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					    INSTITUTIONAL
ASSESSMENT, PLANNING,
  AND EFFECTIVENESS
      HANDBOOK
  GEORGIA PIEDMONT TECHNICAL COLLEGE
              August, 2011
                                       TABLE OF CONTENTS



INTRODUCTION ................................................................................................. 1
STRATEGIC PLANNING ......................................................................................... 1
CONTINUOUS QUALITY IMPROVEMENT ..................................................................... 3
ASSESSMENT OF LEARNING OUTCOMES .................................................................... 5
CAMPUS MASTER PLAN ......................................................................................... 6
ANNUAL FACULTY AND STAFF EVALUATIONS .............................................................. 6
COMMUNITY NEEDS SURVEY.................................................................................. 6
ACCREDITATION ................................................................................................ 6
PLANNING CALENDAR .......................................................................................... 7



List of Tables and Figures


Figure 1:   Assessment, Planning and Institutional Effectiveness Flow ……...…………………………….2
Figure 2:   Assessment Management Flow ……………………………………………………………………………4
Table 1:    Program Accreditation Cycles ……………………………………………………..……………………….7
Table 2:    Annual Master Planning Calendar……………………………………..…………………………………..8



APPENDICES

APPENDIX    A:   College Goals and Objectives
APPENDIX    B:   Strategic Planning and Assessment Management Committee
APPENDIX    C:   Academic Affairs Organizational Chart
APPENDIX    D:   Assessment and Planning Units
APPENDIX    E:    TCSG Vision, Mission And Goals
APPENDIX    F:   WEAVE OnLine Introduction
APPENDIX    G:    Performance Accountability System (PAS)
INSTITUTIONAL ASSESSMENT, PLANNING AND EFFECTIVENESS HANDBOOK

INTRODUCTION

Georgia Piedmont Technical College (GPTC), a unit within the Technical College System of Georgia
(TCSG), reflects and implements the overall Vision and Mission of the TCSG which is to contribute to
economic development by providing technical and continuing education, adult education, and business
and industry training.

The College contributes to the accomplishment of the Vision and Mission of the TCSG through the
execution of its mission which is to offer quality technical education programs and services that prepare
individuals for meaningful employment. GPTC’s Goals provide the framework for accomplishment of the
Mission. Ongoing and systematic assessment, planning, evaluation and use of outcome results for
improvement occur.

Assessment, planning and effectiveness processes at GPTC reflect the College’s commitment to this
systematic assessment of College-wide and Assessment and Planning Unit (APU) outcomes and use of
the results for improvement. The assessment of outcomes is comprehensive, encompasses all areas of
the College and results in an overall Institutional Effectiveness Plan which ensures continuous
improvement.

The overriding measure of effectiveness for GPTC is that of student learning and success. Energy and
focus of activities in all Assessment and Planning Units is targeted to that end.

Assumptions upon which Assessment and Planning processes are based are as follows:

    1. The essential and central focus of all assessment and planning activities is the educational quality
       and services provided to, and learning outcomes of, students.

    2. Assessment and planning is a comprehensive, systematic, participative and documented
       comparison of institutional performance to institutional purpose.

    3. All assessment and planning activities and outcomes relate to, and support, identified College
       goals and division strategic goals.

    4. Results (quantitative and qualitative) of assessment and planning activities will be used for
       program, service and teaching and learning improvements.

 GPTC is strongly committed to student success. This is assured through a rigorous process of on-going
internal assessment and external evaluation. All assessment, planning and effectiveness initiatives are
coordinated through the College’s Office of Institutional Assessment, Planning, and Effectiveness
(OIAPE).

STRATEGIC PLANNING

The Strategic Planning and Assessment Management Committee (SPAMC) is the College’s recognized
group for oversight of assessment and planning processes which include:

           providing direction for strategic planning processes
           providing oversight for development and implementation of annual assessment plans
           providing feedback regarding assessment of student learning and operational outcomes
           ensuring that results of planning are used for improvement




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INSTITUTIONAL ASSESSMENT, PLANNING AND EFFECTIVENESS HANDBOOK

The composition of the SPAMC represents all Assessment Planning Units (APUs) of the College.
Committee members are charged with the responsibility to facilitate the assessment and planning process
through timely communication and engagement with all APUs of the College.

The College’s Strategic Plan is the foundation of the system. Comprehensive Strategic Planning occurs
approximately every five years – the last process occurring in 2009. Development of the GPTC Strategic
Plan begins with a comprehensive and broad-based process that involves:

   1. Extensive research and environmental scanning techniques which include:
       Data analysis
       Literature and internet reviews and research
       Analyses of recently completed internal and external surveys
       Input from personnel related to future trends in particular fields of expertise

   2. Situational analyses which include:
       SWOT analysis (Strengths, Weaknesses/Challenges, Opportunities, Threats)
       Values development
       Trend and market analyses

         Figure 1 depicts the College’s Assessment, Planning and Effectiveness Model

                                  5- YEAR REVIEW
                               ENVIRONMENTAL SCAN
                                       SWOT


                                INSTITUTIONAL AND
                                DIVISION STRATEGIC
                                       GOALS

                                 3-YEAR REVIEW
                               COMMUNITY NEEDS
                                  ASSESSMENT
                             ASSSESSMENT OF TRENDS


                                  ANNUAL UNIT
                                OPERATIONAL AND
                                STUDENT LEARNING
                              OUTCOMES ASSESSMENT


                                       ACTION
                               PLANS/IMPROVEMENT OF
                               PROGRAMS, PROCESSES,
                                   AND SERVICES

                                               Figure 1


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INSTITUTIONAL ASSESSMENT, PLANNING AND EFFECTIVENESS HANDBOOK

College-wide strategic goals support the Mission and Vision of GPTC. The plan is long-range and
reviewed annually. An annual assessment and planning management system, WEAVE OnLine,
documents the APUs’ assessment of outcomes and subsequent improvement plans and resource needs.
(Goals and Benchmarks included in Appendix A)

CONTINUOUS QUALITY IMPROVEMENT

As a process, Institutional Effectiveness is a continuous and integrated system of assessment, planning,
and analysis of results designed to demonstrate the progress of the College in fulfilling its stated mission.
Institutional Effectiveness is an “improvement process” and in that context the college monitors the
success of students, programs and services, and makes changes and improvements when information
warrants.

In keeping with that emphasis, GPTC’s process for assessment and planning is decentralized. There are
clearly delineated assignments of responsibilities for assessment and planning within each division,
program, and operational unit. Each administrator works with his or her staff to ensure that plans are
implemented and that the resulting information is used for decision making. The resulting assessment
and planning processes are comprehensive. The process is fluid with results of the annual evaluation
used to improve programs and services the following year.

The vehicle for the comprehensive system is the unit Assessment Plan. The unit Assessment Plan
includes the following:

        Assessment and Planning Unit’s purpose statement,
        Unit Goal (in the case of programs, the Unit Goal could be the Program Outcome)
        Measurable objective(s) / outcome(s)
        Method of measuring the outcome or the measure
        Achievement target

Assessment Plans are reviewed and modified annually to improve programs, processes and services.
Each APU in the College formulates objectives/outcomes, which support any or all of the following:

        College goals
        Division strategic goals
        Program Outcomes
        Institutional Priorities
        General Core Competencies

Planning Units are encouraged to write both qualitative and quantitative objectives/outcomes. Programs
are required to assess student learning outcomes. Multiple evaluation methods are used to determine the
degree to which these outcomes are achieved.

