Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
PREPARING FOR SELF EVALUATION OF
EDUCATIONAL QUALITY AND
INSTITUTIONAL EFFECTIVENESS
2014 STANDARDS
JANUARY 2016
ACCREDITING COMMISSION FOR COMMUNITY AND JUNIOR COLLEGES,
WESTERN ASSOCIATION FOR SCHOOLS AND COLLEGES (ACCJC)
www.ACCJC.org
415-506-0234
Dr. Norv Wellsfry, Associate Vice President
www.accjc.org
Summer 2015
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
THE 2014 ACCREDITATION STANDARDS: A FOCUS ON
QUALITY AND IMPROVEMENT
QUALITY is those institutional characteristics and
processes that support and improve student
learning and student achievement to achieve the
institutional mission
www.accjc.org
Summer 2015
2
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
•
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TODAY’S SESSION
Accreditation and the ACCJC
The Self Evaluation of Educational Quality and Institutional
Effectiveness Report (Self Evaluation Report) and Resources
The Requirements for evidence in Institutional Self Evaluation
The Eligibility Requirements and Accreditation Standards
Evaluating compliance with USDE regulations and Commission
policies
Organizing the college for self evaluation and ACCJC resources
Format of the Self Evaluation Report
The Quality Focus Essay (New)
The site visit
www.accjc.org
Summer 2015
3
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
WHY DO WE CARE ABOUT
ACCREDITATION?
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Accreditation focuses an institution on those elements
of institutional operations that support students and
learning
Accreditation holds us to high standards for our work
and our institution’s outcomes
Accreditation reviews validate and focus the hard work
we do to educate students
www.accjc.org
Summer 2015
4
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
PURPOSES OF ACCREDITATION
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•
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Quality assurance to the public and students,
federal and state governments
Improve the effectiveness of higher education
(Move the bar)
Institutional improvement for educational
excellence
www.accjc.org
Summer 2015
5
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
PURPOSES OF ACCREDITATION
• Continuous promotion of institutional improvement
beyond meeting Standards
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
The Standards require institutions to seek ways to improve
outcomes (I.B.1, I.B.3, I.B.6, I.B.9,)
Actionable Improvement Plans (formerly Planning Agendas)
that derive from the self evaluation process
Quality Focus Essay that identifies 2-3 action projects that
have potential for institutional improvement
www.accjc.org
Summer 2015
6
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
ORGANIZATION OF ACCREDITATION
•
•
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Accrediting agencies are membership organizations
with requirements of “members”
Accreditors evaluate the whole institution and are
organized by geographic regions – hence, Western
Association, Southern Association, etc.
Accreditation is non-governmental, peer review
Accreditation is voluntary-institutions voluntarily
submit to requirements, evaluators are volunteers
www.accjc.org
Summer 2015
7
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
FACT OR MYTH?
“Accreditation Standards are written with little
input from ACCJC member institutions.”
www.accjc.org
Summer 2015
8
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
HOW DOES ACCREDITATION
WORK?
1.
2.
Establish standards of quality based on excellent
practices in higher education
Evaluate institutions with these standards using a
three-part, peer review process that entails:
-institutional self evaluation (internal)
-team review (external)
-Commission review
Continued
www.accjc.org
Summer 2015
9
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
HOW DOES ACCREDITATION WORK?
