Accessibility Services has developed professional development opportunities for various SPC staff and for the Accessibility Services team. This training is evident in our Revitalization plan and in our campus outreach events to Faculty at CETL Events, to Learning Resources at the campuses, and in resources and training developed and available in MyCourses. In addition, we have collaborated with the online learning and Instructional Design Team to come up with creative ways to review courses for Accessibility and demonstrate accessibility through a student's perspective. All training and resources have been developed and placed in MyCourses, a new Resource Manual has been developed and made accessible to faculty and staff, and a Revitalization plan was established and presented to executive leadership.

Means of assessment:  Bi-annual department review 

Method:  The Accessibility Services (AS) team reviewed the number of trainings, amount of resources created, and participants and users that support faculty and staff on workign with students with disabilities and ADA compliance issues.  

Dates:  2015-2016

All advisors as of January 2016 will be trained in New advising training, promotion of Narrowing the Gulf will be promoted in Pinellas County Schools..

All advisors were trained in ADA 101 as of January 2015.  The team facilitated and promoted the annual Narrowing the Gulf conference to all SPC faculty and staff, including Pinellas County Schools at a discounted rate, to promote transition. The annual Narrowing the Gulf Conference was very successful as were the transition outreach events at all College campuses and Feeder high Schools.The team also created Faculty resources available online in My Courses, through CETL, and incorporated into the onboarding process for faculty and staff. All resources and trainings were posted in My Courses, along with the Accessibility Services Resource Guide.  Over 400 Faculty and staff were trained over the span of a year, and the coordinators met with over 900 students and parents in their outreach efforts.

After recieving feedback from advisors and faculty, we began planning future trainings for various groups and plan on incorporating the newest changes in legislation and aspects of accessibility through procurement, development, and evaluation of current courses, equipment and materials..  In addition, we took the comments from the feedback sheets at the Narrowing the Gulf Conference to plan for the following year and the student input for looking at enhancing transition processes.

Through the Able Trust Grant reports, it was apparent that the support of a specialized career and job development specialist was critical to the success of students and to assist with technical standards and essential function explanation for various academic programs and careers.  More students are attending workshops, visiting the Accessibility Services offices, and more Accessibility Services assistance is available for career development with the assistance of the Accessibility Services Job Development/Job placement coordinator. The College and community has embraced the idea of employing students with disabilities, and employers are excited to have our students work for them.

Our Job Development specialist has created workshops and developed individual and group sessions, including training for Career Development Facilitator Training, MLP Workshops, and individual counseling sessions with all Accessibility Services students who had not decided on a career plan.

All Accessibility Services Managers have created outreach plans to local high schools and have participated in the Pinellas Interagency Networking Council with local agencies, Department of Education Representatives, and Pinellas County School ESE and Transition Specialists. In addition, the Director of Accessibility Services serves as co-chair for the Pinellas Interagency Networking Council and the Job Development Specialist serves in a leadership position on the Clearwater Chamber of Commerce to network with local businesses and potential employers.

Means of Assessment: Who's Next Reports

Method: Coordinated direct and indirect services for students from transition through graduation in support of the The College Experience through individual advising sessions. The number of students served through the Job Development Specialists and placed in job/internship placements  was reviewed.

Dates: 7/1/15-6/30/16

Increase the amount of students with disabilities involved in career exploration, job development, transition, and outreach activities year over year.

Based on the Who's Next numbers, AS students coded as green in the BI system, and reports from our Job Development Specialist, approximately 10% more students were involved in career exploration, job development, transition, and outreach activities than the previous year.  All Accessibility Coordinators were also involved in the outreach efforts through the Pinellas Interagency Networking Council. Students participated in job developmenmt workshops and coordination with employers, collaboration with local agencies, and Chambers of Commerce.  Over 65 students registered with Accessibility Services were placed in jobs and 22,537 students visits visited the Accessibility Services offices at the various campuses.

The increased number of students coded green for Career Ready and students completing the FOCUS 2 is a direct result of outreach efforts from the coordinators and our AS Career Specialist.  When we first analyzed the data of how many students were coded red with no career goals or career exploration completed we decided to start calling and meeting with students to complete the FOCUS 2 and completing an MLP.  Once our career Specialist met with the students, she was able to plan internships for some and find jibs for others.

All training and resources have been developed and placed in My Courses, A new Resource Manual has been developed and made accessible to faculty and staff, and a Revitalization plan was established and presented to executive leadership. Accessibility Services, Campus leadership, and Facilities worked together to resolve campus compliance and access issues to promote Accessibility Services visibility and access for all students.

Means of Assessment: Assistive Technology Shared Tracking and Verification of SPC Self- Evaluation Facilities checklists against ADA standards

Method: The Disability Resources office utilized many technologies and Auxiliary Learning Aids and made them available to students, promoted Accessibility by training  Faculty and staff, and created ADA checklists to promote access and compliance at all physical and online learning environments at SPC. All campus AS Managers, Associate Provosts, and the AS Director were involved in planning and implementation of Accessibility Checklists and new Management Systems.

Dates: 2015-2016

Provide access to all students registered with Accessibility Services who need assistive technologies.

All ADA physical access standards will be addressed in the SPC Self-Evaluation Facilities Checklist.

Webinars and trainings for the new Management System were made available to all staff. The number of students aware of and utilizing Assistive Technologies inreased by 10% this year.  Associate Provosts worked with Accessibility Coordinators to address accessibility issues and signage issues at individual campuses.  Approximately 520 students utilized assistive technologies or recieved training in assistive Technologies.

Our Accessibility Coordinators and assistive Technology Specialist have increased the available assistive technlogy available, such as smart pens.  In addition, assistive technology workshops were added to CETL activities and campus events to promote awareness.  this increased the requests for assistive technology and contributed to a greater sence of independence for students. The impact on faculty and staff has been an increased awareness in Universal design Principles and consideration of Accessibility in the development, procurement, and assessment of educational materials.  This, in turn, resulted in fewer accessibility complaints and more procedures established in the standard SPC procurement process.