To meet the needs of students who are intellectually and physically challenged by promoting independence and self-reliance through instructional support for vocational and life-skills learning.
The Special Education (SPE) 300-level courses delivered at 22 facilities in five agencies generate 1,031 FTES (2016-17 data). SPE provides a significant portion of the total FTES for the College. SPE 306 (primarily landscaping, recycling, woodshop, sewing, etc.) Work Activity course provides instruction in vocational programs to give students experience within the community. The Day Activity Center life skills programs offer SPE 308, 310, 311, 312, 313, 314, 316 and 318 courses, and the Independent Living Skills programs offer SPE 320 and 322 courses. This portion of the SPE Program is offered through Instructional Service Agreements. Additional course offerings for 2018-19 are pending. Through a recent agreement with Shasta College in January 2018, SPE 308, 316, and 318 are currently offered in Red Bluff at the Red Bluff Community Center. Initial enrollment in these courses has been significant in a very short amount of time and are expected to increase. Additional contracts with agencies are pending. There are 51 Instructional Service Agreement Instructors and two Associate Faculty in the SPE Program.
The addition of Mains'l and ARC in 2016 resulted in one time augmentation in the 2016-2017 and 2017-2018 years to reimburse the agencies for a portion of FTES generated. The two agencies will continue to be part of the SPE Department. Discontinuing this funding will result in 143 students not being served and a loss of 193.2 FTES for the College.
Recent legislation is pressuring agencies to seek integrated employment opportunities for all individuals with disabilities. By offering the SPE Courses through the agency Instructional Service Agreement Instructors, students are learning job-readiness skills, interpersonal skills, independent living skills, and vocational skills.
The SPE Department completes SLO Assessments for each objective for each class for every semester. These assessments have revealed two major issues:
1. Instructional Service Agreement Instructors had difficulty scoring students and interpreting certain items on the assessment instruments.
2. Instructional delivery and materials are not consistent throughout the course offerings within the agencies.
The resolutions for these two issues are in progress.
1. New SLO Assessment instruments have been developed and restructured for easier interpretation and facilitation.
2. As according to compliance point 3(b) of the Chancellor's Guidelines for Instructional Service Agreements, the SPE Department is responsible for supplying "curriculum materials". Therefore an augmentation request will be made to purchase reuseable, durable, curriculum materials in an effort to better standardized instruction in course content.
Student Learning Outcomes measure each course objective in every course offered. They are measured by program and course to give a comprehensive assessment of the program. The results of these assessments require the following actions be taken:
- SLO Assessment instrument was replaced.
- A Certificate of Training to train ISA Instructors is pending approval.
- Implementing pilot program – a student assistant was hired to help in the classroom.
- Course topics are being formatted into specific weeks of instruction.
- Curriculum standardization among agencies.
Because SPE students are often lifelong learners due to intellectual disabilities, changes in tasks and assignments are common. The SPE Program is an agency-based Program where stand-alone courses are conducted through Instructional Service Agreement Contracts. As a result, degrees and certificates are not offered.
The last program data entered into Datatel was for Fall 2012 indicating student retention rate at 98.5% and student success rate at 98.5%. Since then, these rates did not vary much.
Success in the SPE Program is not measured by GPA nor separately identifies other groups as independent success indicators. Instead success in the SPE Program is demonstrated through individual student achievement in relation to attainment of authentic real-world tasks. Students are evaluated through various measures: daily logs, case notes, and individual service plans, as well as performance-based measures. Progress is measured daily and achievement is discussed at bi-annual conferences with the student.
Oversite visits are conducted by the College's SPE Program Coordinator three times each year to all 22 agency facilities.
N/A
Strategic Priority #1:
Strategic Priority #2:
Strategic Priority #3:
Strategic Priority #4:
The Strategic Enrollment Plan includes:
Strategic Priority #5:
Sustainable Program -
Strategic Priority #6:
The SPE Department is all about inclusion. The department moved from the Work Training Center Facility to the Butte College Chico Center. We began offering classes at the Chico Center in Fall 2017. These courses are designed for students with disabilities, English Language Learners, and those at the basic skills levels. We also began offering classes at the Red Bluff Community Center for students with disabilities in January 2018.
Since the 2011 Program Review fomore agencies and 13 of their programs are being served by the Special Education Program. Six additional agencies were visited to invite them to share in the Special Education Program, but for various reasons they declined.
computers, equipment, and possibly transportation).
