ATI Instructional Materials Report AY 09/10
Campus Name: Sacramento State
Please refer to the report instructions before completing this form. The instructions were sent as a separate attachment and they are also posted on the ATI Moodle Website.
1.0Timely Adoption
Goal
The campus has implemented a comprehensive
plan to ensure the timely adoption of textbooks
and other instructional materials.
Goal
Status
Defined
Key Accomplishments 09/10
Key Plans 10/11
Our campus has established a procedure to track the percentage of
timely textbook adoptions per semester but this does not cover the
tracking of all accessible instructional materials. Our priority at the
moment is to push for timely adoption of materials for students with
disabilities and it is a more viable focus. Successfully establishing
timely adoption of materials for students with disabilities will facilitate
the process to ensure timely adoption of all instructional materials on
campus.
Present at Dept. Chair’s meeting and other communications to
enhance timely instructional materials access; this is also in line with
the new federal HEOA requirement to put textbook information & ISBN
in course schedule by time of registration. A goal is to improve upon
30% timely textbook adoption rate for Spring registration, assess
implementation & plan improvements. Campus also needs to clarify a
process to identify materials not purchased from the Bookstore. IM
implementation plan in this area will be revised in the coming year
based on the ATI coded memo.
Comments
Success Indicator
Status
1.1
Established
Campus has formally documented (e.g.
Policy, Resolution or Procedure) a process to ensure the
timely adoption of textbooks and other instructional
materials. [Commitment]
Year
Started
Worked
on 09/10?
(Yes/No)
Yes
Will work
on 10/11?
(Yes/No)
Yes
2008
Comments
Message from the Provost sent out to faculty regarding the implementation of accessible
instructional materials beginning Spring 2008 and ongoing. As of Fall 2009 the New
Course Proposal Form A incorporates accessibility requirements: Following course
approval, and prior to the start of the semester in which the new or revised course will be
taught for the first time, an accessibility checklist [available at
http://www.csus.edu/accessibility/checklist.html] shall be completed and submitted to the
appropriate Dean’s office. An accessible syllabus shall also be made available online,
preferably prior to the start of that semester’s open registration period. In addition, the
Accessible Technology policy includes language about providing equal access to
instructional materials.
Procedures and guides about how to ensure timely adoption of textbooks and other
instructional materials are present through the Accessibility at Sacramento State website,
Accessibility and Instructors webpage, Instructional Materials Accessibility Checklist,
Timely Textbook Adoption website and Video, communications from Provost, Chairs’
workgroup, and Department Chairs’ meetings.
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Sacramento State
Success Indicator
Status
Year
Started
Will work
on 10/11?
(Yes/No)
Yes
ongoing
Comments
2008
Worked
on 09/10?
(Yes/No)
Yes
1.2
Established
1.3 Campus has developed milestones or specific measures
of success for timely adoption compliance (e.g.
percentage of timely adoptions) and implemented a
system to track these measures. [Measurement]
Initiated
2008
Yes
Yes
Focus has been on textbook adoption. Other materials e.g. Syllabus can be tracked
based on number of SacCT courses and syllabus posted. Campus needs to define a
process for other instructional materials and text books not purchased from the Hornet
bookstore.
Area(s) of Requested Collaboration for Timely Adoption
Indicator
Number
Briefly describe the areas in which your campus would like to
collaborate with other campuses and the ATI staff.
1.3 and 1.1
Assistance
Requested?
(Yes/No)
Yes
Campus has developed capacity (e.g.
established practices, specified staff time,
educational/training resources, and/or technology) to
achieve compliance with timely adoption. [Ability]
Assistance
Offered?
(Yes/No)
Briefly describe the areas in which your campus would like to
collaborate with other campuses and the ATI staff.
The Faculty Staff Resource Center will continue to offer Instructional Materials
Accessibility services and resources like accessibility training workshops, one-on-one
consultation with Instructional Materials Specialist, and software/tools to assist in creating
accessible materials. Professional Development for Accessible Technology website is a
resource that is shared during workshops. Continued support from ATI captioning student
assistants (1-2) in the area of captioning of inaccessible media. Beginning Fall 2010 pilot
testing student assistant support in the area of accessibility for low-level instructional
materials accessibility tasks and full implementation in Fall 2011.
Comments
Our campus would benefit from guidelines about how to effectively and efficiently track
the accessibility of all instructional materials in conjunction with these guidelines could be
of use. A tool that is integrated into the Campus Portal that allows for students to request
alternate media needs and automatically alerts faculty and SSWD about these needs
would aid in getting instructors to be aware early of student needs, enable them submit
book requests on time and to author materials in a more accessible manner or at least
have these available for the student in a timely manner. If another campus has a tool like
this in place or a similar process, we would like to learn about it and collaborate with that
campus (es).
See above.
2.0Identification of IM for Late-Hire Faculty
Goal
Goal
Status
Key Accomplishments 09/10
Key Plans 10/11
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Sacramento State
Goal
The campus has implemented a comprehensive
plan to ensure that textbooks have been
identified for courses with late-hire faculty.
Goal
Status
Initiated
Key Accomplishments 09/10
Key Plans 10/11
We have established clear recommendations about how to help
identify instructional materials for late hire faculty (e.g. Chairs serve as
point of contact for SSWD to manage the identification of materials for
course, select materials from previous semesters, use textbooks
available in electronic formats, plan equal alternative form of access,
etc.).
