Division of Student Affairs
Disability Support Services
Annual Report 2006-2007
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.
The University is committed to assisting students in their search for knowledge and understanding and to
prepare them with the attitudes, skills, and habits of lifelong learning in order to assume responsibility in a
democratic community and be useful members of a global society. DSS programs and services are
administered to achieve this goal. Here at Chico State, we know that students with and without disabilities
are on a journey to explore their identity, and to define their role in society. 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, communicate their needs
effectively, and assume responsibility as members of a global society.
II. Departmental Accomplishments
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ATI participation and met deliverables
Developed policies and procedures for DSS
Upgraded equipment and software in the Assistive Technology Center
Conducted two ADA workshops for staff and faculty
Met goals and deliverables for EnACT grant
Developed learning outcomes for DSS
Revised DSS website to improve usefulness and accessibility
Created faculty brochure regarding campus accessibility policies
Developed program evaluation system for DSS
Conducted a student satisfaction survey
Had successful disability awareness events on campus
Reduced average number of days for text conversion
Forged partnerships with bookstore, electronic reserve
Initiated conversation with data warehouse to improve reporting capability
Hired Braille transcriber
Secured funding from Department of Rehabilitation for assistive technology devices
Connected DSS with Summer Orientation, including conducting a parent workshop
Worked with the Bookstore to offer the Book in Common in alternate format
Developed duty statements for student employees and educational assistants
Revised the training manual for student employees.
Division of Student Affairs
Disability Support Services
Annual Report 2006-2007
2
Accomplishments- A Highlight
Accessible Technology Initiative (DSS goals 2 and 3)
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.
We have achieved all of the first year deliverables and committee goals, which include:
 Form the priority committees
 Develop a portal for information/ ATI website
 Purchase and deploy Hi-soft web accessibility monitoring software
 Evaluate the top administrative websites
 Develop the First Year Web Accessibility Plan
 Develop the Instructional Materials Accessibility Plan
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.
Disability Support Services Policies and Procedures (DSS Goal 4)
According to the Office of Civil Rights, disability programs are at the greatest risk of liability when they do
not have policies and procedures in place that address how to make requests for reasonable accommodations,
and how to seek grievance. At the beginning of this year, there were very few standards in place for how
DSS serves students, documents relevant information and communicates with faculty, nor was there a clear
statement in place regarding how DSS responds to requests for accommodations. In order to reduce CSU,
Chico and DSS risk for complaints, ineffective services and grievances, I developed several policies and
office procedures. Additionally, I revised request forms to be clearer, developed a quick reference timeline
for request of services, and updated the DSS website to reflect current policies and procedures. With policies
and procedures in place, we can focus on improving the quality of our services, and consider service
expansion. Please see Section III for list of policies and procedures.
Upgraded equipment and software in the Assistive Technology Center (DSS Goal 3)
Technology is playing an increasingly important role in the delivery of classroom and online instruction;
Students with disabilities are arriving at college technologically savvy and willing to make requests for
appropriate assistive technology, especially in the area of student computing. Efforts to stay current and
proactive with adaptive technology are an on-going challenge for DSS and the Assistive Technology Center,
as neither program has dedicated human resources to research and maintain adaptive technology. This year,
DSS worked collaboratively with ATC to evaluate the hardware and software available for students with
Division of Student Affairs
Disability Support Services
Annual Report 2006-2007
3
disabilities. We determined that the ATC was not well prepared to handle new students with new technology
or updated technology. As such, DSS successfully lobbied for additional funds for equipment and software.
We were able to upgrade all computer stations at the ATC with current versions of software, as well as
upgraded memory on some computers. We also purchased several new computers to create dedicated AT
stations assigned to specific software packages.
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.
