Division of Student Affairs
Disability Support Services
Annual Report 2008-2009
1
I. Departmental Mission Statement
The DSS Mission was revised this year as part of DSS annual program review.
Old Mission:
The mission of Disability Support Services, which parallels the mission of CSU, Chico, is to increase access
and retention for students with permanent and temporary disabilities by ensuring equitable treatment in all
aspects of campus life. The program acts as a catalyst and agent for compliance with Federal, State, and CSU
laws, regulations and policies mandating equal opportunity and access for persons with disabilities. Disability
Support Services provides co-curricular and academically related services which empower students with
disabilities to achieve academic and personal success.
New Mission:
Essential to the larger mission of the University, Disability Support Services 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
II. Department Goals:
The DSS Department Goals were revised this year as part of DSS annual program review.
Old Goals:
1. To provide accommodations that will assist students to overcome barriers and reduce the impact of
their disabilities on their college experience. (CSU Chico Strategic Priority 1)
2. To promote awareness of the needs and capabilities of students with disabilities among students,
faculty, staff, administration, and the surrounding community. (CSU Chico Strategic Priority 1 and 2)
3. To serve as a resource for members of the university community, prospective students, parents, and the
public. (CSU Chico Strategic Priority 4 )
4. To determine student needs and improve program quality through ongoing assessment of Disability
Support Services. (CSU Chico Strategic Priority 1)
New 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.
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Disability Support Services
Annual Report 2008-2009
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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)
II. Departmental Accomplishments
 Made specific progress on ATI
 Developed complaint system for Campus ADA website
 Developed a Disability Leadership Council
 Co-Developed a faculty website re: accessible instructional materials
 Conducted two disability awareness simulation workshops
 Conducted two ADA workshops for staff and faculty
 Conducted a Quality of Services survey via Student Voice
 Had successful disability awareness events on campus
 IT Development – Insight Reporting Dashboard
 Developed an Accessibility statement for public events – adopted by Public Affairs
Accomplishments- A Highlight
Accessible technology initiative: Report of ATI Progress 2008-2009
Update from ATI Leadership Council:
The ATI Leadership Council is part of the shared governance model to manage the ATI; Reports to the
Executive Sponsors. There are 13 members of the council, including two DSS Directors. Sandy Parsons has
been asked to represent DSS Directors.
The ATI LC has developed “work plans” to prioritize projects that will assist in campus implementation and
management of the ATI
ATI LC work plans:
 Revise the Coded Memo
 Develop online Procurement training
 Develop an accessible documents curricular library
 Develop captioning guidelines
 Develop and ATI Moodle site
 Develop VPAT data base
Revision of Coded Memo:
 Sandy Parsons is on the ATI LC that is working on memo revision. The ATI coded memo is being
revised to more appropriately reflect attainable campus goals. Recognizing individual campus ability
to implement the requirements, and the current budget crisis, there are no implementation deadlines in
2009. Final revision expected to be released End of September 2009
Division of Student Affairs
Disability Support Services
Annual Report 2008-2009
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2009 Campus Reports:
 ATI LC is working on draft template to simplify reports so that they more effectively align with
milestones of the coded memo.
ATI Priority Areas- campus updates on 2008-2008 accomplishments, challenges, future plans
Priority #1: Web Accessibility: (Jerry Ringle/Tony Dunn)
 On track with milestones of coded memo
 Created Juno monitoring software- very impressive system to monitor compliance of sites
 95% of first 50 “critical sites” are compliant with automated system tool
 Next step is to roll out automated compliance checks with next layer of sites and do “hand checking”
of each critical site
 Web Services has a schedule of these activities outlined on their website.
 CO is exploring new automated system tool that is more effective
 Web services has excellent resources on their website http://www.csuchico.edu/ati/web
Priority #2 Instructional Materials: (Bill Loker/Sandy Parsons)
