DSS Annual Report 2009-2010
1
California State University, Chico
Division of Student Affairs
Disability Support Services Annual Report 2009-2010
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:

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


Completed Council for the Advancement of Standards (CAS) Program Evaluation
Participated in Excellence in Higher Education (EHE) Program Evaluation
DSS Annual Report 2009-2010
2


Made specific progress on Accessible Technology Initiative
Conducted Significant outreach to faculty, staff and students via workshops and awareness events











8 classroom presentations
6 workshops for staff/faculty
First Friday
Disability Awareness Month
DSS newsletter
Wellness Wednesday Workshops
2 HS counselor presentations
5 Student group workshops
Implemented Electronic Request Portal system for student services requests
Implemented additional Insight reporting features for DSS
Developed a DSS Diversity Plan (see attached)
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 at least one time 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. This year, the coded memo has been revised and published in an effort to allow
individual campuses to develop and implement strategies and programs based on their specific needs,
resources and priorities. Additionally, DSS Director revised the Instructional Materials Accessibility Plan
(IMAP) this year to reflect progress to date. The following offers a summary of accomplishments across
priority groups.
 Significant progress moving top administrative websites into accessible templates.
 Developed and implemented automated accessibility monitoring software application in conjunction
with AccMonitor software.
 Created “Notice of Accommodation” process with DSS
 ATI Procurement process addresses accessibility requirements and exemptions for Web sites
developed by off-campus third parties.
 Developed documentation of standard campus-wide accessibility processes
 Hired campus-wide ATI Web Coordinator to communicate with campus administration, managers, and
site owners
 Web-based accessibility monitoring and tracking application allows management and site owners
direct access to accessibility
 30% Increased use of LMS to place instructional materials
 Continued one-on-one discussion with faculty regarding accessibility of syllabi and instructional
materials via intent distribution list
 Accessibility checklist developed for faculty
 Implemented PPT training, tutorials and guidance on TLP accessibility site
Program Evaluation
Disability Support Services was the first Student Affairs program to participate in a Program Evaluation. A
CAS Self Assessment was conducted in July/August 2009. An EHE Program Evaluation was conducted in
DSS Annual Report 2009-2010
3
spring 2010. Both evaluative processes resulted in identification of program strengths, areas of improvement
and tasks. A summary report of findings was submitted for each evaluation.
 Completed the Council for Advancement of Standards (CAS) Self Assessment
 Participated in Excellence in Higher Education (EHE) Program Evaluation
 Developed self assessment materials for use by other programs/directors
 Prepared written summary reports for both program evaluations (attached in section V)
 Developed departmental goals, revised/developed policy and conducted program audit as result
Electronic Request Portal:
Disability Support Services has implemented a new on-line Service Request Portal to request
accommodations. The new system is more secure, saves time and resources, as well as simplify the process
for students and faculty. This system will also allow for specific, accurate reporting of service usage.
Currently, the following services are available at the on-line Service Request Portal:
 Exam Services
 Note taker Services
 Instructor Notification of Accommodations
Insight Reporting/Data Management:
We’ve spent a significant amount of energy this year working with IRES staff to expand our reporting
dashboard in Insight. These reports provide a streamlined means to review DSS students “at a glance”,
detailing disability, accommodations, enrollment status, ethnicity, academic program, etc. Following are a
sample of other features that will greatly improve our ability to serve students, plan programming, and manage
resources based on actual, relevant and specific data.






Expanded accommodation options (beyond ERSS) allow a more accurate view of what services we are
providing specific to our campus.
Expanded disability options (beyond ERSS) allow a more accurate view of what kinds of students we
are serving, what trends are emerging, etc.
Student count by college allows for better outreach planning
Student ethnicity provides information important to diversity planning and outreach
Dual diagnosis plan offers a view regarding students who have multiple disabilities which can be
compared to services provided to students with singular disability
Sorting functions, such as Veterans status, EOP status, pending graduation allow for better
programming
Diversity Action Plan:
The University Diversity Plan calls for each division and department to develop a diversity action plan. DSS
developed a plan this year and will begin including the plan, objectives and outcomes as part of this annual
report.
