Accommodations to Drive Equity and Academic Success 

The mission of NOCE Disability Support Services (DSS) is to ensure equal access to education for all students with verified disabilities by providing individualized accommodations and support services while empowering them to achieve their educational and vocational goals within the inclusive learning environment at North Orange County Continuing Education (NOCE).  

Requesting Accommodations

1.  Once your accommodations have been identified through DSS, access your DSS Student Portal to request your accommodations for enrolled classes.
2. Click on Request for Accommodations
3. Log into MyGateway
   • Use your MyGateway ID (also known as your Banner/Student ID) and your password.
4. Click Request
5. Check the boxes to choose from the approved test and classroom accommodations you will need for the course.
   • NOTE:  If you need to modify existing accommodations or request additional accommodations, please contact the DSS Main Office at (714) 808-4719 to request a counseling appointment.
6. Click the Circular Button to Approve Accommodations and Send the Letter to Your Instructor
7. Select the Checkbox if You Agree to the Outlined Terms
8. Lastly, Click “Submit”

Available Accommodations

NOTE: Accommodations are based on the student’s verified disability and related educational limitations.

• Alternative Due Dates for Assignments

  NOCE makes every reasonable effort to accommodate students with disabilities as addressed by the Americans with Disabilities Act. Alternative due dates for course assignments and exams may be a reasonable accommodation in certain situations because a student’s medical or health circumstance poses challenges with completing assignments by deadlines. If a student has a disability with random or cyclical acute episodes and/or causes hospitalizations, the accommodation allows for flexibility in assignment or exam deadlines and when the episode interferes with the student’s ability to complete an assignment or exam in the expected timeframe.

  DSS will consider an alternative due date for an assignment as an accommodation for a student with appropriate medical/disability documentation and after engaging in the interactive process with a DSS counselor. This accommodation will not be approved when it substantially alters the program or course. Assignments cannot be turned in after the course concludes and/or grades are posted.

  Accommodations are not meant to be retroactive. Missed assignments that occur prior to the instructor receiving the initial accommodation letter are not covered under the accommodation process. DSS recommends that those missed assignments be handled in accordance with the course assignment policy.

  Students must notify the instructor and DSS counselor as soon as reasonably possible, typically within 24 hours, when a disability-related medical episode affects coursework. This accommodation is intended only for disability-related medical episodes and does not apply to time management difficulties, work overload, transportation issues, or non-disability-related absences. If disability-related absences or extension requests become excessive, DSS may consult with the student regarding the student’s ability to successfully meet course requirements.

  Student Responsibilities

  • The student will provide disability verification and meet with a DSS counselor to engage in an interactive process.
  • Student must send an accommodation letter to their instructor.
  • Student must inform instructor and DSS when requesting an alternative due date.
  • Student must notify the instructor and DSS counselor as soon as reasonably possible, typically within 24 hours, when a disability-related medical episode affects coursework.

  DSS Counselor Responsibilities

  • Review request and assess reasonableness.
  • Consider disability impact, documentation, course requirements, and fundamental alteration concerns.

  Instructor Responsibilities

  • Collaborate with DSS if there is concerns regarding the student’s accommodation.
  • Accept assignments submitted by the approved deadline.

   
• Alternate Media

  Ensuring that instructional materials and other information and communication technology are accessible to students with disabilities is a shared college responsibility. All college administrators, faculty, and staff who are involved in the development and use of such materials or resources share this obligation (CCCAC, 2024).

  Alternate media and alternative formats are used interchangeably and is a provision of academic and instructional materials in a format that supports access for a student with a disability. Types of alternate media include, but are not limited to, electronic text (PDF or Word/RTF), braille, tactile graphics, large print, or audio.

  Procedure to use this service:

  • Meet with your DSS Counselor to determine eligibility for alternate format accommodations
  • DSS Counselor will provide book information for students to purchase
  • Student will purchase textbook(s) and keep the receipt to provide to the DSS Counselor
    • Students in the High School Subjects Program are not required to buy textbooks.
  • Provide textbook receipt to DSS Counselor who will then request textbook in your preferred alternative format

  HOT TIP: Students must request this services as early as possible prior to the start of the semester. In some cases, the production of materials may take up to 10-12 business days.  Order your textbooks at the same time you register for classes.
• Assistive Technology and Adaptive Furniture

  Assistive computer technology is any software, hardware or piece of equipment that helps provide equal access to computer resources as well as alternatives to how a person interacts with a computer and written material. In other words, AT is anything that helps us get our work done.

  Available assistive technology (Hardware and Software) and adaptive furniture available to NOCE students:

  Cognitive and Processing Challenges (e.g., ADHD, Processing Disorders)

  • Kurzweil 3000: Supports students with executive functioning difficulties by organizing reading and writing tasks.
  • Read the Web: Helps students with attention challenges by reducing visual distractions while reading.
  • Windows Accessibility Tools: Includes focus mode and other assistive features to support concentration.

   

  Hearing Disabilities

  • Ubi Duo
  • FM Systems: This accommodation/assistive technology is primarily used by students with hearing loss.  The speaker uses a microphone, while the listener wears a receiver. The receiver can be a simple pair of headphones, ear-level receivers that deliver the sound into the ears, or a hearing device,
  • Closed Captioning/Transcriptions

   

  Motor and Physical Disabilities

  • Adjustable Tables: Provides accessible workspaces for students with mobility challenges.
  • MS 365 Dictation: Allows students with limited hand function to write using voice commands.

   

  Reading Difficulties (e.g., Dyslexia, Print Disabilities)

  • Kurzweil 3000: Provides text-to-speech, highlighting, and study tools to support reading comprehension.
  • Read the Web: Reads digital text aloud, aiding students with reading challenges.
  • Fusion (JAWS): Reads digital and web-based text for students who struggle with reading printed material.

   

  Visual Impairments

  • CCTV: Enlarges printed text for students with low vision.
  • Fusion (JAWS and ZoomText): Provides screen magnification and screen reading for students with blindness or low vision.
  • Windows Accessibility Tools: Includes features like a magnifier and high-contrast mode for enhanced visibility.

   

  Writing and Spelling Challenges (e.g., Dysgraphia, Learning Disabilities)

  • MS 365 Dictation: Converts speech to text, allowing students with writing difficulties to compose documents more easily.
  • Kurzweil 3000: Offers word prediction and auditory feedback to assist with writing.
  • Glean: Notetaking software – Students who struggle to take good notes may benefit from note-taking assistance/technology.  DSS issues note-taking technology (Glean) to students who have been approved for note-taking accommodations. 
    • Student must meet with a DSS counselor to discuss if Glean is the best match for note-taking needs.
    • After being approved for this assistive technology, the student must schedule an appointment to meet with the Alternate Media Specialist for training and how to best access and use the technology.
    • Students will then use the technology during class (remote and/or in-person).

