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Instructional Technology Plan

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  • 1. East Stroudsburg UniversityDisability Services’ TechnologyPlan 2012-2015By: Krista HessMCOM 526,Professor Melissa Whitman
  • 2. Phase 1 - Prepare to Plan1.1 SCHOOL DISTRICT AND COMMUNITY DEMOGRAPHICS East Stroudsburg University of Pennsylvania was established in 1893 as a Teacher prepschool called East Stroudsburg Normal School. The University went from private to public in1920 and changed its name to East Stroudsburg State Normal School. In 1927 the school earnedthe right to confer Bachelor of Science degrees in Education and Health Education. It then hadthe title of East Stroudsburg State Teachers College. In 1960 the name changed to EastStroudsburg State College and became East Stroudsburg University in 1983. The University is located in the Pocono Mountains and is an hour and a half away from bothNew York City and Philadelphia, PA. The school is located on 213 acres of land in the town ofEast Stroudsburg and has 63 buildings. The newest academic building sine 1973 is the Scienceand Technology building which was built in 2008. There are 68 Undergraduate Degrees and a19:1 student to teacher ratio. The school is slightly diverse with 22% of students being ofanother race besides Caucasian. The University’s Disability Services Department founded the first ever Disability HonorsFraternity, Delta Alpha Pi. The program assists about 400 students out of the school’s 7,387students. The program has services such as its own Assistive Technology Department whichhelps students with not only alternative technologies to help them read and write, but hiresnote takers to help them in the classroom.1.2 PLAN PROCESS OVERVIEW AND STAKEHOLDERSAdministration & ManagementDr. Julie Albiero-Walton Professor Academic Enrichment & Learning and Director of Disability ServicesDr. Virginia Reiner Professor Academic Enrichment & Learning and Disabilities SpecialistCommunicationsPhyllis Department SecretaryDiana Department SecretaryPatrick and Krista Department SecretaryCurriculum and InstructionDr. Julie Albiero-Walton Professor and DirectorJenny Wood Collier Assistive Technology SpecialistTechnology Advisory CommitteeJenny Wood Collier Assistive Technology SpecialistKrista Hess AT Graduate AssistantHardware &InfrastructureRobert D’Aversa ESU Computing Services1.3 TECHNOLOGY AND EDUCATION REFORM
  • 3. The office of Disabilities does and will continue to strive to assist students with their schoolwork in any way possible. The department’s graduation rate has risen in past years and with this plan the goal is to continue to as close to 100% as possible. The major process in the next three years will be to update all computer hardware and software to be compatible with our assistive technologies and the entire University.Phase 2 - Build Communications2.1 MISSION AND VISION STATEMENTSMission Statement: East Stroudsburg University’s Disability ServicesDepartment is dedicated toassisting eligible students with their classroom and assistive technology needs. By employing anassistive technology specialist and providing various equipment that students can sign-out forthe semesterwe can make a student’s educational experience better by having theiraccommodation needs met.VisionStatement: In five years time, the Disability Services Department will have an organizedand compatible service with the University, which will help students with and withoutdisabilities, with access to assistive technologies campus-wide.2.2 ONGOING COMMUNITY COMMUNICATION Community Communications Plan Message: Students in need of alternative formats of textbooks Audience: Disability Services Students Methods:Mass email Resources: messages Timeline: Sent to students at the beginning and end of each semester. Beginning for those who haven’t ordered books yet. End for those who wish to get a head start on getting their texts. Evaluation: The Technology Specialist and GA. Message: Students who need to pick up books Audience: Students Method: Personalized Phone Call Resources: phone Timeline: Called when the student has come to check if their books are in a week after classes start. Also, when books come in if they take a while. Evaluation: The Technology Specialist and GA with an Excel worksheet.
