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1 Self-Study: Planning & Preparation. Overview of Workshop 2 Purpose of accreditation Accreditation cycle and timeline Accreditation standards and themes.

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Presentation on theme: "1 Self-Study: Planning & Preparation. Overview of Workshop 2 Purpose of accreditation Accreditation cycle and timeline Accreditation standards and themes."— Presentation transcript:

1 1 Self-Study: Planning & Preparation

2 Overview of Workshop 2 Purpose of accreditation Accreditation cycle and timeline Accreditation standards and themes Structure for self-study Roles and responsibilities Planning and preparing a response Structuring your response Questions

3 Accreditation Commission and Purpose 3 Accreditation Commission for Community and Junior Colleges (ACCJC)  Western Association of Schools and Colleges (WASC) Process for evaluating and assuring the quality of education, programs, and services  Process for collectively establishing standards for good practice  Conduct peer-based evaluations of institutions  Make results of the accreditation review public

4 Accreditation Cycle 4 March 2009 Site Visit Reaffirmation March 2004 Annual Report March 2005 Annual Report, 2-Year Progress Report March 2006 Annual Report, 3-Year Mid-Term Report March 2007 Annual Report March 2008 Annual Report

5 Self-Study and Site Visit Timeline 5 Fall 2007 September/OctoberKick-off Events OctoberSelf-Study: Planning & Preparation Workshops October/NovemberConvene Writing Teams October -DecemberPrepare initial response to standards Spring 2008 FebruaryPrepare Draft # 1 MarchDraft # 1 reviewed by ASC AprilDraft # 1 presented to SPC for input MayShare Self-Study progress with SPC

6 Self-Study and Site Visit Timeline 6 Fall 2008 AugustPlenary workshop on Self-Study August/SeptemberPrepare Draft # 2 SeptemberDraft # 2 presented to SPC OctoberFinal draft to SPC December 9Governing Board approves Self-Study Spring 2009 JanuarySubmit Self-Study to ACCJC/WASC MarchComprehensive Site Visit: Date TBA SpringCELEBRATION!

7 Accreditation Standards 7 Standard I – Institutional Mission & Effectiveness I – A Mission I – B Improving Institutional Effectiveness Standard II – Student Learning Programs & Services II – A Instructional Programs II – B Student Support Services II – C Library & Learning Support Services Standard III – Resources III – A Human Resources III – B Physical Resources III – C Technology Resources III – D Financial Resources Standard IV – Leadership & Governance IV – A Decision-Making Roles & Processes IV – B Board & Administrative Organization

8 Accreditation Themes 8 Institutional CommitmentsEvaluation, Planning & ImprovementStudent Learning OutcomesOrganizationDialogueInstitutional Integrity

9 Structure for Self-Study 9 Accreditation Steering Committee Faculty Tri-Chair CCE/AFT Tri-Chair CAST/AA Tri-Chair Staff Assistant

10 Structure for Self-Study (continued) 10 Standard I-A Mission Standard II-A Instructional Programs Standard III-A Human Resources Standard IV-A Decision-Making Roles & Processes Standard I-B Institutional Effectiveness Standard II-B Student Support Services Standard II-C Library & Learning Support Services Standard III-B Physical Resources Standard III-C Technology Resources Standard III-D Financial Resources Standard IV-B Board & Administrative Organization

11 Accreditation Steering Committee (ASC) 11 Berta Cuaron, Accreditation Liaison Officer Michelle Barton, Institutional Research & Planning Norma Bean, Instructional Planning Council Monika Brannick, Curriculum Committee Bruce Gan, Institutional Review Committee Brent Gowen, Faculty Senate President Kelley Hudson MacIsaac, Human Resource Planning Council Ken Jay, Administrative Services Teresa Laughlin, Learning Outcomes Council Shannon Lienhart, PFF President Jessie Lynn, ASG Jackie Martin-Klement, Faculty Senate Mary SanAgustin, Student Services Planning Council Diane Veach, Administrative Association

