Faculty Resources

Welcome Crush Family

A letter to CCC Faculty from the CCC DSP&S Office.

Dear Crush Faculty,  

Thank you for your commitment to students with disabilities. The purpose of this handbook is to orient you to DSP&S policies and procedures, and to provide best practices in working with students with disabilities at Clovis Community College (CCC). Our goal is to assist you in understanding your role and responsibilities when providing academic accommodations and accessibility in your courses (e.g., face-to-face, synchronous, asynchronous, lab, etc.). 

DSP&S strives to promote and practice our mission and vision statements. We believe, that through collaboration and awareness, students with disabilities can be provided with an equitable educational opportunity at CCC.  

DSP&S Mission – The Disabled Student Programs and Services (DSP&S) office at Clovis Community College is dedicated to facilitating approved academic adjustments and auxiliary aids to students with verified disabilities. We strive to do this by building relationships between students, faculty, and staff that foster equity and inclusivity through accessibility awareness.  We empower self-advocacy and independence that motivates students to pursue academic excellence. 

DSP&S Vision - CCC DSP&S envisions institutional programs and activities that are inclusive, accessible, and equitable for all people with disabilities.   

Disclaimer - The Americans with Disabilities Act (ADA) and Section 504 of The Rehabilitation Act of 1973 require institutional compliance when providing an equal opportunity for students with disabilities to participate in educational offerings. Since there are numerous disabilities, and no two students are alike (i.e., course schedule, socioeconomic status, disability degree, etc.), CCC disability practitioners develop an Academic Accommodation Plan (AAP) that tailors to each student’s needs. Accommodation is determined by disability verification and the disability specialists’ expertise in the area. There is not a one-size-fits-all approach when providing academic auxiliary aids and adjustments, otherwise known as academic accommodations. This handbook will highlight the most common accommodations, but please do not regard this handbook as an official legal document. This is a guidance and best practices handbook.  

Access for individuals with disabilities is a campus-wide responsibility shared by all faculty, staff, and administration. It is the responsibility of the college to educate and inform faculty, staff, and administrators of their role in delivering and providing accessible instructional resources to students. Collaborate with DSP&S to ensure your classroom management includes accessibility. 

DSP&S staff look forward to collaborating with you to optimize your classroom accommodation and accessibility standards for our Crush students needing DSP&S services. Together we can accommodate students, allowing them to achieve their full academic potential.

- The CCC DSP&S Team

Faculty and Staff Handbook

Download the current Faculty and Staff DSP&S Handbook

Referring Students to DSP&S

There are three ways a student can be referred to DSP&S by faculty.   

1. General Announcement of DSP&S and Disability Accommodations  
   • Faculty has a captured student audience. It is best practice that instructors review their disability statement with students on the first day of class when reviewing the course syllabus. Example syllabi disability statements are provided in the latter part of this handbook. In general, it is recommended that instructors include DSP&S contact information and encourage students with disabilities to use DSP&S as a student resource that is provided under the Students Services division.  
2. Student self discloses their disability 
   • If a student self-discloses to you that they have a disability or condition, explain that the DSP&S program could be a helpful way to obtain additional support and resources. If the student may not feel that their disability is “severe” enough or constitutes as a disability to qualify for services, you can inform them that DSP&S serves all types of disabilities/conditions. Encourage them to connect with DSP&S to learn about the program. If the student agrees, you can contact our team via email and include the student to make a direct connection. Or walk the student over to AC2 175.    
3. You observe a student is academically, emotionally, and/or physically struggling  
   • If you observe a student academically, emotionally, and/or physically struggling in your course, it is recommended that you place a Starfish Early Alert referral. A DSP&S counselor will be notified to make a connection. Please contact Nancy Chavero at Nancy.chavero@cloviscollege.edu for Starfish Early Alert/Referral inquiries. 
   • The Early Alert DSP&S language to faculty reads: Please refer students to DSP&S who are showing signs of struggling in the following areas: academically, physically, and/or emotionally. A DSP&S counselor will reach out to discuss resources and determine eligibility for services. Your alert will remain confidential. ***This alert is not related to disruptive behavior. Please fill out the Disruptive Student Behavior Report if necessary. 
   • The Early Alert email notification to students reads: Dear Crush Student, CCC provides campus resources for a variety of student situations. Do you know that we assist students who may be feeling overwhelmed or facing barriers in the classroom?  The DSP&S program assists students who may be academically, physically, or emotionally struggling in the following areas: feeling overwhelmed with homework, increased anxiety during quizzes and exams, or not being able to keep up with class notes. Academic accommodation can be provided based on verification of disability. Some accommodations are the ability to have extra time on exams, record class lectures, and receive a note-taker to assist you with notes. Academic struggles may be related to learning, mental health, or physical disability. If you experience any of the above when it comes to school and would like academic accommodations, please reach out to DSP&S at 559.325.5050 or by emailing us at dsps@cloviscollege.edu DSP&S actively serves over 850 students. We have a dedicated department of counselors and staff to ensure you receive resources.  