• The Commission reviews institutions and acts as
a decision and policy-making body
• Institutions are required to make all reports and
action letters available to the public
• The ACCJC communicates accrediting decisions
to the institution
• Governmental agencies and the public are
notified of Accredited status (ACCJC News,
Website Directory)
www.accjc.org
Summer 2015
10
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
COMMISSION ACTION ON INSTITUTIONS
• Current Policy on Commission Actions on Institutions
 Reaffirm Accreditation
 Reaffirm Accreditation (for a limited period) and
require a Follow-Up Report
 Sanctions
 Warning
 Probation
 Show Cause
www.accjc.org
Summer 2015
11
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
SOME RESOURCES FOR
SELF EVALUATION COMMITTEES
AND WRITING TEAMS
(Available on ACCJC.org website)
www.accjc.org
Summer 2015
12
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
ACCJC PUBLICATIONS TO SUPPORT THE
SELF EVALUATION PROCESS
www.accjc.org
Summer 2015
13
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
www.accjc.org
Summer 2015
14
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
RELATIONSHIP OF ONGOING INSTITUTIONAL
QUALITY REVIEW TO SELF EVALUATION
AR/AFR
AR/AFR
Year 3
www.accjc.org
AR/AFR
Year 1
Institutional
Evaluation and
Planning
MidCycle
Report
Year 3.5
AR = ANNUAL REPORT
AR/AFR
Year 2
Self
Evaluation
Year 7
AR/AFR
AR/AFR
AR/AFR
AR/AFR
Year 4
Year 5
Year 6
AFR = ANNUAL FISCAL REPORT
Summer 2015
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
STAGES OF SELF EVALUATION
• Organization
• Identification of necessary data/evidence
• Collection of Data/evidence
• Analysis of Data/evidence
• Conclusions and initial narrative
• Final narrative (One Voice) - ISER
www.accjc.org
Summer 2015
16
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
ESTABLISH STRUCTURES AND PROCESSES FOR
SELF EVALUATION THAT ENSURE
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The institution is meeting its mission and how it knows this
Evaluation against ERs, Accreditation Standards, and relevant
Commission policies, and federal regulations
The evaluation is holistic, integrated, and honest
The self evaluation uses and is integrated with ongoing
research, evaluation, and planning
Self Evaluation leads to institution-wide reflection about
quality and student learning/achievement based on data and
analyses
www.accjc.org
Summer 2015
17
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
The Self Evaluation Report of
Educational Quality and
Institutional Effectiveness
Institutional Self Evaluation Report ISER
www.accjc.org
Summer 2015
18
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
THE SELF EVALUATION REPORT
• Summarizes and references evidence to support its
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•
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analyses, and makes the evidence available
electronically to the team and the Commission
Has coherence and a single voice
Is a meaningful document for the college, the team,
and the Commission
Leads to institution-wide reflection about quality
and student learning
www.accjc.org
Summer 2015
19
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
PURPOSES OF THE
SELF EVALUATION REPORT
•
To provide an honest written analysis of the
institution’s strengths and weaknesses in meeting
Eligibility Requirements, Accreditation Standards,
Commission policies, and federal regulations based
on the institution’s current status, continuous self
evaluation, and quality improvement activities
Continued
www.accjc.org
Summer 2015
20
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
PURPOSES OF THE SELF EVALUATION
REPORT C
ONTINUED
Identify areas at the institution that:
•
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• Are Institutional Strengths (What Works)
• Need attention for improvement (What can work better)
• Include in the Self Evaluation Report
(actionable improvement plans & QFE)
Present evidence of student achievement and learning
[results, analysis of the results, use of results at the course,
program, and institutional level]
www.accjc.org
Summer 2015
21
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
PURPOSES OF THE SELF EVALUATION
REPORT C
ONTINUED
•
Information for the external evaluation team:
• Reflective demonstration of meeting the Standards with –
Information, evidence and analysis of current conditions
• Demonstration that the institution can improve its own quality
and effectiveness
www.accjc.org
Summer 2015
22
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
QUESTIONS FOR WRITING TEAMS:
1. What should be done if there is no evidence of the
college practice in meeting a particular Standard?
2. What should be done if the self evaluation reveals an
area where the college isn’t meeting a particular
Standard?
www.accjc.org
Summer 2015
23
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
TOP 4 INDICATORS THE SELF EVALUATION
HAS VEERED OFF TRACK
4. The writers have decided to leave it to the visiting team
to ask questions if there are any gaps in
narrative/evidence.
3. There are disputes over the facts that remain unresolved.
2. The evidence is a deluge of material; not selected for its
value in demonstrating how the college itself
assesses/conducts its practice in a particular area.
1. The self evaluation process is not integrated with
institutional practices as a part of ongoing evaluation.
www.accjc.org
Summer 2015
24
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
THE REQUIREMENTS FOR
EVIDENCE IN THE
SELF EVALUATION REPORT
www.accjc.org
Summer 2015
25
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
DATA AND EVIDENCE
•
Data: qualitative and/or quantitative information
•
Data and data analysis:
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referenced in the report narrative
source material in evidence
•
Provide verification of a particular action or existing condition
•
What is evidence?