Data sources or measures are used to provide information needed to evaluate the outcomes. Reports on
performance indicators, survey results, and research studies are a representative sample of the data
sources used. Outcomes are evaluated each year and the results of the evaluation are used to develop
Action Plans for improving programs, processes and services.




                                                      3
INSTITUTIONAL ASSESSMENT, PLANNING AND EFFECTIVENESS HANDBOOK




                                                   Develop
                                                  Assessment
                                                  Plan Goals
                                                     and
                                                  Outcomes



            Develop
          Action Plans                                                                      Assign
          to Improve                                                                      Evidence to
           Programs,                                                                       Measure
         Processes, and                                                                    Outcomes
            Services




                          Analyze Data                                    Determine
                              and                                        Achievement
                           Determine                                       Targets
                            Findings


Fi                                                 Figure 2

Figure 2 above depicts the cyclical nature of GPTC’s annual assessment and planning.

          Assessment Plans are developed at the beginning of the year using WEAVE (See Appendix F)
          Results from learning outcome and institutional performance assessment (made up of 32
           institutional benchmarks evaluated annually, see Appendix A) are used to evaluate institutional
           effectiveness
          Mid-year progress toward meeting the outcomes is monitored
          End of fiscal year evaluation of the outcomes is completed
          Actual results/findings are documented and are used to further improve programs, processes and
           services

Tied to this annual assessment, planning, and institutional effectiveness system is budgeting. Any item a
program requires to facilitate improvement activities is documented in the Assessment Plan. Items, with
cost estimate, ranging from capital improvements to supplies are listed. Those items are then prioritized
on a budget form for submission using the TCSG’s Performance Accountability System (PAS)
Improvement Budget process (See Appendix G).


                                                      4
INSTITUTIONAL ASSESSMENT, PLANNING AND EFFECTIVENESS HANDBOOK

APU priorities are taken into consideration when the College administration determines the overall College
budget needs. The College’s prioritized budget is sent to the state office for approval and acceptance
into the statewide TCSG budget. The TCSG budget is then submitted to the Governor for review prior to
inclusion in the state-wide budget submitted for legislative approval. If approved, GPTC programs and
APUs realize the outcome of the budgeting process and improvements are funded.

ASSESSMENT OF LEARNING OUTCOMES

Differences exist between assessment for excellence and assessment for accountability. Assessment for
excellence is an information feedback process to guide individuals, programs, and the college in
improving effectiveness and documenting mission accomplishment.

Assessment for accountability is essentially a regulatory process, designed to ensure institutional
conformity to specified norms; e.g., performance standards (graduation rate, placement rate, retention
rate). The difference in these two types of assessment is this:

       Internal assessment of performance: assessment for excellence
       External assessment of performance: assessment for accountability.

The TCSG’s Performance Accountability System (PAS) is GPTC’s structure for assessment of accountability
(Appendix G). The assessment of Program and Student Learning Outcomes is GPTC’s structure for
assessment of excellence.

The emerging measure of institutional excellence is how well institutions develop student talents and
abilities, i.e. student learning outcomes. Student learning outcomes focus on what students learn, most
often addressing two questions:

               What should students know by the time they finish a course or the major?
               What should students be able to do with what they know by the time they finish a course
                or the major?

There is a difference between program outcomes and student learning outcomes. Program outcomes
generally refer to aggregate statistics on groups of students, e.g., graduation rates, retention rates,
placement rates or accountability measures. These program outcomes are usually institutional outcomes
which attempt to measure comparative institutional performance not changes in individual students due
to the college experience. GPTC evaluates and documents program outcomes annually in PAS, WEAVE,
Institutional benchmark data, and the summary Evaluation Report.

Student learning outcomes, however, encompass a wide range of student attributes and abilities -
cognitive, psychomotor, and affective - which are a measure of how the college experience has
supported development as individuals.

               Cognitive outcomes include demonstrable acquisition of specific knowledge and skills:
                what do students know that they didn’t know before
               Psychomotor (skill-set) outcomes demonstrate what students can do that they couldn’t
                do before
               Affective outcomes are also of considerable interest: how has the college experience
                impacted students’ values, goals, attitudes, self-concepts, work views, and
                behaviors? How has it developed potential? How has it enhanced value to themselves,
                families and communities?

Assessment of cognitive, psychomotor, and affective learning outcomes takes many forms. Faculty,
following development of common course syllabi (a result of the Quality Curriculum Initiative or QCI),

                                                    5
INSTITUTIONAL ASSESSMENT, PLANNING AND EFFECTIVENESS HANDBOOK

have identified common assessment methods for student learning outcomes including, but not limited to,
the following:

               rubrics
               quizzes
               projects
               exams
               research papers

Data on outcome results of these assessments are analyzed. Unit Action Plans, based on this analysis,
document strategies designed to improve teaching and learning and reflect the ongoing assessment of
student learning outcomes.

The overriding measure of effectiveness for Georgia Piedmont Technical College is that of student
learning. Energy and focus of activities in all Assessment and Planning Units are targeted to that end.
Improvement of courses, instruction, assessment methods, classroom technology, instructional resources,
etc., results from the assessment of student learning outcomes.

CAMPUS MASTER PLAN

A campus-wide plan for new facilities and for facility renovations is prepared every three to five years.
The plan is the result of administration and faculty planning for new and/or existing program/services
expansion, modification and deletion. Plans for facilities, equipment, personnel, supplies, etc., are
included in the Campus Master Plan. State funds required for project implementation are requested
annually from TCSG through the College’s submission of the PAS.

ANNUAL FACULTY AND STAFF EVALUATIONS

Each GPTC faculty and staff member is evaluated annually by his/her supervisor prior to June 30. During
the evaluation, a review is made of the previous individual staff development plan, the department
and/or individual annual plan, and, if appropriate, customer evaluations, as well as other evaluation
findings. Faculty and staff design development activities and improvement plans based on evaluations.
An overall rating of the staff/faculty is recorded and is used in awarding the state pay increase each
October (if approved by the legislature.)

COMMUNITY NEEDS SURVEY

Every three years the College engages in a process to gauge the economic and workforce needs of the
communities it serves. The Community Needs Survey is distributed to those employers who hire
students/graduates, use training services, serve on advisory committees, and support the College
through the Foundation.

The results of the survey are used to update, delete, or add programs. The last Community
Needs Survey was completed in 2009. Another will be done in 2012, prior to the
comprehensive Performance Accountability Review (PAR) (See Appendix G).

ACCREDITATION

Georgia Piedmont Tech is accredited by the Commission on Colleges of the Southern Association of
Colleges and Schools. Every 10 years (or during the 10-year period if the College undergoes a
substantive change) the College goes through an audit process for reaffirmation of accreditation.




                                                     6
INSTITUTIONAL ASSESSMENT, PLANNING AND EFFECTIVENESS HANDBOOK

To gain or maintain accreditation with the Commission on Colleges, an institution must comply with the
Core Requirements, Comprehensive Standards and Federal Requirements contained in the Principles of
Accreditation: Foundations for Quality Enhancement. The College must also document
compliance with the policies and procedures of the Commission on Colleges.

The Commission on Colleges applies the requirements of its Principles to all applicant, candidate, and
member institutions, regardless of type of institution (public, private for-profit, private not-for-profit).

The Commission evaluates an institution and makes accreditation decisions based on the following:
    Compliance with the Principle of Integrity
    Compliance with the Core Requirements
    Compliance with the Comprehensive Standards
    Compliance with additional Federal Requirements
    Compliance with the policies of the Commission on Colleges.