The process to identify instructional materials early (goal 1.0) falls in
line with identification of late hire faculty. Because materials that are
adopted late often are for courses where a late hire faculty is
assigned, strategies to identify materials early will impact strategies for
late hire faculty as well. Planning and Strategies by May 2011. IM
implementation plan in this area will be revised in the coming year
based on the ATI coded memo.
Comments
Success Indicator
Status
Worked on
09/10?
(Yes/No)
Yes
Will work
on 10/11?
(Yes/No)
Yes
Comments
Initiated
Year
Starte
d
2009?
2.1 All academic units have implemented specific procedures
for late hire or adjunct faculty members for the timely
adoption of curricular materials. [Ability]
2.2 Campus has developed specific measures of success for
late-hire faculty (e.g. percentage of late-hire adoptions
completed by campus deadline) and implemented a
system to track these measures. [Measurement]
Initiated
2008
Yes
Yes
Although the current information issued by the Hornet Bookstore lists textbook requests
for courses that use the Bookstore, including courses where a “staff” is assigned (late
hires will be teaching most “staff” assigned courses), most of the textbook requests for
these are not fulfilled until the beginning of the semester not meeting the campus
deadlines. Current process tracks some information but it is not an automatic process.
Area(s) of Requested Collaboration for Identification of IM
for Late-Hire Faculty
Indicator
Number
Briefly describe the areas in which your campus would like to
collaborate with other campuses and the ATI staff.
2.1, 2.2
Assistance
Requested?
(Yes/No)
Yes
Assistance
Offered?
(Yes/No)
Specific recommendations have been issued to department chairs for dealing with late
hire course instructional materials, implementation of these is informal.
Comments
We could benefit from templates or tools that would allow for a streamlined process to
gather specific information that would help plan for the semester and enable adoption of
accessible materials for courses where late hires are assigned: (e.g. tool that is
integrated into the Campus Portal that allows for students to request alternate media
needs and automatically alerts faculty and SSWD about these needs). Guidelines that
detail main points to cover in a late hire scenario would be helpful for planning.
Briefly describe the areas in which your campus would like to
collaborate with other campuses and the ATI staff.
3.0Early Identification of Students with Disabilities
Goal
Goal
Status
Key Accomplishments 09/10
Key Plans 10/11
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Sacramento State
Goal
The campus has implemented a comprehensive
plan to ensure that students with disabilities are
identified and able to request alternate media
materials in a timely manner.
Goal
Status
Established
Key Accomplishments 09/10
Key Plans 10/11
Campus has established an online process which allows students to
request alternative media services via an online form(s). See
“Alternative Media Request Form”:
http://www.csus.edu/sswd/forms/altform.html. Most students are still
requesting alternate media services in person. Students that need
support services through SSWD would complete the appropriate
application from the “SSWD Application/Documentation Forms”
webpage: http://www.csus.edu/sswd/services/apps.html. Continued
identification of students by sending alert letters to faculty one month
after early registration (Students with disabilities are enabled to
register for classes during the early registration) about a student with a
disability enrolled in their course.
A focus has been on ensuring courses where students with disabilities
with alternate media needs are enrolled are accessible or that
alternatives are provided for those courses. Early identification is
accomplished by sending faculty alerts one month after registration for
these courses. Now “new courses” must also meet accessibility
requirements by submitting an accessibility checklist to the Dean and
posting syllabus in electronic format prior to teaching course (new
course proposal Form A implemented starting Sept. ‘10; assess how
process went in Spring ‘11. Follow up with faculty who had a student
with a disability enrolled in their fall 2010 course, by asking them to
complete a 10 question survey regarding the steps they took to ensure
their course materials were accessible to the student, the resources
they used, and what they will do to continue to implement these
changes for future semesters and other courses they may teach. IM
implementation plan in this area will be revised in the coming year
based on the ATI coded memo.
Comments
Success Indicator
Status
Year
Starte
d
Prior to
ATI
Worked on
09/10?
(Yes/No)
Yes
Will work
on 10/11?
(Yes/No)
Yes
3.1 Campus has implemented a system to provide early
registration for alternate media-eligible students. [Ability]
3.2 Campus has implemented a system to track early
registration usage by alternate media-eligible students
(intended to provide alternate media programs with
sufficient time to produce alternate media as well as to
document student conformance with alternate media
submissions procedures). [Measurement]
3.3 Campus has implemented a system that allows alternate
media requests to be submitted without appearing inperson during regular business hours (e.g. web-based
forms, integration with student registration portal). [Ability]
Established
3.4 Campus has implemented a system to track the timeliness
of alternate media requests. [Measurement]
Comments
Established
Prior to
ATI
Yes
Yes
Defined
2008
Yes
Yes
Online form available for students to submit requests but not used in high volumes.
Established manual process of printed form submissions. Campus would benefit from
tool integrated in campus portal where students could automatically request alternate
media needs and these needs be automatically informed to instructor of course and to
Services to Students with Disabilities, SSWD.
Defined
Prior to
ATI
Yes
Yes
ongoing
No current automatic system to track (except for alt media requests submitted via online
form). Most tracking is a manual process.
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Success Indicator
Status
3.5 Campus has developed specific measures of success for
early identification of students with disabilities (e.g.,
percentage of eligible students who utilize early
registration) and implemented a system to track these
measures. [Measurement]
Defined
Area(s) of Requested Collaboration for Early Identification
of Students with Disabilities
Indicator
Number
Briefly describe the areas in which your campus would like to
collaborate with other campuses and the ATI staff
3.3 to 3.5
Year
Starte
d
Prior to
ATI
Worked on
09/10?
