1. 1 Preparing for Institutional Accreditation Evaluation Dr. Barbara Beno, President Deborah G. Blue, Vice President Dr. Lily Owyang, Associate Vice President Mr. Jack Pond, Vice President Spring, 2007

2. 2 Accrediting Commission for Community and Junior Colleges

3. 3 What we will cover today Accreditation and ACCJC/WASC Accreditation and ACCJC/WASC The 2002 Standards of Accreditation The 2002 Standards of Accreditation The requirements for evidence in the Self Study The requirements for evidence in the Self Study The roles of the evaluators and the team chair The roles of the evaluators and the team chair Conducting the site visit Conducting the site visit Preparing the evaluation report Preparing the evaluation report Writing recommendations Writing recommendations Using the Themes in the 2002 Standards Using the Themes in the 2002 Standards Concluding the accreditation evaluation Concluding the accreditation evaluation

4. 4 ACCJC Documents Guide to Evaluating Institutions Guide to Evaluating Institutions Team Evaluator Manual Team Evaluator Manual Accreditation Reference Handbook Accreditation Reference Handbook Distance Learning Manual Distance Learning Manual C-RAC Guide for Institutions and Evaluators C-RAC Guide for Institutions and Evaluators C-RAC Student Learning: Principles for Good Practices C-RAC Student Learning: Principles for Good Practices

5. 5 Accreditation and the ACCJC/WASC

6. 6 The Purposes of Accreditation are: To provide assurance to the public that education provided by institutions meets acceptable levels of quality To provide assurance to the public that education provided by institutions meets acceptable levels of quality To promote continuous institutional improvement To promote continuous institutional improvement To raise the quality of higher educational institutions in the region/nation To raise the quality of higher educational institutions in the region/nation To assure accuracy in institutional reports To assure accuracy in institutional reports

7. 7 ACCJC encourages and supports institutional development through: Establishing standards of quality based upon excellent practices in higher education Establishing standards of quality based upon excellent practices in higher education Evaluating institutions with these standards using a three-part process that entails Evaluating institutions with these standards using a three-part process that entails Institutional Self Study Institutional Self Study Peer Review Peer Review Commission Review Commission Review ACCJC Bylaws, Accreditation Reference Handbook, p. 145

8. 8 Commission Actions on Institutions The Commission determines the accredited status of a member institution. The Commission determines the accredited status of a member institution. The Commission communicates the accreditation decision to the institution. The Commission communicates the accreditation decision to the institution. The Commission communicates the accreditation decision to the public. The Commission communicates the accreditation decision to the public.

9. 9 The Standards of Accreditation

10. 10   Are necessary conditions for high - quality education   Reflect best practice in higher education, not common practice   Apply to diverse institutions Standards of Accreditation:

11. 11   Inclusive of every good practice in higher education   Representative of state or system regulations or requirements or used to enforce those regulations or requirements   Meant to represent the “standards” of other groups that purport to establish best practice or quality Standards are not:

12. 12 The ACCJC Standards Standard I: Institutional Mission and Effectiveness Standard II: Student Learning Programs and Services Standard III: Resources Standard IV: Leadership and Governance

13. 13 Standard I: Institutional Mission and Effectiveness A. Mission – The institution:  Defines its purpose  Defines its intended population  Defines its commitment to student learning continued…

14. 14 B. Improving Institutional Effectiveness – The institution:  Provides evidence it collects and uses student achievement and student learning outcomes data  Provides evidence it conducts program review and other ongoing, systematic evaluation  Provides evidence it uses systematic assessment and planning to improve educational effectiveness and institutional quality

15. 15 Standard II: Student Learning Programs and Services A. Instructional Programs – The institution:  Offers high quality instructional programs wherever and however they are offered  Identifies student learning outcomes and evaluates how well students are learning  Assesses student achievement  Assesses programs systematically  Assures quality and improvement of all programs including distance and off campus

