THIS WORKSHOP WILL ADDRESS WHY THE FOLLOWING ARE IMPORTANT:

1. A comprehensive rationale for funding;

2. Measurable objectives and performance indicators/performance measures;

3. Multiple assessment techniques;

THIS WORKSHOP WILL ADDRESS WHY THE FOLLOWING ARE IMPORTANT:

1. A comprehensive rationale for funding;

2. Measurable objectives and performance indicators/performance measures;

3. Multiple assessment techniques;

THIS WORKSHOP WILL ADDRESS WHY THE FOLLOWING ARE IMPORTANT:

4. Statements on the impact of the program for various constituents;

5. Documented and analyzed outcomes; and,

6. Documented use of results to improve the program.

THIS WORKSHOP WILL ADDRESS WHY THE FOLLOWING ARE IMPORTANT:

4. Statements on the impact of the program for various constituents;

5. Documented and analyzed outcomes; and,

6. Documented use of results to improve the program.

WHY ASSESS WHY ASSESS PERFORMANCE? PERFORMANCE?

Government Government Performance and Performance and

Results ActResults Act

◦Holds federal agencies accountable for achieving

program results

◦ Requires setting goals and public reporting

◦ Seeks to reduce waste and inefficiency

Government Government Performance and Performance and

Results ActResults Act

◦Holds federal agencies accountable for achieving

program results

◦ Requires setting goals and public reporting

◦ Seeks to reduce waste and inefficiency

SINCE FEDERAL GRANT FUNDS ARE RESTRICTED AND DESIGNED TO

STRENGTHEN THE AREA FOR WHICH THE GRANT WAS AWARDED,

PRINCIPAL INVESTIGATORS MUST HAVE KNOWLEDGE OF AND

EXPERIENCE IN PLANNING AND ASSESSMENT!!!!

SINCE FEDERAL GRANT FUNDS ARE RESTRICTED AND DESIGNED TO

STRENGTHEN THE AREA FOR WHICH THE GRANT WAS AWARDED,

PRINCIPAL INVESTIGATORS MUST HAVE KNOWLEDGE OF AND

EXPERIENCE IN PLANNING AND ASSESSMENT!!!!

ASSESSMENT AND EVALUATION TECHNIQUES MUST BE DEVELOPED AS

YOU CONCEPTUALIZE THE THE PROPOSED PROGRAM

• Student Evaluation of Faculty

• Department Accreditation

• Student Grades

• Retention/Attrition Rates

• Occasional Survey

• Final Exams

• Personnel Evaluations

• Exit Exams - Licensure Exams

• Exit Competencies in Skill Courses

• Regional/National Accreditations

• Success of graduates as evidenced by high employment and wage rates

• Success of transfer students

• Access and progress for minority and disenfranchised students

• Positive service to business, industry, and the existing work force

• Positive image held by the community

• Economic and social well-being of the region

1. Student Enrollment Database

2. Financial Affairs, Resource Management, Personnel, Computer

Services, Finance, Purchasing

Student Development Services, Admissions, Career Services, Registrar, Placement Testing Center

4. Surveys

To effectively evaluate your activities, evaluative criteria must be concentrated or related to the following areas:

•Measurable Goals and Objectives

•Measurable Student Learning Outcomes/General Outcomes/Performance Outcomes

•Faculty/Staff Performance Indicators

• Academic Programs

• Institutional Support Services

• Administrative Support Services

• Administrative Leadership

• Financial Management

• Governing Board

CONTINUED

• External Relations

• Institutional Self-Improvement

• IF YOU DON’T START WITH A COMPREHENSIVE PLAN OF OPERATION, IT IS DIFFICULT TO CLOSE THE GAP AT THE END OF

THE GRANT PERIOD!

• TAKE TIME WHEN DEVELOPING THE PLAN TO ENSURE THAT THE OBJECTIVES AND

PERFORMANCE INDICATORS/ANTICIPATED RESULTS ARE MEASURABLE!

