Welcome ACCREDITING COUNCIL FOR CONTINUING EDUCATION & TRAINING Accreditation Workshop 1.

Welcome

ACCREDITING COUNCIL FOR CONTINUING EDUCATION & TRAINING

Accreditation Workshop

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• Roger J. Williams - Executive Director

• Charles Matterson - Associate Executive Directoro Chair: On-Site Evaluation Review Committeeo Co-Chair: Financial Review Committee

• Judy Hendrickson - Associate Executive Directoro Chair: Change of Ownership Review Committeeo Commission Liaison: Standards & Policy Review

Committeeo ISO 9001:2000 Manager

• Scott Faulstick - Senior Accreditation Coordinatoro Chair: Program Review Committee o Co-Chair: Application Review Committee (Initial)o Commission Liaison: Appeals Panel

INTRODUCTION OF ACCET STAFF

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• John Gregg - Accreditation Coordinatoro Co-Chair: Application Review Committee

(Reaccred.)

• Linsay Oakden - Accreditation Coordinatoro Co-Chair: Branching Review Committeeo Commission Liaison: Completion/Placement

Review Committee • Kristin Georger - Accreditation Coordinator

o Co-Chair: Financial Review Committee


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• Commission Representatives (Outside):o Vickey Heyo Kevin Pharriso Matthew Nisticoo Thomas Tillia

• Administrative Staff:o Anneka Swamy, Operations Administratoro Mischelle Boatwright, Administrative

Assistanto Katelyn Schreyer, Administrative Assistant


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• Name

• Institutional affiliation, city, state

• Type of training

• Initial Accreditation/Reaccreditation

INTRODUCTION BY ATTENDEES

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• Establishment of Agency – established in 1974 as a private, non-profit 501(c)(3) corporation by continuing education providers, principally associated with the Dale Carnegie organization.

• Diversity/Scope of Membership – Approximately 640 training sites (approx. 50% vocational & 50% avocational/professional development). Members offer continuing education, certificate and diploma programs, Occupational Associate Degrees (OAD), and interactive distance education (IDL).

OVERVIEW

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Recognition of ACCET – "recognized" by the U.S. Department of Education (DOE) as a "reliable authority“ for the evaluation of post secondary institutions since 1978.

ACCET received a 5-year grant of recognition (the maximum length) in 2007.

ACCET certified under ISO 9001: 2000 international standards as a Quality Management System since 1998.

OVERVIEW

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Institutional Accreditation - ACCET evaluates post-secondary institutions/organizations, in accordance with 33 Standards for Accreditation.

Colleagues/Peer Review - member institutions viewed as colleagues, not customers, and the public interest is both primary and complementary to ACCET’s mission.

ACCET Accrediting Commission, volunteers, evaluators and staff provide professional peer expertise, with working knowledge and experience in the field.

OVERVIEW

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ACCET Accrediting Commission- an autonomous eleven-member Accrediting Commission, with six institutional (elected) members, and five public (appointed) members, has ultimate authority over ACCET activities.

ACCET staff - Ten staff and four contract field representatives conduct the day-to-day operations under the authority delegated to the Executive Director.

OVERVIEW

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• Self-Regulation - accreditation is a non-governmental, voluntary oversight process to assess and enhance the integrity and quality of education/training offered by postsecondary institutions.

• A reliable methodology is utilized to evaluate operational functions for systematic and effective implementation and to identify areas for institutional self-improvement.

OVERVIEW

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• Standards, Policies and Procedures - Standards for Accreditation (Document 2) are the guiding criteria under which the Accrediting Commission exercises its professional judgment.

• Standards were last revised, with the approval of the membership, effective October 2005.

• Policies and procedures are adopted by the Accrediting Commission, following appropriate call-for-comment, to augment and facilitate the interpretation of the standards in order to assure sound operational practices.

OVERVIEW

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• Quality Assurance - As A Partnership for Quality®, the ACCET accreditation process represents an organizational commitment to standards, practices, and processes focused on operational integrity and quality training.

• This peer review evaluation process serves to inspire continuing education and training that is current, relevant and educationally sound.

PURPOSE AND BENEFIT OF ACCREDITATION

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Gatekeeper Functions:

• Title IV Funding - Accredited vocational institutions are eligible to seek approval for federal student aid (e.g.Pell Grants, Direct Loans, FFEL, Plus).

• Department of Homeland Security - Intensive English Programs, and other accredited institutions may seek authorization from the Bureau of Immigration and Customs Enforcement (BICE) to enroll foreign, non-immigrant students under F, M, and J visas. Additionally, the recertification process is simplified for accredited schools.

• Department of Defense - Tuition reimbursement for military personnel is limited to enrollment at postsecondary education institutions accredited by agencies recognized by the U.S. Department of Education.

• State and Local Funding Programs - Accreditation assists institutions in pursuing contractual affiliations with welfare, rehabilitation, and other workforce development programs.


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• Training Contracts - Accreditation assists institutions seeking contracts with corporations and government agencies, which often require accreditation as a condition to bid on training proposals.

• Directory/Website Listings – ACCET accredited institutions are listed in the following directories utilized by corporate, government, and military agencies to identify credible educational organizations when establishing tuition reimbursement policies:o American Council on Education (ACE) directory of Accredited

Institutions of Postsecondary Education o Council for Higher Education Accreditation (CHEA) website at

www.chea.org/search

• edu Domain: Accreditation permits institutions to file with Educause for the use of the .edu domain for email and website addresses.


