Title Page General Proposal Information

Title Page General Proposal Information A: Proposal Title: Assistive Technology for the Classroom B: Point Person and Contact Information: Craig Levins, 209 Alumni Hall, 436-2137 Craig.Levins@oneonta.edu C: Department: Student Disability Services (SDS) D: Amount Requested: $32,689 E: Proposal Summary: The objectives of this proposal are to assist the college in remaining compliant with federal disability legislation; to assist faculty with maintaining course accessibility; and to improve the campus climate for teaching and learning through the utilization of assistive technology. This program will enhance student engagement, encourage independence and personal responsibility, and move toward creating a more equitable opportunity for SUNY Oneonta s diverse population of students with disabilities. 1

Section I - Narrative A. Proposal significance and objectives. The Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act requires that SUNY Oneonta make all of its programs and services accessible to individuals with disabilities. Each faculty member is responsible for ensuring that all of their course materials are accessible, including exams, lecture notes, and inclass assignments. SDS offers services to assist faculty with attaining this mandate, however due to a continual increase of registered students and services being requested, is unable to meet the increasing need. It is the objective of this proposal to address this by purchasing and utilizing assistive technologies both within the classroom and the SDS exam lab to better serve faculty and assist with making their course materials accessible and compliant. Test Proctoring: Many SDS students are entitled to exam readers. In order to provide this accommodation and ensure accessibility, faculty rely heavily on the assistance of SDS. As the demand for this service increased over the years, SDS utilized computers to meet the ongoing need and alleviate the necessity for human readers; however, reader requests continue to rise, and with only 5 multiuse computers in the SDS exam lab, faculty requests for proctoring assistance must frequently be declined. Once declined, the responsibility falls onto the faculty to either read the exam themselves or reschedule it to an open time within SDS, causing the student to take the exam either before or after the rest of the class. To address this need, SDS is proposing the purchase of 15 ipads and 15 Voice Dream reader apps. This will increase SDS s ability to satisfy faculty requests for test readers by up to 300% while also improving the students testing environment, as this method is superior to the computer readers being utilized. This technology will also provide the option of allowing this accommodation within the classroom if so desired, which is an issue that is brought up frequently by both faculty and students. By doing so, students will not only have direct access to their faculty within the classroom during exams, but will also be taking control of their accommodations, increasing their independence, and creating a more equitable testing situation for themselves through the use of this technology enhanced learning tool. SDS is also proposing the purchase of l0 laptops with word processing software for students who need to type their exams, and speech-to-text software for students who are unable to type or handwrite their exams; as well as one additional copy of speech-to-text software for each of the 20 computer labs on campus to meet compliance issues and provide accessibility within the labs. These laptops will be available not only for students with disabilities, but also non-sds students who have injured themselves and require short-term proctoring accommodations. Quite often this type of technology averts the need to take a leave of absence. The purchase of laptops will increase SDS s ability to satisfy faculty requests for this type of test proctoring by up to 200%, and will give students and faculty the option of allowing these accommodations within the classroom with the benefits mentioned above. This proposal will also directly address the concerns of faculty who teach night classes by offering a practical option of self-accommodation during class time rather than needing to utilize SDS during normal operating hours either prior to, or after, the rest of class taking the exam. It also addresses the ongoing concern of SDS students who do not have access to faculty during exam time, which creates an inequitable situation. 2

Note-taking: SDS is proposing the purchase of 20 smartpens, which are a sustainable, assistive technology tools that can be utilized by SDS students and note-takers within the classroom. It is common for a note-taker to be hired in a class where they are responsible for taking notes for several SDS students. This note-taker must copy their notes and provide individual copies to each of the SDS students they are assigned to. This process can be lengthy, leaving the SDS students without their notes, at a disadvantage, and causing an inequitable situation. With a smartpen, note-takers will be able to handwrite notes on specialized dot paper and instantly send the notes via cloud technology to all of students they take notes for. Computer and mobile apps can then convert the notes to a digitally organized, tagged, and searchable format. For students with disabilities such as ADHD, Language Processing Disorders, Dysgraphia and Traumatic Brain Injuries, this enhanced technological learning tool will allow much more time to devote to studying rather than acquiring and organizing notes leading to a more equitable situation for the student. Some SDS students who struggle with note-taking choose to take their own notes as they strive for independence. Access to smartpens is an excellent example of technology enhanced learning within the classroom that will increase independence and benefit these students in the ways mentioned above. If a permanent note-taker is not able to be identified in a timely manner, the smartpens will be available for loan to SDS students, or to faculty members so they may provide one to a temporary note-taker, thus increasing the accessibility of the classroom material and preventing the student from falling behind. The ipads and laptops can also be utilized for various note-taking accommodations within the classroom for both students with disabilities and those with temporary injuries. In-class assignments: Should a class require in-class writing assignments, and a student is enrolled who is entitled to a word processor or text-to-speech software, the laptops will be available for faculty to meet this need, keeping the course in compliance and providing an equitable situation for the student. B. Contribution to SP2010. Assistive technology contributes to SP2010 in several ways and the use of this technology is in line with fulfilling the college s mission statement. A learningcentered environment will be created with students taking charge of their accommodations and independently utilizing technology within the classroom. This level of support to a protected class of underrepresented students will show a commitment by the institution toward a diverse and inclusive campus. This proposal is also a long term, fiscally responsible, sustainable approach to service delivery that promotes student engagement through utilizing environmentally friendly technologies. Both the ipads and these specific laptops are hardware at the forefront of assistive technology, which is a rapidly growing, ever changing field. While both devices will be utilized immediately for the purposes mentioned above, their potential is vast, ensuring continued access and support for our students. C. Linkage to any of the following priorities: Experiential Learning & Technology Enhanced Learning - This is an experiential learning proposal. By learning how to utilize assistive 3