  • 4. Message: Payroll timesheets are due with instructions of certain steps that were unsuccessful the pay period before. Audience: Student employees Method: Signs around the offices and mass email Resources: printers and email Timeline: Signs go up Monday or Tuesday of the week timesheets are due. Emails go out on Wednesday, the day before timesheets are due to the department.2.3 PARTNERSHIPS AND COMMUNITY LINKAGES Investigation of Potential Partnerships List A. Alternative Textbook Formats Name:AccessTextNetwork Contact Name: Accesstext.org/providers.php Contact Phone: (866) 271-4968 Description of Potential Partnership:Students are required to buy the hard copy of the textbook. Then, they put in the order to the Technology Specialist to get an alternative text and the specialist puts in an order to AccessText. AccessText requires a membership from the school to do so. Possible Benefits to School: Less interference for professors and students in the classroom. Possible Benefits to Group or Organization:Better graduation rates Potential Contribution toTechnology Planning Effort:Encourages students to take classes they may not have before. B. Businesses- Business Name: Texthelp Systems Inc. Contact Name: ? Contact Phone: 888-248-0652 Description of Potential Partnership:The Company provides us with a 100 computer subscription to read and write gold that we pay for. They provide us with 30 day demos for PCs and Mac OS. Also, we receive a code to give to students for a discounted personal copy of R&WG. Possible Benefits to School: Save money, students do better on homework and tests. Possible Benefits to Group or Organization:Students are more confident in their work and with independence. Potential Contribution to Technology Planning Effort: ? Business Name: Learning Ally (Previously RFB&D) Contact Name: National Headquarters Contact Phone: 800-221-4792
  • 5. Description of Potential Partnership:Learning Ally sends a Newsletter written almost entirely in Braille every month. We also have access to their 70,000 audio recordings of text. Possible Benefits to School: More options for students who are blind. Possible Benefits to Group or Organization:We have more opportunities to make sure our students graduate. Potential Contribution toTechnology Planning Effort: We will keep this partnership.Phase 3 - Assess Current Status3.1 SUCCESS OF PREVIOUS PLANNot applicable.3.2 CURRICULUM AND STUDENT ACHIEVEMENTEast Stroudsburg University founded the first ever Disability Services Honor Society in thenation. These students act as mentors to incoming students in the Disability ServicesDepartment and put forth a positive light for people with disabilities. These students arerequired to have a GPA of 3.1Graduation Rates: 95% of students who receive help from the Disability Services Departmentgraduate.3.3 STUDENT AND STAFF TECHNOLOGY SKILLS, KNOWLEDGE, AND USAGEThe Head of the Department, the Assistant Head, Assistive Technology Specialist, and GA tookthe TSAT to identify their technology skills, knowledge, and usage.All four of the participants passed standard 1, Technology Operations and Concepts. Three outof the four passed Standard 2, Ethics and Safety. One had a few skills that were not checked.Only one participant left one skill unchecked in standard three, which is Teaching and Learningwith Technology. Therefore, three out of the four participants easily pass as Early Technology,the fourth only needs to learn a few more skills. After this point, only two participantscontinued the assessment.For Standard 1 in Developing Technology, one participant checked all skills; the other had 5skills left unmarked. For standard 2, Ethics and Safety, one participant checked all skills and theother left two unchecked. Standard three, Teaching and Learning Technology, left bothremaining participants without the skill of identifying and locating technology resources,including online curriculum resources. This was the only skill left unchecked by one participant,and the other left 5 out of 8 unchecked. This shows that the one participant can pass forDeveloping Technology and the other may need to go over these skills before continuing to thenext level.