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• Take a proactive approach to the process

• Maintain an institutional-wide commitment to the process

• Emphasize outcomes – achieving specified learning goals

• Strive for continuous improvement through ongoing internal review

EMBRACE THE PROCESS

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ACCREDITATION ACCREDITATION SCHEDULE & GENERAL SCHEDULE & GENERAL

OVERVIEWOVERVIEW

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THE ACCREDITATION THE ACCREDITATION PROCESS/TIMEFRAMEPROCESS/TIMEFRAME

(Approximately 12 months)(Approximately 12 months)1. Inquiry review by staff (1-2 Weeks)2. Application (Doc. 4) submitted by institution 3. Application reviewed by ACCET staff (2-4 Months)4. Inquiry submitted by institution 5. Additional information requested by ACCET (if necessary)6. Attendance at Accreditation Workshop7. Preparation & submission of electronic Analytic Self-

Evaluation Report (eASER) by institution8. On-site team visit & Team Report (2-day visit & Team

Report sent within 45 days of visit)9. Institution’s response to Team Report (due within 14 days)10. Accrediting Commission’s review and decision11. Commission letter (within 30 days of Commission Meeting)

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PRELIMINARY EVALUATION ASSESSMENT PRELIMINARY EVALUATION ASSESSMENT VISIT VISIT

(Voluntary Step in the Accreditation Process)(Voluntary Step in the Accreditation Process)

• Purpose: Assist initial applicants in the preparation of their eASER materials and full on-site evaluation visit.

• Requirements: o Complete and submit ACCET Document 8.1 o Submit the PEAV Fee of $1,600o Prepare and submit a draft of the eASER

• Process: o Tour facilityo Review eASER and exhibitso Review policies and procedureso Provide guidance to the institutions, as needed

Plan Ahead -- If you’re considering a PEAV Visit, Plan Ahead -- If you’re considering a PEAV Visit, allow ample time for ACCET to schedule and conduct the visit.allow ample time for ACCET to schedule and conduct the visit.

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FEESFEES• Initial Application Fee - $1900

o On-site Visit Fee - Initial $5200

• Reaccreditation Application Fee $950o - Vocational Reaccreditation Visit Fee

$4800o - Avocational Reaccreditation Visit Fee

$3200

• Penalties for late reporting and late payments

• See Document 10 for full fee schedule 19

APPLICATION FOR APPLICATION FOR ACCREDITATIONACCREDITATION

Document 4Document 4

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ACCREDITATION REVIEW ACCREDITATION REVIEW SCHEDULESCHEDULE

APP. PKG. eMAILING

APPLICATION eASER/BASER

DOCUMENT 8

ON-SITE EVALUATION

COMMISSION MTG.

Dec. 12, 2008 April 17, 2009 July 17, 2009 Sept. - Oct. 2009 Dec. 1 - Dec. 5, 2009

April 17, 2009August 21,

2009Nov. 13, 2009 Jan. – Feb. 2010 Mar. 29 - Apr. 2, 2010

Aug. 14, 2009 Dec. 18, 2009March 12,

2010May - June 2010 Aug. 2 - Aug. 6, 2010

Dec. 18, 2009 April 16, 2010 July 16, 2010 Sep. - Oct. - 2010Nov. 30 - Dec. 4,

2010

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OVERVIEW OF ELECTRONIC OVERVIEW OF ELECTRONIC ANALYTIC SELF-EVALUATION ANALYTIC SELF-EVALUATION

REPORT (eASER)REPORT (eASER)

Documents: 3.1, 3.2, 3.3, 3.2/3ESL Documents: 3.1, 3.2, 3.3, 3.2/3ESL (Combined)(Combined)

Overlay Templates: 3.ESL, 3.VESL, Overlay Templates: 3.ESL, 3.VESL, 3.IDL, 3.OAD, 3.MT, 3.NAH3.IDL, 3.OAD, 3.MT, 3.NAH

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DEVELOPING THE eASERDEVELOPING THE eASER

• Obtain support at the highest level

• Commit resources • Start early • Assign a champion

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• Involve the entire staff

• Conduct regular meetings

• Develop/implement new policies and procedures, as needed

• Tell the “story” of your institution

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• Use the current and appropriate ACCET Document 3.

• Gather supporting documentation

• Assemble the eASER

• EDIT, EDIT, EDIT

• PEAV visit 25

STRUCTURE OF YOUR eASER STRUCTURE OF YOUR eASER NARRATIVENARRATIVE

• Title Page

• Table of Contents

• Institutional Summary Profile

• Written narrative addressing the eight standards (33 subsections)

• Standards that do not apply

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SUPPORTING SUPPORTING DOCUMENTATIONDOCUMENTATION

• Documents supplementing narrative response to questions and requirements

• Types of exhibits

• Representative sample

• Cross-referenced in eASER/BASER narrative

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ANY ADDITIONAL SITESANY ADDITIONAL SITESMust be referenced in:

• The application (Document 4)

• eASER/BASER

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SUBMISSION TO ACCETSUBMISSION TO ACCET

Submit by scheduled due date:

• The eASER/BASER copied onto CD’s:o 2 copies to ACCET o 1 copy to each team member

• On-site fees and Document 8 Form

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NEED HELP…NEED HELP…

Call ACCET for assistance:

• Our staff is here to help you.

