TFR InstitutionQuality&Accreditation ACCJC2006 TVT2009

8/14/2019 TFR InstitutionQuality&Accreditation ACCJC2006 TVT2009

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The Follow-Up Report

Introduction to Institutional

Quality and Accreditation From an ACCJC Workshopby Deborah G. Blue and G.Jack Pond, November, 2006

Adapted by Rachel Mason andTodd V. Titterud, Brooks College,August, 2007

Revised and Edited by Todd V.Titterud, The Follow-Up Report,

December, 2009http://thefollowupreport.blogspot.com/

https://sites.google.com/site/thefollowupreport/

http://thefollowupreport.blogspot.com/






This presentation will cover:

Regional accreditation in the United States

The Accrediting Commission for Community and

Junior Colleges of the Western Association ofSchools and Colleges

The purposes of accreditation and overview of the

ACCJC accreditation process Overview of the 2002 Standards of Accreditation

The reliance on evidence in accreditation

Institutional Quality and Accreditation 2




Regional Accreditation and

the ACCJC



Regional Accreditation

Regional accreditation of postsecondary institutions isa voluntary, non-governmental, self-regulatory process

of quality assurance and institutional improvement. Regional accreditors accredit the whole institution.

Regional accreditors are recognized by the U.S.

Department of Education. Regional accreditation qualifies institutions and

enrolled students for access to federal funds to support

teaching, research, and student financial aid.




U.S. Accreditation Regions

The United States is divided into 6 accreditation regions, eachwith it’s own organization(s) for postsecondary accreditation.

– Middle States Association of Colleges and Schools (MSACS)

– New England Association of Schools and Colleges (NEASC)

– North Central Association of Colleges and Schools (NCACS)

– Southern Association of Colleges and Schools (SACS)

– Northwest Commission on Colleges and Universities (NWCCU) (Became a separate independent organization in 2004 when the Northwest

Association of Schools and Colleges and Universities was disbanded)

– Western Association of Schools and Colleges (WASC)


http://www.middlestates.org/

http://www.neasc.org/

http://www.northcentralassociation.org/

http://www.sacs.org/

http://www.nwccu.org/

http://www.wascweb.org/

http://www.wascweb.org/


http://www.sacs.org/

http://www.northcentralassociation.org/

http://www.neasc.org/

http://www.middlestates.org/


http://slidepdf.com/reader/full/tfr-institutionqualityaccreditation-accjc2006-tvt2009 6/62Institutional Quality and Accreditation 6

U.S. Accreditation Regions (continued )



Regional AccreditationOrganizations

There are 8 regional accreditation organizations for postsecondaryeducation within the six accreditation regions.

– Middle States Association: Commission on Higher Education

– New England Association: Commission on Institutions of HigherEducation and Commission on Technical and Career Institutions (As of 2009 the CTCI only accredits non-degree granting postsecondary institutions)

– North Central Association: Higher Learning Council

– Southern Association: Commission on Colleges – Northwest: Northwest Commission on Colleges and Universities

– Western Association: Accrediting Commission for Senior Collegesand Universities and Accrediting Commission for Community and

Junior Colleges


http://www.msache.org/

http://cihe.neasc.org/


http://ctci.neasc.org/

http://www.ncacihe.org/

http://www.sacscoc.org/


http://www.wascsenior.org/


http://www.accjc.org/index.htm







http://www.sacscoc.org/

http://www.ncacihe.org/

http://ctci.neasc.org/



http://www.msache.org/



Western Association of Schools andColleges (WASC)

WASC has two commissions for higher educationaccreditation.

– The Accrediting Commission for Community and JuniorColleges (ACCJC) accredits associate degree granting institutions

– Accrediting Commission for Senior Colleges and Universities(ACSCU, commonly called “WASC Senior”) accredits colleges and

universities offering the baccalaureate degree and above WASC also has a separate commission for the

accreditation of K-12 institutions

– The Accrediting Commission for Schools (ACS)




The ACCJC/WASC Region

The ACCJC/WASC region includes California,Hawaii, the Territories of Guam and American

Samoa, the Commonwealth of the Northern MarianaIslands, the Republic of Palau, the Federated Statesof Micronesia, and the Republic of the MarshalIslands.

