Conducting a Program Review of the Disability Office

1. Conducting a Program Review of the Disability Office Ann Knettler, M.A., ABD. CAS RepresentativeDelaware State University aksmith@desu.edu Jean Ashmore, M.S.CAS RepresentativeEmerita Rice University jean@ahead.org Katy Washington, JD., Ph.D.Secretary, AHEADUniversity of North Texaskaty.Washington@unt.edu

3. Decisions to Make

4. Chart and Graph Legend

5. Program Review in the past 5 years

6. Factors Influencing a Program Review

7. WHY

9. WHO

11. WHAT

13. WHEN

15. Using Standards for Program Review AHEAD Program Standards & Performance Indicators • Develop rubric to assess fulfillment of standards • Use AHEAD self-assessment questionnaire based on AHEAD Program Standards • Consider contracting with AHEAD to survey constituent satisfaction, customized, $500 • Consider bringing in an external reviewer CAS Disability Resources & Services Standards • Designed for self-assessment – SAG • Select all 12 sections or fewer for your review • Combine self-assessment with external review

17. OBTAINING STANDARDS

18. TOOLS

19. CAS as Part of an Ongoing Planning and Assessment Cycle If an action plan already is in place, then CAS just becomes part of that process Maintaining timely, consistent and accurate data is crucial to having good results

20. CAS Fundamental Elements about Self-Assessment

21. CAS Evaluation Steps

22. Self-Assessment Guides (SAG) • Provides an effective workbook/format for evaluation, self-assessment, and institutional reviews • Translates standards into multiple criterion statements which can be measured • Clusters of criterion measures focus on subsections of the standards, allowing raters to express detailed and targeted judgments • Informs on program strengths and weaknesses • Leads to an action plan to enhance programs and services that benefit student learning and development • Purchase SAG from CAS, low cost • SAG covers MUSTs from a functional standard

23. Sample Self-Assessment Guide (SAG)

24. Sample Timeline

26. CAS User Tips and Lessons from Self Assessment & Program Review • CAS materials are flexible – use as needed • Leadership is critical • Plan for administrative support • Be clear regarding work load expectations • Detailed timelines will save your life • Evidence/Data is key • Can shorten the self-study timeframe if data and evidence is gathered ahead of time • When compiling evidence, pull ‘representative examples’ • Team members may be afraid to be honest when rating – help them understand how self-assessment enhances programs • Allow staff to implement changes

27. Why are DS Self-Assessment and Program Review Critically Important? • Gathering formative and summative data (metrics) is a primary means of: • Understanding how our programs are working well (Program Outcomes) • Evidencing impact on student learning (Student Learning Outcomes) • Zeroing in on how to improve services • Justifying additional resources • Providing a common language for communication with colleagues and administration

28. Applications for Standards: How do campuses use results?

29. AHEAD Survey citation • Should you wish to cite findings from the 2019 AHEAD member survey on practices in program review, please feel free to do so using the following attribution/citation • Ashmore, J., Knettler, A., Scott, S., & Washington, K. (2019). Survey ofProgram Evaluation and Review Practices by Disability Resource Professionals. Huntersville, NC. The Association on Higher Education and Disability