Preparing for Institutional Accreditation Evaluation

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Preparing for Preparing for Institutional Institutional Accreditation Accreditation

EvaluationEvaluationDr. Barbara Beno, President

Deborah G. Blue, Vice PresidentDr. Lily Owyang, Associate Vice

PresidentMr. Jack Pond, Vice President

Spring, 2007

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Accrediting Commission for Community and Junior Colleges

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What we will cover today

Accreditation and ACCJC/WASCAccreditation and ACCJC/WASC The 2002 Standards of Accreditation The 2002 Standards of Accreditation The requirements for evidence in the Self The requirements for evidence in the Self

StudyStudy The roles of the evaluators and the team chairThe roles of the evaluators and the team chair Conducting the site visitConducting the site visit Preparing the evaluation reportPreparing the evaluation report Writing recommendationsWriting recommendations Using the Themes in the 2002 StandardsUsing the Themes in the 2002 Standards Concluding the accreditation evaluationConcluding the accreditation evaluation

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ACCJC DocumentsACCJC Documents

Guide to Evaluating InstitutionsGuide to Evaluating Institutions Team Evaluator ManualTeam Evaluator Manual Accreditation Reference HandbookAccreditation Reference Handbook Distance Learning ManualDistance Learning Manual C-RAC Guide for Institutions and C-RAC Guide for Institutions and

EvaluatorsEvaluators C-RAC Student Learning: Principles C-RAC Student Learning: Principles

for Good Practicesfor Good Practices

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Accreditation and the ACCJC/WASC

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The Purposes of Accreditation The Purposes of Accreditation are:are:

To provide assurance to the public that To provide assurance to the public that education provided by institutions meets education provided by institutions meets acceptable levels of qualityacceptable levels of quality

To promote continuous institutional To promote continuous institutional improvementimprovement

To raise the quality of higher educational To raise the quality of higher educational institutions in the region/nation institutions in the region/nation

To assure accuracy in institutional To assure accuracy in institutional reportsreports

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ACCJC encourages and ACCJC encourages and supports institutional supports institutional development through:development through:

Establishing standards of quality based upon Establishing standards of quality based upon excellent practices in higher education excellent practices in higher education

Evaluating institutions with these standards Evaluating institutions with these standards using a three-part process that entailsusing a three-part process that entails Institutional Self StudyInstitutional Self Study Peer ReviewPeer Review Commission ReviewCommission Review

ACCJC Bylaws, ACCJC Bylaws, Accreditation Reference HandbookAccreditation Reference Handbook, p. 145, p. 145

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Commission Actions on Commission Actions on InstitutionsInstitutions

The Commission determines the The Commission determines the accredited status of a member accredited status of a member institution.institution.

The Commission communicates the The Commission communicates the accreditation decision to the accreditation decision to the institution.institution.

The Commission communicates the The Commission communicates the accreditation decision to the public. accreditation decision to the public.

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The Standards of Accreditation

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Are necessary conditions for high - quality education

Reflect best practice in higher education, not common practice

Apply to diverse institutions

Standards of Accreditation:

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Inclusive of every good practice in higher education

Representative of state or system regulations or requirements or used to enforce those regulations or requirements

Meant to represent the “standards” of other groups that purport to establish best practice or quality

Standards are not:Standards are not:

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The ACCJC StandardsThe ACCJC Standards

Standard I: Institutional Mission and Effectiveness

Standard II: Student Learning Programs and Services

Standard III: ResourcesStandard IV: Leadership and Governance

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Standard I: Institutional Mission and Effectiveness

A. Mission – A. Mission – The institution:The institution: Defines its purposeDefines its purpose Defines its intended populationDefines its intended population Defines its commitment to student Defines its commitment to student

learninglearning

continued…continued…

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B. Improving Institutional Effectiveness – B. Improving Institutional Effectiveness – The institution:The institution:

Provides evidence it collects and uses Provides evidence it collects and uses student achievement and student learning student achievement and student learning outcomes dataoutcomes data

Provides evidence it conducts program Provides evidence it conducts program review and other ongoing, systematic review and other ongoing, systematic evaluation evaluation

Provides evidence it uses systematic Provides evidence it uses systematic assessment and planning to improve assessment and planning to improve educational effectiveness and institutional educational effectiveness and institutional qualityquality

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Standard II: Student Learning Programs and

