Disability Resource Center MISSION STATEMENT The mission of the Purdue Disability Resource Center (DRC) is to ensure qualified students with disabilities equal access to all University programs, services, and activities. The DRC supports students with disabilities by coordinating reasonable and appropriate accommodations, educating the University community about disability issues and rights, and promoting an informed and inclusive campus environment that actively addresses individual and institutional barriers. VISION STATEMENT Create a living and learning environment where all students’ contributions are valued and where the ideas of universal access and inclusivity become the foundation for campus life. PROGRAM GOALS: DRC staff will:  Provide equal access to education for all students with disabilities at Purdue University.  Teach self-advocacy skills for students with disabilities to carry with them from the university to the employment setting.  Educate and raise awareness for all campus constituents regarding disability issues and rights. Proactively promote a truly accessible, inclusive Purdue environment.  Encourage and provide guidance to the campus community to “think access first” and plan for full access to buildings, programs, activities, education, and online resources from the project planning process to implementation.  Balance the needs of the individual students with needs of the University.  Provide resources to enable Purdue University constituents to meet the legal mandates of the Americans with Disabilities Act (ADA) and the Rehabilitation Act of 1973 LEARNING OUTCOMES  DRC students will identify, through an interactive process with a DRC Accommodation Specialist, individual functional limitations and the appropriate accommodations for student access as evidenced by an accommodation letter. (Tool: meeting with accommodation specialist, accommodation letter) 

As a result of meeting with an accommodation specialist, DRC students will be able to articulate their legal rights, responsibilities, and procedures to file an appeal or grievance if access is denied or hindered as evidenced by observation by the accommodation specialist. (Tool: signed handout)



DRC students will demonstrate career preparation skills as evidenced by meeting with a staff member from the CCO to discuss job-related skills, plan for long-term career growth, jobseeking strategies, and accommodations and self-advocacy skills at work. (Tool: CCO contact data)



DRC students will use assistive technology to leverage their strengths and work around or compensate for specific learning problems and improve their overall learning (Tool: Assistive Technology Center contact data)

1|Page Last Updated: January 22, 2015

ASSESSMENT PLAN To ensure that progress is being made toward the aforementioned DRC goals and desired learning outcomes the following assessment practices will be initiated and/or continued this year:  Student data: Track contacts with CCO and ATC.  Longitudinal data reports from the Office of Institutional Research including retention and graduation data  Graduate exit survey CONTRIBUTIONS TO STUDENT SUCCESS The DRC contributes to the institutional goal of enhancing retention rates, graduation rates, GPA success, and satisfaction levels of Purdue students by:  Contributing to the University Core Learning Outcomes including: Creative Thinking and Integrative Learning  Determining and implementing academic adjustments and auxiliary aids.  Providing use of the DRC Testing Center to administer exams with appropriate academic adjustments to students with disabilities.  Continued support to students by ongoing implementation of the Eye to Eye mentoring program, the Peer Mentoring program, and the GAME group.  Connecting students to key campus resources including the ATC, CAPS, CCO, Academic Success Center, and Veteran’s Success Center.  Providing students with disabilities individualized academic coaching.  Alternative Formats contributes to the institutional goal of enhancing retention rates, graduation rates, GPA success, and satisfaction levels of Purdue students by providing access to course print materials for students with print disabilities who otherwise would not have access  Meetings with all college Deans and key campus partners to encourage them to “think access first. “  The DRC also contributes to the Gallup Purdue Index findings by: a. Showing or demonstrating they care about students as individuals i. Working one on one with students to identify educational barriers and identify accommodations to provide equal access to education. ii. Developing materials and programs to provide support to meet the specific needs of individual students with disabilities. b. Helping students get involved in extra-curricular activities and organizations. i. Provide accommodations, including CART, for events and meetings ii. Host student groups including Peer Mentors and Eye-to-Eye Mentor programs. NOTABLE CHANGES FROM 2013-2014 DRC Changes and Accomplishments  Hired a new assistant director of Academic Adjustments and Accommodations  Used data kept in Banner to produce data reports summarizing disability information (i.e., disabilities primary disabilities, eligibility for academic accommodations, eligibility for auxiliary services, and functional limitations), student demographic information (i.e., gender, veteran program status, residency, student population, classification, term GPA, cumulative GPA, academic standing, college, STEM counts, campus, and ethnicity) and DRC Testing Center counts.  Began working with ITaP on developing electronic accommodations letters to replace the paper accommodation letters we currently use.  DRC has seen a sharp increase in the number of students with temporary disabilities seeking services. Fall 2013: 23; Spring 2014: 11; Fall 2014: (through mid-October) 37 2|Page Last Updated: January 22, 2015

