Student Services Program Review-Spring 2010 - Shasta College

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5. Student SatisfactionStandardized information related to student satisfaction has not been solicited bythe program. This will be addressed in Service Area Outcomes in the futures.DSPS does follow a formal grievance process for students who believe they are notreceiving their accommodations as authorized. This policy is approved by theBoard of Trustees and available on the Shasta College DSPS website.General PlanningSystem’s Office (Chancellor’s Office) Strategic Plan – Several components of this planrelate directly to the services provided by DSPS. Goal A2 focuses on RemovingBarriers to Access and Student Success and specifically identifies challenges forstudents with disabilities:(http://strategicplan.cccco.edu/Portals/0/resources/ccc_strategic_plan.pdf)Students with disabilities face many barriers to access and success in addition tofinancial aid, appropriate courses and support services. These barriers include:physical restrictions on campus; access to distance education, software andother electronic resources; and availability of funding for interpreters to assist thedeaf. For students who are developmentally delayed, the complete lack of, orlimited availability of non-credit Disabled Student Programs and Services specialclasses in many Colleges limits their access to Community College education.Basic skills training, independent living, job preparation, and integration into thecommunity may all be delayed due to limited access to classes meeting theirneeds. (Page 24)One of the stated initiatives is to “Explore ways to improve access for students withdisabilities”. (Page 24)Overcoming BarriersAnother reference in the Strategic Plan directly relates to Shasta College special classes(ADAP), highlighting the way in which non-credit courses provide additional access tounderprepared and underrepresented populations, especially when offered in offcampuslocations.Support for the District Mission, Strategic Plan, and Institutional Learning Outcomes wasindicated through links that were provided earlier in the document.There are several national trends that guide future programming needs for DSPS:1. The increased public awareness and understanding of individuals with AutisticSpectrum Disorders and Asperger’s Syndrome has resulted in increasedenrollments of students with these disabilities in higher education. Several yearsago the publication Disability Compliance for Higher Education projected a 300%increase in the identification of students with Asperger’s Syndrome in postsecondary educational institutions. This has definitely been the case at ShastaCollege as we currently have over 30 students with Asperger’s. This will requiresupport and education for staff and faculty to enable these students to besuccessful and avoid a great deal of misunderstanding on the nature of theirbehavior.- 208 -
2. Veterans of the war in Iraq and Afghanistan are returning with numerous injuriesthat require they retrain into fields that can accommodate their disabilities. Manyindividuals are struggling with head injuries that have changed their opportunitiesfor the future. At this time DSPS does not offer any special classes specificallygeared for individuals with ABI or TBI that will assist them with adjustment to lifewith a head injury. Since many area physicians are sending these students out toparticipate in classes with the hope of regenerating neural activity, perhapsDSPS can plan an additional class on managing college life with TBI.3. As of July 2009, budget cuts to higher education, especially in California, haveresulted in decreased funding to a level that is only 60% of previous funding.Other districts have experienced immediate cuts to services, and it is anticipatedthat Shasta College DSPS will also implement reduction of services in futureacademic years. Areas are likely to be reduced include Assistive TechnologyLab and Learning Services hours of operation, Learning Disabilities Testing,teamed interpreting, special classes, adjunct counselors, and availability ofcounseling appointments. This is consistent with the impact experienced in othercommunity college DSPS programs.See Part 2.4 above and Appendix AStudent Learning OutcomesProgram SummaryThe Disabled Students Programs and Services has been a stable agent for access andparticipation by students who represent diverse backgrounds. The full array of servicesincluding intake and counseling, support services, instructional accommodations, andspecial class instruction facilitate student success. Program staff support the district innumerous functions in both instructional and student service areas. Responsibility forequal access is shared by the program and the district, and there is an active advisorycommittee representing the broader community.Program outcomes and services need ongoing evaluation through the SLO and SAOprocess, staffing needs require maintenance despite reductions in categorical funding,instruction should reflect the core mission of the district and meet the needs of a broadrange of students with disabilities, and technology must be upgraded regularly tooptimize its usefulness.- 209 -
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Shasta CollegeStudent ServicesProgr
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Chair and counselor trainer. Anothe
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Due to funding considerations, the
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Lois CushnieFaculty Co-Chair, Matri
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attend, several workshops were offe
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In the area of Matriculation Servic
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In speaking with colleagues at the
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The following table shows the relea
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The following table illustrates the
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Counseling Center employees. The Co
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TotalNumber ofFaculty*Number ofSubj
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4. Retention and SuccessWe examined
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OrientationOne process that was red
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A note about orientation data: Orie
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Table 18: Academic Standing by Acad
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Saw aCounselorDid not see aCounselo
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NumberAcademic Year07-08 08-09Perce
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- 48 -Academic Year07-08 08-09Numbe
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Academic Year07-08 08-09Number Perc
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II. Quality StaffingWhenever the op
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SAO: Counseling staff will develop
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6. Need to continue to improve the
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3. Continue to develop a comprehens
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APPENDIX AShasta College - Who Part
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APPENDIX AShasta College - Who Part
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APPENDIX AShasta College - Impact o
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APPENDIX AShasta College - Impact o
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APPENDIX AShasta College - Orientat
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APPENDIX AShasta College - Orientat
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2. Admissions and Records staff wil
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APPENDIX B - Program PlanAssessment
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Strengths and Accomplishments:1. An
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APPENDIX B - Program PlanCareer Cen
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7. Workshops are held each year for
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Service Area Outcomes:1. The Counse
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6. We have had continuing problems
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11. Represent Shasta College by par
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4. Due to the increasing regional u