ServicesA. Instructional Programs – A. Instructional Programs – The The

institution:institution: Offers high quality instructional programs Offers high quality instructional programs

wherever and however they are offeredwherever and however they are offered Identifies student learning outcomes and Identifies student learning outcomes and

evaluates how well students are learningevaluates how well students are learning Assesses Assesses student achievementstudent achievement Assesses Assesses programs systematicallyprograms systematically Assures quality and improvement of Assures quality and improvement of allall

programs including distance and off campus programs including distance and off campus

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B. Student Support Services – B. Student Support Services – The The institution:institution:

Researches and identifies the learning support Researches and identifies the learning support needs of its students needs of its students

Provides appropriate, comprehensive learning Provides appropriate, comprehensive learning support services to its students regardless of support services to its students regardless of location or delivery methodlocation or delivery method

Provides precise and accurate information Provides precise and accurate information about the institution to students and the publicabout the institution to students and the public


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B. Student Support ServicesB. Student Support Services: : continuedcontinued

Assesses the quality of those services by Assesses the quality of those services by

evaluating student achievement and student evaluating student achievement and student

learning outcomes as appropriatelearning outcomes as appropriate Uses the results of evaluation to plan andUses the results of evaluation to plan and

implement improvements to student support implement improvements to student support

servicesservices

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C. Library and Learning Support Services C. Library and Learning Support Services – – The institution:The institution:

Offers sufficient services to support the Offers sufficient services to support the quality of its instructional programsquality of its instructional programs

Includes library, tutoring, technology and Includes library, tutoring, technology and other learning support servicesother learning support services

Trains students and staff to use these Trains students and staff to use these servicesservices

Assesses services systematically using SLOs Assesses services systematically using SLOs as appropriateas appropriate

Assures quality and improvement of servicesAssures quality and improvement of services

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Standard III: ResourcesA. Human resources – The institution:

Employs qualified personnel Evaluates all personnel Ensures professional development of

personnel Assesses its performance in

employment equity and diversity Uses human resources to support

student learning Integrates human resource planning

with institutional planning

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B. Physical Resources – The institution: Provides safe and sufficient facilities and

equipment Evaluates the quality of its physical

resources on a regular basis Ensures physical resources support

student learning Integrates physical resource planning

with institutional planning

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C. Technology Resources – The institution: Ensures its technology supports facilities,

research and college-wide communication Provides training to students and

personnel in the use of technology Ensures that technology supports student

learning programs and services Integrates technology planning with

institutional planning

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D. Financial Resources – The institution: Ensures fiscal stability and integrity Plans for short-term and long-term

financial needs Ensures that financial resources are

sufficient to support student learning programs and services and to improve institutional effectiveness

Integrates financial planning with institutional planning

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Standard IV: Leadership and Governance

A. Decision-Making Roles and A. Decision-Making Roles and Processes – Processes – The institution:The institution:

Uses ethical and effective leadership that Uses ethical and effective leadership that enables it to identify values, set and achieve enables it to identify values, set and achieve goals, learn, and improvegoals, learn, and improve

Provides for staff, faculty, administrator, and Provides for staff, faculty, administrator, and student involvement in governancestudent involvement in governance

Establishes and evaluates the effectiveness of Establishes and evaluates the effectiveness of governance structures and processesgovernance structures and processes

Ensures that governance supports student Ensures that governance supports student learning and improves institutional learning and improves institutional effectivenesseffectiveness

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B. B. Board and Administrative Board and Administrative Organization – Organization – The institution:The institution:

Has an independent governing board that sets Has an independent governing board that sets policy, assures quality and integrity of student policy, assures quality and integrity of student learning programs and services and financial learning programs and services and financial stabilitystability

Has a chief administrator that provides leadership Has a chief administrator that provides leadership for institutional quality and improvementfor institutional quality and improvement

Has clearly defined and effective lines of authority Has clearly defined and effective lines of authority and responsibility between colleges and the and responsibility between colleges and the district/system in a multi-college system. district/system in a multi-college system.

Ensures that board and administrative Ensures that board and administrative organization supports student learning and organization supports student learning and improves institutional effectivenessimproves institutional effectiveness

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The Requirements for Evidence in the Self Study

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Data in the Self Study should Data in the Self Study should be:be:

(see (see Guide to Evaluating InstitutionsGuide to Evaluating Institutions for for samples)samples)

Qualitative or quantitative Qualitative or quantitative presented in data tables, charts and presented in data tables, charts and graphs or documentary form with graphs or documentary form with analysesanalyses

Longitudinal, where appropriate, Longitudinal, where appropriate, with analyseswith analyses

ContinuedContinued

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Data about the institution’s Data about the institution’s service area (related to mission) service area (related to mission)

should include:should include:

-labor market information-labor market information

-demographic information-demographic information

-socio-economic information-socio-economic information

ContinuedContinued

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Data about incoming students Data about incoming students should include:should include:

-information about student -information about student educational educational goals (programs) goals (programs)

- information about student - information about student educational educational goals (courses, goals (courses, certificates, degrees, certificates, degrees, transfer, jobs, transfer, jobs, etc.)etc.)

