Mission Statement

To meet the needs of students who are intellectually and physically challenged by providing education classes through Instructional Service Agreements with local agency partners to promote their academic success, independence and self reliance.  

Program Description

The Special Education courses 306, 308, 310, 311, 312, 313, 314, 315, 316, 318, 320, 322 delivered at twenty (20) facilities in five agencies generate 1020 FTE. Work Activity vocational programs provide instruction in Special Education 306.  The Day Activity Center life skills programs offer Special Education 308, 310, 311, 312, 313, 314, 316 and 318 courses, and the Independent Living skills programs offer Special Education 320, and 322 courses. 

Accountability for Previously Funded Items

Student Learning/Administrative Unit Outcomes

The SLO Brief Reflection for Fall 2015 and Summer 2016 have been submitted but have not been posted into the system.
 
Deep Dive SLO Assessments (These have all been submitted but not all posted on the website)
Fall 2013 (SPE 320 Independent Living Skills)
To improve student learning outcomes:
Instructors are encouraged to promote more out-of-class time to focus on better nutritional and exercise habits. One suggestion involves tracking student engagement of out-of-class practice of good nutritional and exercise habits.
Spring 2014 (SPE 306  Work Activity)
To improve student  learning outcomes:
In the Fall 2014 semester, the plans for supporting improvements in work-related and individual behaviors will be implemented and addressed. Because of the built-in authentic assessment process, practice in-class procedures, and variations in class projects/contracts, improvements are continual.
Fall 2014 (SPE 310 Integration into the Community)
To improve student learning outcomes:
Students will continue to practice signal colors(red, yellow, green) until they can identify them correctly. More in-class and community outings will allow students to better their skills.
Spring 2015 ( SPE 311 Horticultural Arts)
To improve student learning:
Class activites will focus on topics such as plant recognition, plant compatibility, preparation for planting, planting methods, and seasonal planting. In the Ability Garden, students will apply what they have learned.
Summer 2015 (SPE 312 Applied Arts)
To improve student learning:
In programs that use only 0 - 3 types of media, opportunities to allow more repetition on projects and sourcing more types of media will be addressed through various sources (e.g., online, magazines, etc.).
Summer 2016 (SPE 314 Performing Arts)
To improve student learning:
The SPE 314 revisions were completed in 2015. Instructional strategies for including memorization techniques and accomplishments such as music will also be included.

Standards/Goals for Student Achievement (OSLED Departments)

Indicator	Source	College			Program
		2014-2015	Standard	Six Year Goal	Fall 2011	Fall 2012	Fall 2013	Fall 2014	Fall 2015	Standard	Six Year Goal
Access
-          Unduplicated Headcount	PDR	12,691			443	369	397	454	602
Course Success
-          Overall	PDR	70.6%	70.0%	73.0%		98.5%				N/A	N/A
-          Transfer/GE	PDR	71.7%		73.0%
-          CTE	PDR	75.3%		77.0%
-          Basic Skills	PDR	51.7%		55.0%
-          Distance Ed (all)	PDR	62.6%		64.0%
Persistence (Focused).  Note:  The Persistence (Focused) that is included in the PDR is a different indicator than the three-primary term persistence indicator, from the State Student Success Scorecard that is used to measure institutional persistence.  The Focused Persistence indicator measures the percentage of students that took a second course in a discipline within one year. There is no relationship between the college and program standards in this area.	PDR	71.8%	67.0%	75.0%						N/A	N/A
		(Three-Term) Scorecard	(Three-Term) Scorecard	(Three-Term) Scorecard
Degrees - annual	PDR	1,421		1,475
Certificate of Achievement (CA) - annual	PDR	814		475
Local Certificate (CC) - annual	PDR	518
Developmental Strand Completion
-          English	State	43.7%		45.0%
-          Math	State	33.8%		35.0%
-          ESL	State	42.9%		45.0%
Licensure Pass Rates
-          Registered Nursing	SC
-          Licensed Vocational Nursing	SC
-          Respiratory Therapy	SC
-          Paramedic	SC
-          Cosmetology	SC
-          Welding	SC
Job Placement Rates	PIV

   Suggestions for dialogue: No Success rates posted for this program for 2015-2016  This program did not award any degree or certificate in the past five years because it is a non-credit program. No focused persistence rates for the past five-years because it is a non-credit program and has unlimited repeatability.    

