Instructional Plan Cabrillo College Stroke and Disability Learning Center Final Plan, revised 4/12/13 by Debora Bone I. Background, Evaluation and Analysis 1. Program Description The Cabrillo Stroke and Disability Learning Center (SDLC) is an interdisciplinary educational program for adults with physical disabilities and functional loss. Offered in partnership between the Disabled Students Programs and Services (DSPS) and the Health, Athletics, Wellness and Kinesiology (HAWK) Division, the program is part of the college’s commitment to diversity and accessibility. The program began in 1974 and was located in Delaveaga Park for thirty-five years. Now in its third year on the Aptos campus, the program enjoys a state-of-the-art facility and continues to serve the learning needs of a unique and resilient student population. The SDLC is a unique program that offers college level instruction and support services for people who have become disabled after a stroke or other health challenges. The goal of the program is to support independence and maximize function by teaching skills and strategies for adaptation. Starting where medical rehabilitation leaves off, this educational program provides instruction in the areas of mobility and fitness, speech and communication and counseling support. SDLC students benefit from formal instruction that provides adaptive education in a number of areas. They also benefit from participating in a community of learners among individuals who share their experiences and coping strategies together. Currently, the program has one faculty academic specialist director, 33%, two contract faculty members (one in adaptive physical education/mobility and one in speech, language and communication) and one 50% adjunct faculty member (a counselor.) In addition, there are: one 100%, 10-month program coordinator and 3 instructional assistants (two 30%, 8-month and one 35%, 8-month positions, funded by jurisdictional funding. See below for details.) 2. Relationships The SDLC has relationships within Cabrillo, with other educational institutions, and with the community. a. The DSPS Department. Courses taught in the SDLC are classified by the California Educational Code as special education classes, focused specifically on the learning needs of students with disabilities. An interdisciplinary program, students enrolled in the Core SDLC program typically take an Adaptive Exercise and Fitness class, a class in Adaptive Speech and Language Skills and a
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d. e.
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counseling class called Exploring Abilities. Students attending the SDLC may enroll in other DSPS classes such as in Adaptive PE and Assistive Technology. The Cabrillo Extension. In recent years, a number of activities previously offered as part of the Core SDLC program have been moved to the Cabrillo Extension. A supplemental program called the HEART (Health, Education, Art and Recreation Together) has been developed that offers Ceramics, Gardening, Choir, Hand/Shoulder and Recreational Movement. This fee-based program provides supplemental activities that are popular with and beneficial for the SDLC student population. The Cabrillo Nursing Program. The Center provides learning opportunities for third semester nursing students as part of their Community rotation. Among other things, each nursing student presents a teaching activity on a health-related topic to Stroke Center students in one of the Speech/Language classes. The Cabrillo Dental Hygiene Program. The Center provides a learning site for DH students who come to give instruction about dental care to SDLC students. Cabrillo pre-nursing, allied health and human services students. Every semester 8-12 student volunteer/interns learn how to interact with adults with disabilities by coming weekly to assist in the Center. They help with the Mobility/Fitness activities and provide support during other classes, before and between classes and at lunch-time. UCSC, San Jose State and other universities. The Center serves as an internship site for psychology, pre-medical, kinesiology, speech pathology and other student learning. The Stroke Center Advisory Board. The SDLC has a long history of working collaboratively in the community to address the learning needs of people with disabilities. The Advisory board meets one or two times yearly and serves as liaison with Dominican Rehabilitation Hospital, Palo Alto Medical Foundation, the County Board of Supervisors, the City Council of Santa Cruz, the Cabrillo Governing board and others. The Human Care Alliance. The SDLC is one of nearly 60 non-profit groups that make up the safety net of social services for county residents. This group meets regularly and advocates for grant funding from the county and city jurisdictions to assure that these vital services remain available for those who need them. The local jurisdictions value this partnership with the college. Through financial support, they affirm the importance of assisting adults with learning needs to gain skills, adapt and remain active in the community.
3. Costs A review of data from the Fact Book regarding Stroke Center program FTES, WSCH, FTEF and college expenditures from 2006 to 2011 vividly reflects the budget cuts and program reductions during those years. The program planning data is less relevant for determining costs and efficiencies in the SDLC than for other instructional programs since all of the funding is categorical and is calculated differently from other courses.
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Similar to other DSPS programs and classes, the categorical funding that supports the SDLC comes to Cabrillo based on weighted student count (WSC). WSC is used in a formula that determines the annual college DSPS allocation based on the type of disability of each eligible student multiplied by the number of students with each type of disability. (NOTE: I am still unsuccessful in cut/paste of data from PRO web page. PDF of this data has been submitted as separate document.) Currently, the Core SDLC program that is DSPS funded is offered three mornings per week for a total of 9 hours per week, half of the 18 hours per week that were offered previously. Some of the lost hours of instruction have been replaced through the HEART program, offered in collaboration with the Cabrillo Extension, one day and several afternoons per week. Nevertheless, there have been serious reductions to all aspects of the program, making data comparisons difficult at best. We are serving fewer students with fewer classes, costing the college far less than a few years ago. The SDLC is funded by three sources: DSPS, jurisdictional funding and independent donations and fundraising. a. DSPS Funding. Following recent severe (>45%) state funding reductions to DSPS, the SDLC has now stabilized with a smaller faculty of two contract faculty and one adjunct faculty that are funded through DSPS at 50% each. Approximate annual cost is $150,000. b. Jurisdictional Funding. Three instructional assistant positions (two 8-month, 30% and one 8-month, 35%) are funded with the jurisdictional funds. The remainder of these funds covers a portion of the Program Coordinator (11-month, 100%) salary. Funding available is approximately $64,000. c. The Cabrillo Foundation, Donations and Fundraising. The SDLC has a long history of garnering community support. In collaboration with the Cabrillo Foundation that manages these funds, resources and reserves are used to cover the remaining cost of the Program Coordinator and the (currently) 33% Academic Specialist Director position. Approximate annual cost is $80,000. Additional cost for materials, supplies and student scholarships (both for the Core and the HEART programs) is $15,000-25,000 per year. d. Estimated cost of program. a. $294,000 for faculty/staff b. $25,000 for non-personnel costs c. Total program cost is about $319,000. Currently, 47% ($150,000) is DSPS funded, 53% ($169,000) is externally funded. 4. Student Learning Outcomes In recent years the program has undergone significant self-assessment, leading to curriculum changes that have brought all classes better into alignment with state regulations about adaptive classes. Prior to 2010, there was one core course that included the interdisciplinary content of the program. Assessment of learning outcomes was
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focused on evaluating how students engaged with a range of activities to meet aspects of the Core Four competencies. Beginning in 2010, a process was begun to disaggregate components of the program into separate courses. Assessment of learning outcomes was not conducted during the transition from the old curriculum to the new. The SDLC moved to Aptos in fall 2010. The new SPED curriculum was implemented in fall 2011. New student learning outcomes have been developed for the Adaptive Physical Education classes in Exercise/Fitness (ADAPT 93) and Adaptive Yoga (ADAPT 96), and for the newly designed special education classes in Adaptive Speech and Communication (SPED 210) and the counseling classes, including Orientation to the SDLC (SPED 215) and Exploring Abilities (SPED 216). During 2011-12, faculty developed an assessment grid for each of the core classes. This assessment is used to identify individual student functional abilities and skill levels at the beginning of each semester, and then to assess their progress toward these learning goals at the end of the term. Full implementation of these new assessment tools is now taking place in 2012-13. See Appendix for course assessments and sample forms. Success is measured by student progress in meeting the core competencies and specific course and individual learning goals. The college core competencies are addressed throughout the courses offered in this interdisciplinary program. Communication competencies are embedded in the Speech and Communication classes. Critical Thinking is part of the Counseling class curriculum, and is addressed through the problem-solving and adaptations explored in all of the classes. Global Awareness is included in the Speech/Communication classes as students read and discuss a variety of topics, or do research in the computer lab. The Physical Wellness aspects of Personal Responsibility and Professional Development are addressed in the Exercise/Fitness classes. The Counseling classes provide ample opportunities for students to develop self-management and self-awareness skills. Some students are very focused on using the SDLC program to strengthen workplace skills with the hope of returning to a job or finding a new one. Since the classes are highly individualized for each student, taking into account a wide range of disabilities, meaningful assessment is focused on whether students are making progress toward individual goals. Course and department assessments were conducted. See Appendix for forms highlighting this process. The most common finding is that students would benefit from having access to more activities. Classes have gotten larger and it is harder for faculty to provide the individualized attention needed by students with functional losses. Our highest priority is to go back to offering classes 4 days per week instead of 3, allowing for beneficial repetition of exercises and activities. There is no degree or certificate offered by the SDLC and students are encouraged to continue in the program for four semesters, allowing ample time for progress, depending on their specific disability and situation. Previous discussion, focus groups and student assessments indicate that at least 80% of students demonstrate progress toward some or all of their learning goals each semester. Every June, we honor the accomplishments of
