1. AY 2011 CTE Instructional Program Review Process Data Description Process – Timeline Rev. 10-18-11

2. Intro The purpose of this presentation is describe the process we follow for both our local Comprehensive and the system required Annual Program Reviews, as well as how the data is calculated. We have been asked to produce an annual program review for each and every one of our instructional programs and units. They are required of each system CC and will be taken to the U of H Board of Regents for their purview. If you are normally scheduled to do a comprehensive review or are “Jumping”, you will need to complete a comprehensive review this year. Additionally, every instructional and non-instructional program will do an Annual Program Review this year. Not sure if you’re scheduled for a comprehensive review or not? Click here for the Comprehensive Program-Unit Review Cycle and Schedule 2

3. What are we doing to improve our program review process? Upon conclusion of every program/unit review cycle, the IR Office takes extra care to ensure that we are improving our program/unit review process on campus. This is accomplished by sending out questionnaires specific to the groups, and by meeting with various groups across campus and collecting feedback. Your suggestions for improving this process are then posted on the Assessment Website and linked here for your convenience. 2010 Program-Unit Process Improvement Summary 2010 Program-Unit Process Improvement Summary Based upon the feedback we received from everyone last year from our program-unit review process improvement focus groups, the following changes have been made and have been incorporated into the planning of this year’s review: Timeline for program/unit reviews reevaluated. Reviews due this year November 18 th to Joni. We will continue to use our college website as the mode of delivery for your program-unit review documentation. We will continue the practice of providing program-unit review training and presentation materials. 3

4. What are we doing to improve our program review process cont.? Continue practice of providing training specific to your group (i.e. a presentation just for CTE) You said that the training you received last year regarding changes to the Instructional Program Review Comprehensive Template was helpful. We will continue to provide a brief overview of the templates upon conclusion of our normally scheduled training. We will continue to schedule our trainings based on the scheduling requests we send out. We have 3 scheduled training sessions this year, one for Units, one for Liberal Arts, and one for CTE. We will continue to seek your scheduling input to consider room size and number of sessions. Online submissions last year seemed to work quite well for most folks. Please plan to do any formatting to your report within the online tool to keep your formatting from getting scrubbed. 4

5. What are we doing to improve our program review process cont.? There is no need to wait for the IR Office this year to copy, paste, and format your 3 years of data into the comprehensive template because all 3 years data is now provided to you online. Additionally, the CERC made a change to the comprehensive template requiring you to paste the entire annual review into your comprehensive review template. You may also hyperlink the annual review in if you wish. More on template changes later in the presentation today. There was an interest last year to have our annual review feedback given to the program initiators. This was accomplished through email last year from the VCAA to the Initiators. There were suggestions last year that assessment needs to be better integrated into the comprehensive program reviews. The requirement for listing your unit outcomes and their assessments have now been added to the Instructional Program Review Comprehensive Template. It was suggested that having writing assistance in the program review process would be helpful. Mary Goya has offered to help programs out until we have our Assessment Coordinator on-board. All templates have been updated since last year based on both your feedback, and an evaluation of the templates by CERC. 5

6. What is different this year?  Three separate training sessions will be given this year in order to focus on specific groups. They are: –1.CTE Programs –2.Liberal Arts Division Programs –3. Units  3 full years of data provided to programs—no more fall data mixed with academic year data.  No upload capabilities with web submission tool. Your analysis should be on the data provided.  There is a new tab in the online submission tool, which was requested by the VCAA’s for the inclusion of SLO’s. This is now required with your submission.  The new “due to VCAA” date this year is November 18 th.  Your budget numbers will be made available to you this year on the Assessment website at AY 2011 Instructional Program Review Budget Table AY 2011 Instructional Program Review Budget Table  Annual Reports of Program Data are completely on-line this year for Student Services.  Remedial/Developmental programs have a new data element this year called, “Success at the next level” 6