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
DSS Annual Report 2009-2010
4
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
Measure:
Assigned to:
Timeline:
Provide orientations to new students with disabilities
Increase in % of SWD who feel welcome at Chico State/DSS from 92% to 95%
DSS Director
August 2010-2015
Chico Diversity Action Plan: Access and Success, Priority 1, Task 1.4
Task 2
Measure:
Assigned to:
Timeline:
Provide first year transition services to students with disabilities
Increase first year retention rates for students with disabilities from 68% to 75%
DSS Director
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 92% to
95%
Increase in % of students who agreed that Chico State offers an equal education from 92% 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
DSS Annual Report 2009-2010
5
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:
 Ethics Policy - Developed
 DSS Dispute Resolution Policy - Revised
 Academic Honesty and Confidentiality Statement for Student Employees - Developed
 Finals administration processes - Revised
 Alternate Media manual – Produced
 Documentation Process - Revised
 Professional Development Statement/Schedule- Developed
 Diversity Plan – Developed
ethics policy.doc
Conflict
Resolution.doc
student ee academic
honesty.doc
DSS Annual Report 2009-2010
6
IV. Resources Summary
Base Allocation
Federal Stimulus (See note)*
Work Study
Disability Awareness Month
Commencement transfer (to staff commencement)
RCE Billing
466,024
45,000
25,158
2,500
160
9,101
Total Allocation
547,943
Program Expenses
516,039
Salaries
424,996
Benefits
230,742
Student Salaries for Direct Services
54,958
Educational Assistants (In/ out
of class)
Alternate Text Production
Exam Proctors/Cart Driver
Intermittent/Hourly Services
Braille
Transcription
Interpreting
Operating Expenses
7,380
34,007
9,026
4,544
0
4,544
36,085.82
Phone and Network Systems
(fixed cost)
Travel
Equipment/Assistive Technology
Office Supplies(Misc)
Postage
Printing/Copy Key
Repairs
4,068.81
0
7,523.18
16,758.23
138.35
7,433.21
164.04
31,904
BOTTOM LINE
Note: Stimulus Funding:
 Alternate Media Student wages
 Assistive technology/production equipment
 Alternate Media production manual
 Captioning via Rapid Text
$45,947.93
34,006.75
7,523.18
2,000.00
2,418.00
DSS Annual Report 2009-2010
7
Staffing:
 We continue to lobby for a full time staff person dedicated to Alternate Media and Assistive
Technology.
 Two DSS Advisors are beginning to consider their retirement options for the next year. As such,
Director is beginning succession considerations.
 Professional Development:
 Emerging Technology provided by DAIS
 Emerging Technology webinars provided by WebAIM
 ATI Professional Development webinars
 Steve Flowers (Enloe Hospital)- Depression, helping students stay positive
 Teresa Wolk (Autism Society)- Autism and Asperger’s Syndrome
 Academic Advising- Back on Track workshop
 Academic Advising- Academic Disqualification Remedies
 PAUSE- Will Keim

Committee Representation:
 ATI Leadership Council (Chancellor’s office) – Parsons
 ATI Steering Committee –Parsons
 Instructional Materials (IMAP) - Parsons, Hermanson, Evans. Boyes
 Procurement Accessibility – Parsons
 Web Accessibility –Parsons, Evans
 Emergency Management Committee –Parsons (Floor Evacuation Coordinator/SSC)
 Diversity Scorecard –Parsons
 Commencement Committee-Hermanson
 University Construction Advisory Committee –Parsons
 Campus Planning Executive Committee –Parsons
 Americans with Disabilities Act Committee –Parsons, Hermanson, Evans, DLC member
 Campus Climate Committee –Alexander
 Health and Safety Committee –Evans
 Common Management System Committee –Parsons
 Web Content Committee –Parsons
 Behavioral Assessment Team (BAT) – Parsons
 VEST (Veterans Education Support Team) – Prator, Hermanson
 Professional Development Committee (PDC)- Parsons
Facilities/Equipment:
 Purchase of laptops for use in alternate media production and note taking services
 Purchase of projector for outreach and presentations
 Purchase of binding machine for alternate media program
Space issues:
DSS has seriously out grown our space in the following two areas:
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
DSS Annual Report 2009-2010
8
that can be disturbing to other students. In general, these facililities are adequate during the semester, but
finals administration is a highly complex issue that requires reservation of six rooms to accommodate students,
as well as, use of individual advisor/director/staff offices. We have received multiple complaints from
students regarding the lack of suitable facilities during finals. Solution: We have started conversations with
Facilities Management regarding appropriate space for finals administration, but initial conversations were not
fruitful. 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.
We currently have 89 square feet to manage the conversion program. In order to accommodate production
needs, we also use the break room/storage room for additional conversion computers. We continue to lobby
for additional space.
