MASTER MATRIX FOR ACCREDITATION REPORT...MASTER MATRIX FOR ACCREDITATION REPORT IV.A.l.Q6 IV.A.l.Q7...

MASTER MATRIX FOR ACCREDITATION REPORT

Standard IV: Leadership and Governance

*Evidence referenced (R) or needed (N) **Name of group or individual to meet with

The institution recognizes and uses the contributions of leadership throughout the organization for promoting student success, sustaining academic quality, integrity, fiscal stability, and continuous improvement of the institution. Governance roles are defined in policy and are designed to facilitate decisions that support student learning programs and services and improve institutional effectiveness, while acknowledging the designated responsibilities of the governing board and the chief executive officer. Through established governance structures, processes, and practices, the governing board, administrators, faculty, staff, and students work together for the good of the institution. In multi-college districts or systems, the roles within the district/system are clearly delineated. The multi-college district or ~ ...... ~.~ has for allocation of resources to and sustain the

IV.A.l Institutional leaders create and encourage innovation leading to institutional excellence. They support administrators, faculty, staff, and students, no matter what their official titles, in taking initiative for improving the practices, programs, and services in which they are involved. When ideas for improvement have policy or significant institution-wide implications,

are used to assure effective · and · IV.A.l.Ql What do the statements about institutional

mission and goals reveal about the institution's commitment to student success and educational excellence?

IV.A.l.Q2

IV.A . l.Q3

IV.A.I .Q4

Are the institution's goals and values clearly articulated and und.erstood by all? Can college staff list what those goals and values are? What information about institutional performance is available to staff and students? How is the information kept current? Is it easily accessed, is it understandable? Is it regularly used in institutional dialog and decision-making sessions? Do the institution's processes for institutional evaluation and review, and planning for improvements, provide venues where the evaluations of the institution's

are made available to all staff?

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IV.A.l.Q6

IV.A.l.Q7

*Evidence referenced (R) er needed (N) **Name of group or individual to meet with

IV.A.2- The institution establishes and implements policy and procedures authorizing administrator, faculty, and staff participation in decision-making processes. The policy makes provisions for student participation and consideration of student views in those matters in which students have a direct and reasonable interest. Policy specifies the manner in which individuals

· forward ideas and IV.A.2.Ql What do institutional policies and

procedures describe as the roles for each group in governance, including planning

IV.A.2.Q2

IV.A.2.Q3

IV.A.2.Q4

and What evidence demonstrates that these policies and procedures are functioning effectively?

What documents describe the official responsibilities and authority of the faculty and of academic administrators in curricular and other educational matters? What provisions are made for student involvement in the decision-making processes?

IV.A.3- Administrators and faculty, through policy and prc•ce,dur·es, have a substantive and clearly defined role in institutional governance and exercise a substantial voice in institutional and that relate to their and What do institutional policies and procedures describe as the roles for each group in governance, including planning and deve

IV.A.4- Faculty and academic administrators, through policy and procedures, and through well-defined structures, have responsibility for recommendations about curriculum and student learning programs and services.

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IV.A.4.Ql

IV.A.4.Q2

IV.A.4.Q3

What institutional policies and procedures describe as the official responsibilities and authority of the faculty and of academic adm inistrators in curricular and other educational ~, ... a,.r'J

What evidence demonstrates that these policies and procedures are functioning


IV.A.5 - Through its system of board and institutional governance, the institution ensures the appropriate consideration of relevant perspectives; decision-making aligned with expertise and responsibility; and timely action on institutional plans, policies, curricular change, and other key considerations.

IV.A.5.QI

IV.A.5.Q2

IV.A.5 .Q3

IV.A.5.Q4

Do the written policies on governance procedures specify appropriate roles for all staff and students? Do these policies specify the academic roles offaculty in areas of student educational programs and

Are staff and students well informed of their respective roles? Do staff participate as encouraged by these policies? Do the various groups work in collaborative effort on behalf of institutional improvements? Is the result of this effort actual institutional

Is there effective communication at the college - clear, understood, widely avai Do staff at the college know essential information about institutional efforts to

IV.A.6- The processes for decision-making and the resulting decisions are documented and widely communicated across the institution.

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MASTER MATRIX FOR ACCREDITATION REPORT *Evidence referenced (R) or needed (N) **Name of group or individual to meet with

IV.A.7- Leadership roles and the institution's governance and decision-making policies, procedures, and processes are regularly evaluated to assure their integrity and effectiveness. The institution widely communicates the results of these evaluations and uses them as the basis for improvement.

IV.A.7.Ql

IV.A.7.Q2

What process does the institution use to evaluate its governance and decisionmaking structures? Are the results communicated within the campus community?