Policies, operational documents, minutes, reports, research and
analysis, screen captures from websites, and other sources of
information
www.accjc.org
Summer 2015
26
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
DATA IN THE SELF EVALUATION REPORT
• Must be accurate, up-to-date, reliable, valid, and
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significant
Qualitative and/or quantitative (data tables, charts and
graphs or in documentary form. Analysis is also essential)
Longitudinal where appropriate
Disaggregated by relevant sub-populations defined by the
institution
Available to the ACCJC and evaluation team in electronic
form (USB / Memory Stick)
www.accjc.org
Summer 2015
27
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
STUDENT ACHIEVEMENT DATA
(MUST BE INCLUDED)
• Course completion rates
• Degree/Certificates awarded (numbers or rates)
• Transfer rates to four-year institutions
• For CTE program completers:
•
•
Licensure/certification exam pass rates
Job Placement Data
www.accjc.org
Summer 2015
28
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
STUDENT ACHIEVEMENT DATA
• Other measures of student achievement
relevant to the institutional mission
• Measures of student achievement relevant to a
particular program
• Trend Data over multiple years
www.accjc.org
Summer 2015
29
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
INSTITUTION-SET STANDARDS
THE INSTITUTION MUST DEMONSTRATE THAT IT:
• Establishes standards for its own performance in
•
•
•
student achievement (Institution-set standards)
Analyzes how well it is meeting its own standards
Makes results available to all constituent groups
Plans to improve in areas where its own
performance is less than adequate
Standard I.B.3
3.3 in Manual for Institutional Self Evaluation (pg.12)
www.accjc.org
Summer 2015
30
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
STUDENT ACHIEVEMENT
STANDARD II.B.4: THE INSTITUTION ESTABLISHES
INSTITUTION-SET STANDARDS FOR STUDENT ACHIEVEMENT,
APPROPRIATE TO ITS MISSION, ASSESSES HOW WELL IT IS
ACHIEVING THEM IN PURSUIT OF CONTINUOUS IMPROVEMENT,
AND PUBLISHES THIS INFORMATION. (ER 11)
HOW SHOULD THIS DATA BE PRESENTED?
MANUAL FOR INSTITUTIONAL SELF EVALUATION APPENDIX G
www.accjc.org
Summer 2015
31
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
Presentation of Student Achievement Data
Appendix G – Manual for Institutional Self Evaluation
Data
Element
Course
Completion
Rate*
Definition of the measure
Applies to all students:
Successful course completion,
grade C or better if graded, over
the number of students enrolled
when the general enrollment
period ends.*
www.accjc.org
InstitutionSet Standard
Stretch
Goal
**
***
Summer 2015
Most Recent
Year’s
Performance
Previous Year
____
Performance
Multi-year
average
Add columns
for the number
of years being
tracked
(generally 3 to
5 prior years)
(generally 3-6
years)
Use for multiyear
trend analysis
32
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
EXTERNAL EVALUATION TEAMS WILL:
• Identify the institution-set standards for student
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achievement
Evaluate the appropriateness of these standards
Consider these standards in relation to college mission
Review and describe the data and analyze the college’s
performance
Describe the institution’s overall performance
Determine whether the college is meeting its standards
www.accjc.org
Summer 2015
33
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
DATA ON PROGRAM REVIEW
•
•
•
•
•
Policies on curriculum review and implementation
Evaluation of student learning outcomes
Connection and correlation of program review with
institutional planning (elements/timelines)
Program review data usage (levels and cycles)
Actions taken (improvements) on the basis of program review
www.accjc.org
Summer 2015
34
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
DATA ON STUDENT SUPPORT SERVICES
• Program reviews
• Student satisfaction/follow-up surveys
• Records of student use of support services
• Student loan default rates
• Student support services planning documents
Continued
www.accjc.org
Summer 2015
35
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
STUDENT SUPPORT SERVICES (CONT)
• Catalog, handbook, web-page descriptions of
student services
• Policies on academic progress, honesty, codes of
conduct, grievance and complaint procedures
• Availability of student support services to offcampus and to Distance
Education/Correspondence Education students
www.accjc.org
Summer 2015
36
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
DATA EVALUATION BY THE VISITING TEAM
• Determine that the College:
 Gathers data routinely and systematically
 Analyzes and reflects upon it
 Publishes it and shares it widely with constituent
groups (for example: research reports, fact books)
 Uses it to plan and implement program and
institutional improvements
 Evaluates the effectiveness of its improvements
www.accjc.org
Summer 2015
37
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
QUESTIONS FOR DISCUSSION
Standard II.B.4: The institution defines and
assesses student learning outcomes for all
instructional programs and student and learning
support services. (ER 11)
What evidence should be examined for the ISER?