The following policy statements, procedures and business practices were developed this year:
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Policy on Documentation of Disability
Policy on Confidentiality
Policy on File Review
Policy on Student Records Management
Policy on Alternate Media Services
Alternate Media Agreement
Alternate Media in-house process
Alternate Media Conversion tracking procedure
Alternate Media Request Form
Alternate Media Search Procedures
Alternate Media processing and tracking databases
Policy on Attendance/Student Absence
Cart Driver Policy
Cart Driver Agreement
Policy on Educational Assistants
Policy on Service Animals
Service Animal Agreement
Policy on Specialized Furniture
Grievance Procedure
Division of Student Affairs
Disability Support Services
Annual Report 2006-2007
4
IV. Resources Summary
Budget Summary:
Beginning allocation: $435,002
One time budget mitigation 06/07: $15,787
ADA Month: $2,000
Mid Year allocation: $30,000
Work Study: $9,100
Additional work study allocation: $3,000
Rollover from 06/07: $16,949
Late Allocation (Raises/bonus): $14,293
Misc. Income (Selling old Cart, Interpreter fee, commencement) $841
Total DSS Budget Allocation 06/07: $ 526,972.00
Total DSS Expenditures: $511,836.85
Rollover to 07/08: $15,135.15
Budget Unmet Needs Request for AY 2007-2008*
C:\Documents and
Settings\skparsons\My Documents\BUDGET\unmetbudget needs2007.xls
Staffing:
 Debbie Boyes position (ASA II) was re-classed to an ASC I, effective 9/2007. Debbie’s new
working title is Assistant to the Director.
 *Alternate Media position (See Budget Unmet Needs Request AY 2007-2008)
Facilities/Equipment:
 New and upgraded equipment was purchased for the ATC. See Part II.
 Additional assistive technology was purchased for use within DSS, including the KNFB Reader,
Tiger Embosser and two laptops.
Division of Student Affairs
Disability Support Services
Annual Report 2006-2007
5
V. Program Evaluation of Past Year
DSS goals support the DSS mission; reflect the goal and values of the Student Affairs division, as well as,
the standards set forth in CAS and Ahead.
Goal 1 (CSU, Chico Strategic Priority 1): To provide accommodations that will assist students to
overcome barriers and reduce the impact of their disabilities on their college experience.
Measures of Performance and Progress toward Goal:
 Continue to meet individually with students in order to determine appropriate academic
accommodations.
 Continue to assist students to appropriately advocate for classroom and facility accommodations with
faculty and other appropriate university entities.
 Advisors continue to have an average of 400 student contacts per semester.
 Develop and provide an orientation and training to new Educational Assistants hired to facilitate
accommodations for students by December 2006.
 A new Orientation manual has been developed this year, as well as a training curriculum
to be used effective Fall 2007.
Goal 2 (CSU, Chico Strategic Priority 1 and 2): To promote awareness of the needs and capabilities of
students with disabilities among students, faculty, staff, administration and the surrounding
community.
Measures of Performance and Progress toward Goal:
 DSS will implement a Community of Practice for ENACT and Universal Design by spring 2007.
 EnACT community of practice was implemented Fall 2006 and has increased its faculty
membership from 3 to 6 this year. DSS has meet all grant objectives associated with the
EnACT grant. 2007-2008 is our final year for the grant.
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DSS will participate in one new faculty orientation.
 Working closely with Human Resources, DSS is now a part of the new staff and new faculty
orientation schedule. DSS participated in orientations Fall 2006 and is already scheduled for
Fall 2007.
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DSS will offer quarterly workshops to faculty and staff on disability related topics.
 This year, DSS offered two workshops on the Americans with Disabilities Act and two
workshops on Universal Design.
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DSS will meet with 3 new departments each year.
 This year, I met with the following academic departments: Biology, Adaptive PE, English,
History, and Multicultural Affairs.
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DSS will collaborate with CELT to provide consultation for faculty.
Division of Student Affairs
Disability Support Services
Annual Report 2006-2007
6
 DSS presented a workshop at the CELT conference on Universal Design and academic
adjustments.
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DSS will provide disability- related training.
 Disability- related training, specifically accessibility issues, was provided for the following
programs/divisions: Housing Resident Advisors, Writing Center, Disabled and the Law,
Introduction to Special Education (students), Web Services team, TLP, EPPC, Academic
Senate, Adventure Outings and the AS Bookstore.
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DSS will be actively involved in the planning of the Recreation Center to assure that the center is
physically and programmatically accessible to all students.
 DSS Director sits on UCAC and CPEC.
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DSS will support Chico’s residential community by providing training to residential advisors and
housing staff on the unique needs of students with disabilities.
 Training was provided to all new Resident Advisors this year.
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DSS will promote conversations on diversity through brown bag lunches that focus on disability
awareness issues.
 DSS coordinated a disability awareness “conversation” with “Stomp Out Stigma,” a panel of
persons with mental illness.
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DSS will promote awareness by planning an annual celebration in honor of National Disability
Awareness Month.