7. What’s a Jumper? A Jumper is a locally defined term that is used to describe an instructional program or non-instructional program (unit) that has decided to jump out of their normally scheduled slot for their comprehensive program reviews and into this years cycle. Jumping into this years comprehensive cycle means that you will have an opportunity to be considered for any budgetary decisions that will be made in this years budget process. Jumpers will still have to do their comprehensive review on their next scheduled review. Jumping does not affect the existing schedule—you are voluntarily doing an extra review to be considered in this budget cycle. 7

8. I belong to an Instructional Program… which template do I use? COMPREHENSIVE REVIEWS Comprehensive Instruction Program Review Template Comprehensive Instruction Program Review TemplateComprehensive Instruction Program Review TemplateComprehensive Instruction Program Review Template (Use this template ONLY if you are scheduled for a comprehensive program review this year or are jumping) ------------------------------------------------------------------------------------------------------------------- ANNUAL REVIEWS Your programs data table is available on-line using the link below. You should have everything you need to begin writing your review within the web submission tool. Plan to save your work often—especially when switching between screens, and plan to do most of your formatting within the tool if you are copying and pasting in from Word. Your programs data table is available on-line using the link below. You should have everything you need to begin writing your review within the web submission tool. Plan to save your work often—especially when switching between screens, and plan to do most of your formatting within the tool if you are copying and pasting in from Word. UHCC Annual Report of Program Data Web Submission Tool UHCC Annual Report of Program Data Web Submission Tool (ALL Instructional programs will need to complete this—even if you’re completing a comprehensive review) 8

9. Terminology / Timing The Census freeze event is the fifth Friday after the first day of instruction. The End of semester freeze event is 10 weeks after the last day of instruction. FISCAL_YR_IRO: Fiscal year, where the value indicates the ending of the fiscal year. For example, a FISCAL_YR_IRO value of 2005 indicates the fiscal year 2004-2005 (July 1, 2004 to June 30, 2005) which includes Summer 2004, Fall 2004, and Spring 2005 semesters. 9

10. Instructional Program Review Data Elements Student information data this year comes exclusively from the Operational Data Store (ODS). Organizationally this means that all community colleges are getting the data from the same place and at the same snapshot in time (this is a good thing). The following slides will explain in detail what data has been provided to you for your comprehensive-annual instructional program review write ups and how it has been calculated. 10

11. #1New and Replacement Positions (State) Economic Modeling Specialists Inc. (EMSI) annual new and replacement jobs at state level. Compiles data based on Standard Occupational Classification (SOC) codes that the college has linked to the instructional program. Data based on annual new/replacement positions projections as of Spring 2011 State position numbers are not pro ‐ rated. From their website, “…EMSI specializes in reports that analyze and quantify the total economic benefits of community and technical colleges in their region, and also creates data-driven strategic planning tools that help colleges maximize their impact through labor market responsiveness…” 11

12. #2 New and Replacement Positions (County prorated) Economic Modeling Specialists Inc. (EMSI) annual new and replacement jobs at county level. Compiles data based on Standard Occupational Classification (SOC) codes that the college has linked to the instructional program. Note: It is possible for the number of new and replacement positions in the county to be higher than the state if the projection in other counties is for a loss of new and replacement positions. County data pro ‐ rated (when more than one CC is in the county) to reflect number of programs aligned to the SOC code and weighted by number of majors in each program/institution. Data based on annual new/replacement positions projections as of Spring 2011. 12

13. #3Number of Majors Count of program majors who are home ‐ institution at your college. Count excludes students that have completely withdrawn from the semester at CENSUS. This is an annual number. Programs receive a count of.5 for each term (fall and spring) within the academic year that the student is a major. A maximum count of 1.0 (one) for each student. 13

14. #4SSH Program majors in Program Classes The sum of Fall and Spring SSH taken by program majors in courses linked to the program. Captured at Census and excludes students who have already withdrawn (W) at this point. Note: for programs where year ‐ round attendance is mandatory, Summer SSH are included. Excludes Directed Studies (99 series). Differs from MAPS as UHCC data includes Cooperative Education (93 series) as there is a resource cost to the program. Not sure what your program classes are? Click here to find out: Courses Taught Aligned to Instructional Programs 14

