Division of Student Affairs
Disability Support Services
Annual Report 2007-2008
1
I. Departmental Mission Statement
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.
Department Goals:
1. To provide accommodations that will assist students to overcome barriers and reduce the impact of
their disabilities on their college experience. (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. (Strategic Priority 1 and 2)
3. To serve as a resource for members of the university community, prospective students, parents, and the
public. (Strategic Priority 4)
4. To determine student needs and improve program quality through ongoing assessment of Disability
Support Services. (Strategic Priority 1)
II. Departmental Accomplishments
 Made strong progress on ATI
 Created a counseling group for DSS students
 Created the ADA website
 Developed a Disability Leadership Council
 Facilitated a TLP website for faculty re: accessible instructional materials
 Conducted two disability awareness simulation workshops
 Upgraded equipment and software in the Assistive Technology Center
 Upgraded DSS alternate media production computers
 Conducted two ADA workshops for staff and faculty
 Met goals and deliverables for EnACT grant
 Revised DSS website to include sections for parents, Veterans, and distance learners
 Created faculty ATI brochure regarding accessible instructional materials
 Conducted a Quality of Services survey via Student Voice
 Had successful disability awareness events on campus
 Reduced average number of days for text conversion to 4
 Forged partnerships with print shop, distance education, Testing office and Veterans Center
 Participated in Summer Orientation
 Worked with the Bookstore to offer the Book in Common in alternate format
 Arranged for equal access to public event (visiting monk)
 Coordinated a funded event for students with disabilities to attend Axis Dance Company at Laxon
 Developed partnership with Butte College
 Developed online versions of forms to improve accessibility
Division of Student Affairs
Disability Support Services
Annual Report 2007-2008
2
 Provided professional development opportunities for staff and other university staff
 Developed campus wide accessibility statement for programs and public events
 Conducted three sessions of “ATI Summer Camp” for faculty development
Accomplishments- A Highlight
Alternate Media Production
This year, we have reduced the average number of days to produce instructional materials into accessible
formats from 18 to about 4 days. This is a huge accomplishment and one that took a tremendous amount of
teamwork and evaluation. This year, we recruited computer programming graduate students to work in our
alternate media program. We researched software options and changed from Kurzweil system to Omni Page
which has a much more efficient Optical Character Recognition program. We re-evaluated our system for
processing production orders and system for maintaining records of production progress. As a result of these
activities (and incredible skill and dedication from the Alternate Instructional Materials Specialists (AIMS)),
we have greatly improved this service. We still have work to do, but we are on the right track!
Disability Leadership Council
1 in 11 freshman report having a disability. 9% of the college population is a significant voice and should be
heard with respect to campus leadership issues.
The Disability Leadership Council is a great opportunity for students with disabilities to develop into campus
and community leaders. Students with disabilities have a great deal to offer our campus and are a significant
and often underrepresented group of students in leadership roles. Our philosophy is that students with
disabilities need to take personal responsibility for improving the campus climate and developing awareness
activities that are relevant and effective for students.
DSS Counseling Group
Early in the year, we surveyed students regarding their interest in a counseling group that specifically
addressed issues related to disability. We received many comments from students indicating an interest and
therefore contacted the Counseling Center to discuss collaboration. As a result, the Counseling Center and
DSS Advisor, Nancy Hermanson, jointly facilitate a weekly counseling group. This has been incredibly
successful and a tremendous service to students who are struggling in school and personally as a result of
dealing with disability issues. This is also a great example of pooling resources and collaboration between
two programs. We’re very pleased that we are able to offer this service to our students.
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.
Division of Student Affairs
Disability Support Services
Annual Report 2007-2008
3
The following policy statements, procedures and business practices were developed this year:
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Revised Service Animal Policy
Developed guidelines for requesting accommodations for standardized exams (ELM, EPT)
Revised alternate media production processing logs
Put all forms online
Revised statements for distance learners and Vets to access DSS services (on website)
IV. Resources Summary
Budget Analysis FY 2007-2008
Attached is the DSS Budget Worksheet that I maintain internally. Historically, DSS Office Manager has
maintained very thorough records with regard to budget information based on program or service area, such as
Educational Assistance, Exam Services or Alternate Media. However, as a still relatively new Director, I have
begun utilizing this information to evaluate program areas and resources as part of our overall program
evaluation program.