Several Academic Programs are also accredited. The schedule for these reaffirmations of accreditation is
below in Table 1. Accredited programs include:

              Electronics and Computer Engineering Technology – Technology Accreditation Commission of
               the Accreditation Board for Engineering and Technology (TAC/ABET).
              Medical Assisting - Commission on Accreditation of Allied Health Education Programs
               (CAAHEP).
              Medical Laboratory Technology – American Medical Association’s National Accrediting Agency
               for Clinical Laboratory Sciences (NAACLS) and CAAHEP.

Program                 Cycle             Last Visit             Next Visit          Status

Engineering             3-6 Yrs           2009                   2014                Accredited: ABET
Technologies

Paralegal Studies       7 years           2011                   2018                Approved: ABA


Medical Assisting       2-7 Yrs           2005; Action Plan      2014                Accredited: CAAHEP /
                                          accepted 2010                              American Association
                                                                                     of Medical Assistants
Clinical Laboratory     2-7 Yrs           2007                   2014                Accredited: National
Technology                                                                           Accrediting Agency
                                                                                     for Clinical Laboratory
                                                                                     Sciences NAACLS
Practical Nursing       5 Yrs             2010                   2015                Approved: Georgia
                                                                                     Board of Nursing

Residential Heating     5 yrs             2011                   2015                Accredited
and Air Conditioning;
Commercial
Refrigeration
                                                       Table 1

PLANNING CALENDAR

Table 2 displays the Annual Master Calendar which provides a monthly sequence of planning and
evaluation events.




                                                         7
INSTITUTIONAL ASSESSMENT, PLANNING AND EFFECTIVENESS HANDBOOK

                           GEORGIA PIEDMONT TECHNICAL COLLEGE
                       Assessment and Planning: Annual Master Calendar

January     Strategic Planning activities: review Institution Plan, Mission, Goals
            IPEDS Winter collection

February    PAS planning
            Comprehensive PAR visit scheduled (every 6th year: 2007, 2013, 2019) for Spring
March       IPEDS Spring
             IE Peer Group Meeting
            PAS Capital Outlay Forms due to TCSG
April       IPEDS Spring closes
            Improvement Budgets completed
            SPAMC Meets on PAS Evaluation and Benchmark Review
May         PAS Due to TCSG
            Review PAS previous year
            Submit PAS current year
            Submit Improvement Budget
            Training on Annual Assessment and Planning
June        Unit Assessment Plans Evaluated from prior fiscal year
            Action Plans developed for improvement of programs, processes and services
July        Unit Assessment Plans Developed for following year
            Report Strategic Plan accomplishments – previous year

August      IPEDS registration
            PAR Community Needs Assessment (every 3rd year)
            Institution Annual Evaluation Report produced
September   PAS Instructor survey completed
            IPEDS Fall collection
            SPAMC Meets to approve Evaluation Report and Revise Benchmarks if needed Placement / Black
            Hole Report – TCSG
            TCSG Employment status report
October     IPEDS Fall closes

November    IE Peer Group meeting
            Receive PAS trend reports from TCSG

December    IPEDS Winter collection begins
            Monitor unit Assessment Plans and Action Plans


                                                   Table: 2




                                                        8
               APPENDIX A


COLLEGE MISSION, GOALS AND OBJECTIVES WITH
  INSTITUTIONAL BENCHMARKS AND DIVISION
             STRATEGIC GOALS
MISSION AND GOALS

The Mission and Goals of Georgia Piedmont Technical College directly relate to, and support, the
Technical College System of Georgia’s Mission and Goals which state:


Technical College System of Georgia Mission Statement

The Technical College System of Georgia provides technical, academic, and adult education and training
focused on building a well-educated, globally competitive workforce for Georgia.


Technical College System of Georgia Strategic Goals

    1. Guarantee student access and the opportunity for success at all levels
    2. Build Georgia’s workforce for economic vitality
    3. Improve the visibility, recognized value, and support of Technical Education, Adult Education, and
       Workforce Training for all Georgians
    4. Enhance the Technical College System of Georgia’s organizational development in terms of its
       educational delivery, facilities and equipment, and internal workforce

GPTC MISSION STATEMENT: Georgia Piedmont Technical College, a unit of the Technical College
System of Georgia, promotes a student-centered environment for lifelong learning and development,
encompassing academic and technical education for employment in a global community.


Desired learning outcomes for graduates / completers of Georgia Piedmont Technical College
programs and/or courses include:

        Attainment of knowledge and skills for successful employment and/or advancement and
         promotion
       Attainment of knowledge and skills for successful pursuit, as appropriate, of advanced degrees
        and/or education
       Satisfaction with the content and quality of programs and/or courses


Evidence of desired learning outcomes achievement is derived through assessment of outcomes related
to the College’s Goals.


Documentation of benchmark outcome data is reflected in the GPTC’s College Goal Outcome Data
Dashboard.

The College’s major Planning Unit Goals support College Goals and are included in each respective
College Goal section.
     GEORGIA PIEDMONT TECHNICAL COLLEGE GOALS, OBJECTIVES AND BENCHMARKS

College Goal 1: Promote student success by providing access to programs, services
and support systems

Objectives:
                Support recruitment and marketing efforts
                Assess and monitor course and program offerings and emerging workforce trends to
                 meet student, business and industry needs
                Provide staff development for all employees to enhance delivery of quality customer
                 service
                Monitor the College’s retention rates

Benchmark
1.1. > 85% satisfaction on Student survey related to support services
Source: Student Satisfaction Survey
1.2. > 50% from quarter to quarter overall student retention
Source: GPTC Web Application, Current Student Report
1.3 > 50% from quarter to quarter Leaning Support student retention
Source: GPTC Web Application, Current Student Report
1.4. >45% of accepted students who enroll
Source: GPTC Web Applications, Current Student Report & Application Report for IE
1.5 >22% of Adult Education completers moving to credit
Source: Compass Test Report, Web Application, “Current Student Report”, GALIS
1.6 >1% of service-area potential prospects who apply for admission to college
Source: KMS Report, GPTC Current Student Report
1.7 > 40% Pell Grant participation by quarter
Source: KMS Demographic Report
1.8 Meet or exceed Community College survey of Student Engagement Benchmarks
Benchmark                                         Small Colleges
Active and Collaborative Learning                     51.2
Student Effort                                        51.1
Academic Challenge                                    50.3
Student-Faculty Interaction                            51.6
Support for Learners                                  51.5
        *GALIS: Georgia Adult Literacy Information System
        * KMS: Knowledge Management System (TCSG)
         2009 CCSSE Institutional Report



President’s Goal: Provide leadership and management in the following areas: strategic and
operational planning, fiscal planning and control, human resource development, physical resources,
instructional programs, student support services, institutional marketing and advancement, economic and
workforce development.

Administrative Services Goal 2: Provide a physical environment that adequately supports the
collective academic, operational and student support goals of the college.
      Ensure the proper maintenance of the facilities and physical equipment.
      Ensure access in compliance with the American with Disabilities Act.
Administrative Services Goal 3: Provide all available financial aid services to the college’s students.
    Allocate adequate resources to staff and equip the student financial services office
    Ensure compliance with federal and state aid providers’ requirements.
    Operate in an environmentally protective and conservatory manner.

Academic Affairs Goal 1: Ensure the provision of appropriate and effective Academic
Advising and counseling support to promote student success and retention
     Allocate adequate resources to support the Student Success Center, Advising and
         Counseling functions
     Allocate adequate resources to support personnel costs associated with student success and
        retention

Academic Affairs Goal 6: Ensure the delivery of effective Adult Education Services
    Allocate resources to ensure collaboration between Adult Education Services and credit programs

Student Affairs Goal 1: Foster an environment that encourages students, faculty, staff, and community
members to readily utilize available services.