• Never hesitate to call with any questions, concerns, or for guidance.

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ON-SITE REVIEW ON-SITE REVIEW TEAMTEAM

Team composition:

• Management Specialist/Chair

• Curriculum Specialist(s)

• Commission Representative

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• No conflict real or perceived

• Approved by institution

• All materials confidential

ON-SITE REVIEW TEAM ON-SITE REVIEW TEAM SELECTIONSELECTION

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VISIT MATERIALSVISIT MATERIALSTo be sent electronically by ACCET before the

visit:

• Confirmation letter • Checklist of materials to be available for

team • Memorandum for on-site team visit • Team member roster • Letter of invitation sent to state licensing

agency

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TEAM MEMBER TEAM MEMBER RESPONSIBILITIESRESPONSIBILITIES

Prior to the Visit:

• Review ACCET Documents

• Study eASER

• Identify Issues for Clarification

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TEAM MEMBER TEAM MEMBER RESPONSIBILITIESRESPONSIBILITIES

During the Visit:

• Validate eASER representations• Observe, interview, collect

data/documentation• Confer in team meetings• Summarize pertinent facts• Discuss/propose ratings, strengths,

weaknesses• Write assigned standards for Team

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PREPARATION FOR THE PREPARATION FOR THE VISITVISIT

Provide for the Team:

• Private room/space for the team

• Documents requested on the Preparation Checklist

• Any changes since the submittal of eASER

• Current organizational chart36

PREPARATION CHECKLIST FOR ACCET ON-SITE EXAMINATION VISIT

1. A complete paper copy of the institution’s eASER/BASER, including all exhibits

2. A completed copy of the program chart listing all approved programs and enrollment/staffing information (see www.accet.org/Documents and Forms/Fillable Documents)

3. A complete roster of all active students, including start dates, and a listing of students on leave of absence (LOA)

4. A listing of all students who graduated, withdrew, or were terminated within the past 12 months

5. List of all students by name, program title, certificate/license sought, and date of graduation who were eligible for, attempted, or attained certification/licensure within the past 12 months (Vocational)

6. A current organizational chart with names and job titles7. An updated staff turnover listing and calculated rates (separately for

full/part time) since the submission of the eASER/BASER8. Schedules for all faculty and administrative staff during the visit,

including room locations, break times, office/teaching hours, and courses/classes being taught

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9. Correspondence files of all communications with ACCET, state and federal agencies

10. Administrative operations/procedures manual. if not included in its entirety in the eASER/BASER

11. Personnel policies/employee handbook, if not included in its entirety in the eASER/BASER

12. A listing of who is responsible for and the location of personnel records for all employees, including any new or updated resumes or ACCET Document 6s - Personnel Form, job descriptions, and performance evaluations

13. Minutes of all staff and faculty meetings for the past 12 months14. ACCET Document 50FR – On-site Examination Team Financial Review

Checklist 15. ACCET Document 50FA – On-site Financial Aid Review

Checklist/Guidelines (Title IV eligible)16. ACCET Document 50I – On-site Immigration Compliance

Checklist/Guidelines (Institutions authorized to enroll F1/M1 visa students)

17. State-licensing agency's cancellation and refund policy (if applicable)

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18. Complete sets of curricular materials, including syllabi, lesson plans/instructor guides, testing and evaluation tools, text materials, and student performance standards

19. Current school catalog and completed ACCET Document 29 - Catalog Guidelines and Checklist (Vocational)

20. Current enrollment agreement and completed ACCET Document 29.2 - Enrollment Agreement Checklist (Vocational). NOTE: Avocational institutions must provide only a copy of their enrollment agreement/student application

21. Sample entrance examinations/criteria/test scores used to accept students (i) with a high school diploma/GED and/or (ii) who are admitted on a designated ability-to-benefit admissions basis

22. Samples of all advertising/promotional materials used by the school at any time during the past 12 months

23. Most recent fire and safety inspection certificates24. Year-to-date ACCET Document 28.1 - Completion and Placement

Statistics for each program (Vocational)25. Names and email addresses of current students, graduates in the last 12

months, and 10 employers.

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THE VISITTHE VISIT

• Introductory meeting

• Tour of facility

• Information gathering process

• Exit briefing

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TEAM REPORT TEAM REPORT

• Consensus document

• Draft report reviewed and verified by Team Chair

• Team Report sent electronically to institution within 45 days of visit

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TEAM REPORT TEAM REPORT ACCET RATING SCALEACCET RATING SCALE

4 – Exceeds standard

3 - Acceptable and meets standard

2 - Weak, some changes needed to meet standard

1 - Unacceptable, major changes needed to meet standard

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RESPONDING TO RESPONDING TO WEAKNESSESWEAKNESSES

• Submit response within 14 calendar days of receipt of Team Report.

• Respond in response boxes embedded in Team Report.

• Prepare response with the same thought and thoroughness as eASER/BASER.

• Address any weakness cited in Team Report and referenced to a specific standard.

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RESPONDING TO RESPONDING TO WEAKNESSESWEAKNESSES

• Link and clearly reference the exhibits that support response.

• Ensure that response clearly reflects understanding of : 1. Cited weakness(es), 2. Corrective action taken, and 3. Evidence that corrective actions were

systematically and effectively implemented.