            

Worked towards updating and revising all accommodation policies and procedures . Worked with Student Success to provide information and increased outreach to new students and parents during orientation programs (STAR and BGR). Implemented a training program for note takers so they can better understand how to work with a student with a disability and to improve their own note taking skills. Began transition to using the Daisy Format for all e-text in Alternative Formats. Experienced continued growth in utilization of the DRC Testing Center Hired a new Testing Center Coordinator and began review and update of all test center policies and practices Recruited faculty for a new Faculty Advisory Committee, which will meet for the first time in November. Hosted a successful three day meeting for all Big 10 Disability Services Directors at Purdue. Changed note-taker payment practices to maximize resources while continuing to provide effective note-taker services to DRC students. Formalized relationship with housing and dining to update accommodations procedures for residences and dining courts. DRC received two grants this year: $1000 from Shell for student outreach and $1000 from the Parent Outreach Board for assistive technology. The leadership team for the DRC attended the national AHEAD conference in Sacramento in July. Our Testing Center administered 2236 exams in the Fall, 2014 semester. Use of our Testing center has increased steadily every semester well beyond what was predicted when the center opened two years ago. (See Appendix A)

OUR DATA

Students with Disabilities

Fall 2010 677

Spring 2011 668

DRC Population Growth Fall Spring Fall 2011 2012 2012 796 807 930

Accommodated Tests Administrated Unique Students Taking Exams

Spring 2013 938

DRC Services Growth Fall Spring Fall Spring 2011 2012 2012 2013 1161 1075 1780 1803 303 328

DRC 2010 Cohort Status as of Spring 2014 N Graduated 296 Active and Registered Sp. 2014 204 Active and Non Registered Sp. 2014 27 Inactive 150 TOTAL 677

Fall 2013 2127 362

Fall 2013 1025

Spring 2014 1021

Spring 2014 2153 386

Overall Change +51%

Overall Change +85% +19%

% of Total 44% 30% 4% 22% 100%

See attached: Appendix A Longitudinal Report Appendix B Testing Center Data 3|Page Last Updated: January 22, 2015

