WAPED FALL MEETING OCTOBER 20, 2016 CAS Disability Standards and Learning Outcomes Jean Ashmore & Ann Knettler-Smith

Presenters Jean Ashmore, M.S. Past President AHEAD Current AHEAD representative to CAS Rice University, Disability Director Emerita Ann Knettler-Smith, M.A. AHEAD Standing Committee for Professional Development Current AHEAD representative to CAS Delaware State University, Coordinator of Student Accessibility Services 2

Learning Objectives Participants will have a working knowledge and understanding of: Council for Advancement of Standards in Higher Education (CAS) CAS Disability Resources & Services Standards (DRS) CAS Learning and Development Outcomes (SLOs) Participants will become familiar with how use of CAS Standards for DS Mission and Program can shape SLOs and vice versa Participants will have examples of DS SLOs that are measurable through multiple means Participants will develop appreciation for benefits of data collection & assessment, program review 3

Agenda Introduce CAS, history and standards background Review CAS Disability Resources & Services Standards Explore DRS Part 1-Mission & Part 2-Program Introduce Student Learning Outcomes Overview program assessment & review tools How to love and use your data 4

Council for the Advancement of Standards in Higher Education Founded in 1979 Consortium of 43 member organizations CAS Board of Directors comprised of representatives from member associations Consensus-oriented, collaborative approach 45 standards and self-assessment guides (SAGs) Standards are designed to be achievable by any program or service, at any institution type o Threshold, not aspirational; standards, not goals o Guidelines are added to indicate what good practice beyond the threshold looks like 5

Twelve Parts in all CAS standards Each have Musts (Standards) and Shoulds (Guidelines) Mission Program Organization and Leadership Human Resources Ethics Law, Policy and Governance Diversity, Equity, and Access Internal and External Relations Financial Resources Technology Facilities and Equipment Assessment 6

CAS Standards are Comprised of Two Types of Statements General Standards Common across all functional areas Appear verbatim in every set of functional area standards Example: Programs & services must develop, disseminate, implement, and regularly review their mission. Specialty Standards Address issues specific to the functional area Example: The primary mission of career services is to assist students and other designated clients through all phases of their career development. 7

CAS Disability Resources & Services Standards & Guidelines (DRS) Revised by CAS in 2013 with major input from AHEAD Board, experts in DS Contextual Statement precedes standards and gives history and current practice trends Key Elements Part 1 – Mission The primary mission of DRS is to provide leadership and facilitate equal access to all institutional opportunities for disabled students. 8

Three duties to accomplish DRS mission 1. Provide institution-wide advisement, consultation, and training on disability-related topics, including legal and regulatory compliance, universal design, and disability scholarship 2. Collaborate with partners to identify and remove barriers to foster an all-inclusive campus 3. Provide individual services and facilitate accommodations to students with disabilities 9

Mission: Small group activity -use handout if helpful- What is your reaction to the 3 duties of a DS mission as outlined by CAS? Does your office have a mission statement? (published or perceived?) If so, do you feel the work you do strives to meet that statement? Do you experience any barriers to that work? What similarities do you notice between the 3 duties of a mission according to the CAS standards, and your mission statement? Are there any differences? Differences can be good, bad, or neutral. What is your perspective? 10

DISCUSSION

DRS Standards Part 2: Program Program Scope of DRS must include five components 1. Appropriate and relevant office policies, procedures, and practices 2. Individual consultation, accommodation, and service 3. Proactive dissemination of information 4. Institution-wide education, consultation, and advocacy 5. Guidance and technical assistance to the institution on disability- related laws and regulations 12

WA Senate Bill 6466 Objectives – increase DS efficiency, reduce obstacles for continued accommodations across higher education institutions, remove burdensome transition elements Consistent with AHEAD’s philosophy of disability service and documentation guidance Consistent with CAS Program components Establish procedures; disseminate information about transfer process; respect “history of accommodation” from another institution; collaborate with peers

DRS Parts 3-12 Cover all operational elements of a functional service within a college or university setting Include particulars that are DRS specific An example – Part 5 Ethics …DRS staff must have a current understanding of disability as put forth by disability studies scholarship and the disability community and continually explore these contextual frameworks …DRS must have an appreciation of disability as a valued aspect of diversity… …DRS must adopt relevant professional ethical standards 14

Part 2 – DRS Program components Student Learning & Development Outcomes(SLOs) CAS Program Section incorporates Student Learning and Development Outcomes SLOs articulate what students will know, do, and appreciate/value as a result of involvement in our services SLOs originate from research/theory on student identity development – transformative development occurs across domains and dimensions of growth Learning Reconsidered and Learning Reconsidered 2, both edited by Keeling, give complete background on learning outcomes 15