  • 6. From here, both participants leave several skills unchecked in the Proficient section. The skillsthat both participants are lacking are: differentiating between formulas with absolute cellreferences and relative cell references in a spreadsheet, technology proficiency needsdiscussion and identification, evaluation of developing technologies in subject area, and usingData Warehouse and progress spreadsheets. This section needs work from both participants,and leaves them in the Proficient level.As for usage of technology, administration uses it mostly to communicate with each other andstudents. The head of the department uses the computer to do a lot of student registration andscheduling. The Assistive Technologist uses the computer for keeping track of equipment,students, book orders, and more. The computer is also used to download alternative formats oftextbooks.Students’ use of technology in the department involves signing out and being trained onAssistive Technologies and laptops. These are used for in-class work and taking exams.3.4 TECHNOLOGY INVENTORYRoom Device Category Age of DeviceAssistive Technology Office GA Computer Instructional Both are less than Specialist Administrative 5 years old ComputerTraining Room Computer Other 2-3 years Laptops Instructional 4-5 years Smart Pens Instructional 1 year or less Scanner Other 6 months CCTV Instructional 5+ yearsDirector office Computer Administrative 3 or less yearsAssistant Director Office Computer Administrative 3 +years3.5 FACILITIES - Assistive Technology Office: Two computers. Each has a back up drive, are passwordprotected, and are in a locked office. - Training Room: One computer and other assistive technologies. Computer is passwordprotected, all small technologies are in locked cabinets. The keys are in another office’s desk.The door to the room is locked. Only the locked door protects the scanner and CCTV. - Director and Assistant Director offices: One computer each. A key locks each room andcomputers are password protected.3.6 DISTRICT INFRASTRUCTURE PLAN AND DESIGN The Internet is routed from the Computing Services building to all other buildings oncampus. There is a400-megabit per second connection with 300 megabits to resident halls and100 megabits to the rest of campus. The megabits are shared so that when there is a need formore megabits, they are channeled to the correct area. Rosenkrans, where Disability Services is
  • 7. located has one gigabit or 1000 megabits per second. The Internet goes between buildings thenis dispersed through the building to each machine through the through network switch. This isthrough a copper wire that plugs in to the switch. The Topology used at East Stroudsburg is thestar, which is centered at the Computing Center.In Rosenkrans, there is a dedicated connectionfrom the switch to every device. Email is off campus in the cloud. Wireless access points are inthe ceiling in Rosenkrans. There are around 10. Computers in the office have a dedicatedconnection from the switch to where it has to go. Twenty computers share one router. Thenetworks are carvedinto virtual LANs, which have a capacity of 254 devices each.3.7 TECHNOLOGY SUPPORT SERVICES -The Disability Services office is supported by the University’s Computing Department.All the computers that are in labs across campus have an Assistive Technology on them thatneeds to be watched. Also, they handle our many external drives and networking issues. - The Assistive Technology office tends to act as support for the rest of the employees inthe department. The GA helps with many software issues.3.8 STAFF DEVELOPMENT To achieve an organized and completely compatible service with the University, firstwe’ll need to ensure there will be an Assistive Technology Specialist kept in the department.Also, some computers in the department are older than computers in the University’scomputer labs. These will need replacements so there are no computers with XP or olderOperating Systems. The computers in the offices will need updated Microsoft Office, AssistiveTechnology software, and Adobe suites. Also, the scanners will need to be replaced with Readand Write Gold compatible scanners. Most importantly, the Assistant Director will need to take a basic computing course oran instructional technology course to learn the basic software and their uses better. TheDirector and Assistive Technology Specialist will take a remedial course to brush up on someskills and catch up on some they have missed. This way, they will be of some help with thesupport that is needed for all the technologies the students use in the department. Also, theGraduate Assistant that comes in to the position will either need to be an InstructionalTechnology Student or have a specified amount of computer literacy.3.9 CURRENT TECHNOLOGY BUDGET ANALYSISCollier, Jennifer: PATTAN conference: $117 $149 $146Franklin Electronic Publishers: $338 $34 $229Scientific Calculator: $325 $7Amazon Computing Center: $187 $297 $16
  • 8. $30 $30 $12LENOVO: $175 $515 $24 $77 $25 $30 $613APPLE COMPUTER, INC. $599 $1,398 $138Shi International Corp $415 $421TOTAL: $6,307Phases 4 & 5 - Identify Strategic Goals & Objectives and CreateAction Steps for Objectives4.1 CURRICULUM AND LEARNINGA.) Goal: Faculty will make education accessible to all students. 1.) Objective:Students will have their own laptops, if they do not have their own, provided by Disability Services to achieve accessibility in the first year. Action: Faculty will obtain lap tops Steps: Faculty will search for grants for Higher Education Disability Services technology funding and/or gain funding from school. Faculty and students will discuss lap top options, and choose the best financially and functionally. Faculty will purchase laptops with funding. 2.) Objective: Disability Services faculty will demonstrate proper use of laptops by attending a Professional Development course, with 100% attendance. Action: Train faculty to use laptops. Steps: Find an individual to teach a Professional Development course on laptops. Plan Professional Development Course. Give Professional Development course on how to use laptops. 3.) Objective: Faculty will train students how to properly use laptops by giving a workshop within first semester of purchase. Action: Train students how to use laptops.