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those who have completed two years in the program. DSPS regulations allow students that demonstrate progress to continue to enroll in subsequent semesters. In the future, it may be valuable for the program to develop some kind of Certificate of Accomplishment. The faculty are also considering the development of some sequencing of courses so that students could progress from Beginning to Intermediate to Advanced levels, should the state DSPS regulations regarding Repeatability change. Currently, students in DSPS special classes are able to repeat courses if they continue to demonstrate progress. 5. Student Success Success is unique for each student and depends on the nature of the disability and their educational goals. Sometimes there is measurable functional improvement; for other students, success is demonstrated by better adaptation to losses. For one student, it might be about improving balance and walking more safely with a cane or walker. For another student, success would be finding strategies for better communication when aphasia has taken away fluency of speech. For another student, the primary goal might be to learn psychological strategies for dealing with disability and depression, and to find resources for engaging meaningfully in the community. The faculty works together to monitor progress, stability and/or decline and document findings in each student’s file. Students each have a Student Educational Contract (SEC) that indicates their personal learning goals and the courses they are taking to meet their objectives. The counselor and course faculty work intensively with each new and returning student to provide a mix of activities to address specific learning goals. Progress and/or challenges are documented regularly in student files and on the learning outcomes forms. From a program perspective, success can be measured in part by the fact that all of these students attend voluntarily and many come back for several semesters or more, telling us again and again how much the program means to them. None of these students expected to face the “curriculum” of disability; for many, success is finding a safe place to learn skills, adapt and engage meaningfully. 6. Results of Student Survey The SDLC students do not fit the typical Cabrillo student profile and the usual student survey is not relevant to the program. Furthermore, many of the students’ disabilities make it difficult for them to fill out a survey. Fortunately, during 2011-12, we had a student intern from UCSC who was able to administer the same student survey that was used in 2006-07. She was able to speak with a total of 44 students. See Appendix for a full list of survey results. Overall, 73% of respondents rated the SDLC as excellent and 23% as Good. The other 4% rated the program as Fair. Individual comments were equally positive about the
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classes and the general environment of the program. Concerns included comments about changes associated with the move to the Aptos campus such as parking problems, the elimination of the independent living skills (occupational therapy) part of the program, and a request for more faculty and the option to come more than 2 days per week. This restriction was the result of program reductions. As the program has gotten smaller, the focus has been to meet the core learning needs of the newest students first. The more long-term attendees have been reduced to one day per week. Some of the requests for additional activities have been met with the supplemental HEART program. A scholarship fund has made these activities available to low income participants. 7. Curriculum Review As mentioned above, the entire curriculum has been revised in recent years to reflect the merger of the SDLC Mobility/Fitness classes with the Adaptive Physical Education Exercise and Mobility and Adaptive Yoga classes. The remaining classes have been restructured as special education classes in Speech and Communication, and in the Counseling classes of Orientation to the SDLC and Exploring Abilities. See Appendix for course outlines for all SDLC courses. Future curriculum changes may include developing a sequence of courses, allowing for students to progress through levels in the classes, should DSPS repeatability be changed at the state level. The Adaptive Physical Education classes are currently being reviewed for such a modification. In collaboration with the APE program, our students will follow the curriculum for these courses. 8. Relationship to other College Plans As listed above under Relationships, the SDLC is part of DSPS and of the HAWK division. The program continues to meet all DSPS regulations regarding courses and services for students with disabilities. The program also meets the educational needs of students seeking to enter the health and human service professions through opportunities for clinical rotations, class projects and volunteer internships. In June 2012, the College Strategic Plan identified two overarching goals and several objectives for the college. The SDLC has taken actions in recent years that reflect these goals and objectives. Goal A: Increase student success Objective A1: Develop processes that involve the student in the early development of a Student Success Plan. The SDLC faculty work individually with each student to develop a Student Educational Contract (SEC) that reflects their personal learning outcomes. Objective A2: Implement innovations in registration and scheduling. The SDLC has recently implemented a pre-registration strategy to identify student
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interests and learning goals efficiently and to advise students about registration and scheduling. Objective A4: Engage students in timely interventions whereby they are encouraged to exercise greater responsibility for their educational success. SDLC students are fortunate to work in small groups with instructors and assistants who can quickly identify areas for attention and improvement, while suggesting strategies to practice on their own at home and in the community. Objective A5: Utilize program planning and SLO assessment to guide decision making at all institutional levels. The SDLC faculty value the interdisciplinary approach of the program and use group planning and assessment processes in regular faculty meetings to guide program decisions and implementation. Goal B: Enhance institutional effectiveness Objective B1: Enhance performance by implementing best practices in training and professional development for Cabrillo employees. The SDLC faculty are engaged professionals who pursue continuing education for their licensure and attend conferences regularly to remain current of trends in disability education. Objective B3: Optimize sustainable use of college facilities for students, faculty, staff & community The SDLC is very grateful for the dedicated Center that was designed for this program. In addition to the Core classes, the HEART program assures that students continue to benefit from the many activities specific to students with disabilities that are made possible in this facility. Objective B4: Cultivate and sustain close connections with the local community, including the Santa Cruz County College Commitment. The SDLC has a long-standing connection with many organizations in the community. The Human Care Alliance advocates for funding from the county and city jurisdictions. The relationship with Dominican Rehabilitation Hospital assures that new patients receive referrals and information to become students at the SDLC. Future health and human services students have internship opportunities at the SDLC. Objective B5: Evaluate, integrate, and improve planning, resource allocation and other processes critical to institutional effectiveness. As state funding for DSPS has declined, the SDLC has been strategic in planning for a smaller yet vital program. Collaboration with the Cabrillo Extension, the Cabrillo Foundation, and the use of jurisdictional funds and donations has allowed the program to remain strong through these adjustments. II. New Directions a. Community Connections. The SDLC is a unique program serving specialized learning needs of adults who become disabled after a stroke or other functional loss. The most promising new directions will be to continue to find ways to serve this population despite serious reductions in resources. The program faculty continue to network with other health education providers to see what kinds of
