DRC Program Review 2011.pdf - Lake Tahoe Community College

Lake Tahoe Community College
Program Review
DISABILITY RESOURCE CENTER
April 2011

Lake Tahoe Community College
Disability Resource Center
Program Review
April 2011
Philosophy
We believe:
• All students have the potential for growth and success.
• All students have the right to be treated with respect.
• The diversity brought to the campus by students with disabilities enriches the
overall college learning environment.
• Education is a process of mutual responsibility in which students benefit by
participating actively in meeting their educational goals.
The diverse needs of students with disabilities are best met in an environment
that (is):
• Accessible, inclusive, and supportive.
• Provides fair and consistent treatment.
• Encourages independence and self-sufficiency.
• Recognizes and respects each student’s unique challenges and strengths.
Mission
The mission of the Disability Resource Center (DRC) is to promote selfconfidence
in an educational environment while fostering student independence.
The staff of the DRC is committed to the establishment of a positive learning
environment focusing on academic integrity, sensitivity to our students, creating a
springboard for change and, ultimately, achievement of student success. At the
DRC, our students come first, and their individual needs are the focal point to
attaining these goals.
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Table of Contents
Page(s)
Philosophy 1
Mission 1
Section 1 - Executive Summary 3-4
Program Goals and Objectives 3
Budget Recommendations 3-4
Section 2 - Introduction and Program History 4-10
Development of Program 4
FTE Faculty 4-6
FTE Classified 6
Curriculum 6-7
Courses 7
Challenges and Successes 7-8
Student Counts 9
Facilities 9
Services 10
Advisory Committee 10
Section 3: Program Purpose and Program Student Learning Outcomes 10-12
Section 4: Program Goals and Objectives 13-16
Section 5: Final Budget Recommendations 16-17
Appendix A: Annual DSPS Allocations 18-19
Appendix B: Student Counts 20-21
Appendix C: Advisory Committee Agendas Meeting and Minutes 22-40
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Section 1: Executive Summary
In 2010/2011 the Disability Resource Center (DRC) completed the Program
Review that included close examination of services, usage, environment, and
challenges. This resulted in recommendations to advance program development
and success. The program review was completed by Bob Albrecht and Beth
Marinelli-Laster, DRC Faculty.
Program Goals and Objectives:
Goal 1: Access – Ensure that the LTCC learning environment is accessible and
welcoming to all students with disabilities.
Goal 2: Proctoring – continue the transfer of proctoring services to the TLC. The
consolidation of proctoring is more in line with DRC budget not supporting
duplicated services.
Goal 3: Technology – To provide comprehensive computer and media
technologies that facilitate student learning.
Goal 4: Services - To provide a wide range of support services for students with
disabilities to ensure success, promote independence and facilitate academic
achievement.
Goal 5: Outreach/Inreach – Actively recruit students with disabilities throughout
the college and community, and connect them to all campus services.
Goal 6: Courses – Work toward inactivating GES142 and replacing it with a
waitlist for LD Assessment.
Budget Recommendations:
Disabled Student Programs at Community Colleges throughout the state have
experienced unprecedented budget cuts during the past two years and with the
continuing budget crisis in the state of California the future remains unsettled at
best. Because of these cuts the DRC has lost all classified positions and had
faculty positions redefined and reduced. DRC allocations for the past seven
years are reflected in Appendix A on page 18-19.
Budget recommendations are divided into the five required categories (human
resource needs, facilities needs, technology needs, materials/supplies needs,
and professional development needs) which have been specifically linked to the
program review goals/objectives.
Human Resource needs must be addressed regarding the loss of FTE Faculty
and Classified positions as well as reduced tutoring hours. Technology demands
will continue to be an ongoing budgetary expense. The recent changes in
LTCC’s materials and supplies ordering system has reduced DRC expenses in
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some areas while others are ongoing. Professional Development should be
made available to all DRC personnel. For more complete budget
recommendations see Section 5: Final Budget Recommendations on page 16-
17.
Section 2: Introduction and Program History
The Disability Resource Center (DRC) is funded through categorical funds as
specified by State of California Education Code. Funding received is based on a
weighted scale for disabilities served. The DRC also receives general fund
monies in the form of district match. Traditionally, the DRC budget has been
maintained within the DRC, by the Director and under the direction of the Dean of
Student Services.
Historically the DRC has been self-supporting yet given recent unprecedented
statewide budget cuts (48%) in the 2009/2010 academic years, LTCC has begun
offsetting DRC expenses through the general fund. Discussions are currently
underway as to how to continue to fund the DRC and provide needed services to
students with disabilities.
Development of Program:
The DRC began operating in the late 1970’s as the Learning Lab on the original
LTCC campus. Prior to the move to the existing campus in 1987, the Learning
Lab was staffed entirely with part-time faculty and staff. The first full-time faculty
was hired as an LD Specialist in the fall of 1988 and the second full-time position
was the Director’s position, which was added in fall of 1991. During this time,
and for the next few years, there was considerable movement within the faculty
personnel. Since the first full time hirings in the Disabled Students Program
there have been eight different full-time LD Specialists, five different full-time
Directors and at least three Interim Directors.
FTE Faculty:
The full-time DRC faculty has remained the same for the past 7 years with the
Director in place since 2001, the LD Specialist since 2002, and the Counselor
since 2004. It is the belief of the faculty that this consistency in staffing over the
past several years has proven to be beneficial for DRC students. Historically
there has been a full-time LD Specialist since the original hire. In the fall of 2010,
the full-time LD Specialist was moved to 50% teaching general Psychology
courses due to the current budget situation.
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The Counseling position originated in January of 2000 and has seen three
different full-time counselors. Over the years it had been vacant for about five
quarters with three different General Counselors filling in on a limited basis. It
should be noted that the Counselor has continued to voluntarily reduce their load
to 81% in order to help save costs during difficult budget times.
Recently there has been a dramatic change in duties and workload for the three
full-time faculty members. The following is a summary of some of the duties:
* = new or increased duties
DRC Director
• Budget
• MIS Reporting*
• Alternate Media*
• LD Assessment*
• Scheduling and Proctoring*
• Student Management System Maintenance*
• SARS Maintenance*
• Disability-Management Counseling
• Teaching
• Hiring and Supervision of Tutors and Interpreters
The DRC Director has taken on the duties of the Alternate Media Specialist, not
only in the production of alternate media but in the maintenance of adaptive
software and all the software specific to DRC faculty. Many of the clerical duties