  • 9. Steps: Confirm the success of faculty’s Professional Development course. Create plan for student development course. Give lap top training course to students.B.) Goal: Graduate Assistants will make education accessible to all students. 1.) Objective: Assistive Technology Specialist will train all new Graduate Assistants how to use Read and Write Gold, LiveScribe pens, Ginger, and Dragon Dictate at the beginning of every semester 100% of the time. Action: Train Graduate Assistants how to use Assistive Technologies (AT). Steps: Assistive Technology Specialist will plan workshop for GAs to learn AT. AT Specialist will train GAs at workshop. AT Specialist will ask GAs to mock-teach how to use one of the ATs. 2.) Objective Graduate Assistants will give workshops to train students how to use Read and Write Gold, LiveScribe pens, Ginger, and Dragon Dictate at the beginning of every semester 100% of the time. Action: GAs will work together to plan workshop Steps: GAs will be supervised by AT Specialist during planning of workshop GAs will plan the workshop for students to attend. GAs will contact students and advertise workshop about ATs. Gas will hold workshop. 3.) Objective: GAs will provide notetaking, reading, and scribing services when needed, 100% of the time. Action: Provide notetaking, reading, and scribing. Steps: GAs will be trained how to provide these services. Gas will be trained how to set up appointments, and set up appointments when needed. GAs will find notetakers or be a notetaker when requested by student with disability.4.2 ADMINISTRATION AND MANAGEMENTA.) Goal: All administrative staff will have a better understanding ofthe use of technology intheir position. 1.) Objective: Faculty will take the TSAT at the beginning of every school year until all each has reached 100% mastery. Action: Distributing TSAT Steps: The Assistive Technology Graduate Assistant’s computer will have the TSAT saved on it.
  • 10. The ATGA will be directed by the AT Specialist to print out 4 copies of the TSAT. The ATGA will deliver the TSAT to each faculty member in the Disability Services department. 2.) Objective: Assistive Technology Specialist will look over TSAT for skills that need to be enforced, and will plan a Professional Development course every semester. Action: Establish skills that faculty are lacking. Steps: ATGA will collect TSAT from faculty when they are completed. ATGA will make note of what skills each faculty member have not checked on the TSAT. ATGA will inform AT Specialist of which skills the majority of faculty are lacking. AT Specialist will inform the faculty of this GA’s findings. 3.) Objective: Faculty will take Professional Development courses in technology skills they are lacking, as established from their taking of the TSAT every semester, until 100% mastery has been reached. Action: Give Professional Development Course Steps: Find facilitator that has knowledge of specific skills Plan Professional Development time and place that is most accessible for all faculty. Hold Professional Development Course.B.) Goal: Disability Services will always have an Assistive Technology Specialist in its employ. 1.) Objective: Disability Services will replace AT specialist as soon as possible if the current one leaves 100% of the time. Action: Employ new AT Specialist, if needed. Steps: Head of Department will create job description of AT Specialist Head of Department will create job posting for Specialist on ESU’s Human Resources page, and other Higher Ed job websites. Head of Department will interview prospective AT Specialists to ensure their knowledge of Disabilities and ATs. 2.) Objective: The Assistive Technologist will keep up with new ATs by attending Professional Development courses and conventions twice a year. Action: Keep AT Specialist up-to-date on new ATs and teaching with technology. Steps: AT Specialist will take ESU’s MCOM 520 to supplement knowledge of AT and technology integration. AT Specialist and their GA will attend the AT EXPO each year. AT Specialist will be on many AT mailing lists.
  • 11. 3.) Objective: All Disability Services (DS) faculty will utilize Assistive Technology Specialist’s services by sending students who need technological accommodations to him/her 100% of the time. Action: AT Specialist will accommodate students. Step: AT Specialist will send out email at the beginning of each school year to faculty with protocol for all accommodations he/she provides. DS faculty will send students to AT Specialist if their disability requires the use of an AT. AT Specialist of AT GA will train students how to use AT if they were unable to attend workshops.4.3 COMMUNICATIONS AND INFORMATION ACCESSA.) Goal: Disability Services’computers will be compatible with the school’s, University wide. 1.) Objective: The Disability Services Department will update all computers to the newest operating system that are compatible with each other and the school within the first year, with 100% accuracy. Action: Update all computers in department to Windows 7. Steps: Make contact with Computing Center Distinguish how to update computers in department to Windows 7 Plan time to have computers updated Have computers updated. 2.) Objective: Disability Services will update all computers to the newest version ofMicrosoft Office Professional within the first year, with 100% accuracy. Action: Update all computers to Office 2010. Steps: Make contact with Computing Center Distinguish how to update all computers in department to Office 2010Plan time to have computers updatedHave computers updated. 3.) Objective: Disability Services will update all computers to the newest version of Adobe Reader within the first year, with 100% accuracy. Action: Update all computers in department to newest Adobe Reader Steps: Make contact with Computing Center to know when new versions are released Distinguish how to update all computers in department to newest Adobe Reader Plan time to have computers updated Have computers updated.