-information about student readiness -information about student readiness for for college/needs for remedial college/needs for remedial instructioninstruction

ContinuedContinued

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Data about enrolled students Data about enrolled students should include:should include:

(See (See Guide to Evaluating Institutions Guide to Evaluating Institutions pp 10-11)pp 10-11)

-PT/FT enrollments-PT/FT enrollments-student demographics-student demographics-student educational goals -student educational goals

(courses, (courses, certificates, certificates, transfer, degrees, jobs, transfer, degrees, jobs, etc.) etc.)

-student enrollment across the -student enrollment across the range of range of instructional instructional programs.programs.

ContinuedContinued

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Data about enrolled students Data about enrolled students must include include Student AchievementStudent Achievement::

-course completion data-course completion data

-retention term to term-retention term to term

-progression to next course/level-progression to next course/level

-program completion-program completion

-degree/certificate completion-degree/certificate completion

-transfer rates to four-year -transfer rates to four-year institutionsinstitutions

-scores on licensure exams-scores on licensure exams

-job placement/post training-job placement/post training

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Data on Data on Student Achievement Student Achievement can can also include:also include:

-average grades awarded-average grades awarded-alumni survey responses-alumni survey responses-employer survey results-employer survey results-course outlines containing evaluation-course outlines containing evaluation

methods for course objectivesmethods for course objectives-SCANS skills assessment results-SCANS skills assessment results-Common course examination results-Common course examination results-English, math, and ESL placement -English, math, and ESL placement resultsresults

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Data on Data on Program ReviewProgram Review should should include:include:

-institutional program review data -institutional program review data including longitudinal dataincluding longitudinal data

-course outlines/syllabi showing learning -course outlines/syllabi showing learning outcomes and evaluation methodsoutcomes and evaluation methods

-catalogues showing program goals and -catalogues showing program goals and learning outcomeslearning outcomes

-budgets showing adequate resources-budgets showing adequate resources-policies on curricular review-policies on curricular review-evidence of regular course review and -evidence of regular course review and

improvementimprovement

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Data on Data on Student Learning Student Learning OutcomesOutcomes should include: should include:

-catalogue and institutional descriptions of -catalogue and institutional descriptions of programs with related SLOsprograms with related SLOs

-course outlines/syllabi with stated SLOs-course outlines/syllabi with stated SLOs

-portfolios, productions, and samples of -portfolios, productions, and samples of student workstudent work

-grading rubrics where they exist-grading rubrics where they exist

-summary data on SLO attainment-summary data on SLO attainment

-evidence that SLO data is used for -evidence that SLO data is used for institutional self-evaluation, planning, and institutional self-evaluation, planning, and improvementimprovement

of teaching and learningof teaching and learning

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Data on Data on Student ServicesStudent Services should should include:include:

-student services program reviews-student services program reviews-student satisfaction or follow-up surveys-student satisfaction or follow-up surveys-records of student use of services-records of student use of services-student services planning documents-student services planning documents-catalogue, handbook, web-page -catalogue, handbook, web-page

descriptions of student servicesdescriptions of student services-policies on academic progress, honesty, -policies on academic progress, honesty,

codes of conduct, grievance and codes of conduct, grievance and complaint procedurescomplaint procedures

-availability of services (off-campus and -availability of services (off-campus and DE)DE)

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In using Evidence, the In using Evidence, the team should ensure the colleges:team should ensure the colleges:

Gather it routinely and systematically Analyze and reflect upon it Publish it and share it widely within the

college (research reports, fact books) Use it to plan and implement program

improvements Use it to plan and implement

institutional improvements

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Team Exercise #1:Finding Evidence

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Roles of the Evaluators and the Team Chair

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The role of the evaluatorThe role of the evaluatorThe Team Evaluator brings:The Team Evaluator brings: An understanding of ACCJC standards as An understanding of ACCJC standards as

