accessible technology initiative: academic year 2018-19...accessible technology initiative: academic...

Accessible Technology Initiative: Academic Year 2018-19

Background .............................................................................................................................3

2017 Accomplishments ...........................................................................................................3

Instructional Materials ........................................................................................................3

Goal 4: Faculty Use of Learning Management System (LMS) or non-LMS Course Websites ........................................................................................................................................3

Goal 5: Accessibility Requirements for Multimedia..........................................................3

Goal 8: Communication Process and Training Plan ..........................................................4

Procurement .......................................................................................................................4

Goal 1: Procurement Procedures.....................................................................................4

Goal 5: Training ...............................................................................................................4

Goal 6: Communication & Outreach ................................................................................4

Web ....................................................................................................................................5

Benchmarking Accessible Technology Initiative.......................................................................5

ATI Focus Areas .......................................................................................................................6

Instructional Materials ........................................................................................................6

Benchmark Goal 1: ..........................................................................................................6

Benchmark Goal 4: ..........................................................................................................7

Benchmark Goal 5: ..........................................................................................................8

Benchmark Goal 6: ..........................................................................................................8

Benchmark Goal 7: ..........................................................................................................9

Benchmark Goal 8: ..........................................................................................................9

Benchmark Goal 9: ........................................................................................................10

Procurement .....................................................................................................................10

Benchmark Goal 1: ........................................................................................................10

Related Goal 2: ..........................................................................................................11

Related Goal 6: ..........................................................................................................11

Related Goal 7 ...........................................................................................................11

Web ..................................................................................................................................11

Benchmark Goal 1 .........................................................................................................12

Related Goal 3: ..........................................................................................................12

Related Goal 5 ...........................................................................................................12

Related Goal 6 ...........................................................................................................13

Last updated: 7/12/19 1


Appendix A: Instructional Materials Benchmark Deliverables............................................14

Appendix B: Procurement Benchmark Deliverables...........................................................17

Appendix C: Web Benchmark Deliverables ........................................................................20



Background

Since its inception, the Accessible Technology Initiative (ATI) at Sacramento State has made significant progress. Historically, the Chief Information Officer (CIO) and Vice President of Information Resources & Technology (IRT) has provided executive sponsorship of the initiative. This sponsorship led to designing support positions, processes, and progressive resources available to campus.

2017 Accomplishments

Instructional Materials

In Fall 2017, The Academic Technology Center (ATC) was formed as a collaborative effort between Academic Affairs and IRT. Initially, this endeavor created a unified center for support transitioning from Blackboard to Canvas, the campus Learning Management System (LMS). By combining staffing into a cohesive unit, academic technology expertise and resources were focused on providing comprehensive support and positive experiences for faculty and students experiencing the transition. Since the center’s inception, staff from both divisions engaged knowledge sharing and shared processes, which leads to greater capacity to build awareness and promote ATI as it relates to teaching and learning. The collaboration led to improved processes and introduction of new procedures that cement the importance of ATI as it relates to the instructional space. Some clear examples of progress include:

Goal 4: Faculty Use of Learning Management System (LMS) or non-LMS Course Websites • Accepted participation in the to the Chancellor’s Office Ally Collaborative group. Phase 1

is in process. • Collaborated with Academic Affairs and the Faculty Senate LMS Advisory Committee to

gain input and establish an accessibility evaluation process for Canvas integrations, known as a Learning Interoperability Tools (LTI).

Goal 5: Accessibility Requirements for Multimedia

Usage of the campus video platform, Mediasite, continues to grow. This software provides accommodations for students who need captioning. Captioning is requested directly in the application with a checkbox.

Captioning is generally requested when faculty are aware of a student needing the accommodation. However, captioning also facilitates principles of Universal Design for Learning (UDL) that can support varied learning styles. The ATC is tracking and monitoring usage of captioning to better understand the resource implications for wider adoption of



CaptionSync to facilitate accessibility and potentially UDL experience with multimedia. Metrics from the last year suggest faculty are using multimedia and captioning more widely over time. Since Mediasite’s inception, captioning usage patterns are as follows:

• 2015-16: 9,905 minutes of video captioned • 2016-17: 19,620 minutes of video captioned • 2017-18: 23,411 minutes of video captioned

Goal 8: Communication Process and Training Plan

The combined ATC unit was able to provide robust training on Canvas, embedding accessibility best practices. This effort led to collaborations with the Center for Teaching and Learning (CTL), where accessibility training was offered through faculty learning communities (FLCs). This also provided an opportunity to conceptually introduce principles of UDL to faculty. These efforts address and advance accessibility outcomes and create foundational opportunities to grow into building courses from these principles.