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Community Engagement1. Enhance the
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3. To be most effective, there is a
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2. The Transfer Center will increas
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APPENDIX CCounseling CenterAction P
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SHASTA COLLEGEStudent ServicesProgr
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Program SLOs/SAOsService Area Outco
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Brian Spillane - Dean of StudentsSe
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2. Contact with Other K-12 SchoolsO
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Student Success1. Reach of Services
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There was no previous program revie
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Results of DataRecruitment of inter
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2. Materials and EquipmentThe progr
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8. Survey other CCs for Common Prac
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Income: $4,324/FTES; any other ongo
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Student Learning OutcomesThe follow
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Allocate 10% of the International S
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Program Service Area Quality1. Staf
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College Nurse:Internally: Crisis In
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Effectiveness surveys for the colle
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The Student Health and Wellness Ser
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5. Faculty and Classified StaffingS
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It would be helpful if the program
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The primary goal of Student Health
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Goals, Recommendations, Priorities,
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APPENDIX CStudent Health and Wellne
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Program Mission/PurposeTo provide a
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7. Internal Relations, Integration
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2. Use of TechnologyThe Residence H
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3. ProgressOnce a student becomes a
Page 160 and 161: 3. The Student Residential Housing
Page 162 and 163: APPENDIX CStudent Residential Housi
Page 164: SHASTA COLLEGEStudent ServicesProgr
Page 167 and 168: Program Service Area Quality1. Staf
Page 169 and 170: 3. Contact with Community Colleges,
Page 171 and 172: Student Success1. DataCurrently, st
Page 173 and 174: Student Learning OutcomesA Student
Page 175 and 176: APPENDIX CStudent Senate, Clubs, an
Page 178 and 179: Student Services Program ReviewDisa
Page 180 and 181: The California Community College Ch
Page 182 and 183: Assessment: Periodic comparison wil
Page 184 and 185: Assessment: Pre- and post-evaluatio
Page 186 and 187: In May 2008, the full-time, tenured
Page 188 and 189: Three tenured, non-instructional fa
Page 190 and 191: As mentioned previously, all facult
Page 192 and 193: into two areas. There is an 800 ft
Page 194 and 195: semi-annually for dissemination of
Page 196 and 197: EOPSFinancial AidMISShared space, c
Page 198 and 199: In summer 2009, the DSPS reception
Page 200 and 201: 2. Use of TechnologySpecific suppor
Page 202 and 203: 6. EquipmentAll staff computers and
Page 204 and 205: DSPS is the office designated by th
Page 206 and 207: SemesterComparison of students in D
Page 208 and 209: Table 19: Enrollment Level and Succ
Page 212 and 213: Goals, Recommendations, Priorities,
Page 214 and 215: Table 21: Goals from Program Review
Page 216 and 217: Appendix A - Student Learning Outco
Page 232 and 233: APPENDIX CDisabled Students Program
Page 234: SHASTA COLLEGEStudent ServicesProgr
Page 237 and 238: EOPSProgramSemesterThe EOPS Program
Page 239 and 240: Current Staffing LevelsEOPS is gove
Page 241 and 242: Transfer AdvisingFee WaiversStudent
Page 243 and 244: Awards ProgramFor the past ten year
Page 245 and 246: 8. Survey other CCs for Common Prac
Page 247 and 248: In addition, some CSU counselors ha
Page 249 and 250: As can be seen, Shasta College is a
Page 251 and 252: 8. Reach of ServicesAn adjunct EOPS
Page 253 and 254: Figure 1: EOPS Course Enrollment by
Page 255 and 256: Table: 13 Units Completed by EOPS S
Page 257 and 258: Table 15 is mostly incomplete, but
Page 259 and 260: EOPS at Shasta College does outreac
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Appendix A - Student Learning Outco
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Service Area OutcomeEOPS/CARE wants
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egin college without a high school
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Staff processed over 6,000 complete
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$142,000.00 in state scholarships d
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6. EquipmentThe only issue with equ
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2. Access3. Progress4. SuccessThe C
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that may affect their financial aid
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Challenges3. The ability to offer s
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APPENDIX AFinancial Aid OfficeStude
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“systematic reform efforts” suc
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Program Service Area Quality1. Staf
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serve on the accreditation team as
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On-going attempts to raise awarenes
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enefit from additional program part
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Table 2: Outcome Data for 2009-2010
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2. (continued) Current 10 th Grader
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5. Each project year, GEAR UP stude
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8. (continued) 9 th and 10 th Grade
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General PlanningThe GEAR UP program
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APPENDIX CGaining Early Awareness a
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Student Services Program ReviewTRiO
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Program SLOs/SAOsService Area Outco
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US Department of Education, communi
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Greater collaboration with CSU Chic
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primary database for tracking progr
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Table 2: Outcome Data for 2009Objec
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Table 4: HEOA Amendments and Impact
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change, the Higher Education and Op
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will lead program design and counse
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communication between program staff
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5. Faculty and Classified StaffingT
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Student Learning OutcomesStudent Le
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APPENDIX CTRiO Student Support Serv
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Student Services Program ReviewTRiO
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2. Upward Bound High school partici
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) if having a common Director would
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strong relationships with our partn
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3. Comparison with Other Institutio
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Table 2: Outcome Data for 2009Objec
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Goals, Recommendations, Priorities,
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Student Services Program Review-Spring 2010 - Shasta College

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