Policies and Procedures

Overview

The following information regarding policies and procedures is available for students to aid in a successful student experience at Santa Fe College. Once eligibility for appropriate academic accommodations and services is determined, guidelines to those accompanied policies and procedures are reviewed with the student where applicable. Such accommodations are intended to ensure equitable access and help them accomplish their academic goals. These include, but are not limited to:

Alternative Testing Procedure

Request Faculty Accommodation Notice at the beginning of the semester

For tests to be taken at the DRC (Northwest Campus), the faculty will complete an Alternative Testing Contract in response to the Faculty Accommodation Form.
The faculty will not need to complete a contract for online tests that do not need to be proctored at DRC or for testing at other SF centers.

Exam Options

Take the exam with approved accommodations at a pre-arranged location and time, coordinated with the instructor.
Schedule and have exam proctored at DRC (Northwest Campus) with approved accommodations.
Students taking classes at other SF Centers should contact their respective DRC Center Liaisons for testing arrangements.
Take the exam with your class without accommodations.
Online tests, that do not need to be proctored on campus, can be taken from any internet connected computer.

Schedule Exams Proctored by DRC at the Northwest Campus

Login to your DRC Portal (https://york.accessiblelearning.com/SFCollege/), select the Alternative Testing link and sign up for each exam and quiz that you need DRC to proctor at least three (3) school days in advance of the exam. If you require the exam to be Brailled, you must register for the exam at least ten (10) school days in advance of your exam.
Discuss testing arrangements, including the proctoring conditions noted in the Alternative Testing Contract, with each of your instructors to ensure a mutual understanding about arrangements.
Come to DRC on your scheduled test date and time to take your exam.

Policies for exams proctored by DRC

DRC will follow the proctoring conditions outlined in the Alternative Testing Contract sent by your instructor regarding materials allowed in the exam, restroom breaks, etc.
You are responsible for personal exam materials, (i.e. calculators, Scantron sheets). If you forget a personal exam item and need to leave to retrieve it, your exam time will start to elapse when the exam is scheduled to begin. You will only receive the time remaining when you return to take your exam.

No Show, Lateness, Cancelling, and Rescheduling an Exam

If you fail to show for your scheduled exam, you will be responsible for working with the instructor on possibly rescheduling the exam. Do this as early as possible.
If you are late for an exam, you will only receive the balance, from the scheduled exam start, of the remaining time to complete the exam. For example, if you have an exam scheduled from 1 – 2:30 p.m. (1.5 hours) and you show up at 1:20 p.m., you will only have 1 hour and 10 minutes to complete the exam. The exam will still end at 2:30 p.m.
In order to take your exam at a time other than the originally scheduled time, authorization (verbal or written) from your instructor must be received by DRC.
If the test is cancelled or re-scheduled by the faculty member, please login to the DRC Portal, go to Alternative Testing and find the test and select either Modify Request or Cancel Request. If you have any questions about these functions, please contact the DRC office.

Final Exams

The above procedures and protocols of this policy also apply to final exams.
The schedule for final exams may be different from the time frame of your other class exams. You are responsible for knowing and adhering to the time frames set and required by your instructors.

Pop Quizzes

If you need alternative testing arrangements for pop quizzes, it is important to discuss these needs in advance with each instructor so that terms and conditions can be made. Ideally, this should be addressed within the first week of classes.
Should you and your instructor determine that your quizzes must be administered at DRC, you will need to sign up to be proctored for each quiz.

Exam Scribe Guidelines

Exam scribing services are defined as the physical act of writing or recording answers on behalf of students who are unable to do so. This service is a testing accommodation that must be pre-approved.

Scribe Qualifications

A student may not have a family member or guardian of the student act as his or her scribe.

The scribe shall be an employee of the college for purposes of the examination.
The scribe shall sign a test security affidavit acknowledging among other things that he or she will not interfere with the independent work of any student taking the examination which includes not coaching, altering, or interfering with the student's responses in any way.
On the date of testing and before the administration of the exam, the DRC testing coordinator or appropriate staff shall give the scribe no more than one hour to become familiar with the directions and format of the test. (This will help facilitate the scribe's ability to record the student's answers easily.)
To the extent possible, the scribe should have previous experience in transcribing information given by students during educational instruction and assessments.
The scribe must have the ability to produce legible text.