  If you need a specific AT (Hardware or Software) at a specific campus or the AT is not working properly, please notify the  DSS office at (714) 808-4719 or e-mail disabilitysupport@noce.edu, and we will work to remedy the situation.
• Audio Recording

  Under Section 504 of the Rehabilitation Act and the ADA, higher education institutions must provide auxiliary aids to ensure equal access for students with verified disabilities. This includes audio recording. Audio recorders are approved accommodations for students with disabilities that impact note-taking. Eligible students have the right to record lectures but must adhere to NOCE’s regulations, including signing an annual audio recording contract. Violations of the agreement may result in disciplinary action and loss of related disability services.

  Audio Recording Regulations:

  • I will use recordings of class lectures solely for my personal use in study and preparation related to this class.
  • I will not share these recordings with any other person at any time, whether that person is in my class.
  • I will turn off the audio recorder at my instructor’s request during portions of the lecture which are not relevant to the contents of the course requirement.
  • I will not record the voices of other students such as in a discussion session, virtual student breakout room, etc. I will only record the voice of the lecturer.
  • I will not reproduce or upload the recording to social media sites and/or web environments. Public distribution of recorded materials may constitute copyright infringement in violation of federal or state law, or college policy.
  • I understand I am not allowed to video record the lecture.
  • I will erase, delete, or destroy the recordings at the end of the course.
  • I understand that my instructor has the right to add information to this contract as it relates to their course.
• Breaks During Class and Exams

  Some students require breaks during class lectures and/or exams due to disabilities or health conditions. For approved breaks, students must meet with a DSS counselor who will review the student’s disability documentation, engage in an interactive process with the student, and then determine the appropriateness of breaks. If a student is approved for breaks, they are permitted to take short breaks during class or exams. Depending on the type of break, the student should choose a seat near the door (or appropriate location) so they can excuse themselves from class quietly and without disruption. Students should take only necessary breaks and return promptly. If a student’s breaks are disruptive or excessive, the instructor will share the problem with the student.
• Medical Related Abscence

  This accommodation is unique and, therefore, not approved frequently due to the distinctive nature. However, DSS acknowledges the exceptional circumstances surrounding such a request and is prepared to evaluate it based on the student’s history, appropriate documentation, and in accordance with our commitment to equity and inclusion.

  Alternative Due Dates for Assignments and Exams

  Academic Adjustment

  NOCE makes every reasonable effort to accommodate students with disabilities as addressed by the Americans with Disabilities Act. Alternative due dates for course assignments and exams may be a reasonable accommodation in certain situations because a student’s medical or health circumstance poses challenges with completing assignments by deadlines. If a student has a disability with random or cyclical acute episodes and/or causes hospitalizations, the accommodation allows for flexibility in assignment or exam deadlines and when the episode interferes with the student’s ability to complete an assignment or exam in the expected timeframe.

  While a student may receive approval for this accommodation, it is the student’s responsibility to proactively communicate with the instructor to arrange an alternative due date in advance, or promptly thereafter, for any assignment or exam affected by a medical or health challenge. Each request will undergo individual evaluation, and the student may be required to provide supplementary documentation to substantiate their specific request. It is important to note that this accommodation does not entitle the student to submit all assignments after deadlines, nor does it apply in the case of student study skills or time management issues or work overload. If a student’s absences and/or extensions become excessive, the student will be advised on their ability to pass the course, based on the instructor’s professional judgment.
• Personal Service Attendant

  North Orange Continuing Education (NOCE), Disability Support Services recognizes Personal Service Attendants for students who are limited in performing self-care functions or students who require prompting for behavior, staying on task, or following directions. In either case it is the student’s responsibility to arrange for their personal service attendant.
  
  North Orange Continuing Education is not responsible for locating, coordinating, or making financial arrangements for personal service attendants.

  NOTE:  A PERSONAL SERVICE ATTENDANT IS NOT ALLOWED TO ACCOMPANY A STUDENT IN CLASS UNLESS PERMISSION IS GRANTED FROM THE DISABILITIY SUPPORT SERVICES (DSS) PROGRAM.
  
  A PSA assists students with accessibility needs, such as turning pages or handling supplies. However, PSAs should not act on behalf of the student, engage in instructional activities, or influence the student’s learning during class. PSAs are not
  tutors, they are not instructional aides, and they are not permitted to provide instruction.
  
  Parents and close family members are not permitted to serve as PSAs, except in immediate emergencies.

  PSA Responsibilities:

  1. Follow NOCE and North Orange County Community College District (NOCCCD) policies and procedures, including the Standards of Student Code and Discipline.
  2. Complete the PSA Guidelines Form, Volunteer form, and NOCCD Waiver for Liability form.
  3. Provide only the support discussed and agreed upon during the interactive process between the student and Disability Support Services (DSS) professional.  Failure to adhere to the agreed-upon role may result in limitations or denial of the PSA’s presence on campus or in class.
  4. At all times, follow the direction of the classroom professor, instructional staff, counseling faculty, emergency responders, and administrators.
     

  Student Responsibilities:

  1. Submit appropriate disability verification to DSS.  The verified disability and resulting educational limitations must support the necessity of having a PSA accompany the student on campus and/or in the classroom setting.
  2. Ensure that each personal service attendant registers with DSS and signs the PSA forms and NOCCCD Waiver for Liability form each academic year.
  3. Allow adequate time to obtain NOCCCD Board approval of PSA as a volunteer (Which may take up to three weeks).
  4. If personnel changes occur during the term, ensure that the new PSA registers with DSS and completes PSA/Liability forms before accompanying the student on campus or in the classroom setting.
  5. Abide by NOCE’s policies, regulations, and procedures.
  6. At all times, follow the direction of the classroom professor, instructional staff, counseling faculty, emergency responders and administrators.

  The student must give timely notification to the DSS office if requesting that an aide accompany them in class (in-person or virtual) so that DSS is able to consider the request and, if approved, notify faculty in advance. Additionally, the presence of a personal aide in the classroom (in-person or virtual) must be approved by the NOCCCD Board of Trustees. This board approval process takes time, so timely notification is imperative. The student is responsible for notifying and obtaining approval from DSS regarding any personnel changes.