(Yes/No)
Yes
Assistance
Requested?
(Yes/No)
Yes
Will work
on 10/11?
(Yes/No)
Yes
Assistance
Offered?
(Yes/No)
Comments
Comments
Any other tools available to enable students to request alt media services on time would
help as well as guidelines about criteria information to include covering all bases. The tool
mentioned in timely adoption and later hire sections above (tool in campus portal that
allows for students to request alternate media needs and that alerts faculty and SSWD
automatically of needs) would help us to effectively identify students that require
alternative media services. We would like to learn about the methods that other campuses
are currently using to promote the benefits that students with disabilities obtain when they
register early for their courses as well as the benefits for requesting alternate media
services early. Have other campuses integrated the request of these services via a
campus portal, if so how was this accomplished and what specific guidelines did they
follow?
Briefly describe the areas in which your campus would like to
collaborate with other campuses and the ATI staff
4.0Faculty Use of LMS (or non-LMS) Course Websites *
Goal
The campus has implemented policies and
procedures to promote the posting of all
required curricular and instructional resources
(including print-based and multimedia materials)
in a central, accessible electronic location.
*While it is anticipated that most campuses will
use the LMS to meet this goal, other structures
(e.g. Web Content Management Systems or
other online delivery methods) that provide
similar functionality and are accessible, may
Goal
Status
Initiated
Key Accomplishments 09/10
Key Plans 10/11
Self service features available to faculty such as course set up,
enrolling students, and adding course content make it easier for
existing faculty users of SacCT (our LMS) to post materials online.
For faculty that do not currently use SacCT, self service features could
enable faculty to create an online course for the purpose of posting all
instructional materials in electronic format. As part of the new course
proposal requirements faculty are required to post their Syllabus
online, and this could be done in the LMS. Initiated the Usability
Testing for SacCT and My Sac State project to determine challenges
and strategies for addressing usability/accessibility challenges.
eLearning Accessibility Strategies: This Fall 2010 semester, over
2,100 courses use SacCT, a 600 course increase over the previous
fall. Although materials may not be fully accessible, this does increase
access to electronic materials. It is anticipated that the eAcademy
course development work (Fall 2010) by ATCS and collaboration with
the ATI staff will result in additional accessible courses/materials. Start
to discuss strategies to fully apply accessibility to the materials posted
to SacCT courses. Assess data of Usability Testing of SacCT and
identify improvements. IM implementation plan in this area will be
revised in the coming year based on the ATI coded memo.
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Goal
Goal
Status
Key Accomplishments 09/10
Key Plans 10/11
serve as appropriate equivalents to the LMS.
Comments
Success Indicator
Status
Year
Starte
d
2008
Worked on
09/10?
(Yes/No)
Yes
Will work
on 10/11?
(Yes/No)
Yes
4.1 Campus has formally documented (e.g., Policy, Resolution
or Procedure) a process to promote or require the posting
of IM to the campus LMS. [Commitment]
Initiated
4.2 Campus has screened its LMS to determine whether it
conforms to Section 508 accessibility standards and
established a plan to address (or work-around) identified
gaps. [Ability]
4.3 Campus has established specific guidelines and
procedures for submitting course and curricular materials
hosted in campus LMS. [Commitment]
4.4 Campus has implemented procedures to accelerate the
delivery of alternate media materials to improve timeliness
(e.g. electronic delivery via campus LMS or FTP). [Ability]
Comments
Defined
Prior to
ATI
Yes
Yes
Established
Prior to
ATI
Yes
Yes
Guidelines and procedures in place to inform faculty about how to effectively build an
online course and post materials. Current guidelines are in the form of training tutorials,
manuals, in person workshops and website content. However more guidelines tied to
accessibility are needed. Accessibility is somewhat weaved into some of the
documentation e.g. manuals, syllabus templates and SacCT course templates but these
could be promoted more to faculty. Faculty events/projects such as the eAcademy (Fall
2010) and EnACT ~ PTD Faculty Learning Community (May 2009 –Spring 2011) are
potential enablers for faculty to begin moving their materials into the LMS.
Initiated
Prior to
ATI
Yes
Yes
The process for delivering alternate formats to students is mainly a manual process.
Students are provided with alternate formats in person, on a media, via email, and if the
faculty member grants access to course, we may be able to obtain electronic versions
(e.g. syllabus) or post alternate formats (e.g. captioned lecture video) to a course directly.
However, faculty should be responsible for posting in SacCT any alternate formats
provided to him/her. We have a initiated a process for the area of multimedia where staff
should complete the process of captioning the videos, and faculty are responsible to post
the links to captioned multimedia or other electronic based materials into the SacCT
course.
New Courses/Courses where a student with a disability is enrolled only - new course
proposal incorporates accessibility language and requires faculty to use the Instructional
Materials Accessibility Checklist to review their course and ensure accessibility and to
post syllabus in electronic format to the campus LMS or other web server. It could be
recommended that faculty post the syllabus directly into SacCT. If would help if we can
use the Syllabus Tool in SacCT to create an accessible syllabus template that faculty can
import into their course(es) and plug in their syllabus information.
Aware of certain accessibility issues. Usability testing for SacCT (campus LMS) and My
Sac State project initiated Sep 2009 is currently in the testing phase (Fall 2010). Data
collected will aid in identifying access problems and potential workarounds.