of the DRC Assistant have also been absorbed by the Director including direct
inputting of MIS data, keeping of timesheets for tutors and hourly interpreters,
answering phones, and scheduling student appointments. The Director is also
more involved in the Learning Disabilities Assessment process as the Learning
Disabilities Specialist has been reduced to .50 FTE.
LD Specialist
• LD Assessment (50%)*
• Managing GES 142
• Scheduling and Proctoring*
• Disability-Management Counseling
• No longer teaching GES courses*
• Reduced presence with DRC students*
• Teaching Psychology (50%)*
The Learning Disabilities Specialist has also absorbed some of the duties of the
DRC Assistant in answering phones and scheduling student appointments. The
Learning Disabilities Specialist, while reduced .50 FTE, is still coordinating
assessment of students, with numbers at or above previous years’ levels. The
loss of the part-time LD Specialist position has been absorbed largely by the LD
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Specialist in regards to extra assessment, scoring and calculating results of
assessment, and learning strategies training. The LD Specialist also regularly
works with students on writing across the curriculum, due to the fact that the
DRC no longer employs writing tutors.
DRC Counselor
• LD Assessment*
• Deaf Services Coordination
• MIS Data Collection*
• Academic Advising
• Disability-Management Counseling
• Scheduling and Proctoring*
Academic advising and disability-management counseling continue to be the
main focus of the DRC Counselor. The Counselor has also absorbed some of
the duties of the DRC Assistant in answering phones and scheduling student
appointments. Given our remote location and the low number of local
interpreters, Deaf Services coordination is an increasingly difficult challenge.
The Counselor is now assisting in MIS data collection and LD Assessment in a
limited capacity. In June 2011, the Counselor will complete the LD Eligibility
Model Training and be fully qualified in all aspects of LD Assessment. The
Counselor continues to work at .81 FTE which, at this time, is not a burden on
DRC staff. However, this reduced workload needs to be assessed annually
given the ever-changing state of the budget.
FTE Classified:
Recent budget cuts have led to the elimination of all classified positions. This
has been a tremendous challenge for Faculty to provide services necessary for
student success. Prior to this, DRC classified staffing had been fairly consistent
over the years. The first fulltime classified position in the DSP&S program,
Program Assistant, began as a temporary position in February of 1992 and
became permanent one year later. A part-time High Tech Aide position was filled
in September 1994, with another added in September 1998. These positions
remained in place until the spring of 2003 when they were eliminated due to
budget constraints. In September of 2000, the Alternate Media Specialist
position was created and filled by one of the High Tech Aides.
Curriculum:
General Education Courses (GES) are designed for student with special needs
yet are open to all students attending LTCC. During the most recent Title V
updating of GES courses, the cross-listing of courses with general courses was
eliminated to alleviate student confusion. Repeatability was properly addressed
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in order to be aligned with current repeatability standards. Current Curriculum
includes:
• GES142 Learning Styles and Cognitive Development
• GES193 Study Skills
• GES199A Introduction to Basic Word Processing and Internet
• GES551 Independent Living Skills
Courses:
Currently, GES142: Interpretation of Learning Styles and Cognitive Development,
is under consideration of being inactivated for the 2011/2012 academic year.
DRC Faculty has streamlined the assessment process and consequently the
number of hours required for completion for the majority of students is less than
the unit code for the course. A more efficient process for students would be
utilizing a waitlist process that is currently being used by the majority of California
Community Colleges.
Challenges/Successes:
The statewide budget crisis continues to be the greatest challenge to the DRC for
the foreseeable future. In January 2009, with budget cuts looming, the DRC
Assistant position was reduced from full-time to part-time hourly. Then with
unprecedented budget cuts in place for the 2009/2010 academic year, the DRC
Assistant position, Tutors, and the part-time LD Specialist position were all
eliminated. Tutoring was then re-instated on a dramatically reduced scale in
January 2010 and the DRC is continually reviewing staffing needs relative to
future funding.
Beginning in Fall quarter 2010 exam proctoring for DRC students was moved to
the Tutoring and Learning Center (TLC) due to lack of testing space and no test
proctors or classified staff in the DRC. This process required a lot of work by
staff in both departments to facilitate this transition and a good faith effort was
made by all involved, including students. There remains much to be done to
complete this process as there are lingering challenges. Generally, DRC
students report some level of dissatisfaction which was initially viewed as
difficulty with change.
A review of SARS scheduling of tests proctored in both the DRC and TLC reflect
students’ reluctance to utilize the TLC for exam proctoring. This may be due to
many different factors including TLC hours (not open until 10 am), noise level,
lack of familiarity working with disabled students on the part of TLC staff, and
instructor confusion. This number was also increased by a larger number of
DRC students utilizing adaptive software as an exam accommodation. It is our
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hope that training and time will resolve these issues. The table below reflects
proctoring of DRC students in both centers during finals weeks for Spring 2010,
Fall 2010, and Winter 2011.
Exams Proctored
Quarter DRC TLC
Spring 2010 46 0
Fall 2010 23 27
Winter 2011 42 22
The Alternate Media Specialist position was eliminated in December 2009 due to
continued budget cuts and most job duties were absorbed by the DRC Director.
The Director has attended trainings at the High Tech Center Training Unit in the
production of alternate media, and is utilizing DRC student workers to assist with
work flow issues as much as possible.
The DRC continues to employ specialized staff such as sign language
interpreters; however, most interpreters have left the direct employ of LTCC and
work as independent contractors. This change in employment status has led to
an increased cost for providing interpreting to qualified students. Currently the
Counselor and Director are working with Western Nevada Community College
(WNCC) to create an interpreter internship program where WNCC’s more
advanced sign language students will be hired by LTCC for interpreting.
In spite of all these challenges, the DRC students continue to have success in
the classroom utilizing DRC services and accommodations. The tenure of the
current DRC faculty allows for a healthy and cooperative work environment
during these difficult times. DRC faculty members are dedicated professionals
who share the same philosophies regarding student success and accountability.
The faculty of the DRC has shown incredible flexibility and a positive attitude in
meeting the needs of the College.
The successful implementation of an electronic student record-keeping system,
Student Management System (SMS) has created a mechanism for quick and
accurate recording of student records, contacts, and documentation. Conversion
from paper to electronic files has created a more accurate and useful set of
student files, which in turn facilitates ease of MIS reporting. The integration with
