DSS Annual Report 2010-2011
1
California State University, Chico
Division of Student Affairs
Disability Support Services Annual Report 2010-2011
I. Departmental Mission Statement
Essential 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:
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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.
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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.
DSS Annual Report 2010-2011
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II. Departmental Accomplishments
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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)
DSS Annual Report 2010-2011
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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 presentations
Classroom 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 workshops
Welcoming 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
DSS Annual Report 2010-2011
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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
SSC emergency
plan.doc
student employee
swd personal
Emergency preparadeness
responsiblity.doc
2011 (3).docx
DSS registration form Student rights,
Records
medical.docx
5-2011.docx
responsibilites and dispute
Management
resolution.docx
Policy.docx
DSS Annual Report 2010-2011
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IV. Resources Summary
Budget
Base Allocation
Federal Stimulus
Work Study
Disability Awareness Month
Commencement transfer (to staff commencement)
RCE Billing
Other
584,060
15,000
27,160
2,500
247.50
12,952
372.40
Total Income
639,791.90
Program Expenses
559,618.02
Professional Staff
Salaries
458,237.51
Salary Costs for Direct Services
Educational Assistants (In/ out
of class)
Alternate Text Production
Exam Proctors/Cart Driver
Intermittent/Hourly Services
Braille
Transcription
Interpreting
Operating Expenses
BOTTOM LINE
63,965.57
7803.18
31,987.48
17,349.33
6825.58
0
6825.58
37,414.94
80,173.88
Note: Bottom line/rollover includes $60,000 allocation for Alternate Media position that was not used this year.
DSS Annual Report 2010-2011
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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
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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
DSS Annual Report 2010-2011
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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
DSS Annual Report 2010-2011
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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.
Student
Information
# of students
served
% LD
% Mobility
% Blind/VI
% Deaf
% Other *
%
Communication
20032004
1104
20042005
1089
20052006
1062
20062007
934
20072008
858
20082009
1052
20092010
1081
2010-2011
45.7%
13.4%
2.6%
.7%
34.7%
2.8%
44.8%
16%
2.4%
.4%
24%
2.4%
43.8%
14.3%
2.5%
.4%
36.5%
2.5%
46%
10%
2%
1%
38%
1%
42%
9%
3%
1%
43%
2%
38%
7%
3%
1%
50%
1%
36%
4%
2%
1%
55%
2%
33%
6%
2%
1%
56%
2%
1532
*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.
Breaking Down "Other"
Mental Illness
Autoimmune disorder
Attention Deficit Disorder
Cardiac Disease
Carpal Tunnel Syndrome
Chronic Pain
Other Health/Medical Issues
Head injury/neurological
2%
1%
21%
30%
5%
1%
1%
39%
DSS Annual Report 2010-2011
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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.
Accommodation Summary
# of tests administered
# of texts produced in
alternate format
# of Educational Assistant
hours in classroom
# of hours of interpreting
# of cart rides
2006-2007
1321
2007-2008
1589
2008-2009
2293
2009-2010
2343
2010-2011
2193
80
198
202
247
271*
720
1001
1541
1464
1404
1240
1000
1824
1688
1886.5
2588
1426
1351
1372
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.
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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 Management
12% 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:
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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:
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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:
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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:
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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
DSS Annual Report 2010-2011
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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:
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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:
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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
DSS Annual Report 2010-2011
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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 Audit
This 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
DSS Annual Report 2010-2011
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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!
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% 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;
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24% of faculty report satisfaction with how well students advocate for themselves
DSS Annual Report 2010-2011
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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 activities
4. Develop a workshop designed to affect student learning outcomes
DSS Annual Report 2010-2011
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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 orientation
To 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 2010-2015
Chico 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 2010-2015
Chico 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 2010-2015
Chico Diversity Action Plan: Access and Success, Priority 2, Task 2.2
Task 4
Measure:
Conduct intentional disability awareness outreach to students, staff and faculty
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 2010-2015
Chico Diversity Action Plan: Education and Scholarship, Priority 3, Task 2.1
Intergroup Relations/ Campus Climate, Priority 6, Task 6.1