POLICIES, PRACTICES AND PROCEDURES HANDBOOK

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Table of Contents Page Welcome to Disability Resources Mission Statement PALs Program ... Objectives . Importance and Benefits of the PALs Program... How to Register with the PALs Program Application ..... Service Agreement ... Resources .... 3 4 5 6 9 10 11 13 14

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WELCOME TO DISABILITY RESOURCES

Welcome to Tulsa Community College where our mission is to better our community through the intellectual achievement, creative energy, and responsible citizenship of our students, faculty, and staff by their engagement in teaching, learning, and service opportunities that transform and enrich lives. Tulsa Community College partners with students to provide educational opportunities to achieve academic success through individualized academic support resources offered by the Education Access Center and Resource Center for the Deaf and Hard of Hearing. Through partnerships with different entities on all of TCCs four campuses, both centers strive to create a universally accessible college environment. A variety of academic support resources are available to students to enhance their academic success. If you have a need for academic support resources, please contact the Education Access Center:

Education Access Center Yolanda Williams, Director Metro Campus, Room MC 331B 909 S. Boston Avenue Tulsa, Oklahoma 74119 (918) 595-7115 Voice E-mail: eac@tulsacc.edu PALs Program Coordinator Miguel Llovera Da Corte, Academic Counselor Metro Campus, Room MC 331B 909 S. Boston Avenue Tulsa, Oklahoma 74119 (918) 595-7115 Voice E-mail: miguel.lloveradacorte@tulsacc.edu

Adapted from Tulsa Community Colleges website

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DISABILITY RESOURCES Mission Statement: Tulsa Community College is committed to providing an educational community that ensures full participation of all students. For students with disabilities this is accomplished through the provision of academic support resources offered by Disability Resources. Disability Resources partners with students to provide academic accommodations that will facilitate their independence and academic progress. Academic accommodations include, but are not limited to, academic advisement, specialized testing, classroom accommodations, accessible textbooks, access to/assistance with assistive technology (AT) and computers, and other services as deemed necessary. Students may request academic accommodations by contacting the Education Access Center or may be referred by a TCC professional for one semester while in the process of providing documentation regarding their disability and academic accommodations needed in a post-secondary education institution.

Advocacy The Education Access Center professional staff members will provide advocacy to students in the areas of consultation, counseling and conflict resolution. In addition, the EAC will provide information and referrals to community resources as well as TCC student organizations and activities. Although the Education Access Center professional staff advocates for students, it is equally important that students learn to advocate for themselves. Students need to understand their strengths, learn to identify areas for improvement, know their rights and responsibilities, and know where to go for assistance. Confidentiality All documentation of disabilities submitted to Disability Resources Offices will be held in confidence and will become the property of Tulsa Community College. Disability documentation provided by a physician, psychiatrist, psychologist or other recognized professional is not subject to free access under the Family Educational Rights and Privacy Act of 1974 (FERPA).

*Adapted materials from the Disability Resource Center at the University of Oklahoma and new Association on Higher Education and Disability (AHEAD) documentation guidelines, 2012.

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PALs PROGRAM It is the policy of Tulsa Community College (TCC) to offer educational opportunities and experiences to all students enrolled at the College on the basis of individual merit without interference from illegal, arbitrary, or capricious acts or omissions. TCC will not tolerate discrimination against any student because of gender, race, age, veteran status, national origin, religion, or disability. TCC embraces and commits itself and its faculty and staff to follow provisions of state and federal law prohibiting discrimination against persons with disabilities, including, but not limited to, the Americans with Disabilities Act ("ADA") and Section 504 of the Rehabilitation Act of 1973. As a means of ensuring that students receive additional support services through the Education Access Center, a life coaching program has been established for the 2013-14 academic year. The PALs initiative is the first life-coaching program that is being implemented at Tulsa Community College since its foundation in 1970. PALs will closely work with students that are at risk of being placed on academic probation or suspension. Students that decide to participate in the program will benefit from a comprehensive, all-inclusive package that will allow them to build rapport with a qualified mentor with experience in the Educational Psychology field. In building rapport, students will become better educated about different resources that, if used wisely, will facilitate the development of personal plans, student success, and professional growth. PALs partners in learning, partners for life is an innovative idea that arose after the reorganization of the disABLED Student Resource Center now called the Education Access Center. By providing students with access to education, we are helping them become independent and employable citizens regardless of their disability, states Yolanda Williams, Education Access Center Director. It is expected that at least 75% of students with disabilities participating in the PALs program will be able to use personal and social strategies to succeed in college, and become involved in diverse community activities (on campus and outside of Tulsa Community College). Part of this success will be based on the students abilities to construct short-term and long-term goals, balance personal skills, personality, and values, demonstrate very good to excellent communication skills, and apply critical and creative thinking skills to identify and solve academic and social problems, all of which will be modeled and monitored by the PALs life coach.