General Information

Before the examination, the scribe will review the DRC Scribe Guidelines and procedures with the student in preparation for the administration of the examination. The student using this accommodation or modification will be tested in a quiet room apart from other students to avoid interruption while testing. The guiding principle in scribing is only to assist the student in accessing the test and responding to it. The purpose of scribing is neither to penalize the student nor to enhance the student's constructed response.

The scribe shall not:

Correct what the student dictates.
Alert the student to mistakes during testing.
Prompt the student in any way that would result in a better response or essay.
Influence the student's response in any way.

Using a Scribe as an Accommodation

A scribe may be used as an accommodation when the following apply:

The student's Individualized Accommodation Plan (IAP) specifies the need for this accommodation for use during testing and/or for use during classroom instruction.
The scribe ensures that the work, including all spelling and language conventions, is the work of the student being tested.

Multiple-Choice Exams

The scribe should confirm the student's response before recording the student's answer on the score sheet. If the scribe cannot understand a student's pattern of speech, or it is barely audible, large cards, each indicating one of the response options, can be used. The student can then choose the card that indicates the student's desired response to the test item.

Constructed-Response Exams

The scribe shall determine the preferred mode of recording the student's response before the date of the test. At testing time, the student may then dictate the constructed-response using any one of the two listed methods:

Into an audio recorder
Directly to a scribe

A student with disabilities shall be given the opportunity to plan, draft, and revise the constructed response. The scribe's responsibility is to be both accurate and fair, neither diminishing the fluency of the student nor helping to improve or alter what the student asks to be recorded. The scribe may write an outline or other plan as directed by the student. The scribe shall write the words of the student exactly as dictated.

Scribing the Student's Constructed Response (Writing Task)

The student does not have to repeatedly specify spelling and language conventions once the student has demonstrated knowledge and skills in the use of these spelling and language conventions. The scribe may apply these conventions automatically. Examples:

Once a student has demonstrated the knowledge of indicating the beginnings of sentences with a capital letter, the student does not need to specify this throughout the remainder of the constructed response.
The student must spell every word in the constructed response the first time it is used. When a word is used on more than one occasion, the student does not need to spell it again.
Homonyms and often-confused words such as "to," "two," and "too," or "there," "their," and "they're," or "than" and "then" should be spelled by the student each time they are used.

Scribing the Student's Constructed Response (Mathematics)

The student does not have to repeatedly specify basic mathematics conventions once the student has demonstrated knowledge and skills in the use of basic mathematics conventions. The scribe may apply these conventions automatically.

Examples:

Once a student has demonstrated the knowledge of indicating the correct number alignments and set-up of the seven basic functions, the student does not need to specify this throughout the remainder of the constructed response.
The student must demonstrate or dictate out numbers greater than 999 in the constructed response the first time it is used. When the student has demonstrated the knowledge of this convention on more than one occasion, the student does not need to continue demonstration or dictating out the numbers.

To maintain the student's fluency of thought and to allow the student to demonstrate the requisite knowledge and skill in English-language arts and Mathematics conventions, the scribe shall adhere to one of the following processes.

Audio Recorder

Student dictates response into audio recorder (e.g., tape recorder, etc.)

The scribe allows the student to dictate the entire response without interruption.
The scribe does not prompt the student in any way that would result in a better response.
The scribe transcribes a draft of the student's recorded response exactly as dictated.
The student provides letter-by-letter spelling for each word in the draft of the written response according to the section labeled Scribing the Student's Constructed Response (Writing Task).
The scribe edits the draft of the response as dictated by the student.
The student views the draft and/or listens to the scribe as the scribe reads the draft of the written response.
The student indicates edits (e.g., paragraph structure, punctuation, capitalization, number alignment, etc.) to the scribe.
The scribe edits the final written response and transfers it verbatim onto the student's answer document.
The scribe returns the audiotape and all drafts and test materials to DRC proctor or testing coordinator.

Direct to Scribe

Student dictates response directly to scribe.

The scribe allows the student to dictate the entire response without interruption.
The scribe does not prompt the student in any way that would result in a better response.
The scribe transcribes a draft of the student's response exactly as dictated without including any conventions other than spelling.
The scribe reads the draft to the student without vocal inflection that would indicate punctuation or alert the student to possible mistakes. The student then provides letter-by-letter spelling for each word and specific number dictation and conventions in the response according to the section labeled Scribing the Student's Constructed Response.
The scribe edits the draft of the response as dictated by the student.
The student views the draft and/or listens to the scribe as the scribe reads the draft of the written response.
The student indicates additional edits (e.g., paragraph structure, punctuation, capitalization, etc.) to the scribe.
The scribe records the final written response and transfers it verbatim onto the student's answer document.
The scribe returns all drafts and test materials to the DRC proctor or testing coordinator.

