Disability Support Services · Web viewEssential to the larger mission of the University, Disability Support Services (DSS) is designed to support the academic success of qualified

DSS Annual Report 2010-20111

California State University, Chico

Division of Student AffairsDisability Support Services Annual Report 2010-2011

I. Departmental Mission StatementEssential to the larger mission of the University, Disability Support Services (DSS) is designed to support the academic success of qualified students with disabilities and to provide leadership to the University community to ensure equal access to University programs and resources. DSS provides a comprehensive range of academic support services and fosters an accessible physical, technological and learning environment to facilitate retention and graduation

Department Goals:

University Access: Advocate responsibly for an accessible learning environment by coordinating academic support services, promoting universal design for learning, and by removing informational, physical and attitudinal barriers. (CSU Chico Strategic Priority 1; Division of Student Affairs Goal 1)

Disability Management: Promote self-advocacy and self-determination, while reinforcing personal responsibility necessary for students with disabilities to fully participate in an inclusive campus and attain their educational goals.

Education and Outreach: Provide leadership to the University community, including students, staff and faculty, to enhance awareness of the needs and capabilities of students with disabilities. (CSU Chico Strategic Priority 4; Division of Student Affairs Goal 1)

Program Evaluation: Engage in systematic program assessment strategies that are designed to support, enhance and improve services to students with disabilities. (CSU Chico Strategic Priority 1; Division of Student Affairs Goal 1)

Recruitment, Retention, Satisfaction, Graduation: Students with disabilities face multiple barriers to academic access which impact retention, satisfaction and graduation. These goals are developed to enable DSS to reduce barriers to services and student success, promote academic partnerships to further enhance student learning and retention, promote universal design for learning to promote and enhance equal access and accommodation.


II. Departmental Accomplishments Conducted three Student Voice surveys Revised Student Learning Outcomes Participated in the planning of the 1st Annual Veterans Support Regional Conference Expanded electronic request portal system Revised PeopleSoft categories for disability and accommodation documentation Initiated Butte College “Transition Connection” to facilitate transfer of students with disabilities Revised DSS website Revised all DSS intake and registration documents to reflect ADAA Made specific progress on Accessible Technology Initiative Conducted Significant outreach to faculty, staff and students via workshops and awareness events

Accomplishments- A Highlight

Accessible technology initiative (ATI)We continue to make slow, but steady progress on meeting the goals and intent of the Accessible Technology Initiative. Priority teams continue to meet throughout each semester and continue to collaborate on meeting goals and developing effective strategies to improve accessibility in the areas of web, instructional materials and procurement. The following offers a summary of accomplishments across priority groups.

All ATI milestones have been met in the area of Web Accessibility Procurement office has developed a well defined process of reviewing EI&T purchases and approving

“equally effective plans” The IMAP team successfully revised Academic Affairs Manual reflecting the requirement that all new

courses are to be accessible The IMAP team successfully revised the CRCC form to reflect the requirement that all new courses are

to be accessible Sent responses to approximately 150 “Intent to Offer” notices/faculty regarding accessibility of course

content and syllabi Hired Alternate Media Coordinator Implemented additional PPT training, tutorials and guidance on TLP accessibility site Conducted Student Voice survey of faculty understanding and needs related to ATI

Revised Student Learning Outcomes As part of program evaluation conducted last summer (CAS and EHE), it became evident that DSS would benefit from re-considering our current student learning outcomes (SLO). Specifically, the current SLO were not intentional or responsive to the needs of students and it was difficult to align services with the outcomes in a way that was measurable. As such, DSS Director solicited help from Holly Hunt, Senior Rehabilitation Counselor from the Department of Rehabilitation. Ms. Hunt and DSS Director developed a survey to evaluate the current SLO and to gather data about what SLO may be more appropriate. Ms. Hunt provided DSS Director with a 31 page report analyzing the current DSS services, data from the survey and recommended SLO. Based on the survey and analysis, DSS has revised student learning outcomes. (See section VI)

Disability Awareness/Outreach


Campus climate issues remain a priority for DSS and our work to improve campus climate is essential to improve access and a welcoming community for students with disabilities. We exerted considerable effort this year to reach various campus constituents and survey data shows improvement in several areas (see Section VI). The following is a summary of the types of awareness activities we planned and implemented this year:

12 classroom presentationsClassroom presentations include basic disability awareness covering the primary disability categories served by DSS, overview of the services that DSS provides, The Americans with Disabilities Act, Rehabilitation Act and examples of instructional strategies and classroom accommodations.