OUR STORY In the 1970’s, a group of Purdue students pioneered a movement at Purdue to increase disability accessibility on campus. The Rehabilitation Act of 1973, prohibiting discrimination based on disability in programs supported by federal agencies, gave students the foundation to propose that changes be made to increase physical access. Changes included ramps, curb cuts, new elevators, additional accessible seating and restrooms in athletic facilities, and increased numbers of handicap-accessible parking spots. In 1987, Dr. Betty Nelson became the Purdue University Dean of Students. As Dean, Dr. Nelson helped establish Purdue’s first Disability Resource Center. In 1990, the Americans with Disabilities Act became law. Title II of the ADA prohibits all state and local governmental entities, including public colleges and universities, from discriminating against people with disabilities. Universities must make reasonable accommodations in order to provide students with disabilities an equal opportunity to participate in courses, programs, and activities. This includes extracurricular activities. These accommodations include academic adjustments or modifications such as extended time for test taking or completing course work; substitution of specific courses to meet degree requirements; modification of test taking or performance evaluations. Accommodations can also take the shape of auxiliary aids and services such as qualified sign language interpreters, note takers, readers, braille, large print, and electronic formats of print materials, (e-text) and adaptive equipment. The mission of the Purdue Disability Resource Center (DRC) today is to ensure qualified students with disabilities (long-term or short-term) equal access to all University programs, services, and activities. The DRC supports students with disabilities by coordinating reasonable and appropriate accommodations, educating the University community about disability issues and rights, and promoting an informed and inclusive campus environment that actively addresses individual and institutional barriers. YEARLY CYCLE & TIMELINE Students requesting accommodations must identify themselves to the office and provide documentation of their disability. Students may self-identify at any time during the year. Based on documentation and information provided by students, a professional judgment is made to determine whether or not students are eligible to receive academic adjustments and auxiliary aids. Students who are deemed eligible for services are then registered with the DRC. Academic adjustments and auxiliary aids and services are determined on a case-by-case basis. Students are then provided with accommodation letters to share with their faculty members. The letters outline the accommodations that need to be provided. Students, according to their choice, participate in courses with or without accommodations. Course accommodations may be re-evaluated on an asneeded basis. DRC Testing administers accommodated examinations in response to student requests in cooperation with faculty throughout the semester and during final exams week.

4|Page Last Updated: January 22, 2015

BENCHMARK PROGRAMS The DRC Academic Adjustments and Accommodations area benchmarks against the following programs:  DRC participates in a Big Ten Disability Services Director’s group. The DRC Director conducts polls and gathers benchmarking information from that group.  The DRC director researches best practices used by other disability services programs and legal precedent to guide DRC practices. The DRC also utilizes the following resources to stay up-to-date on research and best practices:  AHEAD (Association for Higher Education and Disability)  Disability Compliance and Higher Education (newsletter summarizing legal decisions pertaining to disabilities)  Professional conferences and webinars a. AHEAD (Association for Higher Education and Disability) b. IN-AHEAD (Indiana Association for Higher Education and Disability) c. LDA-IN (Learning Disability Association of Indiana) d. ASA (Autism Society of America) e. Great Lakes ADA (Americans with Disabilities Act) webinars f. Salome Heyward, JD (presenter for ADA Accessibility Education seminars) OPPORTUNITIES FOR FUNDRAISING AND DEVELOPMENT General opportunities:  DRC is seeking to move to a more accessible, more central location to better serve our students.  DRC’s Director is working with Professor Paul Asunda as a member of the grant committee for the following NSF grant: Building Identities and Persistence of Students with Learning Disabilities in STEM.  DRC will work with the Faculty Advisory Committee to increase faculty outreach.  DRC will be incorporating a fundraising section into our new website.  DRC leadership is pursuing participating as a recipient in Purdue’s next day of giving. Future growth: Students  DRC has experienced 50% student growth over the past five years.  DRC Testing Center has experienced consistent growth every semester in the numbers of accommodated exams administered in our Testing Center since Fall, 2012 when the Center opened. Future growth: Staff  While the number of students we serve has increased, the number of DRC staff has decreased over the past six years from 18 to 12.  Caseloads for our accommodations specialists are approximately 300 students per specialist. AHEAD recommends a caseload of 150 students. Given the growth in the student population and the increasing needs of many of the students we serve, DRC needs to hire another accommodation specialist. (See Appendix A)  We currently have an open position for an administrative assistant in our front office. We hope to hire someone in the next few months. LEGEND Assistive Technology Center (ATC) Center for Career Opportunities (CCO) Counseling and Psychological Services (CAPS) Disability Resource Center (DRC) Asperger’s Support Group (GAME) Association on Higher Education and Disability (AHEAD) (Our national professional organization) 5|Page Last Updated: January 22, 2015

Office of the Dean of Students A department within the Division of Student Affairs Disability Resource Center

Fall 2010 to Fall 2013 Fall 2010 to Spring 2014 Fall/Spring Academic Periods: 201110-201410 Fall/Spring Academic Periods: 201110-201420