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Success Indicator
Status
Year
Starte
d
Prior to
ATI
Worked on
09/10?
(Yes/No)
Yes
Will work
on 10/11?
(Yes/No)
Yes
Comments
4.5 Campus has implemented mechanisms to provide
alternate media production staff with access to
instructional materials on LMS course sites for purposes of
evaluating and converting materials. [Ability]
Initiated
4.6 Campus has established specific measures of success
(e.g., number of course sites with posted syllabi) for
faculty posting of curricular materials in the campus LMS.
[Measurement]
Not Started
N/A
No
Yes
Currently, the campus has the capacity to publish a public preview page that lists all the
available SacCT courses. If a faculty member has a syllabus posted by use of the
syllabus tool in SacCT, this information could be on the public preview page as well.
Preview page is not in use at the moment. It would be helpful to define how to capture the
posting of electronic based syllabus to other non-LMS websites e.g. faculty website
hosted on Web Content Management System or other and how these can potentially be
moved to campus LMS?
Area(s) of Requested Collaboration for Faculty Use of
LMS (or non-LMS) Course Websites
Indicator
Number
Briefly describe the areas in which your campus would like to
collaborate with other campuses and the ATI staff.
4.1-4.6
Assistance
Requested?
(Yes/No)
Yes
Assistance
Offered?
(Yes/No)
Currently, SSWD staff contacts faculty via email/phone to request access to course
materials when needed. This is not an automatic process and is dealt with on a case by
case basis. It would be helpful to have a process where SSWD staff works directly with
ATCS online course developers for purposes of obtaining access to SacCT courses
where a student with a disability is enrolled, or a simple process provided for faculty.
Comments
We would like to learn about specific guidelines that other campuses are using to promote
the use of their LMS and how they weave in accessibility and improved learning for
students. In addition, we would like to know how other campuses are capturing
information about the LMS courses that have a syllabus posted. Have other campuses
streamlined the process for providing alternate media production staff access to campus
LMS to view/download materials for conversion?
Briefly describe the areas in which your campus would like to
collaborate with other campuses and the ATI staff.
5.0Accessibility Requirements for Multimedia
Goal
The campus has implemented policies and
procedures to ensure that accessibility
requirements have been incorporated into the
adoption process for all multimedia-based
instructional resources.
Goal
Status
Initiated
Key Accomplishments 09/10
Key Plans 10/11
Priority is placed for captioning videos that are used in a course where
a student with a disability is enrolled and for videos that are high
profile. Campus has a limited captioning fund that covers captioning
costs through a captioning vendor “Automatic Sync Technologies” for
priority videos. Requests that do not fall under priority are charged
back if using captioning vendor services or provided free of cost
through in-house captioning via audio mining tool “DocSoft”. Limited
fund also covers captioning support costs (student assistants).
Captioning is a time intensive process and it would be facilitated at our
Streamline Captioning: For instructional materials, the captioning
process is very time consuming. Current short staffing in Video
Services has also increased challenges. Attend Automatic Sync
webinar in Sept. ‘10 to learn streamlining techniques from other
campuses; review the campus captioning workflow to identify ways to
simplify the process (by March ‘11 come up with some
recommendations to simplify the process). Implement Docsoft (or free
recommended captioning tool), our in-house audio mining tool, as one
of the resources available through the Faculty Staff Resource Center.
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Goal
Goal
Status
Key Accomplishments 09/10
Key Plans 10/11
campus if we were provided with a tool that helped us streamline the
request process and for faculty to automatically upload their own
media into Automatic Sync for captioning. We have an online
captioning request form which is used by faculty but we are doing the
uploading of videos to caption in AST. Some key accomplishments
include implementation of an online form for faculty/staff to request
captioning service and the captioning and transcription service
feedback survey that was completed by faculty/staff that used our
captioning service 2009/2010 academic year. Survey provided insights
as to how to better market the service, what information to include and
resources that are most valuable to faculty.
This resource would enable faculty to upload and edit video transcripts
at the FSRC and produce their videos in closed captioned format. ATI
Student Assistants would be first in line to provide Docsoft support to
faculty. Free captioning tools like MAGpie and CapScribe can be
alternatives for faculty that would like to work independently on their
video closed captioning. Begin to plan implementation of DocSoft or
Free tool and review free captioning tools to determine which tool we
may possibly support (by Spring ’11). Possibility of integrating media
server with captioning vendor server to automate the process of
uploading video that needs to be captioned. This could be a good plan
for potential captioning of all videos (archived lectures) stored on
media servers and used in courses to meet accessibility requirements.
(Begin to Plan March 2011). How to address cost for captioning these
videos? IM implementation plan in this area will be revised in the
coming year based on the ATI coded memo.
Comments
Success Indicator
Status
Defined
Year
Starte
d
2008
Worked on
09/10?
(Yes/No)
Yes
Will work
on 10/11?
(Yes/No)
Yes
5.1 Campus has developed and implemented accessibility
requirements for selecting and adopting multimedia
curricular materials (e.g. requirements for captions,
transcripts, audio description, accessible web players).
