WORKSHOP OUTCOMES

1. WRITING MEASURABLE PROGRAM OBJECTIVES AND PERFORMANCE INDICATORS THAT GUARANTEE QUANTITATIVE AND QUALITATIVE RESULTS

2. WORKSHOP OUTCOMES THIS WORKSHOP WILL ADDRESS WHY THE FOLLOWING ARE IMPORTANT: • A comprehensive rationale for funding; • Measurable objectives and performance indicators/performance measures; • Multiple assessment techniques;

3. WORKSHOP OUTCOMES THIS WORKSHOP WILL ADDRESS WHY THE FOLLOWING ARE IMPORTANT: 4. Statements on the impact of the program for various constituents; 5. Documented and analyzed outcomes; and, 6. Documented use of results to improve the program.

4. WHY ASSESS PERFORMANCE? Government Performance and Results Act • Holds federal agencies accountable for achieving program results • Requires setting goals and public reporting • Seeks to reduce waste and inefficiency

5. THE ASSESSMNENT/USE OF RESULTS MANDATE SINCE FEDERAL GRANT FUNDS ARE RESTRICTED AND DESIGNED TO STRENGTHEN THE AREA FOR WHICH THE GRANT WAS AWARDED, PRINCIPAL INVESTIGATORS MUST HAVE KNOWLEDGE OF AND EXPERIENCE IN PLANNING AND ASSESSMENT!!!!

6. ASSESSMENT AND EVALUATION TECHNIQUES MUST BE DEVELOPED AS YOU CONCEPTUALIZE THE THE PROPOSED PROGRAM

7. EFFECTIVE ASSESSMENT 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

8. AVAILABLE DATA TO SUPPORT YOUR REQUEST FOR FUNDING • 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

9. OTHER COMMON EFFECTIVENESS MEASURES THAT MAY BE INCLUDED IN YOUR PROPOSAL AND YOUR ASSESSMENT PLAN • 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

10. OTHER COMMON EFFECTIVENESS MEASURES • Positive image held by the community • Economic and social well-being of the region

11. LOCATING ASSESSMENT DATA 1. Student Enrollment Database 2. Financial Affairs, Resource Management, Personnel, ComputerServices, Finance, Purchasing • Student Development Services, Admissions, Career Services, Registrar, Placement Testing Center 4. Surveys

12. EVALUATION/ASSESSMENT To effectively evaluate your activities, evaluative criteria must be concentrated or related to the following areas: • Measurable Goals and Objectives • Measurable Student Learning Outcomes/General Outcomes/Performance Outcomes • Faculty/Staff Performance Indicators

13. EVALUATION/ASSESSMENT MUST INCLUDE ALL ASPECTS OF THE INSTITUTION THAT WILL STRENGHTHEN YOUR PROPOSAL Academic Programs Institutional Support Services Administrative Support Services Administrative Leadership Financial Management Governing Board

14. EVALUATION/ASSESSMENT MUST INCLUDE ALL ASPECTS OF THE INSTITUTION CONTINUED External Relations Institutional Self-Improvement

15. YOU END UP THE WAY YOU START IF YOU DON’T START WITH A COMPREHENSIVE PLAN OF OPERATION, IT IS DIFFICULT TO CLOSE THE GAP AT THE END OF THE GRANT PERIOD! TAKE TIME WHEN DEVELOPING THE PLAN TO ENSURE THAT THE OBJECTIVES AND PERFORMANCE INDICATORS/ANTICIPATED RESULTS ARE MEASURABLE!

16. DEFINITION OF WORDS YOU MUST CONSIDER WHEN YOU BEGIN TO DEVELOP YOUR PROPOSAL GOAL- A broadly stated result; or, the restatement of a key strategy. TO IMPROVE FRESHMAN AND SOPHOMORE STUDENTS’ READING AND WRITING SKILLS.

17. DEFINITIONS OBJECTIVE - A specific measurable, time-phased result: • Process • Outcomes Objective

18. DEFINITIONS PROCESS OBJECTIVE: TO ESTABLISH A READING AND WRITING CENTER. OUTCOMES OBJECTIVE: TO ENSURE THAT 75% OF THE FRESHMAN AND SOPHOMORE STUDENTS PASS THE MID-LEVEL ENGLISH EXAM BY REQUIRING THEM TO COMPLETE A MINIMUM OF THREE (3) HOURS A WEEK OF INTENSIVE STUDY IN THE READING AND WRITING CENTER, EACH SEMESTER.