15. #5SSH Non-Majors in Program Classes The sum of Fall and Spring SSH taken by non ‐ program majors (not counted in #4) in courses linked to the program. Captured at Census and excludes students who have already withdrawn (W) at this point. Note: for programs where year ‐ round attendance is mandatory, Summer SSH are included Excludes Directed Studies (99 series). Differs from MAPS as UHCC data Includes Cooperative Education (93 series) as there is a resource cost to the program. 15

16. #6SSH in All Program Classes The sum of Fall and Spring SSH taken by all students in classes linked to the program. Captured at Census and excludes students who have already withdrawn (W) at this point. Note: for programs where year ‐ round attendance is mandatory, Summer SSH are included. Excludes Directed Studies (99 series). Differs from MAPS as UHCC data Includes Cooperative Education (93 series) as there is a resource cost to the program. 16

17. #7 FTE Enrollment in Program Classes Sum of Student Semester Hours (SSH) taken by all students in classes linked to the program (#6) divided by 30. Undergraduate, lower division Full Time Equivalent (FTE) is calculated as 15 credits per term. Captured at Census and excludes students who have already withdrawn (W) at this point. Note: for programs where year ‐ round attendance is mandatory, summer SSH are included. 17

18. #8Total Number of Classes Taught Total number of classes taught in Fall and Spring that are linked to the program. Includes Summer classes if year ‐ round attendance is mandatory. Concurrent and Cross listed classes are only counted once for the primary class. Excludes Directed Studies (99 series). Differs from MAPS as UHCC data Includes Cooperative Education (93 series) as there is a resource cost to the program. 18

19. CTE Program Scoring Rubric Definitions Your program health is determined by 3 separate types of measures: Demand, Efficiency, and Effectiveness. This slide explains why these measures were chosen to determine program health. Demand: A seeking or state of being sought after. i.e. your programs ability to attract new students every year based on your offering. i.e. your programs ability to attract new students every year based on your offering. Efficiency: Acting or producing effectively with a minimum of waste, expense, or unnecessary effort. i.e. your programs ability to use its resources in the best possible way. Effectiveness: Stresses the actual production of, or the power to produce an affect. i.e. your programs ability to produce the desired result. 19

20. Determination of program’s health based on demand This year the system office will calculate and report health calls for all instructional programs using academic year 2011 data. The following instructions illustrate how those calls are made. Program Demand is determined by taking the number of majors (#3) and dividing them by the number of New and Replacement Positions by County (#2). The following benchmarks are used to determine demand health: Healthy:1.5 - 4.0 Cautionary:.5 – 1.49; 4.1 – 5.0 Unhealthy: 5.0 Finally, an Overall Category Health Score is assigned where: 2 = Healthy 1= Cautionary 0= Unhealthy 20

21. #9Average Class Size Total number of students actively registered in Fall and Spring program classes divided by classes taught (#8). Does not include students who have already withdrawn from the class by Census. Excludes Directed Studies (99 series). Differs from MAPS as UHCC data. Includes Cooperative Education (93 series) as there is a resource cost to the program. 21

22. #10Fill Rate Total active student registrations in program classes (number of seats filled) at Fall and Spring census divided by the maximum enrollment (number of seats offered). Captured at Census and excludes students who have already withdrawn (W) at this point. 22

23. #11FTE BOR Appointed Faculty Sum appointments (1.0, 0.5, etc.) of all BOR appointed program faculty (excludes lecturers and other non BOR appointees). Uses the “hiring status” of the faculty member – not the teaching/work load. Uses the Employing Agency Code (EAC) recorded in the Human Resources (HR) database to determine faculty’s program home. Data as of 10/31/2010 Data provided by UH Human Resources Office. Click here for the count of BOR Appointed Program Faculty in your program: 2011 BOR Appointed Program Faculty 23