8 workshops for staff/faculty Workshops included basic disability awareness, specific instructional strategies per disability and functional limitations, Universal Design for Learning, legal responsibilities, accessible instructional materials, and Accessible Technology Initiative priorities.

First Friday for Division of Student Affairs Overview of Deafness, Deaf history, Deaf Culture and American Sign Language

Disability Awareness Month ADA Birthday celebration, Focus Film Festival, 1 in 11 tabling, Simulation activity for student employees

DSS newsletter (4x/year) Wellness Wednesday Workshops Wellness Fair

Prevention of Traumatic Brain Injury (wear your helmet) and prevention of noise induced hearing loss (use earplugs!)

2 HS counselor presentations 5 Student employee workshops

Basic disability awareness, how to interact with persons with disabilities, customer service issues, strategies for working with students with disabilities (tutoring, housing, front counter)

2 CELT workshopsWelcoming Veterans to Chico State, encouraging Vets to use DSS Universal Design for Learning

Presentation to Academic Senate Accessible Technology Initiative, creating accessible instructional materials

Presentation to Council of Academic Deans Accessible Technology Initiative, creating accessible instructional materials, student conduct vs. students with disabilities

Co-facilitated “Teaching to Diversity” learning community Training for University Police Department

Student Conduct vs. students with disabilities Emergency Preparedness for persons with disabilities-created mandatory PPT for all staff


III. Changes in Policies and Procedures

The Office of Civil Rights recommends clearly written and communicated policies regarding how to access academic adjustments and services for students with disabilities; and suggests that the lack of clear policies is the most common cause for complaints to the Office of Civil Rights. Therefore, DSS continues to audit its policies, procedures and guidelines as new guidance regarding the implementation of Section 504 and the ADA emerges.

The following policy statements, procedures and business practices were developed and/or revised this year: Student Employee Emergency Preparedness form Emergency/Personal Responsibility Statement DSS Emergency/Evacuation Guidance Documentation Guidelines for all disability categories (one example provided below) New DSS Registration form New Student Rights, Responsibilities and Dispute Resolution New DSS Student Records Management Policy Revised ATI Brochure


IV. Resources Summary

Budget Base Allocation 584,060Federal Stimulus 15,000Work Study 27,160Disability Awareness Month 2,500Commencement transfer (to staff commencement) 247.50RCE Billing 12,952Other 372.40

Total Income 639,791.90

Program Expenses 559,618.02

Professional Staff Salaries 458,237.51

Salary Costs for Direct Services 63,965.57

Educational Assistants (In/ out of class) 7803.18Alternate Text Production 31,987.48Exam Proctors/Cart Driver 17,349.33Intermittent/Hourly Services 6825.58

Braille Transcription 0Interpreting 6825.58

Operating Expenses 37,414.94

BOTTOM LINE 80,173.88

Note: Bottom line/rollover includes $60,000 allocation for Alternate Media position that was not used this year.


Staffing: Nancy Hermanson retired December 2010. Chris Prator retired June 2011. Charlene Corder was hired as a new DSS Advisor January 2011. Jeremy Olguin will begin employment as Alternate Media/Assistive Technology Coordinator July 5,

2011. We are pending recruitment of a new DSS Advisor Summer 2011.

Professional Development: Psychological Issues Webinar (series of 4 webinars) Conduct vs. Americans with Disabilities Act webinar ADA Amendments webinar

Emerging Technology webinar provided by WebAIM (E-readers) ATI Professional Development webinars (Access Text) Academic Advising- update on advising and disqualification rules Debra Stewart- health center services/appropriate documentation from SHS doctors PAUSE 504 Newsletters New professional development books

Getting Culture College Student Mental Health Multicultural Competencies in Student Affairs Sentipensante Pedagogy Speed of Trust

