Strategic Planning for the Small DS Office

1. Strategic Planning for the Small DS Office Presented by: Mark Pousson, Fontbonne University Dot Schmitt, St. John’s University Heather Stout, Saint Louis University Gavin Steiger, University of Houston-Clear Lake

2. Overview • Astin’s Theory of Involvement • Strategic Planning • CAS Standards • Writing Learning Outcomes • Assessment

3. Discussion • What do you envision a strategic plan to look like? • Who has created a strategic plan and what was your experience like?

4. Astin’s Theory of Involvement • A curriculum must elicit sufficient student effort and investment of energy to bring about the desired learning and development. • Students learn more when the learning environment is structured to encourage active student participation.

5. Astin’s Theory and the DS • Student satisfaction and participation in DS is likely to increase student involvement

6. How Can the DS Strategic Plan Enhance Student Involvement? • Ensure compliance with ADA • Assist students with their development of self-determination skills • Connect students with others and allies • Create a positive student experience with DS

7. Strategic Plan • Provides vision and direction • Ensures compliance with disability laws • Allows office to run efficiently • Checks whether staff are evolving • Determines the efficacy of day to day efforts Source: Gaddy, S. (2014). Develop a strategic plan for your disability services unit. Disability Compliance for Higher Education, 19 (8) 6

8. Writing A Strategic Plan • Start with the college/university’s master strategic plan • Typical time frame: 3-5 years • Brainstorm and establish broad categories • Seek feedback from colleagues and staff Source: Gaddy, S. (2014). Develop a strategic plan for your disability services unit. Disability Compliance for Higher Education, 19 (8) 6

9. Effective, Strategic DS Office Management • Start at the top and bottom using the organization’s overarching mission and specific unit objectives • Incorporate and assess learning outcomes • Don’t reinvent the wheel. Someone else has probably already done that! • Get additional resources

10. Council for the Advancement of Standards (CAS)Functional Area: Disability Resources and Services • Part 1. Mission Part 12. Technology • Part 2. Program Part 13. Facilities and Equipment • Part 3. Leadership Part 14. Assessment and • Part 4. Human Resources Evaluation • Park 5. Ethics • Part 6. Legal Responsibilities • Part 7. Equity and Access • Part 8. Diversity • Part 9. Organization and Management • Part 10. Campus and External Relations • Part 11. Financial Resources

11. CAS Standards and Guidelines Leadership/Strategic Planning • articulate a vision and mission that drive short- and long-term planning • set goals and objectives based on the needs of the population served and desired student learning or development and program outcomes • facilitate continuous development, implementation, and assessment of goal attainment congruent with institutional mission and strategic plans • promote environments that provide meaningful opportunities for student learning, development, and engagement • develop and continuously improve DRS in response to the changing needs of students served and evolving institutional priorities • intentionally include diverse perspectives to inform decision making • promote environments that provide meaningful opportunities for student learning, development, and engagement • develop and continuously improve DRS in response to the changing needs of students served and evolving institutional priorities • intentionally include diverse perspectives to inform decision making

12. CAS Self-Assessment – the five steps • Establish self-study process and review team • Understanding the CAS Standards and Guidelines and the Self-Assessment Guide • Compiling and reviewing documentary evidence • Judging performance • Completing the assessment process

13. Using Bloom’s Taxonomy Bloom et al (1956) categorized cognitive skills to develop learning objectives, goals, and outcomes to guide instruction and assessment. Revised in 2001 by Krathwohl and Anderson. Anderson, L.W. & Krathwohl, D.R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objectives. Boston, MA: Allyn & Bacon.

14. Defining Learning Outcomes Learning outcomes or “learning objectives” are statements describing the changes in behavior or performance that are the desired outcome of the learning interaction between the students and the facilitator of the learning process.

15. Categorizing Outcomes • Information: require learner to recall knowledge • Mental Skills: require learner to analyze, classify or solve problems that involve cognitive processes • Physical Skills: require learner to perform a physical or manipulative activity involving fine or gross motor skills • Attitudes: require learners to make choices reflecting beliefs such as ethical behavior

16. Constructing Learning Outcomes • Audience – who are the learners? • Behavior – what should they know, do, or believe? • Condition – under what conditions should they perform? • Degree – what standard is successful?

17. SMART Learning Outcomes • Specific • Measurable • Aggressive but Attainable • Results-oriented • Time bound

18. Verbs for each level

19. Outcome Examples • Behavior:Learners will be able to… • Conditions: Given the tools, materials, environment…. • Criterion: So that… (consistent with standards or measures) • Behavior:Participants will be able to write learning objectives • Conditions: After being given access to the appropriate subject matter expert(s), access to task analysis data, and criteria for success • Criterion: So that the objectives are specific, behaviorally- based and measurable.

20. Program-related Outcomes • Students (A) who participate in the DS New Student Orientation (C) will: • become interdependent and utilize campus resources (B&D). [DO] • Identify (B) one (D) new method of advocating for themselves. [KNOW]

21. Service-related Outcome • Students (A) who have received texts in alternative formats (C) will report they have gained knowledge of assistive technology (B&D) which they can utilize in the future.

22. What learning outcomes would you create for your program?

23. Assessing Outcomes • Student assessment involves the evaluation of student learning through assignments, exams, and portfolios. • Begin your assessment with careful planning, followed by gathering data and then reporting results. Source: http://www.utexas.edu/academic/ctl/assessment/iar/students

24. Assessments should relate to: • Program goals • Needs of specific student population (readily usable) • Ethical guidelines, best practices, and professional standards • Any related legal standards

25. Planning Steps • Describe the learning context • Identify stakeholders and their needs • Create the learning objectives • Determine how you will use the results • Create an assessment plan Source: http://www.utexas.edu/academic/ctl/assessment/iar/students/plan/steps/?task=students

26. Self-Report Methodsof Assessment • Satisfaction and behavior surveys • Behavior checklists • Pre/post testing

27. Sample Questions for Behavior Checklists

28. Sample Questions for Behavior Survey How likely were you to meet with your professors and discuss your accommodation needs with them before attending this presentation? Not Likely 1 2 3 4 5 Very Likely How likely are you to meet with your professors and discuss your accommodation needs with them after attending this presentation? Not Likely 1 2 3 4 5 Very Likely

29. Sample Questions for Behavior Survey How frequently did the following happen?

30. Subjective Methods of Assessment by Staff Systematically Anecdotally DS staff member observations Discussion with student about self-advocacy • Part of the intake or accommodation renewal process • Built in through paperwork process, cues for DS coordinator

31. Sample Rubric for DS Staff Observations

32. Considerations when Developing Questions • Should have enough specificity • Should have “face validity” • Statistical Validity and Reliability • Shouldn’t be too wordy or technical in jargon • Consider the audience of respondents (e.g., reading ability, disability types, online survey sites’ compatibility with AT, etc.)

33. Assessment Method Concerns

34. Consider Multiple Minority Group Membership • Athletes • LGBTQ • Race • Ethnicity • Religious beliefs • National origin • Socio-economic status • Gender identity • Age • Veterans

35. Discussion What types of assessments do you perform?

36. Contact information: Mark Pousson, Mpousson@Fontbonne.edu 314-719-3627 (voice) Dorothy Schmitt, schmittd@stjohns.edu 718-990-6384 (voice) Heather Stout, stoutha@slu.edu 314-977-8885 (voice) Gavin Steiger, steiger@uhcl.edu 281-283-2648 (voice)