ASSESSING PERFORMANCE AND WRITING IMPACT REPORTS

1. ASSESSING PERFORMANCE AND WRITING IMPACT REPORTS Presented by: Gloria Pryor James, PhD Vice President AID, Inc.

2. WORKSHOP OUTCOMES Participants in this session will acquire the ability to apply their understanding of the requirements of and responsibility for providing excellent stewardship of all of the institution’s Title III Programs Participants will have a better understanding of how planning and assessment initiatives within the college and university setting impact the purpose and development of Title III activities

3. WORKSHOP OUTCOMES Reinforcement f the following processes: • Writing Measurable objectives and performance indicators; • Utilizing multiple assessment techniques; • Developing statements on the impact of the program on various constituents; • Documenting and analyzing assessment outcomes; and, • Using results to improve the program.

4. WORKSHOP OUTCOMES Participants will understand why program documentation, planning, assessment, the budgeting process, and detailed records of program processes and outcomes, including quantifiable and qualitative data are required to develop a great Title III plans

5. A Great Plan of Action Explains the following:How your Title III Activity will assist the Institution in addressing its Strategic Priorities (Goals) during the grant periodHow your Title III Activity will address identified institutional challenges

6. Rationale detailing what you hope to accomplish during the grant period ?The sources you will use to support your Rationale.

7. The Plan of Action Explains THE FOLLOWING:What information you used to determine the performance Indicators for your Objectives?How you will determine if the Performance Indicators have been attained (what measurements or assessment/evaluation strategies will you use)?

8. YOU CAN’T DOCUMENT IMPACT IF YOU DON’T HAVE A PROCESS FOR ESTABLISHING KEY PROGRAMMATIC GOALS, OBJECTIVES, PERFORMANCE INDICATORS, AND METHODS TO ASSESS AND DOCUMENT OUTCOMES ON AN ONGOING BASIS.

9. TO DOCUMENT IMPACT, TITLE III OPERATIVES YOU MUST HAVE: A COMPREHENSIVE PLAN OF OPERATION WITH MEASURABLE OBJECTIVES AND MEASURABLE PERFORMANCE INDICATORS; PROJECTED OUTCOMES DERIVED FROM RESEARCH;

10. APPROPRIATE IMPLEMENTATION STRATEGIES FOR ATTAINING OUTCOMES; APPROPRIATE ASSESSMENT AND EVALUATION STRATEGIES; KNOWLEDGE OF HOW TO ANALYZE ASSESSMENT AND EVALUATION RESULTS; AND

11. KNOWLEDGE OF HOW TO USE ASSESSMENT AND EVALUATION RESULTS TO STRENGTHEN THE PROGRAM.

12. REPORTING TITLE III PROGRESS • Summarize the purpose/intent of this activity as it relates to the University’s strategic plan: • Discuss the target population that your activity addresses and delineate the critical activities that you implemented during this reporting period to ameliorate the problem identified in the plan of operation:

13. Discuss the major outcomes of these activities implemented during this reporting period and what you need to do to strengthen your implementation plan to accomplish desirable results:

14. Describe the primary implementation strategies employed during the reporting period and the success of these strategies in accomplishment of objectives and performance indicators: Discuss each objective in detail and include data to verify progress reported (attach all reports pertinent to the activity’s implementation):

15. REPORTING MUST INCLUDE: Measurable Objectives Measurable Performance Indicators

16. Tangible Outcomes (Quantitative And Qualitative) Include previous quarterly data first, then add new quarterly data, and indicate increase in number and percentage, if applicable

17. Assessment Strategies And Use of Results Impact of the Objective on the Target Group And University (Quantitative And Qualitative) Use of Assessment Results to Document Impact

18. Equipment, materials, or supplies purchased with Title III during the quarter: Travel- Incorporation of Outcomes to Strengthen Activity or Delivery of Services

19. Consultants and workshops sponsored by Title III during the current quarter: • Outcomes/ Incorporation of Outcomes to Strengthen Activity or Delivery of Services • Evaluation Results • Use of Results to improve programs or services

20. Challenges to meeting the activity objectives (i.e. resources, change in organizational structure, key personnel, departmental priorities, etc.):

21. Recommendations that would facilitate the accomplishment of this activity’s objectives, and performance indicators, including technical assistance that you may need

22. ACTIVITY OBJECTIVES • Begin objective with intended outcome/result • Increase by some factor • Explain how the outcome will be accomplished • List the tool(s) of measurement • State by when the outcome will be accomplished • Indicate baseline data

23. BASELINE DATA When writing Objectives and Performance Indicators, if your intended outcome is to increase in a factor, you must provide baseline data at the end of the objective- number/percentage (i.e., Baseline: 2010-2011- 650/1000 (65%)

24. MEASURABLE ACADEMIC OBJECTIVE: Begin objectives with the intended outcome To ensure that 90% of the incoming freshman cohort sit for the CLA within the first semester of the freshman year 

25. MEASURABLE ACADEMIC OBJECTIVE: Say how you plan to do it by placing the CLA assessment as a requirement of the first-year orientation course State by when,annually

26. MEASURABLE ACADEMIC OBJECTIVE: THE OBJECTIVE IS: To ensure that 90% of the incoming freshman cohort sit for the CLA within the first semester of the freshman year by placing the CLA assessment as a requirement of the first-year orientation course, annually.

27. EXAMPLE: OBJECTIVE OUTCOME: To strengthen the academic performance of 30% of incoming first-time freshmen HOW: by utilizing effective academic advising and tutoring techniques, rigorous classroom instruction, and consistent student engagement sessions that will yield a one point increase in the students’ GPA

28. EXAMPLE: OBJECTIVE WHEN: at the end of the spring semester of the academic year as measured by a comparison of the student’s GPA when admitted to the institution and the student’s GPA at the end of the first year of matriculation.  

