IMPLEMENTING EAB’S MODERNIZATION

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

2. IMPLEMENTING EAB’S MODERNIZATION • Employment Verification • School Visit • Institutional Planning

3. SETTING THE CONTEXT • Redesign Questions • Modernization Principals • EAB’s Purpose in AB 281

4. 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?

5. 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.

6. 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.

7. 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

9. 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

10. 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

11. 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

12. Sample of Agenda for School Visit: EAB School Visit <School Name> <Date> 9:00 - 9:15 Facility Tour 9:15 - 9:30 Overview of the Process 9:30 - 10:00 Registrar/Admissions: Overview of Student Records (files for new students, refunds, graduates) 10:00 - 10:30 Owner/Director/Administrator 10:30 - 11:00 Instructors 11:10 - 11:30 Students (close to graduation) 11:30 - 12:00 Advisory Committee/Employers (teleconference or in-person) 12:00 - 12:30 Graduates (teleconference or in-person) 12:30 - 1:00 EAB Staff Completes Assessment Form 1:00 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.

13. School Visit Form Categories: • Student Records / Compliance • Institutional Plan • Mission-driven School • Admissions • Curriculum • Faculty / Instructors • Student Services

14. School Visit Form Categories (continued): • Financial Soundness / Stability • Facilities • Advisory Committee / Employers • School and Program Evaluations • Strengths • Areas Needing Improvement • Actions Required

15. SYSTEMS ELEMENTS OF EFFECTIVE INSTITUTIONS Institutional Planning Fiscal Analysis & Planning Advertising / Recruitment Interview / Enrollment Facilities Planning Mission Values Goals Program Evaluation Graduates and Employers Curriculum Development, Delivery & Evaluation Student Services Staff & Instructor Selection Professional Development & Evaluation

16. School Visit Conclusion: • Share school visit form with school • Conduct an exit interview • Send a summary letter of findings / actions required

17. INSTITUTIONAL PLANNINGThose that fail to plan, plan to fail.

18. 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

19. Institutional Enhancement and AssessmentAccreditation 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.

20. Institutional Enhancement and AssessmentAccreditation 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 on-going experiences in the school. • Not simply once every renewal cycle as part of the accreditation / licensure process.

21. 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.

22. 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.

23. 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