www.accjc.org
Summer 2015
38
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
EVIDENCE ON STUDENT LEARNING OUTCOMES:
• Course outlines/syllabi with SLOs, catalog descriptions of program level
•
•
•
•
outcomes, examples of assessment methods used (rubrics, portfolios,
others), mapping, documented cycle. Institutional, general education,
and specialization area outcomes in program outcomes/assessment
Summary assessment data on SLO attainment
Information about the level of participation in SLO assessment in all
programs of the institution
Information about how SLOs and results data are made known to
students and the public, and how they are used by students
Evidence of how SLO assessment results are communicated across the
college and used for planning, resource allocation, and improvement at
the course/program levels as well as at the institutional level
What else would you include?
www.accjc.org
Summer 2015
39
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
TEAMS AND COMMISSIONERS WANT EVIDENCE !
WHAT, WHERE, WHEN
• Access to Password protected information – Early
•
•
•
(Don’t wait to the last minute)
Elimination of irrelevant, poor quality evidence or
deluge of data (waste of the team’s time)
Evidence should be “frozen” at the point of the
team’s visit, provided on a memory stick (beware
the BROKEN LINK)
Bookmark/Pointers to relevant, specific data points
within large documents
www.accjc.org
Summer 2015
Continued
40
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
COMMENTS FROM TEAMS AND
COMMISSIONERS ABOUT EVIDENCE
• Evidence after the team’s visit cannot be verified by
•
on-sight observation (Non-data)
Evidence should be available until after the
institution receives the Commission action letter
(Teams and COMMISSIONERS WILL review data
after the visit)
www.accjc.org
Summer 2015
41
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
THE ELIGIBILITY
REQUIREMENTS
www.accjc.org
Summer 2015
42
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
FACT OR MYTH?
“We should be safe if we copy those short
paragraphs we used before about our
compliance with the Eligibility Requirements.”
www.accjc.org
Summer 2015
43
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
FACT OR MYTH?
“Have you heard? We don’t even need to write
a section on each of the Eligibility
Requirements!.”
www.accjc.org
Summer 2015
44
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
ELIGIBILITY REQUIREMENTS (ERS)
EVALUATION UNDER 2014 STANDARDS
•
The first 5 criteria must be separately addressed in
the Self Evaluation Report. The others are woven
into the institution’s narrative and evidence on the
Standards. (BIG 5)
ER 1: Authority
ER 2: Operational Status
ER 3: Degrees
ER 4: Chief Executive Officer
ER 5: Financial Accountability
See Accreditation Reference Handbook
www.accjc.org
Summer 2015
45
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
REMAINING ER’S INTEGRATED INTO
2014 STANDARDS
For Example:
• Standard I.A.1 and I.A.6 cross reference ER 6
• Standard I.B.2 and I.B.3 cross reference ER 11
• Standard I.B.9 cross references ER 19
(Compliance verified during Comprehensive
Evaluation visit)
www.accjc.org
Summer 2015
46
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
THE 2014 ACCREDITATION
STANDARDS
www.accjc.org
Summer 2015
47
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
STANDARD I: MISSION, ACADEMIC QUALITY
AND INSTITUTIONAL EFFECTIVENESS, AND
INTEGRITY
A. Mission
B. Assuring Academic Quality and
Institutional Effectiveness
C.