The region includes public, private, secular, faith-based, non-profit and for-profit institutions withdiverse missions.




The ACCJC Commission

The Commission is a recognized regionalaccreditor by the U.S. Department of

Education (USDE) – The Secretary of Education recognizes select accreditingagencies as reliable authorities regarding the quality ofeducation or training offered by the institutions or programs

they accredit. – Accreditation by a recognized accrediting agency is part of

the requirements for institutions to participate in federalstudent aid programs.


http://www.ed.gov/index.jhtml






The ACCJC is also recognized as a regionalaccreditor by the Council for Higher EducationAccreditation (CHEA)

– Recognition by CHEA affirms that standards and processesof accrediting organizations are consistent with establishedquality, improvement, and accountability expectations

– Recognition requires accreditors to meet the CHEAeligibility and recognition standards

– CHEA requires a recognition review every ten years andinterim reports at the end of the third and sixth years.


The ACCJC Commission (continued )

http://www.chea.org/






The Commission is composed of nineteenmembers including three administrators, five faculty,five public members, one representative each from

the California Community College Chancellor’sOffice, the Western Pacific institutions, the HawaiiCommunity Colleges, the independent colleges, andone representative from each of the other two WASCcommissions (ACSCU and ACS).

Commissioners are appointed for staggered three-year terms and appointments are generally limited to

two terms per Commissioner






The Commission meets in regular session twiceeach year (in January and June) to consider theaccreditation status of institutions evaluated since

the previous meeting and to address policy andorganizational business.

Commission contact information:

– Mail: ACCJC/WASC, 10 Commercial Blvd., Suite 204,Novato, CA 94949

– Phone: 415-506-0234

– Fax: 415-506-0238

– Email: [email protected]


mailto:[email protected]

mailto:[email protected]




The Commission’s full-time staff at the Novato, CAoffice consists of a: – President

– Vice President of Commission Operations – Vice President of Policy and Research – Vice President, Team Operations and Communication – Associate Vice President – Business Officer/Assistant to the President – Administrative Assistant, and – Information Technology/Administrative Support.

Current staff information is available at:

http://www.accjc.org/commission_staff.htm






Commission Actions on Institutions

The Commission determines the accredited status ofa member institution.

– The Commission acts to Affirm, Reaffirm, Defer, Sanction,or Terminate accreditation

The Commission communicates the accreditation

decision to the institution through Action Letters. The Commission communicates the accreditation

decision to the public through its website(http://www.accjc.org/recent_commission_actions.htm).


http://www.accjc.org/recent_commission_actions.htm

http://www.accjc.org/recent_commission_actions.htm



16

ACCJCCommission

Actions

ReaffirmAccreditation

Issue Warning

ImposeProbation

Order ShowCause

Accept Report

Midterm Reportor

Follow-Up Report

and/orFocused Midterm

Report(with/without Visits)

Defer Decision Apply Sanction

Derived from the ACCJC Accreditation Reference Handbook, August 2009,http://www.accjc.org/pdf/Accreditation%20Reference%20Handbook%20August%202009.pdf

by Todd V. Titterud, The Follow-Up Report, https://sites.google.com/site/thefollowupreport/Home/actions

Institutional Quality and Accreditation

http://www.accjc.org/pdf/Accreditation%20Reference%20Handbook%20August%202009.pdf

https://sites.google.com/site/thefollowupreport/Home/actions

https://sites.google.com/site/thefollowupreport/Home/actions




Purposes of Accreditation

To provide assurance to the public that theeducation provided by institutions meets

acceptable levels of quality To promote continuous institutional

improvement

To raise the quality of higher educationalinstitutions in the region and nation




Continuous Quality Improvement

ACCJC encourages and supports institutionaldevelopment through: Establishing standards of quality based upon excellent practices

in higher education Evaluating institutions with these standards using a three-part

process that entails: – Self Review (Comprehensive Institutional Self-Studies, Midterm