Laws and Policies that Hold Institutional Members Accountable

• Section 504 of the Rehabilitation Act of 1973 is a civil rights legislation that ensures students with disabilities have equal access to education. Section 504 states that: “No qualified handicapped student shall, on the basis of handicap, be excluded from participation in, be denied the benefits of, or otherwise be subjected to discrimination under any academic, research, occupational training, ...counseling, ...physical education, ...or other postsecondary education program or activity”. The regulations further state that students must be educated in the most integrated setting appropriate to the individual’s needs. 
• Section 508 of the Rehabilitation Act of 1973 requires universal access to “electronic information technology,” including school and classroom websites. All technology-related material in your classroom must be accessible. (i.e., accessible videos, PDFs, websites, proctoring sites, audio files, etc.)  
• Americans with Disabilities Act (ADA) became law in 1990. The ADA is a civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life, including jobs, schools, transportation, and all public and private places that are open to the general population. The purpose of the law is to make sure that people with disabilities have the same rights and opportunities as everyone else. Title II of the ADA encompasses equal access to students with disabilities at the postsecondary level.  
• Title 5 of the California Code of Regulations sets regulations for the academic adjustments that community colleges provide to students with disabilities. In addition to protections for students, it adds a provision protecting the instructor’s academic program: “Adjustments must […] not include any change to curriculum or course of study that is so significant that it alters the required objectives or content of the curriculum in the approved course outline, thereby causing a fundamental alteration […]” 

What the Law Requires: Equal, Not Preferential Treatment

• Equal access to instruction, services, activities, and facilities of the college. 
• Students must be evaluated on ability, not disability. 
• Accommodations must be provided when students have educational limitations that affect their ability to acquire information or to demonstrate knowledge of the course material in a standard way. 

What the Law Does Not Require:

• The law does not require providing accommodations to a student who verbally claims a disability but has not provided documentation to the college, either through DSP&S or through the ADA/504 coordinator. 
• The law does not require providing personal devices such as wheelchairs, hearing aids, or glasses. 
• The law does not require providing personal services such as assistance with eating, dressing, or mobility. 
• The law does not require providing accommodations that would fundamentally alter the nature of a program, class, or course, or substantially modify academic or program standards. 

Disability Terminology

Over the years, instructors have asked what constitutes a reasonable accommodation, fundamental alteration, and a timely manner in regard to academic adjustments and auxiliary aids.  

The above-bolded terms are not monolithic when defined in disability law. Rather, the terms are used in law and are to be applied on a case-by-case basis. The outcomes of these terms are dependent on the context of the accommodation request and disability verification/status. DSP&S practitioners are experts in academic rehabilitation counseling.  DSP&S certificated faculty have the ability to analyze disability statuses and apply academic accommodations for the purpose of achieving each student’s integration in campus programs and services. DSP&S practitioners develop an Academic Accommodation Plan (AAP) that entails which services students are eligible to receive. Institutional members should abide by the AAP and implement approved accommodations in course and program offerings which allow students to reach their full academic potential when exercised appropriately.   

Important: Provide nothing more, nothing less.  

DSP&S has coined the above motto to emphasize the importance of providing exact accommodation on the Faculty Notification Letter (FNL) provided to instructors. Providing more of what is on the accommodation form sets a precedence that other faculty, DSP&S staff, or institutions may not approve. Providing anything less opens our institution to a discrimination lawsuit from the Office of Civil Rights. 