Institutional Integrity (New
subsection/consolidation
www.accjc.org
Summer 2015
48
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
KEY ELEMENTS OF STANDARD I
• Quality
 Key processes that lead to improvements
• Mission
 How does Mission drive planning
 Can Mission be assessed
• Data
 Analysis of quantitative and qualitative data provides
basis for evaluations
www.accjc.org
Summer 2015
49
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
KEY ELEMENTS OF STANDARD I (CONT)
• Institution Set Standards
 New federal requirements (not ACCJC invention)
 Institutional (completion, placement, transfer) and
program (CTE)
• Disaggregation
 Sub-populations of students (critical to mission)
 Identify performance gaps; strategies to address
• Broad Communication
 Results of assessment and evaluation – to public
www.accjc.org
Summer 2015
50
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
FACT OR MYTH?
The fact that we continue to exist as a college
shows we operate in alignment with our
mission.
www.accjc.org
Summer 2015
51
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
STANDARD II: STUDENT LEARNING
PROGRAMS AND SUPPORT SERVICES
A.
B.
C.
Instructional Programs
Library and Learning Support Services
Student Support Services
www.accjc.org
Summer 2015
52
II.A – INSTRUCTIONAL PROGRAMS
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
II.A.1: All instructional programs


•
•
regardless of location or means of delivery,
fields of study consistent with the mission and appropriate to
higher education
Culminate in student attainment of identified student
learning outcomes, and
achievement of degrees, certificates, employment, or
transfer. (ACCJC Eligibility Requirement ER 9 and ER 11)
o
New emphasis on student attainment and achievement
www.accjc.org
Summer 2015
53
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
II.A.9. Student Learning Outcomes
• Credit awarded for courses, degrees and certificates
based on student attainment of learning outcomes.
• Units of credit awarded are consistent with institutional
policies that reflect generally accepted norms or
equivalencies in higher education.
• Courses based on clock hours follow Federal standards
for clock-to-credit-hour conversions. (ER 10)
o This requirement, which has existed previously in policy, and
in federal regulations, has now been added to the standards.
www.accjc.org
Summer 2015
54
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
II.A.16. Program Review
• Regularly evaluation and improvement in the quality
and currency of all instructional programs offered in
the name of the institution.

Includes collegiate, pre-collegiate, career-technical, and
continuing and community education courses and programs,
regardless of delivery mode or location.
• The institution systematically strives to improve
programs and courses to enhance learning outcomes
and achievement of students.
o
o
Not new, but notice the specific reference to continuing and
community education courses.
The assessment and evaluation in some types of courses or
programs may look different from that used for most
instructional programs.
www.accjc.org
Summer 2015
55
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
II.C.2. The institution identifies and assesses learning
support outcomes for its student population and
provides appropriate student support services and
programs to achieve those outcomes. The institution
uses assessment data to continuously improve
student support programs and services.
www.accjc.org
Summer 2015
56
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
II.C.4. Co-curricular programs and athletic programs are
suited to the institution's mission and contribute to the
social and cultural dimensions of the educational
experience of its students. If the institution offers cocurricular or athletic programs, they are conducted with
sound educational policy and standards of integrity. The
institution has responsibility for the control of these
programs, including their finances.
o
o
A new standard.
Note the linkage of co-curricular programs and athletics programs to
the institution’s mission.
www.accjc.org
Summer 2015
57
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
STANDARD III: RESOURCES
A. Human Resources
B. Physical Resources
C. Technology Resources
D. Financial Resources
www.accjc.org
Summer 2015
58
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
FACT OR MYTH?
This portion of the standards is more about
operations than it is about student learning and
achievement.