Procurement

Goal 1: Procurement Procedures

Overall, the ICT procurement process is highly utilized and well supported by a staff member working in the ATC. In 2017-18, this staff member reviewed approximately 1600 campus-wide procurement requests. Of these requests 173 necessitated a review of a vendor’s Voluntary Product Accessibility Templates (VPATs). The total number of reviews increased about 8% from the year prior.

A new review process for faculty-requested LMS integrations was implemented this year. Requests for integrations, which do not involve a direct purchase, historically did not receive an accessibility review. With the formation of the ATC , a more unified approach to integrating technologies into Canvas was created. As part of that process, integrations require thorough VPAT reviews and testing as they are implemented for student use. Since 2013-14, procurement card orders were required to follow the ICT review process prior to purchase. Now, in addition to that requirement, they must also be submitted and approved by the Procurement Office after the ICT review is executed. This ensures all procurement card purchases are vetted by all reviewing parties, prior to purchase.

Goal 5: Training

Through collaboration with Human Resources, procurement content is incorporated into the new employee onboarding program for new administration and professional staff. The procurement procedure is shared within that training program.

Goal 6: Communication & Outreach



This last year the federal government changed the language from Electronic and Information Technology (E&IT) to Information and Communication Technology (ICT). An ATC staff member updated the process used to execute procurement workflow, public-facing content on the campus website, and communicated with end users regarding the change.

Web

The entire Sacramento State Web & Mobile Services team is dedicated to rebuilding csus.edu, which is set to launch Spring 2019. As part of that project launched in Fall 2017, Web Stewardship, the new website strategy and build, which started in Spring 2018, has accessibility as a focal point. In addition, a governing body will be established to ensure stewardship guidelines and practices are followed. The guidelines, written in May 2018, align directly with the following Accessible Technology Initiative (ATI) goals:

• Goal 1: Identify and repair or replace inaccessible websites, web applications, and digital content.

• Goal 2: New website/web application and digital content development complies with all Section 508 accessibility guidelines.

• Goals 3: Updating and maintenance of websites/web applications and digital content comply with Section 508 Accessibility Standards.

• Goals 5: Professional development training has incorporated Section 508 accessibility guidelines into website and web applications development and digital content preparation.

• Goals 6: In general, the campus community is aware of Section 508 guidelines to make web-based information available to everyone (students, staff, faculty & the general public) regardless of disability.

• Goal 7: Campus governance entities are aware of and kept informed about web accessibility.

The draft of the these stewardship guidelines can be viewed internally.

The team and its focus overall have transformed practices. The staff members on this team are placing more emphasis on user experience and less on technological solutions. Whereas previously, efforts of the team focused on tools to solve problems, the team is now operating in a best practices mindset in creating accessible web experiences. With this strategic change, the state of the campus website is expected to be vastly improved in 2018-19. The standards and practices developed on this project can be extended to future web development endeavors.

Benchmarking Accessible Technology Initiative

This coming year, beginning July 2018, the Chancellor’s Office is supporting a more focused effort for campuses by benchmarking specific indicators at the campus level. This effort will enable campuses to focus resources and prioritize movement toward better outcomes on a


https://csus.edu


more global scale. At the same time, this effort will require a more strategic effort by campus leadership to facilitate progress on these specific goals. But, a strategic effort can also facilitate progress on related goals, moving the initiative into the wider campus culture.

The following plan is organized by the Chancellor’s Office proposed goals and indicators for benchmarking campus efforts. Additionally, the plan identifies goals and indicators that relate to these benchmarks. The latter goals and indicators are proposed to stretch the benchmark efforts and continue momentum on existing work within the initiative.