“statements of best practice” and as “statements of best practice” and as necessary conditions for high quality necessary conditions for high quality educationeducation

An understanding that ACCJC standards do An understanding that ACCJC standards do not represent the regulations or not represent the regulations or requirements of other groupsrequirements of other groups

Objectivity, flexibility and confidentialityObjectivity, flexibility and confidentiality Acceptance of the Acceptance of the Conflict of Interest PolicyConflict of Interest Policy**

**Accreditation Reference HandbookAccreditation Reference HandbookContinued…Continued…

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An understanding that peer review lies at An understanding that peer review lies at the heart of the accreditation processthe heart of the accreditation process

An understanding that he/she represents An understanding that he/she represents the Commission while serving on a visiting the Commission while serving on a visiting teamteam

A willingness to rely on evidence in A willingness to rely on evidence in making judgments about the institution making judgments about the institution he/she visitshe/she visits

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The role of the team chairThe role of the team chair

The team chair will:The team chair will: Make a pre-visit to the campusMake a pre-visit to the campus Organize the evaluation visitOrganize the evaluation visit Correspond with the team membersCorrespond with the team members Guide the team during the visitGuide the team during the visit Speak for the teamSpeak for the team Be the author of the final reportBe the author of the final report

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The Team Must Be Concerned The Team Must Be Concerned With:With:

Eligibility RequirementsEligibility Requirements Accreditation Reference HandbookAccreditation Reference Handbook, pp. 6-12, pp. 6-12 Responses to previous team’s Responses to previous team’s

recommendationsrecommendations Diversity – Diversity – Policy Statement on Policy Statement on

DiversityDiversity Accreditation Reference HandbookAccreditation Reference Handbook, p. 69, p. 69 Visiting off campus and international Visiting off campus and international

sites/programssites/programs

Continued…Continued…

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Distance Learning – Teams Distance Learning – Teams mustmust review (review (See See Policy on Distance Learning, Policy on Distance Learning, Including Electronically Mediated Learning)Including Electronically Mediated Learning)

Accreditation Reference HandbookAccreditation Reference Handbook, p. 67, p. 67

Holding all institutions to the Holding all institutions to the standardsstandards

Depth of reviewDepth of review The institution’s websiteThe institution’s website Evidence in the team roomEvidence in the team room A balance between classroom/DL visits A balance between classroom/DL visits

and examination of evidenceand examination of evidence

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Conducting the Site Visit

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Using the Guide to Evaluating Using the Guide to Evaluating InstitutionsInstitutions

The themes in the standardsThe themes in the standards Characteristics of EvidenceCharacteristics of Evidence Questions to use when evaluating Questions to use when evaluating

institutionsinstitutions Examples of Sources of EvidenceExamples of Sources of Evidence

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Prior to the visit, the evaluator Prior to the visit, the evaluator should:should: (see (see Team Evaluator Manual)Team Evaluator Manual)

Read and analyze the Self Study Report Read and analyze the Self Study Report carefullycarefully

Read all materials sent by the Commission Read all materials sent by the Commission and the Collegeand the College

Prepare materials requested by the team Prepare materials requested by the team chair and respond quicklychair and respond quickly

Identify the evidence to be examined Identify the evidence to be examined during the visitduring the visit

Identify individuals to interview and prepare Identify individuals to interview and prepare interview questionsinterview questions

Review DL courses and support servicesReview DL courses and support services

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During the visit, the evaluator During the visit, the evaluator should:should: (Team Evaluator Manual)(Team Evaluator Manual)

Assess the degree to which the institution Assess the degree to which the institution meets or exceeds the standardsmeets or exceeds the standards

Cross validate whenever conflicting Cross validate whenever conflicting information is receivedinformation is received

Share concerns with other team Share concerns with other team members and maintain balance and members and maintain balance and perspectiveperspective

Visit off-campus sites where 50% or more Visit off-campus sites where 50% or more of a program is offeredof a program is offered


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Listen to any member of the Listen to any member of the institution who wishes to be heardinstitution who wishes to be heard

Distinguish between the problems of Distinguish between the problems of individuals and those that could individuals and those that could affect learning and teachingaffect learning and teaching

Be diagnostic and use analysis of Be diagnostic and use analysis of evidence as a basic toolevidence as a basic tool

Complete all work during the visitComplete all work during the visit Assist fellow team membersAssist fellow team members

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Concluding the Accreditation Concluding the Accreditation Evaluation VisitEvaluation Visit

(Team Evaluator Manual)(Team Evaluator Manual)