[Don’t we only need the HR, Tech, Facilities, and
Finance “gurus” on these sections?]
www.accjc.org
Summer 2015
59
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
STANDARD III
THEMES OF CHANGES
• Improve clarity
• Improve planning
 Recognize role and importance of part-time and
adjunct faulty in processes
 Expand recognition of comprehensive nature of
planning considerations (TCO)
• Reorganize and restructure (especially III.D)
www.accjc.org
Summer 2015
60
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
III.A: HUMAN RESOURCES
• III.A.5:
The institution assures the effectiveness
of its human resources by evaluating all
personnel systematically and at stated
intervals. …. Evaluation processes seek to
assess effectiveness of personnel and encourage
improvement. Actions taken following
evaluations are formal, timely, and
documented.
www.accjc.org
Summer 2015
61
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
III.D: FINANCIAL RESOURCES
• Restructure for Clarity
 Planning (1-3)
 Fiscal Responsibility and Stability (4-10)
 Liabilities (11-15)
 Contractual Agreements (16)
www.accjc.org
Summer 2015
62
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
STANDARD IV: LEADERSHIP AND
GOVERNANCE
A. Decision-Making Roles and Processes
B. Chief Executive Officer
C. Governing Board
D. Multi-College Districts or Systems
www.accjc.org
Summer 2015
63
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
• IV.C. 8:
•
To ensure the institution is accomplishing
its goals for student success, the governing board
regularly reviews key indicators of student learning
and achievement and institutional plans for
improving academic quality. (NEW)
IV.C. 10: Board policies and/or bylaws clearly
establish a process for board evaluation. …. The
results are used to improve board performance,
academic quality, and institutional effectiveness.
www.accjc.org
Summer 2015
64
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
FACT OR MYTH?
In California, if we follow AB 1725, we have no
problem with the governance part of the
standards.
www.accjc.org
Summer 2015
65
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
EVALUATION TEAM RESPONSIBILITIES
COMMISSION POLICIES
U.S. DEPARTMENT OF EDUCATION
(USDE) REGULATIONS
www.accjc.org
Summer 2015
66
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
•
•
•
•
•
•
•
•
USDE REGULATIONS (CHECKLIST)
Notification of evaluation visit and third party comment
Institution-set standards and performance with respect to
student achievement
Credits, program length, and tuition (clock to credit hour
conversion – see Appendix I)
Transfer policies
Distance education and correspondence education
Student complaints
Institutional disclosure and advertising, and recruitment
materials
Title IV compliance
www.accjc.org
Summer 2015
67
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
Student Complaints
Evaluation Items:
SAMPLE CHECKLIST
_____ The institution has clear policies and procedures for handling student complaints, and the current policies and
procedures are accessible to students in the college catalog and online.
_____ The student complaint files for the previous six years (since the last comprehensive
evaluation) are available; the files demonstrate accurate implementation of the complaint policies and procedures.
_____ The team analysis of the student complaint files identifies any issues that may be indicative of the institution’s
noncompliance with any Accreditation Standards.
_____ The institution posts on its website the names of associations, agencies and govern mental bodies that accredit, approve,
or license the institution and any of its programs, and provides contact information for filing complaints with such entities.
_____ The institution demonstrates compliance with the Commission Policy on Representation of Accredited Status and the
Policy on Student and Public Complaints Against Institutions.
[Regulation citations: 602.16(a)(1)(ix); 668.43.]
Conclusion Check-Off (mark one):
_____ The team has reviewed the elements of this component and has found the institution to meet the Commission’s
requirements.
_____ The team has reviewed the elements of this component and has found the institution to meet the Commission’s
requirements, but that follow-up is recommended.
_____ The team has reviewed the elements of this component and found the institution does not meet the Commission’s
requirements.
Narrative (add space as needed):
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Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
COMMISSION POLICIES
•
•
•
•
•
•
•
•
Rights and Responsibilities (related to third-party comment)
Institutional Degrees and Credits
Distance Education and Correspondence Education
Representation of Accredited Status
Student and Public Complaints Against Institutions
Institutional Advertising, Student Recruitment, and
Representation of Accredited Status
Institutional Compliance with Title IV
Contractual Relationships with Non-Regionally Accredited
Organizations
See Checklist
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Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
FACT OR MYTH?
The list of Commission policies we just
reviewed covers all the policies a college
needs to know about and follow.
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Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
ORGANIZING THE COLLEGE FOR
INSTITUTIONAL SELF EVALUATION
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Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
FORMAT OF THE
SELF EVALUATION REPORT
AND
SITE VISIT
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Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
FORMAT FOR THE REPORT
• Cover Sheet
• Certification of the Report
• Table of Contents
• Structure of the report
A. Introduction (history, demographic information, location of
off-site campuses, major developments since the last
comprehensive review)
B. Presentation of student achievement data and institutionset standards
C. Organization of the self evaluation process
*See Manual for Institutional Self Evaluation
Continued
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Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
FORMAT FOR THE REPORT
D.