Reports, Follow-Up Reports, Special Reports, Annual Reports, andSubstantive Change Reports)

– Peer Review (Team Visits and Reports)

– Commission Review (Executive Sessions, Action Letters, andRecommendations)




Schedule of Institutional Review

Comprehensive Evaluation and Visit – Six Year Cycle

(Institutional Self-Study with Team Visit & Report)

Midterm Report – 3rd year

– Or Focused Midterm Report

– Or Focused Midterm Report with Team Visit & Report

Follow-Up Reports – as needed

– Or Follow-Up Reports with Team Visit & Report

Special Reports – as needed – Or Special Reports with Team Visit & Report

Annual Reports – areas covered change as needed

– Financial, SLOs & Assessment, Distance Education, and more expected

Substantive Change Reports – as needed

19Institutional Quality and Accreditation



On-GoingSystematic

Planning andAssessment

Cycles*

On-GoingContinuous

Accreditation

ReaffirmationCycle

On-GoingSystematic

Planning andAssessment

Cycles*

ACCJC Six-Year

Accreditation Cycle

CommissionMeetings

Team Visit andReport

InstitutionalSelf-Study

CommissionMeetings

(With or Without)

Team Visit andReport

Midterm Report(or Focused Midterm Report)

*Ongoing cycles supplemented

by Follow-Up Reports andadditional Team Visits, Reports,and Commission Actions in

intervening years due toSanctions or CommissionConcerns.

Year Six

Year Three

Source: Todd V. Titterud,The Follow-Up Report,

https://sites.google.com/site/thefollowupreport/action-letters-and-reports

Action Letter(Reaffirmation or Sanction)

Action Letter(Acceptance or Sanction)










Standards of Accreditation

and Their Evolution





The Standards are not:

Inclusive of every good practice in highereducation,

Representative of state or system regulationsor requirements (or used to enforce thoseregulations or requirements), or

Meant to represent the “standards” of othergroups that purport to establish quality bestpractices.




Evolution of the Standards

In the 1960’s, the Standards required basicstructures and processes to be in place and

minimal resources to be available. In the 1990’s, the Standards added a

requirement that colleges evaluate studentachievement, evaluate program quality, andimprove both.

Continued




Evolution of the Standards (continued )

In the 2000’s, the Standards highlighted therequirement that colleges evaluate student

learning and link student learning toinstitutional assessment and improvement.

– Student Learning Outcomes Assessment

– Integrated Planning and Assessment – Continuous Quality Improvement

– Evidence-Based/Data-Driven Decision-

Making




26

The Emphasis in regional accreditation haschanged: – In previous decades accrediting bodies focused

on institutional resources and processes. They assumed good things resulted from good processes

supported by sufficient resources.

– Accreditors now require institutions to determine

and evaluate results and outcomes, to discussthose widely within the college, and to show theresults to accreditors and, in some cases, thepublic. Colleges must also demonstrate work to

improve results.http://www.accjc.org/pdf/Executive%20Leadership%20Presentation%20Nov%202007.pps

Evolution of the Standards (continued )

Institutional Quality and Accreditation

http://www.accjc.org/pdf/Executive%20Leadership%20Presentation%20Nov%202007.pps





The 2002 Standards of

Accreditation



The ACCJC Standards

Standard I: Institutional Mission

and Effectiveness

Standard II: Student Learning

Programs and Services

Standard III: Resources Standard IV: Leadership and

GovernanceInstitutional Quality and Accreditation 28



Standard I – Institutional Mission andEffectiveness

The institution demonstrates strong commitment to amission that emphasizes achievement of student

learning and to communicating the mission internallyand externally. The institution uses analyses ofquantitative and qualitative data and analysis in anongoing and systematic cycle of evaluation, integrated

planning, implementation, and re-evaluation to verifyand improve the effectiveness by which the mission isaccomplished.

Continued




A. Mission – The institution has a statement of mission thatdefines the institution’s broad educational purposes, its intendedstudent population, and its commitment to achieving student

learning.