12 Role of ASC 12 Maintain commitment to self-study process for successful completion Provide overall planning and guidance for the development of the self-study Facilitate completion of ancillary components of self-study Serve as team leaders or team members Ensure consistent voice in the self-study response Actively participate in ongoing review of self- study, including editing responsibilities Disseminate and communicate progress on the self-study to constituents and college community

13 Role of Tri-Chairs 13 Organize and structure self-study Maintain a neutral and objective approach Ensure consistent response across standards Support assigned Writing Team Leaders as needed  Maintain weekly communication with Writing Team Leaders  Ensure that writing teams are meeting regularly and progressing  Facilitate collection of evidence, if needed

14 Role of Writing Team Leaders 14 Maintain weekly communication with assigned Tri-Chair Coordinate team meetings and necessary resources Convene writing teams regularly Ensure availability of necessary resources for writing teams Determine if employee survey is necessary Maintain a neutral and objective approach Prepare initial drafts of response

15 Role of Writing Team Members 15 Commit to weekly meeting to ensure progress on self-study Describe and analyze how the college meets meet the standard Collect evidence to support description and analysis Assist in preparation of response

16 Planning & Preparing a Response 16 Review previous self-study, progress report and mid-term report Review recommendations from Spring 2003 site visit, if applicable Getting started  Gather evidence  Describe what we are doing  Analyze what we are doing  Organize and present evidence  Document future plans

17 Definition of Evidence/Documentation 17 What is evidence?  Data upon which a judgment or conclusion can be made (qualitative or quantitative)  Presented in answer to questions that have been deliberately posed  Tells community that the institution has investigated its questions and knows something about itself  Encourages dialogue  Has undergone analysis and reflection

18 Definition of Evidence/Documentation 18 What are the types of evidence?  Institutional data bases and/or factbooks  Documents such as handbooks, catalogs, planning  Survey and/or focus group results  Assessment of student work and analyses of student learning outcomes  Results of structured interviews What is “good” evidence?  It is reliable (can be replicated)  It is representative (not just an isolated case)  It is actionable

19 Available Resources 19 Accreditation website:  Accreditation Standards and Themes, Guide to Evaluating Institutions & Self-Study Manual, Rubrics for Evaluating Institutional Effectiveness SharePoint website: Institutional Research & Planning (ext. 2360) Examples of documents/resources  2002 Self-Study, annual reports, progress and mid-term reports  2005 and 2009 Strategic Plan and Annual Implementation Plans  Institutional Review  Planning Councils Agendas & Minutes

20 Describe what we are doing 20 Collect evidence List or describe Palomar processes or activities that address the standard Example: Standard I.B.1. “The institution maintains an ongoing, collegial, self-reflective dialogue about continuous improvement of student learning and institutional processes.”

21 Describe what we are doing 21 Processes and activities that respond to the standard  Learning Outcomes Council  Institutional Review and Planning  Strategic Plan and AIP  Institutional Effectiveness  Basic Skills Self-Assessment Evidence  LOC governance structure, agenda and minutes  Institutional review website and documents  Strategic Plan and completed AIPs  Presentation of Institutional Effectiveness data  Basic Skills data and plans Questions from the Guide for Evaluating Institutions

22 Analyze what we are doing 22 Reflection upon what we are doing How do we know – What evidence do we have? Do we meet the standard? Rubric for Evaluating Institutional Effectiveness Objective evaluation and judgment Example: Standard I.B.1  What additional information would you need to help analyze or determine if we meet this standard?

23 Future Plans 23 Activities that the college will engage in to ensure that it meets the standard

24 Organize & Present Evidence 24 Organize evidence in table Evidence used in both description and analysis Links to evidence, when possible Site evidence in response

25 Getting Started - Standard ___ 25 DescribingAnalyzingEvidenceFollow up

26 Structuring Your Response 26 Structure and Format  Description  Analysis (self-evaluation)  Future Plans  Evidence Writing Style Guide  Active voice  Third person  Simple and concise  Avoid jargon and abbreviations  Spell out names, organizations followed by acronym in parentheses  Refer to Self-study Manual

27 Questions? 27 How much time can I expect to spend each week? How do I arrange a room for a team meeting? Other questions?

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