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partnering and collaboration might be available to make this program again the strong community resource that it has been in the past. With the Affordable Care Act and other health reform measures being adapted in the community, the SDLC remains a model for cost-effective health education to assist individuals to adapt to disabilities, maintain function and foster independence. Improve staffing. It is particularly difficult to be open only three mornings per week for the Core classes. In the past, with four days per week, students were offered either a Monday/Wednesday schedule or a Tuesday/Thursday schedule. It is a goal to be able to increase the number and range of courses offered by opening four mornings per week. This would require increasing the assignment of the three core faculty members from 50% to at least 62.5%, allowing an increase from 7.5 TU to 9.25 TU per instructor per semester. Students would be able to have Mobility/Fitness and Speech/Communications activities twice weekly. Currently some students are only allowed to come one day per week, limiting the number and range of core classes. In the longer term, it would be even better to have faculty assignments of 75%, 11.25 TU per instructor/semester, to allow for a full four day per week schedule with classes in the mornings and afternoons. In order to provide adequate support for new and returning students, as well as managing the many logistical aspects of the program, sufficient funding is needed for a Program Coordinator. Expand Extension activities. One way that the program has been able to provide sufficient number and range of activities has been to partner with the Cabrillo Extension to offer some activities no longer funded by the college. Possible future directions will include expanding these offerings. Upgrade computer lab. In order to remain current with software in the SDLC computer lab, the four Macintosh computers will need to be replaced. These computers are so old that they can no longer be upgraded. The goal is to replace with current model PCs. An additional goal is to purchase a few iPads to offer new learning opportunities for students. b. External Research. It is estimated that 18% of the American population has one or more disabilities. In 2010, there were 268,000 people in Santa Cruz County so as many as 48,000 individuals live with some kind of disability. It is estimated that 40% of adults over age 65 have a disability. It is anticipated that the population will continue to age in place, with greater pressure on services for older people and individuals with disabilities. There have been discussions about expanding the expertise of the program to serve other student populations such as veterans and others with head injuries. More resources would be needed to develop this. As part of DSPS and the HAWK division, the SDLC is positioned well to address the learning needs of adults who become disabled and of allied health students
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interested in serving this population in careers in the health and human services. It is further anticipated that the Affordable Care Act will make health services available to many more low-income adults, potentially increasing the number of stroke survivors and others living in the community with long-term disabilities. The SDLC program is well-regarded for its approach to keeping people well through education, skills and self-management. It continues to be a valuable program and one that will garner external support, in partnership with the college, to meet some of these increasing demands. There may be opportunities to partner with local organizations to meet ongoing needs for adults with disabilities. It is an ongoing and future need for the program to develop additional funding sources through community programs, grants, foundations and other creative resources. In order to provide for this, an adequately funded Academic Specialist Director and/or a Program Coordinator with fundraising and grant writing skills is needed. Another approach would be to engage such a specialist on a limited or commission basis, to pursue funding opportunities. Further exploration of possible collaboration with the Cabrillo Foundation might address some of this need. c. Mission of the program. The mission of the program continues to be to “support independence and maximize function for adults who have survived a stroke or are living with other disabling conditions.” Providing instruction, skills, strategies and a supportive learning community is a proven path to success for this student population. With the move to the Aptos campus, there has been some integration with DSPS. DSPS has undergone considerable restructuring due to budget cuts, a physical move and personnel changes. There is much potential for future collaboration and integration of the SDLC and DSPS. Over time, the faculty in all of the DSPS areas may find new ways to work together to improve learning outcomes for students with disabilities, including those currently served by the SDLC. d. Extended Research. At this time, there is no extended research about the program. With faculty and staff reductions, we are grateful to be able to offer a small, vital program, and to be partnering with the Extension to meet additional student learning goals. III. Goals and Recommendations Goal 1: Maintain/increase adequate assistance to prospective students by supporting position of Program Coordinator. One key aspect of the program is recruitment and retention of prospective and incoming students. In order to respond effectively to the many telephone inquiries each week from prospective students, as well as to facilitate the admission and orientation of approximately 35-50 new students per semester, the consistent presence of a knowledgeable Program Coordinator is essential. In collaboration with the counselor
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and other faculty, the Coordinator responds to questions, conducts tours and oversees registration, including assisting with paper and electronic forms. The Coordinator is responsible for many other duties essential to the functioning of the program. Currently this 10-month, 100% position is entirely externally funded. Coordinator cost including benefits is about $75,000/year. Approximately $34,000 is paid with jurisdictional funding. During the next six years, in order to assure continuity and stability of program support, the goal is to move incrementally toward having some percent of this cost paid by college. Goal 2: Provide adequate number and diversity of classes by increasing faculty contracts. A key finding in the assessment process is that students are lacking adequate hours of instruction and lab opportunities to practice skills. For exercises to be effective, repetition is essential. Whether in mobility classes or practicing communication skills, students benefit from meeting multiple times per week. Currently the three instructors in the SDLC each have a 50% assignment. This allows the Center to be open three mornings per week, restricting some students to coming only one day/week. In order to maximize student learning, it would be far better to offer classes four mornings per week, so all students could receive instruction two days per week. In addition to serving the current students, there have been many discussions about reaching out to additional student populations, such as veterans or others living with brain injuries. This kind of expansion would require more instructional time. In order to offer more core instruction, more hours are needed. An initial expansion could be accomplished by increasing the three faculty contracts from 50% to 62%, an increase from 7.5 TU per semester to 9.25 TU per semester. This would meet student leaning needs by allowing the core program to offer classes four mornings (a total of 12 hours) per week. Estimated cost increase would be: $35,000/year for all three faculty. In the longer term, it would be beneficial to be able to offer classes four days per week, mornings and afternoons. Three core faculty at 75%, 11.25 TU per semester, would allow this. Additional expense would be another $35,000/year. Another long term goal, in order to provide continuity and stability for the program, would be to hire a dedicated, contract counselor.
Goal 3: Assure stable leadership, promote collaborations, increase fundraising and gain financial stability The SDLC has a long history of obtaining financial contributions from supporters in the community. These efforts rely on program leadership. Currently the Academic Specialist Director position is a 33% assignment that includes participating in the Human Care Alliance and other fundraising activities. This position is entirely externally funded. Consider restructuring how leadership is provided, both within DSPS and in relation to the community. Provide support for either the Director or the Program Coordinator, or another designated position, to continue and increase fundraising activities. Significant discussions are needed to determine how best to meet the leadership needs of the
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program, assure successful fundraising and continue to provide instruction to students. In the near future, at least a 50% director/fundraiser is needed. This may be more than one individual, depending on skill set. Estimated cost is $50,000 per year. Goal 4: Offer state-of-the-art computer instruction that fully utilizes current software programs, especially for students with speech and communications challenges. The SDLC computer lab has four MacIntosh computers that are outdated and are no longer able to download or use some of the latest software available online. Recommend replacing these four computers with new PCs and monitors. Cost is approximately $1100 per computer/monitor, including shipping/handling for a total of about $4,400. Goal 5: Expand program capabilities by integrating more thoroughly across DSPS and College programs. There is considerable opportunity to maximize resources for students by working with SDLC and DSPS faculty to envision new ways to better serve adults with disabilities in the college and in the community. Faculty evaluation of opportunities for collaboration and funding may lead to benefits for the entire DSPS division. One example of collaboration could be the development of more formal volunteer/internship opportunities for students in allied health and kinesiology careers to learn by assisting in the SDLC and other DSPS programs.
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April 23, 2013 SPED Program Planning Goals and Recommendations
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Description: Support for Program Coordinator.
Cost Increase by 10-20% each year x 6 years. Cost is $7,500 for each 10%. $35,000/year for 3 facutly to increase from 50% to 62.5%. Additional cost for further augmentation $50,000/year
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Restore program to 4 days per week by increasing faculty to 62.5% assignments. Over time, consider increasing faculty assignments to 75% and consider hiring contract counselor.
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Support program director and fundraising position. Could be one or two individuals depending on skill set. 50% position to meet leadership and fundraising goals.
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4 new PC and monitors for computer lab.
$1100 each, $4400 total.
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Program integration with DSPS and Allied Health.
No cost.
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Cabrillo College
4/23/2013 1:46 PM
List of Attachments a. b. c. d. e.