Longitudinal Report

Students with Disabilities

201110 Fall 2010 677

201120 Spring 2011 668

201210 201220 201310 201320 201410 Fall 2011 Spring 2012 Fall 2012 Spring 2013 Fall 2013 796 807 930 938 1025

201420 Spring 2014 1021

1 YR Change 83

1 YR % Change 9%

4 YR Change 353

4 YR % Change 53%

Retention and Success (4 years) DRC Students Fall 2010 Graduated Active and Registered Spring 2014 Active - Not registered Spring 2014 Inactive Total

Status end of Spring 2014 296 204 27 150 677

* of Total 44% 30% 4% 22% 100%

Academic Accommodations 201110 201120 201210 201220 201310 201320 201410 201420 1 YR Change Summary* Fall 2010 Spring 2011 Fall 2011 Spring 2012 Fall 2012 Spring 2013 Fall 2013 Spring 2014 ASSIGNMENT Accommodations 317 305 347 316 314 309 294 269 -40 BREAK-Related Accommodations 197 203 238 246 248 268 280 269 1 EXAM Accommodations 1340 1335 1532 1535 1789 1776 1923 1897 121 MATERIALS Accommodations 525 524 598 580 598 599 605 568 -31 OTHER-See Addendum 2 6 21 42 60 49 7 PERMISSION to modify classroom activity 556 557 664 667 754 743 800 772 29 Total 2935 2924 3381 3350 3724 3737 3962 3824 87 *Includes permanent and provisional accommodations. Students are typically eligible for multiple accommodations. Detail report on page 6.

1 YR % Change -13% 0% 7% -5% 17% 4% 2%

4 YR Change -36 66 562 44 49 215 900

4 YR % Change -12% 33% 42% 8% NA 39% 31%

Office of the Dean of Students A department within the Division of Student Affairs Disability Resource Center

Fall 2010 to Spring 2014

Longitudinal Report

Fall/Spring Academic Periods: 201110-201420

1 YR Change 31 -2 0 1 -1 -1 2 5 -1 10 26 6 -1 5 80

201110 201120 201210 201220 201310 201320 201410 Fall 2010 Spring 2011 Fall 2011 Spring 2012 Fall 2012 Spring 2013 Fall 2013 ADD/ADHD 249 243 282 301 331 338 363 Autism Spectrum 24 25 30 33 37 43 41 Blind 4 4 5 5 5 5 5 Chronic Medical Condition 76 76 89 89 104 110 120 Communication Disorder 6 5 8 7 6 6 5 Deaf 9 10 8 8 7 8 7 Hard of Hearing 16 17 18 20 28 31 32 Learning Disability 161 156 182 170 204 180 198 Mobility Impairment 10 11 11 11 13 13 15 Neurological Condition 28 26 23 19 25 27 35 Psych Condition 63 66 90 94 113 119 139 Temporary 2 1 17 20 27 29 29 Traumatic Brain Injury 16 16 19 19 15 14 14 Visual Impairment 13 12 14 12 17 18 22 Total 677 668 796 808 932 941 1025 *Students may have multiple disabilities, only the primary disability is counted in this table.

201420 Spring 2014 369 41 5 111 5 7 33 185 12 37 145 35 13 23 1021

All Disability Types*

201420 1 YR Change Spring 2014 39 426 -2 46 -1 5 4 141 0 9 -1 7 3 35 7 218 -1 14 9 49 30 189 5 38 2 18 5 26 1221 99

Primary Disability*

201110 201120 Fall 2010 Spring 2011 ADD/ADHD 277 271 Autism Spectrum 26 27 Blind 4 4 Chronic Medical Condition 88 86 Communication Disorder 7 6 Deaf 9 10 Hard of Hearing 17 18 Learning Disability 191 184 Mobility Impairment 12 13 Neurological Condition 33 31 Psych Condition 79 83 Temporary 2 1 Traumatic Brain Injury 17 17 Visual Impairment 16 15 778 766 Total *Students with multiple disabilities will be counted more than once.

