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Pima County Community College District Standard Practice Guide

SPG Title: Disabled Student Resources (DSR) Program: Eligibility, Accommodations, Services, Personnel and Disputes
SPG Number: 
 SPG-3603/AA
Effective Date:  7/1/98
Approval Date: 2/25/98
Review Date(s): 8/4/98
Revision Date(s): 8/4/98
Sponsoring Unit/Department: EEO-Affirmative Action Office
Regulation Title & No.: Disabled Student Resources, RG-3603/A
Board Policy Title & No.: Disabled Student Resources, BP-3603
Legal Reference:  Americans with Disabilities Act of 1990; Rehabilitation Act of 1973, as amended, Section 504.
Cross Reference:  Resolution Directing Americans with Disabilities Act Compliance; Standards for ADA/504 Compliance, RG-1501/A; ADA & Equal Opportunity, Reasonable Accommodation Guideline for Employees/Applicants, SPG-1501/AC; ADA & Equal Opportunity, Reasonable Accommodation Guideline for Students, SPG-1501/AD; ADA & Equal Opportunity, Evaluation and Reporting Guideline for ADA/504 Compliance, SPG-1501/AE; ADA and Equal Opportunity/ Discrimination Complaint Procedure, SPG-1501/AA.


I.      Purpose

This guide sets forth the standards and practices upon which the College will implement its DSR regulation to assist student with disabilities who are enrolled at Pima Community College.
The Pima Community College policy on Disabled Student Resources sets forth the College's commitment, and legal and ethical obligations to providing timely and effective accommodations, adjustments and/or services to students with disabilities.

II.      Institutional Commitment

Institutional commitment to students with disabilities is evidenced in the College Mission Statement, the Equal Employment Opportunity/Affirmative Action and Disabled Student Resources Board policies, compliance with ADA guidelines for access to facilities, activities, instructional programs, services, student employment, complaint procedures, institutionalization of an ADA/504 regulation and standard practice guides, and the implementation of recommendations from the Office of Civil Rights (1995).

Resources are designated to assure continuity and delivery of appropriate levels of service for individual student needs.  Trained DSR Specialists, a DSR Services Coordinator, designated ADA/504 College personnel, adaptive aids and devices, specialized equipment, and informational materials are available on each of the campuses and in the district central office.

III.      Responsible Parties

A.     The office of the Chancellor delegates to the Dean of Student Development at each campus the responsibility for implementing a standardized and uniform delivery of Disabled Student Resources (DSR) services.  Each campus DSR unit, under the supervision of the Dean of Student Development, is responsible for providing direct services to students, responding to student disputes or complaints regarding content and delivery of DSR services, implementing activities described in the various sections of this Standard Practice Guide, coordinating intercampus services, and evaluating the effectiveness of services.

B.     Intercampus coordination of services is provided by the designated lead campus and the Lead Campus 504 Student Coordinator.  The lead campus insures the equity of services, support personnel and equipment among the campuses.  To this end, the lead campus insures adequate communication among DSR staff, effective management of caseloads, analysis of caseloads, tracking of resources, and adjudication of decisions in the student dispute process.  The designated College 504 Program Coordinator insures quality and consistency of services within the District through the periodic analysis of caseloads and personnel distribution patterns.  Further, an annual report of DSR activities and performance will be provided to the College 504 Program Coordinator by the Lead Campus 504 Student Coordinator.  In turn, the College 504 Program Coordinator will provide an annual report to the College ADA/504 Officer.  The ADA/504 Executive Committee will oversee the overall planning and evaluation of the DSR program, monitor the College's compliance with ADA/504, recommend institutional budget for and allocation of resources, receive and approve DSR progress reporting and provide program updates to the Cabinet. 

C.     The lead campus is the Pima County Community College District campus which services the majority of students with disabilities, has a significant representation of DSR personnel assigned to the campus, and has the DSR Services Coordinator located on the campus to provide aids, assistive devices, and support services for students with disabilities.  The lead campus will also maintain the central repository of records for the DSR program.  The Dean of Student Development for the campus is designated as the Lead Campus 504 Student Coordinator.

D.     The offices of the Chancellor and Senior Vice Chancellor delegate to the designated ADA/504 Officer the overall responsibility for monitoring and reporting on the College's compliance efforts on Section 504 of the Rehabilitation Act of 1973, as amended, and the Americans with Disabilities Act.

