Accessibility Staffing Examples

An "IT Accessibility Officer" can help promote the topic of accessibility at the campus and it is critical that such a role not exist in a vacuum. This individual would not be expected to know how specific screen-readers function or the code necessary for keyboard accessibility on a website, but rather to coordinate and facilitate the institutional conversation specific to ICT accessibility. Possible responsibilities could include:

Lead a campus ICT accessibility committee or working group
Engage other constituent groups across campus that are involved with student services
Oversee ICT accessibility compliance documentation
Participate in the evaluation of exception requests

Sample Job Descriptions

The following include various accessibility job descriptions collected from state and national job postings. These job descriptions are intended to be a starting point for you to edit and modify as appropriate for your college's needs.

Institutional & IT Accessibility Role

Alternate Media & Assistive Technology Role

Instructional Designer & Accessibility Role

Caution - It can be tempting to include many different accessibility responsibilities into a single job description, such as combining an instructional designer role with an assistive technology specialist role as well as including IT procurement evaluation duties along with alternate media conversion responsibilities for students with disabilities. Adding too many responsibilities can dilute the actual effectiveness of the position and lead to challenges in meeting job expectations. It is recommended to define job duties and responsibilities so that it is clear if the individual will be focusing efforts on instructional/academic needs or that of institutional accessibility demands.

ACMM Visit Preparation: What Colleges and Districts Need to Know

CCC Districts with an interest in participating in the Accessibility Capability Maturity Model (ACMM) need to complete two critical initial steps:

1. Executive Sponsorship: Secure an executive sponsor who holds a senior leadership position:

For single-college districts: Vice President or higher
For multi-college districts: Vice Chancellor or higher

The executive sponsor is crucial in establishing accessibility as an institutional priority.

2. Contact the ACMM Team: This email address is being protected from spambots. You need JavaScript enabled to view it.to discuss your participation.

Participation Commitments

Time Commitments

Kick-Off Training (Zoom): 90 minutes
ACMM Training (In person): Approximately 4 hours
ACMM Assessment meetings (In person): Approximately 3 hours
Optional Post-visit Office Hours (Zoom): 1 hour

Resource Commitments

Training Space
- Must have presentation capabilities
- Should include a microphone
Assessment Spaces
- Three adjacent or nearby rooms for small group assessments
Parking passes for ACMM staff (if parking is not free)
Wireless internet access
Snacks are welcome but not required

Long-term Commitment

The ACMM Team is dedicated to supporting continuous, incremental improvements in accessibility. They will develop customized recommendations that align with each college or district's unique organizational context. These targeted strategies are designed to systematically enhance accessibility processes and build institutional capacity year after year. Participating colleges and districts will provide an annual report to the Accessibility Center, documenting progress and demonstrating ongoing commitment to accessibility.

ACMM Status Levels

The Accessibility Capability Maturity Model (ACMM) uses status levels to measure how effectively accessibility practices are implemented and maintained. These levels help organizations track their progress and identify areas for improvement.

Status Level Definitions

Each milestone in the ACMM is assigned one of five progressive status levels, ranging from Level 0 to Level 4.

ACMM Status Levels
Status Level	Status Name	Description
0	Not Started	No practices or activities in place
1	Initiated	Ad hoc or developing practices
2	Defined	Common practices, but still informal
3	Established	Standard, formal practices in place (Target status level for the CCC system)
4	Optimizing	Evolving practices with continuous improvement

A curved arrow diagram showing status levels from 0 to 4. The stages are: 'Not Started = 0', 'Initiated = 1', 'Defined = 2', 'Established = 3' (marked with a gold star), and 'Optimizing = 4'.

Determining Status Levels

Status levels are determined by reviewing an organization's practices and evaluating evidence submitted to the ACMM team. The assessment uses a standard rubric across five dimensions: processes/procedures, process documentation, resources, scope/scale, and responsibility & authority. Based on these dimensions , each milestone is assigned the appropriate status level along with a calculated numerical score. This score helps organizations track their maturity annually.

Organizations participating in the ACMM will receive in-depth information on status levels, dimensions, and the scoring methodology.

Learn More

ACMM Goals and Milestones

The ACMM consists of 89 milestones organized under 7 goals. Further explanation for each goal/milestone is detailed in an Implementation Guide that will be shared with CCC Colleges and Districts that participate in the ACMM implementation.

Page 8 of 9