  The process to request a PSA is interactive.  The student, the DSS Counselor, and where appropriate, their parents/conservators, will discuss the student’s educational limitations related to their identified area of disability and will develop an Academic Accommodation Plan as part of the process. The DSS counselor will explore the need for a PSA utilizing questions that include, but are not limited to, the following:

  • What are the student’s educational limitations that require a PSA?
  • If a PSA is approved, will the student be able to independently demonstrate measurable progress?
  • What is the purpose of the PSA?
  • What specifically will the PSA do?
  • What documentation supports the request?
  • How will the student achieve independence?
  • What happens if a PSA is gone for a short time? Or if they are sick or absent?
  • Is the PSA needed for Personal Care (e.g. physical limitations that require support for getting items out for student, assistance in the restroom, etc.)?
  • Is the PSA needed for safety awareness (e.g. prevent student from wandering off, provide support for interacting with strangers, etc.)? If so, how will the PSA accomplish this?
  • Is the PSA needed to keep the student on task? What does this look like?
  • Is the PSA observing the student to see if they are overstimulated, frustrated, etc.? If so, how will the PSA intervene? This cannot disrupt the learning environment.
  • Is the PSA needed to support behavioral challenges? If so, how will the PSA intervene? If frequency and intensity of the behavior disrupts the learning environment, then it would not be appropriate.
  • Is the PSA being requested for a medical need? NOCE does not have medical staff on campus to support students. Faculty and staff will call 911 if a student needs medical intervention even if there is a PSA with the student.
  • Are there alternative accommodations or strategies the student should consider that could increase their independence at the post-secondary level?
  • Is the student able to make progress and benefit from post-secondary classes with or without a PSA?

  Please contact the DSS office at (714) 808-4719 or e-mail disabilitysupport@noce.edu  to schedule an appointment.
• Sign Language Interpreter

  DSS provides sign language interpretation to eligible students who are deaf or hard of hearing. and who wish to use sign language as their primary and preferred mode of communication. A remote transcriber will be provided for DHH students who need to access information via real-time transcription services.

  HOT TIP: Request this service as soon as possible prior to the start of the semester so that we can ensure that a service provider will be scheduled for you on the first day of class.

  NOTE:  You must inform DSS immediately of any changes in your class schedule.

  Absences: If you plan on being absent, you must notify DSS at least 48 hours in advance. If you are unexpectedly absent due to illness, car trouble, etc., you must notify DSS as soon as possible. If you do not show up for class and do not notify DSS in advance on two occasions, your interpreting or remote transcription services will be suspended until you meet with a DSS Counselor or Director. If, after you meet with the DSS professional, your absenteeism continues, services may be terminated for the remainder of the semester.

  To report an absence, email DeafServices@noce.edu

  Tardiness: Interpreters and remote transcribers are instructed to wait ten (10) minutes for every hour the class meets for students to arrive. If you arrive after the interpreter or remote transcriber has waited the required time, you may not receive services for that class period. Failure to arrive to class on time twice in a semester will result in your services being suspended until you have met with the DSS Counselor or Director. 
• Testing Accommodations

  Testing accommodations involve making adjustments to standard testing conditions so that students with disabilities have an equal opportunity to demonstrate their mastery of course material. Accommodations do not give students an advantage in a testing situation; rather, they compensate for educational limitations posed by a student’s disability. The specific types of testing accommodations provided to students are determined by the DSS Counselor and/or LD Specialist on an individual basis. Testing accommodations may include extended time, distraction-reduced testing environment, use of a computer or other adapted equipment, the assistance of a reader or scribe, or breaks.

  To be approved for testing accommodations, students must provide appropriate disability documentation and meet with a DSS counselor or LD specialist.

  Common modifications include:

  • Providing a quiet, distraction-reduced testing environment
  • Extended time to complete tests
  • Alternative materials (Such as Braille for the blind and visually impaired)

  NOTE: Extended time on exams only applies to “timed” exams that are generally taken in one sitting. This accommodation does not apply to exams in which one or more days have been approved to complete. For example, if an instructor allows students one full day to take an exam within Canvas, the student will not receive an extra day to take it (2 full days).

  In order to receive testing accommodations, it is the student’s responsibility to follow the DSS testing accommodations procedures. Failure to do so may result in the loss of testing accommodation services.

  Please remind your instructors that they need to provide DSS with the test by the day it is to be administered. In the case of exams that need to be converted into an alternate format or require multiple copies, DSS needs the test five days in advance to make sure that they are ready on time.

  “Cheating” on an exam is considered inappropriate use of DSS services and is subject to suspension or termination of DSS accommodative testing services. If you are caught cheating, you will not be able to take any future exams until you have met with a DSS Counselor or the DSS Director. Additionally, any student participating in this type of academic dishonesty will be referred to the Dean of Counseling and Student Development and will be subject to campus suspension or expulsion.

  NOTE: In order to maintain the integrity of the DSS testing environment, DSS utilizes cameras to monitor the testing rooms for on campus exams. All online exams that DSS proctors virtually on Zoom are monitored and recorded, including audio and chat messages.

  On-campus exams will require you to leave your bags and other personal items outside of the testing room. You must turn in your cell phone to a DSS staff member before entering the testing room; your device will remain in a locked drawer for the duration of your exam. Having a cell phone, notes, etc. in the testing room is considered a form of cheating, even if you are not using them. Please make sure to leave ALL materials outside of the testing room.

  Inappropriate Use of Testing Services (non-exhaustive list)

  • Chronic tardiness for testing appointments
  • Failing to schedule testing appointments
  • Inappropriate behavior towards DSS staff
  • Use of unauthorized materials in testing room
  • Leaving DSS testing center without authorized breaks and/or informing DSS staff

  For information about accommodative exam breaks, please visit the “Breaks During Exams” section on this webpage.

  HOT TIP: Inform DSS immediately if you have any problems related to your testing accommodations. Do not wait until the last minute to begin the above process!
• Use of Emotional Support Animal

  Guidelines for Emotional Support Animals

  Cypress College, Fullerton College, and North Orange Continuing Education (NOCE) are committed to providing equal access and opportunity to students with disabilities. The colleges of North Orange County Community College District recognize the importance of Emotional Support Animals (ESA) for some students with disabilities. An ESA is prescribed to an individual with a disability by a healthcare or mental health professional and plays a significant part in a person’s treatment or therapy. An ESA is not a “Service Animal” and, therefore, does not assist a person with daily living nor accompany a person with a disability at all times. Instead, an ESA’s role is passive and alleviates disability-related symptoms merely by being present.

  The following guidelines and procedures ensure that individuals with disabilities who require ESAs can participate fully in and benefit from college courses, programs, and activities.