[Commitment]
5.2 Campus has established a strategic process, based on
available resources, for prioritizing the remediation of
inaccessible multimedia materials. [Commitment]
Defined
2008
Yes
Yes
5.3 Campus has gathered survey information from media
libraries regarding multimedia usage and format types
(e.g. most frequently utilized titles and formats) to aid in
tool selection and prioritization decisions. [Measurement]
Not Started
N/A
No
Begin to
Brainstorm
Comments
Focus on priority courses such as new courses and courses where student with a
disability is enrolled. Accessibility requirements for media are clearly stated in the
instructional materials accessibility checklist that will be completed by all faculty teaching
a new course and/or who have a student with a disability enrolled in course. Guidelines to
follow when choosing videos, and what to do if videos are not closed captioned are
available through the campus’ captioning services webpage:
http://www.csus.edu/accessibility/captioning.html
Campus is currently prioritizing remediation of inaccessible multimedia for courses where
a student with a disability is enrolled and high profile/impact videos. Videos for courses
that do not fall under these categories are remediated subject to available resources
(DocSoft tool, Staff time) since captioning is a time intensive process, or departments
must pay for the vendor captioning service.
The Campus Library Media Center LMC provides information on their website about
whether a Video/DVD has closed captions available. However, no survey has been
developed to gather information about titles or formats (VHS/DVD) that are used most
often. Many faculty requests for captioning deal with LMC titles. Collection of information
regarding captioning requests for LMC materials is in place but at an elemental level and
is mostly manual. No automatic compilation of this data is currently implemented.
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Success Indicator
Status
Worked on
09/10?
(Yes/No)
Yes
Will work
on 10/11?
(Yes/No)
Yes
Comments
Established
Year
Starte
d
2008
5.4 Campus has built capacity (e.g. established practices,
specified staff time, budget, tools, and/or work space)
necessary to address the accessibility of existing and
planned multimedia content and its delivery. [Ability]
5.5 Campus has established measures of success related to
multimedia accessibility (e.g. percent of new materials that
are accessible, percent of existing materials that have
been remediated). [Measurement]
Not Started
NA
No
Yes –
Brainstorm
strategies
Although instructional materials specialist keeps track of captioning requests, this process
is not automatic (AST captioning request form generates a ticket or “work order” and is
maintained in the Heat System but not all faculty are submitting requests via form, most
requests are done via email or phone. It involves manual work and pertains mostly to
courses where a student with a disability is enrolled so current tracking does not
encompass all existing materials. A survey can be developed to ask faculty about their
use of existing captioned content after the semester. A consistent tool would be helpful for
us and other campuses who have remediated content for faculty
Area(s) of Requested Collaboration for Accessibility
Requirements for Multimedia
Indicator
Number
Briefly describe the areas in which your campus would like to
collaborate with other campuses and the ATI staff.
5.1-5.5
Assistance
Requested?
(Yes/No)
Yes
Assistance
Offered?
(Yes/No)
Campus has a limited captioning fund for use to caption priority videos e.g. video for
courses where a student with a disability is enrolled and high profile videos. Captioning for
priority videos is most often completed through a captioning vendor (Automatic Sync
Technologies). Captioning fund is used in part to pay two student assistant captioning
positions. These student assistants are dedicated to transcribing video content by use of
audio-mining tool Docsoft and uploading high priority video projects to AST captioning
vendor. Captioning process is intensive and time consuming. Would benefit from
automatic online process where captioning requests would enable faculty to upload their
own videos to be captioned upon submitting request. Currently request form asks faculty
to list location of media files (e.g. media server, SacCT) for us to access or they will need
to drop them off in person.
Comments
Has another campus achieved an automatic process for faculty to request captioning
services and have them submit their media directly to AST online? Is there a tool you
used to accomplish this and how are you keeping track/statistics for how many requests
are done? In addition, if any other campus is using the audio/mining tool “DocSoft” for
fulfilling captioning requests, have you been able to streamline the process and have
faculty submit their own media to online DocSoft account and how have you
accomplished this? Any guidelines or templates campuses have used to have faculty
upload their own media for captioning? How are other campuses dealing with copyrighted
media that faculty request to be captioned for a course if faculty cannot obtain copyright
release in time for student needing captioned format? How are other campuses dealing
with requests to caption Library owned media which are copyrighted? How are other
campuses dealing with requests for captioning content posted to the web such as
YouTube and other sites?
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Area(s) of Requested Collaboration for Accessibility
Requirements for Multimedia
Indicator
Number
Assistance
Requested?
(Yes/No)
Assistance
Offered?
(Yes/No)
Comments
Briefly describe the areas in which your campus would like to
collaborate with other campuses and the ATI staff.
6.0Accessibility Requirements for Curricular Review and Approval
Goal
The campus has implemented policies and
procedures to ensure that accessibility
requirements have been incorporated into the
curricular review process.
Goal
Status
Established
Key Accomplishments 09/10
Key Plans 10/11
As of Fall 2009 the New Course Proposal Form A incorporates
accessibility requirements: Following course approval, and prior to the
start of the semester in which the new or revised course will be taught
for the first time, an accessibility checklist [available at
http://www.csus.edu/accessibility/checklist.html] shall be completed
and submitted to the appropriate Dean’s office. An accessible syllabus
shall also be made available online, preferably prior to the start of that
semester’s open registration period.
The next step could be to have the accessibility requirement include
for faculty to use SacCT self service to create an accessible syllabus
or upload their existing accessible syllabus and other instructional
materials. Begin brainstorming for this?
IM implementation plan in this area will be revised in the coming year
based on the ATI coded memo.
Comments
Success Indicator
Status
Worked on
09/10?