24. #12 Majors to FTE BOR Appointed Faculty Number of majors (#3) divided by sum appointments (#11) (1.0, 0.5, etc.) of all BOR appointed program faculty. Data show the number of student majors in the program for each faculty member (25 majors to 1 faculty shown as “25”) 24

25. #13Majors to Analytic FTE Faculty Number of majors (#3) divided by number of Analytic FTE faculty (13a). 25

26. #13aAnalytical FTE Faculty (Workload) Calculated by sum of Semester Hours (not Student Semester Hours) taught in program classes divided by 27. Analytic FTE is useful as a comparison to FTE of BOR appointed faculty (#11). Used for analysis of program offerings covered by lecturers. 26

27. Where can I find my budget numbers? Again this year we will use the actual expenditures of both B- Budgets and salaries, as part of your overall budget. The budget numbers you need for your program review are now available on the Assessment website at AY 2011 Instructional Program Review Budget Table 27

28. How do I get the budget numbers into the web submission tool? Go to the UHCC Annual Report of Program Data (ARPD) Web Submission Tool Go to the UHCC Annual Report of Program Data (ARPD) Web Submission Tool UHCC Annual Report of Program Data (ARPD) Web Submission ToolUHCC Annual Report of Program Data (ARPD) Web Submission Tool Click on the 2011 Instructional ARPD(*) link. Click on Web submission link. Log in, using your UH username and password. Select the “Cost per SSH” tab. Click the “Edit” button for your program. Go to the link on the assessment website for your budget and… Enter the value of general funds. (this is b-budget plus salary) Enter the value of federal funds. Enter any other funds that you wish to add. Click the “Save Cost per SSH Data” button at bottom of page. Your overall budget allocation (sum of everything you entered) and the cost per SSH will automatically populate the data table in your review. 28

29. #14Overall Program Budget Allocation The overall program budget allocation = General Funded Budget Allocations (14a) + Special/Federal Budget Allocations (14b) 29

30. #14aGeneral Funded Budget Allocation The general funded budget allocation = actual personnel costs + b budget expenditures Personnel costs this year include the salaries for : faculty, lecturers, overload, APT, student help, and clerical. 30

31. #14bSpecial/Federal Budget Allocation The expenditure of dollars from Federal grants 31

32. #15Cost per SSH Overall Program Budget Allocation (#14) divided by SSH in all program classes (#6) 32

33. #16Number of Low Enrolled (<10) Classes Classes taught (#8) with 9 or fewer active students at Census. Excludes students who have already withdrawn (W) at this point. Excludes Directed Studies (99 series). Includes Cooperative Education (93 series) as there is a resource cost to the program. 33

34. Determination of program’s health based on efficiency This year the system office will calculate and report health calls for all instructional programs using AY 2011 data. The following instructions illustrate how those calls are made. Program Efficiency is calculated using 2 separate measures…Fill rate (#10), and Majors to FTE BOR Appointed Faculty (#12). The following benchmarks are used to determine health for Fill Rate: Healthy:75 – 100% Cautionary:60 – 74% Unhealthy:< 60% An Overall Category Health Score is assigned where: 2 = Healthy 1 = Cautionary 0 = Unhealthy 34

35. Determination of program’s health based on efficiency cont… The following benchmarks are used to determine health for Majors/FTE BOR Appointed Faculty : Healthy:15 - 35 Cautionary:30 – 60; 7 - 14 Unhealthy:61 +; 6 or fewer An Overall Category Health Score is assigned where: 2 = Healthy 1 = Cautionary 0 = Unhealthy Finally, average the 2 overall health scores for Class fill rate and Majors/FTE BOR Appointed Faculty then use the following rubric: 1.5 - 2 = Healthy.5 - 1= Cautionary 0= Unhealthy 35