  Student Responsibilities

  • The animal must behave and respond appropriately at all times in public.
  • The ESA must be under the control of the owner, at all times, and may not be left alone.
  • The owner is responsible for any damage of personal property or any injuries to an individual caused by the animal.
  • The owner must ensure the animal is “housebroken” and must clean up and remove all waste created by the animal.  
  • The ESA may not disrupt the operation of the College or any class, program, or activity.
  • The animal must meet city, county, and state licensing and vaccination requirements.
  • The owner is responsible for the animal’s care and well-being at all times. Any evidence of mistreatment or abuse will result in the removal of the ESA and will be reported to city/county Animal Services.

  Approval for ESA

  • Approval shall be made on a case-by-case basis and through an extensive interactive process with Disability Support Services.
  • Students must provide DSS-specific documentation titled ESA Request for Information from a physician or mental health provider substantiating the need for an ESA. Contact the DSS office at (714) 808-4719 or e-mail disabilitysupport@noce.edu. to request the ESA Request for Information form.
  • The college is not required to grant reasonable accommodation that would result in a fundamental alteration of a program/class/activity or would constitute an undue burden on the College.
  • Emotional support animals are not the same as service animals. Consequently, ESAs are not protected by the ADA. Therefore, the authorization of an ESA is considered a unique accommodation that may need to be negotiated every semester. If other students or employees are impacted by the presence of an ESA (i.e. allergic or fear of animal), then DSS and the student with the ESA will collaborate to secure an appropriate solution.
  • Since ESAs are not protected by the ADA, NOCCCD does not recognize or allow all types of animals on campus.

  Requesting an ESA

  A student who wishes to request an ESA must contact, register with, and be approved by Disability Support Services.

  A DSS-form, ESA Request for Information, is required from healthcare or mental health professional who has developed a therapeutic relationship with the student and understands their functional limitations. It must be filled out completely, including the name, title, and professional credentials of the evaluator.

  Student Agreement

  The student must receive DSS approval for an ESA accommodation prior to bringing the animal to campus. During the interactive process with a DSS Counselor, the student will sign the ESA agreement form.

  Students will:   

  • Understand and abide by the ESA guidelines, procedures, and requirements.
  • Agree to provide additional information, if required, to complete their request for an ESA on campus.
  • Understand that if they fail to follow the procedures and guidelines, the College has the right to remove the ESA, and the student may be subject to disciplinary action under the Student Code of Conduct.
  • Understand the College has the authority to remove an ESA from its facilities or properties if the animal becomes unruly or disruptive, unclean and/or unhealthy, and to the extent that the animal’s behavior or condition poses a direct threat to the health or safety of others.
  • Acknowledge that DSS may disclose information regarding the presence of the ESA to individuals who may be impacted by the presence of the animal. Such disclosure shall be limited to information related to the animal and shall not be related to the individual’s disability.
• Use of Service Animal

  Service Animals on Campus

  A service animal is trained to perform some of the functions and tasks that people with disabilities cannot perform themselves. According to the Americans with Disabilities Act (ADA), a service animal is defined as:

  A dog that has been individually trained to do work or perform tasks for an individual with a disability. The task(s) performed by the dog must be directly related to the person’s disability.

  Other species of animals, whether wild or domestic, trained or untrained, are not service animals for the purposes of this definition. In compliance with the ADA, service animals are welcome at NOCE. Students with disabilities requiring the assistance of a service animal on campus are welcome to register their service dogs with the DSS office. The DSS Counselor will recommend any additional accommodations appropriate to the functional limitations of the disability.

  Requirements of service animals and their owners/handlers include:

  • Dogs must be licensed in accordance with county regulations and wear current tags.
  • Dogs must be in good health.
  • The dog must be on a leash at all times, unless either the student is unable to use a harness or leash because of a disability, or the use of a harness or leash would interfere with the service animal’s performance of work or tasks.
  • The handler must control the animal at all times. The care and supervision of an animal is solely the responsibility of its partner/handler.

  In situations where it is not obvious that the dog is a service animal, staff may ask two specific questions:

  • Is the dog a service animal required because of a disability?
  • What work or task has the dog been trained to perform?

  NOCE may exclude a service animal from all or part of its property if a handler fails to comply with these restrictions in a manner that fundamentally alters the nature of NOCE programs or services or poses a threat to the health or safety of others.

  Service Animals in Science Laboratories

  Based on the task a service dog provides to the student, it may be appropriate for the dog to attend science laboratories with the student. If deemed appropriate, the dog must be protected against chemicals, glass, etc. just like the student. It is the student’s responsibility to purchase booties, a lab coat, and goggles for the dog and to train the dog to wear the protective gear while inside the lab. If appropriate, the dog should stay in a lab space away from potential spills while also keeping the student in its line of sight. Because service dogs are well-trained, they should not pose safety concerns to others. If, however, the lab is not safe for the dog (even with protective gear), then the instructor should have a conversation with the student to determine an alternative.

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Welcome to North Orange Continuing Education (NOCE) Disability Support Services (DSS) program! We are happy to have you as a student in our school, which is part of the North Orange County Community College District (NOCCCD).

Our DSS faculty and staff are here to support you as you work toward your educational, vocational, and personal goals. Disability Support Services (DSS) implements accommodations, academic adjustments, auxiliary aids, services, and instruction as required by the Americans with Disabilities Act Amendments Act (ADAAA) of 2008, Section 504 of the Rehabilitation Act of 1973, and Title 5 of the California Code of Regulations that governs Disabled Student Programs and Services (DSPS, identified as DSS at NOCE).

NOCE’s DSS Department offers services and support that go beyond what the law requires to support student goals. DSS offers several instructional programs, including classes that support the development of basic academic, work, and independent living skills. Our workforce certificate programs are designed to develop pathways into noncredit career certificates, credit programs, and employment.

DSS has developed programs in collaboration with campus and community partners that support the inclusion of individuals with disabilities in higher education and competitive, integrated employment. These services include educational coaching, neurodiversity labs, workforce programs, mobility training, peer mentorship, and the district’s Inclusion Ally program.

We hope you find the following two references helpful:

• White Paper – Best Practices to Include Students with Disabilities in Higher Education as well as Postsecondary Programming Supporting Competitive, Integrated Employment
• Transition, A Conversation with Parents: A Guide for Individuals with Disabilities, their Parents, and the Professionals Dedicated to Serving Them, 1st Edition

Adam Gottdank, Ph.D.
Associate Dean, Disability Support Services

Programs and Services

DSS Programs and Services can be categorized into three distinctive areas: Workforce, Inclusive Services, and Educational Assistance Classes. Although their purposes are different, there is some overlap. To learn more, refer to the links below.