Economic Development Goal 1: Ensure the provision of quality workforce development training.
    Provide readily accessible programs in designated learning centers or on-site with business or
      education partners.
    Provide a variety of programs that meet current service area needs: Customized training, online
      training, Directed Instruction, Continuing Education, and Tutoring.

Economic Development Goal 3: Ensure the provision of support for the State of Georgia’s Initiatives
for Workforce Development.
     Allocate resources to ensure collaboration between students, Economic Development, and State
        of Georgia’s Workforce Development Office.
     Allocate resources to support training needs associated with student success and retention.

Institutional Advancement Goal 5: Support for programs and services of Georgia Piedmont
Technical College through on-going Foundation development and continuous efforts on behalf of the
college.


College Goal 2: Provide quality program offerings that support:
        - the development of knowledge, skills and attitudes necessary for fulfillment
          of goals, abilities and interests
       - employment and career success

Objectives:
               Prepare graduates who are trained for current and future high skill, high demand jobs
               Provide staff development for all faculty to enhance performance and knowledge of
                educational methodologies
               Promote program Advisory Committee involvement and contribution regarding
                program options
               Ensure the integration of work ethics into the curriculum
Benchmark
2.1. > 95% overall placement rate
Source: KMS Report
2.2 >70% placed in-field
Source: KMS Report
2.3 > 85% employer satisfaction
Source: GPTC Employer Survey
2.4 > 85% Advisory Committee satisfaction
Source: Advisory Committee Survey
2.5 > 85% satisfaction student evaluation of faculty: institutional average
Source: Student Evaluation of Instruction and Student Evaluation of Online Instruction.
2.6 > 75% success rate on applicable licensure exams
Source: Program Accrediting Organizations
2.7. > 50% graduation of credit program students
Source: KMS Performance Benchmark Report
2.8 >50% achieve program ready status following completion of Learning Support
    courses (exit exam): Writing; Reading; Pre-Algebra; Algebra
Source: COMPASS Reports
2.9 100% > “Goals Met” Community assessment of College goal attainment (3-year
      assessment cycle).
Source: GPTC Community Needs Survey
2.10 > 5% increase in the number of total GED population that completes and passes GED testing
Source: DC 198 Performance Funding Measures and Benchmarks
2.11 > 3% increase in the number of Adult Education Students who complete one NRS level
Source: DC 198 Performance Funding Measures and Benchmarks FY07 33% FY08 40%
2.12 25 % Increase in students served in Adult Education enrollment (ABE, ASE, ESL) Source:
DC 198 Performance Funding Measures and Benchmarks

         * DC 198 Performance Funding Measures and Benchmarks: TCSG Data Center Report


President’s Goal: Provide leadership and management in the following areas: strategic and
operational planning, fiscal planning and control, human resource development, physical resources,
instructional programs, student support services, institutional marketing and advancement, economic and
workforce development.

Academic Affairs Goal 2: Ensure the delivery of quality academic programs and offerings.
          Enhance QCI process and product
          Maintain an effective and productive academic environment
          Ensure and develop resources required for SACS-COC preparation
          Provide program and delivery options for students
          Ensure collaboration between Economic Development / Dual enrollment / credit delivery

Academic Affairs Goal 7: Provide appropriate Institutional Effectiveness / Institutional
                         Research support.
          Collaborate with Functional Units of the College to complete annual Action Plans and
             document outcomes and use of results for improvement
          Provide timely response to requests for research data, analyses and reports related to
             College and Unit outcome data

Student Affairs Goal 2: Ensure the provision of appropriate and effective support services to
                        promote student success and retention.
Economic Development Goal 2: Ensure the delivery of quality credit and non-credit
                                programs.
          Enhance QCI process and product.
          Maintain an effective and productive academic environment.
          Ensure and develop resources required for SACS-COC preparation.
          Provide program and delivery options for students.
          Ensure collaboration between Economic Development, Dual Enrollment, Credit
            departments, and Academic Affairs.


Economic Development Goal 7: Provide appropriate Institutional Effectiveness/Institutional
                                 Research support.
          Complete annual outcomes assessment, document findings and use of results for
            improvement.
          Provide timely response to requests for research data, analyses and reports, as well as
            additional information related to College and Unit outcome data.


Institutional Advancement Goal 2: Create, enhance, and administer student scholarships to provide
improved technical and adult education for the residents of DeKalb, Morgan, Newton, and Rockdale
counties and to support expanded educational opportunities for the constituents of Georgia Piedmont
Technical College.




College Goal 3: Demonstrate accountability and effectiveness through:
       - the procurement and efficient use of resources
       - appropriate leadership and management practices



Objectives:
              Create and communicate a collegiate culture and image evidenced by innovative
               thought, calculated risk-taking and participatory conflict resolution
              Provide staff development, facilities, resources and support necessary for effective and
               efficient operations, programs and success.
              Promote and provide opportunities for leadership development
              Promote integrated cross-campus programs and schedules through effective planning
               and communication
              Establish a collegiate culture and image that is inclusive of the diverse communities
               served
Benchmark
3.1 > 85% satisfaction Campus Climate survey data (in multiple areas: leadership,
     change agent, facilities, equipment / resources, funding, Foundation
     effectiveness, budgeting processes, etc.) (3-year assessment cycle)
Source: GPTC Campus Climate Survey
3.2 > $40,000 Scholarships awarded
Source: GPTC Foundation
3.3 > $200,000 Foundation endowments/donations/grants/year
Source: GPTC Foundation
3.4 > 85% satisfaction with IE/IR system and process
Source: GPTC IE Survey
3.5 >2 Annual audit rating
Source: TCSG Audit Rating Report
3.6 Percentage of IT dollars spent over 3 and 5 year cycle on:
Equipment: 40.7%
Software: 7%
Source: IT Budget
3.7 Office of Information Technology effectiveness measured by:
Server Up Time
3.8 Office of Information Technology effectiveness measure by:
OIT Customer Satisfaction Survey                               >3
3.9 Office of Information Technology performance measured by:
                                           Benchmark:             Results:
Annual Network Configuration Audit          0 findings
Annual Consultant Report                     > Adequate
Annual GBI Penetration Test                 No Breaches



President’s Goal: Provide leadership and management in the following areas: strategic and
operational planning, fiscal planning and control, human resource development, physical resources,
instructional programs, student support services, institutional marketing and advancement, economic and
workforce development.

President’s Goal: Create and maintain a high performance environment characterized by positive
leadership and a strong team orientation.

President’s Goal: Provide overall leadership, administration and direction for the college’s
comprehensive educational program in accordance with applicable federal and state legislation, policy
and guidelines.

Administrative Services Goal 1: Ensure the college’s financial resources are managed in a
responsible, fiduciary manner with all applicable federal and state laws, regulations and procedures
followed.
         Maintain competent, trained financial accounting personnel.
         Provide financial information adequate to all financial and managerial stakeholders.


Administrative Services Goal 4: Ensure a safe and secure environment for the college’s staff,
students and customers.
          Adequately allocate resources to support the police and public safety department.
          Maintain all required safety inspections and permits for facilities and equipment.