Reasonable Accommodation

Section 504 requires reasonable accommodation in the postsecondary arena. DSP&S practitioners are considered experts in the field of disability services in relation to academic accommodations when determining reasonable accommodations. DSP&S practitioners review disability verification and have an interactive discussion with students to approve what is deemed as a reasonable accommodation for students in courses.   There are three areas considered to be unreasonable for accommodation requests: accommodations cannot pose a direct threat to others, accommodations cannot make substantial changes to curriculum/SLOs, and accommodations cannot pose an undue financial hardship or administrative burden. Below are examples of unreasonable accommodations.  

1. Direct Threat – A person with a visual impairment or blindness wants to obtain a forklift certificate. The student would need to hold licenses to participate in the course to operate machinery.  Allowing unlicensed individuals who are visually impaired to operate machinery could put other faculty/staff/students in a direct threat situation.  
2. Curriculum Changes – A student would like to substitute a math course to obtain a degree where math is a definitive requirement (e.g., nursing, teaching). It would be unreasonable to approve a student for a math substitution in a degree that requires math. DSP&S counselors would advise students to alter their educational plan to a degree that does not require math (e.g., communications, art). 
3. Undue Financial/Administrative Burden – A student with a disability who is unable to reach campus for a “hands-on” course in a discipline that does not offer online courses cannot request an online section or portion be created to obtain course credit.  

DSP&S recommends the article written by Jane Jarrow, “What is a Reasonable Accommodation” to learn more.  

• Jarrow, J. E. (1997). What is a Reasonable Accommodation?. Pepperdine University website. 

Fundamental Alteration

The Department of Justice has defined a "fundamental alteration" as a "modification that is so significant that it alters the essential nature of the goods, services, facilities, privileges, advantages or accommodations offered." Below is an example of a fundamental alteration. 

• A student has a personal attendant to assist with their activities of daily living (i.e., assistance with restroom and feeding needs). The student’s personal attendant has been approved for physical assistance. In a practicum course, the student would like to use their personal attendant as accommodation by allowing them to facilitate the requirement of a group activity. The course SLO clearly measures the student’s ability to run the group activity on their own.

The student would be allowed to use the personal attendant to assist with the physical needs of facilitating the group activity (i.e. passing out and collecting papers). However, the request to allow the personal attendant to co-facilitate would be a fundamental alteration to the courses SLO which is measuring the student’s ability to facilitate the group activity on their own.  

Some helpful articles about Fundamental Alteration are listed below:  

• Stone, K. L. (2006). The Politics of Deference and Inclusion: Toward a Uniform Framework for the Analysis of Fundamental Alteration under the ADA. Hastings LJ, 58, 1241. 
• Rosenbaum, S. J., Teitelbaum, J. B., Mauery, D. R., & Stewart, A. M. (2003). Reasonable Modification or Fundamental Alteration? Recent Developments in ADA Caselaw and Implications for Behavioral Health Policy. 

Timely Manner

Employers are mandated to respond to requests for accommodations timely, and in good faith. Likewise, postsecondary institutions must provide academic accommodations in a timely manner which is deemed as promptly as possible to when the request was made. Disability law does not distinguish what constitutes a reasonable timeframe. Rather, much like the “reasonable person standard,” the time in which academic accommodations are provided is dependent on what is reasonable based on the student, disability, and academic setting. Taking a holistic approach is necessary when determining the time frame. If the college is ever in litigation, an investigation will be conducted, and a timeline of requests and responses will be gathered to determine if the college was acting promptly to students’ requests.  The following is an example of accommodations regarding a timely manner:  

An instructor is uploading video recordings to Canvas. The recording is not closed captioned. A Deaf student needs the videos captioned to complete an assignment. The instructor doesn’t know how to add captions to their video so suggests the student contact DSP&S. Based on Section 508 it is the instructor’s responsibility to have their videos captioned. If the instructor consistently fails to upload captioned videos this puts the student at a disadvantage. The longer the instructor waits to caption videos the longer it takes to accommodate the student promptly and accurately. DSP&S recognizes it may take time to learn how to appropriately add captions to videos. It is advised the instructor work with DSP&S. Some suggestions to remediate this situation are to have the video ASL interpreted, have a captioning service add captions for the initial assignment, and provide an alternate assignment that meets the SLOs. It is expected that after the first few times, the instructor will be proactive and have all videos accessible. This practice would ensure that Deaf student receives their accommodation in a timely manner and has the opportunity to complete the same assignment as other students within the same timeframe.  

Please visit the website LD Online - College Students and Disability Law to review timely accommodation requirements.  

