>> If you've created an account, once you've completed the campus evaluation matrix, you
can return to the QIAT-PS website any time to view your results or download a copy of
the report. You download a copy of the report by logging into the site so that the database
can identify your specific data and then you go to the tools tab and choose reports, which
will give you information about the types of reports and how you can receive them. You
can either choose to have the report emailed to you in a table format or you can download
a copy of your data as a CSV comma separated value report that will open in Excel or whatever
spreadsheet program you're using. I'm going to choose here to download my report as a
CSV file and the computer asked me whether I want to open it in Excel or save the file.
I'm going to save the file and I know that my files are saved on my desktop. When I opened
the downloaded report file in Excel, I got a screen that looks something like this, it
gives me the five different categories of indicator areas on the right and the numbers
of those indicators on the left and down the middle here is the answers that I had to my
self-evaluation rating for my program. One way that offices of disable student services
use the campus self-evaluation matrix is to have each individual staff member do this
self-rating online and download their data and then come together in a meeting to set
priorities for programmatic action. When you do this, it's a good idea to transfer your
data from the report that you downloaded from the website to a worksheet like this, which
is available on the QIAT-PS website in this same area of the site. Here's an example of
some data that Beverly downloaded and transferred into the worksheet and you can see here that
her self-rating were all entered in the personal rating column. As she began to look at that
data, she also thought about which of the indicators and the indicator areas she thought
were priorities for action for her program and so she used the second column to set some
priorities in her own mind that she could then take to the larger team meeting. You
can see here that in the awareness and eligibility section, Beverly identified having a process
for in-house referral for AT services as her top priority for the program and even though
the first indicator, the promotional materials and resources that talk about assistive technology
is also rated fairly low; she decided that it was more important to get the in-house
referral process in place before they started to advertise their assistive technology services
to the larger campus. She did not choose any indicators in the planning and implementation
section because she felt her program did a pretty good job of that and that there other
things that were more important. On the other hand, the evaluation of effectiveness area
had two indicators that Beverly felt were very important for her program to begin to
address because she felt that they really didn't do enough follow up or data collection
about how their services were affecting students who were using assistive technology at the
college. She also chose one indicator in the administrative support area and one indicator
in the professional development and training area to take to the meeting as her priorities.
Once everyone on the student services staff had completed the self-rating, they agreed
to have a meeting and compare results and set some team priorities. We'll see those
results in the next video.