The team holds a final meeting and makes The team holds a final meeting and makes a CONFIDENTIAL recommendation on the a CONFIDENTIAL recommendation on the accredited status (blue handout)accredited status (blue handout)

Standard teams submit draft reports to Standard teams submit draft reports to the chairthe chair

The chair meets with the college presidentThe chair meets with the college president The chair makes the exit report to the The chair makes the exit report to the

collegecollege

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Exercise #2:Some Scenarios

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Preparing the Evaluation Preparing the Evaluation ReportReport

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In preparing the evaluation In preparing the evaluation report, the team should: report, the team should:

Be aware of the purpose of the reportBe aware of the purpose of the report Understand that each standard will be Understand that each standard will be

covered by a standard team of covered by a standard team of evaluatorsevaluators

Ensure that each standard team works Ensure that each standard team works collectively to prepare the standard collectively to prepare the standard team draft portion of the reportteam draft portion of the report

Understand that the chair uses these Understand that the chair uses these draft reports to prepare the draft draft reports to prepare the draft Evaluation ReportEvaluation Report

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The Evaluation Report must The Evaluation Report must include:include:

Responses to previous team Responses to previous team recommendationsrecommendations

-review and evaluate the college’s -review and evaluate the college’s responsesresponses

General CommentsGeneral Comments CommendationsCommendations -identify that which is exemplary-identify that which is exemplary


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Findings and analysis of evidenceFindings and analysis of evidence -describe the evidence used to support-describe the evidence used to support assertions made in the Self Study Report assertions made in the Self Study Report

andand reference each standardreference each standard ConclusionsConclusions -state whether the college falls below, -state whether the college falls below,

meets,meets, or exceeds the standardor exceeds the standard RecommendationsRecommendations -state how the college needs to improve in -state how the college needs to improve in order to meet the standard or grow towardorder to meet the standard or grow toward excellenceexcellence

Team Evaluator ManualTeam Evaluator Manual, pp 36-37, pp 36-37

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Writing Recommendations

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Recommendations should:Recommendations should: Flow logically from the analysis and Flow logically from the analysis and

findings section of the team report – findings section of the team report – if standards, ERs or policies are not met, have a recommendation

Be consistent with the rest of the Be consistent with the rest of the report – report – don’t praise on one hand and later make a compliance recommendation

Reference the standardsReference the standards

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Effective Recommendations:Effective Recommendations:

Reference and cite standardsReference and cite standards Flow logically and clearly from Flow logically and clearly from

conclusions in the team reportconclusions in the team report Make clear whether they are designed Make clear whether they are designed

to bring the institution into to bring the institution into compliance or strengthen the compliance or strengthen the institutioninstitution

May be combined into overarching May be combined into overarching recommendationsrecommendations


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Do not reference state, federal law, Do not reference state, federal law, or other regulationsor other regulations

Do not contain references that are Do not contain references that are not part of the standardsnot part of the standards

Are diplomatic but not vagueAre diplomatic but not vague

Team Evaluator ManualTeam Evaluator Manual, pp. 21-23, pp. 21-23

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Team Exercise #3:Team Exercise #3:Writing Effective Writing Effective

RecommendationsRecommendations

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Themes in the Standards

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Six themes integrate the standards:

Dialogue Student Learning

Outcomes Institutional

Commitments

Evaluation, Planning, and Improvement

Organization Institutional

Integrity

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How colleges have used the How colleges have used the Themes in their Self Study Themes in their Self Study

ReportsReports Themes can be used to conduct and present

a summative evaluation of institutional quality

Institutions are advised to use Themes to develop an executive summary at the beginning or end of the Self Study Report

At beginning of the report, Themes can be used as a tool to summarize the state of the college as assessed by self study (“Where are we now”); at end of the report, use Themes to summarize college directions for the future (“Where we are going”).