Because the Instructional Service Agreement clearly states that the contract, ”shall provide equipment, supplies, and materials as required by the courses,” the accounting office refused to dedicate a discretionary fund. Instead budget transfers occurred within the budget to purchase computers, tables and chairs, etc. The Special Education Program has been extremely lucky to also acquire almost new furniture from the Butte College storage and 45 refurbished computer for all the programs.
The departmental budgets have preapproved allocations that are sent to each department to be used for specific purposes. Departmental budgets do not cross over into other departments. This is because of accountability.
The Special Education Program has received approximately 45 computers over the years to distribute to the agency partners. The computers were supplied from the Butte College Tech Department.
Butte College personnel will continue to report any safety hazards to the proper person at the facility where the hazard is located. In 2014, the oversight instructor was directed by the district to stop doing ADA inspections because the facilities serving our students were already ADA compliant by law.
Counseling has been provided by the instructor to individuals. The instructor has provided information to several groups and offered to provide information for students to attend Butte College. While some students took advantage of meeting with the instructor, many did not.
They were happy with their current positions at the WTC facilities. They didn’t want to go to school, and they felt transportation would be an issue because of bus schedules.
In reality, many students would have needed more supports to attend on-campus college classes than what the college could provide. They may have felt very intimidated.
The Students in Free Enterprise club has dissolved. Again transportation, already being involved in work activity programs, and scheduling dissuaded students from wanting to join on-campus clubs.
An attempt was made to bring the Butte College photographer to the WTC to take pictures for activity cards, but there was a fee attached. Students thought the fees were too much and when asked in self-advocacy group if they wanted an Activity Card, they declined.
Recently, information about the different clubs was sent to agency counselors, coordinators, and program managers to assist students in whether they might want to attend.
Collaboration is ongoing between the entities. Events sponsored by each of the entities have been attended by staff from the agencies, Butte College, local high schools, Far Northern regional Center, etc.
Students receive counseling for program placement, job placement, and educational opportunities.
The new regulations concerning person-centered-planning has been at the forefront of discussion and implementation of services. All entities work together to inform the students of available options to design their Person Centered Plan.
The SPE 303 course was designed to serve seniors living in independent care facilities. In 2009, these courses were eliminated due to budgetary restraints. From 2010 to 2016, the SPE 303 course could not be revised and offered because the rate per FTE was not able to support associate faculty. In 2017, the rate had increased enough to make a senior program that would be feasible to offer. The Healthy Aging and Living Courses were created to take the place of SPE 303. Former SPE 303 Instructors wrote the following courses:
HAL 300 Cooking for Fitness
HAL 301 Finding Your Inner Artist
HAL 302 Fun and Fitness for Healthy Aging
HAL 303 Vocal Aerobics: Music Exercises for Fitness
HAL 304 Staying Mentally Sharp
HAL 305 Telling Your Story
HAL 306 Technology Basics for Seniors
These courses are in the approval process on level 6. There are 11 levels to the approval process. Once these levels are completed the courses can be offered.
replace it and review it with the Chancellor’s Office, if needed.
In 2016, the title of Special Education in the Minimum Qualifications Guide for Instructors
was eliminated and put under the minimum qualifications for DSPS Classes. In 2017, an appropriate title was selected, and courses were sent back through the approval process. The title is Community Partners in Education. This title was selected because the Special Education Courses have always been taught in agencies or in the community under partnership agreements.
The title of Special Education (SPED) was reserved as the title for a Certificate of Training for agency staff and other students who want to work at an agency to become Instructional Service Agreement Instructors. The training will meet the minimum qualifications for instructors as described in the Minimum Qualifications for Faculty and Administrators in California Community Colleges. The SPED title aligns with university Special Education training courses. The SPED courses are at level 5, Curriculum Tech Review in the approval process. They are as follows:
SPED 200 Special Education in the Workplace
SPED 201 Learning with Disabilities As Adults
SPED 202 Practical Applications: Teaching Adults with Disabilities
The Special Education Program was brought before the Board of Trustees in the Spotlight in Spring 2015 by Annie Rafferty.
All recommendations have been addressed. The last recommendation to be addressed is the title change of the Special Education to Community Partners in Education.
1. Provide training for Instructional Service Agreement (ISA) Instructors with the proposed
Special Education Certificate Program (SPED).