Student survey and data collected SLO Assessment Analysis and SLO Forms for each course SLO course and department assessments Catalog page of program and course listing Program Plan Goals Template
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Cabrillo College Stroke and Disability Learning Center Student Survey Fall 2011 Please respond to the following questions. 1. Gender o o
Male Female
o o o o o o o
Under 30 30-40 31-50 51-70 71-80 81-90 above 90
2. Age
3. Educational Level o Less than High School diploma o High School diploma o AA or AS degree o BA/BS degree o Master degree or above o PhD degree o MD degree 4. How many days a week do you attend the Stroke Center? o 1 2 3 4 5. How many terms have you attended the Stroke Center? o 1 2 3 4 5 6 7
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6. Do you take any classes on the Cabrillo main campus? o Yes No o If so, what classes? ______________________________________________________ 7. Do you currently receive rehabilitation training or therapy in the community? o Yes No o If so, please describe. __________________________________________________ 8. What other services would you utilize if they were available at the Stroke Center or in the community at large? Please list or describe. _________________________________________________________________________________________
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9. How did you find out about the Stroke Center? o Newspaper o College schedule o Physician o Friend o Brochure o Therapist o Rehabilitation Center o Social Worker o Health agency o Other _______________________________________ 10. How would you rate your overall experience at the Stroke Center? o Excellent o Good o Fair o Poor o Please comment. ________________________________________________________ 11. Do you plan to attend the Stroke Center next semester? o Yes No Undecided 12. What do you consider the major strengths of the Stroke Center program? ____________________________________________________________________________ ____________________________________________________________________________ 13. What are your suggestions for improving the Stroke Center program? ____________________________________________________________________________ ____________________________________________________________________________ 14. If you could make one significant change in the Stroke Center program, what would it be? ____________________________________________________________________________ ____________________________________________________________________________ 15. What aspects of the Stroke Center are you most interested in? ____________________________________________________________________________ ____________________________________________________________________________ 16. Would you be interested in any classes that are not currently offered? Please list. ___________________________________________________________________________
Thank you for your time and cooperation!
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Cabrillo Stroke and Disability Center Survey Summary Dec. 12, 2011 Total Surveys: 44 1. Gender -Female: 25 -Male: 19 2. Age
-Under 30: -30-40: 1 -41-50: 8 -51-60: 9 -61-70: 7 -71-80: 7 -81-90: 10 -Above 90: 2
3. Education Level -Less than high school diploma: 2 -High school diploma: 25 -AA/AS degree: 5 -BA/BS degree: 7 -Master degree or above: 4 -PhD degree: -MD degree: 1 4. How many classes attended -1: 1 -2: 11 -3: 27 -4: 5 5. Taking classes on the Cabrillo main campus -Yes: 4 -No: 40 -What Classes -Adaptive Swimming: 3 -Adaptive Weight Training: 2
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6. Currently receiving rehabilitation or therapy in the community -Yes: 10 -No: 34 -Description 1. PEP classes at Dominican: 5 2. Physical therapy (on Frederick’s Street): 1 3. Exercises at Palo Alto Medical Foundation: yoga, writing classes: 1 4. Therapy through Veteran’s: 1 7. Rating of overall experience at the Stroke Center -Excellent: 32 -Good: 10 -Fair: 2 -Poor: -Comments 1. No Comment: 12 2. Great staff/faculty: 7 3. The social aspect is great: 4 4. The stroke center has helped with mobility: 3 5. The stroke center is wonderful: 3 6. Sees progress since starting the program: 3 7. Misses the old facility: 2 8. The stroke center has helped with speech abilities: 2 9. Everybody is helpful: 2 10. It is frustrating to see individuals who are in worse shape than yourself struggling: 1 11. Personality conflict with one of the instructors: 1 12. The stroke center helps students to feel normal and like they fit in society: 1 13. The stroke center gives students a reason to get out of bed: 1 14. You get out of this program what you put in: 1 15. The men’s group has been invaluable: 1 16. The memory classes are helpful: 1 17. Everything is coordinated well: 1 18. A lot of what is taught here transfers to real life: 1 19. The Stroke Center is being forced to accommodate the college when it should be the other way around: 1 20. The Stroke Center has a nice variety of classes: 1 21. Overall the program is good but there are improvements that could be made: 1 22. The stroke center is an important part of their life: 1 23. It is a positive environment: 1 8: Planning to attend next semester -Yes: 36 17
-No: 1 -Undecided: 7 9. Major Strengths of the Stroke Center program 1. The wonderful staff/faculty, very skilled at handling different ability levels and patient: 17 2. It is a great place for students to be able to socialize with people with similar experiences: 9 3. The classes: 7 4. The mobility/physical therapy: 5 5. Positive environment/love and affection/friendliness: 4 6. The counseling: 2 7. Computer class: 2 8. Speech class: 2 9. The Stroke Center does a great job helping people use their bodies and minds better to overcome their disabilities: 2 10. It is a wonderful opportunity for people after rehab: 1 11. The confirmation it gives students: 1 12. The facility is set up well: 1 13. The brain gym class: 1 14. It helps people get back into mainstream living: 1 15. The faculty don’t make you feel like a baby: 1 16. The program makes you feel comfortable, safe, and respected: 1 17. The faculty let students do things on their own without forcing them: 1 18. The singing instructor is wonderful: 1 19. They take care of all aspects of the program very well: 1 10. Suggestions for Improvement 1. No suggestions: 20 2. Shorten class length: 4 3. Need to bring back occupational therapy: 4 4. Bigger budget: 3 5. More classes: 3 6. Larger mobility space: 2 7. The Stroke Center should have a class that focuses on re-examining math skills and knowledge in other areas like geography: 1 8. More outreach to the college: 1 9. More faculty: 1 10. Add a writing class that is more focused on the physical aspect of writing: 1 11. Less restriction on Rec Club: 1 12. Hot water available for tea/coffee: 1 13. More art classes: 1 14. Faculty/staff need to be more prepared at the beginning of the semester and better explain the program to new students: 1 18
15. Start a women’s group: 1 16. Students should have the option to come more than 2 days a week: 1 17. Healthy eating habits should be incorporated into classes: 1 18. Improvements need to be made with parking: 1 19. Dance classes: 1 11. Personal Educational Goals 1. Improve on mobility: 14 2. Improve on speech ability: 9 3. Improve on memory: 8 4. To further academic career/get a degree: 3 5. Regain all lost abilities from before stroke: 3 6. Improve writing abilities: 3 7. To continue music education: 2 8. Improvements in cognitive processes: 2 9. Improve on being social: 2 10. Improve stamina: 2 11. To continue exercising: 2 12. Feel Safe: 1 13. To learn math and geography again: 1 14. Improve on adapting to different life situations: 1 15. To continue doing ceramics: 1 16. Improve ability to use the computer: 1 17. To improve breathing: 1 18. To continue to get better and improve: 1 19. Improve Health: 1 20. Improvements in listening skills: 1 21. To bring to light the deficiencies in the college and make things better: 1 22. Get in shape to be successful at a job: 1 23. No Specific goals: 1 12. Interest in Fee-Based Classes -Yes: 25 -No: 19 -Suggestions: -Life drawing: 1 -Massage therapy: 1 -Mechanic related class: 1 -Art classes: 1 -Silk painting: 1 -Cooking Class: 1 -Gardening: 1 -Public Speaking: 1 -Music: 1 -Photography: 1 -Painting: 1 19
-Another computer class: 1 13. Interest in winter break classes -Yes: 31 -1 day: 8 -2 day: 18 -No: 13 14. Interest in summer classes -Yes: 34 -1 day: 8 -2 day: 19 -No: 10
20
21
SLO: Name___________________________ Date____________ Student Learning Outcomes ADAPT 93 Exercise and Fitness-Adaptive Overview of Stroke and Disability Learning Center Program: Each student is evaluated upon admission to the program and at the beginning/end of each semester to determine educational performance, learning outcomes, functional goals & objectives and recommended activities. Student is placed in activity sections according to goals and level of performance. Assessment of progress is based on participation in activities and performance of skills to the maximum level of function and independence for each individual, taking into consideration limitations of the disability. Assessment of educational performance may result in a change of activity section placement and/or referral to appropriate services at any point in the semester. Students who demonstrate progress towards one or more learning outcomes are eligible to re-enroll in the program. Exercise and Fitness Learning Outcomes: 1. Perform with an increasing degree of proficiency one or more of the following components: static/dynamic balance, flexibility, muscular strength and endurance, cardiovascular endurance. 2. Develop and Distinguish between appropriate and inappropriate safety skills for performing exercises in class and at home. Long Term Educational Goals: [ ] Personal Educational Development [ ] Develop skills for Job Readiness Objectives and Individual Goals: [ ] Demonstrate knowledge of benefits of exercise and fitness [ ] Static and dynamic balance exercises [ ] Safety skills [ ] Range of motion exercises [ ] Exercises by muscle groups [ ] Appropriate equipment use Date