36. #17Successful Completion (Equivalent C or higher) Percentage of students actively enrolled in program classes at Fall and Spring census who at end of semester have earned a grade equivalent to C or higher. 36

37. #18Withdrawals (grade = W) Number of students actively enrolled (at this point have not withdrawn) at Fall and Spring census who at end of semester have a grade of W. 37

38. #19Persistence Fall to Spring Count of students who are majors in program at fall census (from Fall semester #3) and at subsequent Spring semester census are enrolled and are still majors in the program. Example: 31 majors start in Fall 21 majors of the original 31 persist into Spring 21/31 =.6774 or 67.74% 38

39. #20Unduplicated Degrees/Certificates Awarded Unduplicated headcount of students in the fiscal year reported to whom a program degree or any certificate has been conferred. (Sum of 20a, 20b, 20c, and 20d). Uses most recent available freeze of fiscal year data. For ARPD year 2009, the most recent fiscal data on August 15, 2009, was from FY 2008. For ARPD year 2010, the most recent fiscal data on August 15, 2010, was from FY 2010. For ARPD year 2010, the most recent fiscal data on August 15, 2010, was from FY 2010. For ARPD year 2011, the most recent fiscal data on August 15, 2011, was from FY 2011. 39

40. #20aNumber of Degrees Awarded Degrees conferred in the FISCAL_YEAR_IRO. The count is of degrees and may show duplicate degrees received in the program by the same student if the program offers more than one degree. Uses most recent available freeze of fiscal year data. FISCAL_YEAR_IRO: “Fiscal year, where the value indicates the ending of the fiscal year. For example, a FISCAL_YR_IRO value of 2005 indicates the fiscal year 2004 ‐ 2005 (July 1, 2004 to June 30, 2005) which includes Summer 2004, Fall 2004, and Spring 2005 semesters…” “Fiscal year, where the value indicates the ending of the fiscal year. For example, a FISCAL_YR_IRO value of 2005 indicates the fiscal year 2004 ‐ 2005 (July 1, 2004 to June 30, 2005) which includes Summer 2004, Fall 2004, and Spring 2005 semesters…” 40

41. #20bCertificates of Achievement Awarded Certificates of achievement conferred in the FISCAL_YEAR_IRO. The count is of program certificates of achievement and may show multiple certificates of achievement in the same program received by the same student. Uses most recent available freeze of fiscal year data. FISCAL_YEAR_IRO: “Fiscal year, where the value indicates the ending of the fiscal year. For example, a FISCAL_YR_IRO value of 2005 indicates the fiscal year 2004 ‐ 2005 (July 1, 2004 to June 30, 2005) which includes Summer 2004, Fall 2004, and Spring 2005 semesters…” “Fiscal year, where the value indicates the ending of the fiscal year. For example, a FISCAL_YR_IRO value of 2005 indicates the fiscal year 2004 ‐ 2005 (July 1, 2004 to June 30, 2005) which includes Summer 2004, Fall 2004, and Spring 2005 semesters…” 41

42. #20cAcademic Subject Certificates Awarded The count is of program Academic Subject Certificates and may show multiple Academic Subject Certificates in the same program received by the student. Uses most recent available freeze of fiscal year data. 42

43. #20d Other Certificates Awarded The count is of other program certificates (such as APC) and will show multiples received by the same student. Uses most recent available freeze of fiscal year data. 43

44. #21Transfers to UH 4-yr programs Students with home campus UH Manoa, UH Hilo, or UH West Oahu for the first time Fall 2010 who prior to Fall 2010 had UH community college as home campus. Also includes students who for the first time in Fall 2010 show Maui CC, Applied Business Information Technology as home campus and major. This is a program measure. A student is included in the count of program transfers in as many programs in which they have been a major at the college. 44

45. #21aTransfers with credential from program Students included in #21 who have received a degree from the community college program prior to transfer. Does not include any certificates. 45

46. #21bTransfers without credential from program Students included in #21 who did not receive a degree from the community college program prior to transfer. 46