C:\Documents and
Settings\skparsons\My Documents\BUDGET\10% budget cut worksheet 2008.xls
The first column shows the soft figures for this year. Based on a projection of costs associated with running
DSS through June 30, 2008, I estimate DSS to be in “the red” -$59,034.
Several factors are significant with respect to understanding DSS expenses this year:
1. Production of Alternate Media- I under estimated the cost associated with this service. A few months
ago, I provided a budget heads up in which I predicted the cost associated with producing instructional
materials in alternate format would be about $27,000. In fact, the expense associated with producing materials
in alternate format is $39,000. This does not include BRAILLE, which is an additional expense of $8,000.
Text books and other instructional materials are produced on the average of a 4 day turnaround and cost about
$247 per book. Our requests for producing texts in alternate format have nearly doubled from 80 requests FY
2006-2007 to 158 requests in FY 2007-2008.
2. Interpreting: We had an additional expense of $9,000 associated with Deaf Services. We have a new FT
Deaf student who is Physics major. His classes are intense, have labs and study groups aligned with them and
all require intensive, team interpreting.
3. Equipment/Technology needs: This year, we purchased two CCTVs for our program. We use one in our
Testing room to accommodate testers; the other is a portable CCTV to accommodate students in lab situations,
internships, and study group situations. This was a one time expense of approximately $8,000.
4. Our Big Cart: This year, we agreed to allow a group of Senior Mechanical Engineering students to
retrofit our big cart. They have consulted with us, NorCal Mobility, and the ADA hot line to convert our cart
Division of Student Affairs
Disability Support Services
Annual Report 2007-2008
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into an accessible vehicle. The one time expenses associated with this project are about $6,000. (This expense
was discussed and “approved” by Don Graham)
Budget Forecast FY 2008-2009
The second column of the DSS Budget Worksheet shows the forecast for FY 2008-2009. Expenses are cut at
4%, however, based on rising costs, as well as, no rollover to rely on, I expect DSS to end the year in “the
red”. -$87,308.00
The third column of the DSS Budget Worksheet shows the forecast for FY 2009-2010. Expenses are cut an
additional 6%. Again, based on rising costs and no rollover, I expect DSS to end the year in “the red” $67,408.00.
Service Cuts @ 10% are reflected in the following areas:
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Supplies and Services
Printing
Travel
Equipment/Assistive Technology
Educational Assistants
Exam Services
Cart Rides/Student Assistants
BRAILLE transcription
Disability Awareness Month
Alternate media production
Impact and mitigation measures to handle Cuts:
Equipment/AT: This year, we have equipment and AT on our Group 2 funding. We plan to purchase a real
time/caption system and Kurzweil network system. We do not anticipate any other equipment/AT needs for
the next few years.
Disability Awareness Month: Involve the community, campus volunteers, and the Disability Leadership
Council; do email advertisement only; Seek co sponsors who can assist with funding.
Educational Assistants: I’ve initiated conversations with Experiential Learning program and two Academic
units in order to solicit interns who can provide educational assistance in and out of the classroom.
Additionally, I have contacted Passages to see if we can partner with senior workers who may be interested in
providing educational assistance, and Cart rides for our students. Since these programs are new, I can’t
predict realizing any cost savings next year, but hope that savings will be realized in FY 2009-2010. Without
these alternates, it may be impossible to realize savings in this area.
BRAILLE Transcription: We provide transcription for one student. In Fall 08, this student needs to repeat
two classes and only needs one book transcribed. This will reduce annual costs.
Division of Student Affairs
Disability Support Services
Annual Report 2007-2008
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Cart Rides/Office Coverage: See above discussion re: Educational Assistants. Reduction will impact front
office coverage. Currently, we have student workers, FT Receptionist and Office Manager who handle the
front office, direct students for exams (when proctors aren’t available 20 hours weekly) and provide cart rides.
Often we have two rides at a time, leaving the front office unattended. With further reductions, this impact
will be significantly greater creating the need for advisors and director to cover the front office.
Exam Services: Reduces coverage 10 hours weekly. I’m seriously concerned about our ability to manage
this activity while maintaining exam security and service to students and faculty. Though Advising staff and
redirection of FT Interpreters can possibly help in this area, the more people involved will weaken the security
of the service. As a reminder, DSS administers 1600 exams each year.
