IRC
Minutes
Purpose
October 2-3, 2013 1:30 – 4:00 p.m. NorthCentral Technical College
Share Best Practices
Attendees
President’s Welcome Lori
Discussion
Conclusions
Ask the Education Director Sandy/Moira
QRP Evaluation Plans-asking the Education Directors about what to expect with
QRP and what they state prefers.
Note items
When reviewing a QRP plan, the system only sees a narrow view of the plan. They only get a limited version of what provide to the school.
Look at different things around what is in the plan and they look to see if the college’s identify the people and the roles of the people who are going to carry out the activities. Somebody will actually be responsible.
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How often does QRP need to be updated?
Is the system effective for the
Colleges?
They also look to see if you are making connections across your district not that one group is doing/completing all the work.
Can the QRP system be refined to align processes, maybe also complete a lean process event to clean out the extra steps and non-value added steps?
Systems use the plans to look at other best practices across all the colleges and share those with the college.
The state would love to be invited to an initial QRP data, because when they review the plan they feel like they are coming in at the end of the conversation
Would like to see that improvement information being used and involved in the Plan Do Check Act Process.
The state does make comments on the improvement plan, however they do not comment on the annual updates that are provided from the colleges.
The state will provide “timely” feedback, but each ed director has different perception of value on QRP.
The process has some apparent disconnect between how the college’s use the feedback and the timeframe from which they are getting the feedback, ex: feedback received 2 years after the improvement plan was submitted
The state feels that the programs may not have the best data available or do not know what data is available or how to use this data., work with your local staff to ensure that they understand the data.

QRP Updates Julie
Discussion
Conclusions
Note items
The state office is currently working with QRP now all the indicators are being programed to connect with the correct cohort of students. The state is working on the QRP data.
QRP system is about 10 years old, started off as compliance and moved to this system, it is not time again for the state to look at this. We need to discuss what is doable at both the colleges and the state office.
Current timeline for the updated system and process is indefinite. QRP meetings will begin to be scheduled again on a regular basis. What pieces of QRP are actually valuable?
IS there a possibility that we can use common indicators across programs such as Student Success, Perkins, and Performance
Based Funding. State feels that all these indicators are much more different that having general indicators.
WIDS Future Focus Group
Update at the April SCM meeting? Event debrief from
November 7 th .
Breakout sessions at the spring meeting debriefing what is working and what is not working? Maybe we could have 5 or 6 breakout groups to and a larger general discussion.
What is the role of the ed directors in QRP? The ed directors are responsible for the programs, they focus on certain programs. This keeps the ed directors involved and informed with what is going on in the program.(Advisory role vs. approval role)
Look for wisline notices and meeting notices for improvements on QRP. What is valuable and not valuable….
WTCS Student Success
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What would make a usable valuable system for QRP?
How to integrate blackboard with WIDS? Possible subject for next meeting.
What are the commonalities for program review/QRP and diagram what the similarities are?
Kathy Cullen
Discussion Status of WTCS Student Success Scorecard (follow-up to Spring agenda item )
Conclusions notes items
The student success initiative started a year ago when a WTCS board member heard a presentation on Student Success and felt that
Wisconsin was behind the mark on collecting student success information. Student services was the group assigned to this initiative.
Began an 18 month discussion that pulled in many different groups.
The SSA group has now developed a set of documents regarding what is student success. The student success group was broadened to bring in other individuals, bringing in instructional services and institutional researchers.
See indicator sheet that was handed out, includes definitions of indicators that were selected as part of this group. Also aligns which indicators are aligned with performance based funding and the WTCS strategic directions. ( Working glossary for review )
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Alignment with QRPhow can these measures/indicators align?

Data that the state has: persistence, completion, retention, graduation.
Transition data would have to come from the Clearinghouse. Most data is in the client system.
Certificate completer
Workgroup update
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Tanya Wasmer
What are we doing with the whole certificate completer initiative? ( powerpoint )
Current Certificate types:
1.
Local certificate
2.
Advanced Technical Certificate (aid code 10) a.
Training beyond the approved degree, new and emerging content.
3. WTCS pathway certificates (aid code 10) b.
Focuses on stackable credentials.
Benefits of Career Pathways, building skills for today’s and tomorrow’s markets, build on learning and can evolve
See power point for definitions of Embedded Technical
Diploma and the Embedded WTCS Pathway Certificate.
November-December will have the definitive language on these definitions for this initiative.
The state is going to put more parameters around the pathway certificates, which will allow for more accountability regarding outcomes of the pathway certificates.
Are the pathway certificates meant to be steppingstones to a degree? There certificates are not meant to earn degrees between, more of a stepping stone or a way to chunk out the classes towards a degree.
How does this impact our accreditation and financial aid?