Committee Representation: ATI Leadership Council (Chancellor’s office) – Parsons ATI Steering Committee –Parsons Instructional Materials (IMAP) – Evans (Chair), Olguin, Corder Procurement Accessibility – Parsons Web Accessibility –Evans Emergency Management Committee –Parsons (Floor Evacuation Coordinator/SSC) Commencement Committee-Corder University Construction Advisory Committee –Parsons Americans with Disabilities Act Committee –Parsons, Evans Campus Climate Committee –Alexander Health and Safety Committee –Evans (Chair) Common Management System Committee –Parsons Web Content Committee –Parsons Behavioral Assessment Team (BAT) – Parsons VEST (Veterans Education Support Team) – Boyes, Corder Professional Development Committee (PDC)- Parsons (Chair)

Facilities/Equipment:

Computer refresh (3) for Alternate Media production and coordinator Upgraded Kurzweil software licenses


Space issues: Testing facilities: Currently, DSS has one group testing room that accommodates up to 10 students, as well as two private rooms used for students who require individual testing situations or use of assistive technology that can be disturbing to other students. Due to an increase in the number of requests and approved accommodations for students to use private rooms or technology for testing, our testing space can present challenges for us. We continue to work closely with Facilities Management regarding appropriate space for finals administration. We will continue to have conversations and strategize so that we have enough adequate space to administer finals.

Alternate Media: We continue to struggle with space allocated for the conversion of instructional materials;

New Space: It appears that DSS may obtain additional space fall 2011 that will be allocated to the production of alternate media, as well as, the administration of exams using technology (CCTV, computers, etc). This will be very helpful in both areas.

V. Program Evaluation of Past Year

The following addresses progress on program objectives established in 2009-2010 Annual Report.

1. Revise Student Learning Outcomes (CAS self assessment report) Based on a student survey and analysis (see Section II), DSS has revised its’ student learning outcomes. DSS has eliminated the SLO “Students are able to identify their disability and functional limitations”; and added the SLO “Students understand their rights under the ADA”.

2. Expand ATI reporting audiences. (EHE Action plan) This year, DSS conducted a faculty survey which included a section on the ATI. This data will be used as part of reporting requirements to the Chancellor’s office, as well as, an annual report to the Academic Senate and Cabinet. This year, Sandy Parsons reported to the Academic Senate on ATI progress and priorities.

3. Collaborate with HR on ADA implementation and policy (EHE Action Plan) There has been significant collaboration this year with regard to policy development, development of an ADA website, and how services are provided to staff and faculty. The collaboration has resulted in the ADA Coordinator responsibility being shifted to DSS effective July 1, 2011. There remains significant work to do with regard to developing and refining university policy in order to appropriate implement the ADA.

4. Incorporate DSS Diversity Plan tasks into annual reporting and planning (CSU, Chico Diversity Action Plan)See Section VI

5. Manage personnel and program reorganization to prepare DSS for anticipated retirements and changes in programming that is aligned with emerging student populations and issues. DSS continues to manage significant changes in personnel, service delivery expectations and needs, and scope of responsibility. We are handling the changes as they come and working through how they impact policy, guidelines and business practices. With the addition of the ADA


Coordinator responsibilities, DSS will continue to manage changes and develop appropriate policy and practices.

6. Using enrollment data, conduct disability awareness geared toward faculty in the top six academic departments. Based on Insight reporting, 26% of DSS students are engaged in academic programs within the Behavior and Social Sciences College. As such, DSS conducted workshops for all departments within BSS.

VI. Ongoing Assessment Efforts

The following demographic data is provided by PeopleSoft- ERSS data reports. These reports reflect only the primary disability categories reportable to the Chancellor’s office.

*DSS worked with People Soft administrators to broaden reporting categories so that “other” can be broken out in a reasonable way so that better reporting can occur. New reporting categories include: ADD/ADHD, Psychological and Medical/Health. We expect that 2011-2012 reporting will better reflect demographic information.

The following accommodation summary is provided by PeopleSoft- ERSS data reports.

These reports only reflect the primary accommodation categories reportable to the Chancellor’s office.