Alternate Media Production: We have made tremendous improvement in this area. We are able to produce
books in alternate format on the average of 4 days. Reductions in this area will impact our ability to
accomplish this, pushing our production back to a week on the average and much longer in many cases. It
seriously concerns me to make reductions in this area, but with a 10% cut scenario, there are no other choices.
Until we improve faculty compliance with text book ordering, the University is vulnerable for OCR
complaints even though our internal production has been improved.
Rising Costs for DSS:
Deaf Services: We have 2 new full time Deaf students enrolling in Fall 08. They will require about 360 hours
of interpreting each semester, at an expense estimated at $18,000. Our two FT interpreters already interpret
the maximum number of hours they should based on RID standards, however, I will redirect them to other
duties during interpretation rest periods. Also, we hope that the Caption Mic system (to be purchased with
Group 2 money) may be a viable alternative for some interpreting. The cost associated with operating the
Caption Mic is about 50% of the cost of interpreters. We won’t know if this is viable until students actually
arrive on campus to discuss their specific language needs.
Alternate Media Production: We have had a 61% increase in requests for instructional materials produced
in alternate media and have improved the quality and timeliness of the service. We anticipate that this service
and associated expenses will hold for a few years.
Other Funding Considerations:
Workability IV Contract: I’ve contacted the California Department of Rehabilitation about developing a
Workability IV contract on our campus. Since DOR is in the same financial boat we are, there may not be any
financial advantage to a contract, but I’m researching the options. It may be a way to provide some support
services, however, that we have never provided before.
Human Resources: I’ve applied for funds via Human Resources assistive technology program to help off set
student wages that are used to support an employee who is blind. DSS was granted some funds for spring 08
and fall 08. Funds are reflected on Worksheet. I plan to request greater funds for subsequent years.
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Disability Support Services
Annual Report 2007-2008
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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. As such, Director is beginning
succession considerations.
 Professional Development:
 Autism Training-provided by Department of Rehabilitation Medical Consultant,
 Mental Health Update provided by BC Behavioral Health
 Vocational Rehabilitation provided by the Counseling and Supervisory staff at DOR
 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
 Emerging Technology webinar
 Committee Representation:
 ATI Steering Committee –Parsons
 Instructional Materials (IMAP) - Parsons, Prator, Hermanson, Evans. Boyes
 Procurement Accessibility – Parsons, Alexander
 Web Accessibility –Parsons, Evans
 FASP Textbook subcommittee –Parsons, Evans
 Emergency Preparedness Committee –Parsons
 Diversity Scorecard –Parsons
 Parent Advisory Committee-Parsons
 Commencement Committee-Parsons
 World AIDS Day Committee-Parsons
 University Construction Advisory Committee –Parsons
 Campus Planning Executive Committee –Parsons
 Americans with Disabilities Act Committee –Parsons, Hermanson, Evans
 Campus Climate Committee –Alexander
 EnACT Community of Practice –Prator, Evans
 Health and Safety Committee –Evans
 Common Management System Committee –Parsons
 Web Content Committee –Parsons
Facilities/Equipment:
 Provided two new workstations in the ATC and upgraded AT to the newest versions.
 Upgraded the alternate media production computers
 Purchased two new CCTVs, one for testing room and one portable for classroom/lab work)
 Conversion of existing large Cart so that it is accessible –student senior project in engineering
 Purchase of new small Cart- funds approved by CFAC
 Move into the new SSC is planned for July 11-12.
Division of Student Affairs
Disability Support Services
Annual Report 2007-2008
7
V. Program Evaluation of Past Year
The following addresses progress on program objectives established in 2006-2007 Annual Report.
1. Use the platform of ATI and the Instructional Materials Accessibility Plan to improve the
effectiveness of Alternate Media Services at Chico State by refining processes within DSS as well as
in other campus programs. (CSU, Chico Strategic Priorities #1 and #3) – Met
Disability Support Services has taken on a major role in the planning and implementation of the Accessible
Technology Initiative. As program manager, I maintain the ATI website, distribute both electronic and nonelectronic publications to campus about the status of the ATI project; staff and coordinate the work of three
committees associated with each of the ATI priorities, facilitate logistics for required measurement of progress
and coordinate reports due to Chancellors office on the project progress. Each DSS Advisor, as well as the
office manager, is on at least one of the three committees. This is an incredible opportunity for DSS to
influence the activities of programs and divisions across campus and to improve DSS visibility across campus.
