Using the Right Tools
Your CAA Hosts CAA Operations subcommittee members: � Bob Quesal, Chair � Mary Friehe � Kaye Hill � Stephen Painton Today’s presenter: � Sue Flesher, Associate Director of Accreditation Services
Session Objectives � To broaden your knowledge of the process for preparing, completing and submitting your CAA accreditation report using the HES. � Types of reports � Planning for submission � Data collection and reporting � System features � Resources
Types of Reports � Accreditation Application � Comprehensive report and review to determine current compliance with accreditation standards (point in time) � Results in a new or renewed accreditation cycle � Annual Report � Abbreviated report and review to monitor continued compliance with accreditation standards � Results in determination to continue accreditation
Accreditation Application � Detailed analysis /report of program’s compliance with all accreditation standards � Sufficient and appropriate administrative support/structure, faculty, curriculum, policies/procedures, assessment, resources � Full, partial, non-compliance? � Policies and procedures – appropriate and consistently applied? � Public information – current, accurate, accessible? � Assessment and quality/program improvement evident and documented? � Prior concerns addressed and incorporated into responses under appropriate sections of the application � Companion to and evidence of your program’s self study initiative � Ongoing, active, and systematic (not just once every 8 years!)
Annual Report A 3-prong approach to continued accreditation Prior Concerns Changes/Updates Focused Updates Accreditation Action Opportunity for Every year: • • Report (AAR) discussion/updates Faculty • Discussion about steps under each standard Faculty detail • • taken to achieve full Include information (CV) for new • compliance with from interim reports: faculty only standard(s) previously Administrative FTE allocation • • cited Structure Course • Program Director assignments • Changes Frequency of course • offerings Student outcome data • Graduation rate • Employment rate • Praxis pass rate •
Planning for submission Submission dates : � February 1 � E-mail notification and HES access – October 1 � August 1 � E-mail notification and HES access – April 1 August 1 February 1
Submission Date – EdFind Program Profile http://www.asha.org/edfind/
Planning for submission Getting organized … � CAA reports are due the same time every year � mark your calendar, create a reminder in Outlook � Allocate sufficient time and resources � Identify faculty/staff to serve as contributors � Establish a timeline � Start early, check-in with contributors, adjust � Have a Plan B in case of an unexpected emergency � Allow at least 2 weeks to conduct a comprehensive review of your report o provide edits prior to the final report submission date � Administrative Probation for failure to file on time! (effective 1/1/12) o Requests for extension = 30 days prior to due date, include rationale for extenuating circumstance, action taken, progress made � Report changes in editors as ASAP ( mwoods@asha.org )
Data Collection Time flies … � Prior to and during access to HES � Worksheets available at http://www.asha.org/academic/accreditation/CAAHES/ � Refer to previous year’s report as a data source � Faculty, curriculum, financial support, modalities � You should have saved them to your own directory � Prior concerns must be addressed � Throughout the year, not just at the time of reporting � Full compliance met within one year
Data Reporting The Devil’s in the details … In one sense, one might say “the devil's in the details” to refer to very small but ultimately important components of a larger task… This reminder is intended to encourage you to check your work, and to be thorough and careful in what you do.
Data Reporting It’s not just another “survey” … � The compilation of the information reported should tell your program’s story, reflect its quality, and describe the students who graduate from the program � Unique characteristics, initiatives, mission and goals � Compliance, program improvement, resources � Sustainability, consistency, currency, accuracy � Qualified for entry into professional practice � Consider: � Strengths - talk about it � Areas needing improvement – what’s the plan? � Steps � Resources � Timeline � Maintained
Data Reporting Data points provide the unique details … � Faculty detail informs sufficiency, qualifications cations � Course detail informs frequency, sequence, student completion � Student outcomes informs sufficient faculty, courses, resources, program improvement � Knowledge and skills informs student preparation to enter into professional practice (is there opportunity?)
Data Reporting Narrative responses provide perspective to the details � Mission statements > foundational � Strategic plan > resources, program/quality improvement � Administrative structure/support > autonomy, leadership, success, continuing competence � Public information > current, accurate, consistent, credible � Ongoing program assessment > program effectiveness, continuous improvement Where are you going with all of this?
Data Reporting Final Report assembles all the parts � Output/PDF files (11 files) � Coversheet – program profile, contact information � Narrative Report –compilation of all narrative responses � Other Reports � Faculty Detail (2.1, 2.2) � Faculty Summary (2.2) � Course Detail (3.1, 3.2, 3.3, 3.4, 3.5, 2.1) � Course Summary (3.1) � Knowledge and Skills (3.1) � Clinical Site Detail (3.7) � Demographic Summary of Clinical Sites (3.7) � Summary of Clinical Population Data (3.7)
Data Reporting A closer look at some details … Verifying the program profile � Professional area, degree level, degree designator, regional accreditation � Report changes before entering data � Email to HES@asha.org � Incorrect regional accreditation cycles = non-compliance with Std. 1.1
Data Reporting Heads-up! � Standards/areas cited most often in 2011 by the CAA as non-compliant or partially compliant � 1.3 – development and implementation of long-term strategic plan � 1.7 – current, accurate, and readily available public information about program and/or institution � 2.2 – faculty sufficiency � 5.1 – formative and summative assessments � 5.3 – ongoing assessments of program effectiveness and use of results for program improvement � 6.4 – sufficiency of clerical and technical staff, support services, and library and technology resources
Data Reporting A closer look at some details… Faculty � Reporting period = previously completed academic year � Add/remove faculty from Total Faculty List � Use ASHA member number � Remove when employment status ended � Include faculty on the Faculty Reporting List � Selected from Total Faculty List � Report separately for each area of study � Only faculty contributing to the accredited graduate program � List of faculty populates drop-down list for course assignments � Refer to HELP for detailed instructions
Data Reporting A closer look at some details… Faculty FTE calculations � Workload allocation – teaching, supervision, advising � Percent contribution � Institution’s formula for assigning academic and clinical teaching load � Consistently applied to all faculty � Verify accurate reporting of FTE by reviewing the Faculty Summary report � Typically should not exceed 1.0 FTE � Only the portion of time contributed to the graduate accredited program
Data Reporting A closer look at some details… Curriculum � Course frequency � “Terms offered (select all that apply)” = When was the course offered? � Beginning with the most recently completed academic year � Going back for the number of years it takes to complete the program of study (as reported by the program) � Select all terms in which the course was offered over this period of time. � Multiple terms can be selected � Course sequence � “Term in which the course or clinical experience is expected…” = When is the course expected to be taken in the sequence of the program of study? � Only one term may be selected
Data Reporting A closer look at some details … Student Outcome Data � Consistency between what is reported in the application (5.3) and what is published to the program’s website (1.7) � Examples = http://www.asha.org/Academic/accreditation/CAA- Outcome-Data-Table-Sample/ � Praxis Pass Rates � CAA threshold = national averages � AUD= http://www.asha.org/uploadedFiles/PraxisScoresAud.pdf � SLP = http://www.asha.org/uploadedFiles/PraxisScoresSLP.pdfAdjust for multiple test takers � Count only once = final passing score
Data Reporting A closer look at some details … Public information � Consistent across all web content, printed materials, etc. � URL’s – test them � Working? www.what’sdatusay.edu � Accurate? � Accessible to the public? � Specific?
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