ATI Focus Areas

Instructional Materials

Currently, two IRT staff members working the Academic Technology Center (ATC) contribute to supporting accessibility as it relates to instructional materials; one staff member is a subject-matter expert in procurement; the other in instructional materials. Embedding these staff members in this area ensures knowledge is shared by multiple members of this unit to support larger campus efforts.

The overall goal of this ATI focus area is to ensure campus commits resources and processes to support accessible materials used in the instructional work of faculty. At Sacramento State, the focus on accessible instructional materials is considered more broadly to bring greater inclusivity to the learning experience of students.

The ATC team is charged with bringing all identified benchmarks to a level of Established, making additional progress as outlined in this plan, and improving the identified related goals. Appendix A lists the deliverables for the 2018-19 plan.

Benchmark Goal 1: The campus has implemented a comprehensive plan to ensure the timely adoption of textbooks and other instructional materials.

Benchmark: Commitment and Ability Indicators: 1.1, 1.2

Sacramento State has reached an Established status on both of these indicators. However, due to staffing and organizational changes, it is recommended these indicators are revisited to identify any gaps, barriers, or improvement opportunities. Once evaluated, the process should be documented thoroughly and placed in a shared folder for internal audiences.

The current process is as follows for indicator 1.1:



Early in the semester, the Hornet Bookstore contacts colleges and departments about textbook requisition due dates. The Hornet Bookstore notifies department chairs and deans about courses missing material selections; this data, cross-checked against a late hires list, helps determine the success of late-hire adoption (Goal 2). Opportunities for improvement:

a. Identify who sends the communications. b. Identify if there are follow-up communications. c. Document the process to identify gaps, barriers, or improvements. d. Set a goal to improve adoption rates (indicator 1.4).

The current process is as follows for indicator 1.12

After priority registration, SSWD staff contact faculty or departments who have students with disabilities enrolled in courses to request assistance with identifying IM (instructional materials) for alternative media conversion purposes.

a. Identify source of communication. b. Identify opportunity to follow-up on communication. c. Ensure if further support is needed of SSWD.

Benchmark Goal 4: The campus has implemented policies and procedures to promote the posting of all required curricular and instructional resources (including print-based and multimedia materials) in a central, accessible electronic location e.g. campus LMS.

Benchmark: Commitment Indicator: 4.1

Overall, the progress on this goal has moved from Established to Defined as the staff working on the implementation of Ally are in the process of developing new procedures and guidelines that take a more comprehensive focus on designing courses and accompanying curricular materials with built-in accessibility and usability in mind.

Existing commitment needs to be updated with regard to a new campus LMS and adoption of Ally as follows:

1. The course accessibility checklist and course proposal form for new courses promote the use of the LMS to post electronic versions of instructional materials, including syllabi.

a. Update checklist annually for new materials that point to the new campus LMS, Canvas.

b. Pilot of Ally and its capabilities will need to be included in the checklist. c. Evaluate resource needs through Fall 2018 and Spring 2019 as Ally can provide

actionable data.



2. The Center for Teaching and Learning (CTL) developed a Canvas Quality Matters template to standardize availability of resources for students, including how to access services offered by SSWD. The template can be updated to:

a. Ensure any templates reflect the new campus LMS, Canvas. b. Reference to Ally pilot, including support materials for faculty and students, will

need to be included once the service is implemented. 3. ATI leaders and staff are collaborating with Academic Affairs to promote the LMS the

primary campus repository for instructional materials. a. Develop awareness campaign in the final semester of transition to Canvas and

pilot of Ally. b. Develop new training series with Canvas and Ally.

Benchmark Goal 5: The campus has implemented policies and procedures to ensure that accessibility requirements have been incorporated into the adoption process for all multimedia-based instructional resources.

Benchmark: Measurement Indicator: 5.9, 5.10

ATI staff use Automatic Sync Technologies’ (AST) CaptionSync as a tool to provide transcripts and captions for audio and video. Mediasite, the campus video platform, provides users the ability to request captioning with a checkbox. Videos are captioned and automatically paired with the caption file.

