To meet the needs of students who are intellectually and physically challenged by providing education classes through Instructional Service Agreements with local agency partners and promoting academic success, independence and self reliance.
The Special Education courses 306, 308, 310, 311, 312, 313, 314, 316, 318, 320, 321, 322 delivered at nine Work Training Center facilities generate 781 FTE, California Vocations with 77 FTE and North Valley Services with 35 FTE. The Work Activity Center vocation programs are offered the Special Education 306 course. The Day Activity Center life skills programs are offered Special Education 308, 310, 311, 312, 313, 314, 316 and 318 courses. The Independent Living skills programs are offered Special Education 320, 321 and 322 courses.
ISA:ESL
$157,988 one-time funds
$22,970 ongoing funds
$157,988 one time funds: ESL Instruction was delivered July 27th through November 4th 2015 in Gridley with ISA Contractor, Farmworker Institute Education Leadership and Development (FIELD. Three sessions were completed YTD with 5,964 positive hours of instruction at the expense of $17,892 of the $79,500 ISA contract with FIELD.
The $22,970 ongoing funds have effectively supported the coordination, scheduling, ISA contractor management and enrollments. Most important, our ISA Contractor has not successfully delivered the contracted and terminated staff prior to the end of the contract. As a result, research and developing alternative instructional partners, facilities, instructors and scheduling for students has required extensive amount of program development hours supported with the funds. These funds have also supported our district long term objective of increasing access to our underserved populations located in rural areas. By offering the instruction local has assisted with overcoming the barriers including difficulting traveling and accessing our main campus.
ISA: SPE
$18,050 one-time funds
$8,827 ongoing funds
The $18,050 one time funds provide the necesssary equipment to support instructional expansion at North Valley Services. The $8,827 ongoing funds has supported sustaining the administrative tasks associated with the increase of ESL instruction across three new ISA Contractors has increased new student applications, registration, enrollments, attendance tracking, scheduling and invoicing with contractors.
ISA: ESL Expansion
$189,000 one-time funding
The $189,000 one time funding supports the FTE expansion with allocations of $40,000 to CA Vocations (Paradise), $34,421 to North Valley Services (Orland), $76,279.50 to ARC of Butte County and $38,299.50 to Mains'l.
SPE 306: The Scores for assessments are culminated from the assessments from overall ability levels for each class offered. Then the scores are combined for total student achievement levels. Objective B: Students scored "average" on their heightened level of responsibility. Objective C: Students scored "above average" on their heightened level of self-advocacy. Objective G: Students scored "above average" on their heightened level of sociability.
SPE 312:The SLO final assessment indicated that those students who participated in an art program which allowed for more repetition of projects scored much higer in dexterity, design, and color choice than those without repetition or limited use of media. Those who utilized 6 - 7 types of media received higher scores. Those who used 0 - 3 different types of media scored poor to minimal in dexterity, design, and color choice.On objective B for improved fine and gross motor skills in the areas of drawing, painting, and construction/design students using 6-7 different types of media scored above average, while others scored in the average range.
SPE 311: The SLO final assessment indicated that those students who participated in an art program which allowed for more repetition of projects scored much higer in dexterity, design, and color choice than those without repetition or limited use of media. Those who utilized 6 - 7 types of media received higher scores. Those who used 0 - 3 different types of media scored poor to minimal in dexterity, design, and color choice.On objective B for improved fine and gross motor skills in the areas of drawing, painting, and construction/design students using 6-7 different types of media scored above average, while others scored in the average range.
The planned improvments include In programs that utilize 0-3 types of media, opportunities to allow more repetition on projects and sourcing more types of media will be addressed through various sources (e.g., online, magazines, etc.).
|
Indicator |
Source |
2014/2015 |
|
Program Success, Retention, Efficiency |
|
|
|
- Student Success |
PDR |
98.53% |
|
- Enrollments |
PDR |
1,510 |
|
- FTE % of Total District FTES |
PDR |
5.16% |
|
- Total FTE |
PDR |
883 |
|
- Faculty Load 2014FA |
PDR |
15.23 |
|
- Faculty Load 2015FA |
PDR |
17.66 |
1. Enhancing a Culture of Completion and Academic Achievement.
a. Connection. The college facilitates the recruitment and success of students by securing Instructional Service agreement partners. Collaborating effectively with our ISA partners, we set appropriate student expectations, align curriculum, and prepare students for success. In addition, the program evaluates how well students perform and communicate this information available to faculty, staff and potential students.