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COMMISSION MEETINGCOMMISSION MEETING• Possible Commission Actions:

o Accredit/Approveo Defero Deny

• Consensus Process

• Written notification sent electronically (within 30 days of Commission Meeting)

• Official Commission’s actions not revealed, prior to Commission letters being sent

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ACCET ACCREDITATION ACCET ACCREDITATION STANDARDSSTANDARDS

I. MissionII. ManagementIII.FinancesIV.CurriculaV.Instructional Delivery VI.Instructional PersonnelVII. Admissions and Student

ServicesVIII.Evaluation

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MISSIONMISSION A school's mission statement is a A school's mission statement is a constant reminder to its employees of constant reminder to its employees of why the school exists and what the why the school exists and what the founders envisioned when they put their founders envisioned when they put their fame and fortune at risk to breathe life fame and fortune at risk to breathe life into their dreams. into their dreams.

Woe to the school that loses sight of its Woe to the school that loses sight of its Mission Statement for it has taken the Mission Statement for it has taken the first step on the slippery slope to failure.first step on the slippery slope to failure.

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A. A. Mission StatementMission Statement:: • The institution clearly states its mission,

thereby providing a definitive basis upon which to deliver and assess the education and training programs in an ethical, quality management environment.

• The reasons for offering the education and train`ing are consistent with the institution’s mission and are documented by either a needs assessment or market experience.

STANDARD I-MISSIONSTANDARD I-MISSION

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CONSIDER THIS…CONSIDER THIS…

• A Mission Statement defines the organization's purpose and primary objective.

• Its prime function is internal - to define the

key measure of measures of success. • Its audience is the leadership team.

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• Contains your school's "winning idea" - separates you from your competitors

• Identifies key measures of success

• Combines winning idea and measures of

success into a tangible & measurable goals • Is refined to create a concise and precise

statement of your mission which expresses your ideas, measures, results

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STANDARD I - MISSIONSTANDARD I - MISSION B. Goals:

Broad institutional goals are clearly stated, inform and support the mission statement, and are understood at all levels of the organization.

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CONSIDER THIS…CONSIDER THIS…Goals must be:

• Tied to the mission.

• Understood at all levels of the institution.

• Re-evaluated periodically to ensure relevance to the institution’s mission.

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EXAMPLES OF INSTITUTIONAL EXAMPLES OF INSTITUTIONAL GOALSGOALS

• Educational Program – to ensure quality content, delivery of instruction and to provide professional development opportunities for faculty and staff.

• Financial Aid – to provide a comprehensive program of financial assistance to students seeking to attend or currently attending the school, and to help them plan responsibly for their education.

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EXAMPLES OF INSTITUTIONAL EXAMPLES OF INSTITUTIONAL GOALSGOALS

• Admissions – to maintain a clear and consistent admissions process that accurately represents the program and the institution while producing enough starts to sustain the institution.

• Student/Career Services – to establish and maintain employer relationships to ensure industry contacts necessary for student success. Meet or exceed ACCET benchmarks for completion and placement.

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WHAT ARE YOUR GOALS?WHAT ARE YOUR GOALS?• Reputation for quality

• Improved profit

• Increased placement & retention

• Lowering of default rates

• Acquisition of new equipment/space/facility

• Expansion

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STANDARD I - MISSIONSTANDARD I - MISSIONC. Planning:• The institution has sound, written one-year and longer-

range plans that encompass both the educational and business objectives of the institution.

• The plans support the mission, facilitate the accomplishment of the institutional goals, and are updated at least annually.

• The plans include clearly defined specific objectives and operational strategies with time frames, resources, and measurable results identified for subsequent evaluation.

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A BUSINESS PLAN IS A BUSINESS PLAN IS NOTNOT……

• Only a budget

• A market research report/analysis

• A to-do list or wish list

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A BUSINESS PLAN …A BUSINESS PLAN …

• Supports the Mission

• Relates to Institutional Objectives

• Facilitates your ability to provide quality training

• Addresses various aspects of school operations

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A BUSINESS PLAN IS…A BUSINESS PLAN IS…

• S - Specific• M - Measurable• A - Attainable• R - Resources Allocated• T - Time Based• E - Evaluated• R - Revised

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S - SPECIFICS - SPECIFIC

Which of these is specific?Which of these is specific?

• Raise the profile of the school

• Improve marketing literature

• Enhance curriculum

• Provide catalog in Spanish

• Increase gross revenue by 10%

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M – MEASURABLEM – MEASURABLE

Which of these are measurable?

• Diversify the student body

• Enhance student services

• Increase enrollment in each program by 10%

• Obtain student feedback

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A - ATTAINABLEA - ATTAINABLEWhich of these is attainable?

• Double enrollment next term

• Increase applications by 4 per week

• Build new building to house all school functions

• 100% student satisfaction

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R – RESOURCES ALLOCATEDR – RESOURCES ALLOCATED

• Financial

• Personnel

• Equipment

• Materials

• Who is responsible?

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T – TIME BASEDT – TIME BASED

Which of these is time based?

• Open a new branch

• Offer internet based student evaluations by December 2009

• Increase revenue by 10% in 2009

• Expand web activity

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E - EVALUATEE - EVALUATE

• Written policy for regular review

• Status reports – oral or written

• Administrative staff meetings

• Regular budget reviews

• Year-end reports

• Documentation of all of the above

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R - REVISER - REVISE• Determine obstacles or problems

• Plan alternatives

• Determine if change is required

• Adjust plan in response to current conditions

• Re-write/communicate new plans

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STANDARD II-MANAGEMENTSTANDARD II-MANAGEMENTA. Governance:

• The institution has a governing board and/or senior management team that is responsible for developing and maintaining an effective framework of written strategies and policies.