(Yes/No)
Yes
Will work
on 10/11?
(Yes/No)
Yes
Comments
Established
Year
Starte
d
2008
6.1 Accessibility requirements have been developed and
integrated into the academic curriculum review process for
new course adoptions and existing course reviews.
[Commitment]
6.2 Campus has established accessibility standards or
guidelines for selecting and authoring curricular materials.
[Commitment]
Established
2008
Yes
Yes
New Course Proposal form, Instructional Materials Checklist, ATI Recommended Training
via the Professional Development for Accessible Technology website, Accessibility
Training manuals and workshops, Accessibility for Instructors web pages.
6.3 Campus has established specific measures of success
(e.g., number of courses that have undergone accessibility
review) for incorporating accessibility into the curricular
review and approval process. [Measurement]
Not Started
NA
No
Yes
Once New Course Proposal accessibility is officially implemented, we should be able to
track the number of new courses available each semester that went through the process
as stated in accessibility language on course proposal form.
Area(s) of Requested Collaboration for Accessibility
Requirements for Curricular Review and Approval
Indicator
Number
Assistance
Requested?
(Yes/No)
Assistance
Offered?
(Yes/No)
See Key accomplishments 09/10 above.
Comments
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Area(s) of Requested Collaboration for Accessibility
Requirements for Curricular Review and Approval
Indicator
Number
Briefly describe the areas in which your campus would like to
collaborate with other campuses and the ATI staff.
Briefly describe the areas in which your campus would like to
collaborate with other campuses and the ATI staff.
6.1-6.3
Assistance
Requested?
(Yes/No)
Yes
Assistance
Offered?
(Yes/No)
Comments
What are other campuses doing for measures of success? Will the Chancellors Office
come up with standard metrics for campuses to share best practices?
7.0Supporting Faculty Creation of Accessible IM
Goal
The campus has implemented policies and
procedures to support faculty in selecting,
authoring, and delivering accessible
instructional materials.
Goal
Status
Established
Key Accomplishments 09/10
Key Plans 10/11
The Instructional Materials Checklist included as a requirement for
faculty to review new courses and courses where a student with a
disability is enrolled, provides procedures and guidelines to meet in
order to ensure accessibility in their instructional materials. Updated
accessible syllabus templates are available to faculty as well. The
Faculty Learning Community which is part of the EnACT~PTD project
at our campus provides faculty guidelines and resources for
implementation of UDL and accessibility in their courses.
Review outcomes of Faculty Learning Community and student
success in courses that implemented UDL and accessibility. Review
outcomes of eAcademy courses (pre and post survey); eAcademy
course rubric weaves in accessibility recommendations and guidelines
for courses taking part in this project. How many new course
proposals were submitted and accessible materials checklist
completed?
IM implementation plan in this area will be revised in the coming year
based on the ATI coded memo.
Comments
Success Indicator
Status
7.1 Campus has formally documented (through Policy,
Resolution or Procedure) the nature of faculty
responsibility for selecting and authoring accessible
curricular materials. [Commitment]
7.2 Campus has established specific mechanisms to
encourage faculty authoring and adoption of accessible
instructional materials (e.g. recognition in article or letter of
appreciation). [Ability]
Defined
Established
Year
Starte
d
Januar
y 2010
Worked on
09/10?
(Yes/No)
Yes
Will work
on 10/11?
(Yes/No)
Yes
Comments
2008
Yes
Yes
Teaching using Technology Institutes 07/08, 08/09, provide faculty with
stipend/technology at the same time they learn how to incorporate accessibility and
universal design into their course, EnACT Faculty Learning Community provides
participants professional development in the areas of Universal Design for teaching and
learning and they earn a stipend as well, spotlight for faculty who has gone above and
beyond to incorporate accessibility into their course are featured through CSU
Professional Development for Accessible Technology website, notion that if faculty
incorporate accessibility into their course from the beginning this will save them time for
future semesters because content may be reused, faculty that take part in training can
serve as faculty mentors at their respective colleges.
Clear recommendations and guidelines regarding the use and development of accessible
content for courses is made available through Accessible Technology Policy and New
Course Proposal Form A. Focus is on courses where students with disability are enrolled.
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Success Indicator
Status
Worked on
09/10?
(Yes/No)
Yes
Will work
on 10/11?
(Yes/No)
Yes
Comments
Defined
Year
Starte
d
2008
7.3 Campus has developed and disseminated examples of
accessible curricular materials and practices (e.g.
accessible syllabus template, faculty exemplars). [Ability]
7.4 Campus has specified technology (e.g. workstations,
software, scanners) and personnel resources (e.g. student
assistants, lab technicians) necessary to support faculty
creation of accessible instructional materials. [Ability]
Established
2008
Yes
Yes
Faculty Staff Resource Center serves as a technology resource hub for faculty seeking to
use on campus resources to create accessible content. Microsoft Office programs, Adobe
Acrobat, scanners, digitization equipment for multimedia and other software/equipment
are readily available to faculty. Incoming FSRC Student Assistants will be trained to assist
faculty at the basic level of accessible materials creation. Center for Teaching and
Learning also provides equipment available to faculty to work on their course. Student
assistants are available to assist faculty with equipment at both locations however more
support may be needed
7.5 Campus has implemented mechanisms to provide content
distributors with access to tools or practices that allow
accessibility testing of curricular materials (e.g. text-tospeech, voice recognition, keyboard-only navigation,
Document Map view). [Ability]
Initiated
2008
Yes
Yes
Several tools/software such as JAWS, Kurzweil, ZoomText, are readily available to faculty
for accessibility testing of materials. However, these tools need to be promoted and
training/quick reference cards need to be made available to facilitate process for faculty.