IV.      Definitions

A.      Students with disabilities

Students with disabilities are those who are enrolled in PCC and (1) have self-identified as having a disability, (2) have proof of disability from the medical, psychiatric, rehabilitation, or education specialist, and (3) have proof of disability verified by a DSR Specialist.  The DSR Specialist determines eligibility based on categories of disabilities included or implied in the ADA and Section 504.

According to the Americans with Disabilities Act, an individual with a disability is any person who: (1) has a physical, sensory or mental impairment that substantially limits one or more major life activities (e.g., caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and/or working); (2) has a record of such an impairment (has a history of, or has been classified as having a mental, sensory, or physical impairment); (3) is regarded as having such an impairment (is perceived by others in the College as being limited in performing certain life activities).  A caretaker of an individual with a disability is also protected from discrimination under the ADA.  Disabilities may include, but are not limited to the following: blindness or visual impairments; cerebral palsy; deafness or hearing impairments; epilepsy or seizure disorders; orthopedic impairment; speech disorder; spinal cord or traumatic brain injury; specific learning disability; chronic illnesses such as AIDS, arthritis, cancer, diabetes, multiple sclerosis, muscular dystrophy or psychiatric disabilities.

An individual with a disability does not include someone who: (1) has a temporary disabling condition (e.g., broken leg); (2) is a current substance user or abuser; or (3) has a contagious disease and poses a danger to others.

B.      Disabled Student Resources

The Disabled Student Resources Program is a comprehensive PCC program that provides appropriate services (which may include interpreters, readers, notetakers, alternate formats of College related materials and texts, early registration, assistive devices and aides, and adaptive equipment, as well as faculty information and training) and advocates on behalf of students with disabilities with College personnel and external agencies and organizations.

C.      Criteria for Services

1.    The student self-identifies to a DSR Specialist as desiring a reasonable accommodation or adjustment due to disability and the Specialist completes a DSR intake form.

2.    A plan of services is developed by the student and DSR Specialist.  The plan addresses both academic programs and extracurricular activities in which the student will be involved.

3.    The student provides proof of disability, within 2 traditional work weeks of the initial request for accommodation, by which the student demonstrates a need for academic support in order to successfully pursue a postsecondary education.

4.    Interim services, for 2 traditional work weeks, may be provided to the student until proof of disability is received, reviewed, and an eligibility determination is made by DSR personnel.  Age of the proof of disability documentation and/or age of the individual at the time of assessment or testing are included within the determining factors for eligibility.  A student may be requested to provide updated or current proof of disability documentation.

5.    "Need" for a reasonable accommodation or adjustment is defined as needing specially designed instructional materials or programs, facilities or services, and/or assistive devices or support personnel in order to participate fully in the opportunities and experiences offered by Pima Community College.

6.    Known and obvious disabilities may indicate providing for an immediate need until required documentation is received.

D.      Reasonable Accommodation

A reasonable accommodation is a modification or adjustment to a course, program, service, job, activity, or facility that enables a qualified student with a disability to have equal opportunity to participate in College activities and programs, to achieve success at a level equitable to non-disabled students.  A reasonable accommodation may include the use of auxiliary aids or support services such as scanners, large print materials, interpreters, or notetakers as well as extended test time, quiet testing sites, modifications to curricula, or modifications to length of time to meet program requirements.  Accommodations are individualized and flexible, based on the nature of the disability, the academic and coping skills of the student, and the academic environment. 

Individualized or group tutors will be made available to students with disabilities to the same extent as the College provides tutors for non-disabled students.  Provision of an individual tutor for any and all classes is not considered to be a reasonable accommodation.  However, in some cases, accommodations will need to be provided (such as an interpreter or a scanner) in order for the student to participate in tutoring services that are offered to all students by the College.

Reasonable accommodations do not include the provision of personal services such as hygiene-related assistance; individualized tutoring services not available to non-disabled students; personal transportation services; mobility assistance other than when needed on campus property to access services, activities or classes; and/or alternative format assistance, notetakers or scribes for personal matters.