19. DEFINITIONS TASK - An activity which contributes to the achievement of a purpose, goal or objective. • TO ORDER EQUIPMENT FOR THE READING AND WRITING CENTER. • TO HIRE THE DIRECTOR OF THE CENTER.

20. DEFINITION OF WORDS USED IN PLANNING STRATEGY-- FOR THE INSTITUTION A key priority method for achieving the Long-Range “Vision” of the institution. STRATEGY--FOR TITLE III A key priority method for achieving the outcomes delineated in the objectives and and performance indicators. TO ESTABLISH A READING WRITING LABORATORY.

21. GREAT PROPOSALS MUST CONSIDER: • THE APPROPRIATENESS OF THE ACTIVITIES AND THE SCOPE OF WORK

22. GREAT PROPOSALS MUST CONSIDER THE MEASURABILITY OF THE OBJECTIVES AND THE PERFORMANCE INDICATORS/ANTICIPATED OUTCOMES

23. FEDERAL GRANTS ARE OUTCOMES BASED SO MEASURABILITY IS KEY: • COLLECTING, ANALYZING, MAINTAINING, AND REPORTING DATA AND OUTCOMES ARE ESSENTIAL TASKS

24. THE FOUNDATION OF ALL OF A “HI-QUALITY” FUNDED PROPOSALS • RATIONALE BASED ON DATA AND A DEMONSTRATED NEED • INSTITUTIONAL COMMITMENT AND SUPPORT • EXCELLENT PERSONNEL

25. THE FOUNDATION OF ALL OF A “HI-QUALITY” ACTIVITY • MEASURABLE OBJECTIVES AND ANTICIPATED RESULTS/PERFORMANCE INDICATORS • EXCELLENT ASSESSMENT AND EVALUATION SYSTEM

26. THE FOUNDATION OF ALL OF A “HI-QUALITY” ACTIVITY • EXCELLENT SYSTEM FOR DOCUMENTING AND MONITORING PROGRESS • ADEQUATE BUDGET

27. THE ACTIVITY’S OBJECTIVES ARE THE FOUNDATION FOR ASSESSMENTEXAMPLE OF A MEASURABLE ACADEMICOBJECTIVE: Begin objectives with the intended outcome To ensure that 90% of the incoming freshman cohort sits for the CLA within the first semester of the freshman year 

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

29. MEASURABLE ACADEMIC OBJECTIVE: State by when ,annually THE OBJECTIVE IS: To ensure that 90% of the incoming freshman cohort sits 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.

30. EXAMPLE OF AN 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)

31. EXAMPLE OF AN ADMINISTRATIVE OBJECTIVE: Say how you plan to do it by implementing the course audit module of the administrative computing system)

32. State by when, by September 30, 20??.) THE ADMINISTRATIVE OBJECTIVE IS: 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, 2011.

33. BASELINE DATA REMEMBER: 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 (i.e., Baseline: 2009-2010- 650/1000, 65%)

34. WHEN REPORTING DATA • Build Upon Your Data From One Quarter To The Next • By Collecting Data In This Manner, You Will Know If Your Objectives Are Reasonable Of It They Need To Be Modified.

35. ALL DATA MUST BE CONTINUALLY ANALYZED AND THE RESULTS USED TO STRENGTHEN YOUR OBJECTIVES, PERFORMANCE MEASURES, IMPLEMENTATION STRATEGIES AND YOUR OUTCOMES

36. THANK YOU FOR YOUR TIME !!!! GLORIA

37. NOW LET’S GET DOWN TO BUSINESS: IT’S YOUR TURN TO DEVELOP A MEASURABLE OBJECTIVE FOLLOWING THESE GUIDELINES:

38. BEGIN THE OBJECTIVE WITH THE INTENDED OUTCOME • TELL HOW YOU WILL ATTAIN THIS OUTCOME • BY WHEN (BASELINE DATA)