Institutional Organization (organizational chart,
E.
F.
Eligibility Requirements (1-5)
Commission policies and Federal regulations
G.
Institutional Analysis of the Accreditation Standards:
functional map, list of off-campus sites, DE/CE)
(Checklist)
 Evidence of Meeting the Standard
 Analysis and Evaluation (Whether or not, and to what degree does

evidence demonstrate that the institution meets each Standard? How has
the institution reached this conclusion?)
Actionable Improvement Plans (see note next slide)
Continued
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Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
FORMAT FOR THE REPORT
INSTITUTIONAL SELF EVALUATION USING THE
ACCREDITATION STANDARDS
•
Actionable Improvement Plans: Changes made during
self evaluation process and plans for future action (formerly
Planning Agendas) can be made to meet Standards or to
improve beyond the Standard
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Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
H. QUALITY FOCUS ESSAY
New Component For Self Evaluation Report
(NAPA COLLEGE – Self-Evaluation Report pp 381-399)
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Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
QUALITY FOCUS ESSAY
• In the Quality Focus Essay (QFE), the college will
•
discuss, in essay format, two or three areas it has
identified for further study, improvement, and
enhancement of academic quality, institutional
effectiveness, and excellence.
The QFE topics (action projects) are selected during
the college’s self evaluation process.
Continued
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Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
QUALITY FOCUS ESSAY
• Is related to the Accreditation Standards
• Is realistic, coming out of data and reflected in the
•
•
•
self evaluation process and Self Evaluation Report
Has a 5,000 word limit
Sets multi-year, long-term direction(s) for the
college
Demonstrates institutional commitment to
excellence
Continued
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Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
QUALITY FOCUS ESSAY
The Midterm Report will be an update on the
quality improvement efforts (action projects),
and an analysis of trend data (AR/AFR, etc.)
related to institutional performance.
See ACCJC News article:
“Accreditation Asks for a Focus beyond Compliance
to Quality Improvement”
ACCJC Newsletter – Spring/Summer 2015
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Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
QUALITY FOCUS ESSAY
• Task for Self Evaluation Visiting Team
 Review the Quality Focus Essay (QFE)
 Provide constructive feedback
 Focus on goal:
Supporting institutional efforts to enhance student
learning and achievement
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Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
I.
FORMAT FOR THE REPORT (FINAL)


Changes and Plan Arising out of the SelfEvaluation Process
Include changes made during the self evaluation process and
plans for future action in the Self Evaluation Report.
Include any timelines for implementation and expected
outcomes.
Suggested: Develop a chart summarizing changes made in
response to its self evaluation process and future actions
planned
(Assists institutional tracking and monitoring)
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Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
THE SITE VISIT
• Pre-visit by team chair
• Documents for the team
• Team room and other facilities
• Open meetings
• Availability of key personnel
• Classroom and off-site visits
• Access to distance education
• Exit report
• The college should not make gifts to team members
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Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
Read the previous
evaluation team
and college reports
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Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
SUBMISSION OF THE
SELF EVALUATION REPORT
•
To the ACCJC: One electronic copy (with evidence) in
Microsoft Word plus one printed copy; electronic copies and
1 printed copy of the catalog and schedule of classes (if
available in print format)
•
To each Evaluation Team Member: One electronic copy (with
evidence in on memory stick), including catalog and class
schedule. Special accommodation for disabilities may call for
additional print copies.
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Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
OPEN DISCUSSION
What questions do you have about the ERs or
Standards, the self evaluation process, the
Self Evaluation Report, Commission Policies,
The Checklist, federal regulations, external
evaluation visit, or what happens after the
visit ?
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Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
ACCREDITING COMMISSION FOR
COMMUNITY AND JUNIOR COLLEGES
WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES
10 Commercial Blvd. Suite 204
Novato, CA 94949
415-506-0234
FAX: 415-506-0238
Website: www.accjc.org
Email: accjc@accjc.org
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