This past year, the increased usage of both Mediasite and zoom (for instructional purposes) led to identification of new service levels and documentation of these tools, especially when used for synchronous learning. Specially, the ATC staff need to increase self-service information regarding use of these tools and equally effective alternatives for those students who are engaging in a synchronous course format.

Benchmark Goal 6: The campus has implemented policies and procedures to ensure that accessibility requirements have been incorporated into the curricular review process.


Accessibility standards for curricular materials used in hybrid and online courses are included in the Quality Matters (QM) rubric, and in the course accessibility checklist. As referenced in benchmark goal 4.1, the checklist requires annual update.



With Ally, assessment of curricular materials can be integrated into the course redesign review process. Phase 1 offers the opportunity to build accessibility requirements into the curricular process as it relates to designing courses that leverage Canvas.

ATC staff continue to support the Center for Teaching and Learning (CTL) in providing training and material support for faculty engaging with Course Match and programs focused on Quality Matters or funded through the Chancellor’s Office Course Redesign efforts.

Benchmark Goal 7: The campus has implemented policies and procedures to support faculty in selecting, authoring, and delivering accessible instructional materials.

Benchmark: Ability Indicator: 7.3

With Ally, assessment of curricular materials can be integrated into existing ATC faculty support models. There is an emerging opportunity to establish transparent, well-supported procedures and practices that address accessibility at the outset of curricular development in Canvas. Ally provides useful metrics to assess accessibility of instructional materials and offers new versions of content to students that is more accessible.

ATC staff are assigned to the project, which can scale with time, resources, and clear planning. Planning must focus on larger organizational outcomes and be in alignment with federal, state, system policies and executive orders. The impact on quality of curricular materials and the resources needed to realize that potential is still unknown.

Benchmark Goal 8: The campus has implemented a broad-based ATI awareness campaign, supported by a comprehensive training infrastructure to increase technological accessibility across the campus.


Communications materials for the transition to Canvas contain emphasized the availability of support and training, including session on accessibility. Campus is now being introduced to the Ally collaborative through information sharing on Section 508 responsibilities and in alignment with CSU policy, including introducing campus to EO 1111.

As part of the Ally rollout, communications use the language of UDL to support awareness of the tool’s capabilities to accomplish more than remediation. Communication are also planned to be inclusive of the support models and modalities that facilitated the smooth transition to Canvas.



Benchmark Goal 9: Campus IMAP committee has sufficient breadth, resources, and authority to effectively implement a comprehensive IMAP initiative.


The ATI Steering Committee is one point of engagement for campus on ATI. In addition, the ATI Executive Sponsor, Christine Miller, serves as a member of the President’s Cabinet and campus administrative council, where emerging ATI information and needs are shared. This increases the breadth and reach of the overall committee by engaging leadership in the process of understanding the evolving nature of the ATI and its impact on campus.

This two-pronged practice is critical to the success of ATI as it evolves. There are opportunities to increase the frequency of meetings of the ATI Steering Committee and revisit the composition of that group to cast a wider engagement with campus. Ally is poised to facilitate critical campus conversation regarding equitable and inclusive experiences with instructional materials and course design.

The ATI Steering Committee includes stakeholders from all key units including faculty, staff, and student representatives. Opportunities for this year include: • Revisit committee composition. • Recruit curriculum committee member.

Procurement

Currently, the staff member who supports this focus area works within the ATC. The overall focus of this area of ATI is to facilitate technology product reviews that adhere to federal guidelines. The staff member is the primary resources in the product review lifecycle and a resource to campus entities who engage in technology procurement. Additionally, this position’s reporting line contributes to a larger coordinated effort to support awareness of accessibility as it relates the products campus uses.

The ATC team is charged with bringing Goal 1 to a benchmark of Established on all indicators and improving the identified related goals. Appendix B lists the deliverables for the 2018-19 plan.

Benchmark Goal 1: An ATI Electronic and Information Technology (E&IT) Procurement Plan including documents, forms, and other materials to support 508 procurements at the campus have been created and published.



