The Commissions Expectations on Reporting Middle States Commission on Higher Education

Types of Reporting General & Routine Communication General & Routine Communication Institutional Profiles Institutional Profiles Follow-Up Reports Follow-Up Reports Substantive Change Substantive Change Special Requests Special Requests

Keeping MSCHE Informed Know your liaison Keep communication channels open Avoid surprises The institution will make freely available to the Commission accurate, fair, and complete information on all aspects of the institution and its operations. Requirement of Affiliation (Eligibility) 9. Requirement of Affiliation (Eligibility) 9.

What does MSCHE need to know? Contact information of key people Contact information of key people Changes in mailing addresses, website addresses, or telephones Changes in mailing addresses, website addresses, or telephones Changes in the President, Provost, ALO Changes in the President, Provost, ALO Significant events that affect the institution Significant events that affect the institution Major news stories about the institution Major news stories about the institution Anything that might have a significant impact on the institutions ability to operate Anything that might have a significant impact on the institutions ability to operate

Institutional Profile Strategies Make sure the person completing it knows accreditation terms and has accurate information. Make sure the person completing it knows accreditation terms and has accurate information. Check that proper contact information is provided and that all instructional sites are included Check that proper contact information is provided and that all instructional sites are included It is not the place to report Substantive Changes It is not the place to report Substantive Changes

Types of Follow-Up Reports Supplemental Information Report: Supplemental Information Report: additional information required to reach a decision about an action on accreditation. additional information required to reach a decision about an action on accreditation. Progress Report: Progress Report: Issues are narrow in focus, less complex, and more limited in number Issues are narrow in focus, less complex, and more limited in number Commission needs assurance that activities that ensure compliance are carried out Commission needs assurance that activities that ensure compliance are carried out Monitoring Report: Monitoring Report: Issues are complex & numerous Issues are complex & numerous Concerns about continued compliance Concerns about continued compliance When non-compliance actions are taken When non-compliance actions are taken

Strategies for Proper Reporting Read the Action Letters carefully Read the Action Letters carefully Be familiar with accreditation jargon Be familiar with accreditation jargon Note deadlines for the reports Note deadlines for the reports Look at the issues and standards involved: Look at the issues and standards involved: Are there specific fundamental elements noted in the language? Are there specific fundamental elements noted in the language? Is there specific information requested? Is there specific information requested? Does it call for doing something (development, implementation, use)? Does it call for doing something (development, implementation, use)? Always provide evidence and documentation Always provide evidence and documentation

Sample Action Language To reaffirm accreditation. To request a monitoring report due by April 1, 2010 documenting evidence of (1) the development and implementation of a comprehensive institutional strategic plan that links long-range planning to decision-making and budgeting processes (Standard 2); and (2) implementation of an organized and sustained assessment process to evaluate and improve student learning, including evidence that student learning assessment information is used to improve teaching and learning (Standard 14). The Periodic Review Report is due June 1, To reaffirm accreditation. To request a monitoring report due by April 1, 2010 documenting evidence of (1) the development and implementation of a comprehensive institutional strategic plan that links long-range planning to decision-making and budgeting processes (Standard 2); and (2) implementation of an organized and sustained assessment process to evaluate and improve student learning, including evidence that student learning assessment information is used to improve teaching and learning (Standard 14). The Periodic Review Report is due June 1, 2013.

Follow-Up Exercise Take five minutes and discuss with the persons next to you the key issues noted in the report, including: Take five minutes and discuss with the persons next to you the key issues noted in the report, including: What actions would you need to take to demonstrate compliance? What actions would you need to take to demonstrate compliance? Who would be involved in providing info? Who would be involved in providing info? What specific things does the report asks you to do? What specific things does the report asks you to do? What could you use as evidence to support the report? What could you use as evidence to support the report?