• This management structure ensures the

integrity and effectiveness of the institution and its compliance with statutory, regulatory, and accreditation requirements.

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KEY POINTSKEY POINTSClearly and accurately describeClearly and accurately describe::• Ownership

• Breakdown of the owners and their percentage ownership• Type of legal entity (e.g. non-profit/for-profit & Inc./LLC.)

• Senior Management • Structure, relations to owners, reporting requirements • Tiles, responsibilities, authority

• Process for developing, disseminating, and revising policies & procedures • Examples

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KEY POINTSKEY POINTS• Compliance with State, federal, accreditation

requirements:• State license and expiration date • Approved programs (consist with State &

ACCET approvals)• SEVIS approval (ACCET Document 50-I)• Department of Veterans Affairs, WIA, etc.

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CONSIDER THIS. . .CONSIDER THIS. . .

Before submitting the eASER:Before submitting the eASER:

• Written policies and procedures should be fully developed (revised, as necessary), implemented, and reviewed for effectiveness.

• Operational and educational systems should be developed and tested to ensure systematic and effective implementation.

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STANDARD II-MANAGEMENTSTANDARD II-MANAGEMENTB. Operational Management:

• Operational management is responsible for systematically and effectively implementing the strategies and policies of senior management within an organizational framework that is clearly defined, understood, and effective.

• Written policies and procedures guide the day-to-day operations of the institution.

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KEY POINTS KEY POINTS • Who are in charge of day-to-day operations? Identify

Operational Management. • Identify individual titles, roles, authority, reporting • Provide an organizational chart

• How does management ensure systematic and

effective implementation of policies and procedures?• Describe how faculty/staff feedback is solicited • Provide examples of faculty/staff feedback being

used to change policies/procedures

• What is the impact of accreditation on the quality and effectiveness of the institution?

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CONSIDER THIS. . .CONSIDER THIS. . .Is management knowledgeable and supportive of Is management knowledgeable and supportive of the accreditation process? Do they embrace the the accreditation process? Do they embrace the process?process?• Are staff/faculty knowledgeable and supportive

of the accreditation process?

• Who is going to be involved and at what level?

• Do you regularly discuss at staff/faculty meetings:1. The accreditation process2. eASER preparation3. Visit preparation

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STANDARD II - MANAGEMENTSTANDARD II - MANAGEMENTC. C. Personnel Management:Personnel Management:

• Management develops, implements, and maintains overall policies and procedures for the systematic and effective recruitment, selection, hiring, and retention of all personnel.

• Management provides orientation, supervision, evaluation, and training and development of its employees to ensure that qualified and capable personnel, at appropriate staffing levels, are placed and effectively utilized.

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KEY POINTSKEY POINTS• Develop and distribute an employee

handbook/manual with written personnel policies.

• Establish a process and schedule for formal personnel evaluations to occur at least annually.

• Create a checklist and audit personnel files for completeness to include:• Current personnel evaluations • ACCET Document 6/resumes• Evidence of in-service and other professional

development• W-4 and I-9

• Monitor staff turnover and take steps to reduce, if necessary.

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EMPLOYEE MANUAL EMPLOYEE MANUAL Manual should be detailed, useful, clear and

include:

• Table of contents

• Job descriptions for each position

• Detailed descriptions of duties/functions of each position

• Personnel policies & procedures related to: (1) recruiting, hiring, orienting; (2) supervising personnel and (3) providing professional development.

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STANDARD II - MANAGEMENTSTANDARD II - MANAGEMENT

D. Records:

• The institution has an organized record-keeping system that ensures all records are maintained in an accurate, orderly, and up-to-date manner.

• The record-keeping system facilitates convenient review of those records by appropriate parties.

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D. Records: (continued)

• All records are protected from unauthorized access and undue risk of loss. Employees and students have appropriate access to information contained in their files.

• Records are maintained for a period of time consistent with applicable statutes, regulations, and sound business and educational practices.

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KEY POINTSKEY POINTS

• Establish an effective recordkeeping system (with file checklist) to ensure that records are:1) Accurate and up-to-date2) Organized for the convenient review by appropriate

parties3) Accessible to students and appropriate parties

• Establish procedures for backing-up and storing computer files on a regular basis.

• Protect records from unauthorized access.

• Maintain a written record retention policy, consistent with state/federal regulations and sound business practices.

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E. Communication:

• Management ensures regular and effective communication among all members of the institution on matters affecting the delivery of quality education and training services in order to enhance operational effectiveness.

• Periodic meetings with employees are conducted with appropriate documentation maintained on significant issues consistent with the size and purpose of the institution.

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KEY POINTSKEY POINTS• Provide samples of internal communication

demonstrating effective & regular communication.

• If the institution is a branch or part of a larger organization – describe how, when, in what form, and under what circumstances communication occurs.

• Describe schedule and focus of faculty, staff, & board meetings and provide documentation of meetings (i.e. agendas, minutes)

• Describe how new and revised policies/procedures are communicated.

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F. Professional Relationships:

• The institution establishes relationships with other organizations within the education/training and employer/industry network.

• These relationships are maintained, utilized, and documented to enhance the quality of the education and training services.