Benchmark: Indicators 1.1 – 1.8 Procurement process

The current ICT Procurement process is well established at Sacramento State. When used prior to decisions about procurement, we have a better understanding of the IT tools and experiences being brought to campus. Where remaining effort exists, our new project management process has started to help bring more IT procurement through a systematic funnel where it can be evaluated against our existing portfolio. This provides a window into understanding how our campus makes decisions about what and when to procure IT.

Related Goal 2:

This year, the IRT Project Management Office (PMO) changed the process of review and submission of new projects. This change yielded opportunities to have greater insight into procurement prior to execution, including revisiting the importance of accessibility. This change in practice has yielded more collaboration on procurement in general.

This work operates outside of the defined ATI procurement position and its scope of influence and authority. Synthesis of the PMO’s work, combined with a more robust workflow, is an opportunity to broaden accessibility awareness on campus and seed development of a more strategic IT procurement process.

Related Goal 6: All individuals on campus involved in the purchasing of goods are knowledgeable about Section 508 in the context of E&IT procurement.

Related Goal 7 Campus has established a continual evaluation process with standard forms and procedures. Feedback from the process along with direction is provided to training, outreach, and other groups involved in E&IT procurements.

Transitioning our ATI primary procurement staff member to the ATC led to progress on these goals. Having this staff member operate in a more front-facing capacity, broadened knowledge and expertise of our staff working in this area. This led to resourcing new processes like the Canvas integrations, which in turn increased awareness among faculty and leadership in Academic Affairs. This also provides opportunities to gather more metrics on interactions with campus and provide insight to improvement opportunities.

Web

Traditionally, ATI duties were assigned to a single staff member in the Web & Mobile Services team. A vacancy in the web team provided an opportunity to focus the entire team on supporting accessibility from a Universal Design perspective, which is an ongoing professional



development effort. The new position can support benchmarks and related goals within ATI by creating new procedures and expectations for content development, monitoring, and training, which will result in excellent experience for end users.

Overall, the new website is a transformational opportunity to change thinking about how we use and deploy websites and web applications. The new campus website strategy, including convening of a Web Stewardship governing body, will support a more strategic effort around web more widely over time.

The Web & Mobile Services team is charged with bringing Goal 1 to a benchmark of Established on all indicators and improving the identified related goals. Appendix C lists the deliverables for the 2018-19 plan.

Benchmark Goal 1

Identify and repair or replace inaccessible websites, web applications, and digital content. A member of the Web & Mobile Services team, has primary responsibility for coordinating the web accessibility evaluation process. A new hire, in process, will ensure we are maturing our practices on this goal.

Related Goal 3: Updating and maintenance of websites/web applications and digital content comply with Section 508 Accessibility Standards.

Templates for web content editors are now being designed by the Web & Mobile Services team that offer built-in accessibility. By replacing open-ended content editors with locked down elements, the maintenance of built-in accessibility of csus.edu is solid. This strategy ensures proper use of semantic mark-up that is optimized for screen readers and maintains the integrity of styles, thus proactively preventing accessibility remediation downstream when new code is introduced into pages through an open editor.

Building in accessibility beyond the coding of web pages is one area within Web & Mobile Services team that requires the newest processes, including evaluation and ongoing monitoring of embedded content. Since PDFs are so widely used on the campus website, the team must create, share, and ensure content editors are using a standard, accessible template for content posted to a campus web page. Additionally, they must engage users on best practices for other known and emerging embedded content, including: PowerPoint, video, Word, Excel, dashboard, and audio.

Related Goal 5 Professional development training has incorporated Section 508 accessibility guidelines into website and web applications development and digital content preparation.


https://csus.edu


As part of a campus-wide effort to create web governance for campus websites and digital content, new standards and practices will be implemented in Spring 2019. Those standards include tiered, mandatory training for website content editors. The curriculum for web content editors will be reviewed prior to implementation of these standards and additional staff will be available to develop, conduct, and document training to support content editors.

Related Goal 6 In general, the campus community is aware of Section 508 guidelines to make web-based information available to everyone regardless of disability.

In general, the campus community is aware of Section 508 guidelines to make web-based information available to everyone (students, staff, faculty & the general public) regardless of disability.