29. THE OBJECTIVE IS: To strengthen the academic performance of 30% of incoming first-time freshmen, annually, by utilizing effective academic advising and tutoring techniques, rigorous classroom instruction, and consistent student engagement sessions that will yield a one point increase in the student’s GPA at the end of the spring semester of the academic year as measured by a comparison of the student’s GPA when admitted to the institution and the student’s GPA at the end of the first year of matriculation.  

30. PERFORMANCE INDICATORS • Explains details of the objective • Indicates what will be accomplished (incrementally) • Indicates: • Who • What • When • How: • Proficiency: % over baseline

31. PERFORMANCE INDICATOR:1.1 By the end of the spring semester of each academic year, 30% of new first-time freshmen will be enrolled in the University College and their grades will be a grade of “C” or above in core curriculum courses and first-year major courses by the end of the spring semester (Benchmark high school GPA’s).

32. PERFORMANCE INDICATOR: 1.2 By the end of the spring semester each academic year, 30% of new first-time freshmen will show evidence of improved academic performance of at least one (1) grade level as measured by a comparison of the student’s high school grade point average to the student’s spring grades (GPA) at the end of the first year of matriculation.

33. PERFORMANCE INDICATOR: 1.3: Thirty percent (30%) of the faculty who teach first-time freshman students will participate in three (3) workshops or seminars conducted by the Center for University Teaching and Learning to expand their repertoire of instructional modalities each academic year.  

34. PERFORMANCE INDICATOR: 1.4 University College students, including the target group (incoming first-time freshmen), will participate in a minimum of three (3) University College assemblies during each academic year.

35. ADMINISTRATIVE OBJECTIVE: Begin objectives with the intended outcome To guarantee that current students and former students requesting transcripts receive them twenty-four (24) hours after the request is made)

36. Say how you plan to do it by implementing the course audit module of the administrative computing system) State by when by September 30, 20??.)

37. ADMINISTRATIVE OBJECTIVE To guarantee that current and former students requesting transcripts receive them twenty-four (24) hours after the request is made by implementing the course audit module of the administrative computing system, by September 30, 20??.

38. INTENDED OUTCOMES FOR ADMINISTRATIVE OBJECTIVES SOMETHING TOWARD WHICH EFFORT IS DIRECTED AN AIM OR END OF ACTION  THE ATTAINMENT OF RESULTS TO IMPROVE EFFECIENCY AND EFFECTIVENESS THE ATTAINMENT OF RESULTS TO INCREASE “CUSTOMER SATISFACTION”

39. EFFECTIVE ASSSSMENT USE MULTIPLE ASSESSMENT STRATEGIES TO MEASURE THE SAME CHARACTERISTICMAKE SURE THE ASSESSMENT STRATEGIES YOU USE ARE APPROPRIATE TO WHAT YOU WANT TO MEASUREANALYZE RESULTS AND COMPARE TO PREVIOUS PERFORMANCE RESULTS OR TO EXTERNAL BENCHMARKS

40. HOW ARE YOU MEASURING THE EFFECTIVENESS OF YOUR ACTIVITIES NOW? • Student Evaluation of Faculty • Department Accreditation • Student Grades • Retention/Attrition Rates • Occasional Survey Final Exams Personnel Evaluations Exit Exams – Licensure Exams Exit Competencies in Skill Courses Regional/National Accreditations

41. OTHER COMMON EFFECTIVENESS MEASURES • Success of graduates as evidenced by high employment and wage rates • Success of transfer students • Access and progress for minority and disenfranchised students • Positive service to business, industry, and the existing work force

42. LOCATING ASSESSMENT DATA 1. Student Enrollment Database Financial Affairs, Resource Management, Personnel, Computer Services, Finance, Purchasing Student Development Services, Admissions, Career Services, Registrar, Placement Testing Center 4. Surveys

43. EVALUATION/ASSESSMENT To effectively establish an evaluation plan as part of the proposal, evaluative criteria must be concentrated or related to the following areas: • Goals and Objectives • Student Learning Outcomes/General Outcomes/Performance Outcomes

44. DOCUMENTING IMPACT USING DATA COLLECTED EACH GRANT YEAR

45. DATA ELEMENTS(Faculty Development) What was the level of funding allocated by your institution to support Faculty Development activities? 2006-2007 $_____ 2007-2008 $_____ 2008-2009 $_____ 2009-2010 $_____ 2010-2011 $_____ 2011-2012 $_____

46. DATA ELEMENTS (Faculty Development) What number and percentage of faculty participated in faculty development activities? 2006-2007 # ___ %__ 2007-2008 # ___ %__ 2008-2009 # ___ %__ 2009-2010 # ___ %__ 2010-2011 # ___ %__

47. DATA ELEMENTS (Underrepresented Disciplines) What number and percentage of African American students enrolled in degrees in which African Americans are underrepresented? 2006-2007 # 10 Baseline 10 2007-2008 # 12 20% increase 2008-2009 # 14 16% increase 2009-2010 #___ %__increase

48. DETERMINING PERCENTAGE INCREASES FROM YEAR-TO-YEAR Establish the number for the previous year that you want to increase; 2010-2011 (12) Subtract the number from the previous year from the current or "new year; 2011-2012 (14) 14-12 =2

49. Divide that number by the previous year’s number 2/12 (2 divided by 12 =17%) With larger numbers, start with 100 students in 2010-2011; in 2011-2012 there are 125 students, an increase of 25 students, and 25 divided by 100=25% increase.

50. MULTIPLE YEAR OBJECTIVES If activity’s overall desired outcome is 50.00% completion in five years (divide 50.00% by five (5) to get the number or percentage of completion for each year).