Revision of AA Department Manual
 Sandy Parsons and Bill Loker met with EPPC (2/5/2009) to review revision of AA Department Manual
 Department Manual revised/process to add courses includes need to indicate course accessibility
 IMAP committee working checklist for faculty to use when developing new classes to ensure
accessibility
 Sandy Parsons added to the “intent to offer” email distribution list; Sandy provides feedback on all
new syllabus and course content to faculty and department chair
Faculty Training/Awareness Campaign
 IMAP team has focused on the syllabus this year
http://www.csuchico.edu/tlp/accessibility/syllabus
 More faculty trained via TLP “camps” on accessibility
 TLP created Accessibility website and tutorials for faculty- excellent resource
http://www.csuchico.edu/tlp/accessibility
 TLP will provide training to EPPC on accessible syllabus May 7, 2009
 Bill Loker and TLP working on developing list of faculty mentors on accessibility
 CELT training on Universal Design
 HR has agreed to include ATI overview for all new faculty orientation
 Sandy Parsons submitted article published in Inside Chico in May 2009
Textbook Ordering/Bookstore
 Bookstore developed One Click Adoptions for textbooks
 Developed process of notifying Dean Undergraduate Studies of all textbooks not ordered by due date
 Provost sent note re: importance of early text book adoption
 Bookstore searches for electronic versions of textbooks
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Disability Support Services
Annual Report 2008-2009
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 Book requests Fall 2008 80% compliance 6 weeks out
 Spring 2009 textbook ordering compliance down 5% in part due to departments waiting to assign
faculty (budget)
Accessible Instructional Materials
 Requests for instructional materials/textbooks in alternate format has increased 33% (annual cost of
apx. $60,000)
 Library/Electronic Reserve has improved process of providing materials-improved accessibility
significantly
Early Identification of Students with Disabilities:
 DSS met with Admissions to improve process of early identification of students with disabilities
 Admissions agreed to change “What’s Next” document to include contact with DSS early for textbook/
instructional materials conversion
http://em.csuchico.edu/admissions/docs/WhatsNext.pdf
Priority #3 Procurement: (Sara Rumiano/Jerry Ringle)
 Due to relaxed milestone deadlines, procurement office will not lower IT review to $2500 in 2009
 Procurement office rolled out new “Information Technology Procurement Review” which includes 508
accessibility review
 Jerry Ringle is first level reviewer of IT over $10,000 for accessibility
 Sandy Parsons reviews all IT that may require alterative access/delivery to meet accessibility needs
 ATI LC is working on system wide VPAT data base
 Sara Rumiano will consider meeting with AAS group to broaden awareness of new procurement
requirements
 Sara Rumiano will reach out to RESP to broaden awareness for grant managers re: need to purchase
accessible IT, even with grant funds
ATI Project Plan
 Sandy Parsons revised ATI Project Plan to align with original coded memo milestones.
 Available for review on ATI website. http://www.csuchico.edu/ires/projects/current/ati
Auto Sync Contract
 System wide contract for captioning instructional materials
 Sandy Parsons is campus administrator of contract
 Three users approved this year: DSS, Continuing Education and Business Department
 Users submit materials to be captioned/Usage report comes to Sandy who prepares invoicing
information to Business and Finance ($80.70 per media hour)
 Chico State usage to date is apx $5000 (most is Continuing Education usage)
 Service is very fast and effective
 CO ATI LC is developing guidelines for campus re: when and what to caption in order to prioritize
CSU Common Management Systems Group:
 Sandy Parsons is campus representative on system wide workgroup
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Disability Support Services
Annual Report 2008-2009
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 Group is working on accessibility issue related to CMS/People Soft
 Some Progress is being made to add accessibility features and working with Oracle to “repair”
accessibility limitations
Disability Leadership Council
The DLC became a recognized student leadership group on campus this year. Along with DSS Advisors,
Parsons and Evans, group developed a mission statement, by-laws, program goals and job descriptions for
officers. Membership continues to thrive as well as their involvement in campus activities. The DLC has
participated in the following events this year:






Health Fair
The DLC did an amazing job developing awareness activities for Traumatic Brain Injury and noise
induced hearing loss. The TBI demonstration focused on the risks of not wearing a helmet while
riding bicycles. They solicited donations of two helmets from local bike shops and gave them away at
the fair. The other awareness activity was regarding noise induced hearing loss associated with IPod
use and safer uses of ear buds. There demonstration included varying levels of music thresholds
which was an excellent means to get students’ attention. They gave away earplugs with the slogan
“protect your ears”.
Tabling
Earth Day- sensory garden
The DLC solicited donations from the Little Red Hen Nursery and received plants and a planter in
order to build their sensory garden. They developed a relationship with Little Red Hen who has agreed
to provide plants “for life” for the DLC. Additionally, the DLC wrote a proposal and was awarded
funding from the Associated Students Sustainability group for a permanent sensory garden on campus.
Disability Awareness/Simulation Fair
The DLC was introduced to the Student Council for Exceptional Children and co-sponsored this
October’s Simulation Fair.
Presentation to class
Student representative on the campus ADA committee
Information Technology Project
The Problem:
Data Elements:
PeopleSoft has serious limitations for DSS. Specifically, PeopleSoft only tracks six disability categories:
Communication, Deaf, Learning Disability, Mobility Limitations, Other Functional Limitations and Visual
Limitations. These data elements are insufficient, especially considering that 41% of the students we serve
fall under the “Other Functional Limitations” category. We are not reporting an accurate picture of who we
serve. For example, only students who use sign language interpreting are reported as being deaf, which shows
three on our campus. However, there are eight deaf/hard of hearing students on our campus at this time. In
order to make informed decision about who we are presently serving, what services are necessary and the cost
implications, we need to have these data elements expanded.
Division of Student Affairs
Disability Support Services
Annual Report 2008-2009
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Additionally, People Soft only tracks nine services: Registration assistance, disability-related counseling,
specialized equipment, test taking, and interpreter services, on campus mobility, note taker, reader services
and “other”. There are several problems with these data elements. There is no standard definition for the data
elements. For example, what is registration assistance? Is that priority registration or is it help finding classes
that are appropriate for one’s disability issues? What is a reader service? Is that having a person read text for
you or is it having texts produced in alternate format?
Reports:
Currently, reports that are generated from the present data elements (Enrollment Management Reports) only
reflect the primary disability and primary services. Most of our students have more than one disability and
receive several services. This is evidenced in Section VI, which shows that the most utilized service we have
is test-taking. However, it does not reflect the whole picture. If someone has test taking, and alternate media,
and on-campus mobility, the primary report only reflects test-taking.
Data Management:
Managing data for DSS is challenging and done primarily with homegrown excel worksheets. While effective
on a very basic level, these worksheets do not allow for effective communication with other systems, nor do
they provide adequate reporting capabilities. Again, IR staff is working to develop a homegrown data
management system that will work cooperatively and communicate with PeopleSoft.
Progress:
This year, we have worked tremendously hard with Information Resources. IR has committed time and
resources to make DSS a priority and Data Warehouse staff has been assigned to work directly with me to
expand and define PeopleSoft elements, define and create a reporting dashboard, and to build a data
management system. They have made tremendous progress this year and we are actually beginning to use the
changes. Additionally, we met with the CSU Chico Registrar who agreed to allow DSS to have a reporting
dashboard available on Insight. In order to accomplish this, we will need to develop a new business practice
and security feature so that our data can be appropriately managed for security.
The Insight Reports currently developed are:








Accommodations and students by term
Accommodations Summary for a term
Accommodations summary over terms
Diagnosis and students by term
Diagnosis summary over a term
DSS academic plan count by college
Students with dual diagnosis
DSS Students
The DSS Students report is an interactive report that allows Advisors to pull student schedules, explore
required text books, and obtain their EOP, financial aid, and Veteran status. It also provides basic
demographic information, such as ethnicity.
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Disability Support Services
Annual Report 2008-2009
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We are just beginning to use our new data elements and reports. I estimate that it will take two to three years
before being fully usable for all reporting purposes.
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 suggest that the lack of clear policies is
the most common cause for complaints to 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 this year:




DSS Mission and Program Goals- Revised and posted to website (noted in Section I)
Disability Leadership Council Mission, and by laws – Developed
Alternate Media Request form- Revised
Program Evaluation “End of the Semester Debriefing” –Developed
C:\Documents and
Settings\skparsons\My Documents\PROGRAM EVALUATION\ASSESSMENT\end of the semester debreifing.doc

Transition letter for High School Counselors- Developed
C:\Documents and
Settings\skparsons\My Documents\COORESPONDANCE\hs counselors.doc


Finals administration- Revised
Admissions “What’s Next Letter”- Revised to include students with disabilities/DSS issues
http://em.csuchico.edu/admissions/docs/WhatsNext.pdf

“Intent to Offer” new courses email distribution letter -Developed
C:\Documents and
Settings\skparsons\My Documents\ASSISTIVE TECHNOLOGY INITIATE INFORMATION\Intent to Offer Notice.doc

Academic Honesty statement –Developed
C:\Documents and
Settings\skparsons\My Documents\POLICY AND PROGRAM\Academic Honesty.doc

Bookstore notification of late submission – Developed
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Disability Support Services
Annual Report 2008-2009
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IV. Resources Summary
Budget Analysis FY 2008-2009
Attached is the DSS Budget Worksheet that I maintain internally.
C:\Documents and
Settings\skparsons\My Documents\BUDGET\Budget template 2008.xls
DSS will end the year approximately -$46,562 in the red.
Budget Forecast FY 2009-2010
C:\Documents and
Settings\skparsons\My Documents\BUDGET\Budget worksheet 2009-2010.xls
A budget discussion memo outlining cuts, needs and program consolidation and collaboration issues
were sent in separate cover to the AVPSA.
Work Study:
All legally mandated DSS services are provided by student employees: Educational assistants, proctoring,
mobility assistance, and production of alternate media. $93,000 of the DSS expenditures is student wages.
Historically, DSS has received relatively little work study, but would definitely benefit from additional work
study allocation to manage the cost associated with student employee salaries. I will request at least $65,250
in work study funds.
Please note that DSS is requesting $65,200 in work study.
Rising Costs for DSS:
Alternate Media Production:
This is a very challenging area for DSS. We are the only CSU without the benefit from a full time dedicated
staff to manage this service. My concern is that there is rapid growth of emerging technologies that are being
developed to make this process more efficient, as well as, students are entering Chico State wanting these new
formats and we are not prepared to accommodate them. Because we operate solely with hourly students who
are engaged in production, we do not have time to explore improvements in our process, technologies. No one
at DSS has had formal training in alternate media production.
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Disability Support Services
Annual Report 2008-2009
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This year, the cost of alternate media production was approximately $55,000 in student wages which equates
to $354 per book. The requests for instructional materials in alternate format have been steadily increasing
over the past few years. Students are arriving on our campus with experience using this technology and
expecting it. Last year, requests for alternate media increased 32%. We expect that we will continue to see an
increase as each generation becomes more technologically savvy. However, at some point, we hope that
publishers and technology to convert instructional materials will more effectively manage the demand.
Other Funding Considerations:
Workability IV Contract: I submitted a contract to the California Department of Rehabilitation to initiate a
Workability IV program on our campus. Given the financial climate, DOR will likely consider new contracts
carefully, but initial meetings with local administration have been favorable. A Workability IV contract
would allow DSS to provide some support services that we have never provided before.
Human Resources: DSS continues to apply for and receive Human Resources assistive technology program
funds to help off set student wages that are used to support an employee with a disability.
Learning Disability Testing:
Presently, our LD specialists conduct about 30-40 tests each year. We are not legally obligated to do this, but
do as a courtesy for students who either don’t have health insurance or the financial means to obtain the
testing. Many colleges charge a fee related to this testing. Average is $200 per exam. This requires
additional discussion and consideration with the VPSA.
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 2-3 years. As such,
Director is beginning succession considerations.
 Professional Development:
 Alternate Media Strategies provided by Butte College
 Post Traumatic Stress Disorder provided by local Neurophysiologist
 Veterans Issues provided by Veterans Administration
 Emerging Technology provided by DAIS
 Alternate Media strategies provided by AHEAD
 Emerging Technology webinar provided by WebAIM
 Partnership Meetings: Counseling Center, Financial Aid, CAVE, Admissions, CADEC,
Advising, Math Department.
 DSS continues to expand its resource library with current literature on disability and
professional development topics.
 Committee Representation:
 ATI Leadership Council (Chancellor’s office) – Parsons
 ATI Steering Committee –Parsons
 Instructional Materials (IMAP) - Parsons, Prator, Hermanson, Evans. Boyes
 Procurement Accessibility – Parsons
 Web Accessibility –Parsons, Evans
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Disability Support Services
Annual Report 2008-2009
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 FASP Textbook subcommittee –Parsons, Evans
 Emergency Preparedness Committee –Parsons
 Diversity Scorecard –Parsons
 Commencement Committee-Hermanson
 World AIDS Day Committee-Parsons
 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
 City of Chico ADA Transition Team- Evans
 Behavioral Assessment Team (BAT) – Parsons
 SSC Open House Committee- Parsons
 VEST (Veterans Education Support Team) – Prator, Hermanson
Facilities/Equipment:
 Purchase of Caption Mic Captioning System – using group 2 money
 Purchase of Kurzweill Networked system – using group 2 money
 DSS Big Cart was returned from Engineering department with accessibility retrofit complete
V. Program Evaluation of Past Year
The following addresses progress on program objectives established in 2007-2008 Annual Report.
1. Develop the Disability Leadership Council which would result in two student led awareness
activities during AY 2008-2009.
The DLC became a recognized student leadership group on campus this year. Along with DSS
Advisors, Parsons and Evans, group developed a mission statement, by-laws, program goals and job
descriptions for officers. Membership continues to thrive as well as their involvement in campus
activities. The DLC has participated in the following events this year:

Health Fair

Earth Day- sensory garden

Disability Awareness Simulation Fair
Additionally, the group wrote a proposal and was awarded funding for a permanent sensory garden.
2. Develop at least one new auxiliary service for DSS students during AY 2008-2009
DSS did not develop a new auxiliary service for DSS students this year. Instead, we focused our
energy on building our alliance with the Veterans Education Support Team by working closely with
members to write and support a grant to expand services to Veterans and to support a campus Veterans
Center. Additionally, DSS submitted a contract to Department of Rehabilitation for a Workability IV
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Disability Support Services
Annual Report 2008-2009
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program which would provide funding support for auxiliary support services. Given the current state
of fiscal crisis, DOR is considering all new contract requests carefully and we should be notified of
award within six months. Lastly, DSS developed a comprehensive New Student Orientation.
Historically, DSS has provided an orientation to new students, but without the benefit of a formal
presentation or agenda. This year, DSS will use a formalized presentation to provide orientation to
incoming DSS students.
C:\Documents and
Settings\skparsons\My Documents\PRESENTATIONS\New DSS student Orientation outline.doc
3.
Improve alternate media production by realizing 30% compliance in text book ordering and
50% compliance in student requests made in a timely manner during AY 2008-2009.
Due to significant efforts on the part of the AS Bookstore and changes in the way that faculty (and
Dean of Undergraduate Studies) is notified regarding late textbook acquisitions, we have realized a
80% compliance rate for orders in Fall 2008. Spring 2009 demonstrated a 5% decrease in textbook
orders due in part to the instability of the budget and AA ability to plan for faculty assignment.
Unfortunately, DSS did not see improvement in students’ timely requests for alternate media. Fall
2008 showed 0% requests made allowing sufficient time to produce instructional materials. After an
increase in reminders to students, spring 2009 yielded a 31% compliance making requests in a timely
manner (6 weeks prior to school starting).
In order to improve requests for fall 2009, we have changed our communication strategies for returning
students, as well as, new students, hoping to improve compliance.
VI. Ongoing Assessment Efforts
This year, I continued to focus on developing a data-driven system of assessment opportunities for DSS, based
on the AHEAD assessment framework, as follows:




Provide services that are based on institutions mission and service philosophy
Collect student feedback to measure satisfaction and quality of services.
Collect data to monitor use of and evaluate the effectiveness of services
Report program evaluation data to administrations.
Note:
People Soft data elements and software functionality are inadequate and do not allow DSS to acquire a picture
of the full scope of services we provide or disability categories that we serve. Improvements are being made
which will improve reporting abilities and should be demonstrated in the next 2 to 3 years. Please see section
VII for further discussion and analysis.
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Disability Support Services
Annual Report 2008-2009
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Student Data:
This reflects ERSS Data and current reporting capabilities for DSS.
2008-2009
Disability
Fall
2008
Quick Data AY 2007-2008:
Spring
2009
Total
Communication Disability
8
7
15
Deaf
2
2
4
Learning Disability
200
199
399
Mobility Limitation
42
42
84
258
272
530
10
10
20
520
532
1052
Other Functional Disability
Visual Limitation
Total
The majority of DSS students are documented in “other”. “Other” reflect students with mental illness,
traumatic brain injury, and health and medical disabilities. Our new reporting system will allow us to
maintain our responsibility to report to Chancellor’s office, while allowing DSS to accurately report disability
and student data. For example, DSS has the capability of reporting specific disabilities, such as Anxiety
Disorder, Bipolar Disorder, Chronic Pain, Heart Disease, and Cancer. Once Advisors have the opportunity to
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revise diagnosis codes in PeopleSoft, new Insight Reports will be more accurate and specific. Again, this will
be a process.
This reflects ERSS Data and current reporting capabilities for DSS.
2008-2009
Disability
Fall
2008
Spring
2009
Total
Disability related counseling services
2
3
5
Interpreter services
2
2
4
Notetaker services
11
10
21
On-campus mobility services
10
8
18
Other services
21
19
40
6
6
12
153
166
319
5
3
8
308
313
621
2
2
4
520
532
1052
Reader services
Registration assistance
Specialized equipment-materials-supplies
Test-taking facilitation services
Transcription services
Total
Usage Data AY 2008-2009
 2293 tests administered (44% increase)
 202 texts converted (32% increase)
 1541 Ed. Asst. hrs (7% increase)
 65 psycho ed. tests
 1886.5 hrs. ASL
 2588 Cart Rides (54% increase)
 19% increase in DSS students
Again, these reports are generated from the present data elements (Enrollment Management Reports) only
reflect the primary disability and primary services. Most of our students have more than one disability and
receive several services. Once Advisors have the opportunity to use additional service codes in PeopleSoft,
new Insight Reports will be more accurate and specific.
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Other Interesting Data:


57 DSS students (apx.10%) are also Educational Opportunity Program students
100 DSS students (apx. 20%) used the Student Learning Center AY 2008-2009
Student Access Survey
DSS administered a web based Quality of Services Survey via Student Voice in spring 2009. The survey
asked students to consider availability and quality of staff and services of DSS, learning outcomes, as well as,
campus climate issues. Full Survey results can be accessed via Student Voice. The following is a sample of
survey items.

8% increase over last year
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Disability Support Services
Annual Report 2008-2009
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
No effective improvement over last year
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Disability Support Services
Annual Report 2008-2009
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The Bottom Line
Most students believe that services are available when they need them, that the quality is effective
and appropriate to assist them to gain access to their instructional materials and activities, and that
they are learning appropriate advocacy skills. Most students say they would recommend CSU,
Chico to other students with disabilities.

10% increase over last year

No effective change over last year
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Disability Support Services
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
14% increase over last year
Learning Outcomes:
DSS Student Learning Outcomes are consistent with CSU, Chico Strategic Priority One: believing in the
primacy of learning, we will continue to develop high-quality learning environments both inside and outside
the classroom. DSS Student Learning Outcomes are based on the belief that the key to a successful academic
journey for students with disabilities is the ability and openness to realize their personal strengths and
limitations, the desire and aptitude to take responsibility for managing their academic and personal success,
and the maturity to utilize resources and services available to assist them. The role of Disability Support
Services is to guide students through the process, so that ultimately students can identify their own personal
strengths, understand the impact of their disability, think creatively about solutions, and communicate their
needs effectively.
Upon completion of a semester, students registered with the Disability Support Services will be able to:

Identify their specific disability and functional limitations resulting from the disability;

Demonstrate the ability to determine and state their accommodation needs;