In tandem with the training efforts, a communications campaign is currently underway and will continue as an ongoing, bi-annual effort. While some communications will be more targeted to web content editors, a wider effort will include awareness of the project and its goals and outcomes related to creating an accessible, universally designed website experience.



Appendix A: Instructional Materials Benchmark Deliverables

Benchmark Goal 1: The campus has implemented a comprehensive plan to ensure the timely adoption of textbooks and other instructional materials. Indicator(s) Current Status Progress 2018-19 1.1 Established Established 1.2 Established Established 1.4 Established Established Benchmark Goal 4: The campus has implemented policies and procedures to promote the posting of all required curricular and instructional resources (including print-based and multimedia materials) in a central, accessible electronic location e.g. campus LMS. Indicator(s) Current Status Progress 2018-19 4.1 Defined Established Benchmark Goal 5: The campus has implemented policies and procedures to ensure that accessibility requirements have been incorporated into the adoption process for all multimedia-based instructional resources. Indicator(s) Current Status Progress 2018-19 5.9 Established Established 5.10 Defined Defined Benchmark Goal 6: The campus has implemented policies and procedures to ensure that accessibility requirements have been incorporated into the curricular review process. Indicator(s) Current Status Progress 2018-19 6.2 Defined Defined/move to Established?

A new QM rubric was released in 2018. We follow WCAG standards.

Benchmark Goal 7: The campus has implemented policies and procedures to support faculty in selecting, authoring, and delivering accessible instructional materials. 7.3 Defined Defined

Opportunities with the new UDL program will change this status.

Benchmark Goal 8: The campus has implemented a broad-based ATI awareness campaign, supported by a comprehensive training infrastructure to increase technological accessibility across the campus. 8.1 Established Established

Each semester a new campaign will be established and managed.



Benchmark Goal 9: Campus IMAP committee has sufficient breadth, resources, and authority to effectively implement a comprehensive IMAP initiative. 9.1 Defined Defined. This framework of this committee

will be developed to be more clear, effective, and inclusive of more stakeholders.

Goal specific deliverables: • Goas 1, 4, 5, 6, 7, 8, 9

o All procedures, even those at established, need to be documented and placed in a shared folder.

o Procedures should be organized by goal and indicator. Person(s) responsible should be identified.

Benchmark Goal 1: The campus has implemented a comprehensive plan to ensure the timely adoption of textbooks and other instructional materials. Indicator(s) Current Status Progress 2018-19 1.1 Established 1.2 Established 1.4 Established Benchmark Goal 4: The campus has implemented policies and procedures to promote the posting of all required curricular and instructional resources (including print-based and multimedia materials) in a central, accessible electronic location e.g. campus LMS. Indicator(s) Current Status Progress 2018-19 4.1 Defined Benchmark Goal 5: The campus has implemented policies and procedures to ensure that accessibility requirements have been incorporated into the adoption process for all multimedia-based instructional resources. Indicator(s) Current Status Progress 2018-19 5.9 Established 5.10 Defined Benchmark Goal 6: The campus has implemented policies and procedures to ensure that accessibility requirements have been incorporated into the curricular review process. Indicator(s) Current Status Progress 2018-19 6.2 Defined Benchmark Goal 7:



The campus has implemented policies and procedures to support faculty in selecting, authoring, and delivering accessible instructional materials. 7.3 Defined Benchmark Goal 8: The campus has implemented a broad-based ATI awareness campaign, supported by a comprehensive training infrastructure to increase technological accessibility across the campus. 8.1 Established

Benchmark Goal 9: Campus IMAP committee has sufficient breadth, resources, and authority to effectively implement a comprehensive IMAP initiative. 9.1 Defined Goal specific deliverables:

• Goas 1, 4, 5, 6, 7, 8, 9 o All procedures, even those at established, need to be documented and placed

in a shared folder. o Procedures should be organized by goal and indicator. Person(s) responsible

should be identified.



