Conducting a CAS Standards Self-Review

John Purdie II, Ph.D.Assoc. Dir., Residence Life

Western Washington University

Participant OutcomesIn order to be able to conduct a CAS self-study,

by the end of this session participants will be able to:Articulate the purpose and benefits of the self-

studyFeel increased self-efficacyUse SAG tools to evaluate compliance with

standards & guidelines Document and present the results of the review

Have you ever had to “get a physical” before you could play a sport, travel, or

engage in some other activity?

"If you don't know where you are going, you will wind up somewhere else.“

~Yogi Berra

A CAS self-study tells you how well prepared you are to succeed,not whether you are successful or not.

Together we provide an environmentfor our diverse student population to reach their

greatest potential through inspiration, accessibility, and support.

UAA Student Affairs departments and staff are committed to providing student-centered services and programs that support students' academic and social

integration into the UAA community, engage students in active learning, and

foster the growth and development of each student.

What is CAS?The mission of the Council for the

Advancement of Standards in Higher Education (CAS) is to promote the improvement of programs and services to enhance the quality of student learning and development.

CAS is a consortium of 40 professional associations who work collaboratively to develop and promulgate standards and guidelines and to encourage self-assessment.

CAS Self-Assessment Process1. Establish and prepare the Self-

Assessment Team2. Compile and Review available

information3. Evaluate Congruence with standards 4. Determine appropriate Corrective Action5. Recommend Steps for Program

Enhancement6. Prepare an Action Plan

The Self-Study TeamTraining the Team:

Establish team ground rulesDiscuss meaning of each standardEstablish team’s inter-rater reliabilityEncourage team discussion; expect

disagreements; commit to consensual resolution

Team ActionsDecide whether to include guidelines or

other measures that go beyond the standardsGather and analyze quantitative and

qualitative dataIndividuals rate every criterion measure they

have agreed to doObtain additional documentary evidence if

required to make an informed team decisionComplete the assessment, ratings & action

plan worksheets

Organization of CAS StandardsMissionProgramLeadershipHuman ResourcesEthicsLegal

ResponsibilitiesEquity and AccessDiversity

Organization and Management

Campus and External Relations

Financial ResourcesTechnologyFacilities and

EquipmentAssessment and

Evaluation

CAS: Standards and GuidelinesSTANDARD (BOLD TYPE; AUXILARY VERB MUST)

Financial Aid Programs (FAP) must have adequate, suitably located facilities, adequate technology, and equipment to support its mission and goals efficiently and effectively. Facilities, technology, and equipment must be evaluated regularly and be in compliance with relevant federal, state, provincial, and local requirements to provide for access, health, safety, and security.

GUIDELINE (LIGHT-FACED TYPE; VERB SHOULD)

The program should have facilities or have access to: private office or space for confidential counseling, interviewing,

and other meetingsoffice, reception, and storage space and security sufficient to

accommodate assigned staff, supplies, equipment, library resources, and machinery

conference room or meeting space

Rating Scale

Using this scale, consider the evidence available and decide the extent to which each criterion has been met.

ND 1 2 3 4 NRNot Done Not met Minimally Well Fully Not Rated

Met Met Met

Assessment Criteria ExamplePart 6: FINANCIAL RESOURCESFinancial Aid Programs (FAP) must have adequate funding to accomplish its mission and goals.

Funding priorities must be determined within the context of the stated mission, goals, objectives, and comprehensive analysis of the needs and capabilities of students and the availability of internal or external resources.

FAP must demonstrate fiscal responsibility and cost effectiveness consistent with institutional protocols.

ND 1 2 3 4 NR Not Done Not Met Minimally Met Well Met Fully Met Not Rated

PART 6. FINANCIAL RESOURCES (Criterion Measures) Rating Scale NOTES6.1 The program has adequate funding to accomplish its mission and goals. ND 1

2 3 4 NR

6.2 Funding priorities are determined within the context of program mission, student needs, and available fiscal resources. ND 1 2 3 4

NR

6.3 The program demonstrates fiscal responsibility and cost effectiveness consistent with institutional protocols. ND 1 2 3 4 NR

Part 6: Financial Resources Overview Questions

A. What is the funding strategy for the program?

B. What evidence exists to confirm fiscal responsibility and cost-effectiveness?

CAS: Work Form AAssessment, Ratings, and Significant Items

CASWork Form A

Assessment, Ratings, and Significant ItemsINSTRUCTIONS:This work form should be completed following individual ratings of the participants. For each of the 13 Parts, identify (circle) the criterion measure item number(s) in the column labeled for which there is a substantial rating discrepancy (two or more ratings apart). Items not circled should reflect consensus among judges that practice in that area is satisfactory. Items where judgment variance occurs need to be discussed thoroughly by team members. Follow this action by determining which practices (criterion measures) can be designated as “excellent” or “unsatisfactory” and record them in the Step One column. In Step Two, list the items requiring follow-up action including any criterion measure rated as being unsatisfactory by any reviewer.