E.      Equally Effective

To be equally effective, an aid, benefit or service need not produce the identical result or level of achievement for disabled and non-disabled persons; it merely must afford equal opportunity for students with disabilities to achieve equal results, gain equal benefit, and reach the same level of benefits enjoyed by non-disabled students.

F.    Most Integrated Setting Appropriate

Individuals with disabilities should not be unduly segregated nor subjected to different or separate treatment in the delivery of aid, benefits, or services.  An integrated setting is one in which individuals, with or without disabilities, can participate in and/or receive services together.  Further, the College will not apply limitations upon the number or proportion of disabled individuals who participate in the College's courses, programs, or services.

G.    Direct Threat

A "direct threat" means a significant risk or substantial harm to the health or safety of the individual or others, which cannot be eliminated or reduced by reasonable accommodation.  The determination that an individual poses a "direct threat" must be based on an assessment of the individual's present ability to safely perform the required functions or participate in required activities.  For example, an individual does not pose a "direct threat" simply by virtue of having a history of psychiatric disability or being treated for a psychiatric disability.  However, an individual with a psychiatric disability poses a "direct threat" if recent overt and aggressive acts and statements support the conclusion that he or she poses "significant risk of substantial harm."  The ADA and Section 504 require that the College be prepared to verify the following when claiming a "direct threat": (1) the specific risk is identified; (2) it is a current risk, not one that is speculative or remote; (3) the assessment of risk must be based on objective medical, psychological or other factual evidence regarding the individual; and (4) the College considered whether the risk can be eliminated or reduced below the level of a "direct threat" by reasonable accommodation.  Due to the district-wide implications of "direct threat" decisions, only the Chancellor (or designee) may make a final determination in "direct threat" disputes.

H.    Undue Hardship

Undue hardship is defined by the ADA as an action that is excessively costly, extensive, substantial, disruptive, or that would fundamentally alter the nature or operation of the institution.  For example, a student's request to waive certain course requirements or to substitute certain required courses might have the effect of substantially changing the nature and intent of a program or course of study.  As another example, a student might request to remove a physical barrier for accessibility purposes that may result in an excessive cost to the College.  Due to the district-wide implications of "undue hardship" decisions, only the Chancellor (or designee) may make a final determination in "undue hardship" disputes.

V.    Rights and Responsibilities

1.      Student Rights

1.1   To have equal access to courses, programs, services, jobs, activities, and facilities offered through the College.

1.2   To have an equal opportunity to enjoy the same rights, privileges, advantages or opportunities by other individuals receiving aids, services, or benefits from the College.  This includes the opportunity to learn, to work, to receive reasonable accommodations, to receive academic adjustments, and/or receive auxiliary aids and services.

1.3   To have appropriate confidentiality of all information regarding a disability, and to choose to whom information about a disability will be disclosed, except as disclosure is required or permitted by need or law.

1.4      To have communications available in accessible formats.

2.      Student Responsibilities

2.1   To meet qualifications and maintain essential institutional standards for courses, programs, services, jobs, activities, and facilities. 

2.2   To self-identify as an individual with a disability to appropriate personnel and in a timely manner when an accommodation is needed, and to seek information, counsel and assistance when necessary.

2.3   To provide appropriate documentation as to how the disability limits participation in or access to courses, programs, services, jobs, activities, and facilities.

2.4   To follow published procedures for obtaining reasonable accommodations, academic adjustments, and/or auxiliary aids and services.

3.    Rights of Pima Community College

3.1   To identify and establish essential functions, abilities, skills, knowledge, and standards for courses, programs, services, jobs, activities, and facilities, and to evaluate students on these bases.

3.2   To request and receive, through the Disabled Student Resources Program, documentation of disabilities in support of requests for accommodations, academic adjustments, and/or auxiliary aids and services.

3.3   To deny a request for accommodation(s), academic adjustment(s), and/or auxiliary aids and services if documentation demonstrates that the request is not warranted, or if the individual fails to provide appropriate documentation.

3.4   To select among equally effective accommodations, adjustments, and/or auxiliary aids and services.

3.5   To refuse an unreasonable accommodation, adjustment, auxiliary aid and/or service that imposes a fundamental alteration to a program or activity of the College, poses a direct threat to the student others, or imposes undue hardship upon the College.