Describe the process involved in requesting disability accommodation for curriculum
requirements
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Disability Support Services
Annual Report 2008-2009
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Disability Support Services
Annual Report 2008-2009
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Comments:
There are some inherent shortcomings to the data related to learning outcomes. Specifically, we have not
tracked respondents’ year in school which limits our ability to analyze these results. We have questions
regarding who is responding. Are they arriving at Chico State with these abilities or are they developing these
skills as a result of participating in DSS? This issue and questions require further discussion and analysis
during AY 2009-2010.
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Disability Support Services
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Campus Climate:
The DSS Quality of Services Survey includes assessment items which address campus climate and inter-group
relations, which is a dimension of the Diversity Scorecard at Chico State. These items focus on the
environment of the campus for students with disabilities, who like many others, is a group that has been
traditionally marginalized on college campuses. Campus environment can either promote or interfere with
student success and as such, assessment results will be used to identify areas for consideration of increased or
improved education and awareness efforts
Results are interesting and demonstrate the paradox between legal compliance and attitude. We, as a people,
can create laws that prohibit discrimination, but we can not legislate attitude. The results demonstrate that
most students feel that instructors comply with the law and that Chico State provides equal opportunity for
students with disabilities. About one-third of students responding, experience attitudinal barriers on campus,
which include jokes, slurs or comments associated with their disability. While we are legally providing
accommodations for students, we need to continue to provide basic disability awareness activities for the
entire campus community.
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Comments:
Results of the survey show that for the most part there have been small improvements in campus climate with
respect to students with disabilities. Disability Awareness efforts are targeted activities to improve general
awareness and sensitivity regarding the abilities and contributions of students with disabilities. Additionally,
results show a significant improvement (11% this year vs. 41% last year) in student’s perception that
professors are less willing to work with students with disabilities. Given the amount of guidance and efforts
put forth as part of the Accessible Technology Initiative and specifically, energy directed at informing and
supporting faculty efforts to improve teaching accessibility and effectiveness, we hoped we would see results
such as these. This tells us that we are making progress!
Disability Awareness Survey
DSS surveyed students who participated in a Disability Awareness workshop. Students were offered hands on
activities which simulated various disabilities, as well as, viewed a presentation by individuals with disabilities
about their life and advocacy.
Results:
59% attended Disability Awareness events as part of a class
98% learned something about a disability that they didn’t know before participating in disability awareness
activity
100% indicated that their disability awareness increased as a result of attending/participating in the disability
awareness activity
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.
Alternate Media Production
The conversion of instructional materials and textbooks into alternate format is the most challenging
program service that DSS provides. The challenges include lack of dedicated personnel, inability to
strategically budget, and changes and improvements in technology that we are unprepared to assimilate
into our program.
This year, the student wage cost to covert instructional materials was approximately $55, 000 which is
an average of $354 per book.
Campus Wide Factors:
Only 20% of text books are ordered by faculty in a timely manner. While the ATI is slowly starting to
make an impact and we are seeing an improvement in textbook ordering compliance, it hasn’t improved
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enough to result in earlier textbook acquisition for students. Additionally, there are a significant number
of late hire instructors which impacts text book adoption. This is particularly true given the current
unprecedented budget crisis.
Student Factors:
Returning students, while continuing to need reminders and encouragement, understand the importance
of making timely requests for textbook conversion. If students made their requests in a timely manner,
allowing six to eight weeks for production, they received their books on or before the first day of school.
Students who did not make timely requests, primary new students/freshman, did not receive their books,
in general, until a month or longer into the semester. The AIM staff struggle with the very large influx
of requests that come in the first two weeks of school and even though we have several AIMS working
multiple hours, we can not sufficiently meet the demand. We need to explore more appropriate ways of
communicating to students that they need to make requests early in order to receive their materials when
school begins. Part of the issue, as stated above, is the textbook adoption issue, however, not entirely.
Students who require alternate text need to understand the policy and process in requesting conversion
services. We’ve updated our website so that all policies and procedures for requesting alternate media
are on line and have initiated reminders to students to submit requests in a timely manner.
Additionally, we were able to negotiate adding a statement on the “What’s Next” document that