 October 2006 was a successful month full of various awareness activities, including a
comedic presentation, brown bag informational lunches, an informational fair on the quad, an
ADA presentation, and art by people with disabilities in Kendall Hall.
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DSS will collaborate with university student programs in order to promote equal access and
participation of students with disabilities.
 DSS has met with Adventure Outings to promote modified recreation activities for new
students with disabilities. Adventure Outings is now advertising that they have modified
recreation equipment and inviting students who need accommodations to contact them. This is
a great first step!
Goal 3 (CSU, Chico Strategic Priority 4): To serve as a resource for members of the University
community, prospective students, parents, and members of the public.
Measures of Performance and Progress toward Goal:
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DSS will meet with community colleges annually to coordinate transition of students with disabilities
to Chico State.
Division of Student Affairs
Disability Support Services
Annual Report 2006-2007
7
 DSS Director and one Advisor met with Butte College DSPS Director and Advisors to discuss
collaboration, as well as participated in disability awareness information fair. We agreed to meet
once each semester.
 DSS will offer a transition orientation for community college students interested in Chico State.
 DSS offered a brief transition orientation to students, but this will be strengthened this coming
year.
 DSS will collaborate with Summer Orientation to be sure students and visitors with disabilities are
afforded equal access and participation in orientation activities.
 DSS met with Summer O staff who agreed to include language on registration material
regarding the need for accommodations. As such, DSS and Summer O have been able to
coordinate accommodations before visitor’s arrival to ensure a successful orientation. DSS
allows Summer Orientation use of our CART to provide mobility for visitors who require it.
 DSS will collaborate with Butte County high schools and the California Department of Rehabilitation
Transition Program regarding the transition of high school students with disabilities.
 This has not been tackled, but will be this coming year 2007-2008.
 Provide support and resources for the Assistive Technology Initiative by providing tools, tips and
resources on the DSS website by June 2007.
 The ATI website is live with various resources. The DSS website will be live before the
end of the summer 2007.
 DSS will work collaboratively with TLP to develop effective teaching opportunities for faculty.
 DSS and TLP continue to collaborate extensively regarding teaching opportunities for
faculty, especially in light of the ATI. TLP sits on the ATI sub committee for accessible
instructional materials, as well as a participant of the EnACT community of practice.
 DSS Director and staff will continue to participate in university workgroups and committees as
appropriate.
 DSS Director sits on the following committees:
 ATI Steering Committee
 Accessible Instructional Materials
 Accessible Procurement
 Web Accessibility
 Emergency Preparedness Committee
 Campus Climate Committee
 Diversity Scorecard
 University Construction Advisory Committee
 Campus Planning Executive Committee
 Americans with Disabilities Act Committee
 EnACT Community of Practice
 Brain Injury Taskforce (community based)
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DSS Staff sit on the following committees and/or workgroups:
 Accessible Instructional Materials
 Accessible Procurement
 Web Accessibility
 EnACT Community of Practice
 Environmental Affairs Committee
Division of Student Affairs
Disability Support Services
Annual Report 2006-2007
8
Goal 4 (CSU, Chico Strategic Priority 1): To determine student needs and improve program quality through
ongoing assessment of Disability Support Services.
Measures of Performance and Progress toward Goal:
 Audit services, publications, policies and practices to determine barriers to our program and Services
(EO 926) by the end of Fall 2006
 Prepare a plan for developing, revising and implementing policies.
 Audit process for requesting and producing alternative media by the end of Fall 2006
 Develop internal procedures for responding to accommodation requests (EO926) by end of fall 2006.
 Update publications/web site to reflect internal procedures by June 2007
 Audit grievance procedures per EO 926 by end of Fall 2006
 Develop standards for documentation by end of Fall 2006
 Streamline student file system by end of Fall 2006
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All of the above has been completed. See Section III.
 Establish a DSS student advisory committee with both campus entities and community
representatives by the end of Fall 2006.
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This was not achieved; More planning is required in Fall 2007.
VI. Ongoing Assessment Efforts
This year, I focused 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.