4.      Responsibilities of Pima Community College

4.1   To provide information, in accessible formats, to faculty, students, and guests upon request.

4.2   To ensure that courses, programs, services, jobs, activities, and facilities, when viewed in their entirety, are available and adequate, and are in integrated and appropriate settings.

4.3      To evaluate students on their abilities and not their disabilities.

4.4   To provide or arrange reasonable accommodations, academic adjustments, and/or auxiliary aids and services in a timely and effective manner.

4.5   To maintain appropriate confidentiality of records and communications.

VI.      Student Request for Accommodation through the DSR Program

A student may request or make known the need for an accommodation or adjustment at any time while attending the College.

1.      Request

Students who require accommodations will, in a timely manner, contact the Disabled Student Resources office, located on each campus.  Student contact with DSR personnel, through self-identification, will be encouraged prior to the start of classes for the term or semester, or as soon as the disability becomes known. Requests may be made orally or in writing by the student.  DSR personnel will be available to provide assistance with the formal written request, depending upon the needs of the student.

2.      Determining Eligibility

2.1   The student will be asked to provide documentation to a DSR Specialist regarding the disability and limitations for participation in courses, programs, services, jobs, activities, and/or use of facilities within two traditional work weeks of the request for accommodation.

2.2   The DSR Specialist will promptly review the documentation and determine eligibility for accommodations.

2.3   If the initial documentation is incomplete or inadequate to determine the extent of the disability and reasonable accommodations, the DSR Specialist may require additional documentation.  Any cost of obtaining documentation is the responsibility of the student.  If the College desires a second professional opinion, the College will be responsible for the costs incurred in obtaining the opinion.

2.4   Pending receipt of documentation, DSR Specialists will have the right to approve interim services for accommodations for up to two traditional work weeks until all paperwork is received and eligibility is determined.  Verbal and written notification of interim services will be provided to the student.

3.      Notification of Eligibility

3.1   The DSR Specialist will notify the student, verbally and in writing, and in a timely manner (e.g., on the same day that eligibility documentation is received and reviewed) whether eligibility for initial entry into the program and whether the accommodation request has been approved or denied.

3.2   If a student's eligibility for accommodation is denied, the campus president's or designee's signature will be required on the notification.

3.3   Copies of notifications of eligibility denial will be forwarded to the ADA/504 Officer on the same day as the decision is provided to the student.

4.      Dispute Regarding Eligibility

4.1   If the determination is made that the request for accommodation or adjustment is denied, due to eligibility, the internal process is concluded.  This determination is made when the individual is deemed as "not qualified" under the ADA, did not complete documentation requirements, and/or the request procedure as outlined in this guide was not followed.

4.2   The requesting student has the right to file a formal complaint, on the basis of disability, outside the College with the Department of Education or Office of Civil Rights.

5.      Notification of Accommodation(s)

5.1   The DSR Specialist will outline a service plan for the provision of reasonable accommodations, and present the plan verbally and in writing to the student.  The following items are addressed in the plan:

            a.      What accommodation(s) will be provided.

            b.      Why they will be provided (based on disability).

            c.      When and where they will be provided.

5.2   Once a plan is developed, if needed a copy is forwarded to the DSR Services Coordinator; a letter of notification is forwarded to the appropriate faculty member (or department chair if an instructor is not yet assigned); a copy of the letter of notification is provided to the student; and a copy of the letter is placed in the student's file that is maintained in the campus DSR program office.

5.3   The DSR Services Coordinator will be responsible for scheduling auxiliary aids and personnel supported services in the service plan.  Services will begin in a timely manner (usually within five (5) work days from the receipt of the request by the DSR Services Coordinator). 

5.4   Students without a final eligibility determination, due to lack of appropriate documentation, may be approved by the DSR Specialist to receive services for up to two traditional work weeks, on an interim basis, until all appropriate documentation has been completed, reviewed and filed.

6.      Implementation of the Accommodation

Implementation is the responsibility of the instructor and/or service activity area affected by the scheduled accommodation or adjustment.  The instructor, or student service provider, will be notified, in writing, of the accommodation by the DSR Specialist.  A copy of the accommodation letter may also be forwarded to the appropriate Department Chair if an instructor is not yet assigned to the specific class.  The faculty member will provide a student progress report to the student's DSR Specialist to monitor the effectiveness of the accommodation and/or for an early warning if the student is not progressing satisfactorily.

