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Goal #3: Accessibility is part of California Community College board policy and regulations

Objective 3.1: Colleges adopt up-to-date accessibility policy

Maturity Status of CollegeExpectationWhat Might This Look Like on Campus?
Not Started to Learning College is reviewing current policies and practices to understand the intersection of state and federal law and its application in the college's context College assembles a team that includes legal experts, representative from DSPS, and at least two other accessibility and accommodation advocates and experts to review policies and practices
Learning to Responding College is developing informal practices to respond to accessibility related concerns and challenges; college is adopting the Accessibility Standard College asks staff, faculty, and community to complete a survey/questionnaire that compiles questions and concerns around adopting the Accessibility Standard. Working group meets to identify key concerns and challenges and to create temporary supports and practices
Responding to Establishing College is adopting and promoting a board policy and administrative procedures (or regulations) that address ICT and/or instructional material accessibility College trustees learn about and address accessibility issues through public hearings and adoption of board policy and administrative procedures (or regulations)
Establishing to Optimizing College is developing and implementing systems to socialize the underlying values of the board policy and administrative procedures (or regulations) such that accessibility becomes inherently embedded in decision making processes at the college College provides training to all new hires on the policy and procedures; College requires all staff and faculty to attend yearly workshop to refresh their understanding of policies and procedures. The board receives an annual refresher on its policy

 

 

Objective 3.2: Job descriptions include accessibility attributes and skills

Maturity Status of CollegeExpectationWhat Might This Look Like on Campus?
Not Started to Learning College is informally addressing relevant accessibility concerns in an ad hoc manner When posting new jobs, college includes language around accessibility attributes and skills
Learning to Responding College is raising awareness by developing training for those who are creating hiring processes (i.e., writing job descriptions, creating interview questions and hiring tests, and establishing hiring practices) College engages an expert to deliver a series of trainings and workshops for those involved in the hiring process
Responding to Establishing College is asking about accessibility needs for all job descriptions; college is ensuring that all jobs with a web or ICT component are taking into account the Accessibility Standard and corresponding board policies and administrative procedures (or regulations) College assembles a review team to engage in an annual review of job descriptions, and to ensure that all relevant jobs take into account the Accessibility Standard
Establishing to Optimizing College is actively incorporating the values of universal design and accessibility into all relevant jobs "Accessibility Liaisons" have advisory role with HR and for all job description and posting happening on campus. Job descriptions, policies, and procedures are reviewed and updated annually

 

 

Objective 3.3: Accessibility is infused into campus-wide committees and work groups

Maturity Status of CollegeExpectationWhat Might This Look Like on Campus?
Not Started to Learning College is providing training to committee and work group members so they are familiar and aware of accessibility concerns in relevant campus issues Committee and work group members are directed to online resources describing common accessibility concerns on campus
Learning to Responding College committees and work groups are informally addressing relevant accessibility concerns in an ad hoc manner; cadre of committee and work group members sufficient to meet the accessibility needs of campus are trained and supported to more deeply understand accessibility issues Committee and workgroup members rely on personal relationships with faculty and staff to learn about accessibility concerns; College sends and pays for select committee and/or work group members to attend accessibility workshops once per year
Responding to Establishing College is ensuring each committee and work group has a designated member capable of representing relevant accessibility concerns; college is developing and providing an ongoing program to train and support designated committee and work group members to be experts in accessibility issues Committees and workgroups assign designated "Accessibility Liaisons" with documented role descriptions; college develops a training curriculum for "Accessibility Liaisons" that it implements biannually
Establishing to Optimizing Accessibility is a continuous concern and part of the decision-making process for all committees and work groups; all committee and work group members actively hold committee and work group accountable for accessibility concerns All committees and workgroups are trained annually as "Accessibility Liaisons" and the role of "Accessibility Liaison" is passed between different members at every meeting; all decisions are screened with the question "What impact does this have on accessibility?"

 

 

 

 

Objective 3.4: Colleges develop an Accessibility Communications Plan detailing how accessibility information will be shared

Maturity Status of CollegeExpectationWhat Might This Look Like on Campus?
Not Started to Learning College aggregates relevant information to share; college fills any gaps identified by developing necessary policies and practices College creates a static document describing how accessibility information is to be shared; committees suggest and implement new policies based on what information comes out as part of the process of creating the document
Learning to Responding College responds accurately to requests for information and questions regarding accessibility; college places accessibility statements in all places where needed All questions and requests for information are answered within 48 hours; website and other ICT contain accessibility statements
Responding to Establishing College develops, documents, and implements a process to proactively educate staff, faculty, and administrators about accessibility practices on campus; college shares relevant policy, process, and practices across institution; college makes accessibility standards across campus visible and transparent to students and community College designs and documents an "Accessibility Curriculum" customized for various levels (e.g., staff, faculty, administrators), which new staff are trained on during onboarding, and on which all staff receive an annual refresher from designated trainers; accessibility standards are written in lay language and are posted in visible locations around campus such as library entrances and syllabi
Establishing to Optimizing College develops a culture whereby it continuously communicates about accessibility, collects feedback, evaluates messaging, and makes necessary improvements College incorporates accessibility updates in regular community communications; college sends out quarterly accessibility feedback survey, which is reviewed by designated staff people focused on accessibility who determine appropriate messaging changes

Next Steps