Standards/Goals for Student Achievement (All Other Departments)

N/A

Strategic Direction

Enhancing a Culture of Completion and Academic Achievement

Collaborate with DSPS and high school students to provide them with the tools to transition from high school to the College's SPE and/or OLS Programs.
Continue to promote awareness of the SPE and OLS Program, and provide technical assistance for faculty, staff and students needing more information for their students.
Students who are part of an agency through Far Northern Regional Center have choice of which SPE and/or OLS classes they want to participate in.  Students who have choice will consistently come to class and remain active in the program/community.
Provide training to students, faculty and staff to update on new legislation and new technologies for students with disabilities.
Ensuring students on-line/phone at the Glenn Center, Chico Center and Skyway Center have access to resources available to students with disabilities through SPE and OLS.
Collaborate with campus faculty from Early Childhood Education/Elementary Teacher Education to develop curriculum for a paraprofessional program.  This program is vital for individuals to obtain employment in the community working with special populations.

Supporting Student, Faculty and Staff Training


Presentations through forums and classes, as appropriate.
Participation on governance and other campus/community committees, as appropriate.
Work with the ISA Instructors to participate in the SLO process with students.
Participation on the DSPS Advisory Board.

Using Data-Informed Processes for Continuous Improvement


Collaboration with high schools, DSPS and agencies regarding Butte College's SPE/OLS program as a pathway for students with disabilities.
Based on industry/community needs, develop new curriculum (data related).

Maximizing Resources to Support Student Learning

Collaboration with DSPS, high schools and agencies to support the learning needs of individuals with disabilities.
Based on industry/community needs, develop new curriculum (data related).

Modeling Sustainability

Educating students, faculty and staff about disabilities, advocacy and opportunities for hands-on learning.

Enhancing a Culture of Inclusiveness

Access to DSPS Specialists and representatives from various agencies (e.g., Cal Vocations, WTC, ARC, NVS, Mains'l) to work together for student success.
Create alignments between DSPS and Job Placement/Cooperative Work Experience Departments.
Informing our diverse community about guided patheways to ensure success not only for our students with disabilities, but for our community.

 

Program Review

The eleven of the twelve program review recommendations have all been addressed.
Number eleven as stated below is still under review for title modification.
 
 11. Research the structure and implications of the courses designated Special Education
      title to replace it and review it with the Chancellor’s Office, if needed.
 

Department Goals

Goals
OLS/SPE (funded by the removal of three current salaries from the SPE budget)

Hire full-time Instructional Specialist
Hire a part-time Instructional Classroom Aid

Special Education

Provide additional classroom training for Instructional Service Agreement (ISA) Instructors
Support in-agency tracking and monitoring of positive attendance
Expand the SPE Program into Tehama County through a MOU Agreement process between Districts.
Select a new title to replace "Special Education"
Create community partnerships with businesses to accommodate authentic learning work environments for our students

Occupational and Life Skills (OLS)

Develop the certification programs in OLS 329
Create business partnerships for community work experience opportunities
Design a unit bearing short term certificate training program for Instructional Service Agreement facilitators and K-16 school district paraprofessionals 

 
 