• IF YOU DON’T START WITH A COMPREHENSIVE PLAN OF OPERATION, IT IS DIFFICULT TO CLOSE THE GAP AT THE END OF

THE GRANT PERIOD!

• TAKE TIME WHEN DEVELOPING THE PLAN TO ENSURE THAT THE OBJECTIVES AND

PERFORMANCE INDICATORS/ANTICIPATED RESULTS ARE MEASURABLE!

DEFINITION OF WORDS YOU MUST CONSIDER WHEN YOU BEGIN TO DEVELOP YOUR PROPOSAL

GOAL - A broadly stated result; or, the restatement of a key strategy.

TO IMPROVE FRESHMAN AND SOPHOMORE STUDENTS’ READING AND WRITING SKILLS.

GOAL - A broadly stated result; or, the restatement of a key strategy.

TO IMPROVE FRESHMAN AND SOPHOMORE STUDENTS’ READING AND WRITING SKILLS.

DEFINITIONS

OBJECTIVE - A specific measurable, time-phased result:

• Process • Outcomes Objective

OBJECTIVE - A specific measurable, time-phased result:

• Process • Outcomes Objective

DEFINITIONS

PROCESS OBJECTIVE:TO ESTABLISH A READING AND WRITING CENTER.

OUTCOMES OBJECTIVE:TO ENSURE THAT 75% OF THE FRESHMAN AND

SOPHOMORE STUDENTS PASS THE MID-LEVEL ENGLISH EXAM BY REQUIRING THEM TO COMPLETE A MINIMUM OF THREE (3) HOURS A WEEK OF INTENSIVE STUDY IN THE READING AND WRITING CENTER, EACH SEMESTER.

PROCESS OBJECTIVE:TO ESTABLISH A READING AND WRITING CENTER.

OUTCOMES OBJECTIVE:TO ENSURE THAT 75% OF THE FRESHMAN AND

SOPHOMORE STUDENTS PASS THE MID-LEVEL ENGLISH EXAM BY REQUIRING THEM TO COMPLETE A MINIMUM OF THREE (3) HOURS A WEEK OF INTENSIVE STUDY IN THE READING AND WRITING CENTER, EACH SEMESTER.

DEFINITIONS

TASK - An activity which contributes to the achievement of a purpose, goal or objective.

• TO ORDER EQUIPMENT FOR THE READING AND WRITING CENTER.

• TO HIRE THE DIRECTOR OF THE CENTER.

TASK - An activity which contributes to the achievement of a purpose, goal or objective.

• TO ORDER EQUIPMENT FOR THE READING AND WRITING CENTER.

• TO HIRE THE DIRECTOR OF THE CENTER.

DEFINITION OF WORDS USED IN PLANNING

STRATEGY-- FOR THE INSTITUTIONA key priority method for achieving the Long-

Range “Vision” of the institution.STRATEGY--FOR TITLE IIIA key priority method for achieving the

outcomes delineated in the objectives and and performance indicators.

STRATEGY-- FOR THE INSTITUTIONA key priority method for achieving the Long-

Range “Vision” of the institution.STRATEGY--FOR TITLE IIIA key priority method for achieving the

outcomes delineated in the objectives and and performance indicators.

TO ESTABLISH A READING WRITING LABORATORY.