Datatel should make this process even more efficient.
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Student counts:
Data was available for 5 years of review of DRC student demographics.
Students with Learning Disabilities continue to be the primary disability served by
the DRC, comprising about 47% of students served. Of those remaining,
Psychiatric Disabilities, Developmentally Delayed, and Other Disabilities were the
predominant categories served. Acquired Brain Injury, Hearing Impairment,
Speech Impairment, and Visual Impairment had the fewest numbers of students
served. This pattern has remained consistent over recent years.
The charts in Appendix B show the consistency of student counts for the
previous year as well as the consistency in overall number of students served for
the previous 5 years. While there is a range of possibilities as to the reasons for
this consistency, it is the belief of DRC Faculty that our willingness to share
duties as defined and our consistent policies in regard to qualifying new students
that have the largest impact. The stability of faculty also creates an environment
in which student counts can remain somewhat constant.
Facilities:
The DRC is located on the second floor, A-wing of the main campus. Since
moving to the current campus, the DRC has been located in this area. The DRC
currently occupies one classroom that has been converted into the DRC High
Tech Center (A205). DRC workspace also includes three faculty offices and one
classified workstation. A workroom contains the copy/fax machine, shredder,
and the low-vision student work area. There are two test proctoring desks in this
workroom and the DRC also has one very small testing room. This testing room
is used for exam accommodations requiring a computer and accessible software.
Classroom A203 which is connected to the DRC, was used in the past as a test
proctoring room, a General Studies (GES) classroom, and as an occasional quiet
study area, but has returned to general classroom status. However, the DRC
General Studies courses receive priority in scheduling A203.
Specific services are available for students with documented disabilities. The
establishment of support services for students with disabilities is intended to
make the Lake Tahoe Community College curriculum and facilities available to
qualified individuals regardless of disabilities. The provision of these services
guarantees students with disabilities full access to mainstream college programs
and services. Historically, the DRC has been financially able to provide these
services without impact to the college’s general fund; however, given recent
budget cuts it is expected that the DRC may have an increased reliance on the
college’s general fund.
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Services include:
• Diagnostic testing for Learning Disabilities
• Disability-related counseling
• Accommodations for class exams
• Interpreter
• Instructional Support
• Videophone access
• Academic counseling
• Registration assistance
• Alternate media
• Note taking services
• Equipment loan
• Liaison with campus faculty and staff
• Referrals to campus and community agencies
• A link with four-year colleges and university disability services programs
Advisory Committee:
The DRC Advisory Committee continues to provide many different ideas and
invaluable feedback to the DRC as well as the college. Committee members
represent a cross section of LTCC Faculty, DRC Students, LTCC Administration,
an LTCC Board member, community service providers, Lake Tahoe Unified
School district, and community members/parents. The committee meets annually
in the Fall and will schedule additional meetings during the year when there are
issues to be addressed. Agenda and Minutes from meetings held from 2007-
2010 are under Appendix C on page 22-40.
Section 3: Program Purpose and Program Student Learning
Outcomes
The purpose of the Disability Resource Center is to provide support services and
accommodations for Lake Tahoe Community College students with disabilities.
The provision of these disability-related services guarantees students with
disabilities full access to college programs and services.
Student Learning Outcome #1: Demonstrate greater independence and the
ability to self-advocate with college staff and instructors through the following
avenues (but not limited to): instructor contact, requesting test accommodations,
requesting other accommodations as appropriate, use of DRC lab and tutors.
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Measurement of Student Learning Outcome:
• Request for test accommodations form used by student during
academic year
• Use of contact notes in SMS
• Exit survey after finals
Student Learning Outcome #2: Identify and articulate their learning style,
including their areas of strength and weakness, and strategies to overcome their
difficulties.
Measurement of Student Learning Outcome:
• DRC Student Survey
• DRC LD Results forms given to students helping them articulate their
learning style (e.g. LD Results) – SMS, contact, student tracking,
documentation (shows that each student has reviewed their results
with the LD Specialist and signed the forms)
MASLO’s used
• SLO 1:
a) Request for test accommodations form used by student during
academic year
b) Exit survey after finals
c) Use of contact notes in SMS
• SLO 2:
a) DRC Student Survey
b) DRC LD Results forms given to students helping them articulate
their learning style (e.g. LD Results)
c) SMS, contact, student tracking, documentation (shows that each
student has reviewed their results with the LD Specialist and signed
the forms)
Assessment Rubric
Strongly Agree Agree Disagree
Student shows average
understanding, “agrees”
that DRC services are
meeting student needs.
Student shows complete
mastery/”strongly agrees”
that DRC services are
meeting student needs.
Student clearly did not
comprehend the essential
components; student
“disagrees” that all of
his/her disability-related
needs are being met.
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Assessment Results
SLO Strongly Agree Agree Disagree
1 40 responses 75% 25% 0%
2 88 responses 89% 0% 11%
Assessment Narrative
SLO 1: All DRC students who are eligible for disability-related exam
accommodations are guided through the process of utilizing the Request for
Test Accommodations form. The form is designed to encourage and assist
with self-advocacy – the DRC does not contact instructors to let them know about
a student’s disability and accommodations, rather the student is given the tools to
use to self-advocate and the choice about when and to whom to self-disclose.
Moving exam proctoring to the TLC is another positive step toward greater
independence – students are encouraged to utilize all campus services, not just
those located in the DRC, and self-advocate with faculty and staff in other
departments. Survey results showed that all students agreed or strongly agreed
that the DRC is meeting their needs regarding independence and self-advocacy.
SLO 2: The DRC Student Survey was given to determine how well the DRC is
assisting students in self-knowledge about their learning style and the ability to
articulate it. 89% of students surveyed indicated that they were effective in
identifying their learning styles, strengths, and weaknesses, and were able to
develop strategies. Surveys indicated that the DRC staff should in the future
work more with students in developing strategies to accommodate their learning
differences.
Budget Recommendations
SLO 1: Due to severe budget cuts, DRC can no longer offer exam proctoring.
Continued General Fund support of the TLC would allow test proctoring to be
effectively moved to one location.
SLO 2: Support to offset DRC budget cuts would allow more of the LD
Specialist’s time in the DRC, facilitating work with students on learning strategies.