V. Program Evaluation of Past Year
The following addresses progress on program objectives established in 2008-2009 Annual Report.
1. Conduct comprehensive Program Evaluation of DSS using CAS standards in fall 2009.
 Council for Academic Standards (CAS) Self assessment completed Summer 2009
 Excellence in Higher Education (EHE) Program Evaluation completed spring 2010.
 The following is a summary of findings. (Reports attached) Findings will be translated into
program objectives for 2010-2011 year.
Areas of Program Strength:
 Campus and Community Relations: The program has developed excellent working
relationships with faculty, staff, campus departments and community agencies.
 Equal Opportunity and Access: All services provided by the program are accessible
and free from any discriminatory practice
 Legal Responsibilities: Program has been responsive in complying with al legal
requirements in the provision of services
 Alignment with University strategic priorities: Program has developed a mission and
goals that reflect the vision and strategic priorities of the institution.
 Program Evaluation: The program has a well thought our intentional system for
program evaluation.
Areas That Require Follow-Up:
 Student Learning outcomes: Although DSS has established Student Learning
Outcomes, further thought needs to be given to the ability of the DSS staff to actually
effect the outcomes, as well as, how to credibly and appropriately assess the outcomes.
DSS needs to review and possible revision, as well as, developing more effective
constructs to use for assessment of outcomes
 Alternate Media Services: The service component should be fully audited to be sure
that procedures, production processes, and staffing are as efficient as possible.
DSS Annual Report 2009-2010
9
Program Evaluation EHE Improvement
Summary Report.doc
Plan.docx
The entire program evaluation documents/instrument can be viewed in the Program Evaluation Binders in the
DSS office or VPSA office.
2. Conduct a program audit of the Alternate Media services program AY 2009-2010.
 Audit was conducted in summer 2009 using High Tech Training Center training curriculum.
The policies, procedures, and conversion strategies were audited. Results and new strategies
were presented to staff and student staff in August 2009. Audit resulted in a reduction of
average cost of conversion.
3. Strengthen collaboration with Counseling Center and Health Center by developing a
streamlined reciprocal referral process.
 This year, DSS became a member of the Campus Wellness Initiative and as such is working to
strengthen partnership with several other programs, including the Student Health Center and
the Counseling Center. Additionally, DSS has developed a referral form to help guide students
to the counseling center and health center, as well as to, CADEC and other resources. Our
hope is that the other programs will also utilize the referral in a reciprocal manner. More work
is needed in this area and this program objective will be continued next year.
Wellness
Referral.doc
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
2003-2004 2004-2005 2005-2006
2006-2007
2007-2008
2008-2009 2009-2010
1104
934
858
1052
1089
1062
1081
(see reconciliation
below)
% LD
% Mobility
% Blind/VI
% Deaf
% Other
% Communication
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%
DSS Annual Report 2009-2010
10
The following data table reflects data from new Insight reporting dashboard. Insight allows us to see a more
accurate broad view of our student population and the services we provide.
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
(740 finals)
247
80
198
202
720
1001
1541
1464
1240
1000
1824
1688
1886.5
2588
1426
1351
Breaking down Alternate Media:
DSS Annual Report 2009-2010
11
DSS Student Services Summary – Insight Report showing growth of services
Authorization By Service
DSS
Test
Cart
Notes
Alt Media
Fall 2006
535
438
18
78
18
Spring 2007
551
449
23
83
22
Intersession
16
8
0
1
1
Summer 2007
43
37
0
4
0
Fall 2007
513
432
23
86
26
Spring 2008
528
448
31
91
26
Intersession
8
8
0
2
0
65
56
3
13
4
Fall 2007
550
471
30
111
36
Spring 2008
576
496
29
115
39
Intersession
6
5
0
1
0
61
53
2
15
3
Fall 2008
597
521
30
138
53
Spring 2009
606
533
32
133
55
Intersession
2
2
0
1
0
82
72
1
22
12
Fall 2009
684
604
31
182
77
Spring 2010
738
659
32
228
78
Intersession
0
0
0
0
0
112
100
4
32
14
Term
Summer 2008
Summer 2008
Summer 2009
Summer 2010
DSS Annual Report 2009-2010
12
Reconciliation of Numbers:
Total number of students served 2009-2010 is 1534.
Difference between 1081 reported to Chancellor’s office vs. 1534 reported by Insight is due to the fact that
ERSS reports numbers to the CO at Census date. DSS continues to register students throughout the semester.