How does the institution use identified weaknesses to make needed

IV.B- Chief Executive Officer

IV.B.l -The institutional chief executive officer (CEO) has primary responsibility for the quality of the institution. The CEO provides effective leadership in planning, organizing, budgeting. selecting and developing personnel, and assessing institutional effectiveness.

IV.B.l .Q I What does the CEO do to communicate institutional values, goals (institution-set standards) and direction?

IV.B.l.Q2

IV.B. I.Q3

IV.B.I.Q4

How familiar is the CEO with data and analyses of institutional performance?

How does the CEO communicate the importance of a culture of evidence and a focus on student learning?

Where does the research office report in the institution; does it have easy access to the CEO's office?

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IV.B.l.Q5

IV.B.l.Q6

What mechanisms has the -CEO put in place to link institutional research, particularly research on student learning, to institutional planning processes, and resource allocation nrc1ce:~ses?

How does the district chief executive officer follow the component parts of this Standard in the role of providing effective district leadership?


IV.B.2- The CEO plans, oversees, and evaluates an administrative structure organized and staffed to reflect the institution's purposes, size, and complexity. The CEO delegates authority to administrators and others consistent with their responsibilities, as appropriate.

IV.B.3.Q2

IV.B.3 .Q3

IV.B.3.Q4

IV.B.3.Q5

IV.B.3.Q6

IV.B.3.Q7

Ensuring that educational planning is integrated with resource planning and allocation to support student achievement and · Ensuring that the allocation of resources supports and improves achievement and

Establishing procedures to evaluate overall institutional planning and implementation efforts to achieve the mission of the institution. What does the CEO do to communicate institutional values, goals (institution-set

and direction?

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IV.B.3.Q9

IV.B.3.QIO

IV.8.3 .Ql I

IV.8.4.Q2 also understand accreditation? ·


Standards, and Commission policies

IV.B.5- The CEO assures the implementation of statutes, regulations, and governing board policies and assures that institutional practices are consistent with institutional mission and policies, including effective control of budget and expenditures.

Does the institution have a policy manual or other compilation of policy documents that demonstrate that the governing board's role in academic quality, integrity, and effectiveness of learning programs and services, and financial stability? Are these

icies reviewed on a basis?

responsibility for policies to assure the academic quality, integrity, and effectiveness ofthe student learning

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IV.C.l.Q2

IV.C.3.Q2

IV.C.3.Q3

IV.C.3 .Q4

IV.C.3.Q5

What statements about quality of programs, integrity of institutional actions, and about effectiveness of student learning programs and services are to be found in the

documented? Has the board used these processes in its most recent chief administrator searches? What mechanisms does the board use in its evaluation of the chief administrator's performance on implementation of board policies and achievement of institutional

How does the board set clear expectations for regular reports on institutional

ance from the chief administrator?

it?


IV.C.4- The governing board is an policy-making body that reflects the public interest in the institution's educational quality. It advocates for and defends the institution and it from undue influence or

IV.C.4.Ql Is the governing board appropriately representative of the public interest and lacking conflict of interest? Does the

· of the · board reflect

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IV.C.S- The governing board establishes policies consistent with the college/district/system mission to ensure the quality, integrity, and improvement of student learning programs and services and the resources necessary to support them. The governing board has ultimate responsibility for educational quality, legal matters, and financial integrity and stability.

IV.C.5.Ql

IV.C.5.Q2

IV.C.5.Q3

IV.C.5.Q4

What policies, institutional goals or other formal statements exist that describe governing board expectations for quality, integrity and improvement of student

nrn,ar~,m~ and services? Is the governing board aware of the institution-set standards and analysis of results for improvement of student achievement and ls the governing board independent? Are its actions final and not subject to the actions of any other entity?

Is the governing board aware of the institution-set standards and the analysis of results for improvement of student

IV.C.6 -The. institution or the governing board publishes the board bylaws and policies specifying the board's size, duties, responsibilities, structure, and operating procedures.

board acts in a manner consistent with its policies and bylaws. The .board regularly assesses its policies and bylaws for their effectiveness in fulfilling the ission and revises them as

IV.C.7.Q2

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IY .C .9 .Q2 Does the board have a formal, written method of providing for continuing

of office?


IV.C.l 0 - Board policies and/or bylaws clearly establish a process for board evaluation. The evaluation assesses the board's effectiveness in promoting and sustaining academic quality and institutional effectiveness. The governing board regularly evaluates its practices and performance, including full participation in board training, and makes public the results. The results are

n~>rfnnm:o•n,.,. academic and effectiveness. What is the board self evaluation process as defined in its policies? Does the process as described as an effective review?