Faculty Rights and Responsibilities 

Faculty Rights 

Faculty have the right to:  

• Set academic standards. 
• Evaluate the student based on the standards of the class and grade accordingly. 
• Appeal a decision regarding the provision of accommodation, when doing so would pose a fundamental alteration to the course of the program curriculum. Appeals should be submitted to DSP&S Director Dr. Jacquelyn Rubalcaba-Muniz. If an instructor is dissatisfied with the outcome of the appeal, they can process a complaint. It is recommended to follow the informal complaint process. If the instructor is dissatisfied with the informal resolution, it is recommended that the instructor complete a formal complaint process. Please view the informal and formal complaint process, similar to that of the Student Complaint Process below in the Complaint Process section.  

Faculty Responsibility 

Faculty have the responsibility to: 

• Work with the students to provide accommodation in a timely manner (as prompt as possible).  
• Provide material and course content in accessible formats. Work with the CCC Alternative Media Specialist or Instructional Designer regarding technology-related accessibility.  
• Reach out to DSP&S with any accessibility-related questions.  
• Select textbooks in a timely manner so that alternate formats can be ordered from the publisher or converted by the CCC Alternative Media Specialist, Robert Salinas. DSP&S views the Bookstore text offerings for courses or course syllabi to determine textbooks.  
• Respect and maintain a student’s rights to confidentiality by not announcing or discussing the student’s disability in the presence of other students and/or staff. 

Contact DSP&S if there is a concern about any accommodation and/or services. 

Use the Faculty AIM portal to monitor accommodations for students with disabilities in your course offerings. 

DSP&S AIM Portal for Faculty 

Please watch the DSP&S AIM Portal Instructor's Overview video for a guide on how to use AIM.

Common Course Accommodations 

Accommodations are the means by which a college gives students the tools necessary to gain equal access to the curriculum. The following is a list of accommodations that are commonly provided in the classroom setting.

Note: There may be other accommodations or comments on the FNL depending on the individual student and disabling condition. Please contact DSP&S with any questions or concerns related to academic adjustments and auxiliary aids, also known as accommodations.

Online Accommodations

Please visit the DSP&S Online Accommodations Guidelines website for more information on how to satisfy accommodations in a virtual environment.

Accommodation Agreements 

Common accommodations have student policy and agreement forms. All students approved for common accommodations (i.e., testing, note-taking, recording) sign user agreements housed in AIM. Districtwide DSP&S consistently reviews and updates these documents. Documents are verbatim as of the time of printing.

Testing Agreement

Content: Students who are authorized to use testing accommodations and/or test proctoring services must abide by the following test accommodation policy and procedures. 

• Testing accommodations are only provided with prior approval by a DSP&S counselor as documented by the Academic Accommodation Plan. 
• All testing accommodations must be verified prior to scheduling the exam. 
• Students must send their Faculty Notification Letter (FNL) before they schedule accommodated exams. 
• Once scheduled, only approved accommodations will be provided. 
• Students are responsible for scheduling testing appointments by following the campus scheduling process. 
• Student identification may be required to ensure test proctoring integrity. 
• Regular tests, exams, and quizzes should be scheduled at least three academic working days in advance. 
• Midterms and final exams should be scheduled at least 2 weeks in advance due to the high volume of test accommodation requests during peak times. 
• Students are responsible for notifying the DSP&S Test Center immediately of any cancellations and/or changes. Repeated failure to attend scheduled testing appointments may result in a suspension of test accommodations. 
• Students must arrive on time for their scheduled test proctoring appointment. If a student is late to their testing appointment, DSP&S may not be able to provide the student with the exam. Repeated tardiness to scheduled appointments may result in a suspension of test accommodations. 
• Students are responsible for ensuring they have all materials allowed for test(s) including but not limited to pens(s), pencil(s), scantron, bluebook, allowable/approved notes, calculator, etc. 
• No food or drink is allowed in the testing area unless indicated on the Academic Accommodation Plan or at the discretion of the Assessment Technician. 
• No personal items and/or non-approved/unallowable test materials (e.g., cell phones, tablets, backpacks, books, notes, purses, calculators, watches, smart devices, etc.) are allowed in the testing area. A secure/safe area will be provided for students to store these items/materials during their test. 
• Students are expected to complete their test/exam in one sitting unless specified on their Academic Accommodation Plan and/or indicated by the instructor. If a student leaves the testing area without the proctor’s prior approval, the test/exam will be considered completed/compromised and all test materials will be collected. 
• Students are not permitted bathroom breaks unless indicated on their Academic Accommodation Plan and/or with the proctor’s prior approval before leaving the Test Center. 
• All testing is monitored by an in-person proctor and/or by a monitoring system. 
• Students are not permitted to touch and/or disturb any other materials and/or individuals in the area. Students are provided with an appropriate work area for test taking and are expected to use the designated area only. 
• Once students complete their test or their test time is over, all testing materials (i.e., test, scantron, blue book, scratch paper, approved/allowable notes, etc.) must be submitted to the test proctor to be forwarded/returned to the instructor for grading/review. 
• Refusal of test submission will result in campus security being called to escort students out of the Test Center. 
• Academic Dishonesty Policy: Cheating, Plagiarism, and Collusion will not be tolerated. Academic dishonesty in any form is a very serious offense and will incur serious consequences. Penalties for such actions may include but are not limited to a failing grade on a test, paper, project, and/or course. (See College Catalog Administrative Policies).