Interpreter Service

Guidelines for Requesting and Utilizing Interpreter Services

In accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act, no qualified student with a documented disability shall, on the basis of the disability, be excluded from participation in, denied the benefits of, or otherwise be subjected to discrimination under any academic program or activity at Santa Fe College. SF will provide, at no direct cost to the student, interpreter services for classes, related academic requirements, and non-academic out-of-class activities sponsored by the college.

Request for Services

At the time of the first request, each student will meet with a staff member in the Disabilities Resource Center (DRC) to discuss his or her needs and to sign an agreement acknowledging familiarity with these policies. Students needing interpreter services are encouraged to register during the early registration period. Students are urged to finalize their schedules far in advance of the first class day so that interpreters can be scheduled according to student preference and interpreter availability. DRC staff members will assist with arranging schedules and with registration, if needed. It is important that requests for interpreters be submitted to DRC as soon after registration as possible.

Students are encouraged to submit any non-classroom interpreter requests at least three business days in advance, but more notice is preferable. Interpreter coverage for last minute requests cannot be guaranteed, even though attempts will always be made to find coverage. All interpreting services must be requested through the DRC, including meetings with professors or group meetings with other students for projects or assignments. Tests taken outside of regular class time will be treated as a special request, and students should submit requests for reviews and final exams as far in advance as possible.

"No Shows" or Class Cancellations

Students and interpreters should notify DRC at least 24 hours in advance if they will not be in class due to illness. If scheduled interpreting services are not needed, or if the student is canceling for reasons other than illness, then the student is required to notify the DRC at least 48 hours in advance.

After three student "no shows" during one semester (if a class is missed three times without 24 hours of advance notification), interpreting services may be canceled. The student must then meet with a DRC Counselor to explain why the absences are occurring and to determine how they will be avoided in the future in order to have interpreter services reinstated.

Late Arrival

When a student is not present at the beginning of class, the interpreter will wait outside the classroom for a time period equal to five minutes for every half-hour of the class period. If the student does not arrive within the allotted time, this will be considered as a "no-show" and the interpreter will leave. The interpreter will notify the DRC within one business day of a "no show."

Final Exam Week

During final exam week, all interpreter services are by request only. If the student would like an interpreter for a final exam, the student should contact the DRC and request an interpreter two weeks in advance.

Requests for Interpreter Preference and/or Replacement

Student and interpreter preferences will be considered when determining scheduling assignments; final responsibility for assignment of interpreting resources lies with DRC. Students and interpreters share the responsibility for the provision of high quality interpreting services. Should difficulties arise that cannot be resolved, either party may contact the DRC for assistance.

Monitoring of Interpreters

Interpreters will be evaluated by students and the DRC each semester. If the student is not satisfied with the interpreter service, or if the interpreter wishes to be replaced, the DRC should be contacted as soon as the problem arises so that appropriate action may be taken.

Interpreter's Role

The interpreter's role is to facilitate communication between the hearing-impaired student and the hearing persons in the student's educational environment. If the student talks with other students during class, the interpreter may voice the conversation. The interpreter cannot answer a student's question during class. If the student has a question, the student should raise his/her hand. The interpreter will speak for the student, if requested. The interpreter cannot participate in the class. Students should not socialize with interpreters while they are on the job. Interpreters will keep all information confidential.

Personal Assistant Guidelines

Guidelines for Students Using Personal Assistants (PA'S)

Personal assistants hired by students to assist with activities of daily living may accompany students to college classes, services, and other college programs and activities. PA's are not enrolled in the courses and are not responsible for course work.

Student Responsibilities

Participate in Early Registration through Disabilities Resource Center (DRC) and meet with a DRC counselor to discuss the use of a personal assistant.
Meet with your instructor(s), ideally at the start of the semester and during published office hours, to discuss the use of a personal assistant in the classroom.
Notify DRC if you plan on visiting Student Life facilities (e.g., Recreation Center, Gym, etc.) which require student IDs for admission. DRC staff will notify Student Life Director to obtain entry pass for PA's.