Support of the DRC budget would also allow the DRC Director to offer the Study
Skills/Learning Strategies course more frequently.
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Section 4: Program Goals and Objectives
The primary goal of the Disability Resource Center over the next six years is to
continue to provide access to Lake Tahoe Community College for students with
disabilities, as mandated by Title V and state and federal law. The DRC will
continue to provide a supportive environment for our diverse community as
outlined in the LTCC Mission Statement.
Services provided by the DRC are directly linked to the LTCC Strategic Plan
(2009) goals and objectives as well as the Lake Tahoe Community College Core
Competencies of Critical Thinking, Global Awareness, and Personal
Responsibility and Professional Development. Disability Resource Center
services are aligned with the Strategic Plan goals and objectives as follows:
DRC Goal 1: Access – Ensure that the LTCC learning environment is
accessible and welcoming to all students with disabilities.
Strategic Plan Goal 1: Student Outreach, Access, and Enrollment
1B: Enhance student access and student success at LTCC:
Minimize barriers to student enrollment at Lake Tahoe Community College in order to
provide open access to students
Program Review Objectives
Access – Ensure that the LTCC learning environment
is accessible and welcoming to all students with disabilities.
Activities
Responsible
Individual(s)
Timeline for
completion
Work with faculty and staff to ensure equal access
and opportunity through approved academic DRC Faculty Ongoing
accommodations.
Provide learning disabilities assessment as a waitlist
instead of a class. DRC Faculty Fall 2011
Create a welcoming environment in the DRC that
promotes lifelong learning, personal growth,
personal accountability and civic responsibility.
DRC Faculty
and Staff
Ongoing
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DRC Goal 2: Proctoring – continue the transfer of proctoring services to
the TLC. The consolidation of proctoring is more in line with DRC budget
not supporting duplicated services.
Program Review Objectives
Proctoring – Continued support of the transfer of proctoring for DRC students to the
TLC where general student proctoring takes place. All proctoring will then take place in
one location
Activities
Transfer all exam proctoring to one location in the
TLC (as indicated in DRC SLO #1)
Responsible
Individual(s)
DRC Faculty
TLC Faculty/Staff
Presentation on proctoring protocol for full-time and DRC Faculty
adjunct faculty during convocation
TLC Faculty/Staff
Budget Implications
Timeline for
completion
Ongoing
Fall 2011
General fund support for staffing, test security, and
space necessary for all proctoring to take place in
the TLC. Additional $2500 - $5000 to TLC costs.
LTCC General
Fund
Annually
DRC Goal 3: Outreach/Inreach – actively recruit student with disabilities
throughout the college and community and connect them to all campus
services.
1A: Awareness of LTCC as a Viable Option:
Encourage awareness of Lake Tahoe Community College as an option for students in
the Tahoe basin.
Program Review Objectives
Outreach – Actively recruit students with disabilities in local High Schools.
Activities
DRC presentation at LTUSD and Douglas County
School District.
Continue transitional student meetings with DRC,
LTUSD, Alta Regional, Mental Health, and Choices
Transitional.
Responsible
Individual(s)
DRC Director
DRC Counselor
DRC Director
DRC Counselor
Timeline for
completion
Annually
Twice Annually
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DRC Goal 4: Technology – To provide comprehensive computer and media
technologies that facilitate student learning.
1C: Multiple Delivery Methods:
Explore an appropriate range of delivery methods to enhance access while maintaining
and promoting high standards of academic rigor and excellence.
Program Review Objectives
Technology – To provide comprehensive computer and media
technologies that facilitate student learning.
Activities
Responsible
Individual(s)
Timeline for
completion
Create alternate media, train students in use of
adaptive software. DRC Director Ongoing
Maintain and update DRC High Tech Center.
DRC Director
Ongoing
Budget Implications
Computer equipment replacement and
maintenance; adaptive software upgrades, require a
budget of approximately $3000 to $5000 per year
Annually
DRC Goal 5: Services – To provide a wide range of support services for
students with disabilities to ensure success, promote independence and
facilitate academic achievement.
1C: Multiple Delivery Methods:
Explore an appropriate range of delivery methods to enhance access while maintaining
and promoting high standards of academic rigor and excellence.
PROGRAM REVIEW OBJECTIVES
Sign Language Interpreting – Provide sign language interpreting for
deaf and hard-of-hearing students in order to deliver course material at a level
commensurate with delivery to hearing students.
Activities
Responsible
Individual(s)
Timeline for
completion
Provide American Sign Language Interpreters for
deaf and hard-of-hearing students. DRC and LTCC Ongoing
Develop Interpreter pool through affiliation with
Western Nevada Community College (WNCC).
DRC Director
DRC Counselor
Ongoing
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Budget Implications
The exact dollar amount changes annually, given
number of students and enrollment. Costs could
potentially be significantly decreased with the
development of the WNCC Interpreter pool.
Annually
2A: Basic Skills
Ensure that basic skills development is a major priority of Lake Tahoe
Community College.
Program Review Objectives
DRC Courses – Continued support of DRC Courses which support DRC
Student learning as well as supporting Basic Skills students.
Responsible
Activities
Individual(s)
Continue offering GES Courses as appropriate to
DRC Faculty
student needs and population
Budget Implications
Timeline for
completion
Ongoing
Budget implications are tied directly to DRC Faculty
workload.
Annually
Section 5: Final Budget Recommendations
Budget Recommendations:
The recent, unprecedented State budget cuts seriously threaten the amount and
type of services the DRC provides. The college needs to persist in exploring all
options for continuing to fund DRC services and provide mandated support for
students with disabilities.
Budget recommendations are divided into the five required categories (human
resource needs, facilities needs, technology needs, materials/supplies needs,
and professional development needs) which have been specifically linked to the
program review goals/objectives.
Human Resources Needs
• Classified support staff
• Tutoring
• Full-time LD Specialist
• Continued support for Proctoring in the TLC
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Facilities Needs
• Maintain current DRC facilities
Technology Needs
• Maintain current level of computer and operating systems
• Stay current with adaptive software upgrades/changes
• Alternate media training
• Continued IT support
Materials/Supplies Needs
• Copier/Fax Maintenance agreement
• Materials, upgraded assessments, and forms necessary for LD
assessment and accommodations
Professional Development Needs
• Tutor training
• Continued participation in professional organizations and meetings
• Full-time and Adjunct faculty training in proctoring protocols
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Appendix A
Annual DSPS Allocations
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ANNUAL DSPS ALLOCATION
500,000
450,000
400,000
444,749
436,634
445,263
430,647
409,115
350,000
300,000
250,000
200,000
150,000
100,000
50,000
225,013
213,762
0
2004/2005 2005/2006 2006/2007 2007/2008 2008/2009 2009/2010 2010/2011
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Appendix B
Student Counts
20