47. Determination of program’s health based on effectiveness This year the system office will calculate and report health calls for all instructional programs using academic year 2011 data. The following instructions illustrate how those calls are made. Program Effectiveness is calculated using 3 separate measures: Unduplicated Degrees/Certificates Awarded (#20) / Majors (#3), Unduplicated Degrees/Certificates Awarded (#20) / Annual new and replacement positions (County prorated) (#2), and Persistence Fall to Spring (#19). The following benchmarks are used to determine health for Unduplicated Degrees/Certificates Awarded per major: Healthy:> 20% Cautionary:15 - 20% Unhealthy:< 15% An Overall Category Health Score is assigned where: 2 = Healthy 1= Cautionary 0= Unhealthy 47

48. Determination of program’s health based on effectiveness cont… The second measure used to determine health is Unduplicated Degrees/Certificates Awarded (#20) / Annual new and replacement positions (County prorated) (#2). The following benchmarks are used to for this measure: Healthy:.75 – 1.5 Cautionary:.25 -.75 and 1.5 – 3.0 Unhealthy: 3.0 An Overall Category Health Score is assigned where: 2 = Healthy 1 = Cautionary 0 = Unhealthy 48

49. Determination of program’s health based on effectiveness cont… The third measure used to determine health is Persistence (Fall to Spring) (#19). The following benchmarks are used for this measure: Healthy:75 - 100% Cautionary:60 - 74% Unhealthy:< 60% An Overall Category Health Score is assigned where: 2 = Healthy 1 = Cautionary 0 = Unhealthy 49

50. Determination of program’s health based on effectiveness cont… You should now have a value of zero, one, or two for each of the 3 effectiveness measures. The process of determining the Effectiveness health call score contains the following 3 steps: Step #1: Add up all 3 Overall Category Health scores for the effectiveness measures. (the zero’s, one’s and two's you assigned earlier) Step #2: Determine the effectiveness category health call range where: 5 - 6 = Healthy 2 - 4 = Cautionary 0 - 1 = Unhealthy Step #3: Now use the scoring rubric below to determine the effectiveness health call score: (for example: you had a healthy 5 in the previous step you would assign it a healthy 2 here) 2 = Healthy 1 = Cautionary 0 = Unhealthy 50

51. Determination of program’s overall health You should now have a value of zero, one, or two for each of the 3 program health calls; Demand, Efficiency, and Effectiveness. Simply add those 3 values together and use the Scoring Range Rubric below to determine the overall health of your program. 5 - 6 = Healthy 2 - 4 = Cautionary 0 - 1 = Unhealthy 51

52. #22Number of Distance Education Classes Taught Measures the number of classes taught with the mode of delivery as “Distance Completely Online.” In setting up the class, the college indicates the method of instruction used by the instructor in conducting the class. If the method is Distance Education, and the college indicates the “mode” of distance delivery as “Distance Completely Online” the class will be included in this count. 52

53. #23Enrollment Distance Education Classes At the Fall and Spring census, the number of students actively enrolled in all classes owned by the program and identified as Distance Completely On ‐ Line (#22). Does not include students who at Census have already withdrawn from the class. 53

54. #24(DE) Fill Rate Total active student registrations in program distance education classes (#23) classes (number of seats filled) at Fall and Spring census divided by the maximum enrollment (number of seats offered). Does not include students who at Census have already withdrawn from the class. 54

55. #25(DE) Successful Completion (Equivalent C or higher) Percentage of students enrolled in program Distance Education classes (#23) at Fall and Spring census who at end of semester have earned a grade equivalent to C or higher. 55

56. #26 (DE) Withdrawals (Grade=W) Number of students actively enrolled in program Distance Education classes (#23) at Fall and Spring census who at end of semester have a grade of W. 56

57. #27 (DE) Persistence (Fall to Spring not limited to Distance Ed) Students enrolled in program distance education classes at Fall census who at subsequent Spring semester census are enrolled in the college. Not limited to students continuing to take program distance education classes. Example: 31 majors enrolled in DE classes in Fall 21 majors of the original 31 majors persist into any Spring class 21/31 =.6774 or 67.74% 57