21%5%

39%

1%1%1%

30%

2%

Breaking Down "Other" Mental Illness Autoimmune disorder Attention Deficit Disorder Cardiac DiseaseCarpal Tunnel Syndrome Chronic PainOther Health/Medical Issues Head injury/neurological

Student Information

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

# of students served

1104 1089 1062 934 858 1052 1081 1532

% LD 45.7% 44.8% 43.8% 46% 42% 38% 36% 33%% Mobility 13.4% 16% 14.3% 10% 9% 7% 4% 6%% Blind/VI 2.6% 2.4% 2.5% 2% 3% 3% 2% 2%% Deaf .7% .4% .4% 1% 1% 1% 1% 1%% Other * 34.7% 24% 36.5% 38% 43% 50% 55% 56%% Communication

2.8% 2.4% 2.5% 1% 2% 1% 2% 2%


Accommodation Summary 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011# of tests administered 1321 1589 2293 2343 2193

# of texts produced in alternate format

80 198 202 247 271*

# of Educational Assistant hours in classroom

720 1001 1541 1464 1404

# of hours of interpreting 1240 1824 1886.5 1426 1372# of cart rides 1000 1688 2588 1351 1078

* 30% DSS Database 22% Center for Alternate Media

DSS worked with People Soft administrators to broaden reporting categories so that usage of additional accommodation areas can be captured. We expect that 2011-2012 reporting will better reflect demographic information.

The Trend…

Other Interesting Data: About 10% of DSS students are also Educational Opportunity Program students About 20% of DSS students utilized that Student Learning Center AY 2010-2011.

Ethnicity


DSS student generally reflect the student population of Chico State with two exceptions: We have significantly fewer Hispanic and Asian students registered with DSS. It will be important to continue to collaborate with EOP in order to ensure that students who are Hispanic and Asian understand how to access DSS.

Student Distribution in Colleges (>100% is due to double majors)2% College of Agriculture 26 % College of Behavior and Social Sciences 15% College of Business 21% College of Communication and Education 10% College of Engineering/Computer Science and Construction Management12% College of Humanities and Fine Arts 11% College of Natural Sciences 1% Graduate Studies 2% Undergraduate/undeclared

Student Access Survey DSS administered a 36 item web based Quality of Services Survey via Student Voice this year which yielded a 28% response rate. The following is a summary of results. (Highlighted items show improvement over last year)Satisfaction:

86% of students report being satisfied with DSS services overall 94% of students report feeling welcome in the DSS office 90% of students report satisfaction with the timeliness of services 90% of students report satisfaction with the general guidance offered by DSS advisors 56% of students report satisfaction with the timeliness of alternate media production 90% of students report that they would recommend Chico State 91% of students report that DSS services has resulted in them being a more effective student

Quality of Services: 63% of students report that the quality of mobility services is very good-excellent 88% of students report that the quality of exam services is very good-excellent 66% of students report satisfaction with note taker services is very good-excellent 71% of students report satisfaction with educational assistants is very good-excellent 54% of students report the quality/ accuracy of materials converted into alternate media is very good-excellent 90% of students report that CSU Chico offers an equal education to students with disabilities

Campus Climate: 70% of students report that the general attitude of students without disabilities toward students with

disabilities is very good-excellent 76% of students report that faculty are responsive and provide appropriate accommodations

Learning Outcomes: 75% of students report that they are aware of their Civil Rights-the Americans with Disabilities Act- NEW 73% of students report that they are comfortable with self advocacy with instructors 79% of students report that they understand what accommodations they need to be successful


To review the entire reports, as well as, comparative annual data, see Program Evaluation binder in DSS office.

Faculty Survey DSS administered a 29 item web based Quality of Services Survey via Student Voice this year yielding a 10% response rate. Distribution of faculty responses to survey reflects distribution of students fairly consistently.The following is a summary of results.

Satisfaction: 79% of faculty report satisfaction with the process of receiving notifications of SWD in their classes 50% of faculty report satisfaction with consultation regarding teaching strategies 70% of faculty report satisfaction with exam services 24% of faculty report satisfaction with how well students advocate for themselves

Accessible Technology Initiative: 47% of faculty report knowledge of the ATI 67% of faculty report that they post a disability/accessibility statement on their syllabus 67% of faculty report that they have attended a TLP training on accessible instructional materials 25% of faculty report the use of a course pack

Comments: There were several “themes” that emerged from faculty comments, including the following:

Faculty appreciate the on line exam approval system Faculty want students to notify them earlier in the semester about accommodations Faculty want students to communicate more directly to them regarding specific needs Faculty want more guidance on what “reasonable accommodation needs” Faculty want training on specific disability issues (learning disability, psychiatric, and chronic health) Faculty need additional training and support regarding how to determine the essential elements of

their courses

To review the entire report, see Program Evaluation binder in DSS office.