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The CSP Program is an innovative and accommodating program offering educational and employment services to increase employment and independent living skills. Services are individualized to meet students where they are at in attaining their employment goals. Through this project, students can work on educational, social, and vocational skills to improve employability and independence.

Educational Services

CSP participants will have exclusive access to an employment-focused curriculum. Courses offered include Social Skills, Job Skills, Intermediate Computers, Self-advocacy, and Living More Independently. CSP courses aim to increase employment and independent living skills for program participants.

Participants have access to all NOCCCD programs and services, and can receive 1:1 educational coaching support for enrollment in

• Career Technical Education (CTE)
• DSS inclusive courses (Certificates)
• NOCE Noncredit courses
• NOCCCD Credit Courses
• High school diploma program

Employment Services

Participants of CSP will work 1:1 with an assigned job developer to prepare for and obtain employment. Program participants can receive job development services while taking classes. CSP offers two avenues of employment services; traditional job development and customized employment services.

Traditional Job Development

Traditional job development is broken into three phases; employment preparation, job development and placement, and retention services. Program participants will work 1:1 with their developer to create an employment portfolio, practice interviewing, applying for and following up on job leads. Once employed, job developers provide on-going support to both the employer and the employee to ensure a successful transition into the workforce.

Customized Employment Services

Customized employment services cater to program participants who have not found success through traditional job development methods. Customized employment prioritizes participants’ skills and preferences as the foundation for securing employment opportunities. It involves collaborating closely with employers to ensure their needs are aligned with the participants’ abilities and aspirations.

Peer Mentor Program

Incoming participants of CSP will have the opportunity to enroll as a mentee in the peer mentorship program and receive mentorship from a fellow CSP student.

Peer Mentors will help guide incoming students as they get used to being on a college campus. Activities will include:

• Campus tours and access to campus resources
• 1:1 weekly meetings with their peer mentor
• Modules and activities focused on education and employment
• Social groups with peers

Who is Eligible?

To join the CSP Program at NOCE, students must:   

• Be age 18 or older  
• Have a verifiable disability 
• Have an employment goal   
• Possess the necessary documentation to work   
• Be a client of the Department of Rehabilitation
  • DOR counselor must refer student to CSP DOR Counselor
  • Contact: csp@noce.edu

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DSS Counseling’s mission is to provide comprehensive, student-centered support that empowers individuals with disabilities to achieve their academic, personal, and career goals.

Through personalized counseling, advocacy, and access to accommodations, we foster an inclusive and equitable learning environment that promotes self-advocacy, resilience, and lifelong success. We are committed to upholding the principles of diversity, equity, and accessibility while collaborating with faculty, staff, and the broader campus community to ensure that all students have the opportunity to reach their full potential.

Counseling Team

Kristina De La Cerda
Tel: (714) 808-4711
Email: kdelacerda@noce.edu

Kim Thompson
Tel: (714) 808-4010
Email: kthompson@noce.edu

Andrea Jaime
Tel: (714) 808-4500 ext. 88413
Email: andrea.jaime@noce.edu

Michelle Patrick-Norng
Tel: (714) 808-4689
Email: mpatrick@noce.edu

Agustin Arredondo
Tel: (714) 808-4500 ext. 88140
Email: agustin.arredondo@noce.edu

Amanda Martinez
Tel: (714) 808-4500 ext. 88298
Email: amanda.martinez@noce.edu

Casey Sousa
Tel: (714) 808-4932
Email: csousa@noce.edu

Mirta Carmona
Tel: (714) 808-4500 ext. 88223
Email: mcarmona@noce.edu

Support and Services

• Academic Counseling & Support
  • Guidance on course selection and academic planning.
  • Assistance with disability-related academic challenges.
  • Strategies for time management, organization, and study skills.
• Accommodation Coordination
  • Evaluation and implementation of reasonable accommodations.
  • Facilitate access to assistive technology and accessible materials.
• Advocacy & Campus Engagement
  • Collaboration with faculty and staff to ensure an inclusive learning environment.
  • Promotion of disability awareness and equity within the campus community.
  • Connection to campus and community resources.
• Campus & Community Resources
  •  Assistance with accessing NOCE’s Food Pantry and other basic needs services.
  • Information on NOCE scholarships.
  • Community referrals to housing assistance programs and accessing transportation supports (such as the Reduced Fair ID with OCTA).
  • Referrals to community resources and state-wide agencies that support students with disabilities.
• Career & Transition Planning
  • Guidance on career exploration and job readiness.
  • Support with transition planning to achieve vocational goals or workforce entry.

Scheduling a Counseling Appointment

• Preparing for a DSS Intake Appointment

  Please have the following items available for your counselor appointment:

  1. Disability verification (ex: copy of most recent IEP, Psycho-Educational Evaluation, or Triennial Evaluation signed by the school psychologist; verification from medical or licensed professional; Regional Center IPP/CDER; etc.)
     • If no verification is available, please indicate your interest in a learning disability assessment.
  2. The names, phone numbers, and emails of two emergency contacts.
  3. The name, phone number, and e-mail of your service coordinator IF you are a consumer of Regional Center.
  4. A list of current medications you are taking (dosages and purpose(s) for each medication).
  5. A Student ID or California ID (we request an ID to have your student photo taken in our system).
• Privacy and Confidentiality
  • For privacy and confidentiality, find a private and quiet location to communicate comfortably. We recommend you log in using a secure computer.
  • Be sure to update your phone number and email in myGateway. If there are technical difficulties and your counselor needs to use another communication option (e.g., Zoom or a phone call), you will receive instructions.
• Learning Disability Assessment?

  Enrolled students experiencing academic difficulties who believe they have a learning disability may request a learning disability (LD) assessment. There is no cost to the student for the assessment. The DSS LD Specialist screens students to determine if they should be tested. 

   

  If testing is prescribed, students schedule a series of appointments where they are administered standardized tests of aptitude and achievement. The results of the tests indicate whether a student is eligible for services through DSS. Students in high school special education programs and 504 programs may be asked to complete testing to continue to qualify for additional accommodations and/or services at college.

  Students with certain co-occurring disabilities, such as Acquired Brain Injury (ABI), cannot be tested for learning disabilities.

