Transcript IMPLEMENTING EAB’S MODERNIZATION Patrick J. Sweeney School Administration Consultant Educational Approval Board November 15, 2007

IMPLEMENTING EAB’S
MODERNIZATION
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Patrick J. Sweeney
School Administration Consultant
Educational Approval Board
November 15, 2007
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IMPLEMENTING EAB’S
MODERNIZATION
• Employment Verification
• School Visit
• Institutional Planning
SETTING THE CONTEXT
• Redesign Questions
• Modernization Principals
• EAB’s Purpose in AB 281
Redesign Questions:
• How will EAB's oversight process help schools advance
over time and lead to better student satisfaction and
learning results?
• Can there ever be a sustained and rational school
advancement process without a defined
strategic/institutional plan, which sets goals, creates action
steps, measures results and evaluates progress?
• How do the EAB school approval, annual renewal, and
school visit processes need to be redesigned to focus on
results and to encourage and support school
advancement?
• What result data would schools and the EAB need to
collect and analyze so schools are accountable for student
outcomes?
Modernization Principles:
• The EAB believes the best way to protect
students is to enhance the schools and their
programs by holding schools accountable for
outcomes data.
• The EAB believes there needs to be a
cooperative working relationship with schools for
institutional effectiveness to be successful.
• The EAB believes schools must develop an
internal capacity for making decisions based on
data, for satisfying students, and for continuous
improvement.
EAB’s Purpose in AB 281:
• Evaluate and approve schools.
• Collect and disseminate student outcome and
satisfaction information.
• Perform annual reviews of schools.
• Conduct on-site school visits.
• Hold school accountable for improving their
performance and effectiveness.
• Support options for innovative and quality
programs offered by schools.
EMPLOYMENT VERIFICATION IN 2009
SCHOOL RENEWAL (September 1, 2008)
• EAB schools focus on employment/careers for
adults not on a liberal arts education
• Employment/career advancement most
significant/meaningful result for “dreamers”
attending EAB schools
• EAB schools primary customers are employers
who hire graduates
• EAB has a responsibility to give consumers good
information and accurate results data
• EAB schools’ success is defined by success of
graduates
EAB’s Process for Verification
of Employment:
• September 1, 2008, schools submit the
Verification of Employment form for students
completing a program after January 1, 2008
• During 2009 school visits, EAB calls
employers
• EAB picks random samples of schools not
being visited in 2009 and calls employers
SCHOOL VISIT DESIGN
PROCESS
• Compliance plus Institutional Effectiveness
• Researched other states and accreditation
agencies
• Convened a Focus Group of School
Administrators
• Field-tested school visits
• Developed materials and forms to guide
process
Four types of School Visits:
• Comprehensive – three-year cycle /
mid-accreditation
• New Schools – within first six months
• Annual – pulse check on goals
• Other – complaint, growth, data
Sample of Agenda for School Visit:
9:00 - 9:15
9:15 - 9:30
9:30 - 10:00
10:00 - 10:30
10:30 - 11:00
11:10 - 11:30
11:30 - 12:00
12:00 - 12:30
12:30 - 1:00
1:00
EAB School Visit
<School Name>
<Date>
Facility Tour
Overview of the Process
Registrar/Admissions: Overview of
Student Records (files for new students,
refunds, graduates)
Owner/Director/Administrator
Instructors
Students (close to graduation)
Advisory Committee/Employers
(teleconference or in-person)
Graduates (teleconference or in-person)
EAB Staff Completes Assessment Form
Exit Conference with Owner / Director to
share assessment results
School officials should use this sample agenda as a
guide when preparing for an EAB school visit. All
groups listed on the sample agenda will be
interviewed. The EAB staff will work with you to
finalize an agenda for the school visit.
School Visit Form Categories:
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Student Records / Compliance
Institutional Plan
Mission-driven School
Admissions
Curriculum
Faculty / Instructors
Student Services
School Visit Form Categories
(continued):
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Financial Soundness / Stability
Facilities
Advisory Committee / Employers
School and Program Evaluations
Strengths
Areas Needing Improvement
Actions Required
SYSTEMS ELEMENTS OF
EFFECTIVE INSTITUTIONS
Institutional
Planning
Fiscal Analysis &
Planning
Advertising /
Recruitment
Interview /
Enrollment
Facilities Planning
Program Evaluation
Graduates and
Employers
Mission
Values
Goals
Student Services
Curriculum
Development, Delivery
& Evaluation
Staff & Instructor
Selection
Professional
Development &
Evaluation
School Visit Conclusion:
• Share school visit form with school
• Conduct an exit interview
• Send a summary letter of findings / actions
required
INSTITUTIONAL PLANNING
Those that fail to plan, plan to fail.
INSTITUTIONAL PLAN
• Require all schools to submit an Institutional
Plan September 1, 2009
• Accommodate scope and size of the school
• Accommodate accreditation planning
• All institutional elements addressed
• Three – five year plan with annual goals,
objectives, and measurable results
• Help next year with training
Institutional Enhancement and Assessment
Accreditation Expectations
Institutional assessment and improvement activities should be
appropriate to the size and scale of the school’s operations
and support the management and administration of the school
as well as the quality of education provided.
• The accreditation expectations for a small, diploma/certificate
granting institution are different that a large, degree granting
institution.
Institutional Enhancement and Assessment
Accreditation Expectations
Institutional assessment should validate and document the
school’s educational and administrative practices to improve
student learning and achievement.
Improvement activities are expected to be significant and ongoing experiences in the school.
• Not simply once every renewal cycle as part of the accreditation /
licensure process.
Accreditation Expectations
The institutional assessment and improvement activities must include a written
and comprehensive plan that examines school operations and sets forth specific
short- and long-range (i.e., minimally three years) goals for improvement with
measurable benchmarks and timelines for implementation.
The institutional assessment and improvement plan must address the entire
school in such areas as
• management;
• fiscal condition and budget;
• administrative policies and practices;
• student support services;
• faculty and staff development;
• educational program curricula;
• learning resources system, equipment, and supporting materials;
• facilities; and
• student achievement outcomes.
Institutional assessment and improvement activities should support and
enhance the quality of the education provided using information
obtained
• internally (e.g., staff and faculty development and planning, and student
input and feedback) and
• externally (e.g., Program Advisory Committees, employers, community
involvement, school graduates, etc.)
These activities should strive to validate the school’s educational and
administrative practices and to document and improve student learning
and achievement.
Institutional assessment and improvement activities are expected to be
significant and ongoing experiences in the school.
IMPLEMENTING EAB’S
MODERNIZATION
• Attempt to work with whole school system
• Provide a context for schools to improve
over time
• Hold schools accountable for results
• Provide good information to the public