Successful participation and engagement with the ATI allows DSS the opportunity to promote awareness of
the needs and capabilities of students with disabilities, as well as to serve as a resource for members of the
university community.
We’ve made significant progress this year in the planning and implementation phase of the ATI. We have
spent a great deal of time doing outreach to faculty regarding the initiative and its impact on instructional
materials. Specifically, we’ve met with Council of Academic Deans, Faculty Chairs, Cabinet, Academic
Senate and individual academic departments. We covered a lot of ground this year which will help us as we
move deeper into the implementation phase of the initiative. Additionally, we’ve developed a textbook
subcommittee with the bookstore and faculty members to deal specifically with textbooks. This is a FASP
subcommittee and as such has inherent credibility with the Academic Senate. We have worked with building
our partnerships with Electronic Reserve and the Print Shop, specifically strategizing about how we can use
common software and hardware in order to produce consistent and accessible instructional course packs.
We’re at the stage now where we’ve secured funding via Information Resources to purchase additional
software (Omni page) so that these programs can also produce materials in accessible format, therefore
alleviating DSS of some of the production work.
Furthermore, we have made significant progress in our efforts to support faculty. We have produced a faculty
specific brochure that outlines the ATI, as well as, provides strategies for faculty compliance and best
practices. This summer, the ATI is sponsoring three “ATI Summer Camps” for faculty. These are hands on
workshops provided by EnACT and TLP staff that will provide faculty with the tools necessary to convert
existing instructional materials into accessible formats, as well as, to create future materials in accessible
formats. This is a comprehensive training opportunity that we hope can be duplicated annually for faculty.
Ultimately, we are lobbying for department liaisons that can be instructional resources for faculty within their
departments. Spring 2008 marks the best textbook ordering compliance that Chico State has ever seen! This
is a definite sign that our conversations and support are making an impact.
As previously discussed in section II, we have reduced the average number of days to produce instructional
materials into accessible formats from 18 to about 4 days.
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Disability Support Services
Annual Report 2007-2008
8
2. Strengthen our role as disability professionals on campus and in the community: (CSU, Chico
Strategic Priority #2) – Met
New On Campus Collaborations:
Counseling Center- Counseling Group
Veterans Program-Veterans Educational Support Team
Health Center- Healthy Student Team
TLP- ATI Summer Camp
Internship Center- DSS Interns
Social Work Program- DSS Interns
Adventure Outings- Accessible Trip for DSS students
Community Collaborations:
Butte College:
I coordinated a bi-annual meeting with BC DSS. We agreed to meet once each semester to collaborate on
services, strategize about transition issues, and support each other with emerging technology and alternate
media issues. It is a new collaborative relationship that needs time to develop. As such, I’d like to see a more
formalized transition plan develop. Due to our relationship with Butte College, we had the opportunity to
develop professional development opportunities using Butte College funding, including Veterans and PTSD
training.
Department of Rehabilitation:
I coordinated a “DOR Day” this year. DOR Counselors and Supervisor came to CSU for a full day of
collaboration, including basic program overviews, areas where we can collaborate and share resources, tour
auxiliary services available to students with disabilities, and a seminar on emerging technology. This
strengthened our relationship and there has been much more collaboration this year. A DOR Counselor is
assigned to DSS and comes twice a month to work with Advisors and meet with students. Additionally, DOR
has agreed to share training resources with DSS, including use of DOR Medical Consultant for professional
consultant and professional development.
High Schools:
I have not coordinated with or conducted outreach with local high schools. I have met with the Transition
Counselor at DOR who works with the local high school students with disabilities and we developed an
outreach plan for next academic year. I’d like to focus my outreach efforts next year on high schools, while
nurturing new relationship with Butte College.
Brain Injury Task Force:
DSS Director joined the Brain Injury Task Force this year. This is a community based group that develops
resources and strategies to assist persons with TBI in the community.