Comments/Individual Goals
22
SLO: Name___________________________ Date____________ ADAPT 93 Exercise and Fitness-Adaptive Evaluation of exercise and fitness strengths and challenges Rating Scale 1. Unable to participate 2. Partial participation/performance, severe impairment, maximal assistance required 3. Partial participation/performance, moderate impairment, moderate assistance required 4. Participation/performance requires minimal assistance 5. Participation/performance supervised with occasional minimal assistance 6. Participation/performance inconsistent but adequate for daily use 7. Independent participation/performance
Date (Mo/Yr) Strength Balance Endurance Range of motion Mobility/Ambulation Coordination Relaxation Safety/equipment Safety/transfer Participation and Progress in Learning Activities Activities: Counseling/Support Semester/Year (e.g. SP12, FA12) Mobility Sitting Exercises Shoulder/Upper Extremity Unable to participate/decline
1
No evidence of progress
Participation and Progress
2
Minimal progress
3
Adequate Progress
4
Excellent progress
23
5
SLO: Name___________________________ Date____________ Student Learning Outcomes ADAPT 96 Adaptive Yoga Overview of Stroke and Disability Learning Center Program: Each student is evaluated upon admission to the program and at the beginning/end of each semester to determine educational performance, learning outcomes, functional goals & objectives and recommended activities. Student is placed in activity sections according to goals and level of performance. Assessment of progress is based on participation in activities and performance of skills to the maximum level of function and independence for each individual, taking into consideration limitations of the disability. Assessment of educational performance may result in a change of activity section placement and/or referral to appropriate services at any point in the semester. Students who demonstrate progress towards one or more learning outcomes are eligible to re-enroll in the program. Adaptive Yoga Learning Outcomes: 1. Perform adapted and restorative yoga postures and modified breathing techniques with an increasing degree of proficiency. 2. Develop an increasing awareness of the connections between the mind and the body. Long Term Educational Goals: [ ] Personal Educational Development [ ] Develop skills for Job Readiness Objectives and Individual Goals: [ ] Identify patterns of stress and apply coping strategies. [ ] Demonstrate adapted yoga postures with appropriate safety skills. [ ] Identify and correct imbalances and habitual patterns of alignment in posture. [ ] Apply principles of adapted yoga to improve focus and concentration. [ ] Apply breath as a tool for opening the mind and body. [ ] Demonstrate increased strength, flexibility, endurance, balance, and coordination. [ ] Demonstrate an increased sense of well being through mindfulness and relaxation.
Date
Comments/Individual Goals
24
SLO: Name___________________________ Date____________ ADAPT 96 Adaptive Yoga Evaluation of yoga proficiency strengths and challenges Rating Scale 1. Unable to participate 2. Partial participation/performance, severe impairment, maximal assistance required 3. Partial participation/performance, moderate impairment, moderate assistance required 4. Participation/performance requires minimal assistance 5. Participation/performance supervised with occasional minimal assistance 6. Participation/performance inconsistent but adequate for daily use 7. Independent participation/performance
Date (Mo/Yr) Coping Strategies Adaptive yoga postures Posture & Alignment Focus & Concentration Breath use Mindfulness/ Relaxation Participation and Progress in Learning Activities Activities: Counseling/Support Semester/Year (e.g. SP12, FA12) Strength Flexibility Endurance Balance Breath awareness Sense of well-being Unable to participate/decline
1
No evidence of progress
Participation and Progress
2
Minimal progress
3
Adequate Progress
4
Excellent progress
25
5
SLO: Name___________________________ Date____________ Student Learning Outcomes SPED 210 Adaptive Speech and Language Skills Overview of Stroke and Disability Learning Center Program: Each student is evaluated upon admission to the program and at the beginning/end of each semester to determine educational performance, learning outcomes, functional goals & objectives and recommended activities. Student is placed in activity sections according to goals and level of performance. Assessment of progress is based on participation in activities and performance of skills to the maximum level of function and independence for each individual, taking into consideration limitations of the disability. Assessment of educational performance may result in a change of activity section placement and/or referral to appropriate services at any point in the semester. Students who demonstrate progress towards one or more learning outcomes are eligible to re-enroll in the program. Speech/Language/Communication Learning Outcomes: 1. Evaluate personal speech, language and communication strengths and challenges. 2. Investigate effective communication techniques for oral, non-verbal and written expression, including computer applications. 3. Process, organize and deliver information using effective language, communication and cognitive skills. 4. Critically assess and solve interpersonal problems using appropriate rules of conversation. Long Term Educational Goals: [ ] Personal Educational Development [ ] Develop skills for Job Readiness Objectives and Individual Goals: [ ] Communication skills: oral and written language, auditory and reading comprehension, spelling, numeracy, speech intelligibility, vocal fundamentals, word retrieval, vocabulary building. [ ] Cognitive skills: attention/concentration, thought organization, memory strategies, reasoning, problem-solving. [ ] Computer skills: ability to use keyboard and mouse, access Internet and selected programs. [ ] Social pragmatic communication skills: verbal and nonverbal expression in small group settings. Date
Comments/Individual Goals
26
SLO: Name___________________________ Date____________ SPED 210 Adaptive Speech and Language Skills Evaluation of speech, language and communication strengths and challenges Rating Scale 1. Unable to participate 2. Partial participation/performance, severe impairment, maximal assistance required 3. Partial participation/performance, moderate impairment, moderate assistance required 4. Participation/performance requires minimal assistance 5. Participation/performance supervised with occasional minimal assistance 6. Participation/performance inconsistent but adequate for daily use 7. Independent participation/performance
Date (Mo/Yr) Reading Writing Speech/Voice Speech/Language Nonverbal Communication Memory Social/Interactions Computer Applications Participation and Progress in Learning Activities Activities: Speech/Language/Communication
Participation and Progress
Semester/Year (e.g. SP12, FA12) Computer Exercise Memory Performing Language Speech Speech Language Writing
Unable to participate/decline
1
No evidence of progress
2
Minimal progress
3
Adequate Progress
4
Excellent progress
27
5
SLO: Name___________________________ Date____________ Student Learning Outcomes SPED 216 Exploring Abilities Overview of Stroke and Disability Learning Center Program: Each student is evaluated upon admission to the program and at the beginning/end of each semester to determine educational performance, learning outcomes, functional goals & objectives and recommended activities. Student is placed in activity sections according to goals and level of performance. Assessment of progress is based on participation in activities and performance of skills to the maximum level of function and independence for each individual, taking into consideration limitations of the disability. Assessment of educational performance may result in a change of activity section placement and/or referral to appropriate services at any point in the semester. Students who demonstrate progress towards one or more learning outcomes are eligible to re-enroll in the program. Exploring Abilities Learning Outcomes: 1. Demonstrate awareness of current physical/cognitive condition and self-management skills. 2. Develop self-advocacy and success strategies to be used with medical, social support and educational systems, including development of Student Educational Contract (SEC). Long Term Educational Goals: [ ] Personal Educational Development [ ] Develop skills for Job Readiness Objectives and Individual Goals: [ ] Identify the nature and treatment of condition. [ ] Explore coping and advocacy strategies to meet learning needs while overcoming challenges and acquiring new skills. [ ] Identify and practice interpersonal and social communication skills necessary for successful relationships between student and educational support system. [ ] Apply principles of self-awareness, confidence and self-esteem to maximize education and quality of life. Date