  HOT TIP: Once accepted for LD assessment, keep your appointments! If you miss appointments without contacting the LD Specialist or DSS office, your testing may be stopped.
• Student Guidelines

  At North Orange Continuing Education (NOCE), the Disability Support Services (DSS) is committed to fostering a safe and respectful learning environment for all students. The Student Guidelines below outline the expected standards of behavior and conduct that students must follow while enrolled at NOCE. These guidelines align with the Standards of Student Conduct, Board Policies and Procedures (BP/AP 5500).

  • Respect for Others: On Campus, Online, and through Social Media
    •  Respectful Communication: Communicate respectfully with fellow students, faculty, staff, and visitors.
      Avoid gossip.
    • Non-discrimination: Treat everyone with fairness and respect, regardless of race, ethnicity, gender,
      religion, sexual orientation, disability, or any other characteristic.
    • Personal Boundaries: Respect the personal space and privacy of others. No physical violence.
  • Integrity
    • Honesty: Uphold academic integrity by avoiding plagiarism, cheating, or any form of academic dishonesty. Do not engage in actions that give you or others an unfair advantage.
  • Attendance and Punctuality
    • Regular Attendance: Attend classes regularly and notify instructors in cases of unavoidable absences.
      Schedule personal/medical appointments and vacations outside of class hours whenever possible. 
    • Timeliness: Arrive on time for classes, meetings, and appointments.
  • Professionalism
    • Work Ethic: Demonstrate a commitment to learning by actively participating in class activities and
      assignments and make positive progress in your classes.
    • Communication: Use appropriate language and tone in all forms of communication, including written,
      verbal, and electronic (online/cell phone). Do not use profanity.
    • Behavior: Demonstrate appropriate behavior in the classroom, campus, and/or online by avoiding
      disruptive, lewd, or obscene behavior.
  • Campus and Facility Guidelines
    • Responsible Use: Use campus facilities, equipment, and resources responsibly and in accordance with
      NOCE policies.
    • Safety: Follow safety protocols and procedures to ensure a safe environment for yourself and others.
    • Environmental Respect: Maintain cleanliness and respect for the physical environment of NOCE
      campuses.
  • Compliance with Policies and Regulations
    • Follow the Rules: Familiarize yourself with and follow all NOCE policies, rules, and regulations.
    • Legal Compliance: Comply with local, state, and federal laws while on NOCE campuses or participating in NOCE activities.
  • Disciplinary Actions
    • Consequences: Violations of the Standards of Student Code of Conduct may result in disciplinary actions, including warnings, probation, suspension, or expulsion.
    • Due Process: Students have the right to due process during disciplinary proceedings.
  • Reporting Violations
    • Reporting: Report any violations of the Standards of Student Code of Conduct to the appropriate
      NOCE faculty/staff.

  By following these Student Guidelines, students contribute to a positive and productive learning environment at NOCE.
  These standards are designed to promote mutual respect, academic integrity, and personal responsibility among
  all members of the NOCE community.

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Educational Coaching Supports Noncredit and Credit Instruction 

Empowering students, building lasting success.

DSS Educational coaching is offered in-person or online (Zoom) to help students with disabilities succeed in inclusive courses. NOCE’s experienced staff are passionate about accessibility and equity. Coaching services are FREE for students and are provided through several DSS programs, including College to Career (C2C), Independent Vocational and Educational Supports (IVES), and the DOR educational coaching program.

Educational Coaching Locations:

• Cypress College
• Fullerton College
• North Orange Continuing Education (NOCE)

Educational Coaching Helps Students with: 

Eligibility Requirements:

Students must be enrolled in inclusive classes at either North Orange County Continuing Education, Cypress College, or Fullerton College.

• Student must commit and adhere to a mutually agreed-upon schedule with their educational coach.
• Students must be able to demonstrate measured progress toward objectives.
• Students must be able to adhere to the Educational Coaching Attendance Policy.
• Be an active DSS student at NOCCCD
• Are eligible for the Department of Rehabilitation
• Over 18-years of age
• The student is able to adhere to the North Orange County Community College District’s (NOCCCD) Student Code of Conduct.

Service Options:

• Weekly Educational Coaching Lab in a group setting on Zoom to receive coaching on Monday/Tuesday/Wednesday mornings.
• Weekly 1:1 online Educational Coaching through Zoom.
• Weekly 1:1 in-person Educational Coaching on campus.

Staffing Ratio/Student Support

Through Educational Coaching, students will work 1:1 with their Educational Coach(es) at one of our three NOCE Centers or online through Zoom. Students can also receive support online in a group setting through our weekly Educational Coaching Lab.

To Enroll:

Please contact the NOCE DSS office at (714) 808-4719 or disabilitysupport@noce.edu to schedule an intake meeting with a DSS counselor.

The post Educational Coaching appeared first on North Orange Continuing Education.

Classes & Services Offered

DSS classes consist of two consecutive terms – fall and spring. Students, who are enrolled for fall term and successfully pass fall term, are automatically enrolled into the spring term.

• Social Skills

  DSSS 152 – Social Skills: Foundational Interpersonal Basics

  This course is designed to provide students with an overview of foundational social skills at home, school, work, and in the community, as well as their personal life using a variety of basic skills. (Apportionment)

  DSSS 153 – Social Skills: Conflict Management and Resolution Basics

  This course is designed to provide students with an overview of conflict management and resolution skills at home, school, work, and in the community, using a variety of basic skills.
• Self-Advocacy

  DSSS 150 – Self Advocacy: Making a Plan

  This course provides students with the knowledge and resources to make decisions and communicate needs for determining life and vocational paths. Students will examine personal strengths and skills to successfully advocate for life or vocational goals, in addition exploration into areas of disability and adaptive skills to mitigate personal challenges.

  DSSS 151 – Self Advocacy: Communication with Authority & Emergency Personnel

  This course prepares students with the skills necessary for interaction with police and emergency personnel. Topics include an overview of the criminal justice system, rights of individuals if taken into custody and reporting victimization.
• Reading

  DSSS 116 – Reading: Survival Vocabulary & Basic Reading and Writing

  This course is designed for students interested in improving their basic reading and writing skills, as well as increasing reading comprehension abilities. Topics include survival vocabulary, introduction to use of reference tools and time management.

  DSSS 117 – Reading: Use in Real Life Situations

  This course is designed to assist students in increasing their functional reading comprehension and writing skills found in real life and vocational situations.
• Banking/Bill Paying

  DSSS 130 – Banking & Bill Paying: Beginning Skills

  A quick-paced course designed to provide students with foundational banking and money management skills. Topics include basic banking terminology, budgeting and computing purchases.