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• List professional relationships between the institution and others including:1) Higher education institutions2) Professional and trade

organizations/associations3) Industry contacts4) Advisory boards5) Other organizations/agencies

• Give example of how these relationships have enhanced the institution’s capabilities.

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STANDARD III - FINANCESSTANDARD III - FINANCES

A. Stability:

• The institution demonstrates a record of responsible financial management with resources sufficient both to maintain quality training and educational services and to complete the instruction of all enrolled participants.

• Financial reports provide clear evidence of financial stability and sound fiscal practices.

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KEY POINTSKEY POINTS• The overall financial stability of the institution will be

determined by the Accrediting Commission:• Based upon a review of the institution’s financial

statements by Financial Review Committee (FRC); and

• In accordance with ACCET Document 27 – Guidelines for Filing Financial Reports.

• The on-site team will review the institution:

• In the context of ACCET Document 50FR – On-Site Examination Team Financial Review Checklist; and

• Based on an on-site verification of financial practices including the accuracy and availability of information.

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B. Financial Procedures:

• The institution assesses its finances at adequate intervals, not less than quarterly.

• Written policies/procedures exist for proper financial controls and supervision of financial management staff.

• Tuition charges are applied fairly and consistently.

• Receipt of tuition payments and other monies is properly recorded and tracked. 86


B. Financial Procedures (continued):

• Written cancellation and refund policies:• Are fair and equitable;• Are consistently administered; and• Comply with statutory, regulatory, and

accreditation requirements.

• Qualified and capable individuals manage and evaluate the effectiveness of the financial operations and practices.

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C. Financial Assistance/Scholarship:

• Institutions administering public and private student assistance programs, including scholarships, ensure that these programs are responsibly managed.

• State and federal financial aid programs are properly administered to ensure full compliance under relevant statutes and regulations. 88

eASER eASER QUESTIONS/STATEMENTSQUESTIONS/STATEMENTS

• Describe any public or private resources students utilize to cover the cost of their tuition and how they are administered.

• Describe all scholarships, tuition discounts, and tuition waivers offered by or at the institution.

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eASER eASER QUESTIONS/STATEMENTSQUESTIONS/STATEMENTS

Applicable to Title IV Institutions:Applicable to Title IV Institutions:

• Describe the qualifications of the financial aid administrator.

• Does the institution utilize a financial aid processor, servicer, or consultant?

• Describe the processes by which the financial aid department monitors satisfactory academic progress (SAP).

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eASER QUESTIONS/STATEMENTSeASER QUESTIONS/STATEMENTSApplicable to Title IV Institutions:

• What is the institution’s cohort default rate for each of the past three years? Does the institution maintain a default management plan?

• Provide a copy of the Summary of Findings and Corrective Action Plan from the most recently filed Student Financial Aid (SFA) Compliance Audit.

• The on-site evaluation team will complete ACCET Document 50FA – On-Site Financial Aid Review Checklist/Guidelines, and will review specified SFA audits and program reviews. 91

STANDARD IV - CURRICULASTANDARD IV - CURRICULAA. Educational Goals and Objectives:

• The institution’s programs and courses have appropriate educational goals and objectives.

• The curricular content and learning experiences are preplanned and present a sound, systematic, and sequential educational methodology.

• Sufficient and appropriate knowledge and skill elements are included to ensure adequate preparation for the expected performance outcomes in the specific program or course for which the students enroll.

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STANDARD IV - CURRICULASTANDARD IV - CURRICULA

A. Educational Goals and Objectives (continued):

•When required as part of a program, an externship/ internship or other training-related work experience is based on a preplanned outline of the specific knowledge, skills, and experience to be acquired.

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STANDARD IV - CURRICULASTANDARD IV - CURRICULA

B. Program/Instructional Materials:

• Program materials, including syllabi, lesson plans, instructional guides, and texts demonstrate the appropriate scope, sequence, and depth of each program or course in relation to the stated goals and objectives.

• Instructional materials, including supplementary textbooks, software, learning activities, visual aids, electronic links, and other teaching tools support the goals and objectives.

• All materials are up to date, readily available, and facilitate positive learning outcomes.

94

STANDARD IV - CURRICULASTANDARD IV - CURRICULAC. C. Performance Measurements:Performance Measurements:

• Performance measurements are written and are periodically evaluated and updated to ensure instructional effectiveness.

• Measurements are consistently utilized and validated.

• The institution has a sound, written assessment system that contains a set of defined elements, such as grading scale, weighting factors, tests, quizzes, reports, projects, attendance, and participation, that are appropriately related to the performance objectives of the course or program and consistently implemented. 95

STANDARD IV - CURRICULASTANDARD IV - CURRICULAD. Curriculum Review/Revision:

• The institution uses effective and systematic procedures, including completion and, if applicable, placement results to continuously monitor and improve the curriculum.

• The written procedures include soliciting feedback from relevant constituencies, such as faculty, students, graduates, employers, and advisory/certification boards.

• The procedures focus on a comprehensive review of the

curriculum as it relates to the expected learning outcomes.

96

STANDARD IV - CURRICULASTANDARD IV - CURRICULAE. Certification and Licensing:

• When the purpose of instruction is to prepare students to meet the standards for licensing, certification, registration, or examination requirements, the curriculum includes appropriate preparation and materials to meet the requirements for such credentials.

• The institution records and tracks the pass rates of

graduates and uses the results to measure and improve the quality of the educational programs offered.

97

CONSIDER THIS …CONSIDER THIS …

• Describe the certification process for each program.