The Insight figures are an accurate reflection of students served. Eventually, we will stop reporting ERSS
numbers in this report, and only provide Insight numbers, but until we are sure that our new system is working
effectively, both numbers will be reported.
Other Interesting Data:
 58 DSS students (apx.10%) are also Educational Opportunity Program students
 100 DSS students (apx. 20%) used the Student Learning Center AY 2009-2010.
Student Access Survey
DSS did not administer a web based Quality of Services Survey via Student Voice this year because the
Chancellor’s office administered a survey to all students with disabilities and all faculty. As such, DSS opted
to allow this survey to provide information regarding the quality, satisfaction, and campus climate issues.
This survey did not address learning outcomes. The following is a summary of results.
Student survey (60 items)
 79.41% feel that DSS Counseling/Advising staff is excellent.
 11.76% feel that Counseling/Advising staff is good.
 88.24% of students are satisfied to very satisfied with DSS services.
 76% of students rate the physical accessibility of campus as excellent or good.
 68% of students rate the level of faculty cooperation in providing appropriate accommodations as
excellent to good.
 82% of students report that they are very satisfied to satisfied with our campus ability to accommodate
their disability.
 91% of students report that accommodations and services are very important to their academic
success.
 88% of students rate the knowledge level of DSS advisor as very good.
Staff/Faculty Survey (77 items)
 76% of staff/faculty report that they are satisfied with the performance of this campus in seeking to
accommodate students with disabilities
 84% of staff/faculty report that they are satisfied with services provided by DSS.
 95% of staff/faculty reports the courtesy level of DSS staff as excellent or good.
 92% of staff/faculty rates the skill level of staff related to disability issues and accommodations as
excellent or good.
 81% of staff/faculty report that DSS staff consultation with faculty is effective.
To review the entire report, see Program Evaluation binder in DSS office.
DSS Annual Report 2009-2010
13
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.
Learning Outcomes:
Although DSS has established Student Learning Outcomes, further thought needs to be given to the ability of
the DSS staff to actually effect the outcomes, as well as how to credibly and appropriately assess the
outcomes. DSS needs to review and revise learning outcomes, as well as develop more effective constructs to
use for assessment of outcomes. CAS offers suggested learning outcomes which will be used in our review
and revision process, but particular attention needs to be given to intentional strategies to affect outcomes.
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. DSS needs a dedicated staff person
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 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. Furthermore, only 30% of students request their instructional
materials in sufficient time to produce the material in alternate format. We need to continue to review and
develop strategies that will ensure that students make timely requests. At the time of this report, DSS has
received approval to hire a full time position dedicated to the coordination and production of instructional
materials in alternate format, as well as assistive technology. This will be a tremendous step in improving the
quality, consistency and timeliness of service, as well as, outreach to faculty regarding specific accessibility
strategies.
Changing Student Population
Demographic data shows that the number of students entering Chico State and registering with DSS continues
to increase. Additionally, the types of disabilities we are seeing are changing dramatically. You will note
from the student data reporting section that over one half of the students we work with fall into the “other”
category. “Other” students are those with multiple issues, chronic health disease, debilitating pain, and mental
illness. They are students with bi-polar, breast cancer, seizure disorder, and brain tumors. These students
have complex issues requiring multiple and more challenging accommodations. Advisors are generally
assigned approximately 250 students. With the change in students and the increase in multiple disabling
conditions, advisors are certainly feeling the pressure. At the same time, our survey (2008-2009) indicated
that DSS students want more individual time with advisors. Given the fiscal challenges we face, I don’t
anticipate additional staff advisors. We will need to explore ways to serve our changing student population
DSS Annual Report 2009-2010
14
the best we can, using staff, campus and community resources wisely. Additionally, it is a priority to continue
to explore staff development opportunities regarding new and emerging disabilities and health conditions.
Furthermore, changing demographics emphasizes the need to strategically partner with the Counseling and
Wellness Center and Health Center which will ultimately allow each program to intentionally focus their
energy where their expertise is more efficiently utilized.
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.
VIII. Program Objectives for next academic year
1.
2.
3.
4.
Revise Student Learning Outcomes (CAS self assessment report)
Expand ATI reporting audiences. (EHE Action plan)
Collaborate with HR on ADA implementation and policy (EHE Action Plan)
Incorporate DSS Diversity Plan tasks into annual reporting and planning (CSU, Chico
Diversity Action Plan)
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.
6. Using enrollment data, conduct disability awareness geared toward faculty in the top six
academic departments.