201210 201220 201310 201320 201410 Fall 2011 Spring 2012 Fall 2012 Spring 2013 Fall 2013 318 340 379 387 417 34 38 42 48 45 6 6 6 6 6 103 108 126 137 149 12 11 10 9 9 8 8 7 8 7 20 22 29 32 33 212 201 241 211 234 15 15 16 15 17 31 27 36 40 49 117 125 147 159 180 17 21 30 33 34 21 21 16 16 17 18 16 20 21 27 932 959 1105 1122 1224

1 YR % Change 9% -5% 0% 1% -17% -13% 6% 3% -8% 37% 22% 21% -7% 28% 10%

1 YR % Change 10% -4% -17% 3% 0% -13% 9% 3% -7% 23% 19% 15% 13% 24% 11%

4 YR Change 126 16 1 35 0 -3 16 29 1 11 79 34 -3 11 353

4 YR Change 155 19 1 55 3 -3 17 34 1 18 106 37 1 11 455

4 YR % Change 52% 64% 25% 46% 0% -30% 94% 19% 9% 42% 120% 3400% -19% 92% 53%

4 YR % Change 57% 70% 25% 64% 50% -30% 94% 18% 8% 58% 128% 3700% 6% 73% 59%

2

Office of the Dean of Students A department within the Division of Student Affairs Disability Resource Center

Fall 2010 to Spring 2014

Longitudinal Report

Functional Limitations*

201110 Fall 2010 Causes the need to occasionally miss class 81 Consistently attending class 1 Difficulty with oral communication 2 Fine motor skills 36 Hearing information presented in class 26 Information recall 36 Interpreting social situations/dynamics 3 Lifting Maintaining sustained attention 313 Mathematical calculations 23 Mechanics of writing 1 Mobility 14 Need to take breaks during class/exams 7 Occasional need to eat or drink in class 5 Occasional need to leave class or exams 24 Processing auditory information 23 Reading comprehension 85 Seeing material presented in class 15 Slower rate of cognitive processing 60 Slower rate of information processing 148 Slower rate of reading 8 Standing and/or sitting 13 Staying awake 3 Walking 13 Word identification Written expression 61 Total 1001 *Students may have multiple functional limitations.

Fall/Spring Academic Periods: 201110-201420

201120 Spring 2011 83 1 2 34 29 37 3 314 23 14 7 5 24 24 86 15 57 139 6 12 3 13 60 991

201210 201220 201310 201320 201410 Fall 2011 Spring 2012 Fall 2012 Spring 2013 Fall 2013 100 100 99 96 91 6 10 11 18 29 5 5 5 6 13 47 48 52 49 50 30 30 34 37 37 54 55 60 55 58 10 11 18 19 23 4 2 5 4 4 387 410 478 494 530 34 31 36 30 31 4 9 30 29 30 23 18 22 28 28 16 20 25 29 44 8 7 9 9 10 43 47 44 44 41 31 30 36 32 35 104 97 109 96 106 20 19 23 24 32 70 73 83 71 74 169 168 196 185 180 13 18 46 45 65 13 11 12 12 11 2 3 6 5 7 10 9 9 11 12 1 3 17 16 20 73 69 77 66 74 1277 1303 1542 1510 1635

201420 1 YR Change Spring 2014 -12 84 10 28 7 13 3 52 2 39 0 55 4 23 -1 3 47 541 1 31 -2 27 4 32 11 40 3 12 -2 42 0 32 -1 95 6 30 12 83 -2 183 19 64 -1 11 3 8 2 13 5 21 -2 64 1626 116