• THE APPROPRIATENESS OF THE THE APPROPRIATENESS OF THE ACTIVITIES AND THE SCOPE OF ACTIVITIES AND THE SCOPE OF WORKWORK

THE MEASURABILITY THE MEASURABILITY OF THE OBJECTIVES OF THE OBJECTIVES

AND THE AND THE PERFORMANCE PERFORMANCE

INDICATORS/ANTICIPATINDICATORS/ANTICIPATED OUTCOMESED OUTCOMES

• MEASURABLE OBJECTIVES AND ANTICIPATED RESULTS/PERFORMANCE INDICATORS

• EXCELLENT ASSESSMENT AND EVALUATION SYSTEM

• MEASURABLE OBJECTIVES AND ANTICIPATED RESULTS/PERFORMANCE INDICATORS

• EXCELLENT ASSESSMENT AND EVALUATION SYSTEM

• EXCELLENT SYSTEM FOR DOCUMENTING AND MONITORING PROGRESS

• ADEQUATE BUDGET

• EXCELLENT SYSTEM FOR DOCUMENTING AND MONITORING PROGRESS

• ADEQUATE BUDGET

THE ACTIVITY’S OBJECTIVES ARE THE FOUNDATION FOR ASSESSMENT

EXAMPLE OF A MEASURABLE ACADEMIC OBJECTIVE:

Begin objectives with the intended outcome

To ensure that 90% of the incomingfreshman cohort sits for the CLA within the first semester of the freshman year

Begin objectives with the intended outcome

To ensure that 90% of the incomingfreshman cohort sits for the CLA within the first semester of the freshman year

MEASURABLE ACADEMIC OBJECTIVE:

Say how you plan to do it

by placing the CLA assessment as a requirement of the first-year orientation course

Say how you plan to do it

by placing the CLA assessment as a requirement of the first-year orientation course

MEASURABLE ACADEMICOBJECTIVE:

State by when ,annuallyTHE OBJECTIVE IS:To ensure that 90% of the incoming freshman

cohort sits for the CLA within the first semester of the freshman year by placing the CLA assessment as a requirement of the first-year orientation course, annually.

State by when ,annuallyTHE OBJECTIVE IS:To ensure that 90% of the incoming freshman

cohort sits for the CLA within the first semester of the freshman year by placing the CLA assessment as a requirement of the first-year orientation course, annually.

EXAMPLE OF AN ADMINISTRATIVEOBJECTIVE:

Begin objectives with the intended outcome:To guarantee that current students and former students requesting transcripts receive them twenty-four (24) hours after the request is made)

Begin objectives with the intended outcome:To guarantee that current students and former students requesting transcripts receive them twenty-four (24) hours after the request is made)

EXAMPLE OF AN ADMINISTRATIVEOBJECTIVE:

Say how you plan to do it by implementing the course audit

module of the administrative computing system)

Say how you plan to do it by implementing the course audit

module of the administrative computing system)

State by when, by September 30, 20??.)

THE ADMINISTRATIVE OBJECTIVE IS:To guarantee that current and former

students requesting transcripts receive them twenty-four (24) hours after the request is made by implementing the course audit module of the administrative computing system, by September 30, 2011.

THE ADMINISTRATIVE OBJECTIVE IS:To guarantee that current and former

students requesting transcripts receive them twenty-four (24) hours after the request is made by implementing the course audit module of the administrative computing system, by September 30, 2011.

BASELINE DATAREMEMBER:

When Writing Objectives and Performance Indicators, if your intended outcome is to increase in a factor, you must provide baseline data at the end of the objective (i.e., Baseline: 2009-2010- 650/1000, 65%)

WHEN REPORTING DATA

Build Upon Your Data From One Quarter To The Next

By Collecting Data In This Manner, You Will Know If

Your Objectives Are Reasonable Of It They Need

To Be Modified.

ALL DATA MUST BE CONTINUALLY ANALYZED AND THE RESULTS USED TO

STRENGTHEN YOUR OBJECTIVES, PERFORMANCE MEASURES,

IMPLEMENTATION STRATEGIES AND

YOUR OUTCOMES

NOW LET’S GET DOWN TO BUSINESS:

IT’S YOUR TURN TO DEVELOP A MEASURABLE OBJECTIVE FOLLOWING

THESE GUIDELINES:

• BEGIN THE OBJECTIVE WITH THE INTENDED OUTCOME• TELL HOW YOU WILL ATTAIN THIS

OUTCOME• BY WHEN (BASELINE DATA)