Is there any qualifier around “industry recognized credential”?
The state will not be collecting any data on local certificates. And it won’t even qualify for performance based funding metrics. But embedded pathways will be used for Performance based funding.
How does this impact non-credit bearing certificates?
NWTC credential scorecard
How would this impact Graduate follow-up for those that complete certificates?
How do we track students who complete certificates to see if they earn jobs?
Sue/Vicki
Discussion
Conclusions
Takes part of the QRP and makes this a robust process based out of the learning central area at NWTC ( NWTC Scorecard Template ).
Notes
NWTC realized that all of our learners, they do not like tables of data, they are visual in nature. They take the
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numbers from a table and place them into the chart. Data on the chart for this report includes, program demand, enrollment, admits, success in gateway courses, completions, and trends by delivery mode. Also focus on wages data and percent of job openings.
Roundtable-Beyond the scorecard-
Internal Data
Discussion Focusing on metrics that are used beyond what QRP provides.
Conclusions
Beth
Action items
Western uses a rubric to assess the quality of curriculum in each program indicators include TSA phases approved, do they have accreditation, have
WIDS used, have program outcomes. Programs that score low on this rubric are the programs that will be requesting Perkins funding for improvement plans and where the college will be focusing their efforts on those programs that score lower.
WCTC-Dawn V. -shared the vital signs for the program vitality, focus on enrollment, FTE’s, program graduates, graduate satisfaction, median monthly salary, and graduates employed in related occupations.
NTC- restructured the program evaluation process, focusing on program vitality, used indicators that combine QRP and Program evaluation and developed an internal scorecard to be shared with faculty and programs:
1.
Student success
2.
Program health
3.
Customer satisfaction.
Aligns with the DMAIC process, and aligned with our strategic planning process, so that plans can be implemented within the strategic plans.
( sample QRP document )
FVTC-uses a strategic improvement program, focusing on program health and that replaces QRP
Moraine Park-currently revising the program health report and create a dashboard and drill into each of the details of that program. The intent is to get the data more available to staff and have the process more robust.
Milwaukee-has a program scorecard as well….
Set the dates
Discussion
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Location to investigate for the group, possibly at Madison Technical College,
Placeholder for April 23-24 th , Mike Lanser is available on April 23 rd .
Beth
Conclusions
Partners in Leadership Panel
Nikki/Brianne/Z ach
Discussion Discuss what colleges are doing to implement this training across the college.
Conclusions
Action items
Mid-State-culture of accountability-where people take accountability to think and act in a manner necessary to achieve results., three options for training,
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1.
Self-Track
2.
Culture Track
Others Track
Focuses on Key Results, Results Pyramid and Steps to Accountability…above the line and below the line behaviors. Mid-state will be training all staff throughout October-November
Western’s Approach-Held their training session with Leadership and District
Board Members, now in the process of training 12 facilitators. Hosting wave of training sessions during February 26-28 th , 2014
Based on The Oz Principle and Change the Culture, Change the Game
Accreditation Roundtable Discussion
Discussion
Conclusions
How do you implement your systems portfolio? How do you engage your staff in your accreditation processes?
All
Notes
Waukesha-completed 2 portfolios…
1.
Developed Timeline back from Due Date
2.
Team of Category Leads and set them loose to write their sections.
3.
Teams each had due dates
4.
Had a team of 3 editors and gave them feedback etc
5.
Team leads got the 2 nd review back and make adjustments.
6.
3 Editors had the summer prior to the fall submission to review and make one voice edits
Fox Valley
1.
Core Team members and each category has an executive team sponsor.
2.
Process takes about one year and there is a 3 person facilitator group to provide input for each group.
3.
Combined categories that have like information.
4.
First full draft out to management, support staff, and faculty for reviews.
Madison
1.
Just received their feedback
2.
Process started with 9 category team leads and tried to pull people that were knowledgeable on those categories.
3.
Majority of the writing was done by 2 staff members who took the content from the category leads and wrote the process questions
4.
Some of their teams used “one Note” to access all the content for their category.
WITC-
1.
Cabinet members lead the teams and selected a co-chair.
2.
Held a training for the leads, gave them page limits, etc.
3.
Started 1.5 years ahead of schedule.
4.
Challenge was feedback was focusing on improvement not what the actual state is.
5.
One person had to go through and complete the final editssome categories came bulleted and some categories came back really well written.
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Can we leverage each other for peer reviewers within the
WTCS system?
Can we get a list of Peer
Reviewers across the
WTCS system?
Table the Accreditation
Engagement Process at each college discussion for the Spring Meetings.

6.
Also had an external reviewer to review the document
NTC
1.
Executive leadership team appoints the category leaders-had 2 leaders per category
2.