1 YR % Change -13% 56% 117% 6% 5% 0% 21% -25% 10% 3% -7% 14% 38% 33% -5% 0% -1% 25% 17% -1% 42% -8% 60% 18% 31% -3% 8%

4 YR Change 1 27 11 18 10 18 20 3 227 8 27 18 33 7 18 8 9 15 26 44 58 -1 5 0 21 4 635

4 YR % Change 1% 2700% 550% 53% 34% 49% 667% NA 72% 35% NA 129% 471% 140% 75% 33% 10% 100% 46% 32% 967% -8% 167% 0% NA 7% 64%

3

Office of the Dean of Students A department within the Division of Student Affairs Disability Resource Center

Fall 2010 to Spring 2014

Longitudinal Report

Auxiliary Services*

Fall/Spring Academic Periods: 201110-201420

201110 Fall 2010 17 534 207

201120 Spring 2011 17 527 202

Accessible Classroom/Lab Alternative Testing Environment Assistive Technology Center Caption Mic Captioning 8 CART 3 E-Text 224 Exam Reader 20 Exam Scribe 14 Housing 3 Interpreter 4 Notetaker 43 Parking 6 Priority Registration 57 Reader 3 Scribe 2 Taped Text 1 Tutoring 1 Typewell 10 Total 1157 *Students are often eligible for more than one auxiliary service.

8 3 222 22 13 5 4 46 6 58 3 2 1 1 11 1151

201210 201220 201310 201320 201410 Fall 2011 Spring 2012 Fall 2012 Spring 2013 Fall 2013 20 17 24 26 31 570 562 722 716 786 212 213 232 212 211 3 5 4 7 8 11 13 11 4 6 6 6 12 252 250 269 248 255 33 34 41 40 49 18 15 32 36 29 10 9 13 14 17 2 2 2 2 1 65 82 110 115 148 12 14 19 20 22 70 75 94 100 123 4 4 5 5 4 7 4 3 3 5 2 2 2 3 2 11 16 24 26 32 9 9 11 12 12 1308 1322 1623 1602 1754

201420 1 YR Change Spring 2014 13 39 67 783 -14 198 -1 4 -2 11 7 13 -9 239 7 47 -10 26 5 19 -1 1 31 146 7 27 27 127 -1 4 1 4 -1 2 4 30 0 12 1732 130

1 YR % Change 50% 9% -7% -20% -15% 117% -4% 18% -28% 36% -50% 27% 35% 27% -20% 33% -33% 15% 0% 8%

4 YR Change 22 256 -4 4 3 10 17 25 13 14 -3 100 21 69 1 2 1 29 1 581

4 YR % Change 129% 49% -2% NA 38% 333% 8% 114% 100% 280% -75% 217% 350% 119% 33% 100% 100% 2900% 9% 50%

4

Office of the Dean of Students A department within the Division of Student Affairs Disability Resource Center

Fall 2010 to Spring 2014

Longitudinal Report

Fall/Spring Academic Periods: 201110-201420

DRC Testing Center Accommodated Tests Administered Unique Students Taking Exams

Document Conversion E-Text Books E-Text Pages Kurzweil 3000 (number of pages) Kurzweil 1000 (number of pages) Other E-text (number of pages) E-text Reprints (number of pages) E-text Users Return User (this semester) New Users (this semester) Braille Text (number of braille pages transcribed/embossed) Tactile Diagrams (number of capsule pages drawn/toasted)

201210 Fall 2011 1161

201110 Fall 2010 163 72702 43061 7197 16992 5452 33 19 14 55 0

201220 Spring 2012 1075

201120 Spring 2011 110 38136 23864 2303 9899 2070 21 18 3 5058 146

201310 Fall 2012 1780 303

201320 Spring 2013 1803 328

201410 201420 Fall 2013 Spring 2014 2153 2127 386 362

1 Yr Change 350 58

201210 201220 201310 201320 201410 Fall 2011 Spring 2012 Fall 2012 Spring 2013 Fall 2013 95 70 171 83 118 54799 37396 86129 34516 79658 39321 20103 31050 14453 36554 835 0 0 0 0 8890 10991 39577 14574 19427 5753 6302 15502 5489 23677 32 23 38 23 37 13 15 16 15 16 19 8 22 8 20 3602 2051 1955 2008 2551 1097 485 120 478 433