Appendix C
Advisory Committee Agenda and Minutes
22

Lake Tahoe Community College
DISABILITY RESOURCE CENTER ADVISORY COMMITTEE
November 1, 2007
3:30 – 5:00 p.m.
Aspen Room
AGENDA
I. Welcome & Introductions
II.
III.
IV.
Susan Middleton, Dean Student Services
• LTCC Update
DRC Update
• Student Numbers
• 2007/2008 Staffing
• Interpreters
• ESL
• GES Courses
• New quiet testing
• College programs
DRC Advisory Committee Additional Agenda Items and Feedback
V. Adjournment
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Lake Tahoe Community College
Disability Resource Center Advisory Committee
November 1, 2007
In Attendance: Paula Lambdin, Robert Albin, Bob Albrecht, Greg Komorowski, Susan
Middleton, Beth Laster, Mark Wiza, Betsy Fedor, John Pillsbury, Suzanne Joy, Georges
Laverdet
I. Welcome and Introductions
II.
LTCC Update – Susan Middleton
• Enrollment has increased since last fall by 11%
• Expanded online courses – seems to be attracting students – 700 students enrolled
in online courses
• Fees decreased last year ($4 per unit)
• LTCC recruiting efforts
III.
DRC Update – Bob Albrecht
• Online classes – have to be accessible to students with disabilities
• Ken Blach – Alternate Media Specialist – works with instructors on making
online classes accessible
• DRC numbers (Joyce not here this week to help run the numbers) – up at approx
127 students (125-130), last year around 110. 2005 – we were at 134 active DRC
students
• LD = 42%, Psychiatric disabilities = 21%, Other = 12%, Developmental
Disabilities = 9%, Mobility = 7%, Hearing = 3%, ABI and Vision = approx 1%
each
• Last year – overspent our budget for the first time last year. Lots of money going
to interpreter costs. Pulled some money from the LTCC General Fund
• Applying to get additional state money for interpreter costs.
• Staffing – Cristi Ellingford on maternity leave until January. She will come back
in November for early registration (the week after Thanksgiving). Bob on
sabbatical during Spring 2008 academic quarter (April – June)
• ESL – we are encouraging ESL students to use DRC services. LD testing for ESL
students is available. DRC tutoring, counseling, accommodations, etc. are also
available for ESL students who have disabilities.
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• New quiet testing room – in the Tutoring and Learning Center (former Library –
2 nd floor) – we have a testing room for DRC students who have the
accommodation of a quiet room for taking exams.
• Other schools – which courses are they offering for DRC students Bob will
explore this further during his sabbatical. Which of our classes have strong
enrollment How can we enhance or change our classes to better serve our
students and the college as a whole
• Napa college – learning communities – connecting Counseling, English, and
Math.
• One Stop – Silver Dollar Avenue – 8 new computers – free for public use for jobrelated
activities. Fax machine, phone – for employment reasons. Free classes –
interview, resume, identifying your job skills, brush-up Math skills.
• Mark Wiza – One Stop serves many people who are mandatory clients – would
like more referrals, clients who are interested in using the One Stop, use
computers, etc.
• Suzanne Joy – survey students in the Basic Computer class – why are they taking
this class (career, personal use/enjoyment, etc.)
• Betsy Fedor – survey students – what courses might they need
• Suzanne Joy - Career class – make sure they can get BlueGo to the college (stops
running at 6:00 p.m.)
• We could install some adaptive software on the computers at the One Stop that
would help students with disabilities (Zoom Text, etc.). Bob will e-mail, will
include Ken to assist with this
• John Pillsbury – Dept of Rehab can do a survey of accessibility to help agencies
make sure their physical space is accessible
• Let the DRC know if any automatic door buttons in the college are not working
(we would like to fix them)
• Independent Living Skills class – will be able to go into the cafeteria for some
cooking one or two times per quarter. Shopping and cooking will be part of the
class. Karen – new teacher for ILS – middle school teacher for Special
Education. Some repetition/reminders to enhance learning.
• ILS – about ten students. Dan (who runs the cafeteria) will help Karen teach the
cooking portion of the class.
• Paula Lambdin – there may be grant money for people with disabilities with
weight issues, diabetes. Nutrition component.
• College Programs – Virginia Boyar – Director of Vocational Education – got
some ideas from this group – building maintenance, etc. Unable to find an
instructor. Challenges: finding an instructor and a facility. Virginia is continuing
to work on this. We have to develop the class before actually advertising for an
instructor. We will explore further possibilities to get programs like this going.
• Some individuals can get on-the-job training in areas such as culinary arts and
construction trades – perhaps that is why our community college classes in these
areas haven’t had enough enrollment. We are currently doing some revamping of
the culinary arts program.
• The fire academy vocational program has been very successful.
25

• A program currently under development – web design/web publishing. Creating a
certificate program. Using Dream Weaver.
• Betsy Fedor – positive feedback about LTCC’s Addiction Studies program
IV.
DRC Advisory Committee Additional Agenda Items and Feedback
• Rob Albin - Thank Bob for all of his help this fall
• Paula Lambdin - TRPA is working with TACCD to make changes for unmet
transportation needs. Are they hooking up with anyone at the college We are
gathering information about how many of our students are using Blue Go. Kelly
– needs to get that data. Susan will mention to Chris Jantzen.
• John Pillsbury – express his appreciation for our DRC staff
• Betsy Fedor – thank our staff – Ken
• ILS class – for developmentally delayed students. People in the community who
may be able to live on their own – employment skills, math skills, paying bills,
etc. We do have a class called Independent Living Skills for Adolescents –
through our Counseling department – taught once a year. One step up from our
current ILS class.
• Veterans with disabilities/PTSD are very welcome at the college and the DRC
• Humboldt State and College of the Redwoods – large populations of veterans.
Acquired brain injuries, PTSD, other injuries
• Veterans support groups – make sure they are aware of our services, our classes,
our online classes.
Would we like this group to meet in the Fall and Spring or just once a year
Fall is Ok
26

Lake Tahoe Community College
DISABILITY RESOURCE CENTER ADVISORY COMMITTEE
November 19, 2008
2:00 - 3:30 p.m.
Aspen Room
AGENDA
VI.
VII.
VIII.
IX.
Welcome & Introductions
Susan Middleton, Dean Student Services
• LTCC Update
DRC Update
• Student counts
• Budget
• GES Courses
• Veterans
• Department Manuals
• Community Resource Meeting
DRC Advisory Committee Additional Agenda Items and Feedback
X. DRC Staffing
XI.
Adjournment
27