Each person write their own category
3.
Review team reviews the first draft: 1. Is this an accurate portrayal of NTC and 2. Is the answer complete?
4.
Have one person who is focusing on the editing.
5.
Start the process 1.5 years ahead
6.
First draft completed by June and by December al information
7.
will be in for a May submission.
Milwaukee
1.
Held 9 town hall meetings and invited certain people.
2.
3 writers developed the process questions
3.
Research came back and completed the results
4.
The writers were there to ask follow-up, but the process was very time consuming
5.
Best practice-when they received the feedback and color coded the SS, S, O, OO and made them poster sized and dialogued with staff after that.
Blackhawk
1.
Due on November 1 st
2.
Difficult part was embedding the core components
3.
5 of the 9 category leaders either left the college or retired during this process.
4.
Have a consultant to provide feedback
Mid-State
1.
One person is writing it and saves time in the end
2.
Make sure you answer the questions completely-not partially
3.
If you have a SS you do not need to address it in your next
4.
portfolio, you just need to state that you had a SS
Best Practices in Core
Abilities
Roundtable
Discuss what colleges are doing with assessing core abilities.
Action items
Blackhawk: Developed rubrics as well.
7 core abilities and completed the
LTC ( Targeted core ability rubric )
Mid-State Technical College-Assessing only 2 core abilities each year will complete it on a 3 year cycle for all core abilities ( sample ).
FVTC renamed their core abilities to employability essentials. Surveyed over 1000 employers about what are the critical skills needed for faculty and staff
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Do you assess core abilities during the employer follow-up survey?

College Action Project/Quality
Initiative Report
Roundtable
Action items
Blackhawk- Governance Process, Aligning AQIP and Budgeting, and Core Abilities
Southwest Tech: Student Retention, Developing College Metrics, Attracting the right people
NTC-Nursing Program Enhancements, Operations and learning center (ABE, ELL,
PreCollege) and how to make this more structured, Assessing Core Abilities, Student
Success Measures and how that is used during program evaluations
WITC-College Culture-complete the survey from HLC on culture, Developing divisional and college-wide metrics, Aligning student learning assessment initiatives
Waukesha-Implementing critical life skills, moved from 23 to 6 Core abilities, Economic
Development Metrics, set themselves up to gather data, Employee Engagement Team,
Communication Tool that guides groups for College Conversation
Madison-Retention to increase fall to fall retention from 55 to 64 percent, Assessment based unit planning, non-credit students who need development work
LTC-Course Completion, Core Abilities Baseline, and Systems Portfolio Internal Audit of
Process
Western-Strategic Enrollment and Management Process, Exploring partnerships to expand distance education offerings
Milwaukee-does not formally recognize action projects and completes all project with
CQI initiatives
Future of AQIP Update Eric Martin
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Review the proposal of the 8 year cycle ( attachment ).
Notes
Commission hosted listening session to gather feedback and input on the future of
AQIP, with a re-designed 7 year cycle, 8 year cycle or 10 year cycle
Commission posted the 8 year model on the website, the next step is the board meeting at the end of October. Eric will be meeting with the board during this time and provide and update with the recommendations for AQIP.
At the February Board meeting, the board will have a first reading at the February meeting, the next meeting will be in June and will have a second reading which will approve the final AQIP Model.
AQIP 8 Year Cycle
1.
Includes a first year mentoring experience, coach them on the concepts behind AQIP.
2.
Action projects filing
3.
Action projects response
4.
Strategy Forum-Can chose between coming in year 1 or 2 in the 8 year span or during year 5 or 6. Also have the option of hosting a forum at your institution. First forum will have a new curriculum deployed this week. Still need to determine what a campus based strategy forum will look like. First forum in the 8 year cycle could be at your institution, but the second one will have to be completed at the Q Center.
5.
Systems Portfolio will be in year 3 and year 7. The year 3 portfolio will only focus on the process for the AQIP Categories. The year 7 portfolio will focus on the core components for the criteria of the core components. There is a group currently working on the Systems Appraisal process. They will be
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consolidating and eliminating questions. The question the group is looking at how many categories are needed as well.
6.
Quality check may have a new title: Comprehensive Quality Review, the focus for the visit is going to be looking at a formative and collaborative check-up, but the college will still need to complete the compliance pieces related to this check-up. A thought for this is to hold an optional
Comprehensive Quality Review during the year 4 and a required one in year
8. The visit in year 8 is the report that will go to the Dept of Ed for the compliance report.
7.
The commission is reviewing the need to have the Reaffirmation of accreditation review panel-is this something that can just go directly to the
IAC committee
How will college come into this new model?
Answer: Take academic year 14-15 and build transition maps to the new model that will put the colleges is a logical place that doesn’t make it to burdensome for the institutions at our college.