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HOW DOES THE PALs PROGRAM WORK? What are the goals and objectives behind the PALs Program? 1. To create a comprehensive academic plan for every student in order to address areas of weakness in comprehension, task completion, and/or test performance. The initial meeting with a student (intake) will last approximately 45 minutes and will assess students current standings in the following key areas: a. Expectations of the value that the PALs program can add to his/her personal life and education. b. Academic goals, personal and work goals. c. Strengths and weaknesses, and confidence levels. d. Desired support services and skills. e. Support services used in the K-12 school system or any other colleges/universities. 2. To monitor students academic progress in terms of completion rate and overall G.P.A in order to prevent students from being placed on academic probation or suspension.

Minimum GPA Adapted from TCCs website o 1.70 cumulative GPA is required for all students who have attempted less than 31 hours. o 2.00 cumulative GPA is required for all students who have attempted 31 or more hours. o TCC is required to calculate a GPA for all attempted coursework, even courses that may not be counted toward graduation, such as developmental coursework. Pace or completion rate o Students must complete 67 percent of all course work they attempt. o Pace is negatively impacted when a student withdraws from or fails to achieve a passing grade in a course. Failing grades and withdrawals count toward attempted hours, but not toward completed hours. Students enrolled in the PALs program will take a specific number of credit hours based on their functional needs and progress made towards their individualized academic plan.

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The following evaluation form will be used to track the academic progress of students enrolled in the PALs program: LIFE COACH PROGRAM PROGRESS REPORT*
Semester: Fall___ Spring___ Summer ____ Date:_______________

INSTRUCTOR:____________________________ STUDENT:__________________________________ is a student participating in the PALs program enrolled in your (course:)___________________(section#)___________class this semester. Please take a moment of your time to complete this progress report. The progress report provides students and the life coach with valuable information to ensure students academic success. Please return original form to student and send a copy to the Education Access Center Metro (MC 331B) Students present level of achievement: Reasons for unsatisfactory work: ___ Above Average (A or B level) _______________________________ ___ Satisfactory (C level) ___ Unsatisfactory (D level) ___ Failing ___ Low/missing test(s) Students Attendance: ___ Regular ___ Some absences ___ Some tardiness ___ Excessive absences ___ Student has dropped the course If the student maintains the present level of work, will he/she successfully complete the course? Yes ____ No ____ Unknown at this date _____

COMMENTS:__________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ________________________________ Instructor Signature __________________________ Date

Would you like to speak to a Life Coach regarding this student? Yes____ No____ If yes, please indicate your e-mail address or phone number:___________________________ *Adapted from Grossmont College

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3. Develop students communication skills as a means of learning how to resolve interpersonal conflict, and improve personal and professional relationships. Students will be required to attend weekly mandatory counseling session of 30 minutes. During these sessions the life coach will address at least one of the following based on the Academic Strategies curriculum that is currently taught at TCC:
o o o o o o o o o o

Personal and social strategies to succeed in college; Identification and application of college and academic terminology; Short-term and long-term goals; Weekly/ monthly time plans to balance work, school, family, and social activities; Location of college resources and support systems; Study techniques and behavior patterns to successfully complete homework, reading assignments, exams, and special projects. Note-taking techniques across the disciplines; Test-taking strategies; Techniques for improving memory and concentration; Critical and creative thinking skills to identify and solve academic and social problems.

Depending on the analysis and evaluation of the students initial intake, the life coach will prioritize these items and will decide how much time to spend on each of them throughout the semester. Some students may only need help with goal setting and time management; others may need help with just their communications skills and note-taking techniques. Two weekly tutoring sessions will be scheduled for each participant enrolled in the PALs program. The sessions will last between 30-45 minutes depending on the material being covered, homework assignments, and areas of weaknesses identified in the student intake. One tutoring session will focus on Math related course subjects; the other session will be based on the area of English (reading, writing, listening comprehension). 4. To assist students in identifying a clear career direction by providing them with a variety of resources to explore different career majors and preparing them for job-seeking tasks such as, but not limited to, resume preparation, interviewing skills, and completion of employment applications. Participants will meet with the life coach and a TCC career counselor once a month to work on resume and cover letter preparation, interviewing skills, and completion of at least one employment application a month. If the participant is not actively seeking employment, this activity will allow him/her to gain practice on the different steps that have to be taken when applying for a job. Each session will last

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approximately 30-35 minutes. Students will be required to complete the Golden Personality Type Profiler during the first meeting with the career counselor. In addition to the services provided by the PALs Program, students can take advantage of other support services provided by the Education Access Center. These services include: Alternative Format Books (audiobooks or Braille) Assistive Technology and Training Developmental Courses Note-Taking Services Reader/Scribe Services for exams by appointment