Diversity Action Plan- Summary of Progress 2010-2011 Survey results

Increase in % of SWD who feel welcome at Chico State/DSS from 92% to 95% 94%

Increase first year retention rates for students with disabilities from 68% to 75% 76% Increase Six year graduation rates for students with disabilities from 57% to 65% 53%

Increase in % of SWD who agree that faculty are responsive and provide appropriate accommodations from 69% to 80% 76%


Increase in % of SWD who agree that the general attitude of students without disabilities toward SWD is excellent or good from 67% to 80% 70%

Increase in % of students who agreed that Chico State offers an equal education from 83% to 95% 90%

Decrease in % of students who feel professors are less willing to work with SWD from 33% to 20% 24%

Internal AuditThis year, DSS Director conducted an internal audit of student files with specific intention to review disability documentation. Due to changes in the ADA Amendments, and clarification about what documentation is appropriate to request, as well as, a lack of consistent program procedures regarding documentation, DSS Director wanted to audit the files in order to develop consistent, appropriate procedures for staff and students. Results demonstrate that there has been varying staff interpretations regarding what is acceptable documentation for specific disabilities, especially in the area of psychological disabilities. Additionally, it became evident that DSS, the Student Health Center and Counseling Center needs to collaborate more effectively about what appropriate documentation entails. There is a fine balance that needs to be found between having enough documentation to make appropriate decisions about accommodations without insisting on students obtaining unnecessary documentation creating a hardship. As a result of the internal audit of student files, DSS has created new documentation guidelines, a DSS registration form, and office procedures for following up on missing or outdated documentation.

VII. Analysis

After considering assessment opportunities, as well as demographic trends, the following is offered as discussion and analysis of issues and services that require strategic and intentional consideration in the next academic/fiscal year.

Service Request Portal Gains in satisfaction and quality of services in the specific areas that have been included in the electronic services request portal confirm that students appreciate the efficiency and confidentiality that the electronic request system provides, especially in the area of note taking. Last year, 24% of students reported that note taking services were excellent or good. This year, 66% of students report satisfaction with the quality of services. DSS believes that there are still students who are choosing not to use note taking services because they are unaware of the new, confidential system to obtain a note taker. We will continue to advertise the new system and encourage students to utilize it.

Alternate Media Production and Assistive Technology The conversion of instructional materials and textbooks into alternate format continues to be the most challenging program service that DSS provides. The challenges include lack of dedicated personnel, untimely textbook decisions by faculty, as well as, timely requests from students. As a whole, faculty continue to struggle making timely decisions regarding textbooks, especially late hire faculty who may get their appointments beyond the time needed to convert a textbook. Delays in textbook orders delay our ability to convert material. Additionally, faculty are not taking advantage of available resources to produce their instructional materials in accessible formats. Faculty survey results show that only 47% of faculty are aware


of the ATI and requirement to provide instructional materials into accessible format. Only 67% of faculty has taken advantage of the outstanding training and support offered by TLP. Identifying the best way to reach faculty continues to be a challenge. At the time of this report, DSS is pleased to report that we have hired a full time Alternate Media/Assistive Technology Coordinator to manage the alternate media program and stay abreast of the changes and improvements in technology so that we can appropriately and effectively assimilate tools and strategies into our program, as well as work directly with students and faculty to improve the quality of alternate media services. This is a tremendous step in improving the quality, consistency and timeliness of service, as well as, outreach to faculty regarding specific accessibility strategies.

Campus Climate: There are still significant issues with how students perceive they are treated by faculty. Anecdotal information from students, as well as survey data continues to show that work needs to be done to improve campus climate. We will continue planning outreach activities, such as awareness month, our newsletter, one-on-one consultation with faculty, and presentations to academic groups and departments. We spent considerable intentional energy this year making presentations and providing training and guidance to student and faculty groups. Survey results show marked improvements in campus climate and how students with disabilities perceive that they are treated by their peers and faculty. The bottom line is that we still have some work to do, but our efforts are paying off!