  DSSS 131 – Banking & Bill Paying: Budgeting

  A quick-paced course designed to provide money-management skills for students interested in living in their own apartment and managing finances.
• Community Resources

  DSSS 110 – Community Resources

  This course is designed to provide students with the skills necessary to access resources in the community that may provide opportunities for employment, personal wellness, and organizations that provide community transition assistance. Topics include instructions for use of public transportation to get to and return from community destinations.

  DSSS 111 – Community Resources, Advanced

  This course is designed for students to utilize public transportation to access community agencies and resources. Topics include occupational resources in the community and more advanced public transportation skills. 
• Introduction to Computers

  DSSS 120 – Computer Fundamentals: Beginning Skills

  This course is designed for students interested in an introduction to basic computer and word processing skills.

  DSSS 121 – Computer Fundamentals: Basic Word Processing Editing

  This course is designed for students interested in learning basic word processing editing and problem solving skills using technology. Topics include keyboarding, editing, and exploration of basics in word processing software.
• Intermediate Computers

  DSSS 123 – Computers: Word Processing and Electronic Mail

  Designed for students interested in increasing their basic knowledge of word processing and training in the use of the Internet and operation of e-mail accounts. 

  DSSS 122 – Computers: Presentation Software & Basic Formatting

  Designed for students interested in developing introductory skills on the use of presentation software and entry level data entry. Topics include training on the use of PowerPoint slide presentation software and basic spreadsheet software for data entry skill development. 
• Photoshop

  DSSS 124 – Photoshop Elements: Digital Camera Operation & Editing Fundamentals

  This course is designed for individuals wanting to increase their basic knowledge of taking a digital photo and introduce photo editing software basics. Topics will include operating a camera or related device, the parts of a camera, photo editing software options and basic skills in editing to print.

  DSSS 125 – Photoshop Elements: Layering and Special Effects

  Designed for individuals interested in increasing their basic knowledge of photo editing software. Topics include introduction to layering special effects and adding text.
• Job Skills

  DSSS 140 – Job Skills: Exploring Occupational Paths

  This course is intended to assist students in establishing a realistic occupational goal and explore resources for seeking employment in a chosen occupational. This course will also introduce students to effective job interview preparation, technique and attire.

  DSSS 141 – Job Skills: Work Attitude & Employer Expectations

  This course is intended to prepare students for successful employment by introducing them to appropriate on-the-job behavior, communication, attitude and work ethics. Students will also be introduced to the importance of workplace safety and customer service.
• Communication on the Job

  DSSS 142 – Communication on the Job: Foundational Skills

  A class designed for students interested in learning how to expand their communication skills in relation to employment. Course will focus on professional communication while seeking employment as well as once employment is obtained; and will include activities to enhance written and verbal skills.

  DSSS 143 – Communication on the Job: Effectively Dealing with Work Related Problems

  A class designed for students interested in enhancing their communication skills in relationship to employment. Course topics will include communication styles, making good first impressions, workplace bullying, Title IX, basics in professional verbal and written communication.
• Workplace Skills

  DSSS 146 – Workplace Skills Training: Exceptional Employee

  This is a lecture and lab course designed to provide students with hands-on training in basic vocational tasks that may be expected of them in entry-level employment. Topics include effective on-the-job/workplace behavior, attitude, appropriate dress, hygiene and basic work safety.

  DSSS 147 – Workplace Skills Training: Workplace Safety

  This is a lecture and lab course designed to provide students with hands-on training in tasks that may be expected of them in entry-level employment. Topics include workplace safety, injury prevention, and exploration of environmental demands on the job. 
• Relationships

  DSSS 162 – Boundaries & Relationships: Fundamentals

  This course is designed to provide students with the knowledge and skills they need to have safe and healthy interpersonal relationships. Topics covered include personal boundaries, dealing with strangers, and appropriate types of relationships. (Apportionment)

  DSSS 163 – Boundaries & Relationships: Personal Development and Safety

  This course is designed to provide students the knowledge and skills they need to have safe and healthy interpersonal relationships. Topics covered include personal values, making choices, dating and sexual relationships, human development, sexual activity, birth control, and pregnancy.
• Basic Cooking

  DSSS 134 – Basic Cooking: Beginning Skills

  This course is designed to give students a foundation of basic cooking and food preparation concepts and activities, kitchen cleanliness and safety, and grocery shopping skills, using a variety of basic skills.

  DSSS 135 – Basic Cooking: Advanced Skills

  This course is designed for students interested in learning more advanced skills of cooking and food preparation concepts and activities. Topics include kitchen cleanliness and safety, nutrition, and grocery shopping skills, using a variety of basic skills.
• Living More Independently

  DSSS 137 – Independent Living: Options & Resources

  This course is an overview of living options for those considering living independent of their family homes. Topics will include the advantages and disadvantages of various living options as well as exploring the process of choosing and renting an apartment. 

  DSSS 138 – Independent Living: Health, Safety & Living with Roommates

  This course is designed to help students to learn about the responsibilities of maintaining a home. Students will be presented with strategies for cooperative living and problem solving, identifying needs and safety.
• Money Skills

  DSSS 132 Money Skills: Safe Shopping and Money Management

  A course designed for students wanting to gain fundamental skills of safe shopping and money management basics. Students will learn to identify and avoid scams online and in the community.

  DSSS 133 Money Skills: Smart Shopping & Completing Transaction

  This course is designed to provide students with the skills necessary for accurately making money exchanges, as well as saving and shopping smartly. Course topics will include counting the appropriate amounts of money for purchases, making change, tip calculations and tools, comparison shopping techniques and online deals to find the best bargain.

Workforce Certificate Programs

• Career Exploration: Child Care Industry

  WFPR 200 – Career Exploration: Childcare Skills

  This course prepares individuals with the foundational skills needed for child-related careers and reviews the basis of childcare skills through interaction with children. Students study soft skills and apply them to foundational concepts and basic industry-related requirements.

  WFPR 201 – Career Exploration: Preparing for Childcare Jobs

  This course is designed for students interested in building their knowledge of the childcare profession and preparing to transition into certificate programs or gain entry-level employment. Career preparation standards are integrated throughout the course, which includes basic academic skills and employment literacy in connection to core academic standards.

More to Come!

Who is Eligible?

Eligibility to take DSS Program classes is determined on an individual basis. Generally, students must demonstrate:

• Potential to benefit from group instruction.
• Ability to independently perform schoolwork with minimal assistance.
• Ability to follow directions and learn tasks.
• Attention span to participate in hour-long classes in a setting with distractions.
• Language comprehension skills to participate in the educational program.
• Receptive and expressive language skills.
• Behavioral and emotional responses in compliance with the NOCCCD Student Code of Conduct.
• Independence with personal care and self-direction, unless accompanied by a personal assistant to help with daily living needs and supervision.