16. 16 B. Student Support Services – The institution:  Researches and identifies the learning support needs of its students  Provides appropriate, comprehensive learning support services to its students regardless of location or delivery method  Provides precise and accurate information about the institution to students and the public continued…

17. 17 B. Student Support Services: continued  Assesses the quality of those services by evaluating student achievement and student evaluating student achievement and student learning outcomes as appropriate learning outcomes as appropriate  Uses the results of evaluation to plan and implement improvements to student support implement improvements to student support services services

18. 18 C. Library and Learning Support Services – The institution:  Offers sufficient services to support the quality of its instructional programs  Includes library, tutoring, technology and other learning support services  Trains students and staff to use these services  Assesses services systematically using SLOs as appropriate  Assures quality and improvement of services

19. 19 Standard III: Resources A. Human resources – The institution:   Employs qualified personnel   Evaluates all personnel   Ensures professional development of personnel   Assesses its performance in employment equity and diversity   Uses human resources to support student learning   Integrates human resource planning with institutional planning

20. 20 B. Physical Resources – The institution:   Provides safe and sufficient facilities and equipment   Evaluates the quality of its physical resources on a regular basis   Ensures physical resources support student learning   Integrates physical resource planning with institutional planning

21. 21 C. Technology Resources – The institution:   Ensures its technology supports facilities, research and college-wide communication   Provides training to students and personnel in the use of technology   Ensures that technology supports student learning programs and services   Integrates technology planning with institutional planning

22. 22 D. Financial Resources – The institution:   Ensures fiscal stability and integrity   Plans for short-term and long-term financial needs   Ensures that financial resources are sufficient to support student learning programs and services and to improve institutional effectiveness   Integrates financial planning with institutional planning

23. 23 Standard IV: Leadership and Governance A. Decision-Making Roles and Processes – The institution:  Uses ethical and effective leadership that enables it to identify values, set and achieve goals, learn, and improve  Provides for staff, faculty, administrator, and student involvement in governance  Establishes and evaluates the effectiveness of governance structures and processes  Ensures that governance supports student learning and improves institutional effectiveness

24. 24 B. Board and Administrative Organization – The institution:  Has an independent governing board that sets policy, assures quality and integrity of student learning programs and services and financial stability  Has a chief administrator that provides leadership for institutional quality and improvement  Has clearly defined and effective lines of authority and responsibility between colleges and the district/system in a multi-college system.  Ensures that board and administrative organization supports student learning and improves institutional effectiveness

25. 25 The Requirements for Evidence in the Self Study

26. 26 Data in the Self Study should be: (see Guide to Evaluating Institutions for samples)  Qualitative or quantitative presented in data tables, charts and graphs or documentary form with analyses  Longitudinal, where appropriate, with analyses Continued Continued

27. 27 Data about the institution’s service area (related to mission) should include: -labor market information -demographic information -socio-economic information Continued Continued

28. 28 Data about incoming students should include: -information about student educational goals (programs) - information about student educational goals (courses, certificates, degrees, transfer, jobs, etc.) -information about student readiness for college/needs for remedial instruction Continued Continued

29. 29 Data about enrolled students should include: (See Guide to Evaluating Institutions pp 10-11) -PT/FT enrollments -student demographics -student educational goals (courses, certificates, transfer, degrees, jobs, etc.) -student enrollment across the range of instructional programs. Continued Continued

30. 30 Data about enrolled students include Student Achievement: Data about enrolled students must include Student Achievement: -course completion data -retention term to term -progression to next course/level -program completion -degree/certificate completion -transfer rates to four-year institutions -scores on licensure exams -job placement/post training

31. 31 Data on Student Achievement can also include: -average grades awarded -alumni survey responses -employer survey results -course outlines containing evaluation methods for course objectives methods for course objectives -SCANS skills assessment results -Common course examination results -English, math, and ESL placement results