Tools built into commonly used applications like Read Out Loud feature in Adobe Acrobat
are presented at accessibility workshops for faculty to use. The Accessible Publishing
Wizard is a tool that has been recently installed (Fall 2010) at the FSRC that faculty can
use to check Word and PowerPoint content for accessibility and publish accessible html
formats of these. Guides and Documentation planning for this tool will begin this
semester.
7.6 Campus has established specific measures of success for
faculty creation of accessible instructional materials (e.g.
improving quality of course reader and/or e-reserve
material submissions). [Measurement]
Initiated
2008
Yes
Yes
Currently we do not collect information about how many faculty have successfully
implemented accessible elements into their course materials. A survey was issued to
accessibility training participants and Teaching Using Technology participants asking
them key questions about the implementation of accessible content into their courses. A
new survey or tool to gather data is needed. We will also be gathering data from our
Faculty Learning Community project to see how effective the implementation of universal
design concepts into course curriculum is and also gather faculty impressions about
process to implement changes. EnACT Syllabus Rubric, eAcademy Course Rubric,
Instructional Materials Checklist all serve to provide measures of success to aim for in
materials.
Accessible Syllabus Template available to faculty, accessible course templates for
building a course in SacCT, Universal Design for Learning Brown Bag workshop, Faculty
Learning Community participants and members of IMAP workgroup can potentially share
knowledge and examples with colleagues, Teaching Using Technology attendees
disseminating knowledge with colleagues and promoting accessibility of course materials.
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Area(s) of Requested Collaboration for Supporting Faculty
Creation of Accessible IM
Indicator
Number
Briefly describe the areas in which your campus would like to
collaborate with other campuses and the ATI staff.
7.1-7.6
Assistance
Requested?
(Yes/No)
Yes
Assistance
Offered?
(Yes/No)
Comments
Faculty support is time consuming and intensive, so what templates, tools, or guidelines
can be used to enable faculty to be effective learners and do the remediation and
authoring with minimal support? Other campuses who have established mentoring
programs or faculty communities, were these faculty able to support colleagues campuswide and has it been successful? How have other campuses achieved buy-in from faculty
and managed to build accessibility as a standard piece of the curriculum process so that it
is not seen as “something extra” to complete?
Briefly describe the areas in which your campus would like to
collaborate with other campuses and the ATI staff.
8.0Communication Process and Training Plan
Goal
The campus has implemented a broad-based
ATI awareness campaign, supported by a
comprehensive training infrastructure to
increase technological accessibility across the
campus.
Goal
Status
Established
Key Accomplishments 09/10




Key Plans 10/11
IRT Project Database – ATI Projects shared through this
database to the campus community
EnACT Faculty Learning Commmunity
Ongoing Training through IRT/ATCS
Professional Development for Accessible Technology Website
completed and disseminated as an ATI recommended
resource
Training and communication: One focus last year was to increase
marketing of training and communication for instructional materials.
We can continue to use the Faculty Staff Resource Center (FSRC) as
a strategy and integrate ATI communications with the FSRC project.
The FSRC has integrated as one of its services to provide support to
faculty in the area of accessibility. The Faculty Staff Resource Center
is the central location where faculty can receive instructional materials
support in the area of accessibility and e-learning. Our goal is to
increase the number of staff who can work with faculty by training the
student assistants who work at the FSRC. FSRC Student Assistants
would provide basic accessibility support to faculty and refer faculty to
the Instructional Materials Specialist if more specialized support is
needed. (by February ’11 have accessibility training tools for student
assistants integrated to current FSRC training course). Also work with
CTL, EnACT faculty learning community to mentor other faculty and
spread word about accessibility and universal design (by March ‘11,
complete EnACT implementation).
IM implementation plan in this area will be revised in the coming year
based on the ATI coded memo.
Comments
Success Indicator
Status
Year
Starte
d
Worked on
09/10?
(Yes/No)
Will work
on 10/11?
(Yes/No)
Comments
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Success Indicator
Status
Worked on
09/10?
(Yes/No)
Yes
Will work
on 10/11?
(Yes/No)
Yes
Comments
Defined
Year
Starte
d
2008
8.1 Campus has developed a formal awareness campaign to
increase knowledge of accessibility issues and
responsibilities. [Commitment]
8.2 Campus has built capacity (e.g. specified staff time,
technology, and/or materials) in support of this awareness
campaign. [Ability]
Established
2008
Yes
Yes
Accessibility Training available each semester to faculty as well as an open lab for faculty
to attend and remediate their materials as needed, equipment and software available at
Faculty Staff Resource Center, Accessibility for Instructors informational website, training
manuals, Professional Development for Accessible Technology website which provides
ATI recommended methods to implement accessibility in the three areas: Web,
Instructional Materials, E&IT.
8.3 Campus has developed and disseminated a variety of
training materials, both in content and modality (e.g. quick
use guides, workshops, FAQ), for selecting, authoring,
and distributing accessible materials. [Ability]
Established
2008
Yes
Yes
Training manuals, workshops, quick guides, FAQ’s are all readily available and updated
as needed. In addition campus collaborated in the development of ATI Recommended
Training available through the Professional Development for Accessible Technology
website, materials shared at different ATI related events, New faculty orientation,
Teaching institute.