  • 12. B.) Goal: The Disability Services website will be kept up to date, expanded, and made accessible. 1.) Objective: All AT devices that are available will be on the website within the first year, and kept up to date by the Graduate Assistant every semester with 100% accuracy. Action: Keeping track of AT devices on website. Steps: AT Specialist will give ATGA new AT devices ATGA will input new information in to an Excel Spreadseet ATGAwill send email to Webmaster with new AT device information 2.) Objective: The GA will send updated layouts, information, and new available technologies/services to the Webmaster with 100% accuracy, every semester. Action: Creating new website layout Steps: When hiring ATGAs, AT Specialist will ensure they are tech savvy and/or in the Instructional Technology program. GA will keep draft of previous webpage layouts and update them when necessary. ATGA will create new layout/look for website pages when needed, and send them to Webmaster. 3.) Objective: The website will be made accessible to those with disabilities by adding picture tags, font size options, and be made readable by the end of the first year with 100% accuracy. Action: Make website accessible for as many disabilities as possible. Steps: ATGA will research how to make accessibility changes and do the following: Make website ‘readable’ through text-to-speech programs All pictures will have ‘tags’, to fit in readable format Webpage will have text size optionsPhase 6 - Action Plan Development6.1 DETERMINE HARDWARE REQUIREMENTS AND ACTION PLAN Action: Faculty will obtain lap tops Steps: Faculty will search for grants for Higher Education Disability Services technology funding and/or gain funding from school. Faculty and students will discuss lap top options, and choose the best financially and functionally. Faculty will purchase laptops with funding.6.2 DETERMINE NETWORK REQUIREMENTS AND ACTION PLAN n/a6.3 DETERMINE FACILITIES REQUIREMENTS AND ACTION PLAN n/a
  • 13. 6.4 DETERMINE SOFTWARE REQUIREMENTS AND ACTION PLAN Action: Update all computers in department to Windows 7. Steps: Make contact with Computing Center Distinguish how to update computers in department to Windows 7 Plan time to have computers updated Have computers updated. Action: Update all computers to Office 2010. Steps: Make contact with Computing Center Distinguish how to update all computers in department to Office 2010 Plan time to have computers updated Have computers updated. Action: Update all computers in department to newest Adobe Reader Steps: Make contact with Computing Center to know when new versions are released Distinguish how to update all computers in department to newest Adobe Reader Plan time to have computers updated Have computers updated. 6.5 DETERMINE STAFF DEVELOPMENT REQUIREMENTS AND ACTION PLAN Action: Train faculty to use laptops. Steps: Find an individual to teach a Professional Development course on laptops. Plan Professional Development Course. Give Professional Development course on how to use laptops. Action: Train students how to use laptops. Steps: Confirm the success of faculty’s Professional Development course. Create plan for student development course. Give lap top training course to students. Action: Distributing TSAT Steps: The Assistive Technology Graduate Assistant’s computer will have the TSAT saved on it. The ATGA will be directed by the AT Specialist to print out 4 copies of the TSAT. The ATGA will deliver the TSAT to each faculty member in the Disability Services department. Action: Give Professional Development Course Steps: Find facilitator that has knowledge of specific skills Plan Professional Development time and place that is most accessible for all faculty. Hold Professional Development Course.6.6 DETERMINE TECHNOLOGY STAFF REQUIREMENTS AND ACTION PLAN Action: Train Graduate Assistants how to use Assistive Technologies (AT). Steps: Assistive Technology Specialist will plan workshop for GAs to learn AT. AT Specialist will train GAs at workshop. AT Specialist will ask GAs to mock-teach how to use one of the ATs.