32. 32 Data on Program Review should include: -institutional program review data including longitudinal data -course outlines/syllabi showing learning outcomes and evaluation methods -catalogues showing program goals and learning outcomes -budgets showing adequate resources -policies on curricular review -evidence of regular course review and improvement

33. 33 Data on Student Learning Outcomes should include: -catalogue and institutional descriptions of programs with related SLOs -course outlines/syllabi with stated SLOs -portfolios, productions, and samples of student work -grading rubrics where they exist -summary data on SLO attainment -evidence that SLO data is used for institutional self-evaluation, planning, and improvement of teaching and learning of teaching and learning

34. 34 Data on Student Services should include: -student services program reviews -student satisfaction or follow-up surveys -records of student use of services -student services planning documents -catalogue, handbook, web-page descriptions of student services -policies on academic progress, honesty, codes of conduct, grievance and complaint procedures -availability of services (off-campus and DE)

35. 35 In using Evidence, the team should ensure the colleges:   Gather it routinely and systematically   Analyze and reflect upon it   Publish it and share it widely within the college (research reports, fact books)   Use it to plan and implement program improvements   Use it to plan and implement institutional improvements

36. 36 Team Exercise #1: Finding Evidence

37. 37 Roles of the Evaluators and the Team Chair

38. 38 The role of the evaluator The Team Evaluator brings:  An understanding of ACCJC standards as “statements of best practice” and as necessary conditions for high quality education  An understanding that ACCJC standards do not represent the regulations or requirements of other groups  Objectivity, flexibility and confidentiality  Acceptance of the Conflict of Interest Policy* *Accreditation Reference Handbook Continued… *Accreditation Reference Handbook Continued…

39. 39  An understanding that peer review lies at the heart of the accreditation process  An understanding that he/she represents the Commission while serving on a visiting team  A willingness to rely on evidence in making judgments about the institution he/she visits

40. 40 The role of the team chair The team chair will:  Make a pre-visit to the campus  Organize the evaluation visit  Correspond with the team members  Guide the team during the visit  Speak for the team  Be the author of the final report

41. 41 The Team Must Be Concerned With: Eligibility Requirements Eligibility Requirements Accreditation Reference Handbook, pp. 6-12 Accreditation Reference Handbook, pp. 6-12 Responses to previous team’s recommendations Responses to previous team’s recommendations Diversity – Policy Statement on Diversity Diversity – Policy Statement on Diversity Accreditation Reference Handbook, p. 69 Accreditation Reference Handbook, p. 69 Visiting off campus and international sites/programs Visiting off campus and international sites/programs Continued… Continued…

42. 42 Distance Learning – Teams must review ( See Policy on Distance Learning, Including Electronically Mediated Learning) Distance Learning – Teams must review ( See Policy on Distance Learning, Including Electronically Mediated Learning) Accreditation Reference Handbook, p. 67 Accreditation Reference Handbook, p. 67 Holding all institutions to the standards Holding all institutions to the standards Depth of review Depth of review The institution’s website The institution’s website Evidence in the team room Evidence in the team room A balance between classroom/DL visits and examination of evidence A balance between classroom/DL visits and examination of evidence

43. 43 Conducting the Site Visit

44. 44 Using the Guide to Evaluating Institutions The themes in the standards The themes in the standards Characteristics of Evidence Characteristics of Evidence Questions to use when evaluating institutions Questions to use when evaluating institutions Examples of Sources of Evidence Examples of Sources of Evidence

45. 45 Prior to the visit, the evaluator should: (see Team Evaluator Manual) Read and analyze the Self Study Report carefully Read and analyze the Self Study Report carefully Read all materials sent by the Commission and the College Read all materials sent by the Commission and the College Prepare materials requested by the team chair and respond quickly Prepare materials requested by the team chair and respond quickly Identify the evidence to be examined during the visit Identify the evidence to be examined during the visit Identify individuals to interview and prepare interview questions Identify individuals to interview and prepare interview questions Review DL courses and support services Review DL courses and support services