6.1   DSR Specialists and the DSR Services Coordinator will be available to discuss auxiliary aids, professional services, scheduling, course/program adjustments, and alternative formats with the instructor if clarification of the accommodation and/or adjustment is needed.

6.2   The student may elect to confirm the finalized service schedule and availability of  aids or services directly with the DSR Specialist and/or the DSR Services Coordinator.

6.3   Accommodations, adjustments and modifications may include but not necessarily be limited to:  provision of readers, interpreters, and/or notetakers; allowing extra time to complete exams; permitting exams to be individual proctored, read orally, dictated, or typed; increasing the frequency of tests or examinations; changing test formats; using alternative forms such as taped rather than written narratives; permitting the use of tape recorders for classroom lectures; permitting the use of calculators; permitting the use of computer software programs or other assistive technological devices to assist in test-taking and study skills; adaptations to the way specific courses are conducted; removal of physical barriers; and, on a case-by-case basis and with the approval of the College 504 Program Coordinator, modifications, substitutions, or waivers for courses.

6.4   The student will be responsible for notifying a DSR Specialist when accommodations or services need to be changed or are not being provided.

7.      Monitoring

With timely/scheduled input from faculty, the DSR Specialist will verify that the student is receiving the accommodation(s) and/or adjustment(s) as outlined in the plan and will monitor the implementation of student accommodations.

Monitoring efforts include:  (a)  Immediate follow-up on any complaints from students; (b) Routine monitoring of students with prior complaints to insure continued, effective accommodations and services during their enrollment; (c ) Random selection of a sampling of current students each semester to determine overall implementation efforts; and (d) Conducting written or verbal surveys by DSR units from time-to-time for quality assurance and to ascertain student satisfaction ratings.

Monitoring will also include initial admissions into Pima Community College's educational programs and subsequent assessment or achievement testing to insure that when a test is administered to an applicant or student with impaired sensory, manual or speaking skills, the test results accurately reflect the applicant's/student's  aptitude or achievement level rather than reflecting the applicant's/student's disability. 

8.      Student Disputes

8.1   If there is a dispute regarding the reasonableness or effectiveness of the accommodation, or the timeliness in which an accommodation is implemented, the student and/or the student's DSR Specialist will present the issues, in a timely manner, to the Lead Campus 504 Student Coordinator.  The Lead Campus 504 Student Coordinator and the Campus President will provide notification of final resolution.

8.2   The student and the DSR Specialist will receive written notification of  the decision, signed by the Campus President and the Lead Campus 504 Student Coordinator.

8.3   If a student rejects the decision of the Campus President and Lead Campus 504 Student Coordinator, or if the student refuses the accommodation offered, the internal process for this particular accommodation request is concluded.  However, the student will no longer be considered a qualified individual with a disability and will be expected to meet the qualifications and maintain institutional standards for programs, courses, and services of the College without the requested accommodation or adjustment.  (Subsequent or other  accommodation or adjustment determinations initiated by the student will not be affected by the decision outcome for this particular request.)

8.4   Copies of all notices will be forwarded to the ADA/504 Officer on the same day the decision is provided to the student.

8.5   Disputes arising from the implementation of this Standard Practice Guide will be presented in writing to the Lead Campus 504 Student Coordinator by the student and, if needed, with the assistance of the DSR Specialist.  The Lead Campus 504 Student Coordinator will present all disputes to the College 504 Program Coordinator who will make a final determination regarding the policies and practices stated in this Guide.  The College 504 Program Coordinator (the Assistant Vice Chancellor for Educational Services) in coordination with the College ADA/504 Officer, will make appropriate modifications to this Standard Practice Guide as required, based on dispute resolutions.

8.6   Complaints of discrimination or harassment due to disability or implementation of an accommodation will follow the internal discrimination complaint procedure outlined in SPG-1501/AA, Standard Practice Guide for ADA & Equal Opportunity/ Discrimination Complaint Procedure.

8.7   The Student Dispute Form for ADA/504/DSR is included as an attachment to this Standard Practice Guide.

9.      Faculty Dispute Regarding Accommodation

9.1   A faculty member who disputes that the accommodation or adjustment will pose an 'undue hardship' in that it will fundamentally change or alter the nature of the course or course standards, or that the accommodation will pose a 'direct threat' to the student or others, may file a dispute with their campus chief academic officer; a copy of the dispute is forwarded to the student's DSR Specialist.

