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Organizational Capacity Assessment: Institutional Leadership

Page One

Thank you for your interest in this assessment. 

This assessment has been adapted from a rubric that was created by Sue Kroeger and Melanie Thornton, in collaboration with members of the Advisory Group on Disability Access and Inclusion at Middlebury College (2016-2017).

If you have questions or comments, feel free to contact Melanie Thornton at mthornt@uark.edu.

Sue Kroeger, Ed.D., University of Arizona
Melanie Thornton, M.A., CPACC, University of Arkansas
 

Instructions:  A big part of the value of this assessment is in the conversations it can spark among members of the campus community. Therefore, it is ideal to engage with others on your campus to answer the questions.

If you want an initial sense of where you are and are unsure of any given response, then rate yourself low on that response. In the case of the checkpoints, do not check any about which you are uncertain.

Including your identifying information and email address is optional. If you do include your email address, however, you will receive an email message that includes your responses.

We will not share your responses with anyone.
1. LEADERSHIP/COMMITMENT: Is disability access and inclusion reflected in the strategic plan? *This question is required.
NeverRarelyRoutinelyAlways a priority
2. LEADERSHIP/COMMITMENT: Do institutional leaders consult with and include disabled people in planning and decision-making? *This question is required.
NeverRarelyRoutinelyPrioritizes
3. LEADERSHIP/COMMITMENT: How aware are institutional leaders of the disability experience and accessible inclusive design? *This question is required.
UnawareMinimal awarenessSomewhat awareHighly aware
4. LEADERSHIP / COMMITMENT: How would you describe the institutional commitment to inclusive design? *This question is required.
Not a priority - disability access is mostly reactiveInclusive design is implemented in some waysThere are clear plans for implementing inclusive design in some areasInclusive design is a high priority
5. COMMUNICATION / MARKETING: How regularly do institutional leaders communicate to faculty, staff, students, and guests of the institution regarding disability access and inclusion? *This question is required.
NeverSporadicallyRegularlyOften
6. ASSESSMENT / ACCOUNTABILITY: Does the organization have a method for collecting data and monitoring disability access and inclusion? *This question is required.
No data collection or assessmentAnecdotal data at bestAdequate process in place for data collectionSophisticated process in place for data collection
7. ASSESSMENT / ACCOUNTABILITY: How responsive is the organization to the data? *This question is required.
No data collectionData collected but never/rarely reviewed or acted uponData is used for decision-making and planningData is used as benchmark for continual improvement
8. RESOURCE ALLOCATION: What approach do institutional leaders take in planning for, ensuring capacity, and allocating sufficient resources to prioritize and address disability access and inclusion in terms of:
  • Disability-related services for faculty, staff, students and guests
  • Training
  • Digital and technological access
  • Physical Access
  • Instructional Access
*This question is required.
Minimal resources allocated - "Avoid spending if possible.""If there is a problem, we'll deal with it.""Let's plan ahead so we have what we need when the time comes.""Whatever it takes, but let's be innovative and find sustainable solutions."
9. RESOURCE ALLOCATION: What approach is taken with regard to the budget for student access and accommodations? *This question is required.
10. KNOWLEDGE / SKILLS: How would you characterize institutional leaders' approach to ensuring knowledge and skills are obtained by administrators, faculty, and staff so they can effectively prioritize and address disability access and inclusion? *This question is required.
No plan for knowledge translationLearning as they goSolid foundationLeading edge, keeping pace with national trends
11. POLICY / PRACTICE ALIGNMENT: Does the organization have policies in place that address commitment to disability access and inclusion? *This question is required.
No related policiesPolicies established in reaction to problemsWell thought out and coordinated policiesPolicies developed though coordinated effort that reflects campus culture
12. POLICY / PRACTICE ALIGNMENT: If there are policies, how do day-to-day practices align with policy? *This question is required.
No related policiesPractices out of sync with policy - no method for ensuring complianceMost practices are consistent with policyPolicy and practices are in strong alignment
13. TRAINING / CONSULTATION: How would you describe institutional leadership's involvement in professional development relative to disability access and inclusion? *This question is required.
Not likely to participateMay participate in training sporadically in reaction to problemsParticipate regularlyA high priority
14. CAMPUS CULTURE: Where do leaders place the responsibility for access? *This question is required.
The responsibility for access falls primarily on the disabled individual.The responsibility for access falls primarily on the DS office and the disabled individualThe responsibility for access is shared by several people in key positions on campus.Access is everyone's responsibility.
15. CAMPUS CULTURE: How do institutional leaders frame disability access? *This question is required.
Access is something special needed by a very few people.Access is a matter of compliance with legal requirements.Access is a matter of civil rights/social justice.Access is a matter of civil rights/social justice and a part of the campus culture.
16. CAMPUS CULTURE: When/if communication about disability access and inclusion goes out to the campus, how is it represented? *This question is required.
No related communication is shared by leadership.Communication warns campus stakeholders to be in compliance with policy and/or legal requirements to avoid a lawsuit.Access is represented as a shared responsibility to ensure the campus is welcoming and inclusive.Access is represented as a shared responsibility to ensure the campus is welcoming and inclusive. And that it is "who we are" in this organization.
17. Auditing Check Points:
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