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Self-Study: Planning & Preparation

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Overview of Workshop

Purpose of accreditationAccreditation cycle and timelineAccreditation standards and themesStructure for self-studyRoles and responsibilitiesPlanning and preparing a responseStructuring your responseQuestions

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Accreditation Commission and Purpose

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

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Accreditation Cycle

March 2009Site Visit

Reaffirmation

March 2004Annual Report

March 2005Annual Report,2-Year Progress

ReportMarch 2006

Annual Report, 3-Year Mid-

Term Report

March 2007Annual Report

March 2008Annual Report

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Self-Study and Site Visit Timeline

Fall 2007

September/October Kick-off Events

October Self-Study: Planning & Preparation Workshops

October/November Convene Writing Teams

October -December Prepare initial response to standards

Spring 2008

February Prepare Draft # 1

March Draft # 1 reviewed by ASC

April Draft # 1 presented to SPC for input

May Share Self-Study progress with SPC

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Self-Study and Site Visit Timeline

Fall 2008

August Plenary workshop on Self-Study

August/September Prepare Draft # 2

September Draft # 2 presented to SPC

October Final draft to SPC

December 9 Governing Board approves Self-Study

Spring 2009

January Submit Self-Study to ACCJC/WASC

March Comprehensive Site Visit: Date TBA

Spring CELEBRATION!

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Accreditation Standards

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

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Accreditation Themes

Institutional Commitments

Evaluation, Planning & Improvement

Student Learning Outcomes

Organization

Dialogue

Institutional Integrity

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Structure for Self-Study

Accreditation Steering Committee

Staff Assistant

Faculty Tri-Chair

CCE/AFTTri-Chair

CAST/AATri-Chair

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Structure for Self-Study (continued)

Standard I-A

Mission

Standard II-A

InstructionalPrograms

Standard III-A

Human Resources

Standard IV-A

Decision-Making Roles & Processes

Standard I-BInstitutional 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

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Accreditation Steering Committee (ASC)

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

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Role of ASC

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 membersEnsure consistent voice in the self-study responseActively participate in ongoing review of self-

study, including editing responsibilitiesDisseminate and communicate progress on the

self-study to constituents and college community

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Role of Tri-Chairs

Organize and structure self-studyMaintain a neutral and objective approachEnsure consistent response across

standardsSupport 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

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Role of Writing Team Leaders

Maintain weekly communication with assigned Tri-Chair

Coordinate team meetings and necessary resources

Convene writing teams regularlyEnsure availability of necessary resources

for writing teamsDetermine if employee survey is necessaryMaintain a neutral and objective approachPrepare initial drafts of response

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Role of Writing Team Members

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

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Planning & Preparing a Response

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

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Definition of Evidence/Documentation

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

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Definition of Evidence/Documentation

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

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Available Resources

Accreditation website: www.palomar.edu/accreditation Accreditation Standards and Themes, Guide to

Evaluating Institutions & Self-Study Manual, Rubrics for Evaluating Institutional Effectiveness

SharePoint website: http://sharepoint.palomar.edu/Accreditation/default.aspx

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

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Describe what we are doing

Collect evidenceList or describe Palomar processes or

activities that address the standardExample: Standard I.B.1.

“The institution maintains an ongoing, collegial, self-reflective dialogue about continuous improvement of student learning and institutional processes.”

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Describe what we are doing

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

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Analyze what we are doing

Reflection upon what we are doingHow do we know – What evidence do we

have?Do we meet the standard?Rubric for Evaluating Institutional

EffectivenessObjective evaluation and judgmentExample: Standard I.B.1

What additional information would you need to help analyze or determine if we meet this standard?

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Future Plans

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

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Organize & Present Evidence

Organize evidence in tableEvidence used in both description and

analysisLinks to evidence, when possibleSite evidence in response

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Getting Started - Standard ___

Describing Analyzing Evidence Follow up

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Structuring Your Response

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

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Questions?

How much time can I expect to spend each week?

How do I arrange a room for a team meeting?

Other questions?