Representative Duties

A. Non-classroom responsibilities represent a forty-hour week (199 days). The assignment of days will be flexible in order to meet the needs of the unit member, students and office. Leave may be taken at any time during the year on prior approval.

• Assist and advise disabled students in matriculation procedures, i.e. enrollment, assessment, orientation, course selection and program planning.
• Administer and interpret both group and individual tests for the purposes of:
  • Determining the existence, nature, and extent of students' learning limitations (cognition, language, perception, memory achievement);
  • Reviewing documentation, identifying, and assigning students to the appropriate and fundable DSPS disability category (i.e., acquired brain injury, psychological disability, physical disability, communications disability); and
  • Certifying students who meet the DSPS criteria and Title V regulations for services or support as learning or developmentally disabled.
• Interview, screen, and certify students referred because of suspected learning disabilities.
• Develop and maintain liaison with on- and off-campus groups and agencies.
• Assess student "ability to benefit" as defined by state and federal regulations.
• Work with faculty and staff in identifying, developing, and providing individual services to assist disabled students in meeting their educational goals.
• Develop and recommend services, instructional programs, and adaptations to facilitate the education of disabled students.
• Conduct specific office intake procedures.
• Identify, certify, accommodate, and assist disabled students needing specialized assistance, services, or instruction.
• Evaluate requests for adaptive equipment by students with disabilities.
• Provide instruction and or tutoring assistance for students with disabilities.
• Develop and conduct in-service training for faculty and staff to promote awareness and sensitivity to the issues and needs of students with disabilities.
• Attend professional conferences and workshops related to the exceptional needs of individuals with disabilities.
• Assist with recruitment, outreach and the dissemination of information regarding DSPS programs and services.
• Remain current in knowledge of adaptive technology and related equipment for individuals with disabilities.
• Recruit, hire, train, assign, supervise, and evaluate work of student assistants, prescriptive tutors and instructional aides.
• Coordinate adapted services for students with disabilities across the college curriculum.
• Provide consultation with instructors and counselors regarding student limitations and needs for services.
• Assist with the development of individual education plans for DSPS students.
• Provide disability-related advising to DSPS students on an individual basis; assist students in the on- and off-campus management of their disability.
• Refer disabled students, as appropriate, to other college services, programs, and offices and, when necessary, assist the disabled student in accessing such programs and services.
• Interpret, for purposes of placement and advising, the Butte College Basic Skills Assessment, associated with student aptitude and academic achievement.
• Serve on college-wide committees and participate in the shared governance processes.
• Assist the DSPS Coordinator as assigned.
• Development and assessment of student learning outcomes.

B. Professional Growth and Currency

• Maintain currency with developments and changes in the counseling field.

C. Area or Departmental Responsibilities

• Communicate with the various instructional divisions, the administration, and the staff of the College.
• Communicate and conduct outreach with the high schools served by the College.
• Develop and assess student learning outcomes.
• Assist other full-time, part-time, and/or new counselors, including training.
• Attend assigned meetings.
• Maintain knowledge of College, Area, and Department policies and procedures.
• Other related duties as assigned.

D. College Wide Service

• Serve on College committees, workgroups, and project teams.
• Serve as a sponsor to student clubs and organizations.
• Participate in faculty/college governance.

E. DEIA Self-Reflection Statement

Each faculty member will prepare a Self-Reflection statement using the approved format as described in Appendix G2 V. This statement is intended to foster a conversation among colleagues that reflects on how faculty can individually and collectively work to improve student outcomes for historically under-represented and disproportionately impacted populations. The self-reflection statement should be used to help advance individual professional development and institutional dialogue on change.