Student Data:
Primary Disability
Fall
2006
Spring
2007
Communication Disability
13
12
Deaf
Learning Disability
Mobility Limitation
Other Functional Limitations
Visual Limitations
Total
3
242
53
197
13
521
3
195
42
161
10
423
Quick Data AY 2006-2007:
Division of Student Affairs
Disability Support Services
Annual Report 2006-2007
9
DSS Primary Service
Fall
2006
Spring
2007
Registration Assistance
118
101
Disability related counseling services
Specialized equipment, materials,
supplies
Test taking facilitation services
Interpreter services
On campus mobility services
Note taker services
Other services
Reader services
Total
4
4
4
2
341
3
16
11
20
4
521
270
3
12
10
17
4
423
Quick Data AY 2006-2007
 1321 tests administered
 80 texts converted
 40 course packs converted
 528 hours of in-class EA
 192 hours of out of class EA
 60 psycho ed. tests administered
 1240 hrs. Sign language interpreting
 9000 Cart Rides
Services by disabilities data- Fall 2006:
Services
Registration assistance
Disability related counseling
Specialized equipment
Test Taking
Interpreter services
On campus mobility
Notetaker
Other services
Reader services
Total
Communication
4
Deaf
4
LD
61
1
1
172
Mobility
1
1
2
32
Other
51
2
10
1
3
2
3
9
2
197
127
Visual
1
1
6
3
5
13
Services by disabilities data- Spring 2007:
Services
Communication
Registration assistance
4
Disability related counseling
Specialized equipment
Test Taking
3
Interpreter services
On campus mobility
Notetaker
5
Other services
Reader services
Total
12
3
Deaf
2
3
2
242
LD
53
1
1
135
53
5
13
Mobility
1
1
1
25
Other
42
2
Visual
1
102
5
10
1
3
2
2
9
2
161
4
3
3
2
1
2
195
Graduation rate for CSU, Chico Students with disabilities 44%
Persistence rate for CSU, Chico Students with disabilities 50%
42
19
Total
118
4
4
341
3
12
11
20
4
521
Total
101
4
2
270
3
12
10
17
4
423
Division of Student Affairs
Disability Support Services
Annual Report 2006-2007
10
Student Access Survey
DSS administered a web based Student Access Survey in spring 2007, yielding a 19% response rate. The
survey asked students to consider availability and quality of staff and services of DSS, as well as, learning
outcomes. Full Survey results and student comments are attached at the end of this section. The following
highlights survey results.
Availability and Quality of Support Services
100%
90%
87%
84%
83%
80%
Percent Good + Excellent
80%
80%
77%
80%
75%
72% 71%
72%
70%
67%
62%
60%
56%
54%
50%
50%
57%
50%
40%
30%
20%
10%
er
pr
et
in
g
y
Quality of Service
In
t
te
c
hn
ol
og
g
ap
tiv
e
N
Ad
uc
Ed
Availability of Service
ot
et
ak
in
ts
ss
is
la
at
io
na
tra
s
am
pu
ta
n
es
rib
Sc
io
n
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ns
in
i
ad
m
st
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rta
t
tio
n
st
ra
rk
in
pa
ed
ca
an
di
H
C
Ac
ce
ss
ib
ilit
y
pp
in
f
or
m
at
io
n
g
0%
Division of Student Affairs
Disability Support Services
Annual Report 2006-2007
11
Alternate Format Services
 80 textbooks converted
 40 course packs converted
 18.6 days is the average # of days to covert print based instructional material
 25% of print based materials were provided to students by the first day of school
Alternative Format Materials
(Caution - low N's)
Time it takes to reproduce
textbooks
Accuracy of reproduced
textbook materials
36%
57%
20%
7%
73%
7%
Check-out process for
software/equipment is
clearly stated/easy to follow
33%
56%
11%
Return process for
software/equipment is
clearly stated/easy to follow
33%
56%
11%
Services from RFB&D are
adequate
0%
27%
46%
20%
% Very satisfied
40%
27%
60%
% Somewhat satisfied
80%
% Not very satisfied
100%
Division of Student Affairs
Disability Support Services
Annual Report 2006-2007
12
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
Learning Outcomes
I can determine what
academic
accommodations I
need.
91%
3%
6%
I can independently
request the DSS
services I need.
92%
3%
5%
I can successfully
advocate for academic
accommodations I
need with instructors.
80%
I am aware of how my
disability impacts my
life.
8%
3%
4%
93%
0%
20%
40%
% Agree + Strongly agree
% Neither
12%
60%
80%
100%
% Disagree + Strongly disagree
Division of Student Affairs
Disability Support Services
Annual Report 2006-2007
13
Summary
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:
Would you recommend a student with a disability
attend CSU, Chico?