Lake Tahoe Community College
Disability Resource Center
Advisory Committee
November 19, 2008
In Attendance: Susan Middleton, Bob Albrecht, Joyce Pettitt, Roberta Mason, Cristi
Ellingford, Rob Albin, John Pillsbury, Beth Laster, Gail St James, Arlene Hayward,
Cindy Archer, Suzanne Joy, Chris Marrero-Howieso
I. Welcome and Introductions
II.
DRC Services – Bob Albrecht
Provide academic accommodations in the classroom for students with
documented disabilities; referral and community collaboration; academic
counseling, disability management and supportive counseling; Learning
Disabilities assessment; alternate media
III.
Role of the Advisory Committee – Susan Middleton
Guidance, community collaboration, updating each other about the services
we provide.
IV.
LTCC Update – Susan Middleton
Budget – cuts to the California Community Colleges, talk of raising student’s
tuition (the colleges do not get to keep the additional revenues – it all goes to
Sacramento). How this will impact the DRC – still not sure – will keep you
updated as things develop.
Categorical funds = focused on a certain population (such as DRC) – these
funds are not to be spent on anything else. However – with the statewide
budget crisis, we may be told that Categorical Funds are no longer exclusively
for DRC students. Our priority is to ensure that these cuts or budget changes
do not negatively impact the services we provide for students.
New President – Dr. Paul Killpatrick. Been to TACCD meeting, very
supportive of individuals with disabilities, and very interested with
community collaboration.
Blue Go – will be offering additional service to LTCC.
Recent Tribune article – people with disabilities in the community, DRC
students and DRC services.
28

LTCC and DRC enrollments are up for the fall quarter. Statewide
phenomenon.
V. DRC Update – Bob Albrecht
Student Counts:
130 active DRC students
41% Learning Disabilities
20% Psychiatric Disabilities
14% Other Disability (e.g. Chronic Fatigue, other health issues)
9% Developmentally Delayed
7% Mobility
4% Acquired Brain Injury
2% Blind or Visually Impaired
2% Deaf/Hard of Hearing
12% with a secondary disability (e.g. mobility and learning disability)
Budget – Deaf and Hard of Hearing funds – allowing us to provide necessary
services to these students and weather the budget situation. DRC Counselor
Cristi Ellingford is at 81% to help reduce DRC expenditures. One full-time
position is being replaced with a part-time position to save funds.
GES (General Education Studies) Courses – Currently Offered: Math,
Study Skills, Independent Living Skills, Introduction to Basic Computer and
Internet Use, GES 188 (Tutoring), GES 142 (LD Testing).
Our courses are generally designed to prepare students to move up to the next
level/the next course. We recommend to students which courses might be
appropriate once they have mastered the skills in our basic GES courses.
Our GES courses have traditionally been cross-listed (GES 186 is also Math
186). Difficult for scheduling, counting, catalog, confusing to students. We
will no longer be cross-listed. We re-worded the course description so that
any student may register for our GES courses if they think they can benefit
from them.
Job Readiness – can be offered in the Spring if there is interest. Mental
Health Employment Group – may be interested in the class.
Career Class – Offered by Esta Lewin, LTCC Career Counselor. In class and
online sections will be offered. This class is for more advanced students (high
reading level).
29

Study Skills – for more advanced students (high reading level required)..
Time management, preparing for exams, writing papers, etc.
DRC Tutors – the demand seems to be primarily for Math assistance.
Veterans – LTCC/DRC will be offering a Veterans Support Group. On
January 13, 2009 we will invite the current LTCC student veterans (25) to get
input about the support group. We would like your feedback/input about our
veterans group and support we can provide for them. It can be for a veteran
with or without a disability.
Colleges across the state are preparing for more veterans from the Iraq war to
be attending the Community Colleges.
Bring Veterans Group information to TACCD.
LTCC website – link and information for support for veterans.
Community – Dept of Rehab, Mental Health – please come in to Veteran’s
group and tell them about your services.
Invite Doc to Community Resource Meeting in the Spring
Department Manuals – Policies and Procedures for Disability Resource
Center. Must have written policies to drive your decision-making. Bob –
prepared a policy/procedures manual for the DRC (will be added to – a work
in progress). A student manual – will be designed to help students learn how
to access a variety of resources and services in the DRC and the college as a
whole, differences between the K-12 system and the California Community
Colleges. Faculty Manual – for faculty, general guidelines, how to work with
our students (how students get accommodations, how faculty can help
facilitate the process).
Disability Resource Center web page – needs updating – this is a project we
are working on over the next year.
Community Resource Meeting – We would like to host a community
resource meeting similar to the ones that were held at Valhalla years ago. We
got information and input from Heather Fite and Paula Lambdin. We plan to
host the meeting for service providers here at LTCC in the Spring. Everyone
who works with people with disabilities is welcome to attend – tell the group
what you do and the kinds of services your agency provides, we will create a
resource binder and disc that we can all use with contact information, etc. We
would love to have help from the community!
30

Lake Tahoe Collaborative – held a meeting several months ago (for services
for zero to five year olds). Tahoe Youth and Family Services has a list of
those providers (many are the same providers who work with our clients).
Once a year e-mail – asking providers to check the site and update the
information.
Perhaps a link to the TACCD website
VI.
DRC Advisory Committee Additional Agenda Items and Feedback
Other colleges
Cabrillo College – Adaptive PE program – 150 students – FTES
Gavillain College – million dollar program for students with developmental
disabilities.
Foothill-DeAnza – they take no deaf/HOH funds. They offer hundreds of
courses in their DSPS program. The FTE go back into their program.
Many colleges offer courses in adaptive technology for students with
disabilities.
Some colleges – don’t offer any courses specifically for students with
disabilities.
Study Skills Classes – people with LD and psychiatric disabilities – a Study
Skills program (suggestion from John). Could get some of their needs met
through the Study Skills class – preparation about how to deal with stress, etc.
Help students to avoid drop out.
Vocational Education – Virginia could not find an instructor for Construction
Trades. We would like to partner with the High School facilities and offer
this type of course.
Fire Academy – enrollment is high. Restricted in the number of students who
can enroll (State Fire Marshall). We want this program to expand as much as
they will allow us.
VII.
DRC Staffing
Joyce is retiring – we will miss her!
VIII. Adjournment
31

Lake Tahoe Community College
DISABILITY RESOURCE CENTER ADVISORY COMMITTEE
November 5, 2009
3:30 – 5:00 p.m.
A 106
AGENDA
XII.
XIII.
XIV.
Welcome & Introductions
Susan Middleton, VP Academic Affairs and Student Services
• LTCC Update
DRC Update
• Student counts
• Budget
o Allocation reduction
o Staffing
o Impact on students
o Classes
o Long term implications
• Community Resource Meeting
XV.
XVI.
DRC Advisory Committee Additional Agenda Items and Feedback
Adjournment
32