Will the colleges have to update their portfolio immediately or can they wait until their time is up to submit the portfolio. Eric stressed that changes to occur for the portfolio are logical changes that will make cutting and pasting new items. The new assurance system may be something that can be used for AQIP as well.
Fox Valley’s portfolio is due in November 2014, when would they see the template for the new portfolio?
Answer: Believe that there will be some public review at the annual conference in
2014. Institutions with portfolios due in November 2014, they will have the option to use the new template or the old one as well.
Commission recognized that the biggest fault has been in the training area for the peer reviewers and for the colleges
Is there still a possibility of a Wisconsin-wide Strategy Forum?
Not sure if this is possible as who has to do what by when, some logistical questions are of concern.
What happened with the Baldrige Option for AQIP?
In order to gain a handle on this option, the commission has removed it as an option for colleges and will continue to work with Baldrige to see if something can be developed.
When will the peer review core be open?
Are searching for a peer core director at the commission. The peer core is closed until the commission can adequately review and train and monitor those that are in the peer core. Earliest option for new peer reviewers in July at the earliest.
IRB Survey Results and
Discussion
Yan Wang
What do you do when external researcher wants you to do research at your college.
Notes
MATC Milwaukee will be separating their IRB process ( summary of WTCS IRB procedures ). Step One: Procedure for research activity for outside of MATC. Need to get institutional approval if institutional assistance is required before going to the IRB
( procedures for external assistance ). If the VP approves the process can go to IRB and if it is not approved the college will not complete this.
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How do institutions need to handle IRB?

Research Opportunities Yan Wang
Notes
Study related to transfers in STEM fields and what factors are instrumental for deciding if a student will transfer on within those STEM fields and then follow up with those students to see if they actually transfer to another 4 year school. Factors that also prohibit students from transferring as well. ( handout )
Gainful Employment Viktor
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Notes
Gainful Employment, where are you at? Most schools are updating their website content in June/July.
The Department of Ed is talking about making the unit record piece of gainful employment active again. ( Link to current state of rulemaking process )( Comparison of proposed to 2011 rules )
Gainful employment
1.
Summary reporting tables
2.
Send individual unit records of all students.
CIP/SOC Initiative with DWD David and Tom
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How does this impact our stackable credentials?
How do we improve graduate follow-up and who do we want to survey and when should we survey these students?
Notes
Tom Walsh-regional economist in the area
David Cipra is the research analyst in Madison
What have they done in the past:
1.
The DWD wants to work with the local colleges.
2.
SOC Onet combination of the CIP-want to have close to online jobs associated with those
3.
DWD wants to match programs to the occupations, which can then be matched up with job postings, so we can determine how our programs are in demand and if they are in demand.
4.
Can the DWD Actually match the CIP codes to the SOC codes for each of our schools.
Problem with having 6 digit SOC codes, the employers one don’t understand what the correct SOC codes there are and they also code employees at a broader lower code that enables them relief when paying unemployment.
Wage data reported from the DWD will not include any SOC code
EMSI data isn’t tied to individuals; it is tied to survey data from the OES.
Wage record is only an aggregate, doesn’t include hours.
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How is EMSI different than DWD
1.
Job openings are from job centers
2.
EMSI takes in all labor market information, where the
DWD only takes in a certain labor market.

Performance Based Funding Kathy Cullen
Notes
PBF, only impacts the general state aid, which is only a small portion of the total funding pool for the 16 colleges. Old Formula developed to be an equalizer of funding.
DWD’s High Demand Fields, must be at the county level.
Performance Based Measures include ( document ):
1.
Placement Rate of students in jobs related to students’ programs of study
2.
Number of Degree and certificates awarded in high-demand fields
3.
Number of programs or courses with industry-validated curriculum.
4.
Transition of adult students from basic education to skills training
5.
Number of adults served by basic education courses, adult high school or
English Language Learning courses, courses that combine basic skills and occupational training as a means of expediting basic skills remediation, and the success rate of adults completing such courses.
6.
Participating in dual enrollment programs.
7.
Workforce training provided to businesses and individuals. (WAT Grants, and Customized and Contract Training)
8.
Participation in statewide or regional collaboration or efficiency initiatives.
9.
Training or other services provided to special populations or demographic groups that can be considered unique to the district.
Business Intelligence
Demo/Discussion
Zong Her
Notes
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Madison, Uses Cognos for all reporting needs at the College.
Showcased Executive Reporting to with dynamic data that is refreshed daily
New is the dashboard reporting, utilizes the cubes that are refreshed daily and the packages that purchased through Cognos.
TAACCT3
Notes
Interface project: Intentional, networks, transforming, effective, rigorous, facilitation, assessment, collaboration, and education
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