Academic Affairs Goal 3: Ensure the delivery and provision of quality Academic Affairs
services (academic delivery and support) through professional development of personnel
         Allocate adequate resources to support professional development
         Leadership
         Strategic Planning
         TLC Development
               o QCI / SACS
               o Legal Issues
               o Staff Support development

Academic Affairs Goal 4: Provide adequate support systems for the delivery of Academic Affairs
services
          Implement effective technology-related processes

Academic Affairs Goal 5: Ensure the effective and efficient use of resources
       Market the College and Programs

Academic Affairs Goal 8: Solicit grant funding for programs and the foundation and
effectively manage grant programs.

Student Affairs Goal 3: Increase internal and external customer service through the use of available
technology.

Student Affairs Goal 3: Ensure that each employee is competent to execute the duties of his/her job
assignment in a timely manner, provide performance feedback and appropriate recognition.

Economic Development Goal 4: Ensure the delivery and provision of quality Economic Development
services through staff development of personnel.
         Strategic planning
         Staff meetings
         Staff support development
         Business & Industry publications

Economic Development Goal 5: Provide adequate support systems for the delivery of Economic
Development services.
        Implement effective technology-related processes.
        Update and replace training equipment.

Economic Development Goal 6: Ensure the effective and efficient use of resources.
       Market the College and programs through various avenues including, but not inclusive of,
         print ads, county maps, and College publications.
       Design, print, and distribute a Business & Industry publication.

Institutional Advancement Goal 4: Assist GPTC by helping finance its capital improvement goals by
exploring and pursuing a multifaceted capital-resource development approach.
Institutional Advancement Goal 1: Provide Resources to support the strategic initiatives of Georgia
Piedmont Technical College (GPTC).


College Goal 4: Enhance economic development of the region through workforce
development, job training and partnerships that add value to the
communities served

Objectives:
                     Expand and strengthen existing economic development programs by offering flexible
                      schedules of credit and non-credit courses that reflect occupational training needs of
                      local business and industry partners


Benchmark
4.1 > 85% satisfaction with quality of Business/Industry, Economic Development and
     CE courses
Source: Economic Development
4.2 Meet or exceed annual NCCBP median benchmark:

                                                                                Benchmark
                                                                                   > 52%-
                                 Total Revenues    ile
                                    Net Revenue                                   > 93%-ile
                       Net Revenue as % of Total                                  > 98%-ile
 Source: NCCBP Report
4.3 > 1% Non-credit Student Penetration Rate
Source: NCCBP Report
4.4 > 65 Customized Contract Training

Source: DC 198 Performance Funding Measures and Benchmarks
4.5 >       Customized Contract Training: Total Trainee Contract Hours
Source: DC 198 Performance Funding Measures and Benchmarks
4.6 Meet or exceed annual NCCBP median percentile rank :
    Market penetration: Community participation.

                                            2008 NCCBP Median
Cultural Activities                                 5.43%
Public Meetings                                     3.3%

Source: NCCBP Report / Economic Development

          *NCCBP: National Community College Benchmarking Project




President’s Goal: Provide leadership and management in the following areas: strategic and
operational planning, fiscal planning and control, human resource development, physical resources,
instructional programs, student support services, institutional marketing and advancement, economic and
workforce development.
Academic Affairs Goal 2: Ensure the delivery of quality academic programs and offerings.
       Ensure collaboration between Econ Dev / Dual enrollment / credit delivery

Economic Development Goal 1: Ensure the provision of quality workforce development
                                  training.
       Provide readily accessible programs in designated learning centers or on-site.
       Provide a variety of programs that meet current service area needs: Customized training,
         online training, Directed Instruction, Continuing Education, and Tutoring.

Economic   Development Goal 2: Ensure the delivery of quality credit and non-credit programs.
          Enhance QCI process and product.
          Maintain an effective and productive academic environment.
          Ensure and develop resources required for SACS-COC preparation.
          Provide program and delivery options for students.
          Ensure collaboration between Economic Development, Dual Enrollment, Credit departments,
           and Academic Affairs.
                 APPENDIX B


STRATEGIC PLANNING AND ASSESSMENT MANAGEMENT
                  COMMITTEE
Strategic Planning And Assessment Management Committee
Committee Charge: To provide oversight for all activities related to College-wide strategic planning,
assessment, and institutional effectiveness initiatives. Committee meetings are to be held a minimum of
once each semester. Minutes should reflect progress toward a current plan of work. Minutes are to be
kept on file and posted to the web by the committee chairperson with a copy submitted to the Vice
President of Academic Affairs.
Vice-Chairs:   Dr. Sue Chandler, Dir IAP               Ex-officio:     Dr. Tanya Gorman, VPAA
               Terry McCamish, Asst. Dir IR
   Larry Teems,                        Acting President
   Dr. Natoshia Anderson,              Faculty, Computer Graphics and Design
   Daryl Barksdale,                    Grants Coordinator
   Gale Belton,                        Director, Human Resources
   Valerie Brown,                      Faculty, Criminal Justice Studies
   Stephen Bullock,                    Faculty, Automotive Technologies
   Dr. Martha Coursey,                 Dean, Adult Education
   Dr. Daisy Davis,                    Dean, Academic Accountability and Outcomes
   Diane Doehrman,                     Business and Industry Coordinator, Newton/Morgan Counties
   Cynthia Edwards,                    Vice-President Institutional Advancement
   John Gadson,                        Director, Facilities and Auxiliary Services
   Dr. Debra Gordon,                   Dean, Academic Support
   Kaye Henry,                         Faculty, Practical Nursing
   Mark Hicks,                         Dean, Academic Delivery
   Dr. Larry Johnson,                  Division Chair, General Studies
   Maria Johnson,                      Faculty, English
   Sherry Lowery,                      Faculty, Early Childhood Education
   Todd Meadors,                       Faculty, Computer Information Systems
   Catrenia McLendon,                  Director, Quality Enhancement
   Jeryll McWhorter,                   Faculty, Commercial Refrigeration
   Celia Murray,                       Faculty, Paralegal Studies
   Cathy Nash,                         Faculty, Accounting
   Heather Pence,                      Vice-President Business and Finance
   Keith Perry,                        Director, Information Technology
   Richard Smith,                      Vice-President Economic Development
   Randy Taylor,                       Faculty, Early Childhood Education
   Amanda Taylor-Rodriguez,            Acting Vice-President Student Affairs
   Ann Thomas,                         Faculty, Learning Support
   Cory Thompson,                      Director, Marketing and Media
   Carole Turner,                      Program Assistant, IAP
   Chris Walker,                       Director of Accreditation Technology & Academic Support
   Susan Wright,                       Faculty, Accounting
             APPENDIX C


ACADEMIC AFFAIRS ORGANIZATIONAL CHART
Academic Affairs                                                                               J. Larry Teems, Acting President
Revised: 02/2012                                                                              Georgia Piedmont Technical College


                                                                                                       Dr. Tanya Gorman                                      Clarissa Evans
                                                                                                Vice President, Academic Affairs                          Admin. Asst. to VPAA
                                                                                                   COC Institutional Liaison
                                  Terry McCamish
                           Asst. Dir., Research & Planning                       Dr. Sue Chandler
                                                                          Director, Institutional Planning,
                                                                           Evaluation, & Effectiveness                        Dr. Daisy Davis                       Catrenia McLendon                     Chris Walker
                                  Daryl Barksdale                                                                             Dean, Academic                              Director,                          Director,
                                 Grants Coordinator                                                                      Accountability and Outcomes                Quality Enhancement             Accreditation Technologies




            Julian Wade                                                 Mark Hicks                                                            Dr. Debra Gordon                              Dr. Martha Coursey
     Dean, Academic Operations                                    Dean, Academic Delivery                                                  Dean, Academic Support                          Dean, Adult Education


