beginning of a mentor relationship, especially for new Coordinators. Ongoing assistance is provided by telephone and email where appropriate.
Issues that have been discussed during TA visits over the past year include: architectural barriers and the ADA; Section 508 of the Rehabilitation Act; Student Records and file maintenance; timely delivery of alternate media; development of basic skills classes; budget management/MIS; interpreter services; staffing; eligibility process; future planning/reaching out to new populations; student learning outcomes; adapted physical education; decentralization of services; development of one-stop service centers; program plans and preparing for categorical program review.
In addition to those colleges in the program review cycle that have been invited to receive a technical assistance visit, other DSPS programs that have immediate issues or problems can request a one-day technical assistance visit from the Chancellor’s Office. If space is available, the Galvin Group will initiate a call to schedule a visit.
For more information about receiving a technical assistance visit please contact Bette McMuldren at (602) 281-6034) or Jan Galvin at (520) 749-1632.
A wide variety of California Community College resources and an on-line modular training for new DSPS Coordinators can be found at
Program Review Process
The student services program review process includes the submission of an institutional self-evaluation followed by a site visit by a single integrated team that will review EOPS/CARE, DSPS, Matriculation, andCalWORKs.
Prior to the site visit, the college is required to complete and submit an integrated self-evaluation on behalf of all the programs listed above. This briefing book will concentrate on the part of the self-evaluation and program review site visit as it pertains to DSPS.
The areas to be addressed in the self-evaluation include:
- Access – demographic data
- Progress – success rates, academic progress, dismissal, and persistence
- Success – degrees, certificates, transfers, educational goals
- Student Learning Outcomes (SLOs)
- Compliance
- Effective Practices and Opportunities for improvement
- Implementation and Technical assistance.
The two-day site visit will focus on:
- Interviews with staff and students
- Review of files and documentation
- Provision of technical assistance
- Presentation of major findings
This briefing book and PowerPoint presentation is intended as a companion piece to materials and training provided by the System Office. The examples provided are for illumination only. The information included in this book was gathered from the colleges who were reviewed between2006-08, team members who were part of the site review teams, and System Office staff. They are not to be used as a template for responding to questions posed by the self-evaluation or in interviews with the site review team.
Narratives in italics are generic information gleaned from other colleges that may assist you in developing your responses, but should not be used as your template.
The Self-Evaluation (DSPS)
The Categorical Programs Self-Evaluation and A Guide to Writing Your Self Evaluation can be found at:
Please read the guide thoroughly before completing your assigned sections. Your Student Services Administrator will designate an individual to gather the required data and synthesize all the relevant responses. Your job is to provide all requested information to this designated individual so they can compile the self-evaluation according to the guidelines.You may wish to consider developing a PowerPoint presentation of DSPS. Several colleges have developed PowerPoint overviews of each program and these have been well-received by the review teams.
When you are preparing your responses to the various sections of the Self-Evaluation report, a good strategy is to list documents to which you have referred or taken information from as you write the report. When preparing for the visit, the list you compiled will provide a list of documents that you’ll want to have available to the review team.
Additionally, when your report has been completed, be sure to share the final version with the entire DSPS staff. This will enable each staff member to be prepared for the interviews that may occur during the site visit and will assure that you are all “on the same page.”
Note: The completed Self-Evaluation becomes the basis for the program review site visit. Questions prepared by the site review team will be based on what they have read. Some of the documents they will wish to review are documents you mentioned in your reporting. Be honest, if you do not have a document, or it is in process, or incomplete, acknowledge that fact in the appropriate section of the self-evaluation document. Nothing makes a review team more upset than searching for a document that does not exist. That can actually be more of a negative than not having the document. Paint the picture of your program clearly and realistically.
Section 1 –Introduction
A brief overview of DSPS (approx. 2 pages) to include:
- Number of staff
- Number of students served annually
- Facilities/location
- Progress made toward recommendations/compliance issues from your last program review. (If you cannot find your last program review, and it was conducted between September 1998 and June 2004, please contact Jan Galvin at for an electronic copy).
The brief overview of DSPS should clearly state the background ofDSPS. In the second example, the use of bullets provides a means of succinctly presenting a number of key elements of the program.