Comments/Individual Goals
28
SLO: Name___________________________ Date____________ SPED 216 Exploring Abilities Evaluation of learning goals and self-management strengths and challenges Rating Scale 1. Unable to participate 2. Partial participation/performance, severe impairment, maximal assistance required 3. Partial participation/performance, moderate impairment, moderate assistance required 4. Participation/performance requires minimal assistance 5. Participation/performance supervised with occasional minimal assistance 6. Participation/performance inconsistent but adequate for daily use 7. Independent participation/performance
Date (Mo/Yr) Personal Learning Goals Coping Strategies Interpersonal Skills Self advocacy Planning and problem solving Vocational exploration Participation and Progress in Learning Activities Activities: Counseling/Support Semester/Year (e.g. SP12, FA12) Counseling/ Exploring Abilities Men’s Group Counseling Support/Self Management Brain Games Oral History Stress Management Unable to participate/decline
1
No evidence of progress
2
Minimal progress
Participation and Progress
3
Adequate Progress
4
Excellent progress
29
5
SLO: Name___________________________ Date____________ Student Learning Outcomes SPED 215 Assessment/Orientation to Stroke and Disability Learning Center Overview of Stroke and Disability Learning Center Program: Each student is evaluated upon admission to the program and at the beginning/end of each semester to determine educational performance, learning outcomes, functional goals & objectives and recommended activities. Student is placed in activity sections according to goals and level of performance. Assessment of progress is based on participation in activities and performance of skills to the maximum level of function and independence for each individual, taking into consideration limitations of the disability. Assessment of educational performance may result in a change of activity section placement and/or referral to appropriate services at any point in the semester. Students who demonstrate progress towards one or more learning outcomes are eligible to re-enroll in the program. Orientation Learning Outcomes: 1. Demonstrate ability to participate in educational activities and manage physical, emotional, social and personal challenges, including adaptations for mobility, strategies for communication and cognition, and safety awareness. 2. Clarify educational goals and develop Student Educational Contract (SEC). Long Term Educational Goals: [ ] Personal Educational Development [ ] Develop skills for Job Readiness Objectives and Individual Goals: [ ] Participate in group activities designed to evaluate affect, reduce stress and increase awareness of one’s condition. [ ] Participate in assessment of functional mobility, gait, balance, coordination and safety awareness. [ ] Initiate problem solving, access community resources and educational opportunities. [ ] Assess ability to sequence, organize, and recall information. [ ] Evaluate communication skills and strategies for reading, writing, and verbal expression. Date
Comments/Individual Goals
30
SLO: Name___________________________ Date____________ SPED 215 Assessment/Orientation to Stroke and Disability Learning Center Evaluation of ability to participate in educational activities Rating Scale 1. Unable to participate 2. Partial participation/performance, severe impairment, maximal assistance required 3. Partial participation/performance, moderate impairment, moderate assistance required 4. Participation/performance requires minimal assistance 5. Participation/performance supervised with occasional minimal assistance 6. Participation/performance inconsistent but adequate for daily use 7. Independent participation/performance
Date (Mo/Yr) Educational Goals Adaptations for Mobility Communication Strategies Safety Awareness Cognition and problem solving Participation and Progress in Learning Activities Activities: Participation and Progress Counseling/Support Semester/Year (e.g. SP12, FA12) Counseling/Orientation Unable to participate/decline
1
No evidence of progress
2
Minimal progress
3
Adequate Progress
4
Excellent progress
31
5
Transfer/Basic Skills Assessment Analysis Form For Individual Faculty Note: Your Departmental Assessment Analysis Form follows.
Analyze the results of your assignment/assessment using the form below. Department Course Competency or Course SLO
Assessment Tool/ Assignment (Describe briefly)
SDLC SPED 210 Process, organize and deliver information using effective language, communication and cognitive skills. Students prepare oral presentation about a topic from current events.
Assessment Results
In general, how did students do on the assignment?
What student needs and issues were revealed?
Were there any areas where student performance was outstanding?
Any areas where it can be improved?
Depending on type of disability, students were successful in sharing information with peers. Wide range of disabilities and learning needs.
Some students made exceptional progress in overcoming limitations.
Students benefit from individualized instruction in small group setting. Maintaining adequate staffing to keep groups small is valuable for this population.
32
State goals or objectives of assignment/activity more explicitly o Revise content of assignment/activities How will you address the needs and issues that were revealed by o Increase in-class discussions and activities your assignment? How might o Increase student collaboration and/or peer review student performance be o Provide more frequent or fuller feedback on improved? student progress o Increase guidance for students as they work on Check all that apply assignments o Other (please describe) Students benefit from individualized approach. Activities modified according to specific learning goals. Next Step in the Classroom to Improve Student Learning
o
Next Step in the Department to Improve Student Learning
o Write collaborative grants to fund departmental projects to improve teaching o Other (please describe)
What steps can the department take to address the needs and issues revealed by your assignment? Check all that apply
Maintain adequate staffing to provide individualized instruction.
33
Transfer/Basic Skills Assessment Analysis Form For Individual Faculty Note: Your Departmental Assessment Analysis Form follows.
Analyze the results of your assignment/assessment using the form below. Department Course Competency or Course SLO Assessment Tool/ Assignment (Describe briefly)
Stroke and Disability Learning Center SPED 215 Clarify educational goals and develop Student Educational Contract Students participate in small group discussion. Through oral communication and self reporting, students demonstrate awareness of personal situation and goals. Develop activity schedule and SEC.
Assessment Results
In general, how did students do on the assignment?
What student needs and issues were revealed?
Were there any areas where student performance was outstanding?
Any areas where it can be improved?
Success of students varies according to functional status and disability.
Students are eager to attend SDLC to improve situation.
Some students are more articulate than others.
Guidance and support offered to students that may not meet criteria for participation in SDLC activities.
34
State goals or objectives of assignment/activity more explicitly o Increase in-class discussions and activities How will you address the needs and issues that were revealed by o Increase student collaboration and/or peer review your assignment? How might o Provide more frequent or fuller feedback on student performance be student progress improved? o Use methods of questions that encourage competency Check all that apply o Other (please describe) Student goals are very individualized depending on disability. Next Step in the Classroom to Improve Student Learning
o
Next Step in the Department to Improve Student Learning
o Encourage faculty to share activities that foster competency o Other (please describe)
What steps can the department take to address the needs and issues revealed by your assignment? Check all that apply
Assure adequate staffing individualized attention.
so
students
receive
35
Transfer/Basic Skills Assessment Analysis Form For Individual Faculty Note: Your Departmental Assessment Analysis Form follows.
Analyze the results of your assignment/assessment using the form below. Department Course Competency or Course SLO
Assessment Tool/ Assignment (Describe briefly)
SDLC SPED 216 Demonstrate awareness of current physical/cognitive condition and self-management skills. Group discussion and self-reporting of personal physical and/or cognitive condition. Discussion of self-management in the context of individual disability and personal challenges.
Assessment Results
In general, how did students do on the assignment?
What student needs and issues were revealed?
Students develop trust and learn from sharing with each other.
Students learn from sharing strategies used to face challenges.
Were there any areas where student performance was outstanding?
Student self-awareness varies. Some students show significant progress in facing challenges realistically and developing strategies.
Any areas where it can be improved?
When unmet needs are discovered, goal is to identify community resources and referrals.