• How do the curriculum/materials prepare students for the exam?

• Prepare a chart of examinees and analysis of data with pass rates on these exams for the last 2 years.

• Describe the process of tracking the success rate – who and how? 98

STANDARD V – INSTRUCTIONAL STANDARD V – INSTRUCTIONAL DELIVERYDELIVERY

A. Instructional Methods:

• Instructional methods encourage active and motivated responses from participants. Policies and procedures are in place to ensure that the curricula are followed and that there is consistency of application by all instructional staff.

• The instructional methodology is consistent with contemporary training industry standards and appropriate to the educational goals and curricular objectives, facilitates learning, and serves the individual learning needs and objectives of participants.

99

STANDARD V – INSTRUCTIONAL STANDARD V – INSTRUCTIONAL DELIVERYDELIVERY

A. Instructional Methods (continued):

• Instructional methods provide encouragement, challenges, and learning opportunities for all enrolled participants, taking into account different backgrounds, learning abilities and styles, and prior levels of achievement.

100

STANDARD V – STANDARD V – INSTRUCTIONAL DELIVERYINSTRUCTIONAL DELIVERY

B. Externships/Internships:

• Written policies and procedures for the supervision and evaluation of externships/internships are established and followed by the institution to ensure consistency and effectiveness.

• The institution provides an adequate number of sites to ensure appropriate and timely learning experiences in its externship/internship program. 101


• Provide the policy for the administration of the externship/internship program.

• Describe how sites are selected, evaluated, and/or inspected.

• Describe how student performance is monitored and documented (performance evaluations & attendance).

102


C. Equipment/Supplies:

Adequate, appropriate, and functional equipment, supplies, and furnishings required to effectively provide the education and training services are readily available for instructor and participant use.

103


D. Facilities:

• The characteristics of the facility are suitable and serve to enhance the education and training services offered.

• Instruction is conducted in a safe, accessible, sanitary, and comfortable environment, which is free from distraction.

• The facility meets all applicable local, state, and federal requirements.

104

STANDARD VI – INSTRUCTIONAL STANDARD VI – INSTRUCTIONAL PERSONNELPERSONNEL

A. Qualifications of Instructional Personnel:

• Instructional personnel possess the appropriate combination of general education, specialized training, experience, and demonstrated teaching and classroom management skills, which qualifies them for their training assignments.

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CONSIDER THIS…CONSIDER THIS…

• What are your requirements for hiring instructional personnel (minimum years of experience, education, certifications, expected teaching style & presentation skills)?

• Are there state licensing requirements relative to instructor qualifications?

• What are the requirements identified in 3.ESL and 3.OAD?

106


B. Supervision of Instruction:

• Individuals with relevant education and experience in instructional delivery and management supervise instructional personnel.

• Supervisors of instructional personnel demonstrate good practice in the evaluation and direction of instructors.

• Student, peer, and supervisory feedback are effectively utilized. 107


• Who supervises instruction? Describe their credentials and experience.

• Describe the evaluation/observation process.

• Is the evaluation documented and reviewed by both the teacher and evaluator? How are evaluations used to improve the teachers/programs?

• Describe how student feedback of instructors is solicited. Provide a copy of the survey form.

108


C. Instructor Orientation and Training:

• The institution follows a written policy that demonstrates the effective orientation and training of instructional personnel to ensure a consistent, high level of quality instruction.

• The institution’s policy for the continued professional development of instructional personnel is systematically implemented, monitored, and documented.

109


• Describe the new hire orientation process and provide a written policy.

• Does the institution conduct in-service training? How often? How is it documented? Describe the training offered to the faculty for the past year.

• Does the institution pay for professional growth and development activities?

110

STANDARD VII – ADMISSIONS AND STANDARD VII – ADMISSIONS AND STUDENT SERVICESSTUDENT SERVICES

A. Recruitment:

• Informational and promotional materials, advertising and website, and representations made by or on behalf of the institution for recruiting purposes make only justifiable and provable claims regarding the courses, programs, costs, location, instructional personnel, student services, outcomes, and other benefits.

111


A. Recruitment (continued):

• The institution does not state or imply that employment, occupational advancement, and/or certification and licensing are guaranteed.

• Any reference to Financial Aid availability must include the disclaimer “for those who qualify”

112


• Ensure that catalog and promotional materials provide a truthful representation of: (1) the institution, (2) its programs, and (3) the employment prospects of graduates.

• Always identify (e.g in the catalog and website) program titles, clock/credit hours and locations consistent with ACCET & State approvals.

• Describe methods of advertising and the institution’s target student population.

• Include written policy on recruitment procedures for inside and outside recruiters.

113

CATALOG CHECKLIST CATALOG CHECKLIST DOCUMENT 29DOCUMENT 29

REVIEW THE REVIEW THE CHECKLIST CHECKLIST

114


B. Enrollment:

• The institution provides in its enrollment agreement or contract full disclosure of the rights, obligations, and responsibilities of all parties, including: 1) all costs stated in clear and explicit language, and

2) cancellation and refund policies that comply with statutory, regulatory, and accreditation requirements.

• The written enrollment agreement or contract is furnished to appropriate parties before any payment or obligation is made.

115

KEY POINTSKEY POINTS• Describe your admissions process including

student/ institutional obligations.

• Describe what is distributed: catalog, syllabi, brochure, video. How is this done & by whom?

