Evaluator 102:Evaluator 102:An Introduction to An Introduction to

Interpreting the StandardsInterpreting the Standards

Dr. Luis G. PedrajaDr. Luis G. Pedraja

MSCHE Vice PresidentMSCHE Vice President

Overview of the Overview of the StandardsStandards

14 Standards, in 2 14 Standards, in 2 sections: sections: – Institutional Institutional

ContextContext (Standards 1 – 7) (Standards 1 – 7)

– Educational Educational EffectivenessEffectiveness (Standards 8 – 14)(Standards 8 – 14)

Each section Each section concludes with an concludes with an assessment assessment standard (7 & 14)standard (7 & 14)

Format: Each StandardFormat: Each Standard

StandardStandard ContextContext Fundamental Fundamental

ElementsElements Optional Optional

Analysis and Analysis and Evidence Evidence

Fundamental Elements & Fundamental Elements & the Self-Studythe Self-Study

In conjunction with institutional In conjunction with institutional mission & goals, fundamental mission & goals, fundamental elements help to frame self-study elements help to frame self-study questionsquestions

Elements guide institutions in Elements guide institutions in demonstrating how they comply demonstrating how they comply with the standardswith the standards

Elements help frame the self-Elements help frame the self-study analysis and study analysis and recommendationsrecommendations

Fundamental Elements & Fundamental Elements & the Team Visitthe Team Visit

Help to frame the team’s Help to frame the team’s questionsquestions

Must be viewed in the context of Must be viewed in the context of the institution’s mission and its the institution’s mission and its self-study design and report self-study design and report

Together (not individually) the Together (not individually) the Fundamental Elements Fundamental Elements constitute and encompass the constitute and encompass the standardstandard

Elements are not a checklistElements are not a checklist

Fundamental Elements & Fundamental Elements & the Team Visit, the Team Visit, continuedcontinued

Fundamental elements are Fundamental elements are subordinate to the subordinate to the accreditation standardaccreditation standard

Elements are likely reference Elements are likely reference points for commendations, points for commendations, suggestions, suggestions, recommendations, and/or recommendations, and/or requirementsrequirements

Optional Analysis & Optional Analysis & EvidenceEvidence

Used by institution as part Used by institution as part of its own self-studyof its own self-study

Not intended for use by Not intended for use by the team for evaluationthe team for evaluation

Information is optional for Information is optional for the institution and not the institution and not requiredrequired

Evaluating ComplianceEvaluating Compliance Does the self-study narrative Does the self-study narrative

demonstrate compliance?demonstrate compliance? Do they have Do they have documenteddocumented evidenceevidence that that

supports and demonstrates compliance?supports and demonstrates compliance? Are they doing “it” or do they plan to do Are they doing “it” or do they plan to do

it?it? Are their plans, activities & projections Are their plans, activities & projections

realistic?realistic? Do documents & interviews support the Do documents & interviews support the

claims of the self-study?claims of the self-study? Do they have realistic plans for Do they have realistic plans for

improvement?improvement?

Applying the Standards & Applying the Standards & the Team Reportthe Team Report

Report Templates & Self-Report Templates & Self-StudyStudy

Self-Study structure will affect Self-Study structure will affect how standards are covered in how standards are covered in the reportthe report

Comprehensive modelsComprehensive models– Structured according to Structured according to

standardsstandards– Grouping of Standards Grouping of Standards – Topical ApproachTopical Approach

Selected Topics modelSelected Topics model Collaborative modelCollaborative model

What does the report look What does the report look like?like?

Standard (s) CoveredStandard (s) Covered Narrative of FindingsNarrative of Findings CommendationsCommendations Suggestions Suggestions Recommendations (need some Recommendations (need some

follow-up)follow-up) Requirements (non-compliance)Requirements (non-compliance) Other InformationOther Information

– People interviewedPeople interviewed– Documents reviewedDocuments reviewed

About 1-2 pages per EvaluatorAbout 1-2 pages per Evaluator

Types of FindingsTypes of Findings

SuggestionsSuggestions = optional = optional consultative adviceconsultative advice

RecommendationsRecommendations = actions = actions needed to continue needed to continue improvement or to assure improvement or to assure continuing compliancecontinuing compliance

RequirementsRequirements = actions = actions needed to achieve complianceneeded to achieve compliance

Types of Follow-UpTypes of Follow-Up

SuggestionsSuggestions -> no follow-up -> no follow-up RecommendationsRecommendations -> routinely -> routinely

addressed through PRR; team may addressed through PRR; team may request earlier follow-up through request earlier follow-up through progress letter or monitoring reportprogress letter or monitoring report

RequirementsRequirements -> warning, -> warning, probation, show cause (monitoring probation, show cause (monitoring report) OR postponement report) OR postponement (supplemental information report)(supplemental information report)

ExerciseExercise

Read the fictitious team report Read the fictitious team report on Standard 14.on Standard 14.

Based on the report determine:Based on the report determine:– does the institution meet the does the institution meet the

standard? Why or why not?standard? Why or why not?– What action would you What action would you

recommend, based on this one recommend, based on this one standard, for the institution?standard, for the institution?