Division of Student Affairs
Disability Support Services
Annual Report 2007-2008
9
3. Develop additional assessment opportunities: (CSU, Chico Strategic Priority #5) –Met
This year, DSS conducted a web based “Quality of Services” survey via Student Voice. The survey has three
assessment components: satisfaction, learning outcomes, and campus climate. Additionally, Director used
email surveys as a means of collecting information, such as whether students are interested in a counseling
group and a Disability Leadership Council on campus.
We have also been working with data warehouse and enrollment management to improve reporting options for
DSS. We have successfully facilitated two new reports from enrollment management that will help provide
information for assessment and program evaluation purposes.
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:
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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:
The demographic data that follows on pages 10 and 11 is provided by Institutional Research via Enrollment
Management reports. Bill Allen reports that our numbers are not accurate this year. There was a reporting
“glitch” which has caused a deflation of numbers, especially with fall 2007. They are reported here to provide
a basic overview of services and disabilities reported, but numbers should not be considered exact. Although
spring 2008 numbers more closely resemble our true census, they still do not provide the “whole picture”.
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. For example, report reflects 10
students who receive note taker services, however this only reflects those note takers who are getting paid. It
does not reflect the many students who rely on volunteer note taker services for whom we provide paper and
copier service. Another example is on campus mobility assistance. Report indicates that ten students receive
this service which is significantly deflated. Interpreting services is also inaccurate. Last year, we provided
ASL to three students each semester. Please see section VII for further discussion and analysis.
Division of Student Affairs
Disability Support Services
Annual Report 2007-2008
10
Student Data:
Fall
2007
10
2
172
35
156
12
387
Disability
Communication Disability
Deaf
Learning Disability
Mobility Limitation
Other Functional Disability
Visual Limitation
Grand Total
Disability Service
Disability related counseling services
Interpreter services
Notetaker services
On-campus mobility services
Other services
Reader services
Registration assistance
Specialized equipment-materials-supplies
Test-taking facilitation services
Transcription services
Grand Total
Spring
2008
9
1
192
39
216
14
471
Grand Total
19
3
364
74
372
26
858
Fall
Spring
2007
4
2
9
8
12
2
115
5
228
2
387
2008
7
1
10
10
16
3
155
10
257
2
471
Grand
Total
11
3
19
18
28
5
270
15
485
4
858
*** Breakdown of Educational Assistant Hours.
DSS Work Summary
Note Taking
28%
33%
22%
12%
5%
Quick Data AY 2007-2008:
Lab
Assistant
Research
Assistant
Scanning
Proctoring
Quick Data AY 2007-2008
 1589 tests administered (8%)
 198 texts converted (61%))
 1001 Ed. Asst. hrs (7%  ) ***
 60 psycho ed. tests administered
 1824 hrs. ASL (7%  )
 1688 Cart Rides
Division of Student Affairs
Disability Support Services
Annual Report 2007-2008
11
Services by Disability:
Disability
Year Semester Service
2007 Fall
2007
Total
2008 Spring
2008
Total
Communication Deaf
Disability related counseling services
Interpreter services
Notetaker services
4
On-campus mobility services
Other services
Reader services
Registration assistance
5
Specialized equipment-materialssupplies
Test-taking facilitation services
1
Transcription services
10
Disability related counseling services
Interpreter services
Notetaker services
4
On-campus mobility services
Other services
Reader services
Registration assistance
4
Specialized equipment-materialssupplies
Test-taking facilitation services
1
Transcription services
9
LD
Other
Mobility Functional
Disability
1
3
Visual
1
4
2
9
8
12
2
115
2
5
2
1
1
1
59
2
2
6
2
1
2
2
6
1
49
3
1
2
109
21
91
2
6
228
2
172
35
156
12
387
1
6
2
8
4
1
3
2
7
1
78
3
1
1
7
1
10
10
16
3
155
1
3
1
5
10
116
20
116
2
4
257
2
192
39
216
14
471
1
1
2
1
71
1
Graduation rate for CSU, Chico Students with disabilities 47 %
Persistence rate for CSU, Chico Students with disabilities 79 %
Grand
Total
Division of Student Affairs
Disability Support Services
Annual Report 2007-2008
12
Student Access Survey
DSS administered a web based Quality of Services Survey via Student Voice in spring 2008, yielding a 26%
response rate. 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. See Section VII for further discussion and analysis.