We publicly dedicate ourselves to the success of ourstudents in achieving the learning goals of our programs.

We all have a shared mission to help our students learn whatthe programs have decided they need to learn in order tosucceed.

Continued


Standard IInstitutional Mission and Effectiveness (continued )




B. Improving Institutional Effectiveness – The institution demonstrates a conscious effort to produce and supportstudent learning, measures that learning, assesses how well learningis occurring, and makes changes to improve student learning.

The institution also organizes its key processes and allocates itsresources to effectively support student learning. The institutiondemonstrates its effectiveness by providing:

1) evidence of the achievement of student learning outcomes and2) evidence of institution and program performance.

The institution uses ongoing and systematic evaluation and planning to

refine its key processes and improve student learning. Continued





B. Improving Institutional Effectiveness-

All of us must work to achieve, support, and improvestudent learning.

All of us must test how well we are doing this and changewhat we do so we will do it better.

We must constantly prove we are doing this.




Standard II – Student LearningOutcomes and Services

The institution offers high-quality instructionalprograms, student support services, and library andlearning support services that facilitate and

demonstrate the achievement of stated studentlearning outcomes. The institution provides anenvironment that supports learning, enhances

student understanding and appreciation of diversity,and encourages personal and civic responsibility aswell as intellectual, aesthetic, and personal

development for all of its students. Continued




A. Instructional Programs –

The institution offers high quality instructional programs in

recognized and emerging fields of study that culminate inidentified student outcomes leading to degrees, certificates,employment, or transfer to other higher education institutions or

programs consistent with its mission.

The value of our programs is determined by the valuesplaced on the abilities of our students by employers andother colleges.

Continued


Standard IIStudent Learning Outcomes and Services (continued )




A. Instructional Programs –

Instructional programs are systematically assessed in order to

assure currency, improve teaching and learning strategies, andachieve stated student learning outcomes. The provisions of thisstandard are broadly applicable to all instructional activitiesoffered in the name of the institution.

We consistently test all of our programs and services tomaintain and improve their quality and the value of ourstudents to employers and other colleges.





B. Student Support Services –

The institution recruits and admits diverse students who areable to benefit from its programs, consistent with its mission.

Student support services address the identified needs ofstudents and enhance a supportive learning environment. Theentire student pathway through the institutional experience ischaracterized by a concern for student access, progress,learning, and success. The institution systematically assessesstudent support services using student learning outcomes,faculty and staff input, and other appropriate measures in orderto improve the effectiveness of these services.

Continued







C. Library and Learning Support Services –

Library and other learning support services for students aresufficient to support the institution’s instructional programs andintellectual, aesthetic, and cultural activities in whatever formatand wherever they are offered. Such services include libraryservices and collections, tutoring, learning centers, computerlaboratories, and learning technology development and training.The institution systematically assesses these services using

student learning outcomes, faculty input, and other appropriatemeasures in order to improve the effectiveness of the services.The institution provides access and training to students so thatlibrary and other learning support services may be used

effectively and efficiently.





C. Library and Learning Support Services –

We supply all of our students all of the different types of

tools and assistance that they need in order to succeed. We are always working together and testing ourselves to

constantly make it as easy as possible for all of ourstudents to benefit as much and as quickly as possible

from all of the necessary tools and assistance we provide.




Standard III – Resources

The institution effectively uses its human, physical,technology, and financial resources to achieve its

broad educational purposes, including stated studentlearning outcomes, and to improve institutionaleffectiveness.




A. Human Resources –

The institution employs qualified personnel to support studentlearning programs and services wherever offered and bywhatever means delivered, and to improve institutionaleffectiveness. Personnel are treated equitably, are evaluatedregularly and systematically, and are provided opportunities forprofessional development. Consistent with its mission, theinstitution demonstrates its commitment to the significanteducational role played by persons of diverse backgrounds bymaking positive efforts to encourage such diversity. Humanresource planning is integrated with institutional planning.


Standard IIIResources (continued )




A. Human Resources –

We hire people who can do their jobs and who are able to doso with increasing levels of success.