Admissions sends out to all admitted students. The statement reminds all students who will require
conversion of their instructional materials to register early and contact DSS as soon as possible.
Furthermore, we have begun an awareness campaign “Got E-Text” that we use for Summer Orientation
so that we can begin the discussion with students at this time. Lastly, I started sending a letter to all
Northern California high school psychologists that outlines transition issues for incoming students,
including the importance of early registration and timely request for textbooks in alternate media.
Student satisfaction with the timeliness of alternate text production has decreased from 72% last year to
47% this year.
DSS Factors:
DSS has been operating without the benefit of a full-time position dedicated to the coordination and
production of instructional materials in alternate format. As such, the Support Services Coordinator is
responsible for management of alternate media production without specific training to do so. This is a
potentially vulnerable area for DSS. As such, I will expect that DSS will conduct a comprehensive audit
of this program which will include using existing staff commitment and expertise as well as developing
staff expertise in this area. It is clear that hiring a full time staff person to manage this service is
untenable due to the budget crisis. As such, DSS will re evaluate present responsibilities and skills to
develop a local expertise in this area. As part of our audit, DSS will develop a training manual with
protocols, processes and procedures.
We have made some productive changes in our processes this year. For example, rather than multiple
AIMS handling books, we now assign one book to a work station. A “Lead AIM” coordinates which
books are to be converted first on which work stations. This process has led to more control over
production and has reduced confusion over assignments and priorities. Additionally, we hired a
consultant from Butte College to provide some hands on training with our SSC and AIMS. She provided
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basic hints for improved scanning and editing. Lastly, DSS Director has worked with the High Tech
Training Center and negotiated use of their training manuals in lieu of paying for consulting. These
manuals will be used to thoroughly audit the program service to be sure that we are operating in the most
efficient manner.
Campus Climate Issues
This is the second year that DSS has assessed campus climate issues. Last year, results demonstrated
what we already knew- that there is a great need for on going outreach and education on campus. This
year, DSS focused on expanding awareness outreach and education opportunities in variety and
audience. We provided opportunities geared toward student (2 Disability Awareness Simulation Fairs,
Health Fair, and Sensory Garden), staff (Non Discrimination and Disability Awareness Training via
HR) and faculty (ATI/accessible instructional materials training.) This year’s results show some
improvements. It’s pretty good affirmation that awareness activities are easy and effective. This is an
area on which we can effectively focus even during times of fiscal crisis. Awareness activities are
inexpensive, can be created and provided using existing resources and expertise and are a positive way
to stay focused on what really matters.
DSS Campus Climate items are included on the Chico State Diversity Scorecard.
Changing Demographics challenge fiscal preparedness
The number of students registered with DSS has increased 19%, with marked increases in requests for all
services. During a time of unprecedented fiscal crisis, we have a duty to be remain prudent with
resources, challenge ourselves to be more creative with service delivery, but remain realistic that an
increase in students with disabilities will mean an increase in funds required to provide legally mandated
accommodations.
Additionally, the types of disabilities we are seeing are changing dramatically. You’ll note from the
student data reporting section that one half of the students we work with fall into the “other” category.
This is an 8% increase over last year. “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 between 325-350 students. With the change in
students and the increase in multiple disabling conditions, advisors are feeling increased pressure to
serve students well. At the same time, our survey indicates 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 the best we can, using staff, campus
and community resources wisely. Additionally, the need for on going staff development regarding new
and emerging disabilities, and health conditions remains a priority. 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.
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Revise Student Voice Survey
This is the second year that DSS has utilized the Student Voice survey as a primary source of program
assessment. After careful review and consideration, DSS Director has decided to revise the survey to
reduce the number of survey questions from seventy to forty. Additionally, consideration needs to be
given to the items constructed to assess learning outcomes. There are some issues with the items that
make it difficult to accurately reflect results, such as the inability to identify student’s learning over time
and across academic years. The validity of results makes it difficult to do appropriate program
development. Student Voice survey revision will help refine the purpose of the survey and more
strategically assess program effectiveness, student satisfaction, learning outcomes and campus climate as
it relates to students with disabilities.
VIII. Program Objectives for next academic year
1. Conduct comprehensive Program Evaluation of DSS using CAS standards in fall 2009.
2. Conduct a program audit of the Alternate Media services program AY 2009-2010.
3. Strengthen collaboration with Counseling Center and Health Center by developing a
streamlined reciprocal referral process.