8.4 Campus has disseminated training materials for faculty
regarding methods to post curricular materials to the
campus LMS course site or equivalent (see Section 4).
[Ability]
8.5 Campus is tracking participation in training activities and
usage of training materials for accessible authoring,
conversion, and delivery of curricular materials (e.g.
number of workshop attendees, number of users who
download templates, or watch training videos) .
[Measurement]
8.6 Campus is tracking the effectiveness of training activities
and materials for accessible authoring, conversion, and
delivery of curricular materials. (e.g., user satisfaction
levels, decreased demand for alternate media
conversion). [Measurement]
Established
Prior to
ATI
Yes
Yes
The Academic Technology and Creative Services department at our campus manages
and creates resources that provide best practices, how to guides, training manuals,
workshops etc for faculty regarding use of campus LMS.
Defined
Prior to
ATI
Yes
Yes
We have a process to gather information regarding Training workshop attendees.
However, we currently do not gather information regarding usage of materials that aid in
authoring and conversion of materials.
Defined
Prior to
ATI
Yes
Yes
Process to gather feedback from faculty after they have attended an accessibility
workshop and any other technology training. No current tracking for accessible authoring,
conversion and delivery of materials.
Area(s) of Requested Collaboration for Communication
Process and Training Plan
Indicator
Number
Assistance
Requested?
(Yes/No)
Assistance
Offered?
(Yes/No)
The Accessibility at Sacramento State website along with ongoing presentations to key
groups are meant to provide awareness to faculty, staff and students.
Comments
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Area(s) of Requested Collaboration for Communication
Process and Training Plan
Indicator
Number
Briefly describe the areas in which your campus would like to
collaborate with other campuses and the ATI staff.
8.1-8.6
Assistance
Requested?
(Yes/No)
Yes
Assistance
Offered?
(Yes/No)
Comments
We would like to learn about other campuses communication tools, best practices, and
any faculty self service strategies implemented on campuses to get faculty to be more
independent in the accessible authoring and development of materials. Has any campus
made accessibility training a part of the compliance training that a new employee must
complete as part of their employment process (Compliance training such as: sexual
harassment prevention training, information security, etc)? What modality (manuals,
workshops, drop-in lab, online tutorials/videos etc) of training has been the most effective
in terms of usage and faculty learning of accessibility concepts? What tools are other
campuses using to track the effectiveness of training at their campus? Are their plans to
develop survey tools for campuses to gather specific success indicators for training?
Briefly describe the areas in which your campus would like to
collaborate with other campuses and the ATI staff.
9.0Process Indicators
Goal
Campus IMAP committee has sufficient breadth,
resources, and authority to effectively implement
a comprehensive IMAP initiative.
Goal
Status
Established
Key Accomplishments 09/10
Key Plans 10/11


Work on updating the 09-10 Annual Report and Instructional
Materials Accessibility Implementation Plan in concert with the
instructional materials workgroup. (Report due Nov. 30, 2010; revised
campus plan due Nov.‘11).
Worked on Year 3 report
Planned for 09/10 goals and 10/11 goals
Comments
Success Indicator
Status
Established
Year
Starte
d
2008
Worked on
09/10?
(Yes/No)
Yes
Will work
on 10/11?
(Yes/No)
Yes
9.1 Campus IMAP committee membership consists of
stakeholders from all key units (Student Affairs, Academic
Senate, Curriculum Committee, Academic Technology,
Library) as well as faculty, staff and student. [Commitment]
9.2 Campus IMAP committee has suitable authority to ensure
effectiveness of IMAP effort as well as to resolve issues
and challenges. [Ability]
9.3 Campus IMAP committee has established a system to
effectively track its task delegations and overall project
management. [Measurement]
Established
2008
Yes
Yes
Established
2008
Yes
Yes
Comments
IMAP meets each semester
We currently track the progress of the Instructional Materials Accessibility timelines and
milestones through an IT Project Management Tool.
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Success Indicator
Status
9.4 Campus has established a formal administrative review
process by campus executive leadership for all IMAP
components. [Verification]
Established
Area(s) of Requested Collaboration for Process Indicators
Indicator
Number
Briefly describe the areas in which your campus would like to
collaborate with other campuses and the ATI staff.
General
Year
Starte
d
2008
Worked on
09/10?
(Yes/No)
Yes
Assistance
Requested?
(Yes/No)
Yes
Will work
on 10/11?
(Yes/No)
Yes
Assistance
Offered?
(Yes/No)
Comments
Campus currently reports tasks and progress of Instructional Materials Accessibility to ATI
steering team led by campus Executive sponsor. Our next ATI Steering team meeting is
scheduled for October 25th, 2010.
Comments
We need more guidance about how to revise the Instructional Materials Plan based on
changes in the coded memo. Is there a template similar to the yearly report template that
campuses can use to revise the plan?
Briefly describe the areas in which your campus would like to
collaborate with other campuses and the ATI staff.
Contributors
This information will be used for follow up questions and collaboration.
Name
Title
Email Address
Phone Number
Cryssel Vera
Instructional Materials Specialist
cvera@csus.edu
916-278-2847
Melissa Repa
Co-Director of Services to Students with
Disabilities/Project Director of Student Support
Services and ATI Project Coordinator
repam@csus.edu
916-278-6955
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