9.2   'Undue hardship'  and 'direct threat' disputes will be presented by the campus chief academic officer to the College ADA/504 Officer who will then forward the dispute to the Chancellor's office for final resolution.

9.3   The procedure for a faculty disputes is outlined in SPG-1501/AD, ADA and Equal Opportunity, Reasonable Accommodation Guideline for Students.

9.4   The Faculty Dispute Form for ADA/504/DSR is included as an attachment to this Standard Practice Guide.

VII.      Standards for DSR Program Success

DSR program personnel will advocate responsibly the needs of students with disabilities to the campus community so that non-disabled individuals gain a general awareness and sensitivity to disabled students' circumstances.  DSR program personnel will ensure that students with disabilities have equal access to all institutional programs and services.  The DSR program will provide services that work toward a positive academic, social and psychological environment that encourages rather than discourages the progress of individual disabled students in their integration within the general student body.

This Standard Practice Guide contains the standards necessary for students with disabilities to attain educational success.  Although this Guide places emphasis on several actions and issues, this does not imply DSR activities will be limited to the following:

1.      Students with disabilities will be integrated into programs, services, employment, activities, public events and facilities.

2.    DSR program offices will be integrated with other student support services.  DSR Specialists will provide information to and advocate for students with disabilities to ensure that students receive the full range of services available to non-disabled students.

3.      Reasonable accommodations, authorized by DSR personnel and indicated on the student plan of services, will be made when and where needed and appropriate for the student.  Implementation of the accommodation will be the responsibility of the faculty member, staff member, lab aide, testing center, or student services office notified by a DSR Specialist. Recommended modifications to facilities or equipment that are inaccessible to or impose a barrier upon individuals with disabilities will require review by the ADA Facilities Coordinator.

4.      ADA/504 designated personnel and DSR Specialists will provide training sessions at least once annually for faculty, instructors, aides, tutors, lab aides, counselors and advisors which is appropriate to the role and responsibilities of the individuals participating in the training.  (Refer to the ADA/504 Educational Plan.)

5.    DSR Specialists and the DSR Services Coordinator will hold credentials that indicate appropriate levels of education, training, and work experience for their College responsibilities.  DSR Specialists and the DSR Services Coordinator will also demonstrate professional commitment to advocacy for individuals with disabilities.  This includes in-house advocacy as well as the establishment of mutually beneficial relationships with outside agencies (such as the Rehabilitation Services Administration and local mental health agencies) and feeder high schools.

6.      Essential equipment, services, space, and support personnel will be made available and accessible for students with disabilities.  The Lead Campus 504 Student Coordinator will ensure the equitable distribution of resources among the campuses through a "request for services" by DSR Specialists and designated ADA/504 Coordinators.

7.    The Lead Campus 504 Student Coordinator and the College 504 Program Coordinator will define a core set of equipment and services required for each campus and will develop a method by which resources will be equitably distributed among the campuses in the district.  Methodology will include population configurations, resources available, as well as specialized or unique needs encountered by specific campuses.

8.    On an annual basis, each campus will review their needs for adaptive or specialized equipment and will forward their requests to the Lead Campus 504 Student Coordinator.  The Lead Campus 504 Student Coordinator will review the requests based on an equalization of resources, and will determine final resource allocations in coordination with the College 504 Program Coordinator.

9.      Allocation of resources, including DSR staffing, among the campuses will be consistent with caseload analysis.  The Lead Campus 504 Student Coordinator will periodically review and analyze campus caseloads and will then confer with the College 504 Program Coordinator if the caseload analysis indicates that a reallocation of resources, a shift in personnel resources, or an increase in personnel or resources is needed to insure consistent quality of services.  The College 504 Program Coordinator will reassign personnel and/or support services if a need to do so is indicated.  The College 504 Program Coordinator will also determine the designated lead DSR campus based on these analyses.