Future Development Strategies

Requested Non-Financial Resources

Current Financial Resources

Augmentation Requests

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	SPE	Operating Expenses	11099522499900	55100	$0.00	$187,896.00
Funding for FTES Reimbursement to 2 Facilities (Mains'l and ARC)	The addition of Mains'l and ARC last year resulted in a one time augmentation in the 2016-17 year to reimburse the agencies a portion of FTES generated. The two agencies will continue to be part of the SPE Department. Discontinuing this funding will result in a substantial loss of FTES for the College.				Maintaining core programs and services Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing Using data, research and collaborative efforts among divisions and departments to develop appropriate course offerings, locations and modalities Supports Previous Program Review Recommendations
2	SPE/OLS	Personnel	110005222499900	51110	$0.00	$0.00
SPE/OLS Coordinator	The SPE faculty description in the BCEA contract does not adequately describe the position. Due to the number of days the SPE faculty works per year, a Chair assignment does not fit the position. As a result of an additional program (OLS) being added to the duties of the SPE faculty, there is a need to redesign the position to a SPE/OLS Coordinator. The cost factor of this position is unknown at this time. This needs to be a permanent, ongoing augmentation.				Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Implementing a Guided Pathways Model that makes career and transfer pathways clear, easy to navigate, tailored to meet labor market needs, and promotes success after transfer Collaborating effectively with K-12 to set appropriate student expectations, align curriculum, and prepare students for college success Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing Using data, research and collaborative efforts among divisions and departments to develop appropriate course offerings, locations and modalities
3	SPE/OLS	Personnel	110005222499900	52120	$0.00	$67,948.00
Instructional Career Specialist - SPE/OLS Programs	With the transition of SPE/OLS from Contract Education to Student Services, personnel from contract education (who have supported the SPE program) will no longer be budgeted under the SPE budget. This request is highly needed and will not cost the District additional funds as the savings from the contract education employees will cover this position (with savings remaining). The SPE Department is expected to grow beyond the 620 students, 68 sections, 50 ISA Instructors and 20 facilities. In addition, the OLS Certificate Program will be expanding as well as employing four associate faculty. The OLS Program is awaiting the approval from the Chancellor's Office for six vocational courses. The demands of the community and SPE have initiated planning for two additional certifications: one for qualifying ISA Instructors and one for preparing K-16 classroom paraprofessionals. To ensure growth is not hampered by the inability for the one full-time instructor to maintain the current program with enrollments, data and compiling of hours (in addition to instructors, curriculum and other required paperwork), the hiring of a full time Instructional Career Specialist - Special Education is critically needed and mandatory in order to sustain and grow the two departments - resulting in an increase in FTES. To address support needs of both SPE and OLS, the Instructional Career Specialist - SPE is paramount to daily and clerical operations. Some tasks are listed below: - Registration cards for over 620 of SPE/OLS students - Compilation of rosters to contracted agencies (over 26 facilities and more to be added) - Maintenance of student records - Assistance with invoices to reimburse contracted agencies (will be contracting additional agencies) Note: Program is year round. Staff support is mandatory and critical.				Maintaining core programs and services Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Implementing a Guided Pathways Model that makes career and transfer pathways clear, easy to navigate, tailored to meet labor market needs, and promotes success after transfer Collaborating effectively with K-12 to set appropriate student expectations, align curriculum, and prepare students for college success Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing Using data, research and collaborative efforts among divisions and departments to develop appropriate course offerings, locations and modalities Recruiting, hiring, and retaining a diverse workforce
4	SPE/OLS	Personnel	110005222499900	52120	$0.00	$21,246.00
Instructional Aide	The need for an Instructional Aide is essential because the SPE Department has 12 courses offered in 68 sections and the OLS Program has an additional 6 courses in the approval process specifically designed to meet the needs of our students with disabilities, as well as the needs of our community. (There are already 8 other courses in the OLS Certificate Program). In addition, another certificate program for Instructional Service Agreement Instructors and K-16 paraprofessionals has been requested by the community - and supported by labor market needs To address the support needs of both departments, the Instructional Aide is critically needed. The salaries being transitioned from SPE to Contract Ed will be a savings that can be used for the hiring of the Instructional Career Specialist - Special Education and the Instructional Aide..				Maintaining core programs and services Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Collaborating effectively with K-12 to set appropriate student expectations, align curriculum, and prepare students for college success Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing Using data, research and collaborative efforts among divisions and departments to develop appropriate course offerings, locations and modalities Recruiting, hiring, and retaining a diverse workforce
5	SPE	Equipment	110005222499900	56410	$6,500.00	$0.00
7 computers and 1 printer for students	Current refurbished computers are malfunctioning. Students need them for career development support due to legislative changes they will be required to work in the community. This will support career pathways through training avenues for web design, photoo shop, and quality assurance to accomodate the needs for local businesses.		Instructional Equipment		Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Supports Previous Program Review Recommendations Implementing a Guided Pathways Model that makes career and transfer pathways clear, easy to navigate, tailored to meet labor market needs, and promotes success after transfer Collaborating effectively with K-12 to set appropriate student expectations, align curriculum, and prepare students for college success Meeting standards and working to achieve goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing Using data, research and collaborative efforts among divisions and departments to develop appropriate course offerings, locations and modalities