Why is the PALs Program Important? Based on a study conducted by the Standford University School of Education, undergraduates who receive executive-style coaching including guidance on setting goals and time management are more likely to remain in college and graduate. A Stanford professor, Eric Bettinger, [] reviewed the academic records of more than 13,500 undergraduates at eight colleges and calculated a 10-percent to 15-percent increase in retention rates among those who had received coaching and mentoring. Therefore, the life coaching provided by the PALs program will be seen as a proactive approach to goal attainment and personal development, especially at the community college level where drop-out rates tend to be higher.
Bettinger, E., & Baker, R. (2011.). Retrieved from https://ed.stanford.edu/sites/default/files/bettinger_baker_030711.pdf

What are the benefits of the PALs Program? Through individualized counseling sessions, the life coach will assist students by developing: Personal and professional short-term and long-term goals. Tools to successful time management. Different note-taking and test-preparation strategies. Stress-management techniques. Modeling effective communication skills (both, speaking and writing skills). Preparing students for job-seeking tasks (resume preparation, interviewing skills, employment applications). What will happen after students complete the PALs program? Once participants graduate from the PALs program, they should be able to demonstrate their knowledge and transference of skills by:

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Establishing academic and personal goals, and managing time efficiently. Demonstrating effective communication skills inside and outside a classroom setting. Improving personal and professional relationships. Demonstrating a clear career direction. Using critical thinking skills during test taking.

How do I register with the PALs program? Meet all admissions requirements to attend Tulsa Community College (TCC). Complete the attached PALs Program Enrollment Form. Complete and submit the PALs Program Enrollment Form. Submit appropriate professional documentation in accordance with guidelines to the Education Access Center. A Life Coach collaboratively with an Education Access Center Counselor will review the documentation to determine eligibility for services. A Life Coach will contact the student to arrange an intake appointment. After the initial intake, an individualized academic plan will be created and students will be required to attend a weekly counseling session with the life coach to ensure that they are following their plan, and to determine other areas of needs that may prevent the students from accomplishing their academic goals (i.e., financial difficulties, transportation issues).

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Application Personal Information FULL NAME ____________________________________________ SEMESTER ______________ CWID ______________ CONTINUING STUDENT ____ NEW STUDENT ____ REFERRAL _____ DISABILITY (IES):_____________________________UPDATED DOCUMENTATION:___________ PHONE NUMBER: _______________ TCC E-MAIL _____________________________________ MAJOR: ________________ SPECIAL PROGRAMS: RISE __ T.A __ FERPA: ___________ Academic Information Why are you attending college? What are your short and long-term goals? __________________________________________________________________________________ __________________________________________________________________________________ What are some of your hobbies? Have your hobbies, interests, and passions influenced your decision about attending college? __________________________________________________________________________________ __________________________________________________________________________________ What are your skills, talents and academic strengths? Are you interested in taking a particular class this semester? What classes are the most difficult for you? __________________________________________________________________________________ __________________________________________________________________________________ Could you please describe your level of community involvement? Do you volunteer on a regular basis? __________________________________________________________________________________ __________________________________________________________________________________ What careers are you considering? What jobs appeal to you? Do you like these jobs because of the income you could earn from them or for the satisfaction that you would experience from doing these types of jobs? 1. ______________________________________________________________ 2. _______________________________________________________________ 3. _______________________________________________________________ Would you like for the life coach to work with a career counselor to assist you in developing a clear career direction? __________________________________________________________________________________ __________________________________________________________________________________

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What are some of the responsibilities and personal commitments that you currently have? Do you think that these responsibilities may hinder you from being successful in college? __________________________________________________________________________________ __________________________________________________________________________________ In your opinion, what is the role of a life coach in a students academic and career success? __________________________________________________________________________________ __________________________________________________________________________________ How can the life coaching program at the Education Access Center help you? What do you expect from the PALs Program Life Coach? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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STUDENT SERVICE AGREEMENT My participation in the Education Access Center and PALs Program is entirely voluntary. Receiving support services through the EAC shall not preclude me from participating in any other course, program, or activity offered by TCC. My disability or appropriate professional documentation does not waive TCC admissions policies, Student Code of Conduct and/or course requirements. I will provide the EAC and the PALs Program Life Coach with the necessary information, documentation and/or forms (medical, education, etc.) to establish my support services. All records maintained by the EAC pertaining to my disability(ies) shall be protected from disclosure and are subject to FERPA Student Records Release regulations. I authorize the EAC to release information concerning me to TCC personnel on a need-to-know basis. Each week, I will meet with the PALs life coach to discuss personal and social strategies to succeed in and outside college, and/or any other academic issues that affect my academic progress. It is my responsibility to communicate with my life coach to reschedule my next appointment at least three days in advance, in case I have an extenuating circumstance that prevents me from attending my weekly counseling session. I will utilize the PALs Programs services responsibly in accordance with the policies, practices and procedures handbook for students with disabilities. All students participating in the PALs Program must adhere to the rules explained in the TCCs Student Code of Conduct. I understand that students enrolled in post-secondary education are required to self-identify if they would like to request additional services on the basis of disability. Also, I understand that the PALs Life Coach will serve as an advocate for me. However, it is required that I learn to advocate for myself.

