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Goal #1: All technology and required instructional materials are accessible to students

Objective 1.1: Faculty and staff receive dedicated training and ongoing support for choosing and creating accessible instructional materials

Maturity Status of CollegeExpectationWhat Might This Look Like on Campus?
Not Started to Learning College is providing information to faculty and staff about existing resources and training opportunities College emails faculty FAQ page to all faculty; Senate Chairs create and share a web page with links to external training programs
Learning to Responding College is dedicating resources and training support to faculty to support them in creating and choosing instructional materials College invites guest speaker to deliver workshop on Section 508; College brings trainer for in-service days to train staff
Responding to Establishing College is implementing a regular, defined, and documented process by which faculty receive training in creating and choosing instructional materials; cadre of experts are trained and supported to develop a community of practice capable of meeting institutional needs College has dedicated staff member to provide trainings; staff member recruits and trains faculty on reassigned time to become accessibility trainers; faculty go through certificate process as requirement to teach online
Establishing to Optimizing College is regularly evaluating efficacy of training process by assessing student experience and making program improvements College surveys students to identify if they have a disability and determine if they have experienced challenges utilizing instructional materials; disabled student retention, success, and completion is increasing annually

 

Objective 1.2: Faculty and DSPS engage in ongoing conversation to understand overlap between accessibility and accommodation

Maturity Status of CollegeExpectationWhat Might This Look Like on Campus?
Not Started to Learning College is educating faculty and relevant staff about what accessibility and accommodation entail College provides information sheet/infographic that includes an overview of accessibility and accommodations
Learning to Responding College is developing a documented accommodation process and responding in an ad hoc manner to faculty questions College develops a comment/question box on their website or a dedicated email where faculty and staff can send their questions and receive timely responses (within 24-48 hours)
Responding to Establishing College is implementing and promoting a clearly defined and documented process; there is a clear point of contact from the faculty resource center that serves as the liaison to DSPS College identifies a dedicated staff member to serve as a liaison to DSPS and compensates them to codify this process and to respond to faculty questions online and in person
Establishing to Optimizing There is regular and ongoing communication between faculty and DSPS that emphasizes appropriate roles and responsibilities at the college; college is regularly evaluating efficacy of the communication process with the goal of enhancing ongoing activities College surveys faculty on a yearly basis to determine if faculty feels supported if they have questions, and to see if there is increased understanding and perceived improved execution of accessibility and accommodations.

 

 

Objective 1.3: Colleges ingrain universal design principles into curriculum development

Maturity Status of CollegeExpectationWhat Might This Look Like on Campus?
Not Started to Learning College is increasing awareness among faculty by providing information about universal design principles College sends out informational emails and provides links to online resources on universal design principles
Learning to Responding College is dedicating resources and training support to faculty to support them in integrating universal design principles College hires trainers to host educational workshops and sessions that introduce faculty and staff to universal design principles. Workshops occur before the start of each new term
Responding to Establishing College is implementing a regular defined and documented process by which all faculty receive training in utilizing universal design principles; college is exploring partnerships with faculty, DSPS, IT, and the library to promote and integrate universal design; college has defined and designated at least one (and possibly more) instructional design staff member to support campus faculty College recruits individuals from staff, faculty, DSPS, and IT to be part of an Accessibility and Accommodation Task Force. Task Force meets monthly to develop a training curriculum and scope and sequence in which all faculty will receive training. One or more members of the Task Force receive a yearly stipend to serve as an instructional design staff member
Establishing to Optimizing College is regularly evaluating efficacy of training process and making program improvements; college is instituting documented accountability processes (regular meetings, agendas, recorded minutes) to increase efficacy of universal design partnerships College pays for the Task Force to receive ongoing training and supports in its curriculum development. Task Force responds to questions and requests for support from faculty, and meets regularly to assess efficacy of universal design partnerships and make improvements. Disabled student retention, success, and completion is increasing annually

 

 

 

 

Objective 1.4: DSPS teams institute alt media recommendations and provide accurate information to students about the time required to create instructional materials

Maturity Status of CollegeExpectationWhat Might This Look Like on Campus?
Not Started to Learning College is ensuring that someone from DSPS understands the alternate media recommendations College designates someone from DSPS responsible for the alternate media recommendations
Learning to Responding College is providing ad hoc support based on the alternate media recommendations; college has informal policies to support student requests DSPS is tasked with providing timely email responses or phone calls (within 48 hours) to questions and requests around alternate media recommendations
Responding to Establishing College is fully implementing "Guidelines for Producing Instructional and Other Printed Materials"; college is regularly engaging external groups (i.e., campus bookstore, online textbook vendors, library) around the selection and acquisition of instructional materials; college is documenting the process for selecting and acquiring instructional materials College assembles a working group that includes DSPS liaison to meet monthly as a group and quarterly with external groups, to assess current instructional materials and to document the process of selecting and acquiring the materials
Establishing to Optimizing College is utilizing procedures for faculty to select and adopt instructional materials in a timely manner (i.e., "faculty must adopt instructional materials by X date or the appropriate dean will determine which materials to adopt") The working group uses the documentation to create timelines and deadlines for the adoption of instructional materials and communicates with faculty and staff through email trainings

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