Dos & Donts Dont: Dont: use future tense and Im a gonnas… use future tense and Im a gonnas… be solely descriptive be solely descriptive wait until last minute wait until last minute take it lightly or gloss over weaknesses take it lightly or gloss over weaknesses Make assumptions or expect readers to know you Make assumptions or expect readers to know you Do: Do: use past & present tense (we have done & are doing) use past & present tense (we have done & are doing) recruit key individuals recruit key individuals provide evidence and support provide evidence and support focus on the issues at hand focus on the issues at hand admit any challenges & show plans to address them admit any challenges & show plans to address them

Resources for Completing Reports Characteristics of Excellence Characteristics of Excellence Policy Document ( Policy Document ( Staff liaisons Staff liaisons Action letters Action letters Previous reports Previous reports Institutional documentation, plans, etc. Institutional documentation, plans, etc. Individuals responsible for areas covered in the report Individuals responsible for areas covered in the report

Completing a Progress Report No set format No set format Identify the specific issue(s) or topic(s) being addressed Identify the specific issue(s) or topic(s) being addressed State actions taken to address the issues State actions taken to address the issues Focus on what has been done to date Focus on what has been done to date Provide supporting evidence & documents Provide supporting evidence & documents Note in text attachments & how they support your case Note in text attachments & how they support your case Be specific & dont assume anything! Be specific & dont assume anything!

Completing a Monitoring Report Include supporting data and evidence Include supporting data and evidence Include supplementary documents in appendices Include supplementary documents in appendices Reference and explain relevance to the report of any attached data, evidence, and supplementary documents Reference and explain relevance to the report of any attached data, evidence, and supplementary documents Make a sound argument supported by the evidence of how issues were addressed Make a sound argument supported by the evidence of how issues were addressed

Format of Monitoring Reports 1. Cover Page: 1. Cover Page: institutions name, location& date institutions name, location& date issues) or topics covered; issues) or topics covered; most recent major accreditation activity most recent major accreditation activity 2. Issues or Topics Covered: A brief introduction identifying issues or topics addressed in the report. 2. Issues or Topics Covered: A brief introduction identifying issues or topics addressed in the report. 3. Institutional Context/Update: Institutional changes or developments to inform readers of the institutional context that affects the issues addressed such as: 3. Institutional Context/Update: Institutional changes or developments to inform readers of the institutional context that affects the issues addressed such as: Change of leadership Change of leadership Enrollment changes Enrollment changes Financial health Financial health 4. Progress to Date: substantive summary of actions taken and their results should: 4. Progress to Date: substantive summary of actions taken and their results should: Progress made Progress made Issues not yet resolved and plans for addressing then, including expected timeframe and outcome Issues not yet resolved and plans for addressing then, including expected timeframe and outcome additional key actions planned or anticipated, additional key actions planned or anticipated, 5. Conclusion: brief summary of progress made on each issue or topic 5. Conclusion: brief summary of progress made on each issue or topic

Supplemental Information Report include supporting data or evidence include supporting data or evidence supplementary documents may be included supplementary documents may be included show relevance of data, evidence, and supplements to the report show relevance of data, evidence, and supplements to the report provide cover page, introduction, supplemental information & conclusion provide cover page, introduction, supplemental information & conclusion

Understanding the Process Committee on Follow-Up meets three times a year Committee on Follow-Up meets three times a year Made up of Commissioners Made up of Commissioners Progress Reports reviewed by staff can go on consent agenda or assigned to readers Progress Reports reviewed by staff can go on consent agenda or assigned to readers Monitoring Reports assigned to Commissioners to read Monitoring Reports assigned to Commissioners to read Recommendations sent to full Commission Recommendations sent to full Commission

Understanding Substantive Change

What changes are considered Substantive? Consult the Commissions policy on substantive change because regulations do change! Consult the Commissions policy on substantive change because regulations do change! Typical changes included in current policy: Typical changes included in current policy: Significant changes in Mission, Goals, or Objectives Significant changes in Mission, Goals, or Objectives Distance Learning, Content or Mode of Delivery (50% or more of degree) of courses and programs Distance Learning, Content or Mode of Delivery (50% or more of degree) of courses and programs Higher Degree or Credential Level Higher Degree or Credential Level Contractual Agreements Contractual Agreements