                                                   Ernest Hensley                          Elaine Williams                          Advising                   High School
             John Lassiter                         Division Chair,                         Division Chair,                          Centers                    Coordinators
                                                Business Info. Systems                  Health & Prof. Services                                                                               Adult Education Faculty
               Director,
          Learning Resources                                                                                                                                                                          & Staff

                                                        Faculty                                  Faculty                      Kimberley Sloan                    Betty Tilley
              Librarians,                                                                                                         Director,                       Director,
           DeKalb & Newton                                                                                                  Student Success Ctrs.             Counseling Services
                                                    Natalie Kostas                         Beverly Thomas
                                                    Division Chair,                         Division Chair,
                                                Industrial Technologies                 Public Safety & Security


                                                       Faculty                                  Faculty

                                                  Dr. Larry Johnson                        Michelle Murphy                       Sandra Clapper
                                                   Division Chair,                             Director,                         Lead Instructor,
                                                   General Studies                        e-Learning Delivery               Technology Based Learning


                                                        Faculty                    Academic Technology Coordinators




 Julian Wade                                           Mark Hicks                                                  Dr. Debra Gordon, Dean, Academic Support                               Dr. Daisy Davis
 Dean, Academic Operations                             Dean, Academic Delivery                                     Federal Compliance:                                                    Dean, Academic Accountability
   Academic Operations:                                Academic Programs/Delivery:                                    -Title IX Coordinator    Academic Support:                                and Outcomes
      -Budgets                                            -e-Learning Delivery                                     Academic Enrichment:        - HS Coordinators                          Academic Programs:
      -Schedules / Calendars                              - Division Chairs                                           -Student Advisement      - Dual Enrollment                             - COC Reaffirmation Compliance
      -Operations / Facilities                            - Graduation Applications                                   -Peer Advisement         - Orientation                                 - Curriculum / QCI
      -Contracts / Payroll Reporting                      - Faculty Support                                           -Student Development     - Development                                 - Q2S
      -Learning Resources                                 - FAC                                                       -Student Counseling      - Awards Recognition                       Academic Integrity:
      -Special Projects                                   -Advisory Committees                                        -Student Retention       - Stand. Comm. Oversight                      - QCI Learning College
   . -Registration                                                                                                    -Student Success Ctrs.   - GED Next Step
                                                                                                                      -COLL 1500 Facilitation
        APPENDIX D


ASSESSMENT AND PLANNING UNITS
                      GPTC Assessment and Planning Units/Entities
President’s Office                                  Academic Affairs, cont’d
       Information Technology                         o Health and Professional Services
       Facilities & Auxiliary Services                            Cosmetology
       Personnel Services                                         Early Childhood Care & Education
       Registrar                                                  Medical Assisting
                                                                   Clinical Lab Technology &
Institutional Advancement                                           Phlebotomy
         Marketing and Public Relations                           Practical Nursing
         GPTC Foundation
                                                        o   Industrial Technologies
Academic Affairs                                                    Air Conditioning Technology
   o Planning, Evaluation, & Effectiveness                          Automotive Technology
           o Research                                               Drafting
           o Grants                                                 Electronics & Computer
                                                                     Engineering Technology
    o    Dean of Operations                                         Electronics Technology
            o Library and Learning Resources                        Motorcycle Service Technology
                                                                    Welding & Joining Technology
    o    Dean of Accountability and Outcomes
                                                        o   Public Safety and Security
    o    Dean of Academic Support                                  Law Enforcement Academy
            o Academic Advising                                    Paramedic Technology & EMS
            o Student Success Center                               Criminal Justice
            o Counseling Services                                  Paralegal Studies
            o High School Initiatives                              Fire Science

    o    Dean of Adult Education                    Student Affairs
            o GED Administrator:                           Public Safety
            o Lead Teacher                                 Dean of Students
            o Workplace Education                          Admissions
                                                           Career Services
    o    Dean of Academic Delivery                         Special Services
            o Center for e-Learning Delivery               Special Populations
                       Academic Technology                International Students
                                                           Special Services
             o    Business Information                     Student Activities
                  Technologies                             Assessment Lab
                        Accounting
                        Administrative/Business    Business and Finance
                         Office Technology                Financial Aid
                        Banking & Finance                Accounting
                        Management & Supervisory
                         Development
                        Marketing Management       Economic Development
                        Computer Information            Business & Industry Training
                         Systems
                                                         Continuing Education
                                                         Certificate Programs
             o    General Studies
                         Learning Support
            APPENDIX E



TECHNICAL COLLEGE SYSTEM OF GEORGIA
     VISION, MISSION AND GOALS
                          TECHNICAL COLLEGE SYSTEM OF GEORGIA

                                             MISSION
The Technical College System of Georgia provides technical, academic and adult education and
training focused on building a well-educated, globally competitive workforce for Georgia.


                                              VISION
The Technical College System of Georgia will be acknowledged as the world leader in technical
education, providing access to student-centered, high-quality affordable postsecondary education
and training. We will equip students for success, thereby building literate and economically strong
communities and businesses for Georgia.


                                     GOALS and STRATEGIES
Students

Students and student success are the focus of the Technical College System of Georgia (TCSG);
colleges will prepare their students for quality jobs and/or continuing education.

       Access: All residents will have access to a quality education.
       Affordability: TCSG should remain a low cost, quality educational option and provide
        alternative methods to help finance student's educational goals.
       Student Life: TCSG students will have access to a full range of campus and college activities
        to enhance their intellectual and social experience.
       Completion: To be successful, TCSG must ensure that students graduate from their
        educational program in a timely manner.
       Articulation: TCSG coursework completed by students that choose to continue their
        education should be recognized by other institutions of higher learning.

Learning

TCSG institutions will facilitate learning to ensure students have the knowledge and skills to succeed
in today's competitive global environment.

       Instruction: Instruction should facilitate student learning and not be limited to traditional
        classroom models.
       Adult Education: Instruction that prepares students to successfully complete the GED
        (General Educational Development) test with a goal of being ready to achieve a higher
        education credential or enter the work force in meaningful employment.
       Technology: TCSG will use innovative technology to enhance student learning.
       Facilities: Ensure that the system has exceptional, world class facilities to enhance student
        learning by developing a long range plan that supports TCSG capital budget requests and
        includes alternatives for funding and ownership.

Financial

TCSG must develop sustainable funding methods to ensure institutions have the financial resources
needed to support learning excellence.

       Development: Enhance development activities to build private financial support for TCSG as
        a system and at individual colleges.
       Tuition: Ensure tuition achieves the appropriate balance between affordability and market
        realities.
       State Support: Document the justification for increasing support from the state while
        recognizing financial constrains can limit this revenue source.

Community

TCSG will be a recognized leader in technical education that builds Georgia's workforce for economic
development by engaging communities across the state, nation and around the world.

       Local: Ensure that local community workforce needs are met through educational programs
        and economic development efforts that serve business.
       State: TCSG's system brand and reputation for learning excellence will attract business to
        Georgia and support statewide economic development.
       National: TCSG will participate in developing national strategies to improve educational
        outcomes, economic development and job creation.
       International: TCSG will take a global leadership role by engaging international technical
        educational organizations and pursuing business partnerships.
 APPENDIX F


WEAVE ONLINE
WEAVE ONLINE

WEAVE Online is an online assessment and planning tool designed to aide academic institutions
through the process of self-assessment. It enables academic, administrative, and support units to
formulate and manage their assessment plans and reports. This management system is an integral
part of the campus climate and promotes a culture of assessment.