1 YR % Change 19% 18%

201420 Spring 2014 113 40828 16398 0 14069 10361 25 16 9 0 4

3 YR Change 1078 NA

1 YR Change 30 6312 1945 NA -505 4872 2 1 1 -2008 -474

3 YR % Change 100% NA

1 YR % Change 142% -99% -99% NA -99% -96% 774% 1240% 2413% -90% -58%

4 YR Change 3 2692 -7466 NA 4170 8291 4 -2 6 -5058 -142

4 YR % Change 3% 7% -31% NA 42% 401% 19% -11% 200% -100% -97%

5

Office of the Dean of Students A department within the Division of Student Affairs Academic Accommodations Detail*

201110 Fall 2010 2 231 5 68 11 59 35 103 1

201120 Spring 2011 2 220 5 67 11 62 35 106 1

201210 201220 201310 201320 201410 Fall 2011 Spring 2012 Fall 2012 Spring 2013 Fall 2013 ASSIGNMENT-Extension on assignments 5 12 27 43 52 ASSIGNMENT-In-class assignments agreement 238 210 189 170 144 ASSIGNMENT-No penalty for fail to participate in discussion 10 8 4 3 4 ASSIGNMENT-No penalty for spelling/grammar/comp 79 73 84 80 81 ASSIGNMENT-Oral presentations agreement 15 13 10 13 13 BREAKS-Flexibility with absence 70 84 96 119 123 BREAKS-Leave or arrive 5-10 minutes 45 41 38 44 47 BREAKS-Leave the classroom/take breaks 123 121 114 105 110 EXAMS-150% exams and quizzes with written component 8 8 7 8 8 EXAMS-150% math exams and quizzes 1 1 1 2 EXAMS-150% timed exams and quizzes 416 412 465 475 564 555 596 EXAMS-200% exams and quizzes 132 128 167 160 186 187 198 EXAMS-200% exams and quizzes with written component 19 22 19 20 15 14 14 EXAMS-200% math exams and quizzes 1 1 1 3 4 5 9 EXAMS-300% exams and quizzes 2 2 2 3 1 3 3 EXAMS-300% exams and quizzes with written component 1 1 1 EXAMS-Alternative times for exams 53 53 66 70 81 77 68 EXAMS-Approved calculator for exam 63 62 71 71 68 54 53 EXAMS-Approved formulas for exam 31 28 30 31 26 21 20 EXAMS-Computer/assistive technology for exams 2 3 6 6 11 17 71 EXAMS-Distraction-reduced environment for exams 365 364 434 445 531 530 573 EXAMS-No scantron for testing 25 26 32 30 34 41 44 EXAMS-Oral exam for testing 19 19 17 15 13 15 8 EXAMS-Private location 92 95 85 81 84 89 89 EXAMS-Questions during exams 24 23 27 28 27 25 25 EXAMS-Reader for Testing 7 7 11 12 38 36 47 EXAMS-Scribe for Testing 5 5 9 7 28 29 26 EXAMS-Temporarily leave an exam 61 64 64 60 56 55 59 EXAMS-Way to record answers for exams 21 19 17 9 14 14 10 MATERIALS-18-point font 4 3 3 3 6 6 10 MATERIALS-22-point font 2 2 3 3 3 2 4 MATERIALS-30-point font 1 1 2 2 2 2 2 MATERIALS-Classmate willing to provide copies of class notes 101 101 102 96 85 84 77 MATERIALS-Describe specific terms 14 15 16 15 15 15 15 MATERIALS-Face the class when teaching 21 23 23 24 29 32 29 MATERIALS-Materials converted to Braille 1 1 MATERIALS-Notes/Outlines/Power Points 364 361 430 417 433 427 433 MATERIALS-Use an assistive listening/transmitting device 8 8 8 9 14 17 22 MATERIALS-Utilize media with captioning 10 10 11 11 11 13 12 OTHER-See Addendum 2 6 21 42 60 PERMISSIONS-Alternative chair/table/desk 12 11 12 14 12 13 10 PERMISSIONS-Computer/assistive technology for class 150 148 184 175 191 184 188 PERMISSIONS-Course access to service provider 60 60 61 65 69 75 74 PERMISSIONS-Eat and/or drink in the classroom/exam 20 19 24 22 28 26 33 PERMISSIONS-Preferential seating 215 220 225 223 222 209 218 PERMISSIONS-Sit/stand/move during activities 25 24 22 21 25 22 22 PERMISSIONS-Student to record lectures 69 69 130 137 186 191 225 PERMISSIONS-Tracking instrument on exams 1 6 8 8 PERMISSIONS-Wear hat/visor/sunglasses 5 6 6 7 9 8 11 PERMISSIONS-Wear headphones/earbuds 2 6 7 11 Total 2935 2924 3381 3350 3724 3737 3962 *Includes permanent and provisional accommodations. Students are typically eligible for multiple accommodations. 6.

