Five-Year Phased Approach
Year 1: Stabilization and Risk Mitigation (2025–26)
- Meet the April 24, 2026, milestone with documented plans and prioritization
- Establish a student remediation team using lottery funds
- As part of the proposed remediation project, and contingent on funding, prioritize courses enrolling students registered with the Center for Accessibility and Essential Needs (CAEN) who have documented accessibility-related needs
- Focus on high-enrollment and General Education courses
- Formalize ITS-supported remediation workflows for Academic Affairs
- Implement centralized tracking and documentation
- Invest a minimum of $18,000 (60 faculty at $300) in Year 1 subject to need and budget to offer faculty additional pay tied to accessibility training, with a requirement that each participating faculty member makes at least one class fully accessible (90–100%) and demonstrates reasonable progress toward achieving an overall 80% accessibility threshold across their active courses
- Provide structured communication at least once per semester to inform faculty of remediation progress, updated expectations, available resources, and changes to ATI requirements. Communication will include measurable progress indicators and clearly defined next steps
Years 2–3: Scaled Remediation and Capacity Building (2026–28)
- Expand student remediation capacity
- Continue semester-based prioritization using CAEN enrollment data
- Reduce backlog of high-impact instructional materials
- Continue annual faculty stipends, dependent on flexible annual funding based on need and budget availability, tied to completion of approved accessibility training, remediation of at least one course to a 90–100% accessibility standard, and continued progress toward achieving an overall 80% accessibility threshold across active courses
- Fully operationalize the ATI Coordinator role
- Continue to provide structured communication at least once per semester to inform faculty of remediation progress, updated expectations, available resources, and changes to ATI requirements. Communication will include measurable progress indicators and clearly defined next steps
Years 4–5: Sustainment and Maturity (2028–30)
- Shift from backlog remediation to maintenance and prevention
- Embed accessibility into instructional design and procurement practices
- Reduce reliance on retroactive remediation
- Maintain targeted faculty stipend opportunities to reinforce accessibility-by-design
- Mature ATI governance into steady-state operations
- Maintain audit readiness and continuous improvement
- Maintain appropriate communication with faculty about changes and impacts to the campus ATI plans
Notes:
- Access to Canvas for the student remediation team shall be coordinated through the FTLC in collaboration with the ATI Coordinator
- Student team members shall be assigned the lowest-permission Canvas role necessary to perform remediation tasks and shall not have access to gradebooks, student submissions, or other sensitive academic records
- Student remediation team members shall not be assigned to courses in which they are currently or previously enrolled
- The ATI Coordinator position shall be administratively housed within Information Technology Services (ITS) and will work closely with FTLC, Academic Affairs, Procurement, Web Services, CAEN, and other campus units requiring accessibility coordination and remediation support
- The ATI Coordinator role is not limited to instructional materials and will serve as the institutional lead for ATI compliance strategy, cross-functional coordination, documentation, and reporting to campus leadership and systemwide offices