Google Pixel for Analytics
Sign In
Skip to Content

Meeting Institutional Accessibility Obligations​

In June 2018, the California Community Colleges Chancellor’s Office (CCCCO) issued the Information and Communication Technology (ICT) and Instructional Material Accessibility Standard (opens PDF in Google Drive). Likewise, in May 2019, College of the Desert adopted Board Policy 3725 (opens PDF) and Administrative Procedures 3725 (opens PDF). College of the Desert’s Information and Communication and Instructional Material Accessibility Standard Statement makes it clear that:

“Ensuring equal access to equally effective instructional materials and ICT is the responsibility of all District administrators, faculty, and staff.”

To support the implementation of the Accessibility Standard at local colleges, the Chancellor’s Office has provided assistance in the for​m of a document titled Guidance for Meeting Institutional Obligations​ (opens Word in Google Drive)​. Given that effective implementation of the Accessibility Standard is a continuous process, this document is designed to help focus the campus on the appropriate questions and conversations relevant to current implementations and overall maturity status. As the college develops processes and meets implementation expectations, this document can be used to reframe discussions and move the institution towards a culture of accessibility.

Maturity Model

There are four levels that describe the institution's maturity status with regards to each objective:

  1. Level 1: Not​ Started to Learning

  2. Level 2: Learning to Responding

  3. Level 3: Responding to Establishing

  4. Level 4: Establishing to​ Optimizing.

Objectives are labeled with ​the current maturity status level based on input from work groups. The maturity level of each objective is note by “Current Status”. Descriptions of each level are provided along with the institutional accomplishments and future steps. In addition, immediate next steps and potential blocking issues for the institution to mature to the next level are included for each objective.

Please note that as ​an institution matures along the articulated spectrum, it should continue meeting all previously articulated standards.

Contributors

This document w​as created with input from:

  • Sheri Willis, Executive Director Educational Technologies

  • Nicolás​ Crisosto, Accessibility Specialist

  • Jin An-Dunning, Reference Librarian

  • Marion Champion, Public Information Officer

  • Kim Dozier, Academic Senate President

  • Jessica Enders,​ Director, Education Centers

  • Marvin Gabut, Di​stance Education and Instructional Design Coordinator

  • Jonathan Gorges, Instructional Computer Support Specialist

  • Donna Greene, Faculty Development Chair

  • Keith Prouty II, CSEA Chapter 407 President

  • Leslie Quiñones, Director, Disabled Students Program and Services

  • John Ramont, Vice President, Administrative Services

  • Pamela Stegman, Educational Technologies and Distance Education Committee Chair

  • Sai Vang, Interim Director, Auxiliary Services, Contracts and Purchasing

  • Terri Wilson, Human Resources Manager

  • Mark Zacovic​, Interim Vice​ President, Human Resources

Next: Summary as of February 2020​​​​​​​​​​​​