I have read and agree to comply with the Test Accommodation Policy and Procedures. I am aware that these are general district testing guidelines and that there may be additional campus-specific guidelines, which will be provided to me by DSP&S. I further understand any violation of the Academic Dishonesty Policy while utilizing test proctoring services and/or accommodations will result in the immediate removal and termination of the test. 

Recording Agreement  

Content: Student Agreement for Recording Classes 

• I understand that, as a student enrolled in State Center Community College District (SCCCD), who has a disability affecting my ability to take or read notes, I have the right to record my class lectures for use in my personal studies only. 
• I realize that lectures recorded for this reason may not be shared with other people without the written consent of the lecturer. 
• I understand that recorded lectures may not be used in any way against the faculty member, or other lecturer, or students whose classroom comments are recorded as part of the class activity. 
• I understand that I can use a recorder, or the Otter AI software platform provided by DSP&S to record course lectures if my instructor has a “no phone” or “laptops out” policy. 
• I am aware that the information contained in the recorded lecture is protected under federal copyright laws and may not be published or quoted without the expressed consent of the lecturer and without giving proper identity and credit to the lecturer. 
• I agree to abide by these guidelines with regard to all lectures I record while I am enrolled as a student in the State Center Community College District.

Volunteer Note-Taking Agreement  

Note-taking is an academic accommodation provided by the college to assist students with specific disabilities in processing information and content in a specified course. 

If you elect to be a notetaker, please read the following notetaker agreement, responsibilities, and guidelines. 

I agree to work with the Disabled Students Programs and Services office as a volunteer notetaker. As an approved volunteer notetaker I understand and agree to the following notetaker responsibilities and conditions for the entire semester. Notetaker responsibilities and conditions include but are not limited to: 

• Must be officially enrolled at SCCCD and registered for the same course as the student. 
• Attend all scheduled classes, except in cases of illness and emergencies. 
• Pre-arrange for a substitute notetaker for days when you will be absent. 
• Notes can be produced/delivered by scanning notes into an electronic format (PDF, JPG, PNG, Adobe Scan, Genius Scan) so notes are ready to be uploaded into AIM. 
• Set up notes in a clear and concise manner. 
• Highlight assignments, tests, and all other important information. 
• Upload notes to AIM within 48 hours of the class meeting or within 24 hours when a quiz/test is scheduled for the next class meeting. 
• Behave in a courteous and professional manner in accordance with student conduct standards (see Administrative Regulations and Board Policies on the SCCCD website and in the college catalog). 
• Be open to feedback about your notes. Feedback from a variety of sources may be collected, including the student for whom you provide notes, the instructor, and/or the DSP&S office. 
• Adhere to confidentiality policy. As a DSP&S representative you are expected to adhere to the confidentiality policy as set forth in the Family Education Right to Privacy Act (FERPA) and should not discuss nor refer to the name and/or disability information of any DSP&S student. All students who register with DSP&S do so confidentially. This confidentiality extends to all DSP&S staff and student workers (volunteer/paid). 
• Notify the student and DSP&S office within 48 hours, if you drop or withdraw from the class so arrangements for another notetaker can be made. 
• Approved volunteer note-takers, who are fully matriculated, in academic "good standing", meet total unit requirements as specified by enrollment priority policies, and are actively providing notetaking services will be provided with priority registration for the immediately upcoming semester only. 
• Agreement Consent Statement Top Portion: This Agreement is VOID if: 
• The notetaker misses more than two classes without making arrangements with the student for whom notes are being taken or if notetaking problems can't be resolved through DSPS facilitation/investigation. 
• Agreement Consent Statement Bottom Portion: I have read the Notetaker Agreement and agree to follow the responsibilities and guidelines required to ensure the student receiving this service will benefit fully from the classroom experience. I understand that I will receive a $50.00 stipend at the end of the semester for completing my note-taking commitment and a satisfactory level as reported by the receiver.