46. 46 During the visit, the evaluator should: (Team Evaluator Manual) Assess the degree to which the institution meets or exceeds the standards Assess the degree to which the institution meets or exceeds the standards Cross validate whenever conflicting information is received Cross validate whenever conflicting information is received Share concerns with other team members and maintain balance and perspective Share concerns with other team members and maintain balance and perspective Visit off-campus sites where 50% or more of a program is offered Visit off-campus sites where 50% or more of a program is offeredContinued…

47. 47 Listen to any member of the institution who wishes to be heard Listen to any member of the institution who wishes to be heard Distinguish between the problems of individuals and those that could affect learning and teaching Distinguish between the problems of individuals and those that could affect learning and teaching Be diagnostic and use analysis of evidence as a basic tool Be diagnostic and use analysis of evidence as a basic tool Complete all work during the visit Complete all work during the visit Assist fellow team members Assist fellow team members

48. 48 Concluding the Accreditation Evaluation Visit (Team Evaluator Manual) The team holds a final meeting and makes a CONFIDENTIAL recommendation on the accredited status (blue handout) The team holds a final meeting and makes a CONFIDENTIAL recommendation on the accredited status (blue handout) Standard teams submit draft reports to the chair Standard teams submit draft reports to the chair The chair meets with the college president The chair meets with the college president The chair makes the exit report to the college The chair makes the exit report to the college

49. 49 Exercise #2: Some Scenarios

50. 50 Preparing the Evaluation Report

51. 51 In preparing the evaluation report, the team should: Be aware of the purpose of the report Be aware of the purpose of the report Understand that each standard will be covered by a standard team of evaluators Understand that each standard will be covered by a standard team of evaluators Ensure that each standard team works collectively to prepare the standard team draft portion of the report Ensure that each standard team works collectively to prepare the standard team draft portion of the report Understand that the chair uses these draft reports to prepare the draft Evaluation Report Understand that the chair uses these draft reports to prepare the draft Evaluation Report

52. 52 The Evaluation Report must include: Responses to previous team recommendations Responses to previous team recommendations -review and evaluate the college’s responses -review and evaluate the college’s responses General Comments General Comments Commendations Commendations -identify that which is exemplary -identify that which is exemplaryContinued…

53. 53 Findings and analysis of evidence Findings and analysis of evidence -describe the evidence used to support -describe the evidence used to support assertions made in the Self Study Report and assertions made in the Self Study Report and reference each standard reference each standard Conclusions Conclusions -state whether the college falls below, meets, -state whether the college falls below, meets, or exceeds the standard or exceeds the standard Recommendations Recommendations -state how the college needs to improve in -state how the college needs to improve in order to meet the standard or grow toward order to meet the standard or grow toward excellence excellence Team Evaluator Manual, pp 36-37

54. 54 Writing Recommendations

55. 55 Recommendations should: Flow logically from the analysis and findings section of the team report – Flow logically from the analysis and findings section of the team report – if standards, ERs or policies are not met, have a recommendation Be consistent with the rest of the report – Be consistent with the rest of the report – don’t praise on one hand and later make a compliance recommendation Reference the standards Reference the standards

56. 56 Effective Recommendations: Reference and cite standards Reference and cite standards Flow logically and clearly from conclusions in the team report Flow logically and clearly from conclusions in the team report Make clear whether they are designed to bring the institution into compliance or strengthen the institution Make clear whether they are designed to bring the institution into compliance or strengthen the institution May be combined into overarching recommendations May be combined into overarching recommendationsContinued…

57. 57 Do not reference state, federal law, or other regulations Do not reference state, federal law, or other regulations Do not contain references that are not part of the standards Do not contain references that are not part of the standards Are diplomatic but not vague Are diplomatic but not vague Team Evaluator Manual, pp. 21-23

58. 58 Team Exercise #3: Writing Effective Recommendations

59. 59 Themes in the Standards

60. 60 Six themes integrate the standards:   Dialogue   Student Learning Outcomes   Institutional Commitments   Evaluation, Planning, and Improvement   Organization   Institutional Integrity

61. 61 How colleges have used the Themes in their Self Study Reports Themes can be used to conduct and present a summative evaluation of institutional quality Institutions are advised to use Themes to develop an executive summary at the beginning or end of the Self Study Report At beginning of the report, Themes can be used as a tool to summarize the state of the college as assessed by self study (“Where are we now”); at end of the report, use Themes to summarize college directions for the future (“Where we are going”).