DRC Advisory Committee Meeting
Thursday November 5, 2009
3:30-5:00 p.m.
Present: Bob Albrecht, Cristi Ellingford, Susan Middleton, Beth Marinelli-Laster,
Robera Mason, Paula Lambdin, Suzanne Joy, Karen San
I. Welcome and Introductions
II.
Susan Middleton, VP Academic Affairs and Student Services
LTCC Update
Budget Impact – severe budget crisis
Record enrollments
More students than the college is paid to serve
Core classes that must be offered
Interim – key administrative positions (VP, VP Business, Dean Student
Services)
Challenges, budgetary constraints, morale
Other service providers – in the same boat
III.
DRC Update
• Student Counts
129 active DRC students
45% Learning Disabilities
18% Psychiatric Disabilities
Other Disability
Developmentally Delayed
Mobility
Acquired Brain Injury
Blind/Visually Impaired
Deaf/Hard of Hearing
• Budget
Our budget (from last year to this year) approx 42% cut
Next year = a 50% cut (from last year’s budget) – an additional 8% cut
Core services of DRC – how we can continue to provide these
33

How we can continue to grow the program and provide necessary services
for our students while having dramatically (50% less) fewer resources and
staff
Impact – DRC is quiet without tutors
Students in DRC working on computers, taking exams, LD assessment
Bob, Cristi, Beth – answering phones, front desk, proctoring exams,
contributing to LD assessments
Fin Aid or Cal Works student – to help in DRC Something we will
explore
Coco at the One Stop – may know more about how we can get someone to
help in the DRC – or Jennifer Healey
Work experience/Internship – office admin/technology
Explore Grants
Grant Locator (Paula)
More outreach to basic Math and English classes, LTCC orientations,
STHS, etc. to continue to grow the DRC’s numbers
Long-term – possibly DRC move in with Student Services or Tutoring
Center
• Community Resources Meeting
Get community service providers together (S Lake Tahoe) social services,
disability services
Wait until budgets, etc. are settled – everyone is so overwhelmed right
now
IV.
DRC Advisory Committee Additional Agenda Items and Feedback
V. Adjournment
34

Lake Tahoe Community College
DISABILITY RESOURCE CENTER ADVISORY COMMITTEE
December 7, 2010
3:00 – 4:30 p.m.
A 203
AGENDA
XVII.
XVIII.
XIX.
Welcome & Introductions- Bob
Tom Greene, VP Academic Affairs and Student Services
• LTCC Update
o Open Dialog
DRC Update - Bob
• Budget
o Reduced Funding
o Staffing
o Interpreting
• Student counts
• Course offerings
• Proctoring
XX.
XXI.
DRC Advisory Committee Additional Agenda Items and Feedback
Adjournment
35

DRC Advisory Committee
Tuesday December 7, 2010
Present: Tom Greene, Bob Albrecht, Jessica Rose (Department of Rehabilitation), Sue
Kloss (LTCC Faculty), Gail St James (Department of Mental Health, Adjunct LTCC
Faculty), Cristi Ellingford, Jessica Melton (Student), Roberta Mason (LTCC Board of
Trustees), Betsy Fedor, Wendy Va (Alta Regional Center), Beth Marinelli-Laster
Review of prior minutes
Welcome and Introductions
Tom Greene: Needs of the college, needs of the community. How is the college doing in
terms of meeting the needs of the community What are we doing well What could be
improved Dialogue.
Bob – Unified School District, Alta, Choices, Dept of Rehab, LTCC – transitioning High
School Students into college, jobs, the community.
Wendy (Alta Regional Center) – ILS program – non-credit. Many of Wendy’s clients
don’t read. Need more hands-on learning, cooking, etc. Karen is doing an awesome job!
Even more hands-on cooking, etc. would be helpful. These skills will help them to learn
to live independently.
Bob – met w/Dan Kramer to get ILS class in the LTCC kitchen. His position in the
cafeteria was let go. The class got a cookbook (pictures). Currently – difficult to get
access to the kitchen for the ILS class. She is teaching them to use the microwave,
getting creative with the class.
Gail – ILS class – Housing for MH clients – no longer there. Can find housing in
converted hotels – have no ovens, stoves, hotplates are discouraged - they do have
microwaves.
Wendy – Goal – to have her clients have access to an apartment with a full kitchen.
Gail – encourage our MH clients to come to the college, especially our higher functioning
clients. Use the DRC as a connection. Grateful for tutoring, other DRC services.
Community outreach – the college is very important. (wish list, needs) Sometimes it is
difficult for the other students to have a student with severe MH issues in the class –
student may be disruptive, etc. In general – some instructors can get frustrated.
Professional development for some of our classroom instructors – how to work better
with challenging students. Flex activity – Fall. Next steps for professional development
came out of that
Few classes in the schedule that are appropriate for lower-functioning clients.
Budget constraints – Tom – put those concerns aside for a moment and let us hear what
your needs are. (GES/DRC classes – computers, job readiness, etc.)
Beginning music classes, art, PE, dance – are appropriate for some lower-functioning
clients.
36

Wendy – can they audit the class Get the experience without the pressure of the grade,
reading the book, etc. For example – to audit a cooking class – be shown hands-on rather
than having to read the book.
Tom – value in the social interaction, being part of the community
Jess (Dept of Rehab) – I want to compliment you on the Culinary Arts Program – several
of my clients in that program, doing well. Job training. Suggestions – Janitorial
program.
Jess –compared to an urban environment – a dearth of services. Work mostly with
independent contractors who will help them on the job with appropriate behaviors, etc.
Issues – behavior, grooming, how they present themselves. Make it difficult to find a
job.
Betsy – substance abuse and criminal justice. Adjunct at LTCC, was a DRC client
several years ago. Barriers – her clients struggle with paying for books. Low income.
Learning skills and writing skills. Years ago you used to have a career planning/job
readiness class. DRC has been talking about opening up that class again (GES class).
Needs – possibly a mechanic type certificate, janitorial, shop building, cabinetry,
construction.
Jessica (student) –Some teachers may need to gain more knowledge about disabilityrelated
issues. Some instructors are not approachable. Some teachers expect you to
know things that you don’t already know. Perhaps more DRC flex activities and training
for instructors – how to talk to students, knowledge about different types of disabilities
(physical, learning, etc.). Hard to talk to some of the instructors about disability-related
issues. Hard if you don’t really know the teacher. Sometimes I will go and talk to
someone in the DRC about it. Making teachers more aware of disability-related issues
and how to deal with them more appropriately – (sensitivity) – kind of – it is on their
syllabi but all they say is “go see the DRC”. Like they don’t want to hear it.
Wendy – consumers with obvious disabilities vs. “hidden” disabilities – mild cognitive
disabilities. If they do something and don’t understand what’s going on – they are told
they should know this, they don’t look disabled. Some people when they see someone
without an obvious disability, they might not realize that the person might need more
help.
Jessica – I have a learning disability, teachers say “no you don’t”.
Tom – understanding that there are hidden disabilities, not all are obvious.
(bring back DRC flex activity – disability simulations, etc.)
Tom – increase in Middle East veterans
Gail – budget – not able to meet the need. Counselors in Gardnerville who work
specifically with those clients (veterans). We do PTSD work.
Bob – LTCC attempted to start a Veterans Support group – one person showed up. He
did get some valuable information.
37