Appendix B: Procurement Benchmark Deliverables

Benchmark Goal 1: An ATI Electronic and Information Technology (E&IT) Procurement Plan including documents, forms, and other materials to support 508 procurements at the campus have been created and published. Indicator(s) Current Status Progress 2018-19 1.1 Managed 1.2 Managed 1.3 Managed 1.4 Managed 1.5 Managed 1.6 Managed 1.7 Managed 1.8 Managed Related Goal 2: ATI procurement team is fully staffed with clearly defined roles for processing E&IT procurements. Indicator(s) Current Status Progress 2018-19 2.1 Defined Related Goal 4: Equally Effective Access Plans are created for E&IT products that are not fully 508 compliant. Indicator(s) Current Status Progress 2018-19 4.1 Established 4.2 Established Related Goal 5: All parties involved in E&IT Procurement have been trained, and a continual training program is in place. Indicator(s) Current Status Progress 2018-19 5.1 Established 5.7 ??? Related Goal 6: All individuals on campus involved in the purchasing of goods are knowledgeable about Section 508 in the context of E&IT procurement. Indicator(s) Current Status Progress 2018-19 6.3 Established Related Goal 7: Campus has established a continual evaluation process with standard forms and procedures. Feedback from the process along with direction is provided to training, outreach, and other groups involved in E&IT procurements. Indicator(s) Current Status Progress 2018-19 7.4 Defined 7.5 Initiated



7.6 Initiated 7.7 Initiated Goal specific deliverables:

• Goas 1, 2, 6, 7 o All procedures, even those at Established or Managed, need to be

documented and placed in a shared folder. o Procedures should be organized by goal and indicator. Person(s) responsible

should be identified. Benchmark Goal 1: An ATI Electronic and Information Technology (E&IT) Procurement Plan including documents, forms, and other materials to support 508 procurements at the campus have been created and published. Indicator(s) Current Status Progress 2018-19 1.1 Managed 1.2 Managed 1.3 Managed 1.4 Managed 1.5 Managed 1.6 Established 1.7 Managed 1.8 Established Related Goal 2: ATI procurement team is fully staffed with clearly defined roles for processing E&IT procurements. Indicator(s) Current Status Progress 2018-19 2.1 Defined Related Goal 6: All individuals on campus involved in the purchasing of goods are knowledgeable about Section 508 in the context of E&IT procurement. Indicator(s) Current Status Progress 2018-19 6.3 Initiated Related Goal 7: Campus has established a continual evaluation process with standard forms and procedures. Feedback from the process along with direction is provided to training, outreach, and other groups involved in E&IT procurements. Indicator(s) Current Status Progress 2018-19 7.4 Defined 7.5 Initiated 7.6 Initiated 7.7 Initiated Goal specific deliverables:

• Goas 1, 2, 6, 7



o All procedures, even those at Established or Managed, need to be documented and placed in a shared folder.

o Procedures should be organized by goal and indicator. Person(s) responsible should be identified.



Appendix C: Web Benchmark Deliverables

Benchmark Goal 1: Identify and repair or replace inaccessible websites, web applications, and digital content. Indicator(s) Current Status Progress 2018-19 1.11 Defined 1.12 Defined 1.13 Defined 1.18 Defined Related Benchmark Goal 3: Updating and maintenance of websites/web applications and digital content comply with Section 508 Accessibility Standards. Indicator(s) Current Status Progress 2018-19 3.2 Defined 3.6 Defined 3.9 Defined 3.11 Defined Related Benchmark Goal 5: Professional development training has incorporated Section 508 accessibility guidelines into website and web applications development and digital content preparation. Indicator(s) Current Status Progress 2018-19 5.6 Defined Related Benchmark Goal 6: In general, the campus community is aware of Section 508 guidelines to make web-based information available to everyone regardless of disability. Indicator(s) Current Status Progress 2018-19 6.5 Defined 6.6 Defined Goal specific deliverables:

• Goas 1, 3, 5, 6 o All procedures, even those at established, need to be documented and placed

in a shared folder. o Procedures should be organized by goal and indicator. Person(s) responsible

should be identified. • Goal 5

Training curriculum needs to be written and documented in alignment with web stewardship guidelines and include the following:

o Training is based on audience role and responsibilities in alignment with web stewardship guidelines

o Content follows role and responsibilities as they relate to overall campus goals for website, including usability and accessibility



o Communication and support channels need to be established and transparently surfaced

o Feedback loop on satisfaction o Process to track attendance


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