36
Next Step in the Classroom to Improve Student Learning
Revise activities leading up to and/or supporting assignment/activities How will you address the needs and issues that were revealed by o Increase in-class discussions and activities your assignment? How might o Increase student collaboration and/or peer review student performance be o Provide more frequent or fuller feedback on improved? student progress o Increase guidance for students as they work on Check all that apply assignments o Use methods of questions that encourage competency o Other (please describe) Balance group process with individualized attention to student issues. Distinguish between common challenges and unique situations effectively. Next Step in the Department to Improve Student Learning What steps can the department take to address the needs and issues revealed by your assignment? Check all that apply
o
o Encourage faculty to share activities that foster competency o Write collaborative grants to fund departmental projects to improve teaching o Other (please describe) Maintain adequate staffing to provide individualized support for students based on specific challenges.
37
Transfer/Basic Skills Assessment Analysis Form For Individual Faculty Note: Your Departmental Assessment Analysis Form follows.
Analyze the results of your assignment/assessment using the form below. Department Course Competency or Course SLO
Assessment Tool/ Assignment (Describe briefly)
SDLC ADAPT 93 Perform with an increasing degree of proficiency one or more of the following components: Static/dynamic balance, flexibility, muscular strength and endurance, cardiovascular endurance. 31 students were surveyed to look at the number of students doing homework from beginning to end of semester. Homework was a daily exercise: seated hamstring stretch. Each student was instructed in performance of the exercise and exercise was practiced throughout the semester. Results were both self-reported and verified by having students demonstrate the exercise in class.
Assessment Results
In general, how did students do on the assignment?
An increase by 58% of students who practiced the exercise at home and could properly demonstrate the exercise.
What student needs and issues were revealed?
Students benefited from multiple repetition of the exercise and reminders to practice at home.
Were there any areas where student performance was outstanding?
Any areas where it can be
Student ability to perform depended on functional status and disability.
Adequate staffing to provide individualized 38
improved?
support for practicing exercises.
State goals or objectives of assignment/activity more explicitly o Increase student collaboration and/or peer review How will you address the needs and issues that were revealed by o Provide more frequent or fuller feedback on your assignment? How might student progress student performance be o Increase guidance for students as they work on improved? assignments o Other (please describe) Check all that apply Activities are individualized to meet variety of student levels depending on nature of disability. Next Step in the Classroom to Improve Student Learning
o
Next Step in the Department to Improve Student Learning
o Write collaborative grants to fund departmental projects to improve teaching o Other (please describe)
What steps can the department take to address the needs and issues revealed by your assignment? Check all that apply
Maintain adequate staffing to be able to provide individualized instruction.
39
Transfer and Basic Skills Departmental Assessment Analysis Form Note: Individual Assessment Form precedes this form.
Use the form below to summarize the results of the department meeting in which you discussed the core competency assessment process or the assessment of course SLOs. Append this form to your Instructional Plan and incorporate the results into the narrative of your plan. Department
Stroke and Disability Learning Center
Meeting Date
Met every other Tuesday during Fall 2011 and monthly during spring 2012 to work on SLOs. FULLTIME ADJUNCT 4 contract faculty met to develop individualized assessment tools for new SPED courses and existing ADAPT courses.
Number of Faculty/Staff participating in dialogue Number of Faculty/Staff sharing Assessment Results Total number of faculty/staff in department
Core Competency or Course SLOs measured
Assessment Tools (Give examples of major assignments your faculty/staff used to measure the competency or course SLOs)
All contract faculty participated regularly. 3 LIAs, 1 prog. Coordinator, 1 director, 3 contract faculty w/ partial assignments. SPED 210, Adaptive Speech and Language Skills, SPED 215, Orientation to SDLC, SPED 216, Exploring Abilities, ADAPT 93, Exercise and Fitness-Adaptive. See course SLO assessments. Individual assessment grids were developed for each student in this interdisciplinary program serving adults with physical and neurological disabilities. Assessments by instructors are ongoing in small group activities throughout the semester and documented upon enrollment, each semester or more often as needed. Course goals are necessarily broad to allow for wide range of learning needs depending on each student’s individual disability. Focus is on assessing individual student progress toward personal goals.
Assessment Results (Summarize the overall results of your department
See attached assessment grids. Assessment of individual students indicates that there is a wide range of student participation and progress. Goal is to maximize function and
40
What student needs and issues were revealed? Were there any areas where student performance was outstanding? Any areas where it can be improved?
Next Step in the Classroom to Improve Student Learning How might student performance be improved? Check all the items faculty/staff felt would help them address the needs and issues that were revealed by the assessment.
When filling out this form on a computer, please indicate selections by deleting unselected items.
Next Step in the Department to Improve Student Learning Check all that the department felt would help them improve student learning.
When filling out this form on a computer, please indicate selections by deleting unselected items. Priorities to Improve Student Learning (List the top 3-6 things faculty/staff felt would most
independence with minimal assistance in selected activities based on the Student’s Educational Contract. Students face challenges in Mobility and Communication areas depending on disability and functional losses. Some students overcome challenges while others adapt to impairments. Program reductions have significantly limited the range of activities available to students. o State goals or objectives of assignment/activity more explicitly o Revise content of assignment/activities o Revise activities leading up to and/or supporting assignment/activities o Increase in-class discussions and activities o Increase student collaboration and/or peer review o Provide more frequent or more comprehensive feedback on student progress o Increase guidance for students as they work on assignments o Use methods of questioning that encourage the competency you measured o Other (please describe) Maintain adequate faculty staffing so that small group and individualized activities allow sufficient attention to each student’s learning goals. o Write collaborative grants to fund departmental projects to improve teaching o Other (please describe) Program continues to seek ways to improve financial sustainability. Categorical funds have been greatly reduced, limiting faculty ability to provide individualized instruction. Grants and other creative ways to maximize resources important for program success.
Offer classes 4 days per week instead of only 3. Offer afternoon sections as well as mornings to provide more opportunities for student learning.
41
improve student learning)
Assure classified support for program to manage recruitment, enrollment and maintenance of multiple new and ongoing student needs.
Upgrade computers in lab so students can access most recent software and programs. Work with college and community resources to improve financial support for program through creative grants, fundraising and partnerships. Collaborate with colleagues in DSPS to maximize resources available to students with disabilities.
Implementation (List the departmental plans to implement these priorities)
Ongoing efforts to improve funding include relationships with county, cities, Cabrillo Foundation and others. Explore new partnerships in community to meet needs of adults with disabilities. Work with DSPS faculty to see where collaboration could benefit students.
Timeline for Implementation (Make a timeline for implementation of your top priorities)
Focus for 2013-14 is to improve financial sustainability of program.
42
SC - Program planning data for 2010/11 3
5
2
3
3
5
3
Health, Athletics, Wellness & Kinesiology (HAWK)
5
Stroke Center Course Enrollment
Academic Year
Fall
Dept. Majors
Spring
Fall
Spring
Fall
Degrees
Course Completion
Course Success Spring
Fall
Spring
Count
Skill Certificates Count
Time
icroL
Change
# # # # #
Time
Certificates of Achievement Count Time
188 210 205 171 242
2006/07 2007/08 2008/09 2009/10 2010/11 Source: Data Warehouse
FA
190 207 212 171 211 SP
0 0 0 0 0 FA
SP
FTES
Academic Year
Fall
0 0 0 0 0
93.6% 92.9% 93.2% 96.5% 99.2% FA
Fall
Fall
{CM
93.2% 93.2% 93.4% 95.3% 98.1%
0 0 0 0 0
0.0 0.0 0.0 0.0 0.0
0 0 0 0 0
0.0 0.0 0.0 0.0 0.0
0 0 0 0 0
Percent of College WSCH Fall Spring
WSCH/FTEF = Load Spring
Fall
Spring
Change
Percent of College FTEF Fall Spring
icroLine} 29.7 33.1 29.9 23.7 12.4
2006/07 2007/08 2008/09 2009/10 2010/11
29.0 30.7 30.3 22.1 10.4
975.3 1,084.9 979.8 779.5 406.5
951.6 1,006.7 995.1 723.9 341.4
0.0 0.0 0.0 0.0 0.0
Source: Datatel
FTEF
Spring
93.6% 92.9% 93.2% 96.5% 99.2%
SP
WSCH
Spring
93.2% 93.2% 93.4% 95.3% 98.1%
4.9 5.0 4.9 3.0 2.3
4.9 5.0 4.9 3.0 2.3
199.0 216.2 201.3 257.0 180.7
194.2 200.0 204.5 242.6 151.7
3
5
3
5
{CMicroLine} 0.62% 0.64% 0.52% 0.42% 0.23%
0.62% 0.62% 0.54% 0.41% 0.20%
1.69% 1.64% 1.57% 1.02% 0.76%
1.65% 1.65% 1.63% 1.02% 0.77%
Source: Datatel XFAS report [Faculty Assignment Sheets.]