2. Change the title of Special Education to Community Partners in Education (pending approval).;
3. Establish Special Education course in Red Bluff for people with disabilities who do not have
access to college courses (completed).
4. Standardize curriculum materials across agency programs (in process).
5. Explore serving high school students through concurrent enrollment and agency partners
and the OLS training courses 350-355.
Strategy 1 - SPED Certificate of Training for ISA Instructors
Staff currently working at the five partnering agencies or interested individuals will be able to enroll in the SPED Certificate of Training for Instructional Service Agreement Instructors Serving People with Disabilities and receive training and practice for working in an agency environment that serves individuals with disabilities. The certificate will also satisfy the minimum qualifications for becoming an Instructional Service Agreement Instructor.
There is a shortage of Instructional Service Agreement Instructors in the agency programs. Quite often the agencies have a difficult time finding qualified staff. The SPED Certificate will better train staff and meet the minimum qualifications for Instructional Service Agreement Instructors.
Strategy 2 - Change Special Education Title
The Special Education Title will be changed to Community Partners in Education.
The Special Education title connotes a negative stigma and is outdated. Community Partners in Education does a better job at defining the program since the courses are designed specifically to be taught to individuals with disabilities being served by community agencies and businesses.
Strategy 3 - Offering courses in Red Bluff
Special Education 308 Functional Academics, Special Education 316 Health and Wellness, and Special Education 318 Communication Skills will be offered in Red Bluff Spring 2018.
Instruction for adults with intellectual challenges in the Red Bluff area ceased in 2010. Recent legislation is pressuring agencies to obtain employment for all individuals with disabilities. These courses will better prepare students for employment opportunities.
Strategy 4 - Standardize curriculum
Collaboration between the SPE Department and agency partners will allow for the development of new course curriculum materials that can be utilized across same Special Education Courses.
As according to the Chancellor's Office Instructional Service Agreement Guidelines for Community College Districts and Public Agencies section 3 (b), The college or district must demonstrate control and direction through such actions as providing the instructor...curriculum materials... the Special Education Department is requesting $10,000 one-time funding to purchase reuseable curriculum materials.
Some programs do not have the same curriculum materials and this causes a variance in instruction that can impact student learning. Correcting the situation will promote uniform delivery and create a positive effect on student abilities.
Strategy 5 - Explore Concurrent Enrollment
Explore offering the following courses to high school students at agency locations through Instructional Service Agreement Instructors and concurrent enrollment.
Occupational and Life Skills Training Series:
OLS 350 Product Assembly/Light Manufacturing
OLS 351 Industrial Woodworking
OLS 352 Janitorial Services
OLS 353 Landscaping Services
OLS 354 Commercial Sewing
OLS 355 Recycling Services
High Schools have been inquiring about providing trade skills for individuals with intellectual challenges. Currently, opportunities for these students are limited in developing trade skills. The OLS training courses will provide an opportunity for students to develop entry-level skills.
Strategy 6 - Permanent funding for Mains'l and ARC Programs
Permanent augmentation funds ($187,896) is requested for continued support of the Instructional Service Agreement Contracts for Mains'l and ARC. This will generate 193.2 FTES for the College which equates to $580,756.30 annually.
The continuance of the permanent funding will support 143 students and generate approximately $580,756.30 annually for the College.
Classroom space
SPE District Funding:
$605,571
$187,896
| 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 | Operating Expenses | 11-099-527-2-499900 | 55100 | $0.00 | $187,896.00 |
| Permanent funding to provide ongoing support of the Mains'l and ARC Program participation | This funding supports 143 students in the areas of vocational training, job readiness, and independent living skills. It also generates 193 FTEs and $580,756.30 for the College. |
|
|
|||
| 2 | Special Education | Facilities | 11000-527-2-4999900 | 56411 | $0.00 | $10,375.00 |
| Facility rental in Red Bluff | To continue offering classes in Red Bluff, rental fees will need to be paid. |
|
|
|||
| 3 | Special Education | Operating Expenses | 11-000-527-2-499900 | 54300 | $10,000.00 | $0.00 |
| One-time purchase of re-useable curriculum materials as described in the Guidelines for Instructional Service Agreements section 3 (b). | Agency partners are using various methods and materials to deliver course content for the same course being offered. By purchasing one-time curriculum materials, curriculum would be more standardized and facilitate program compliance. |
|
|
|||