Division of Student Affairs
Disability Support Services
Annual Report 2007-2008
13
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. See Section VII for additional analysis.
The Bottom Line:
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Disability Support Services
Annual Report 2007-2008
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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:
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Identify their specific disability and functional limitations resulting from the disability;
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Demonstrate the ability to determine and state their accommodation needs;
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Describe the process involved in requesting disability accommodation for curriculum
requirements
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Disability Support Services
Annual Report 2007-2008
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Division of Student Affairs
Disability Support Services
Annual Report 2007-2008
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Division of Student Affairs
Disability Support Services
Annual Report 2007-2008
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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 focused 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. The following demonstrates the results of DSS survey of campus
climate:
Division of Student Affairs
Disability Support Services
Annual Report 2007-2008
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Disability Support Services
Annual Report 2007-2008
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Division of Student Affairs
Disability Support Services
Annual Report 2007-2008
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OCR COMPLAINT
This year, DSS alternate media services were the subject of an Office of Civil Rights complaint made by an
individual student. The complainant alleged that his instructional materials were not produced into Braille in a
timely manner which precluded him from sufficient time to prepare for exams and complete assignments.
DSS provided a response to OCR which included our process for producing texts into alternate formats,
including Braille. Specifically, DSS used course syllabi to keep pace with assignments by providing materials
at least one week before reading assignments.
The investigation process was an excellent opportunity for DSS to evaluate our processes, policies and
procedures, as well as, how we document eligibility, services and issues. Compiling the data was cumbersome
as documents are not located in a central place. For example, alternate media documentation is located with on
a centralized computer location, as well as, in the Support Services Coordinator office. Testing information is
located in the proctor area and “case notes” are located on email, in people soft or in hard copy file. This
opportunity has provided good insight into our documentation process and the need to further audit our
systems and procedures.
According to OCR Investigator, David Ladue, he will respond with a letter of findings by June 30, 2008.
VII. Analysis
After considering assessment opportunities, as well as demographic trends with respect to people with
disabilities, the following is offered as discussion of what issues need to be addressed in order to take CSU,
Chico to the next level.
Documentation Process:
DSS continues to have a dual file system, People Soft and hard copy file.
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.
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?
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This year, I have spent some time with the DSS Advisors working on some standardized definitions of data
elements, but in order the issue to be really addressed, we need to work outside of DSS. As such, DSS is
working with Information Resources (Data Warehouse) to expand and define the PeopleSoft elements, as well
as, working with Enrollment Management to define and create better reports. Additionally, I am on a system
wide workgroup with the Chancellor’s Office to address the same issue.
Reports:
Additionally, the 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. The data is dependent upon how
the advisors enter the information and how they are personally defining the elements. We have made some
progress in this area by working with Enrollment Management to create a multi accommodation report, but it
is not user friendly and takes additional manual analysis to glean the information. We’ll continue to work on
this issue to improve our reporting abilities.
Alternate Media Production
We’ve made significant progress on our ability to produce alternate media for students who require it. We’ve
gone from 22 days to produce a text to 4 days on average. However, there are still several issues that we need
to continue to explore to improve the service without creating a significant budget issue for DSS. With the
following issues addressed, DSS would be able to continue to provide good quality and timely services within
a manageable budget framework.
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 enough to
result in earlier textbook acquisition for students. Additionally, there are a significant number of late hire
instructors which impacts text book adoption. The ATI is making some progress in this area and we hope to
realize that progress in more timely textbook acquisitions starting in fall 2008.
Electronic Reserve does not have efficient scanning hardware or software to produce accessible electronic
media which results in additional conversion required by DSS. ATI committees are addressing this and hope
to have new software and processes in place fall 2008.
Student Factors:
Only 35% of texts were received in DSS in enough time to complete the conversion process by the first day of
school. This is due, in part, to 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.
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Disability Support Services
Annual Report 2007-2008
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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. The Alternate media job function is split between too
many people, including professional staff members, and several students. This results in multiple scanners
and editors handling one book; insufficient space to maintain a well-organized system of receiving and
organizing text books; an insufficient number of trained scanners and editors; and outdated conversion
software because no one is specifically assigned to this job function full time. DSS continues to lobby for a
full time Alternate Media position; however, this year, we hired computer programming graduate students
who have made significant progress improving our production rate. We are moving into the new SSC this
summer and hopefully have created a more organized and user friendly space for AIMS to operate. Although
the space continues to be largely inadequate (89 square feet), we’re hoping that the new furniture and
organization will help with production flow.