b. Entry. SPE Faculty and staff support students with enrollment, individual student planning and registration.
c. Progress: By collaborating with Work Training Center, California Vocations, North Valley Services and Far Norther Regional Center, we ensure our courses and program is relevant and meeting current needs.
d. Completion. The SPE program provides activities and programs to engage students with employers and the community. These activities engage our students and improve retention.
2. Supporting Student, Faculty, and Staff Success
a. Student Engagement. The college connects students by providing advocacy group activities and creating programs for voluntering in the community.
b. Wellness. The SPE program fosters employee and student peak performance by encouraging wellness and providing health and wellness activities on a daily basis.
3. Using Data-Informed Processes for Continuous Improvement
a. Data collected informed our new program development and completion of program review recommendation #11 of the new title Occupational Life Skills program. The new program title and course level has been approved on a local level Curriculum Review in Fall 2015. The data informed the development of courses to serve the instructional needs of higher functioning adults with disabilities.
3. Maximizing Resources to Support Student Learning Butte College actively shapes its enrollment, efficiently manages its existing resources, and strategically develops external revenue sources to maximize the funding available to support student learning.
Of the twelve program review recommendations, the first eleven recommendations have been completed and recommendation number twelve is scheduled for Spring 2016 with Economic and Workforce Development.
RECOMMENDATIONS LIST:
1. Although the course outlines are well-written with good objectives, it may be useful to
include examples of student assignments.
2. Cultivate an awareness of enrollment in the Special Education Program by exploring
other programs being offered in the Butte-Glenn Community College District.
3. Identify a percentage of budget for computers, equipment and possibly transportation.
Explore the possibility of targeting an amount of funding which may be allocated to a
program similar to DSPS.
5. Contact the Butte College Computer Tech about discarded computers from the library
which may be available to be refreshed in order to replace old computers and get more
computers. Get lab support from Butte College IT.
6. Continue to inspect for ADA compliance during the oversight visits, in addition to
inspecting for and eliminating safety issues such as exposure to barbed wire, rusty nails, gate latches, etc.
7. Provide more transitional support for students to move from the WTC facilities to on-
campus educational and employment opportunities.
8. Promote Butte College club membership (i.e., Students in Free Enterprise).
9. Continue to provide information through the Butte College Instructor, the WTC staff
and service coordinators, and Far Northern Regional Center service coordinators, so
students can make informed choices.
10. Determine student need, budget capacity, and possibility of new course approval to
offer future SPE 303 courses.
11. Research the structure and implications of the courses designated Special Education
title to replace it and review it with the Chancellor’s Office, if needed.
12. Contact the Butte College Board of Trustees to show case the Special Education
Program in the “ Butte College Program Spotlight”.
Our department primary focus is expanding the program enrollments by building external relationships and contracting with new ISA education partners. Our secondary focus is curriculum review and implementing learning from SLO assessments. Our third focus is preparing for Program Review.
Strategy 1 - SLO Reporting
The SLO asssessment process is designed to evaluate one course per semester and analyze outcomes during the following semester. A report is generated from the analysis.
End of the semester SLO assessment and reports provide information in a timely manner to allow the instructor to adjust instructional strategies and materials rather than waiting until September to produce an annual report. We will keep the SLO assessment procedure that we are currently using as our deep dive assessment. In addition, we will meet for two hours per semester to discuss and implement a comprehensive assessment process.
Strategy 2 - Program Expansion
An Occupational Life Skills Certificate program courses were approved in Fall 2015. Once approved at the Chancellor's office, the program will expand the current SPE program and opportunities for higher skill disabled students.
The certificate program prepares students for the workforce and increases student opportunities to participate in an industry training environment and prepares students for todays's real world employment.
Strategy 3 - Faculty Professional Development
Create a certificate program for Instructional Service Agreement instructors.
