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

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

3. Discussion 1.What do you envision a strategic plan to look like? 2.Who has created a strategic plan and what was your experience like? 3

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. 4

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

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 6

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 7

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 8

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 9

10. Council for the Advancement of Standards (CAS) Functional Area: Disability Resources and Services Part 1. MissionPart 12. Technology Part 2. ProgramPart 13. Facilities and Equipment Part 3. LeadershipPart 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 10

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 11

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 12

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. 13 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. 14

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 15

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? 16

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

18. Verbs for each level LevelExample verbs CreatingAssess, critique, evaluate, prioritize, verify EvaluatingCombine, construct, generate, prepare, synthesize AnalyzingCalculate, compare, differentiate, examine, solve ApplyingApply, develop, perform, produce, use UnderstandingCompare, describe, explain, illustrate, summarize, RememberingChoose, identify, match, name, repeat 18

19. Outcome Examples 19 Behavior:Learners will be able to… Conditions:Given the tools, materials, environment…. Criterion: So that… (consistent with standards or measures) 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. 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] 20

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. 21

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

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 http://www.utexas.edu/academic/ctl/assessment/ iar/students 23

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 24

25. Planning Steps 1.Describe the learning context 2.Identify stakeholders and their needs 3.Create the learning objectives 4.Determine how you will use the results 5.Create an assessment plan Source: http://www.utexas.edu/academic/ctl/assessment/iar/students/plan/steps/?task=studentshttp://www.utexas.edu/academic/ctl/assessment/iar/students/plan/steps/?task=students 25

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

27. Sample Questions for Behavior Checklists Strongly Agree AgreeDisagreeStrongly Disagree I understand my disability and how it affects me. I can clearly and effectively identify my disability-related needs. I can clearly and effectively communicate my disability-related needs to others. 27

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 12345Very Likely How likely are you to meet with your professors and discuss your accommodation needs with them after attending this presentation? Not Likely 12345Very Likely 28

29. Sample Questions for Behavior Survey AlwaysSometimesRarelyNever I approached my notetaker to get the notes. My notetaker approached me to give me the notes. My notetaker consistently provided the notes to me. 29 How frequently did the following happen?

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

31. Sample Rubric for DS Staff Observations Advanced = 3Intermediate = 2Beginner = 1 Understanding of disability Can easily and effectively explain the disability. Has some difficulty explaining the disability. Has significant difficulty explaining the disability. Understanding of disability Clearly recognizes appropriate accommodations Has some difficulty recognizing appropriate accommodations. Has significant difficulty recognizing appropriate accommodations. Communication Skills Can clearly and effectively explain disability-related needs Has some difficulty explaining disability-related needs. Has significant difficulty explaining disability-related needs. 31

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.) 32

33. Assessment Method Concerns METHODCONCERNS Pre/Post w-w/o interventionAttrition, confounds, cooperation Post-onlyNo baseline Case studiesToo time intensive Manualized interventionTraining and enforcement Group processesAttrition, confounds, group effects 33

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

35. Discussion What types of assessments do you perform? 35

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