201420 1 YR Change Spring 2014 10 53 -44 126 0 3 -7 73 1 14 -1 118 6 50 -4 101 -1 7 1 2 38 593 11 198 -1 13 4 9 0 3 0 -11 66 -1 53 1 22 50 67 40 570 -2 39 -6 9 -1 88 3 28 9 45 -8 21 1 56 -6 8 3 9 1 3 0 2 -18 66 0 15 -2 30 0 1 -19 408 5 22 -1 12 49 7 -2 11 -4 180 1 76 7 33 0 209 -4 18 24 215 2 10 3 11 2 9 3824 87

1 YR % Change 23% -26% 0% -9% 8% -1% 14% -4% -13% 100% 7% 6% -7% 80% 0% NA -14% -2% 5% 294% 8% -5% -40% -1% 12% 25% -28% 2% -43% 50% 50% 0% -21% 0% -6% 0% -4% 29% -8% 17% -15% -2% 1% 27% 0% -18% 13% 25% 38% 29% 2%

4 YR Change 51 -94 -2 6 3 56 15 -5 6 2 181 70 -9 8 1 -1 13 -9 -6 64 206 13 -10 -7 5 38 16 -8 -11 6 1 1 -35 0 7 1 47 14 2 49 0 32 16 14 -11 -6 146 10 5 9 900

4 YR % Change 2550% -43% -40% 9% 27% 90% 43% -5% 600% NA 44% 55% -41% 800% 50% -100% 25% -15% -21% 2133% 57% 50% -53% -7% 22% 543% 320% -13% -58% 200% 50% 100% -35% 0% 30% NA 13% 175% 20% NA 0% 22% 27% 74% -5% -25% 212% NA 83% NA 31%

6

Appendix B Testing Center Data

Exams Completed by Semester 2336

1780

1803

Fall 2012

Spring 2013

2127

2153

Fall 2013

Spring 2014

Fall 2014

430 362 303

Fall 2012

386

328

Spring 2013

Fall 2013

Spring 2014

Number of Unique Students Utilizing DRC Testing

Fall 2014

FINALS COMPLETED BY SEMESTER 626 529

650

574

470

Fall 2012

Spring 2013

Fall 2013

Spring 2014

Fall 2014

DRC Testing - Comparison by Week - as of 5.12.14 225 200

Completed Exams

175 150 125 100 75 50 25 0 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9

Week 10

Week 11

Week 12

Week 13

Week 14

Week 15

Week 16

134

178

156

159

41

128

24

Fall 2014

0

6

15

63

168

222

166

76

150

Spring 2014

0

0

22

59

167

175

133

123

211

1

82

127

156

118

131

21

Fall 2013

0

3

11

63

135

201

138

75

170

105

120

168

125

143

74

21

Spring 2013

0

2

14

44

144

168

88

71

157

1

89

141

125

87

119

17