Professional Development provides Instructional Service Agreement (ISA) instructors with learning opportunities needed to accomplish the college's mission and strategic initiatives. Currently, professional learning for ISA instructors is limited to industry skills programs and compliance. The certificate program would maintain the same rigor of Faculty professional development as main campus instructors. Student enrollments in the Occupational and Life Skills and Special Education programs are limited to the number of qualified instructors. The program will support succession planning and risks associated with losing FTE.
Strategy 4 - Student Support Services
Continue to create awareness of the Special Education and Occupational and Life Skills Programs with other departments on the main campus. Instructor, Julie Nuzum, will continue to serve on the DSPS Advisory Board, Noncredit Committee for California Community Colleges, and participate in campus and community related activities.
To create opportunities and share resources to identify student activities available so off campus Special Education students can participate. Expand program awareness at the high school level since there is currently no outreach to the high schools from our program.
Strategy 5 - Managing Efficiency and Compliance
Hire an ISA Department Chair to support agency student and instructor development, conduct an efficiency assessment of tasks, roles and tracking tools utlized managing compliance by collaborating with ISA contracted agency Executive Directors and Management staff to review oversite commendations and recommendations. A standard format for tracking attendance will be implemented and required of all agencies.
With the increased FTE enrollments, we are recognizing we need to practice our continous improvement methods to capture the current state and future state efficiencies. The outcomes will facilitate standardized tracking and easier compilation of positive attendance hours within the SPE Program. In terms of generating FTE’s, it will allow for better monitoring of program growth too.
Strategy 6 - Instructional Service Agreement Instructor Orientation
Continue annual instrutor orientation training for all contracted and approved agency instructors. The Butte College instructional agreement instructor manual and contracts are provided during the training to communicate updates and review of standard policies and procedures.
We will continue implementatoin of the 12/13 manual and revised training implementation required for Instructional Service Agreement compliance set expectations of the roles and resonsibilities for the contracted agency instructors providing Butte College instruction. Title IX training completed in January 2014 with all contracted instructors requires annual training. The revised annual program includes new Title IX training and instructional curriculum review for compliance and communication.
Strategy 7 - Hire Associate Faculty
Hire 4 part time associate faculty to support new region centers maintain FTE projected and support student devleopment.
During 14/15, we completed the program expansion with 3 new agencies expanding the program to 4 agencies. For several locations, if approved ISA instructors are out of work for the day, positive hours and instruction cannot be captured. In addition, support of co-faciliting delivery of courses with the new agences and assistance to maintain quality instruction.
Strategy 8 - Student Assistants
Hire 2 student assistants to provide support during instructional group activities, copying instructional materials and help with student art projects.
As a result of expanding from 817 to 1000 FTE annually, additional handouts and support is needed for the instructors.
District Funds generated by FTE noncredit apportionment.
| Original Priority | Program, Unit, Area | Resource Type | Account Number | Object Code | One Time Augment | Ongoing Augment |
| Description | Supporting Rationale | Potential Alternative Funding Sources | Prioritization Criteria | |||
| 1 | Special Education SPE | Personnel | 11.000.522.2.499900 | 1430 | $0.00 | $50,000.00 |
| Support of the Expanded SPE program with Associate Faculty | To maintain coverage for when ISA approved instructors are absent, bridge gap when employees are leave the ISA partner, bridge gaps during Human Resources approval process of new instructors and support delivery of quality instruction with new ISA instructors by co-teaching courses. |
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| 2 | Special Education, SPE, Contract Education | Equipment | 11.000.522.2.499900 | 6410 | $10,000.00 | $0.00 |
| Learning Program Software | As new sites have been added we have a need to provide consistent quality instruction. In addition, our new Occupational Life Skills will require advanced computer programs for instruction. |
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| 3 | Contract Education - Instructional Service Agreements | Personnel | 11.000.522.2.4999000 | 2120 | $0.00 | $50,000.00 |
| Department Chair | Provide appropriate program support aligned with SLO initiatives, increase access of connecting off campus students to on campus programs, providing guidance to ISA contracted instructors and managing scheduling changes to address student needs. This position would be shared across all ISA programs. |
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