Learning and Development Outcome Domains and Dimensions Six Student Learning & Development Outcome Domains are a part of the CAS General Standards Stated expectation in the CAS General Standards that all functional area programs must place emphasis on identifying relevant learning outcomes and assessing their achievement by students 16

Student Learning and Development: One Element of the Program Section Programs and services… Must promote student learning and development outcomes Must identify relevant and desirable student learning and development outcomes Must assess outcomes Must provide evidence of their impact on student learning and development Must articulate how they contribute to or support student learning and development 17

CAS Learning and Development Outcome Domains & Dimensions Knowledge acquisition, integration, construction, and application Dimensions: understanding knowledge from a range of disciplines; connecting knowledge to other knowledge, ideas, and experiences; constructing knowledge; and relating knowledge to daily life Cognitive complexity Dimensions: critical thinking; reflective thinking; effective reasoning; and creativity Intrapersonal development Dimensions: realistic self-appraisal, self-understanding, and self- respect; identity development; commitment to ethics and integrity; and spiritual awareness 18

CAS Learning and Development Outcome Domains & Dimensions Interpersonal competence Dimensions: meaningful relationships; interdependence; collaboration; and effective leadership Humanitarianism and civic engagement Dimensions: understanding and appreciation of cultural and human differences; social responsibility; global perspective; and sense of civic responsibility Practical competence Dimensions: pursuing goals; communicating effectively; technical competence; managing personal affairs; managing career development; demonstrating professionalism; maintaining health and wellness; and living a purposeful and satisfying life 19

MORNING BREAK

Tips on Developing SLOs Avoid compound SLOs, e.g., “students understand and value the purpose of our services” As you are developing each SLO, think about where and when the opportunities for student learning may occur for that desired SLO As you are developing each SLO, think about how you might measure whether or not the SLO has been achieved

Possible Learning Outcomes – are these applicable to your program? Students notify professors when accommodations are needed using DS guidelines Students schedule accommodated testing using guidelines (reference handout that maps this SLO) Students understand a social justice perspective on disability and disability rights Students will be able to identify barriers in their educational experience based on interaction with DS DOMAINS 1. Knowledge acquisition, construction, integration & application; 2. Cognitive complexity; 3. Intrapersonal development; 4. Interpersonal competence; 5. Humanitarianism and civic engagement; 6. Practical competence 22

Examples of SLOs in DS Practice – from a Spring 2016 AHEAD survey Students who meet with SS will identify their learning style and strategies to be successful that align with their learning style. 80% of students who attended monthly meetings with a Disability Services Professional Staff person will demonstrate higher average GPAs and use of services as compared to first-time, first-year students registered with Disability Services who did not meet with a staff person on a monthly basis. WARNING: This SLO would not be consistent with CAS Standards. This outcome is really a program outcome rather than a student learning outcome 23

SLO – an institution wide example An example of an institution-wide SLO where achievement by DS constituents (and other student groups) can be individually evaluated “As a result of my experiences at X, I have become comfortable initiating conversations with my professors” Not, Somewhat, Very Domains of Interpersonal Competence, Practical Competence, Intrapersonal development 24

Example of a faculty learning outcome – from Spring 2016 survey Faculty demonstrate the ability to: 1. Add an alt tag to an image, 2. Identify principles of Universal Design, 3. Identify design elements in their course that demonstrate Universal Design. 25

Template Review Specific CAS Standard: Through individual consultation, accommodation, and service DRS must monitor the utilization and effectiveness of individual accommodations CAS Domain: Practical competence; Dimension: Technical Competence; CAS Domain: Interpersonal competence; Dimension: Meaningful Relationships Specific Goal or Objective: Services will remove barriers in educational environment, e.g. inaccessible tests Student Learning Outcome: Student will understand DS testing services

Example SLO’s Know: As a result of information provided by DS, students gain understanding of their right to an accessible experience on campus. Do: Students notify professors when accommodations are needed using DS guidelines. Value: “I think differently about disability” as a result of interaction/information from DS.