What changes are considered Substantive? (cont.) Non-credit offerings that affect mission Non-credit offerings that affect mission New sites/Location: Branch Campus or Additional Locations New sites/Location: Branch Campus or Additional Locations Rapid Growth Rapid Growth Significant changes in governance or programs Significant changes in governance or programs Mergers and other changes in legal status, ownership, or form of control Mergers and other changes in legal status, ownership, or form of control Site Closure & Institutional Closures Site Closure & Institutional Closures Clock/Credit hours Clock/Credit hours

Understanding the Process Meets every two months Meets every two months Committee readers are assigned proposals Committee readers are assigned proposals Role of the staff liaison Role of the staff liaison Consent agenda Consent agenda Meetings via conference call Meetings via conference call Committee Actions go to Executive Committee of the Commission Committee Actions go to Executive Committee of the Commission

Preparing a Report One page executive summary One page executive summary What is the change, purpose, and how does it fit into the mission What is the change, purpose, and how does it fit into the mission Financial impact Financial impact Legal authorization to conduct the program or activity (state approval, etc.) Legal authorization to conduct the program or activity (state approval, etc.) Additional documentation and evidence Additional documentation and evidence

What to include in the report Dont assume the readers know about you Dont assume the readers know about you Include any relevant documents, such as: Include any relevant documents, such as: Basic planning documents such as budgets and financing Basic planning documents such as budgets and financing Resources (faculty, library, facilities, etc.) Resources (faculty, library, facilities, etc.) Analysis of impact on the institution Analysis of impact on the institution Intended constituency Intended constituency Governance and administrative structure Governance and administrative structure Assessment plans Assessment plans Records of institutional processes for approving the activities, contractual arrangements, publications, etc. Records of institutional processes for approving the activities, contractual arrangements, publications, etc.

Additional Materials to Include Branch campuses: educational programs and financial projections, governance, oversight, services and resources at the site Branch campuses: educational programs and financial projections, governance, oversight, services and resources at the site New degree programs: constituency, faculty resources, educational resources, assessment processes for the degree New degree programs: constituency, faculty resources, educational resources, assessment processes for the degree Additional locations: access to resources, oversight Additional locations: access to resources, oversight Distance education programs: technology, access to library, campus resources, assessment, etc. Distance education programs: technology, access to library, campus resources, assessment, etc. Rapid Growth: enrollment projections, institutional impact and resources Rapid Growth: enrollment projections, institutional impact and resources Approval of state or other agencies Approval of state or other agencies Dont assume anything Dont assume anything

What do readers look for? Type of change Type of change Relations to institutional mission Relations to institutional mission Readiness for review (are all supporting documents included such as budget, impact analysis, resources, need, etc.) Readiness for review (are all supporting documents included such as budget, impact analysis, resources, need, etc.) Is there evidence of sufficient resources, outcomes assessment, proper oversight, appropriate planning, & realistic projections Is there evidence of sufficient resources, outcomes assessment, proper oversight, appropriate planning, & realistic projections Impact on other campus programs? Impact on other campus programs? Related entities and contractual agreements Related entities and contractual agreements

Planning Ahead Allow sufficient time to submit the report: Allow sufficient time to submit the report: Submission deadlines: 1 st business day of January, March, May, July, September, November Submission deadlines: 1 st business day of January, March, May, July, September, November Committee Action: 3 rd Wednesday of February, April, June, August, October, December Committee Action: 3 rd Wednesday of February, April, June, August, October, December Dont let change sneak up on you Dont let change sneak up on you Fees, visits, and follow ups Fees, visits, and follow ups When in doubt, ask your staff liaison! When in doubt, ask your staff liaison!

New Challenges and Developments More Title IV audit reviews More Title IV audit reviews New programs that might not follow logically from existing programs may need to be reviewed New programs that might not follow logically from existing programs may need to be reviewed Requirements will change as result of Higher Education Opportunity Act Requirements will change as result of Higher Education Opportunity Act More Distance Learning Review More Distance Learning Review Standard 13 related to Substantive Change Standard 13 related to Substantive Change Keep informed of the policy on-line Keep informed of the policy on-line

Resources Policy on substantive change Policy on substantive change Commission website Commission website Staff liaison Staff liaison FAQ FAQ

Questions?