6%
21%
73%
% Highly recommend
Full Survey and results
% Might recommend
% Would not recommend
Division of Student Affairs
Disability Support Services
Annual Report 2006-2007
14
VII. Analysis
After considering assessment opportunities, as well as demographic trends with respect to people with
disabilities, the following is offered as discussion of how to take CSU, Chico to the next level.
Effectiveness of Alternate Format services
Analysis shows that a significant number of students are not satisfied with the effectiveness of alternate text
services. The Office of Civil Rights has defined “effective” as timely and accurate. “Timely” means that
students with disabilities receive their print based instructional materials at the same time as students without
disabilities. Only 25% of our students received their texts and course packs by the first day of school. The
average number of days to convert text is 18.6; however, it took DSS ninety-five days to covert a text book
resulting in a three month delay for the student to receive the text. This is clearly unacceptable.
This is a complex issue that necessitates consideration of several factors involving several campus divisions.
Campus Wide Factors:
Only 20% of text books are ordered by faculty in a timely manner. Instructors have not been required to
meet deadlines associated with text book adoption. Additionally, there are a significant number of late hire
instructors which impacts text book adoption.
Electronic Reserve does not have efficient scanning hardware or software to produce accessible electronic
media which results in additional conversion required by DSS.
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. This year, DSS
implemented clear policy and procedures for the conversion service and will begin reminding students of
their responsibility to understand the process for timely conversion services.
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 has requested a full time
Alternate Media position.
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.
Division of Student Affairs
Disability Support Services
Annual Report 2006-2007
15
Professional Development
To facilitate equal access to postsecondary education for students with disabilities, DSS needs to provide
DSS staff with on-going opportunities for professional development. DSS needs to refine its orientation and
staff development of student personnel, as well. Anecdotal information from the DSS survey, direct
feedback from students and campus staff, as well as personal observation, demonstrates that the DSS staff
needs to develop a clear and consistent message about DSS mission and goals; understand how our program
is aligned with the CSU strategic priorities; and re-affirm our understanding and commitment to providing
high quality customer service. Within this framework, we need to consider how DSS can broaden our
services to really fulfill our mission and student learning outcomes. For example, 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 disabilities. As such, DSS
staff requires training in areas outside of the usual scope of academic support, but within a broader scope of
disability services; Specifically, DSS staff requires professional growth in the area of transition,
employment for persons with disabilities, and social and cultural adjustment, as well as community resources
for students with disabilities.
The effectiveness of assessment
We are doing an adequate job with assessment; however, in order to really take DSS to the next level of
excellent quality services, we need to better understand who and what we are doing now. There are currently
substantial gaps in our program evaluation system which impacts our ability to do a thorough assessment of
the program and services.
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?
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.
Division of Student Affairs
Disability Support Services
Annual Report 2006-2007
16
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 report only reflects test-taking. The data is dependent
upon how the advisors enter the information and how they are personally defining the elements.
Additionally, DSS is working with Enrollment Management to create report parameters that include the
following: DSS and class level, grades, academic programs, and persistence and graduation rates. Once we
have easy access to this information, we can more effectively assess the scope and trends related to DSS
students and our services.
Customer Feedback
DSS needs to consider all of its “customers” when analyzing the effectiveness of our services. Faculty
feedback regarding the quality and effectiveness of services is missing from our program evaluation.
This year, DSS needs to continue to develop a system to evaluate how DSS is serving the faculty community
and specifically, assess the training and support issues important to faculty.
Additionally, DSS needs to implement a Disability Advisory Council that can advise the DSS Director and
staff about the needs and issues that impact students with disabilities and their success on our campus. This
type of feedback, though anecdotal, is crucial as part of a thorough program evaluation system.
Other Assessment Opportunities
DSS has the means to capture additional assessment opportunities, such as conducting an “exit interview” for
students upon graduation, as well as conducting evaluations of student staff- educational assistants. This
information will be helpful to round out DSS program evaluation.
VIII. Goals for next academic year
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)
2. Strengthen our role as disability professionals on campus and in the community: On-going
professional development, outreach to campus and community groups, community colleges, and
disability services agencies. (CSU, Chico Strategic Priority #2)
3. Develop additional assessment opportunities: Work with Data warehouse team, implement DSS
Student Advisory Council, use exit interviews, and student staff evaluations. (CSU, Chico Strategic
Prioriy #5)