Small Group SLO Activity Choose a student learning outcome from our list Know Do Value Use the SLO creation template to build all the pieces around your given SLO 28

DISCUSSION

Main thing to remember about SLOs Focus on the Learner As a result of our services, what do we want students to demonstrate that they… Know (cognitive SLO) Do (behavioral SLO) Value and appreciate (affective SLO)

Differentiating & Integrating SLOs with Program Outcomes What should be the result of our work? Program outcomes (e.g., percentage of students reached) Operational outcomes (e.g., reduced wait-list time to appointment) Student learning and development outcomes (e.g., intrapersonal development/integrity/ethical decision-making) Important to balance focus on student learning and development outcomes with focus on program outcomes Are our programs and services organized and run effectively to achieve the intended outcomes? How do we know if the intended outcomes are achieved? 31

Program vs Student Outcomes Evaluate program outcomes that assess DS mission effectiveness to determine how well DS is: Providing leadership and facilitating access Providing advisement, consultation & training Collaborating to remove barriers Providing individual services & accommodations 32

Program Outcome Examples New student procedures - Timeliness of initial interviews, accommodation request processing Training evaluations – all constituents Alt format for students, Alt format for faculty General input from constituent surveys Reviews of services, knowledge of DS roles Access improvements Goals achieved, consultations given 33

LUNCH BREAK

Using Standards for Program Review AHEAD Program Standards – develop rubric to assess fulfillment of Standards and Indicators 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 35

Program Review/Assessment Foundations Strong and well understood Mission Well articulated program of services, to all community constituents Student Learning Outcomes aligned with program elements These Foundations frame and facilitate assessment of program AND student learning outcomes

Why are DS self-assessment & program review critically important? Gathering formative and summative data (metrics) is a primary means of: - Understanding what is working well - Zeroing in on how to improve services - Justifying additional resources Demonstrating the impact of DS on student life, growth and success - Answering how do these supports impact engagement, persistence and completion 37

Fundamental Questions of a 360 Assessment Student Learning and Development Outcomes What is the effect of our work on students? How are they different as a result of interacting with our programs and services? How do we know? How do we demonstrate their learning? What and how do we measure? Program Evaluation Is the program or service functioning effectively to achieve its mission? What evidence is available to support the determination? Learning and development outcomes are part of this evidence How is evidence used to make program decisions? 38

CAS Fundamental Elements about Self-Assessment Internally driven Systematic and regular Effective in terms of time, cost, etc. Provides reasonably accurate, useful information Supports staff development Provides recognition and rewards at a local level Charts quality program development and professionalism using widely agreed-upon quality indicators Develops a shared vision among constituents Relies on honesty with meticulous evaluation Assembles results into an action plan for improvement 39

CAS Evaluation Steps 1. Plan the Process Map out steps for process, develop timeline, build buy-in with all stakeholders, and explicitly identify desired outcomes of the self-study 4. Conduct and Interpret Ratings using Evaluative Evidence Clarify team’s rating criteria; employ a process for rating [small group, individual, staff]; negotiate rating differences; and manage group ratings 2. Assemble and Educate Team 3-5 (program) to 8-10 (division) comprised of stakeholders including students; train team on self-assessment concepts & principles 5. Develop an Action Plan Identify discrepancies, corrective action, and recommended steps (e.g., identify strengths, weaknesses, benchmarks, resources, timeframe) 3. Identify, Collect, and Review Evidence Define what constitutes evidence; then gather, collect, manage, and review evidence 6. Prepare a Report Identify audience for report(s); describe self- study, evidence gathering, rating process, evaluations, strengths, weaknesses, and action plan; draft executive summary 7. Close the Loop Put action plans into practice; navigate politics and secure resources; identify barriers; and build buy-in to the program review results 40

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 41

Sample Self- Assessment Guide (SAG) 42

Sample Timeline By Feb. 15: Team Selection By March 15: Team Training Mar. 15-May 15:Compile and Review Documentary Evidence May 15-June 30:Judging Performance July 30:Final Reports Due BTW - Campus Labs – if your campus subscribes, use of the DRS SAG may be embedded in contracted services 43

Tips and Lessons from CAS Self-Assessment/Program Review Users 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 44

CAS as Part of an Ongoing Planning Assessment Cycle CAS Program Review Year 0-1 Strategic/ Program Action Plan Year 1 Action Plan Enabled Year 2-5 Data Gathering Interim Reviews Year 2-5 Prep for Strategic/ CAS Program Review Year 4 Maintaining timely, consistent and accurate data is crucial to having good results If an action plan already is in place, then CAS just becomes part of that process

Applications for Standards: How do campuses use results? Measure program and service effectiveness Enhance institutional self-studies Prepare for accreditation Establish credibility and accountability Design new programs and services Framework for effective programs Commonly identified set of learning outcomes Devise staff development Inform budget allocation Guide strategic planning 46

Review – Wrap Up - Questions Empowering tools for disability services: CAS Standards Well crafted Mission & Program elements Student Learning Outcomes Self-assessment and Program Review Make your data talk! 47

PANEL DISCUSSION

Suggested Topics What elements that were discussed do you feel will not work for you? Do you perceive any barriers to creating SLOs, Program Outcomes, or Program Review? Would these tools be helpful for you in working through the WA Senate Bill 6466?

THANK YOU!