technology enhanced tools, faculty will be able to engage their students and show a commitment to this population by creating a student-centered, accessible classroom; while students will be learning how to increase their independence by self-accommodating and utilizing technology that will benefit them during their time at SUNY Oneonta and for the rest of their lives. D. Supporting data from assessment process or other evidence that contributed to the decision to submit this request: SDS has not had an increase in staff since 2005 and remains staffed with one full time professional, one part time assistant, and one full time secretary. Within this 8 year period, SDS has seen a 60% increase in its registered population. The ADA Amendment of 2008 will continue to have an impact on growth, as more students are now eligible to receive services. This year the SDS population has already increased 6.5% over last year, showing a continuing trend. Within this 8-year time period there has been a 180% increase of tests proctored and a 91% increase of note-takers hired. Results from the 2012-13 SDS annual survey show that over 40% of students who receive notes from a note-taker do not always receive them in a timely fashion, and that 12% of students have been denied accommodations within the classroom. During the final exam week of the fall 2013 semester SDS declined 45 test-proctoring requests from faculty due to lack of equipment, space and personnel. During the fall 2013 semester SDS piloted an ipad test reader program. While not formally assessed, all 6 students were extremely satisfied with the reader and strongly preferred it to the old computer based reading programs, with students stating that the devices are easier to use than the computer readers and that the voices are much more natural. E. How the activity will be assessed, using measurable, documented outcomes: SDS will continue to survey students regarding their satisfaction with services, will modify its current assessment tool to include areas specific to this proposal for both faculty and students, and will use the 2013-14 results as a baseline. It is expected that at the end of the first year of utilizing the assistive technology that satisfaction will be higher than the baseline year for each area. F. Implementation strategy and timeline. July, 2014: Purchase equipment, create loaning policies and procedures and training modules. August, 2014: Implement the assistive technology loaning program. Offer trainings to SDS students during the fall SDS intake orientation, and to individual academic departments throughout the semester. May, 2015: Implementation of annual assessment of program. G. Additional information, if necessary: All of the technology presented here is easily learnable, which is one of the benefits of this proposal. It is well within the capacity of SDS to train students and faculty on the use of this software; additionally, both the hardware and software being utilized is already supported by ITS with the exception of the reader app and smartpens. The ipads and laptops can be taken offline and locked to ensure exam integrity. 4

Section III Consultation StAR Appendix A The Chief Information Officer has reviewed this proposal and verified potential costs as it relates to technology: X Yes t Applicable The Associate Vice President for Facilities has reviewed this proposal and verified potential costs as it relates to facilities: [ ] Yes X Not Applicable The Budget Director has reviewed this proposal and verified potential costs: X Yes t Applicable The Senior Executive Employee Service Officer has reviewed this proposal and verified potential costs as it relates to human resources: [ ] Yes X Not Applicable Other Consultation (be specific): 5

Proposal Title: Adaptive Technology for the Classroom Point Person and contact information Name: Craig Levins Campus Phone: 436-2137 Campus e-mail: Craig.Levins@oneonta.edu Department/Unit: Student Disability Services 2013-2014 StAR Proposal -- Budget Template* Budget Detail please enter whole dollars; enter fractions of positions in decimals (e.g. 1/2 time = 0.50) 1-time Costs by year Recurring Number of (ongoing) Positions Costs: Total 1-time Costs Use of Funds Description 2014-15 2015-16 2016-17 Personnel Costs: Ongoing Salaries (PSR) $0 Temporary Salaries (Temp Service) $0 Student Employment (Student Temp Service) $0 Other Than Personnel Costs (OTPS) and Campus Recharges: Materials & Supplies $4,225 $4,225 Travel (not related to Professional Development) $0 Contractual Services $0 Student Scholarships $0 Professional Development $0 General Equipment $28,464 $28,464 Contracts related to Equipment Maintenance $0 Campus Storehouse $0 Campus Telephone $0 Campus Mail $0 Campus Print Shop $0 Capital Costs -- renovation $0 Capital Costs -- new construction $0 Total Costs: 0.00 $0 $32,689 $0 $0 $32,689 Other Funding Sources: New Funds (i.e. projected revenue generation) Projected Amount Available: Reallocation of funds from existing resources (include account number, funding source) Total Projected Other Funding Sources: $0 Budget Breakdown ipads 15@$499 $7,485 itunes cards for reader apps and enhanced voices 15@$20 $300 ipad smart cases 15@$79 $1,185 Noise reducing headphones 15@$50 $750 Windows based tablet computers 10@$1300 $13,000 Dragon Naturally Speaking Premium 30@$199 $5,970 Livescribe Pro Smartpens 20@$199.95 $3,999 $32,689 * Updated 12/2/2013