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1. Dialogue1. Dialogue

The institution should:The institution should:

Engage in inclusive, informed, and Engage in inclusive, informed, and intentional dialogue about institutional intentional dialogue about institutional quality and improvementquality and improvement

Ensure participation in reflection and Ensure participation in reflection and exchange by as many members of the exchange by as many members of the college community as is feasiblecollege community as is feasible


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Base dialogue on reliable information Base dialogue on reliable information about the college’s programs and services about the college’s programs and services and evidence on how well the institution is and evidence on how well the institution is meeting student needsmeeting student needs

Employ quantitative and qualitative Employ quantitative and qualitative information that is responsive to a clear information that is responsive to a clear inquiry, meaningfully interpreted, and inquiry, meaningfully interpreted, and broadly communicatedbroadly communicated

Expect ongoing self-reflection and Expect ongoing self-reflection and conscious improvement as a resultconscious improvement as a result

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2. Student Learning 2. Student Learning Outcomes Outcomes

The institution should:The institution should: Identify intended SLOs at the course, program, Identify intended SLOs at the course, program,

and degree levelsand degree levels

Inform students of intended SLOs Inform students of intended SLOs

Evaluate the actual student learning outcomesEvaluate the actual student learning outcomes

Demonstrate that evaluations are used to Demonstrate that evaluations are used to improve learning and teachingimprove learning and teaching

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What are Student Learning Outcomes?

KnowledgeSkillsAbilities Understanding

SLOs are defined in the context of each college’s mission, populations and programs, as well as the values of “higher education.”

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For some institutions, Student Learning Outcomes may include

AttitudesBeliefsOpinions Values

SLOs are defined in the context of each college’s mission, populations and programs, as well as the values of “higher education.”

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3. Institutional 3. Institutional CommitmentsCommitments

Commitment of the Commitment of the wholewhole institution to: institution to:

Delivery of high quality education congruent Delivery of high quality education congruent with mission and responsive to student with mission and responsive to student needsneeds

Student learning as primary mission Student learning as primary mission

Periodic review of mission statement Periodic review of mission statement A culture and practice of continuous quality A culture and practice of continuous quality

improvementimprovement

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4. Evaluation, Planning, and 4. Evaluation, Planning, and ImprovementImprovement

Accreditation processes emphasize the Accreditation processes emphasize the importance of evaluation and importance of evaluation and improvement as established practiceimprovement as established practice

Institutions should establish continuous, Institutions should establish continuous, ongoing processes for rigorous evaluation ongoing processes for rigorous evaluation of institutional quality and educational of institutional quality and educational effectivenesseffectiveness

Institutions cannot actively change what Institutions cannot actively change what they do not measurethey do not measure

Good evaluation is important if it is to Good evaluation is important if it is to support improvementsupport improvement

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Cyclical Evaluation, Planning, and Improvement

Evaluate student needs, college programs and services

Set Goals, plan

improvement

Allocate needed resources

Implement plans

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5. 5. OrganizationOrganization

The institution:The institution: Has adequate staff, resources and Has adequate staff, resources and

organizational, communication and organizational, communication and decision-making structures to decision-making structures to produce and support student learningproduce and support student learning

Has in place the organizational Has in place the organizational means to identify and make public means to identify and make public the learning outcomes, to evaluate the learning outcomes, to evaluate the effectiveness of programs in the effectiveness of programs in producing those outcomes, and to producing those outcomes, and to make improvementsmake improvements

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6. Institutional Integrity6. Institutional IntegrityThe institution demonstrates:The institution demonstrates: Honesty and truthfulness in the manner in Honesty and truthfulness in the manner in

which it represents itself to all stakeholders, which it represents itself to all stakeholders, internal and external, including the internal and external, including the CommissionCommission

Integrity of its policies, practices, and Integrity of its policies, practices, and procedures procedures

Regard for issues of equity and diversity in Regard for issues of equity and diversity in the manner in which it treats students, the manner in which it treats students, employees, and its publicsemployees, and its publics

Clarity, understandability, accessibility, and Clarity, understandability, accessibility, and appropriateness of publicationsappropriateness of publications

Academic freedomAcademic freedom Integrity in its determination of grades and Integrity in its determination of grades and

creditscredits

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Concluding the Accreditation Evaluation Process

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Concluding the Accreditation Concluding the Accreditation Evaluation ProcessEvaluation Process

Draft team report is sent to the college Draft team report is sent to the college president for correction of error of factpresident for correction of error of fact

Final report is sent to the CommissionFinal report is sent to the Commission Commission makes the final decisionCommission makes the final decision Commission action letter is sent to the Commission action letter is sent to the

institutioninstitution Institution makes follow-up reportsInstitution makes follow-up reports

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ACCJC/WASCACCJC/WASC10 Commercial Blvd, Suite 20410 Commercial Blvd, Suite 204

Novato, CA 94949Novato, CA 94949415-506-0234415-506-0234

FAX: 415-506-0238FAX: 415-506-0238

Web site: Web site: [email protected]@[email protected]@[email protected]@accjc.org

1/07

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