IY.C.IO.Q2 Does the governing board policy call for regular self evaluation? Does the institution's board regularly evaluate its own ance?

IV .C. II - The governing board upholds a code of ethics and conflict of interest policy, and individual board members adhere to the code. The board has a clearly defined policy for dealing with behavior that violates its code and implements it when necessary. A majority of the board members have no employment, family, ownership, or other personal financial interest in the institution. Board member interests are disclosed and do not interfere with the impartiality of governing body members or outweigh the greater duty to secure and ensure the academic and

institution. What is the board's stated process for dealing with board behavior that is unethical? Does the governing board implement this process? Is there evidence

results?

and authority to the CEO to implement and administer board policies without board interference and holds the CEO accountable

How is the board delegation of administrative authority to the chief administrator defined?

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IV.C.l2.Q4

IV.C.I2.Q5

IV.C.I2.Q6

IV.C.I3.Q2

IV.C.I3 .Q3

IV.C.13.Q4

mt,omled about the Eligibility Requirements, the Ac:creditll.tic•n Standards, Commission policies, accreditll.tion processes, '"'''r"'"" and excel. The board of board roles and functions in the

What training is provided to the board about the accreditation process and Accreditation Standards? How does the board participate appropriately in institutional self-evaluation and efforts? How do board actions indicate a commitment to improvements planned as part of institutional self evaluation and

How do board actions reflect the commitment to supporting and improving student learning outcomes as reflected in the Accreditation Standards and

for institutional

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IV.C.l3 .Q6

IV.C.l3 .Q7

IV.C. l3.Q8

reports due to the Commission, and of Commission recommendations to the institution? Is the board knowledgeable about Accreditation Standards, including those that to the board?


IV. D.t - In multi-college districts or systems, the district/system CEO provides leadership in setting and communicating expectations of educational excellence and integrity throughout the district/system and assures support for the effective operation ofthe colleges. Working with the colleges, the district/system CEO establishes clearly defined roles, authority and responsibility between the colleges and the district/system.

IV.D.l .Ql What policies and practices demonstrate the delineation of roles and responsibilities for the district/system and the colleges?

IV.D.2- The district/system CEO clearly delineates, documents, and communicates the operational responsibilities and functions of the district/system from those of the colleges and consistently .adheres to this delineation in practice. The district/system CEO ensures that the colleges receive effective and adequate district/system provided services to support the colleges in achieving their missions. Where a district/system has responsibility for resources, allocation of resources, and planning, it is evaluated against the Standards, and its perfonnance is reflected in the accredited status of the institution.

IV.D.2.Ql

IV.D.2.Q2

IV.D.2.Q3

Does the district/system have a written delineation of responsibilities? Are institutional and district/system staff knowledgeable of this delineation?

Is the delineation of responsibilities evaluated for effectiveness?

What feedback mechanisms does the district/system have in place to provide assessment of the effectiveness of district/system services?

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IV.D.2.Q4

IV.D.2.Q5

Is the assessment of district/system services data driven? Does it reflect the needs and priorities of the institutions?

Are district/system services regularly evaluated with regard to their support for institutional missions and functions?

IV.D.3- The district/system has The d•·~ •·•~+~~ .. · ot~.~ IV.D.3.QI What is the district/system's methodof

distributing resources to its institutions? Is the district/system based in a realistic assessment of needs of each institution? Is it a fair process? Is it well-understood

IV.D.3.Q2 Is the district/system's resource distribution method data-driven? Does it reflect the needs and of the institutions?

IV.D.3 .Q3 What do the institution's most recent annual independent audit reports and audited financial statements reveal about control of,.v•~,.n~ito

IV.D.4- The CEO of the district or system ut:1t:g1nes interference and holds co IV.D.4.Ql


of resources that are adequate to support the effective operations and sustainability of the colleges and district/system.

to the CEOs of the colleges to implement and administer delegated district/system policies without

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IV.D.6.Q2

IV.D.6.Q3

IV.D.7.Q2

IV.D.7.Q3 What changes/improvements have been made as a result of these evaluations?

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THEMES INSITUTIONAL COMMITMENTS: The standards ask institutions to make a commitment to providing high quality education congruent with institutional mission. The first expression of this is in Standard I, which calls for an institutional mission statement that reflects the intended student population and the institution's commitment to student learning. Throughout the Standards, the Commission requires that institutions ensure the consistency between mission and institutional goals and plans and ensure that the mission is more than a statement of intention - that it guides institutional action. The Standards also require that an institution commit to supporting student learning as its primary mission.