58. #28Perkins Core Indicator: Technical Skills Attainment (1P1) Perkins Core Indicators are used in the development of the HawCC Program Health Indicator (PHI) reports completed annually for CTE programs. The data that you see in your program review is for the 2011 academic year. All Perkins Core Indicator goals not met must be addressed in the narrative and action plan in your review. A concentrator is a student who has a major (taken from the major field in Banner) for a CTE program, and who has completed 12 or more credits by the end of the Perkins year. Uses Perkins data from prior year Perkins Consolidated Annual Report (CAR). Data show State goal and College actual. Technical Skills Attainment is calculated by: Number of concentrators who have a cumulative GPA> or = 2.00 in Career and Technical Education courses and who have stopped program participation in the year reported. Number of concentrators who have a cumulative GPA> or = 2.00 in Career and Technical Education courses and who have stopped program participation in the year reported. Number of concentrators who have stopped program participation in the year reported. 58

59. #29Perkins Core Indicator: Completion (2P1) Perkins Core Indicators are used in the development of the HawCC Program Health Indicator (PHI) reports completed annually for CTE programs. The data that you see in your program review is for the 2011 academic year. All Perkins Core Indicator goals not met must be addressed in the narrative and action plan in your review. A concentrator is a student who has a major (taken from the major field in Banner) for a CTE program, and who has completed 12 or more credits by the end of the Perkins year. Uses Perkins data from prior year Perkins Consolidated Annual Report (CAR). Data show State goal and College actual. Completion is calculated by: Number of concentrators who received a degree or certificate in a Career and Technical Education program and who have stopped program participation in the year reported. Number of concentrators who received a degree or certificate in a Career and Technical Education program and who have stopped program participation in the year reported. Number of concentrators who have stopped program participation in the year reported. 59

60. #30Perkins Core Indicator: Student Retention or Transfer (3P1) Perkins Core Indicators are used in the development of the HawCC Program Health Indicator (PHI) reports completed annually for CTE programs. The data that you see in your program review is for the 2011 academic year. All Perkins Core Indicator goals not met must be addressed in the narrative and action plan in your review. A concentrator is a student who has a major (taken from the major field in Banner) for a CTE program, and who has completed 12 or more credits by the end of the Perkins year. Uses Perkins data from prior year Perkins Consolidated Annual Report (CAR). Data show State goal and College actual. Student Retention or Transfer is calculated by: Number of concentrators in the year reported who have not completed a program and who continue postsecondary enrollment or who have transferred to a baccalaureate degree program. Number of concentrators in the year reported who have not completed a program. 60

61. #31Perkins Core Indicator: Student Placement (4P1) Perkins Core Indicators are used in the development of the HawCC Program Health Indicator (PHI) reports completed annually for CTE programs. The data that you see in your program review is for the 2011 academic year. All Perkins Core Indicator goals not met must be addressed in the narrative and action plan in your review. A concentrator is a student who has a major (taken from the major field in Banner) for a CTE program, and who has completed 12 or more credits by the end of the Perkins year. Uses Perkins data from prior year Perkins Consolidated Annual Report (CAR). Data show State goal and College actual. Student Placement is calculated by: Number of concentrators in the year reported (previous Perkins year) who have stopped program participation and who are placed or retained in employment, military service, or an apprenticeship program within unemployment insurance quarter following program completion. Number of concentrators in the year reported (previous Perkins year) who have stopped program participation 61