We treat our employees fairly, while making sure they do agood job and helping them become capable of doing an evenbetter job.

We constantly work together and plan ahead to make sure wehave the people we need to do the job we need when we needit to continually support and improve student success.

We hire people who reflect the diversity of our nation, state,

and community.





B. Physical Resources –

Physical resources, which include facilities, equipment, land,and other assets support student learning programs and

services and improve institutional effectiveness. Physicalresource planning is integrated with institutional planning.

We constantly work together and plan ahead to make sure

we have the space, materials, and equipment we will needto continually support and improve student success.





C. Technology Resources –

Technology resources are used to support student learningprograms and services and to improve institutionaleffectiveness. Technology planning is integrated withinstitutional planning.

We constantly work together and plan ahead to make surewe have the technology resources we will need tocontinually support and improve student success.




Standard IIIResources (continued)

D. Financial Resources –

Financial resources are sufficient to support student learning

programs and services and to improve institutionaleffectiveness. The distribution of resources supports thedevelopment, maintenance, and enhancement of programsand services. The institution plans and manages its financial

affairs with integrity and in a manner that ensures financialstability. The level of financial resources provides areasonable expectation of both short-term and long-termfinancial solvency. Financial resource planning is integrated

with institutional planning.




Standard IIIResources (continued)

D. Financial Resources –

We constantly work together and plan ahead to make surewe have the money we need, when we need it, to hire thepeople and purchase the resources we need to continuallysupport and improve student success.

We constantly work together and plan ahead to ethicallyand effectively acquire, manage, and allocate the monieswe need whenever and wherever they are needed tocontinually support and improve student success.




Standard IV – Leadership andGovernance

The institution recognizes and utilizes thecontributions of leadership throughout the

organization for continuous improvement of theinstitution. Governance roles are designed tofacilitate decisions that support student learningprograms and services and improve institutionaleffectiveness, while acknowledging the designatedresponsibilities of the governing board and thechief administrator.




A. Decision-Making Roles and Processes –

The institution recognized that ethical and effective leadershipthroughout the organization enables the institution to identify

institutional values, set and achieve goals, learn, and improve.

All of us who are responsible for making decisions do soin a way that is consistently ethical, timely, effective, and

successfully supports and improves student success.


Standard IVLeadership and Governance (continued )



Standard IVLeadership and Governance (continued )

B. Board and Administrative Organization –

In addition to the leadership of individuals and constituencies,institutions recognize the designated responsibilities of the

governing board for setting policies and of the chiefadministrator for the effective operation of the institution. Multi-college district/systems clearly define the organizational roles ofthe district/system and the colleges.

Our governing board is responsible for setting the policiesthat guide the college and our president is responsible formaking sure our college operates successfully.

At each level of organization we all know and agree about

who is responsible for what.





The Reliance on Evidence

in ACCJC Accreditation



The Reliance on Evidence

The ACCJC must verify that

valid evidence is offered by aninstitution and that the evidence

supports the institution’s claimthat it meets accreditationstandards.




Evidence should include:

Demographic and institutional data – Numbers and variety of backgrounds of students

and employees, financial statements, achievementmeasures, effectiveness indicators, etc.

Quantitative and Qualitative data – Evidence includes things that can be counted and

things that can not be counted

Documentary materials – Policies, agendas, minutes, guides, handbooks, etc.)




Evidence of Student Achievement(Student progress through the institution)

Student preparedness for college Student needs Course completion data

Retention from term to term Progression to the next course/course level Program (major) completion Graduation rates Transfer rates Job placement rates Scores on licensure exams

Etc.




Evidence of Student Learning Outcomes(Student mastery of knowledge, skills, etc.)

EVIDENCE THAT:

SLOs are developed and disseminated

– We have decided upon and shared with each otherwhat we want our students to learn while they are atour college.

Samples of student work are being collected – We collect student work that shows what they havelearned and how well they are learning it.

