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Goal #4: Accessibility is part of California Community College systems and procedures

Objective 4.1: Colleges designate someone at the cabinet level to be ultimately responsible for accessibility at the campus level and to liaise with the CCC Chancellor's Office

Maturity Status of CollegeExpectationWhat Might This Look Like on Campus?
Not Started to Learning College educates entire cabinet about their accessibility responsibilities College provides presentation to cabinet members about accessibility and includes accessibility information in onboarding materials for new members
Learning to Responding College designates a specific cabinet member as primary point of contact for accessibility concerns; cabinet member receives deep professional development regarding accessibility policies, processes, and practices College designates an "Accessibility Liaison" at the cabinet level and pays for ongoing accessibility workshops and courses. College places that person into networks with other accessibility professionals
Responding to Establishing College identifies designated cabinet official on organization chart and defines responsibility; college allocates sufficient resources to support designated cabinet official College officially creates the "Accessibility Liaison" position at the cabinet level, budgets for this person's time, puts the position on an organizational chart, and defines the responsibilities of the position
Establishing to Optimizing Everyone on campus knows how to effectively use institutional structures to meet accessibility needs on campus; college’s board of trustees is educated and understands accessibility needs on campus Faculty, staff, students, and community members regularly use established feedback loops and systems beyond DSPS to address accessibility concerns. Board of Trustees is given an annual refresher on accessibility policies and concerns at the college

 

 

Objective 4.2: Colleges ensure accessibility voices are represented on standing committees (i.e., facilities, procurement, safety, instruction, etc.)

Maturity Status of CollegeExpectationWhat Might This Look Like on Campus?
Not Started to Learning Committees are educated to the accessibility concerns relevant to their issues; college focuses on implementing Objective 4.1 Accessibility Liaison at the cabinet level presents to all committees individually describing the intersection of accessibility with their work
Learning to Responding College identifies specific experts that can serve as advisors to the committees; college provides training to develop others to serve as accessibility advisors Accessibility Liaison identifies and assigns outside experts to serve as committee advisors (e.g., instructional designers, DSPS staff) who attend committee meetings. College develops and publishes a Section 508 workshop to staff who are interested in becoming accessibility advisors
Responding to Establishing Governance and other relevant committees explicitly require accessibility voices as members of the committee Requirements for accessibility experts are written into committee bylaws where appropriate
Establishing to Optimizing Committee members fully understand accessibility concerns; every individual committee member can represent those issues All committee members are trained in Section 508 and its specific application on campus on an annual basis

 

 

Objective 4.3: Colleges develop a documented process for faculty, staff, students, and community members to report accessibility barriers

Maturity Status of CollegeExpectationWhat Might This Look Like on Campus?
Not Started to Learning College cabinet is aware of their responsibility to address and mediate accessibility barriers at the institution; administrators are offered training and education about best practices Cabinet members are made aware of Section 508 guidelines around accessibility as related to cabinet duties and information is inserted into onboarding documents for new members. College offers to pay for cabinet members to attend accessibility workshops
Learning to Responding College develops a documented process for faculty, staff, students, and community members to report accessibility barriers College writes up procedures for reporting accessibility issues to relevant parties (e.g., faculty should reach out to department heads, students reach out to faculty, responses are given within 24 hours)
Responding to Establishing College documents the grievance process; college is effectively addressing and mediating those barriers identified through the grievance process; college effectively communicates its response to campus College writes up and posts the grievance process in multiple locations (e.g., website, syllabi, library). College sends out campus-wide communications within 48 hours when addressing grievances. Communications identify a point of contact to reach out to for questions regarding the changes
Establishing to Optimizing College is proactively assessing and eliminating ICT and instructional material accessibility barriers before they are reported Faculty and staff routinely assess their own ICT and instructional materials for accessibility concerns, report those concerns to the relevant individuals, and address issues before barriers arise

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