The Accessible Technology Initiative will be the catalyst to improving the effectiveness of this service.
Specifically, the Instructional Materials Accessibility Plan is a comprehensive plan addressing the issues
associated with timely and accurate print based instructional materials. The plan spans the whole campus,
including Student Affairs, Information Resources, Academic Affairs, Human Resources and Associated
Students.
Note Taker Program
DSS Note taker program relies heavily on volunteer note takers. In rare cases, when situations necessitate,
DSS offers to pay a stipend of $50 to note takers. According to the Quality of Services survey, about 10% of
students who receive note taker services are dissatisfied with the service. Additionally, antidotal information
from conversation with students and vocational rehabilitation counselors tells me that many students choose
not to follow through with note taker service because it does rely on students to initiate a request and for
faculty to announce the need in front of class peers. The situation is intimidating for students, especially
freshman. I’d like to take some time this year and explore strengthening our note taker program by providing
a framework for note takers to use to improve the quality of notes, as well as, explore ways for students to
secure note takers that isn’t cumbersome or intimidating.
Campus Climate Issues
This is the first year that DSS has assessed campus climate issues. It is stunning to note that upwards of 50%
of students with disabilities have experienced various forms of discrimination. Clearly, there continues to be a
need for on going outreach and education on campus. Awareness outreach and education needs to be varied
and across student, staff and faculty groups. Disability Awareness month is a good opportunity to bring issues
to light, but it is not enough. This year, I will develop an outreach plan that outlines a more thorough approach
that spans the academic year and reaches various groups. Additionally, this data has been shared with the
Diversity Scorecard Committee and will be reflected in our Annual Report to the President.
Broadening Services to SWD
DSS students (according to responses on survey and observation) would like DSS to consider providing social
opportunities as a way to acclimate to campus and job readiness training specific to needs of students with
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Annual Report 2007-2008
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disabilities. This has been a tricky issue for DSS. Historically, DSS advisors have operated under the idea
that DSS is “not a program” and only provides “services”. They have an understanding (and a history) that
DSS should not provide any auxiliary services to students with disabilities and that DSS students should
participate in other campus programs as a means of fully integrating into the campus. However, students are
clearly asking for programs and services that are specific to them, such as the counseling group we started this
year. As the (still relatively new) Director of DSS, I feel strongly that SWD would benefit from auxiliary
services and programs to improve and enhance their experience at Chico State, as well as, provide a support
system of students with disabilities. Disability is a culture. People with disabilities have forged a group
identity. They share a common history of oppression and a common bond of resilience. They generate art,
music, literature, and other expressions of their lives and their culture, infused from their experience of
disability. This year, we’ve started a counseling group for students with disabilities, as well as, the Disability
Leadership Council. I’d like to continue to build the Disability Leadership Council in the coming year, as well
as, explore other programming options that we can provide within our current staffing and budget framework.
Changing Demographics
It is important to note that 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.
“Other” students are those with bi polar, breast cancer, seizure disorder, brain tumors, Myasthenia Gravis,
Aphasia, burn survivors, spinal stenosis, intra cranial hypertension, Keratinous, spastic diplegia, Lyme
disease, hemophilia, These are student with multiple issues, chronic health issues, debilitating pain, and
accompanying mental health issues. Advisors are generally assigned between 150 to 200 students. With the
change in students and the increase in multiple disabling conditions, advisors are feeling increased pressure to
serve students well. 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.
VIII. Program Objectives for next academic year
1. Develop the Disability Leadership Council which would result in two student led awareness
activities during AY 2008-2009.
2. Develop at least one new auxiliary service for DSS students during AY 2008-2009.
3. Improve alternate media production by realizing 30% compliance n text book ordering and
50% compliance in student requests made in a timely manner during AY 2008-2009.
IX. 5 year Plan 2008-2013
The following is provided as reference only.
C:\Documents and
Settings\skparsons\My Documents\DSS PROGRAM- WEBSITE AND POLICY BOOK\5 year plan 2008.doc