The references to student learning outcomes throughout the Standards are designed to guide this institutional commitment to student learning. The Standards' requirement that the entire institution participate in reviewing institutional performance and developing plans for improvement of student learning outcomes is intended to help the institution sustain its commitment to student learning. Finally, the requirement that an institution regularly review its mission statement asks that the institution periodically reflect on its mission statement, adapt it as needed, and renew commitment to achieving the mission.

Notes for Report __ (YIN) Meets

EVALUATION, PLANNING, AND IMPROVEMENT: __ (YIN) Meets The Standards require ongoing institutional evaluation and improvement to help serve students better. Evaluation focuses on student achievement, student learning, and the effectiveness of processes, policies, and organization. Improvement is achieved through an ongoing and systematic cycle of evaluation, integrated planning, implementation, and re-evaluation. The planning cycle begins with the evaluation of student needs and college programs and services. This evaluation in turn informs college decisions about where it needs to improve, and the college identifies improvement goals campus wide. Resources are distributed in order to implement these goals. When resources are insufficient to support improvement goals, the college adjusts its resource decisions to reflect its priorities or seeks other means of supplying resources to meet its goals. Once improvement plans have been fully implemented, evaluation of how well the goals have been met ensues. Thus, the planning cycle is comprised of evaluation, goal setting, resource distribution, implementation, and reevaluation STUDENT LEARNING OUTCOMES: __ (YIN) Meets The development of Student Learning Outcomes is one of the key themes in these Standards. The Standards require institutions to consciously and robustly demonstrate the effectiveness of its efforts to produce and support student

Updated 02-05-16


learning by developing student learning outcomes at the course, program, certificate, and degree level. This demonstration of effectiveness requires that learning outcomes be measured and assessed to determine how well learning is occurring so that changes to improve learning and teaching can be made. It requires that faculty and others responsible for student progress engage in discussions of ways to deliver instruction to maximize student learning. It requires that those providing student support services develop student learning outcomes and evaluate the quality of their policies, processes, and procedures for providing students access and movement through the institution. And it requires that student learning outcomes be at the center of the institution's key processes and allocation of resources. Ultimately, this theme requires that an institution engage in self-analysis leading to improvement of all that it does regarding learning and teaching ORGANIZATION: __ (YIN) Meets The Standards require colleges to have inclusive, informed and intentional efforts to define student learning, provide programs to support that learning, and to evaluate how well learning is occurring. This requirement means that the institution must have in place the organizational meat)s to identify and mak~ public learning outcomes, to evaluate the effectiveness of programs in producing those outcomes, and to make improvements. The requirement for adequate staff, resources and organizational structure (communication and decision making structures) is not new to regional accreditation standards, but the new expectation is that these be oriented to produce and support student learning. Consequently, they will be evaluated in part by how well they support learning. DIALOGUE: __ (YIN) Meets The Standards are designed to facilitate college engagement in inclusive, informed, and intentional dialogue about institutional quality and improvement. The dialogue should purposefully guide institutional change. All members of the college community should participate in this reflection and exchange about student achievement, student learning, and the effectiveness of its processes, policies, and organization. For the dialogue to have its intended effect, it should be based on reliable information about the college's programs and services and evidence on how well the institution is meeting student needs. Information should be quantitative and qualitative, responsive to clear inquiry, meaningfully interpreted, and broadly communicated. The institutional dialogue should result in ongoing self-reflection and conscious improvement. INSTITUTIONAL INTEGRITY: __ (YIN) Meets This theme deals with the institution's demonstrated concern with honesty, truthfulness, and the maimer .in which it represents itself to all internal and external stakeholders. This theme speaks to the intentions of an institution and how it implements them. It prompts institutional assessment of the integrity of its policies, practices, and procedures and to how it interacts with students, employees, and its community. It asks that the institution concern itself with the clarity, understandability, accessibility, and appropriateness of its QUblications; that its faculty provide for open inquirY_ in their classes as well as student grades

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MASTER MATRIX FOR ACCREDITATION REPORT *Evidence referenced (R} or needed (N) **Name of group or individual to meet with

that reflect an honest appraisal of student performance against faculty standards. It has an .expectation of academic honesty on the part of students. It requires that the institution demonstrate regard for issues of equity and diversity. It encourages the institution to review its hiring and employment practic~s as well as to its relationship with the Commission and other external agencies. Finally, it expects that an institution be self-reflective and honest with itself in all its operations.

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MASTER MATRIX FOR ACCREDITATION REPORT...MASTER MATRIX FOR ACCREDITATION REPORT IV.A.l.Q6 IV.A.l.Q7...

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