Personal Assistant Guidelines

PA's are not class members and not employees of the Disabilities Resource Center.
PA's should sit quietly in the classroom and/or educational setting and provide the student with assistance in the least obtrusive manner possible.
PA's should not "do the work" but simply facilitate the student's ability to participate. PA's are not permitted to involve themselves in classroom/learning environment activities and interactions, except where appropriate based on student's disability.
PA's are not permitted to serve as a scribe for testing purposes.

Attendance Modification Guidelines

Santa Fe College's published policy concerning academic objectives and attendance states:

"Students are responsible for satisfying the entire range of academic objectives as they are defined by the instructor in any course. Attendance requirements are included within the academic objectives of each course. These objectives shall be presented in writing by the instructor at the beginning of each class. Absences shall count from the first class following registration. Lateness or leaving early may be considered as absences. Failure to satisfy any of the course objectives may have an adverse effect on the grade earned in the course or may result in the student's receiving no credit in the course."

Some students, due to their disabilities, may experience absences from class and request a waiver of attendance requirements. Assigning an attendance accommodation does not mean that absences can be excessive, but rather the instructor and student must come to an agreement about what is reasonable in order to fulfill course requirements. If attendance is essential, adjustment to the attendance policy may be an unreasonable fundamental alteration of the nature of the educational experience.

The Attendance Modification Guidelines depicted are in accordance with the Office of Civil Rights set forth in Case No. 09-96-2150 (Cabrillo Community College) for a disability-related academic adjustment of attendance and classroom participation procedures. It addresses the responsibilities of the college’s students, instructors, and Disabilities Resource Center (DRC). It also provides a deliberative process for determining how attendance is fundamental or essential in meeting the course goals and the possible outcomes as a result of the course requirements.

Responsibilities of the SF student who requests attendance accommodation:

Students with disabilities that may affect their ability to attend class regularly or complete scheduled graded activities (e.g., exams, oral reports, lab assignments) must register with the DRC to determine their eligibility for an accommodation of attendance. If assigned, this accommodation will be re-evaluated each term by a DRC specialist.
DRC students are responsible for requesting their accommodation letters and communicating with their instructors about their attendance accommodation at the beginning of the term.
Students who receive an attendance accommodation are still responsible for fulfilling the essential requirements of a course. These include meeting class participation and attendance expectations that may have been altered by the instructor and following policies related to missed assignments or exams.
Students must stay in contact with their DRC specialist and faculty until an understanding is reached about allowable absences and protocol for communicating about absences and making up missed work.
Students are responsible for notifying instructors about their inability to attend class session and about on-going absences (e.g., hospitalization, prolonged treatment, etc.).

Responsibilities of SF Faculty for determining attendance accommodation:

Instructors are responsible for setting class attendance policies for students and stating that policy on course syllabi. Instructors are also responsible for determining policies regarding make-up work and missed quizzes and exams. Instructors are not required to lower academic standards or fundamentally alter their course for academic adjustment purposes.
Instructors are ultimately responsible for determining if class attendance and class participation are integral components of the learning process in the courses they teach. To avoid discrimination on the basis of a disability or claims of differential treatment, instructors should use the following questions as a guide when engaging in the deliberative process of determining if attendance is or is not an essential aspect of the course:

Is there classroom interaction between the instructor and students and among students?
Do student contributions constitute a significant component of the learning process?
Does the fundamental nature of the course rely upon student participation as an essential method for learning?
To what degree does a student’s failure to attend constitute a significant loss to the educational experience of other students, in the class?
What do the course description and syllabus say?
What method is used to calculate the final grade?
What are the classroom practices and policies regarding attendance? Is the attendance policy equally applied? Has the policy been modified for others or any exceptions made to the policy for non-disabled students?

Instructors should consult with DRC specialist staff for assistance in developing a contingency plan to accommodate any disability-related absences that may occur for a student who is approved for attendance accommodation.
Instructors who determine that attendance is fundamental to course objectives and who need to disallow or restrict relaxation of attendance should consult with the DRC to document in writing the alternatives considered and the reasons for the final decision.

Role of the Disabilities Resource Center (DRC):

DRC specialists, through discussions with the student and review of documentation provided to DRC, will determine if the student has a disability that entitles them to protection under the ADA and would significantly impact the student’s ability to satisfy attendance requirements.
DRC specialists will lead instructors through the required deliberative process.
DRC specialists will not be responsible for informing instructors of a student’s absences. That is the responsibility of the student.

If you have questions regarding any of the above policies and procedures mentioned above, please contact DRC.