1. East Stroudsburg University
Disability Services’ Technology
Plan 2012-2015
By: Krista Hess
MCOM 526,Professor Melissa Whitman

2. Phase 1 - Prepare to Plan
1.1 SCHOOL DISTRICT AND COMMUNITY DEMOGRAPHICS
East Stroudsburg University of Pennsylvania was established in 1893 as a Teacher prep
school called East Stroudsburg Normal School. The University went from private to public in
1920 and changed its name to East Stroudsburg State Normal School. In 1927 the school earned
the right to confer Bachelor of Science degrees in Education and Health Education. It then had
the title of East Stroudsburg State Teachers College. In 1960 the name changed to East
Stroudsburg 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 both
New York City and Philadelphia, PA. The school is located on 213 acres of land in the town of
East Stroudsburg and has 63 buildings. The newest academic building sine 1973 is the Science
and Technology building which was built in 2008. There are 68 Undergraduate Degrees and a
19:1 student to teacher ratio. The school is slightly diverse with 22% of students being of
another race besides Caucasian.
The University’s Disability Services Department founded the first ever Disability Honors
Fraternity, Delta Alpha Pi. The program assists about 400 students out of the school’s 7,387
students. The program has services such as its own Assistive Technology Department which
helps students with not only alternative technologies to help them read and write, but hires
note takers to help them in the classroom.
1.2 PLAN PROCESS OVERVIEW AND STAKEHOLDERS
Administration & Management
Dr. Julie Albiero-Walton Professor Academic Enrichment & Learning and
Director of Disability Services
Dr. Virginia Reiner Professor Academic Enrichment & Learning and
Disabilities Specialist
Communications
Phyllis Department Secretary
Diana Department Secretary
Patrick and Krista Department Secretary
Curriculum and Instruction
Dr. Julie Albiero-Walton Professor and Director
Jenny Wood Collier Assistive Technology Specialist
Technology Advisory Committee
Jenny Wood Collier Assistive Technology Specialist
Krista Hess AT Graduate Assistant
Hardware &Infrastructure
Robert D’Aversa ESU Computing Services
1.3 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 Communications
2.1 MISSION AND VISION STATEMENTS
Mission Statement: East Stroudsburg University’s Disability ServicesDepartment is dedicated to
assisting eligible students with their classroom and assistive technology needs. By employing an
assistive technology specialist and providing various equipment that students can sign-out for
the semesterwe can make a student’s educational experience better by having their
accommodation needs met.
VisionStatement: In five years time, the Disability Services Department will have an organized
and compatible service with the University, which will help students with and without
disabilities, 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 Status
3.1 SUCCESS OF PREVIOUS PLAN
Not applicable.
3.2 CURRICULUM AND STUDENT ACHIEVEMENT
East Stroudsburg University founded the first ever Disability Services Honor Society in the
nation. These students act as mentors to incoming students in the Disability Services
Department and put forth a positive light for people with disabilities. These students are
required to have a GPA of 3.1
Graduation Rates: 95% of students who receive help from the Disability Services Department
graduate.
3.3 STUDENT AND STAFF TECHNOLOGY SKILLS, KNOWLEDGE, AND USAGE
The Head of the Department, the Assistant Head, Assistive Technology Specialist, and GA took
the TSAT to identify their technology skills, knowledge, and usage.
All four of the participants passed standard 1, Technology Operations and Concepts. Three out
of 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 Learning
with 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 participants
continued the assessment.
For Standard 1 in Developing Technology, one participant checked all skills; the other had 5
skills left unmarked. For standard 2, Ethics and Safety, one participant checked all skills and the
other left two unchecked. Standard three, Teaching and Learning Technology, left both
remaining 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 for
Developing Technology and the other may need to go over these skills before continuing to the
next level.

