The ACCJC
Rubric and
Beyond
Julie Bruno,
Sierra College
Susan Clifford,
ACCJC
Fred Hochstaedter
Monterey Peninsula College
To Write a
Self-Evaluation
You Need:
• An objective perspective
• The ability to visualize college
processes as a whole
• A willingness to admit college
successes and challenges
Every Project
Needs a Plan
• What do the Standards mean?
-Guide to Evaluating Institutions
-Guide to Evaluating DE/CE
-Annotated Guide to Standards
-The Rubric
• New USDE Regulations
• Bringing it all back together –
Institutional Effectiveness
Provides a set of questions to
be used when evaluating
Standards.
Questions to guide institutions in their
evaluation of the Standards
Another example of questions
Provides a focused view on
the institution’s quality in the
area of DE/CE
Standard 1B
The Annotated Standards
RUBRIC FOR EVALUATING
INSTITUTIONAL EFFECTIVENESS – PART
I:
PROGRAM REVIEW
Levels of Implementation
• Awareness
• Development
• Proficiency
 Sustainable Continuous Quality Improvement
THE INSTITUTION REVIEWS AND REFINES
ITS PROGRAM REVIEW PROCESSES TO
IMPROVE INSTITUTIONAL EFFECTIVENESS.
 The institution assesses its evaluation
mechanisms through a systematic review of their
effectiveness in improving instructional
programs, student support services and library
and other learning support services.
ACCJC Standard I.B.7
THE RESULTS OF PROGRAM REVIEW ARE USED TO CONTINUALLY
REFINE AND IMPROVE PROGRAM PRACTICES RESULTING IN
APPROPRIATE IMPROVEMENTS IN STUDENT ACHIEVEMENT AND
LEARNING.
 The institution demonstrates its effectiveness by
providing 1) evidence of achievement of student learning
outcomes and 2) evidence of institution and program
performance.
ACCJC Standard I.B.
 The institution uses established procedures to design,
identify learning outcomes for, approve, administer,
deliver and evaluate courses and programs. The
institution recognizes the central role of its faculty for
establishing quality and improving instructional courses
and programs.
ACCJC Standard II.A.2.a
Rubric for Evaluating
Institutional Effectiveness –
Part II: Planning
The Commission Expects Colleges
to be at the
Sustainable Continuous Quality
Improvement Level
ACCJC Rubric Part II: Planning
• The institution uses ongoing and systematic
evaluation and planning to refine its key processes
and improve student learning.
 The institution assures the effectiveness of its ongoing
planning and resource allocation processes by systematically
reviewing and modifying, as appropriate, all parts of the cycle,
including institutional and other research efforts.
ACCJC Standard I.B.6
Rubric for Evaluating Institutional
Effectiveness – Part iii:
Student Learning Outcomes
Levels of Implementation
• Awareness
• Development
 Proficiency
• Sustainable Continuous Quality Improvement
PROFICIENCY
• Student learning outcomes and authentic
assessment are in place for courses,
programs and degrees.
 The institution identifies student learning outcomes for
courses, programs, certificates, and degrees; assesses
student achievement of those outcomes; and uses
assessment results to make improvements.
ACCJC Standard II.A.1.c.
Comprehensive assessment
reports exist and are completed
and updated on a regular basis
 The institution establishes student learning programs and services
aligned with its purposes, its character, and its student population.
ACCJC Standard I.A.1.
 The institution relies on faculty expertise and the assistance of
advisory committees when appropriate to identify competency levels
and measurable student learning outcomes for courses, certificates,
programs including general and vocational education and degrees.
The institution regularly assesses student progress towards
achieving those goals.
ACCJC Standard II.A.2.b.
APPROPRIATE RESOURCES
CONTINUE TO BE ALLOCATED
AND FINE-TUNED
 The institution demonstrates a conscious effort to produce and support
student learning, measures that learning, assesses how well learning is
occurring, and makes changes to improve student learning…
ACCJC Standard I.B.
 The institution provides evidence that the planning process is broad-based,
offers opportunities for input by appropriate constituencies, allocates
necessary resources, and leads to improvement of institutional effectiveness.
ACCJC Standard I.B.4.
 The institution systematically assesses the effective use of financial resources
and uses the results of the evaluation as the basis for improvement.
ACCJC Standard III.D.3.
USDE Regulations
• Institution-set standards for satisfactory performance in
achieving student success (learning and achievement);
teams to determine if these standards are reasonable
• Academic Credit / Clock to Credit Hour Conversion
• Student Complaints
• Appropriate use of DE/CE terminology
• Monitoring fiscal condition/stability
• Two-Year Rule
During the Visit, the Team
Should:
(Team Evaluator Manual)
• Assess the degree to which the institution meets or
exceeds the Standards
• Cross validate whenever conflicting information is
received
• Share concerns with other team members
• Visit off-campus sites where 50% or more of a
program is offered, including international sites
• Review the institution’s files of student complaints
and grievances
Continued
During the Visit, the Team
Should:
(Team Evaluator Manual)
• Identify the institution-set standards of student learning
and achievement
• Evaluate the appropriateness of these standards
• Consider these standards in relation to the college
mission
• Review and describe the data and analyze the college’s
performance
• Describe the institution’s overall performance (those
standards met and not met)
• Determine whether the college is meeting its standards
One Equation for
Accreditation Success
Program Review + Planning +
SLO Assessment =
Institutional Effectiveness
A Picture is Worth a
Thousand Words
Activity: Draw your college’s
planning processes
Include:
SLO Assessment
Program Review
Planning and Budgeting
How do they fit together?
Bravery Award
Anyone willing to
share a drawing?
Monterey Peninsula College
Planning and Resource Allocation Process
(simplified version)
1. Planning
 3-year Institutional
 Educational
Master Plan
2. Program Review
 6-year Cycle
 Annual Report
with Action Plans
5. Evaluation
 Institutional
 Area
4. Resource Allocation
 Infrastructure
 Equipment
 Personnel
3. Institutional Review
 Administration
 Faculty-led advisory
groups
Monterey Peninsula College
Planning and Resource Allocation Process
1. Planning
 3-year Institutional
 Educational
Master Plan
5. Evaluation
 Institutional
 Area
2. Program Review
 6-year Cycle
 Annual Report
with Action Plans
Data driven
Dialog
4. Resource Allocation
 Infrastructure
 Equipment
 Personnel
3. Institutional Review
 Administration
 Faculty-led advisory
groups
2. Program Review
 6-year Cycle
 Annual Report with
Action Plans
Instructor Reflections on
Student Learning
Program Reflections on
Student Learning
These Forms/Processes are the Heart of
MPC’s SLO Efforts.
They are designed to prompt
 Dialog
 Collaboration
 Improvement Efforts
 Action Plan Rationale
Bottom Line
Your college will
be judged on the
Standards, not
the rubrics
Overall: Where is your
College?
Rate yourself on all
three rubrics
Questions?
Resources
ACCJC site where all resources in this
presentation are linked:
http://www.accjc.org/all-commission-publicationspolicies
Resources Used:
Rubric for Evaluating Institutional Effectiveness
Guide to Evaluating Institutions
Guide to Evaluating Distance Education and
Correspondence Education
Accreditation Standards Annotated for CQI and
SLOs