Three Easy Steps to Apply

Need Help?

• 1. Get a Student ID (Student Number) 

  APPLY TO NOCE Apply at www.noce.edu/apply

   

  Part 1: Complete the NOCE Interest Form

  • Complete your contact information
  • Click submit

   

  Part 2: Create an OpenCCC Account

  You will receive a Welcome email from the California Community College Website with your account information and a code. Important: This code is NOT your student ID.

  Do you need a step-by-step guide? Visit How to Create an OpenCCC Account – Application Part 1

   

  Part 3: Complete the North Orange Continuing Education (NOCE) Application

  Complete the form with your information. If you have questions or need assistance please contact StarHelp at (714) 808-4679.

  • In 24-48 hours, you will receive your Student ID.

  Do you need a step-by-step guide? Visit How to Apply to NOCE – Application Part 2
• 2. Apply to DSS

  To streamline your first appointment, please complete the Apply to DSS application at dss.noce.edu.

  Please have an electronic copy of your Psycho-Educational Evaluation or Triennial Evaluation signed by the school psychologist and your IEP.

   
• 3. Complete DSS Intake

  Once your application has been reviewed, a DSS staff will reach out within one week to schedule an inital intake appointment with a DSS counselor. At this appointment you will receive academic counseling and registration assistance. .

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Disability Support Services (DSS) classes are noncredit college classes designed for students with mild intellectual disabilities (ID) and autism spectrum disorder (ASD). Students learn to become more independent and increase personal responsibility skills in school, work, and the community. Classes are designed for a 1:24 teacher/student ratio to give students room to grow.

Each class begins in the fall and finishes at the end of the spring term. Students can begin mid-year if space is available. There is also a separate six-week summer session.

The DSS Core Classes lay the building blocks for an inclusive life, which includes:

• The skills needed for participating in noncredit and credit college classes
• Obtaining competitive and integrated employment
• Living more independently

DSS Core Class Focus Areas

• Career Exploration

  Students get hands-on learning experiences in many career fields, including:

  • Animal Care
  • Childcare
  • Customer Service
  • Digital Marketing
  • Foodservice
  • Retail
• Interpersonal Skills

  Students build skills to strengthen their relationships with others and to advocate for themselves. 

  Learn more on topics such as:

  • Building social and communication skills
  • Literacy
  • Maintaining safe relationships
  • Self-advocacy at work
• Independent Living Skills

  Lessons focus on helping students live more self-sufficiently. 

  Classes include:

  • Academic and vocational skill-building
  • How to manage money
  • Maintaining mobility
  • Personal health and wellness

Methods of Instruction:

Special Focus On:

Successful Students Can:

• Facilitate effective communication in some form
• Demonstrate measured progress toward vocational, educational, and/or personal goals
• Adhere to the mutually agreed upon schedule of classes
• Independently use the restroom and tend to personal care needs or has made arrangements for a personal care attendant
• Maintain 90% attendance, including arriving to class on time
• Adhere to Standards of Student Conduct

DSS Certificate Tracks

Track topics represent two 18-week courses. Each locally approved certificate track includes the courses listed below. For example, to earn the Core Skills Certificate, a student must successfully complete two 18-week courses in Self-Advocacy and Social Skills.

NOTE: Additional Certificate Tracks are to be announced once approved.

Getting Started is Easy!

1. Choose a Track – All DSS Program classes require core classes on social skills and self-help. Students can also take courses based on their own goals.  
2. Counseling – Students meet with a DSS counselor to select 1-3 classes that meet their school, work, and/or personal goals.  
3. Keep in mind: 
   • Students are not supervised during breaks or lunches. 
   • Students are strongly encouraged to only be on campus when necessary.  
   • Classes will be scheduled similarly to credit-based college classes. For example: Monday/Wednesday 9 a.m. – 11:30 a.m.  
   • The North Orange County Community College District funds DSS Program classes.  

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Empowering Self-Sufficiency for Life 

The Work Independence Self-Advocacy Education (WISE) program prepares adults with moderate intellectual disabilities to live and work as independently as possible. The program offers classroom and community-based instruction with a 1:4 staff-to-student ratio. Because of the small group, WISE students receive personalized attention while earning their certificates for completing specific requirements.

Program Locations

• NOCE Cypress Center
• NOCE Wilshire Center

WISE Methods of Instruction  

Students can participate in the program for up to five years. WISE meets Monday through Friday, 9 a.m. – 2 p.m.

Eligibility

Student must:

WISE is not a behavioral program and cannot meet the needs of students who engage in aggression, elopement, or other behaviors that disrupt the learning environment or impact classroom safety.

WISE Certificate Programs 

• Consumer Skills Certificate

  Students learn how to manage their money, create and stick to a budget, and develop other life skills to build independence.
• Employability Certificate

  Training focuses on finding on-campus volunteer jobs and interacting with others in the workplace. Students will get the tools and resources to succeed in the working world.
  
  
• Health and Safety Certificate

  Students learn about personal safety and how to use nutrition and exercise to maintain good health.
• Practical Living Certificate

  Lessons focus on developing skills to help students do household tasks independently, such as cooking safely at home. This segment also teaches students how to access community resources.
• US Civics Certificate

  Students learn all about the United States, including geography, civics, and national history. 

Empowering Learning Environments

WISE focuses on classroom and experiential learning. Students learn to join and thrive in inclusive environments with daily training at NOCE.

Wise incorporates campus resources and activities, including:

• Campus spaces, such as the cafeteria and bookstore 
• The Learning Center 
• Track, gym, and tennis courts 
• Plays, concerts, and art exhibits 
• Festivals 
• Job fairs 

To Enroll for the WISE Program

• Provide a copy of the student’s Regional Center IPP (Individual Program Plan) and CDER (Client Development and Evaluation Report) from Regional Center to DSS Counselor, Kristina De La Cerda
• If criteria are met, a DSS counselor will reach out to schedule an in-person WISE tour at the Cypress or Fullerton (Wilshire) centers.
• After the tour, the counselor will schedule a DSS intake to place the student on the interest list.
• When a spot is available from the interest list, a DSS counselor will call to confirm your intent to enroll in WISE. We contact families at the beginning of the year (December-March) for summer placement.
• DSS will request a Regional Center Referral Packet and will schedule a formal WISE intake to review the WISE entrance requirements and required forms.

If you have any questions regarding the process, please contact the DSS Office at (714) 808-4719.

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