• Compliance. The institution concludes that it complies with each aspect of the requirement or standard and supports this judgment in a narrative response supported by documentation.

• Partial Compliance. The institution judges that it complies with some but not all aspects of the requirement or standard. A detailed action plan for bringing the institution into compliance is put into place that includes a list of documents to be presented to support compliance and a date for completing the plan.

• Non-Compliance. The institution determines that it does not comply with any aspect of the requirement or standard and provides a thorough explanation for its non-compliance and a detailed action plan for bringing the institution into compliance and a date for completion of the plan.

Some of the Core Requirement and Comprehensive Standards are fairly straight forward and require only a brief description along with readily available documentation. However, many are complex and multi-faceted, requiring extensive analysis, multiple assessment methods, and extensive documentation  to determine the extent of compliance. The Student Affairs requirement, for example, covers many units and calls for a great deal of assessment across that division and a lot of documentation.

Documenting Compliance: Sources of Documentation
The Compliance Workgroup will inventory available records, documents, databases, policy manuals, curriculum documentation, assessment records, committee minutes, planning documents, reports to the System and THECB, discipline accreditation reports and other sources of information relevant to assessing compliance with the Core Requirements and Comprehensive Standards. We will also identify areas where evidence may be insufficient to demonstrate compliance and develop strategies to address these gaps.
Some of the more obvious sources of evidence are documents such as the following:

• College catalog.
• Organizational chart.
• Regents and THECB rules
• Description of institutional effectiveness methods and results.
• Evaluations and documents addressing student achievement.
• Faculty and Staff files containing credentials denoting qualifications.
• HOP
• Documentation that describes the library holdings and services as well as other learning resources, services, and facilities available to students, including electronic access to information.
• Description of off-campus/distance learning programs and faculty, staff, and learning resources to support them.
• Documentation of all consortium memberships (UTTeleCampus) and other inter-institutional agreements for providing instruction or sharing resources.
• MOPPS--Student handbook.
• Financial audits, management letters, financial aid audits for the current and recent fiscal years, and any other relevant financial statements.

Presentation of Measures
For Core Requirements and Comprehensive Standards that are more complex several sources different types of  evidence may need to justify a claim of compliance. In addition to documents containing evidence, we should provide measures/indicators that may be combined to produce a pattern of evidence to support compliance. And, of course, we will need to analyze, interpret, reflect on, and evaluate the evidence before crafting accurate, cogent and convincing narratives explaining how the documentation and evidence support the claim of compliance. Examples of separate measures/indicators include the following:

• Trend data,
• Survey data,
• Benchmarking,
• Student satisfaction indices,
• National norms of student learning outcomes results,
• THECB Accountability data
• Major field test scores,
• Licensure/certification rates,
• Program accreditation results (AACSB, ABET,etc)
• Program peer review results, and
• Focus group findings.