With WEAVE Online, the user is “walked” through an easy 10-step process (see details below) that
simplifies and facilitates the process of documentation by providing a roadmap to guide units
through the assessment cycle. It also includes an extensive report-generating feature that ties in
internal and external standards to each assessment report.

Below is an overview of the 10-step assessment process of WEAVE Online.

                                  Write Expected Outcomes

Step 1: Write the Mission/Purpose Statement for your unit.
In order to determine your expected outcomes, you must have a clearly stated mission or purpose.
Your unit’s purpose statement links your area to your department, division or service area and
ultimately to the overall mission of GPTC. In formulating or revising a purpose statement, be sure
to address what your unit does, and how it contributes to the college.

Here are a few questions for you to consider in formulating the mission of your unit:
   1. What is the primary function of your unit?
   2. What are your unit’s core activities?
   3. What should those you serve experience after interacting with your unit?

Most units within the college already have an articulated mission or purpose statement. These
statements are normally a couple of sentences long and can be found in the course catalog.

Step 2: Write unit/program Goals.
Once the mission/purpose statement has been established, goals for each unit should be developed.
Goals are broad statements of achievement to which you aspire and are based on the unit’s purpose
and related to the college and division strategic goals. For faculty, goals may be program goals
(outcomes) developed during the Quality Curriculum Initiative (QCI) process which indicates what
students know, think, and do upon completion of a program. For other planning units within the
college divisions, goals may have direct reference to the division’s strategic goals, institutional
priorities, or SACSCOC principles. Again, goals are broad statements of what your unit/program
wants to achieve.

Step 3: Write Objectives/Outcomes.
Goals can be broken down into objectives/outcomes. Outcomes can be operational or service
outcomes or student learning outcomes. For faculty, student learning outcomes come directly from
the course syllabi or from program outcomes, those outcomes students need to have upon
completion of a course or program. For other planning units, outcomes may be operational or
service outcomes that when accomplished result in improved processes or service.

Outcomes should be SMART. A good outcome is SMART when it is:
    Specific: Be clear about what your unit plans to accomplish, as well as when, where, and
      how. For example, “we will expand our services” does not specify how or by how much or
      for how many customers the services will be expanded. Words such as develop, encourage
      and enhance lack specificity. Learning outcomes should represent higher levels of learning
        such as those in Bloom’s taxonomy that require analysis, synthesis or evaluation. (For more
        on Bloom’s see previous PowerPoint presentation by Dr. Gorman on Angel.)
       Measureable: Quantify your outcome as to targets and benefits, so that your unit can
        determine if it has reached the objective.
       Achievable: Know that the outcome is something that your unit can accomplish. It is fine
        to accomplish your outcome in incremental steps over several months or years.
       Realistic: Make sure the outcome is something that can be done practically in a specific
        time frame or for a specific amount of money.
       Time-Bound: When will the objective/outcome be done? Tie the outcome to a specific time
        frame.

                                Establish Criteria for Success

Step 4: Determine appropriate Measures and criteria.
Once you establish your unit’s outcomes, the next step is to define and identify the sources of
evidence that you will use to determine whether you are achieving the expected outcomes. You
must detail what will be measured and how it will be measured. Measures are most commonly tools
or methods that are implemented to achieve the outcome.
In WEAVE, types of measures or evidence are listed from which you can choose. Pick one of those
even if it is “other”. Types of measures used at GPTC are satisfaction surveys, placement rate,
graduation rate, personnel evaluations, exams, portfolios, internship evaluations, meeting minutes,
focus groups, etc. Determine what will be used as evidence that you accomplished the
objective/outcome.

Step 5: Determine Achievement Targets
In addition to identifying measures, achievement target must be set. An achievement target
specifies the level your measure must reach in order to signify your outcome was met.

                                       Assess Performance

Step 6: Conduct Assessment activities
Put your assessment plan into actions. This step involves collecting information from your evidence
that will prove you met, did not meet, or partially met your objective/outcome. These are your
findings.

Step 7: Analyze the findings from your assessments
Once your unit/program has collected evidence or results, see what they tell you about your
program, process, service, etc. Summarize your findings in narrative form in WEAVE. Consider
asking the following questions:
     Based on these findings, can you say that you met the objective/outcome at the
        achievement target? What does that tell you? What can you infer from the data?
     Do the measure/findings give you a complete picture of the objective/outcome?

                                      Effect Improvements

Step 8: Use your Results
This step involves using your finding to either create action plans, or to revise your outcomes for the
upcoming year. During this step you should consider the following:
     What future actions will you take?
     What changes have you mad (will you make) based on assessment results?
This is the most essential part of the assessment loop. Not only do you assess what it is that your
unit does, but you make changes based on the assessment you conducted. Action Plans are not
restricted to those outcomes that were met or satisfied. If in the process of conducting assessment,
unexpected results were found, Action Plans can be created address those.

Step 9: Complete the Action Plan
In WEAVE, you can write an Action Plan to improve programs and services as soon as you complete
the assessment of outcomes. Provide a description of what you plan to do to improve and
strategies for how you will implement and measure the plan. Put a completion date on and develop
a budget to implement it.

SACSCOC team members will require evidence that the Action Plan was accomplished so document
the results of the Action Plan. Show that programs, services, processes, etc. were improved as a
result of assessment.

Step 10: Write new Goals, Outcomes, Measures, and Achievement Targets for the next year
Start again with Step 1. The assessment cycle is one fiscal year. You will develop assessment plans
in July and assess outcomes in June. During the year, you will complete any Action Plans you
developed, gather data to assess outcomes, and document improvements.

                             Getting Started in WEAVE Online

Access to WEAVE Online is available at http://app.weaveonline.com/login.aspx . You will be asked
to enter your login and password. Your login will be your email name before the @ symbol. Your
initial password is the same email name, but you will be prompted to enter a personal password for
future access to WEAVE Online. You should now be on the WEAVE homepage.

You should see a welcome statement and /or any relevant announcements. Only current GPTC
employees have been registered as users for this site; new employees should contact the Office of
Institutional Research for access.

There are active links to different areas within WEAVE located on the top of the homepage. Not all
areas are visible to all users. The areas that might appear are discussed briefly below:
     Home is where local institutional news and information is posted and see “What’s new”
        with WEAVE. You may also select the cycle and entity in which you wish to work from the
        Home screen.
     Admin Tools is an area that allows certain users to build the assessment hierarchy, enroll
        user, assign roles to users, and establish standards. This tab will appear only for those who
        have administrative rights to WEAVE.
     Assessment directs you to user-interface for data entry of all components of your
        assessment plan.
     Mapping is a component that will allow users to build a curriculum map or source matrix to
        create a visual representation of how courses and experiences support outcomes/objectives.
     Reports direct you to a reports screen in which a variety of formats are available to analyze
        and summarize assessment data.