62. 62 1. Dialogue The institution should:  Engage in inclusive, informed, and intentional dialogue about institutional quality and improvement  Ensure participation in reflection and exchange by as many members of the college community as is feasible continued…

63. 63  Base dialogue on reliable information about the college’s programs and services and evidence on how well the institution is meeting student needs  Employ quantitative and qualitative information that is responsive to a clear inquiry, meaningfully interpreted, and broadly communicated  Expect ongoing self-reflection and conscious improvement as a result

64. 64 2. Student Learning Outcomes The institution should:  Identify intended SLOs at the course, program, and degree levels  Inform students of intended SLOs  Evaluate the actual student learning outcomes  Demonstrate that evaluations are used to improve learning and teaching

65. 65 What are Student Learning Outcomes? Knowledge Skills Abilities Understanding SLOs are defined in the context of each college’s mission, populations and programs, as well as the values of “higher education.”

66. 66 For some institutions, Student Learning Outcomes may include Attitudes Beliefs Opinions Values SLOs are defined in the context of each college’s mission, populations and programs, as well as the values of “higher education.”

67. 67 3. Institutional Commitments Commitment of the whole institution to:  Delivery of high quality education congruent with mission and responsive to student needs  Student learning as primary mission  Periodic review of mission statement  A culture and practice of continuous quality improvement

68. 68 4. Evaluation, Planning, and Improvement Accreditation processes emphasize the importance of evaluation and improvement as established practice Accreditation processes emphasize the importance of evaluation and improvement as established practice Institutions should establish continuous, ongoing processes for rigorous evaluation of institutional quality and educational effectiveness Institutions should establish continuous, ongoing processes for rigorous evaluation of institutional quality and educational effectiveness Institutions cannot actively change what they do not measure Institutions cannot actively change what they do not measure Good evaluation is important if it is to support improvement Good evaluation is important if it is to support improvement

69. 69 Cyclical Evaluation, Planning, and Improvement Evaluate student needs, college programs and services Set Goals, plan improvement Allocate needed resources Implement plans

70. 70 5. Organization The institution:  Has adequate staff, resources and organizational, communication and decision-making structures to produce and support student learning  Has in place the organizational means to identify and make public the learning outcomes, to evaluate the effectiveness of programs in producing those outcomes, and to make improvements

71. 71 6. Institutional Integrity The institution demonstrates:  Honesty and truthfulness in the manner in which it represents itself to all stakeholders, internal and external, including the Commission  Integrity of its policies, practices, and procedures  Regard for issues of equity and diversity in the manner in which it treats students, employees, and its publics  Clarity, understandability, accessibility, and appropriateness of publications  Academic freedom  Integrity in its determination of grades and credits

72. 72 Concluding the Accreditation Evaluation Process

73. 73 Concluding the Accreditation Evaluation Process Draft team report is sent to the college president for correction of error of fact Draft team report is sent to the college president for correction of error of fact Final report is sent to the Commission Final report is sent to the Commission Commission makes the final decision Commission makes the final decision Commission action letter is sent to the institution Commission action letter is sent to the institution Institution makes follow-up reports Institution makes follow-up reports

74. 74 ACCJC/WASC 10 Commercial Blvd, Suite 204 Novato, CA 94949 415-506-0234 FAX: 415-506-0238 Web site: www.accjc.org www.accjc.org bbeno@accjc.orgdblue@accjc.orgjpond@accjc.org 1/07