62. #32Perkins Core Indicator: Nontraditional Participation (5P1) Perkins Core Indicators are used in the development of the HawCC Program Health Indicator (PHI) reports completed annually for CTE programs. The data that you see in your program review is for the 2011 academic year. All Perkins Core Indicator goals not met must be addressed in the narrative and action plan in your review. A concentrator is a student who has a major (taken from the major field in Banner) for a CTE program, and who has completed 12 or more credits by the end of the Perkins year. Uses Perkins data from prior year Perkins Consolidated Annual Report (CAR). Data show State goal and College actual. Nontraditional Participation is calculated by: Number of participants from underrepresented groups who participated in a program that leads to employment in nontraditional fields. Number of participants from underrepresented groups who participated in a program that leads to employment in nontraditional fields. Number of participants who participated in a program that leads to employment in nontraditional fields. 62

63. #33Perkins Core Indicator: Non-Traditional Completion (5P2) Perkins Core Indicators are used in the development of the HawCC Program Health Indicator (PHI) reports completed annually for CTE programs. The data that you see in your program review is for the 2011 academic year. All Perkins Core Indicator goals not met must be addressed in the narrative and action plan in your review. A concentrator is a student who has a major (taken from the major field in Banner) for a CTE program, and who has completed 12 or more credits by the end of the Perkins year. Uses Perkins data from prior year Perkins Consolidated Annual Report (CAR). Data show State goal and College actual. Non-Traditional Completion is calculated by: Number of concentrators from underrepresented gender groups who received a degree or certificate in a program that leads to employment in nontraditional fields. Number of concentrators from underrepresented gender groups who received a degree or certificate in a program that leads to employment in nontraditional fields. Number of concentrators who received a degree or certificate in a program that leads to employment in nontraditional fields. 63

64. Comprehensive & Annual Program Review Timeline Develop training materials for all LA, Instruction, and Units Provide Annual Program Review Training to Campus Package and Delivery of all Program & Unit Reviews to System Office Publish all Program & Unit Reviews to Assessment Website All program and unit reviews (Comprehensive and Annual) due to Interim VCAA or UHCC ARPD website by EOB Friday November 18th. Collect and deliver needed data to Student Support Services Build out 2011 program review page on the assessment website and publish all updated materials Plan this year’s program review based on suggested improvements from last year’s review Review and edit all PR (not CERC) documentation Develop and administer PR Process Improvement Sessions (questionnaire, schedule meetings, collect feedback) Work with AC and Interim VCAA to determine what feedback needs to be taken back to UHCC IPRC Schedule Training for all LA, Instruction, and Units Sept 22nd Dec 15th Oct Sept-Oct Jan 27th Dec 20th Jan 25th SeptSept - Oct Sept Nov 18Oct 64 Collect and deliver needed data to Academic Support Services Oct Summarize PR Process Improvement Feedback, communicate results to groups, publish to web. Jan 5th

65. AY 2011 Comprehensive & Annual Program Review Process Step 1Write your program review using the appropriate template or online submission tool. Step 2Send your documents (one Word document per review) to Interim VCAA Joni Onishi by email no later than end of business, Friday November 18th, 2011. Step 3Interim VCAA will ensure that all required documents have been received and that they are adequate. Step 4Interim VCAA will forward all approved reviews to the Institutional Research Office for further processing. Step 5The Annual reviews will be sent to the System Office for review by the UH Board of Regents. Comprehensive reviews will be forwarded along as appropriate following CERC guidelines. Step 6All reviews will finally be converted to PDF and posted to the Assessment Web Site. 65

66. Questions? The intention of this presentation was to provide a single source for all of the documentation related to the Comprehensive & Annual Program Review process. I have linked all of the documents you should need directly into this presentation. If you need more information on this process please feel free to contact me: Shawn Flood934-2648 Shawn Flood934-2648Shawn FloodShawn FloodMahalo! 66

67. CERC Comprehensive Program Review Template & Process Mary will now discuss the comprehensive unit review template, and briefly cover the current CERC process. Comprehensive Instruction Program Review Template If you need assistance contact me: Mary Goya, Professor Early Childhood Education Assessment Coordinator (part time) Email: mgoya@hawaii.edu (Email is best) mgoya@hawaii.edu Phone: 934-2629 Mahalo! 67