I have had the service agreement explained to me and agree to its content ___________________________________________ STUDENT SIGNATURE ___________________________________________ EAC / TCC PROFESSIONAL STAFF __________________ DATE __________________ DATE

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TCC RESOURCES
First Stop Help Desk Global Help Desk Metro Campus Academic and Campus Services Campus Police Dean of Student Services Education Access Center Enrollment Services Financial Aid International Language Lab Library/Microcomputer Lab Math Lab Provost Reading Lab Student Activities Student Health Services Testing Center Writing Lab Veterans Services Northeast Campus Academic and Campus Services Campus Police Dean of Student Services Education Access Center Enrollment Services Facet Center Math Lab Microcomputer Lab Reading Lab Writing Lab Financial Aid International Student Services Language/ESL Center Library Provost Resource Center of the Deaf and Hard of Hearing Student Activities Student Health Services Testing Center Southeast Campus Academic and Campus Services Campus Police Communications Center (918) 595-2010 (918) 595-2000

(918) 595-7154 (918) 595-7263 (918) 595-7148 (918) 595-7115 (918) 595-7226 (918) 595-7155 (918) 595-7068 (918) 595-7172 (918) 595-6011 (918) 595-7224 (918) 595-7214 (918) 595-7271 (918) 595-7270 (918) 595-7010 (918) 595-7240 (918) 595-7279

Room MC 1008 Room MC 1005 Room MC 317 Room MC 331B Room MC 1020 Room MC 1021 Room MC 430A Room MC 2000 Room MC 529 Room MC 1023 Room MC 538 Room MC S200 Room MC 1011 Room MC 1018 Room MP 200 Room MC 1021

(918) 595-7473 (918) 595-7562 (918) 595-7468 (918) 595-7541 (918) 595-7526 (918) 595-7592

Room NE A151 Room NE 1134 Room NE S216 Room NE 2163B Room NE S1604 Room NE A1

(918) 595-8420 (918) 595-7402 (918) 595-7402 (918) 595-7501 (918) 595-7524 (918) 595-7428(voice) (918) 894-5724(video) (918) 595-7571 (918) 595-7570 (918) 595- 7534

Room NE ET123 Room NE S128 Room NE 1521 Room NE 1135 Room NE A100 Room NE 2163 Room NE FC1000 Room NE 1452 Room NE A1201

(918) 595-7673 (918) 595-7762 (918) 595-7749

Room SEC 2202 Room SEC 2108 Room SEC 1102

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 Writing Lab Dean of Student Services Education Access Center Enrollment Services Financial Aid International Language Lab Library Math Lab Microcomputer Lab Provost Student Activities Student Health Services Testing Center

(918) 595- 7668 (918) 595-7659 (918) 595-7726 (918) 595-7700 (918) 595-7750 (918) 595-7701 (918) 595-7751 (918) 595-7643 (918) 595-7724 (918) 595-7771 (918) 595-7769 (918) 595-7693

Room SEC 2201 Room SEC 2122 Room SEC 2101 Room SEC 2101 Room SEC 1120 Room SEC 7200 Room SEC 8150 Room SEC 4231 Room SEC 1312 Room SEC 9222 Room SEC 2116 Room SEC 2122

West Campus Academic and Campus Services Campus Police Dean of Student Services Enrollment Services Financial Aid International Language Lab Library Math Lab Provost Reading and Writing Center Student Activities Student Health Services Technology Learning Center Testing Center

(918) 595-8060 (918) 595-8158 (918) 595-8007 (918) 595-8126 (918) 595-8029 (918) 595-8088 (918) 595-8010 (918) 595-8196 (918) 595-8100 (918) 595-8063 (918) 595-8222 (918) 595-8232 (918) 595-8122 (918) 595- 8096

Room WC I106 Room WC I182 Room WC I150 Room WC I164 Room WC I206 Room WC I244 Room WC I266 Room WC I120 Room WC I130 Room WC I166 Room WC SC118 Room WC I174 Room WC I166 Room WC INFO 106

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