Changing lives… shaping futures

1. The Annual Validation Process • Gayle Gallacher • Central College, Glasgow Changing lives… shaping futures

2. Why complete a revalidation? • What your organisation is asked to do • How to complete the institutional self evaluation – annual validation. Changing lives… shaping futures

3. Why complete a revalidation? 2 main reasons The validation panel needs to be satisfied that the same level of service is being provided as at full validation. Changing lives… shaping futures

4. Why complete a revalidation? • 2. Institutions must confirm that they are still in a position to deliver, robust, high quality assessments of needs for the purpose of Disabled Student Allowance (DSA) applications. Changing lives… shaping futures

5. What your organisation is asked to do… • Detail improvements and changes • Have quality assurance measures in place • Provide a sufficient level of detail • Address any comments made by the validation panel Changing lives… shaping futures

6. How to complete the institutional self evaluation • Does your institution wish to remain validated for a further year? • YES  NO • If No please use the space below to explain why your institution no longer wishes to remain validated. • If YES is the information contained in your original application still correct? • YES  NO • If Yes please use the template below to provide any additional updated information, which will be reviewed by a panel from the DSSG. • If No please use the template below to provide detailed information to demonstrate your institutions’ capacity to continue to carry out needs assessment for DSA, which will be reviewed by a panel from the DSSG. Changing lives… shaping futures

7. How to complete the institutional self evaluation Which senior member of staff is ultimately accountable for the institution’s participation in the pilot? • Quality Indicators Toolkit • Indicator (6) The needs • assessment process is • adequately resourced • Comments/Evidence requirements: • The time and resources allocated • for the conduct of assessments • (plus associated preparation and • follow-up) are both adequate and • reflect the level of responsibility • and complexity of the task. • Students receive information about • their rights and responsibilities in • connection with the application for • support. • Comments/Evidence • As per original application. However, under the Leadership • of our new Principal, the College is in the process of restructuring, therefore the Senior Staff Member may • change. Changing lives… shaping futures

8. How to complete the institutional self evaluation 2. Who is responsible for overseeing the needs assessment process on a day-to-day basis? • Quality Indicators Toolkit • Indicator (2) The assessor has the knowledge and skills to make well-informed decisions about study aids and support strategies • Comments/Evidence requirements: • Assessors have relevant qualifications and experience. • All assessors are authorised/registered to provide assessment services and do so under the auspices of a recognised institution or agency. • Comments/Evidence • As per original application. However the Learner Services • Co-ordinator specialising in Disability and Equality matters has a new title of Equalities Co-ordinator.   Changing lives… shaping futures

9. How to complete the institutional self evaluation 3. Who else is involved in conducting needs assessments in your institution and what are their skills, expertise and experience? • Quality Indicators Toolkit • Indicator (2) The assessor has the • knowledge and skills to make well- • informed decisions about study aids • and support strategies • Comments/Evidence requirements: • Assessors have relevant qualifications • and experience. Comments/Evidence The expertise and experience of the Equalities Co-ordinator and the Lecturer in Core Skills & Learner Support was submitted with the original application. A Technician specialising in assistive technology is also based within the Learner Support Centre and has recently qualified as a Texthelp Certified Trainer. Where the use of assistive technology has been recommended as part of the needs assessment process, the Technician offers in-house training to learners. Changing lives… shaping futures

10. How to complete the institutional self evaluation 4. Can you indicate the range of additional needs that required external agency input into students’ assessments and how this was organised and co-ordinated? • Quality Indicators Toolkit • Indicator (2 & 7).The assessor has the knowledge and skills to make well informed decisions about study aids and support strategies. Service providers undertake regular monitoring activity and conduct an annual internal review. • Comments/Evidence requirements: • Results from student surveys and from surveys conducted by other stakeholders - to gauge satisfaction and degree of success with recommended study aids and strategies. Comments/Evidence The College set up a Service Level Agreement with the National Autistic Society (NAS). Under the terms of this agreement, a Student Support Worker from NAS is based in College and also assisted in the Needs Assessment process oflearners who were eligible for DSA to ensure a well co-ordinated support package was delivered.   As the College has not been validated for one full year, results of student surveys are not currently available. However, the mechanisms are in place for this to be undertaken before the end of the session. Changing lives… shaping futures

11. How to complete the institutional self evaluation 5. Do you wish to continue undertake assessments for (range of students) or do you wish to undertake assessments for more students (and if so, how many etc) • Quality Indicators Toolkit • Indicator (5) Decisions regarding the support needs of the student are made in a timely manner and communicated to relevant stakeholders. • Comments/Evidence requirements: • Literature about the purpose and process of needs assessments is readily available and clear/easy to understand. Comments/Evidence In the 8 months that the College has been validated as an assessment centre, the Equalities Co-ordinator has been able to carry out needs assessments for all learners attending the College, therefore it is envisaged that the College will continue to undertake assessments for all learners. Where appropriate the College will liaise with external organisation such as NAS, RNID, RNIB etc as per original application. Changing lives… shaping futures

12. How to complete the institutional self evaluation 6. Can you identify any changes that your institution has made to its services/facilities in order to support of the needs assessment process? • Quality Indicators Toolkit • Indicators (3 and 4). Tasks students are expected to perform and the learning environment(s) in which the student will be operating, are always taken into account. A continuum of study aids and strategies in explored. • Comments/Evidence requirements: • facilities for assessment comply with, or exceed, minimum standards. • with complex or unfamiliar aids and strategies, students are given the opportunity to trial the equipment before assessment recommendations are finalised. Comments/Evidence Where aids or strategies which learners are unfamiliar with have been recommended, they are given the opportunity to trial equipment prior to the assessment report being finalised. This is done with the aid of the Technician specialising in assistive technology, who has worked with learners who are unfamiliar with equipment which has been recommended. Changing lives… shaping futures

13. How to complete the institutional self evaluation 7. Can you describe how your institution has amended or enhanced its mechanisms for quality assuring the study needs assessment process? • Quality Indicators Toolkit • Indicator (6) The needs assessment • process is adequately resourced • Comments/Evidence requirements: • The time and resource allocated for • the conduct of assessments (plus • associated preparation and • follow-up) are both adequate and • reflect the level of responsibility • and complexity of the task. • Students receive information about • their rights and responsibilities in • connection with the application for • support. Comments/Evidence As mentioned in section 4, the College has not been validated for one full year. Therefore, no results of student surveys are currently available. However, the mechanisms are in place for this to be undertaken before the end of the session. Changing lives… shaping futures

14. Points to remember • Refer to original submission if appropriate • Provide a sufficient level of detail • Needs Assessment Reports Changing lives… shaping futures

15. Questions? Changing lives… shaping futures