10.      Materials will be developed, distributed and posted to educate the college community regarding the types of DSR services provided and the method to request and access services.  Materials will include a standard DSR brochure available to students on each campus.  Additionally, a notice of DSR services, locations and phone numbers will be included in the College Catalog, and a notice of DSR services with names, locations and phone numbers of DSR personnel will be included in each Schedule of Classes.  Other ADA/504 publications and internal marketing efforts will also support the mission and efforts of the DSR program.

11.      Student records will be held in a confidential manner on each campus.  The campus where the record is held is dependent upon the DSR Specialist servicing the student.  When a student is graduated or has not returned to the College, the lead DSR campus will be the central repository for the student records not currently active (students who have not received DSR services during the 12 months).  In matters related to student disputes regarding accommodations, the AA/EEO office is the central repository for records. 

12.   The designated Lead Campus 504 Student Coordinator will oversee the budget, allocation of resources, operationalization of campus-based services, coordination of services, initial adjudication of disputes, and maintenance of the central repository for nonactive student records.  The Lead Campus 504 Student Coordinator, in tandem with the campus Deans of Student Development, will participate in DSR staff employment decisions.

13.   The designated College 504 Program Coordinator will oversee district-wide programmatic issues, including the delivery of consistent and effective services, and will provide technical assistance to DSR and ADA/504 personnel regarding academic and student service issues of quality and consistency.

14.      ADA/504 and DSR personnel will insure that students are not excluded from participation in or subjected to discrimination or harassment due to disability or implementation of accommodations for programs, activities and services offered by the College.  Further, DSR personnel will encourage the identification of  discriminatory or harassing situations and self-advocacy for students with disabilities through direct assistance, modeling of advocacy behaviors, by providing informational and educational materials, and by providing self-advocacy training in one-on-one or group sessions.

VIII. Other Considerations

A.    A student's condition may change due his/her disability.  Some conditions may improve while others may deteriorate.  Due to these changing conditions, student service plans will be reviewed at least once annually by DSR Specialists to ensure that accommodations, modifications, or adjustments continue to be appropriate.

B.      Although accommodations such as notetakers, readers and interpreters are provided to support  the student in classroom or lab activities, these accommodations are not provided in lieu of classroom attendance.  Notetakers, readers or interpreters will wait up to 15 minutes to ensure the student is not absent or tardy for a class session.  After the 15 minute period, if  the student is absent or tardy, notetakers, readers and interpreters are released from their responsibility of providing the accommodation for the class session.  Consistent absence or tardiness by the student will warrant a reevaluation of the accommodation by DSR personnel.

C.      Student efficacy will also require annual review by DSR Specialists.  Specialists will review the academic record of a failing student to determine the effectiveness of accommodations and the student's ability to achieve College standards for appropriate student conduct and/or good academic standing. The College does require that students satisfy certain admissions and program standards, regardless of whether the student has a disability.   From time to time, there may be students who are unable to progress in a reasonable or effective manner due to their disability or impairment, and this lack of progress cannot be overcome by the provision of accommodations.  These students may require referrals to outside agencies for different pursuits, job placement assistance, or additional diagnostic assessments. However, the DSR Specialist will first make every attempt to determine if the student's lack of appropriate academic progress is related to ineffectiveness or timeliness in the implementation of an accommodation.  If a disabled student is placed on academic probation, it is incumbent upon the College to determine if the student's lack of progress was a result of the College's failure to provide a reasonable and effective accommodation in a timely manner, or in a manner that allowed for the student's full participation in classroom or lab activities.  Further, the DSR Specialist will determine if the College failed to waive a requested nonessential course requirement that imposed a barrier to the student's satisfactory academic progress.  The College 504 Program Coordinator (the AVC of Educational Services) will make the determination as to whether a course is 'essential' or 'nonessential' to a program of study.

D.    DSR Specialists will provide technical assistance, upon request, to ADA Employment and Facilities Coordinators or the College ADA/504 Officer to ensure medical, psychological, or rehabilitation documentation is interpreted correctly or to assist in determining effective and reasonable accommodations for an employee.  Although DSR Specialists will have primary responsibility for students with disabilities, Specialists will also provide expertise and guidance regarding disabilities to other College personnel to ensure the College is providing appropriate services and accommodations to employees, contractors, guests and students on a district-wide basis.