3
5
4
College Totals Course Enrollment
Academic Year
Fall
Dept. Majors
Spring
Fall
Course Success
Spring
Fall
Spring
Course Completion Fall
Spring
Change
# # # # #
Degrees Count
Time
Certificates of Achievement Count Time
Skill Certificates Count
Time
icroL 48,151 51,362 55,923 52,836 49,730
2006/07 2007/08 2008/09 2009/10 2010/11
47,024 51,727 51,634 49,920 48,438
7,531 8,425 8,948 8,726 9,278
7,954 8,572 8,677 8,446 9,428
66.7% 67.3% 68.5% 69.7% 71.0%
66.6% 67.8% 68.9% 70.6% 71.9%
80.6% 80.6% 85.7% 85.3% 85.8%
80.3% 82.0% 84.6% 84.7% 86.3%
College Enrollment includes both Credit and Non-Credit coures.
{CM 768 862 787 905 849
7.7 7.2 7.5 7.2 7.3
98 89 365 547 489
12.6 9.9 8.1 9.5 9.2
165 149 189 145 194
5.2 5.3 5.3 6.5 7.9
Source: Datatel
Source: Data Warehouse
FA Academic Year
SP
FA
SP
FTES Fall
FA
SP
WSCH
Spring
Fall
Spring
FTEF Fall
WSCH/FTEF = Load Spring
Fall
Spring
Change
2006/07 2007/08 2008/09 2009/10 2010/11
icroLine} 5,068.5 5,405.1 6,088.1 5,978.4 5,569.6
4,927.0 5,248.1 5,901.3 5,666.0 5,446.5
157,687.2 168,320.7 189,534.5 186,017.0 175,542.6
153,261.4 163,414.1 183,474.9 177,199.9 172,307.4
289.2 305.7 310.9 297.1 297.2
296.9 305.7 299.4 293.8 293.2
545.3 550.7 609.6 626.1 590.7
516.2 534.6 612.7 603.1 587.7
Success - Grade was A,B,C, or CR or P Completion WSCH FTES FTEF Time
- Grade was any except W - Weekly Student Contact Hours - Full Time Equivalent Students - Full Time Equivalent Faculty - Average semesters to award (2 per year)
Source: Datatel XFAS report [Faculty Assignment Sheets.]
Detailed Notes: http://pro.cabrillo.edu/pro/factbook/InOut_How_Use2011.PDF
Cabrillo College Planning Research
2/3/2012 11:29 AM
Cabrillo College Catalog–2012-2013
STROKE AND DISABILITY LEARNING CENTER SPECIAL EDUCATION Health, Athletics, Wellness, and Kinesiology Division
Kathleen Welch, Division Dean
Division Office, Room 1102 Debora Bone, Stroke Center Director, (831) 477-3303
Call (831) 477-3300 for more information http://www.cabrillo.edu/programs The Stroke and Disability Learning Center offers a series of special classes for adults with physical and/or neurological limitations including mobility, fitness skills, adaptation, problem solving, and oral and written communication skills. Classes are held in the new Stroke and Disability Learning Center on the Aptos campus. A physician's approval will be required. Call (831) 477-3300 for enrollment information or check the website at www.strokecenter.com.
Special Education Courses SPED 210
Adaptive Speech and Language Skills
0.5 - 5 units; 0.5 hour Lecture or 1.5 hours Laboratory
Prerequisite: Must be able to follow group instruction and be independent in self-management (or provide care attendant.)
Recommended Preparation: Eligibility for Disabled Students Programs and Services; SPED 215.
Repeatability: May be taken a total of 4 times. Provides communication skills and strategies for students with physical/neurological limitations and other Disabled Students Program and Services (DSPS) documented disabilities. Emphasis on practical application of skills in language, cognition, and social dynamics. Offered as part of the Stroke and Disability Learning Center.
SPED 215
Orientation to Stroke and Disability Learning Center
0.5 - 1 units; 0.5 hour Lecture or 1.5 hours Laboratory Prerequisite: Must be able to follow group instruction and be independent in self43
management (or provide care attendant.)
Recommended Preparation: Eligibility for Disabled Students Programs and Services. Repeatability: May be taken a total of 3 times.
Provides counseling, review of skills and overview of interdisciplinary program for students with physical/neurological limitations. Includes the development of Student Educational Contract (SEC). Offered as part of the Stroke and Disability Learning Center.
SPED 216
Exploring Abilities
0.5 - 5 units; 0.5 hour Lecture or 1.5 hours Laboratory
Prerequisite: Must be able to follow group instruction and be independent in self-management (or provide care attendant.)
Recommended Preparation: Eligibility for Disabled Students Programs and Services; SPED 215.
Repeatability: May be taken a total of 4 times. Counsels students with physical/neurological limitations on techniques to understand and manage deficits, increase readiness for educational objectives, develop new abilities and maximize use of college and community resources. Offered as part of the Stroke and Disability Learning Center.
SPED 220A-Z
Special Topics in Adaptation and Abilities
0.5 - 5 units; 0.5 hour Lecture or 1.5 hours Laboratory
Prerequisite: Must be able to follow group instruction and must be independent in selfmanagement (or provide care attendant.)
Recommended Preparation: Eligibility for Disabled Students Programs and Services; SPED 215.
Repeatability: May be taken a total of 4 times. Selected topics in Adaptation and Abilities not covered by regular catalog offerings. Each special topic course will be announced, described, and given its own title and letter designation in the Schedule of Classes. The structure and format of the classes will vary depending on the subject matter. Focus on assessment, counseling and instruction related to speech, language and communication limitations, social/cognitive deficits, acquired brain injuries and other physical/functional challenges. 1
ADAPT 93
Exercise And Fitness-Adaptive
0.5 - 2 units; 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100. Repeatability: May be taken a total of 4 times. For physically limited students. A variety of special equipment designed to increase strength, endurance, flexibility, cardiovascular conditioning is available. Instructor and student develop a program to meet student's unique needs. Transfer Credit: Transfers to CSU; UC, with limits: Any or all KIN activity courses combined: maximum credit–4 units. 44
ADAPT 96
Adaptive Yoga
0.5 - 2 units; 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100. Repeatability: May be taken a total of 4 times. Provides adapted instruction on asanas (physical postures) for physically limited students with attention to breath awareness and postural alignment to develop strength, endurance, flexibility, balance and to reduce stress. Develops awareness and consciousness to establish the mind/body connection. Transfer Credit: Transfers to CSU; UC, with limits: Any or all KIN activity courses: maximum credit-4 units.
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Stroke and Disability Learning Center Course List Fall 2012 Courses taught at the SDLC are from Adaptive PE and SPED. ADAPT 93: Exercise and Fitness Adaptive ADAPT 96: Adaptive Yoga SPED 210: Adaptive Speech and Language Skills SPED 215: Orientation to the Stroke and Disability Learning Center SPED 216: Exploring Abilities
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