Tom – in your work if you identify gaps and needs and you see a role that the college
might play, let us know – me or Bob. We want to identify the needs of the community.
Bob
Budget – 48% budget cut, the College backfilled it to 32%. The college put that into our
interpreting funds. Statewide – directly to the DRC (48% cut). Still waiting to receive
our funding allocation – next week. WE lost our Alternate Media Specialist (full time
classified) – those duties have come to me – I’m training. Lost Beth half-time to General
Psychology – 50/50. Cristi is picking up as much LD testing time as she can, taking
courses and training in LD – can attend the LD Eligibility Model Training this summer.
LD students = 50% of the students we serve. Many of those students are able to take
higher-level courses and succeed with accommodations.
We got our Math tutors back – great demand from students which we wanted to meet.
Decided to grow the program – our numbers have gone up, are going up.
Spent almost $50,000 on Interpreting costs last year, we had three part-time deaf
students. Approximately 20% of our budget. College General Fund paid for the
Interpreters. Cutting costs – did not fill Front Desk position. Beth at 50% DRC, Cristi at
81% to cut costs and deal with the 48% cut. Using the TLC for proctoring of DRC
students (was a duplication of services).
TRIO grant – three different Federal Grants. $219,000 per year for five years – if we
successfully meet the goals of the grant, it will continue for another five years. Serves a
specific population – first generation, low income, and/or disabled students. You receive
academic advising/counseling, financial aid, peer mentors, workshops on Career
guidance, financial literacy, University visits for students who want to transfer. Students
can have a variety of educational goals to participate. Aaron Barnett – coordinating the
grant, and a part-time assistant to support the grant. Already have over 100 applications.
(does it include textbook support)
Informational meeting for students on Thursday
Gail – clubs here at the College. Psychology club I utilize Interns at the College –
students could be peer counselors, hands-on experience, helping other students who are
under stress.
Roberta – have had to cut back on clubs (budget). Student Services – may open up a few
more clubs if there is student interest – a certain number of students, an advisor
Gail – “warm line” and hotline. Warm lines – very important – they field calls for
someone who just needs to be heard. High school – SMILE Counselors. Gain
experience in counseling skills, Psychology. Work with Tracy Owen-Chapman on
Internships.
College Catalog – organizing clubs and activities.
Bob – we were considering using a Cal-Works student to work in the DRC – student
worker, proctor. Cal-Works is slated to be cut or eliminated.
38

DRC is currently offering only four courses (GES 142 – LD assessment each quarter,
Study Skills, Basic Computer Skills, Independent Living Skills). Study Skills and
Computer class are not scheduled to be offered again this year. We’ve had to concentrate
on growing the program and support students in the General classroom as a means to
keep ourselves going. Lost Greg Komorowski – Part-time LD Specialist – has been with
the College since we were located in the Hotel, he was the first LD Spec for the college.
Have had to cut back on DRC/GES instruction due to our limited resources and
personnel, and the fact that they are needed elsewhere. Will still offer DRC/GES courses
that are in demand – may offer them less often, and thus have higher enrollment per class.
Maximize our resources.
Gail – Kitchen at Mental Health. Had talked about moving ILS to Mental Health – we
couldn’t offer our MH clients college credit if the classes were offered at MH. You could
talk to our administrators (Sally Williams) about using the Kitchen at MH for ILS.
M, T, W, F 1-4 Wellness classes – open to anyone, you don’t have to be a MH client.
Not formal classes. Cooking. Promoting more class work. WE have an intern from the
college who does Math and Reading tutoring.
Mental Health – in the old City building, across from Les Schwab.
Typically – DRC has served 50% LD students, 20-25% MH, now it is 15%. MH services
have been cut so much – people with mental illnesses may be leaving or may not know
about the college or may have a more difficult time accessing the college without referral
from Mental Health. No homeless shelter in Tahoe – many have moved to Reno,
Sacramento.
Fall Winter Spring
2008/09 145 149 130
2009/10 136 158 159
2010/11 151
2009 fall – lost tutors, part-time LD Specialist, Front Desk position, had to give notice to
Alternate Media Specialist. Lost all classified support.
Tutors – have been filling in as classified support. Tutoring is their first priority – they
will answer phones, scheduling, etc. Tutors are VERY busy in the DRC!
We had talked about moving the DRC somewhere with classified support – to greet
students, schedule, etc. Merge with Student Services or TLC
Another change was closing during the summer. We closed but still served 17 students
over the summer – set up accommodations in advance, gave our home and cell numbers
to Student Services. Were able to serve students in the summer even though DRC was
closed (due to budget cuts) for the summer. DRC faculty “on call”.
In order to count students they have to have at least four contacts per year () with the
DRC. Make notes of contacts to keep track.
39

Cristi – one reason the numbers increased – Bob’s door is always open, students walk in
and talk directly to Bob. Bob has encouraged students to use the services, Alternate
Media, etc.
Bob – getting students in the DRC system more quickly – e-mail contact with Unified
School District to obtain student documentation more quickly. Streamlining what we are
doing. Streamlining the LD testing, cut it down to the bare minimum – using the intake
to focus the LD testing approach to the student’s needs. Doing what we’ve always done
more efficiently, with fewer resources.
Bob – we’ve got good support from Tom. New ideas, a student services and support
background.
Sue – I appreciate the DRC covering exam proctoring, doing it on your own time, your
flexibility.
Jessica – numbers may have grown because the college cut other courses. Students
needed more help and guidance from the DRC. I have to substitute classes – I talk to
Bob or Cristi or Beth – “what can I do”. Some of the core classes were needed.
Students need your support more. I tell people all the time to go to the DRC – talk to
Bob, Beth, Cristi. A good group of people.
Bob – free webinar for service providers Tuesday December 21 2010 – resources for
people with disabilities.
40