To begin entering assessment data, a cycle and entity must be chosen, or activated. That is done
by clicking on the drop down boxes at the top of the homepage. Once an entity is selected, choose
the Assessment tab to select from the following data entry options:
       Mission/Purpose: To enter a new mission or purpose, click on the add button. To edit
        an existing one, click on the edit button underneath the statement, make desired changes,
        and save.
       Goals: To enter Goals, click on the add button. To edit existing Goals, click on the edit
        button once the Goal is expanded.
       Objective/Outcomes: To enter new Objectives/Outcomes, click on the add button. To
        edit existing outcomes, expand the selection and click on the edit button. Once outcomes
        have been added or edited, save the changes. Outcomes should be associated the relevant
        component of Goals, Institutional Priorities, General Education Competencies, the Strategic
        Plan, and accreditation standards (if applicable).
       Measures/Findings: This is the section where you enter the “who what, why, how, and
        when” for your plan. Use the add button to enter this information for each outcome. This
        button will only be active if there are existing outcomes in the unit. Existing measures can
        be edited by expanding the selection, and clicking on the edit button. Each measure must
        be linked to at least one outcome, but can be linked to multiple outcomes
             o With the measures section you will identify your “Achievement Targets”. This is
                 where the success criteria for outcome achievement will be set. When the
                 measures section is fully expanded, you can click to add an achievement target. You
                 will be provided with a text box to enter achievement targets.
             o At the end of the assessment cycle, you can report the results by selecting
                 “Findings” under the expanded measures section.
       Action Plan Tracking: Once findings have been entered, you can begin Action Planning
        based on your findings. Action Planning should be used if outcomes are not met, or are
        only partially met. Still in the Assessment area, click the “Action Plan Tracking” tab on the
        menu. To enter new action plans, click “Add Action Plans/Enhancement Action”. To edit
        existing plans, expand the selection by clicking “Details” and click edit.
       Document Repository: The document repository acts like a folder to hold electronic files
        for each entity. Once uploaded, these files can be associated with any assessment area
        from Mission/Purpose through Assessment Findings and Action Plans to Annual Reporting.
        Upload documents that support the assessment of your outcomes.

On each page of WEAVE there is a “?Help” link in the top right hand corner. By clicking on this link
you will have access to a Quick Start Guide as well as WEAVE and assessment in general.
              APPENDIX G


PERFORMANCE ACCOUNTABILITY SYSTEM (PAS)
PERFORMANCE ACCOUNTABILITY SYSTEM

GPTC’s planning and evaluation process incorporates the Performance Accountability System (PAS)
administered by the TCSG. PAS integrates all processes related to assessment, evaluation, planning,
budgeting, monitoring state and federal compliance, and accountability.

PAS evaluation, planning and budgeting processes are completed for each program and the College.
This information is recorded in the PAS database. Georgia Piedmont Technical College faculty
participate in this evaluation, planning, and budgeting process, which is coordinated by the Office of
IAPE.

PAS contains four modules:
       1. Program Assessment
       2. Community Needs Assessment
       3. Planning
       4. Budgeting

Each program at GPTC participates in the Program Assessment module. An annual performance
evaluation and planning system, PAS includes a self-evaluation by GPTC’s programs on six key
performance indicators and four compliance measures.

             Key Performance Indicators (Program Performance Measures)

        Enrollment (FTEs- Full-time Equivalency = 45 credit hours)

                CP-1 Program Group FTEs per full-time instructor compared to a benchmark.
                CP-2 Three-year average of program group FTEs per full-time instructor compared
                to a benchmark.

        Awards

                CP-3 Number of program group awards per full-time instructor compared to a
                benchmark.
                CP-4 Three-year average of number of program group awards per full-time
                instructor compared to a benchmark.

        Placements

                CP-5 Number of program group placements per full-time instructor compared to a
                benchmark.
                CP-6 Three-year average of program group placements per full-time instructor
                compared to a benchmark.

Each year a Trend Report showing each program’s benchmarks is distributed by TCSG. Program
instructors refer to the Trend Report to analyze the data on enrollment, awards, and placements
and determine whether programs meet the stated benchmarks.

PAS also includes an evaluation for compliance with the four state standards for programs.
                Compliance Measures (Based On TCSG Program Standards)

        CS-2   Program Structure/Curriculum: Program Standards xx-03-01 to xx-03-10.
        CS-3   Instructional Content: Program Standards xx-05-01 to xx-05-08.
        CS-5   Advisory Committee: Program Standards xx-09-01 to xx-09-03.
        CS-6   Health and Safety: Program Standards xx-05-09, xx-05-10, & xx-12-01

Three college-wide measures cut across all programs and are evaluated by the administration of
instructional services. They are:

                               College Wide Standard Measures

        CS-1 Admission Procedures: Program Standards xx-02-01 to xx-02-06.
        CS-4 Employability Skills-Work Ethics: Program Standards xx-07-01 to xx-07-02
        CS-7 Warranty Activity: State Board Policy 04-01-05

In its Planning component, PAS also incorporates three college-wide planning measures:

           Campus Master Plan completed every three years;
           Annual facility evaluation for classroom and lab capacity and usage; and
           Adequate resources to meet employment demands of the community.

If the College or Program does not meet these indicators and measures, Corrective Action Plans
must be written. Any program with four or more deficiencies on the six key performance indicators
for a given year is placed on Level II status and must complete a Level II Program Group
Performance Improvement Plan.

If the program remains on Level II for 3 years, the College must justify the continued existence of
the program. The Commissioner of the TCSG reviews the plans and justifications and determines
the fate of the program.

The Performance Improvement Plans provide data for unit Assessment Plans, the College’s internal
planning and evaluation vehicle. Any deficiency must be addressed in an Assessment Plan.

Another component of the TCSG’s performance evaluation system is the Performance Accountability
Review (PAR). While the PAS is completed annually, the PAR is completed every six years. The PAR
serves several purposes:

    1. Verification of State standards implementation;
    2. Verification of Annual PAS reports and monitoring; and
    3. Verification of compliance with federal requirements in managing Perkins (Carl D. Perkins
       Career and Technical Education Act of 2006) federal funds to improve the performance of
       students in occupational training programs.

The PAR team includes Presidents and staff from other TCSG Colleges and TCSG staff members.
The team reviews and provides assessment of the quality of institutional and program standards.
Georgia Piedmont Technical College successfully completed its PAR in 2007 and is due to be
reviewed again in 2013.

The Technical College System of Georgia developed the Risk-based PAR component of the PAR
process in FY 2008, and it was first implemented in FY 2009. The process is an effort to structure
the PAR to provide increased monitoring and assistance, as directed by federal officials, in order to
best utilize the system’s resources in monitoring federal funds.
Risk-based PARs occur in tandem with Comprehensive PARs. Each college will still host a
Comprehensive PAR at least once every six years. Additionally, each college is assigned a risk score,
to determine whether it will also host a Risk-based PAR between its Comprehensive PAR visits. It is
possible for a college to have a Comprehensive PAR and a Risk-based PAR within the same fiscal
year. The college’s ranking is based upon its position on the Risk-based score grid as compared to
other colleges in the system. The risk score is based upon:

       Audit Score
           o each college will receive a score equal to double the official audit score—unless the
               college received an official score of ‘1’, which equates to no audit findings; in this
               case, the college will receive a ‘0’ audit score, for the Risk-based process
       Perkins PAR findings
           o 0 to 6 points, base upon the severity of the findings
       Amount of Perkins grant
           o 1 point per $250,000
       Perkins performance
           o 1 point per measure missed by the total college population

Each college within the system is assigned a Risk-based score according to the stipulations listed
above. The system office will select the four colleges with the highest risk score to host a Risk-based
PAR within the upcoming fiscal year, with an additional Risk-based visit if one of those colleges was
already scheduled for a comprehensive PAR. If there is a tie in the risk score, colleges will be ranked
in order of audit points, PAR points, data points, and then allocation points. All colleges in High-risk
status will receive a Risk-based visit every year they remain in High-risk status.

Other than colleges in High-risk status, a college will not receive a Risk-based Perkins review if they
had a Risk-based Perkins review in the previous fiscal year, unless otherwise authorized by the
Commissioner of the Technical College System of Georgia (TCSG).

				
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