Step One

Part Items Excellent Unsatisfactory

1. Mission 1.1a1.4

1.1b1.5

1.1c1.6

1.2 1.3

2. Program 2.1 2.4.3 2.4.8 2.4.132.6 2.8d2.11

2.2 2.4.4 2.4.9 2.4.142.7 2.8e2.12

2.32.4.52.4.102.4.152.8a2.8f2.13

2.4.12.4.62.4.112.4.162.8b2.9

2.4.22.4.72.4.122.52.8c2.10

1. Cross out un-rated items

2. Circle items everyone rated low, Triangle those rated high

3. Discuss remaining items (varied ratings), seek consensus

4. Discuss High and Low items to determine “Fully Met (i.e. Excellence)” or “Not Met (i.e. Unsatisfactory)”

CAS: Work Form A continuedStep Two: List item number(s) for each Part determined to merit follow-up and describe the practice weaknesses that require attention

1.

2.

3.

4.

5.

CAS Work Form B: Follow Up Actions

INSTRUCTIONS:The purpose of this work form is to begin the planning for action to be taken on the practices judged to merit follow-up (See Step 1, Work Form A). In Step Three, transfer short descriptions of the practices requiring follow-up and detail these items using the table format provided.

Step Three: Describe the current practice that requires change and actions to initiate the change

Practice Description

Corrective Action Sought

Task Assigned To Timeline Due Dates

Include additional staff as needed

CAS Work Form C:Summary Action Plan

Step Four: This form concludes the self-assessment process and calls for action to be taken based on the study results. Write a brief action plan statement in the spaces below for each Part in which action is required.

Part 1: Mission

Part 2: Program

Part 3: Leadership

Part 4: Human Resources

Part 5: Ethics

Include additional staff as needed

Reporting your resultsDiscuss with Steering Committee your draft report of Findings and Recommendations Include completed SAGs & data (as feasible)

Prepare executive summary of:The self-study process,Identified excellence and needed

improvements,Action plan for program enhancement

An iterative Cycle…1. Purpose & scope of study is defined2. Self-study team is created and trained3. Evaluative evidence is collected4. Discrepancies & Excellence are identified5. Appropriate actions are determined6. Action plan is developed and approved7. Plan is communicated and enacted8. Repeat (i.e., step 1 = check if improvement

achieved)

Status Report!

Participant OutcomesIn order to be able to conduct a CAS self-study,

by the end of this session participants will be able to:Articulate the purpose and benefits of the

reviewFeel increased self-efficacyUse SAG tools to evaluate compliance with

standards & guidelines Document and present the results of the review

The next session is a follow-up with the pilot teams

We hold these truths to be self-evident…

Evaluative EvidenceSTUDENT RECRUITMENT MATERIALS:

Brochures & other program informationParticipation policies & procedures

PROGRAM DOCUMENTS: Mission statements; program purpose &

philosophy statementsCatalogs & related materialsStaff & student manuals; policies &

procedures

ADMINISTRATIVE DOCUMENTS:Organization charts; student & staff profilesFinancial resource statements & budgetsAnnual reports

Evaluative Evidence (cont.)STAFF ACTIVITY REPORTS:

Curriculum vitae & resumes; professional activityService to other programs, departments, or

community

STUDENT ACTIVITY REPORTS:Portfolios, developmental transcripts, resumesReports of student service

RESEARCH & EVALUATION DATA:Needs assessments & self-studiesProgram evaluation; graduate & follow-up studies

Quantitative DataSummary of objective responses on a

questionnaire or program evaluationStatistics about use by students and various

population subgroupsNeeds assessments, follow-up studies, and

self-study reportsInstitutional research reports and fact booksComparative or benchmark data at local,

regional or national level

Qualitative DataFocus group informationWritten summaries of responses to open-

ended questions in interviews and on evaluations

Client satisfaction surveys, self-reports, and written comments, both solicited and unsolicited

Team Discussion – what would be useful and where can you get that