Continued




Evidence of Student Learning Outcomes(Student mastery of knowledge, skills, etc.) (continued )

EVIDENCE THAT:

Summary data on SLOs is being collected

– We review student work to see if they are learning what wewant them to learn and keep track of how well they aredoing.

SLO attainment is measured and analyzed and results

are used for self evaluation, planning and improvement. – We determine how well our students are learning what we

want and change what we do so that our students learnmore and learn it better.




Evidence-Based Institutions

Gather it routinely and systematically – A consistent and normal part of our job is to collect

evidence of how well we and our students are doing.

Analyze and reflect upon it – We constantly look at, question, and review the evidence

of how well we and are students are doing in order to findways for all of us to always do better.

Continued




Publish it and share it widely within the college(Research Reports, Fact Books, Program Reviews, Plans, etc.)

– We openly tell each other how well and how poorly we are

doing, and what we plan to do about it.

Use it to plan and implement course, programand institutional improvements. – We make our decisions on what we are going to do and

how we are going to do it based on our analysis of theevidence of student learning in order to increase studentsuccess.


Evidence-Based Institutions (continued )




Create a systematic cycle of evidence-baseddecision-making through Integrated Planning

and Assessment. – We make our plans based on our analysis of student and

institutional needs and performance.

– We allocate resources and act to implement our plans.

– We record and evaluate the outcomes of our actions.

– We change our actions and resource allocations tocontinuously improve student and institutional outcomes.

– We all do all of this consistently on a regular basis.

Evidence-Based Institutions (continued )



Integrated Planning and Assessment


Using Evidence to Continuously Assess Goal AchievementProgress and Decision-Making Effectiveness

On-Going

SystematicPlanning andAssessment

Cycle

Evaluation

Re-Evaluation

IntegratedPlanning

ResourceAllocation

Implementation

Source: Todd V. Titterud, The Follow-Up Report, https://sites.google.com/site/thefollowupreport/ , http://thefollowupreport.blogspot.com/







Source and Revision History

This presentation is derived from the two presentations by Dr.Deborah G. Blue and Mr. G. Jack Pond of the ACCJC given inInstitutional Quality and Accreditation: A Workshop on the Basics, Community College League of California Annual

Partner Conference, November, 2006. These presentations were revised and adapted by Rachel

Mason and Todd V. Titterud in 2007 for employee trainingsessions on accreditation and continuous quality improvementat Brooks College, Long Beach, CA.

The presentations were merged, revised, updated, andexpanded by Todd V. Titterud for The Follow-Up Report in2009.




Resources

ACCJC (http://www.accjc.org/index.htm)

Accreditation Standards,http://www.accjc.org/pdf/ACCJC_WASC_Accreditation_Standards.pdf

Accreditation Reference Handbook,http://www.accjc.org/pdf/Accreditation%20Reference%20Handbook%20August%202009.pdf

Guide to Evaluating Institutions,http://www.accjc.org/pdf/Guide%20to%20Evaluating%20Institutions%20August%202009.pdf

ACCJC Bylaws and WASC Constitution, http://www.accjc.org/bylaws.htm

FAQs on Accreditation, http://www.accjc.org/faq_on_accreditation.htm

Accreditation and Leadership: What Executives Need to Know,http://www.accjc.org/pdf/Executive%20Leadership%20Presentation%20Nov%202007.pps



http://www.accjc.org/pdf/ACCJC_WASC_Accreditation_Standards.pdf



http://www.accjc.org/pdf/Guide%20to%20Evaluating%20Institutions%20August%202009.pdf


http://www.accjc.org/bylaws.htm

http://www.accjc.org/faq_on_accreditation.htm



http://www.accjc.org/faq_on_accreditation.htm

http://www.accjc.org/bylaws.htm





http://www.accjc.org/pdf/ACCJC_WASC_Accreditation_Standards.pdf




Resources (continued )

Other U.S. Department of Education, http://www.ed.gov/index.jhtml

Council for Higher Education Accreditation, http://www.chea.org/

The Follow-Up Report, https://sites.google.com/site/thefollowupreport/

The Follow-Up Report Press, http://thefollowupreport.blogspot.com/









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