6. From here, both participants leave several skills unchecked in the Proficient section. The skills
that both participants are lacking are: differentiating between formulas with absolute cell
references and relative cell references in a spreadsheet, technology proficiency needs
discussion and identification, evaluation of developing technologies in subject area, and using
Data 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 and
students. The head of the department uses the computer to do a lot of student registration and
scheduling. 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 of
textbooks.
Students’ use of technology in the department involves signing out and being trained on
Assistive Technologies and laptops. These are used for in-class work and taking exams.
3.4 TECHNOLOGY INVENTORY
Room Device Category Age of Device
Assistive Technology Office GA Computer Instructional Both are less than
Specialist Administrative 5 years old
Computer
Training 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+ years
Director office Computer Administrative 3 or less years
Assistant Director Office Computer Administrative 3 +years
3.5 FACILITIES
- Assistive Technology Office: Two computers. Each has a back up drive, are password
protected, and are in a locked office.
- Training Room: One computer and other assistive technologies. Computer is password
protected, 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 and
computers are password protected.
3.6 DISTRICT INFRASTRUCTURE PLAN AND DESIGN
The Internet is routed from the Computing Services building to all other buildings on
campus. There is a400-megabit per second connection with 300 megabits to resident halls and
100 megabits to the rest of campus. The megabits are shared so that when there is a need for
more 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 then
is dispersed through the building to each machine through the through network switch. This is
through a copper wire that plugs in to the switch. The Topology used at East Stroudsburg is the
star, which is centered at the Computing Center.In Rosenkrans, there is a dedicated connection
from the switch to every device. Email is off campus in the cloud. Wireless access points are in
the ceiling in Rosenkrans. There are around 10. Computers in the office have a dedicated
connection from the switch to where it has to go. Twenty computers share one router. The
networks 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 that
needs 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 in
the department. The GA helps with many software issues.
3.8 STAFF DEVELOPMENT
To achieve an organized and completely compatible service with the University, first
we’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’s
computer labs. These will need replacements so there are no computers with XP or older
Operating Systems. The computers in the offices will need updated Microsoft Office, Assistive
Technology software, and Adobe suites. Also, the scanners will need to be replaced with Read
and Write Gold compatible scanners.
Most importantly, the Assistant Director will need to take a basic computing course or
an instructional technology course to learn the basic software and their uses better. The
Director and Assistive Technology Specialist will take a remedial course to brush up on some
skills and catch up on some they have missed. This way, they will be of some help with the
support that is needed for all the technologies the students use in the department. Also, the
Graduate Assistant that comes in to the position will either need to be an Instructional
Technology Student or have a specified amount of computer literacy.
3.9 CURRENT TECHNOLOGY BUDGET ANALYSIS
Collier, Jennifer: PATTAN conference: $117
$149
$146
Franklin Electronic Publishers: $338
$34
$229
Scientific Calculator: $325
$7
Amazon Computing Center: $187
$297
$16

8. $30
$30
$12
LENOVO: $175
$515
$24
$77
$25
$30
$613
APPLE COMPUTER, INC. $599
$1,398
$138
Shi International Corp $415
$421
TOTAL: $6,307
Phases 4 & 5 - Identify Strategic Goals & Objectives and Create
Action Steps for Objectives
4.1 CURRICULUM AND LEARNING
A.) 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 MANAGEMENT
A.) Goal: All administrative staff will have a better understanding ofthe use of technology in
their 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 ACCESS
A.) 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 of
Microsoft 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 2010
Plan time to have computers updated
Have 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 options
Phase 6 - Action Plan Development
6.1 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/a
6.3 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 options
6.7 DETERMINE END-USER SUPPORT REQUIREMENTS AND ACTION PLAN
n/a
6.8 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 Budget
7.1 THREE-YEAR BUDGET
The following is the budget for the plan listed above. Not included are the Assistive
Technologies the department automatically receives through partnerships and agreements. The
miscellaneous item includes any troubleshooting or extra technology needs we will encounter
in three years.
Item # of Cost Potential Funding Source Year
Items
Macbook Pro 13 in. 2.4 GHz and Apple 5 $6,410 Tech Fee & Department Budget or Y1
Care Grant
Trainer for Macbooks 1 ? Department Budget or Grant Y1
Facilitator for TSAT tech issues 1 ? Department Budget Y1,2,3
Assistive Technology Specialist 1 $45,000 School When
needed
MCOM 520 for AT Specialist 1 $1,248 School When
needed
AT EXPO 2 $412 Department Budget Y1,2,3
Windows 7 5 $595 Department Budget Y1
Microsoft Office Professional 2010 5 $1745 Department Budget and/or Grant Y1
Newest Adobe Reader 5 free - Y1
Miscellaneous Expenses n/a $910 Department Budget Y1,2,3
TOTAL: $56,380

16. Phase 8 - Plan Review and Evaluation
8.1 PLAN MONITORING STRATEGIES
To monitor the plan, the faculty members of the department will meet every other
month. They will check with one another to ensure their new software has been put in, and
that professional development plans are coming together. The GAs will also be a part of these
meetings so they understand the plan. The faculty will set up an appropriate timeline for all the
events 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 gain
accommodation through disability services. This survey will be informal and ask questions such
as ‘are all your accommodations being met’, ‘have you been trained by a GA’, ‘Were you
trained in a timely and informative matter’, etc. There will also be discussion at the end of each
school year to see if there is too much or too little going on during the year. They will take the
students’ survey answers and fix what needs to be fixed. This could include, the timing of
training sessions for GAs, or training session for students.