Best Practices  

It is best practice to:  

• Announce your disability statement on your syllabus and ensure students know DSP&S is an available campus resource.  
• Monitor your email FNL notifications and/or log into AIM and review FNL requests. Requests can be made at any time in the semester. Please be cognizant of requests made after the first couple of weeks of the course start date.  
• Connect with each student using DSP&S services in your course to ensure proper accommodations are being provided based on their individualized AAP. Students with disabilities (SWD) could be anxious about approaching instructors about their accommodations. Instructors extending the invitation for discussion about accommodations may ease students’ apprehension.  
• Provide accommodation as promptly as possible to ensure services are given in a timely manner. Refer to the Timely Manner portion of this website.
• Adjust all accommodated tests/quizzes as soon as you get the FNL for an online course. This can reassure the student that their education was made a priority and they do not have to be concerned with whether or not they were provided with their accommodation. DSP&S advises students not to proceed with online exams that were not given extended time on exams.  
• Ensure you keep SWD information confidential. Do not announce their name or accommodation in front of the class. Many students feel stigmatized for utilizing services and prefer to keep all services discreet.  
• Provide nothing more or nothing less than what is approved on the FNL. Faculty can set a precedence of services that cannot be justified on an FNL based on disability verification. Students may believe that they can be granted an unjustified request if one faculty member provides an unapproved accommodation. Future faculty or institutions have the right to deny that request, but students may feel a right is being stripped of them, when in fact it is not.   
• Contact DSP&S if in doubt. DSP&S has dedicated staff that assist students and faculty in the facilitation of accommodations.  
• Understand that all institutional members are obligated to accommodate students with disabilities; it is not the function of the DSP&S office alone. 
• Ensure your classroom management includes providing accessibility and accommodation in your pedagogical style.   
• Identify a note-taker when requested and fill out the link sent in the Volunteer Note-Taker FNL email notification.  
• Follow Test Center guidelines. Visit the CCC Test Center website.  
• Make students with disabilities feel as welcome as possible in your classroom setting.  
• Utilize the Early Alert system if you have a concern regarding a non-DSP&S student and you feel a referral to the DSP&S office is warranted. Please do not suggest to the student that they are in need of and should apply for DSP&S services. 

Complaint Process

Instructors can submit a complaint regarding any approved academic accommodation or auxiliary aide notated on the Faculty Notification Letter. 

Informal Resolution Complaint

1. DSP&S encourages instructors to contact the affiliated DSP&S counselor indicated on the FNL to informally remedy an accommodation dispute or other DSP&S-related concerns.  
2. DSP&S encourages faculty to reach out to the DSP&S Director/ADA Coordinator, Dr. Jacquelyn Rubalcaba-Muniz, if the instructor is dissatisfied with the interaction with DSP&S staff. 
3. If a mutually satisfactory resolution is not agreed upon between the faculty and the DSP&S office, then this will eliminate the informal complaint process and advance to a formal complaint process. Please see the below steps for a formal complaint submission.   

Formal Resolution Complaint

1. If a faculty member would like to file a formal complaint about their concerns a Student Complaint Form can be officially submitted to CCC. Please visit CCC Student Complaint Procedures website to complete the process of filing a formal complaint. 

Please Note: The Student Complaint form can be used interchangeably for faculty complaints. 

The Director of DSP&S will review the formal complaint form and advance it to the Dean or VP of Student Services.

Frequently Asked Questions (FAQ) from Instructors

NEED ASSISTANCE?

For more information, please visit DSP&S’s Frequently Asked Questions (FAQ) or contact the DSP&S office by email at dsps@cloviscollege.edu or by phone at (559) 325-5050 for more information.