  • 14. Action: Establish skills that faculty are lacking. Steps: ATGA will collect TSAT from faculty when they are completed. ATGA will make note of what skills each faculty member have not checked on the TSAT. ATGA will inform AT Specialist of which skills the majority of faculty are lacking. AT Specialist will inform the faculty of this GA’s findings. Action: Keep AT Specialist up-to-date on new ATs and teaching with technology. Steps: AT Specialist will take ESU’s MCOM 520 to supplement knowledge of AT and technology integration. AT Specialist and their GA will attend the AT EXPO each year. AT Specialist will be on many AT mailing lists. Action: AT Specialist will accommodate students. Step: AT Specialist will send out email at the beginning of each school year to faculty with protocol for all accommodations he/she provides. DS faculty will send students to AT Specialist if their disability requires the use of an AT. AT Specialist of AT GA will train students how to use AT if they were unable to attend workshops. Action: Keeping track of AT devices on website. Steps: AT Specialist will give ATGA new AT devices ATGA will input new information in to an Excel Spreadseet ATGAwill send email to Webmaster with new AT device information Action: Creating new website layout Steps: When hiring ATGAs, AT Specialist will ensure they are tech savvy and/or in the Instructional Technology program. GA will keep draft of previous webpage layouts and update them when necessary. ATGA will create new layout/look for website pages when needed, and send them to Webmaster. Action: Make website accessible for as many disabilities as possible. Steps: ATGA will research how to make accessibility changes and do the following: Make website ‘readable’ through text-to-speech programs All pictures will have ‘tags’, to fit in readable format Webpage will have text size options6.7 DETERMINE END-USER SUPPORT REQUIREMENTS AND ACTION PLANn/a6.8 DETERMINE MISCELLANEOUS REQUIREMENTS AND ACTION PLAN Action: GAs will work together to plan workshop Steps: GAs will be supervised by AT Specialist during planning of workshop GAs will plan the workshop for students to attend. GAs will contact students and advertise workshop about ATs. GAs will hold workshop. Action: Provide notetaking, reading, and scribing.
  • 15. Steps: GAs will be trained how to provide these services. GAs will be trained how to set up appointments, and set up appointments when needed. GAs will find notetakers or be a notetaker when requested by student with disability. Action: Employ new AT Specialist, if needed. Steps: Head of Department will create job description of AT Specialist Head of Department will create job posting for Specialist on ESU’s Human Resources page, and other Higher Ed job websites. Head of Department will interview prospective AT Specialists to ensure their knowledge of Disabilities and ATs.Phase 7 - Fiscal Analysis and Budget7.1 THREE-YEAR BUDGET The following is the budget for the plan listed above. Not included are the AssistiveTechnologies the department automatically receives through partnerships and agreements. Themiscellaneous item includes any troubleshooting or extra technology needs we will encounterin three years. Item # of Cost Potential Funding Source Year ItemsMacbook Pro 13 in. 2.4 GHz and Apple 5 $6,410 Tech Fee & Department Budget or Y1Care GrantTrainer for Macbooks 1 ? Department Budget or Grant Y1Facilitator for TSAT tech issues 1 ? Department Budget Y1,2,3Assistive Technology Specialist 1 $45,000 School When neededMCOM 520 for AT Specialist 1 $1,248 School When neededAT EXPO 2 $412 Department Budget Y1,2,3Windows 7 5 $595 Department Budget Y1Microsoft Office Professional 2010 5 $1745 Department Budget and/or Grant Y1Newest Adobe Reader 5 free - Y1Miscellaneous Expenses n/a $910 Department Budget Y1,2,3TOTAL: $56,380
  • 16. Phase 8 - Plan Review and Evaluation8.1 PLAN MONITORING STRATEGIES To monitor the plan, the faculty members of the department will meet every othermonth. They will check with one another to ensure their new software has been put in, andthat professional development plans are coming together. The GAs will also be a part of thesemeetings so they understand the plan. The faculty will set up an appropriate timeline for all theevents to occur each year, and check off the events at each meeting.8.2 EVALUATION STRATEGIES To evaluate the success of the plan, a survey will go out to the students who gainaccommodation through disability services. This survey will be informal and ask questions suchas ‘are all your accommodations being met’, ‘have you been trained by a GA’, ‘Were youtrained in a timely and informative matter’, etc. There will also be discussion at the end of eachschool year to see if there is too much or too little going on during the year. They will take thestudents’ survey answers and fix what needs to be fixed. This could include, the timing oftraining sessions for GAs, or training session for students.

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