E.    DSR Specialists will stay current with literature and technology in the field to meet professional development standards and to be aware of innovations that may be of benefit to the students and employees of the College.  Current technologies are of particular importance to individuals with disabilities in that they offer effective and efficient methods of accessing and documenting information, and in demonstrating proficiencies and/or abilities.  Technology has become extremely important to the academic and career successes of individuals with disabilities, and DSR Specialists need at least a conversant level of knowledge in technological innovations.

IX.      Reporting and Evaluation of DSR Program Services

The Deans of Student Development, in collaboration with the Lead Campus 504 Student Coordinator and the College 504 Program Coordinator, will evaluate the effective implementation of the standards for student success.  The DSR Program evaluation will be tied to the annual report of performance and evaluation conducted through the College ADA/504 Compliance Program and monitored by the College ADA/504 Officer (refer to SPG-1501/AE), as well as through results of the ADA/504 Self-Evaluation Survey scheduled to be conducted once every three years (also refer to the ADA/504 Transition Plan for more detailed information.)  Specifically, the process for reporting and evaluation will include:

1.    Self-Evaluation Survey and Survey Results

1.1   The survey will be conducted under the direction of the ADA/504 Executive Committee, and the ADA/504 Officer will monitor the survey process on behalf of the Committee.

1.2   Results of the survey will be compiled and analyzed by the Institutional Research Office in coordination with the ADA/504 Officer.

1.3   The self-evaluation report will be prepared by the ADA/504 Officer and reviewed and approved by the ADA/504 Executive Committee.

1.4   The ADA/504 Executive Committee will provide recommendations for further ADA/504 program service improvements based on the results of the self-evaluation survey and as reported by the ADA/504 Officer.  These recommendations will be forwarded to the Chancellor's Cabinet for final determination and implementation.

1.5   The survey and resultant report will include a self-evaluation of all ADA/504 practices, programs and services throughout the College, including the DSR Program.

2.    Annual Report of Performance

2.1   Each year, DSR Specialists and the DSR Services Coordinator will provide reports to the Lead Campus 504 Student Coordinator who will in turn compile the data for the district campuses and provide a comprehensive report to the College 504 Program Coordinator.  (See SPG-1501/AE, Section V, for specific details on report content.)

2.2   The College 504 Program Coordinator will review the multi-campus DSR report for level and quality of services provided by the DSR Program, and forward the annual report to the College ADA/504 Officer.

2.3   The ADA/504 Officer will develop a comprehensive College ADA/504 Compliance Program report of performance, including DSR services.

2.4   The comprehensive ADA/504 Compliance Program report will be forwarded to the ADA/504 Executive Committee to review and determine the current status of compliance efforts and levels of service in academic and nonacademic program areas.  Areas of concern, or areas for improvement, will be noted for each of the academic and nonacademic program areas and forwarded to the Chancellor's Cabinet.  Efforts to improve compliance in academic and student service areas will be initiated by the College 504 Program Coordinator in conjunction with appropriate College personnel including the Lead Campus 504 Student Coordinator, Deans of Student Development, and campus chief academic officer.

X.      Privacy and Confidentiality

A.    All information obtained in the process of determining whether a student is a qualified individual under the ADA and/or Section 504, and in determining effective accommodations for a student, will be considered confidential and access will be limited to certain College employees on a need-to-know basis.  The employees are limited to ADA and 504 Coordinators, the ADA/504 Officer, DSR personnel, and the AA/EEO staff.  The Chancellor, Senior Vice Chancellor, Campus Presidents, campus chief academic officer, and Deans will be provided with information as needed for dispute resolution.

B.    No information to identify a student with a disability will be made available or discussed with other College personnel without the permission of the student.

C.    To ensure confidentiality, all medical, rehabilitation, and/or psychological documentation should be addressed directly to the requesting DSR Specialist and the envelope marked as "Confidential" by the sender.

XI.      Central Repository of Records

All currently active DSR student records will be housed at the appropriate campus, where the student's primary DSR Specialist is located.  DSR records that are no longer active (e.g., records for students who have graduated and/or who have not utilized DSR services during the past 12 months) will be maintained in a central repository located at the DSR lead campus.  Repository records will be maintained for three years from the last date of service, or seven years if the student has been involved in a dispute and/or complaint.  Records related to student disputes and dispute resolution will be maintained by the ADA/504 Officer in the AA/EEO office.