Disability Resources Development and Evaluation: Keys to Growth and Change.
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Disability Resources Development and Evaluation: Keys to Growth and Change
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Transcript of Disability Resources Development and Evaluation: Keys to Growth and Change.
Disability Resources
Development and Evaluation: Keys to Growth and Change
Topics: Development and Evaluation of DRSAssessment practices
Forms of assessment: students, operational, programmatic
Data collection
Programmatic evaluation – internal & external review
Packaging findings: reports, memos, budget proposals
Assessment Practices
Strategic and Operational GoalsDrive the institution and the department
AssessmentCreating a measurement in relation to a goal
Collecting, organizing and analyzing data
Evaluation – met or progressed toward goals?
Sharing findings
Changing processes
Revising goals
Graphic representation
Strategic GoalInstitutional goal: Improve fall to fall retention to 66%
Departmental goal: Determine current retention rate for students with disabilities
Assessment: Identify cohort of swd for “x” years and calculate retention rate, fall to fall re-enrollment
Evaluation: compare swd to general college cohort
Reporting: what to do with your findings and what to do next? Are interventions needed and available?
Departmental Goal
Issue – operationally, note taking is problematic
Assess & identify problems with current system. Propose solutions for this accommodation.
Assessment: gather data on usage, delivery system: time effectiveness, cost. What are best practices?
Evaluate: what is working, not working – why? Propose changes: smart pens, UDL approach
Reporting: Share findings and changes – benefits!
Design an assessment
What to focus on: strategic or departmental goal?
How will you assess? Who can assist?
Who will evaluate and report the findings? How? To whom?
Departmental Assessments
Focus on studentsSatisfaction, impact, learning, academic outcomes
Surveys, focus groups, research project
Focus on operationsE-text and alt media, use of contractual services, reviewing new student processes
Focus on entire departmentalProgrammatic review: internal and external
Use of standards: CAS as an example
CAS Standards for DRS
Contain 12 key elements: Mission, Program, Organization, Human Resources, Ethics, Governance, Diversity/Access, Institutional/External Relations, Finances, Technology, Facilities and Assessment/Evaluation
CAS - Mission should focus on:Institution-wide advisement and training on disability-related topics, UD and disability scholarship
Collaborating with partners to identify and remove barriers to foster an all-inclusive campus
Providing individual services and facilitating accommodations
Data CollectionData collected will related directly to the type of assessment
General data collection practices to implement
Demographics, accommodations provided, other supports; budget expenditures
Commercial data bases – advantageshttp://microscience.on.ca/clockwork/
http://accessiblelearning.com
Clockwork and AIM are both excellent
Data Collection – your assessmentAssessment for:
Departmental goal
Strategic goal
Describe your process/activities for this assessment.
Can you emulate someone else’s practices?
What data will you collect, when, by whom?
How will you use the findings?
Findings of Assessment
Generate multiple productsMemos – brief and focused on one topic
Reports – include Executive Summary and details
Fact Sheets – snapshots of DRS
Use results to re-design processes, create revised goals
Missed opportunity – assessment results NOT used to make positive/necessary changes
No one knows what you know about students with disabilities