% of SWD who feel welcome at Chico State/DSS went from 92% to 94% % of first year retention went from 68% to 76% % of SWD who feel faculty are responsive and provide appropriate accommodations went from 69% to 76% % of SWD who agree that the general attitude of students w/o disabilities toward SWD is excellent or good

went from 67% to 70% % of student who agree that Chico State offers an equal education went from 83% to 90% % of students who feel instructors are less willing to work with SWD went from 33% to 24%

DSS will continue to use Insight Reporting of student distribution to help prioritize which academic departments will receive an invitation for workshops. This year, DSS will target the College of Communication and Education (21% of DSS students).

Additionally, faculty survey results confirm that more attention needs to be given to educating faculty on how to determine the essential elements of their courses, understanding what is “reasonable” about accommodations, and how to obtain support when providing services to students with disabilities becomes difficult or confusing. In addition to face to face workshops offered, DSS will provide email reminders of the web based support that is available, as well as, developing a Frequently Asked Questions based on faculty survey results.

Student Learning Outcomes Based on our consideration and survey of student learning outcomes, we revised our outcomes. However, we now need to align specific services to the outcome so that we can intentionally affect the outcomes. Additional information gained from the faculty and student surveys further confirm that students with disabilities need help understanding their Civil Rights and how to appropriately and comfortably advocate for reasonable accommodations independently with instructors;

24% of faculty report satisfaction with how well students advocate for themselves 75% of students report that they are aware of their Civil Rights-the Americans with Disabilities Act 73% of students report that they are comfortable with self advocacy with instructors


While DSS advisors provide guidance on these issues during intake and general advising appointments, we will spend this year to develop a more strategic service/program component.

VII. Program Objectives for next academic year 1. Manage the transition from Disability Support Services to Accessibility Resource Center.

a. Mission and goals b. Program materials and website c. Coordinate with HR to audit, review, revise and develop ADA policies.

2. Prepare for and manage ADA audit. 3. Strengthen ATI Project Management, outreach and reporting activities4. Develop a workshop designed to affect student learning outcomes


ADDENDUM Disability Support Services- Diversity Action Plan 2010-2015

Diversity Defined: The rich plethora of differences among people based on culture, ability, disability, ethnicity, gender, religion, socio-economic background, age, and sexual orientationTo Form a More Inclusive Learning Community represents the California State University, Chico 2010-2015 diversity action plan. The Plan provides a concrete roadmap for achieving its inclusiveness and excellence goals. It posits eight Priorities within the four dimensions of diversity adopted by the campus as a means to bring about further institutional awareness, understanding and action. The following are specific tasks that DSS will manage toward the delivery of the campus diversity action plan.

Task 1 Provide orientations to new students with disabilities Measure: Increase in % of SWD who feel welcome at Chico State/DSS from 92% to 95%Assigned to: DSS Director Timeline: August 2010-2015Chico Diversity Action Plan: Access and Success, Priority 1, Task 1.4

Task 2 Provide first year transition services to students with disabilities Measure: Increase first year retention rates for students with disabilities from 68% to 75%Assigned to: DSS Director Timeline: August 2010-2015Chico Diversity Action Plan: Access and Success, Priority 2, Task 2.1 Task 3 Coordinate reasonable accommodations and access to instructional materials and

educational settings Measure: Increase Six year graduation rates for students with disabilities from 57% to 65%Assigned to: DSS Director Timeline: August 2010-2015Chico Diversity Action Plan: Access and Success, Priority 2, Task 2.2

Task 4 Conduct intentional disability awareness outreach to students, staff and faculty Measure: Increase in % of SWD who agree that faculty are responsive and provide appropriate

accommodations from 69% to 80%

Increase in % of SWD who agree that the general attitude of students without disabilities toward SWD is excellent or good from 67% to 80%

Increase in % of students who agreed that Chico State offers an equal education from 83% to 95% Decrease in % of students who feel professors are less willing to work with SWD from 33% to 20%

Assigned to: DSS Director Timeline: August 2010-2015Chico Diversity Action Plan: Education and Scholarship, Priority 3, Task 2.1

Intergroup Relations/ Campus Climate, Priority 6, Task 6.1

Documents

Disability Support Services · Web viewEssential to the larger mission of the University, Disability Support Services (DSS) is designed to support the academic success of qualified