• Describe your entrance test requirements, prerequisites, ATB exam, and the person responsible for these procedures.

• If there is an entrance test, provide a copy and include your rationale for selecting the exam and minimum required score for admittance. 116


• Discuss the percentage of students denied admission into your school.

• Vocational schools must complete Document 29.1 -Enrollment Agreement Checklist.

117


C. Transfer of Credit:

• A vocational institution has written policies and procedures that ensure the fair and equitable treatment of students relative to the transfer of credit.

• The institution provides timely, accurate, and unambiguous information regarding its institutional transfer policies and practices.

118


• All institutions making statements relative to the acceptance of their coursework for credit by another institution have documented evidence to support such statements.

• Establish, disseminate, and implement a written transfer of credit policy, which is consistent with ACCET Document 16 – Transfer of Credit Policy.

• Provide evidence that the transfer policy is implemented.

• Describe how and where the institution represents the potential transferability of its own credits or clock hours.

119


D. Student Services:

Student services, consistent with the mission and learning objectives of the institution, are provided.

120

KEY POINTSKEY POINTS• Describe student services provided by the

institution to enhance students’ academic, personal, and/or professional development.

• Provide evidence that services are: (1) utilized by students and (2) meet diverse student needs.

• Describe any career development training offered to students and whether it is incorporated into the program curricula.

• If the institution has developed a student handbook, provide a table of contents.

121

STANDARD VIII –EVALUATIONSTANDARD VIII –EVALUATIONA. Student Progress:

• The institution uses effective means to assess and record the progress of participants.

• Semester credits, quarter credits, clock hours, and/or continuing education units are used to denote the successful completion of the education and training services provided.

• Assessment results are documented consistently in accordance with institutionally established performance outcomes and are communicated to all participants.

122

STANDARD VIII –EVALUATIONSTANDARD VIII –EVALUATION

A. Student Progress (continued):

• Participants are informed of their progress on a regular and timely basis.

• Institutions required under explicit regulatory authority to assess student progress utilize sound written policies and procedures that clearly describe the institution’s requirements for satisfactory academic progress.

123


• Assessment standards are communicated.

• Results are documented consistently by all instructors for all programs at each campus.

• Participants are informed of their progress in a timely manner.

• Credit hour schools must report SAP in credit hours and clock hour schools must report SAP in clock hours.

124

CONSIDER THIS …CONSIDER THIS …• How does the school validate that testing and grading

procedures are educationally sound and consistently applied?

• Where is the grading policy published? Catalog? Enrollment Agreement? Student Handbook? Syllabi?

• Does your academic progress policy comply with Document 18 - Satisfactory Academic Progress (SAP) Policy?

• What is your probation policy? How long is your probation period? Are students eligible for financial aid while on probation?

125

STANDARD VIII –EVALUATIONSTANDARD VIII –EVALUATION

B. Attendance:

Written policies and procedures are established and followed that ensure that student participation and preparation are consistent with the expected performance outcomes of the course or program.

126


• Written policy and procedure consistent with expected educational or occupational outcomes.

• Uniform system for tracking attendance that permits validation and inspection on site.

• Policy consistently applied by faculty and staff.

• Minimum standards of attendance for completion/ graduation.

• Provision for tardies and early departures.

127

CONSIDER THIS …CONSIDER THIS …• Is your attendance policy consistent with ACCET

Document 35--Policy on Attendance Requirements.

• What is the minimum attendance rate (%) required for graduation?

• What are the ramifications for students who are in violation of the attendance policy?

• How is tardiness monitored and tracked?

• What are the specific deadlines/guidelines for completing make-up work?

128

STANDARD VIII - EVALUATIONSTANDARD VIII - EVALUATIONC. Participant Satisfaction:

• A written policy and procedure is followed which provides a means to regularly assess, document, and validate student and graduate satisfaction relative to the quality of education and training services offered.

• Open lines of communication with participants exist and demonstrate responsiveness to student issues.

• A final evaluation of the program upon completion is a specified component of determining participant satisfaction.

129


• How does the school measure students’ satisfaction with instructors, program offerings, facilities, and administrative staff?

• Is this information documented and used to

improve the school? • Do results affect the curriculum review

process?

130

KEY POINTSKEY POINTS• Establish and implement a written policy to regularly

assess participant satisfaction utilizing appropriate questionnaires/survey forms.

• At a minimum, conduct a final evaluation of participant satisfaction at the end of the program.

• Describe how the results of the questionnaires/surveys are analyzed and utilized to improve the institution.

• Establish means to ensure open lines of communication with participants.

131


• Establish and implement a written student grievance policy to include the right for students to address concerns/grievances to ACCET.

• Post ACCET Document 49.1 – Notice to Student: ACCET Complaint Procedure.

132

STANDARD VIII - EVALUATIONSTANDARD VIII - EVALUATION

D. Employer/Sponsor Satisfaction:

A written policy and procedure is followed which provides a means to regularly assess, document, and validate sponsor/employer satisfaction relative to the quality of the education and training services provided.

133


• Establish and implement a written policy to regularly assess employer/sponsor satisfaction.

• Establish methods to follow-up with employers/sponsorso forms, surveys, e-mails, or letters.

• Utilize employer/sponsor feedback in the curriculum revision process.

134


• What is your policy for obtaining feedback from employers/sponsors?

• How often do you collect this data?

• How is employer/sponsor feedback utilized?

• How do you determine whether program graduates obtain the knowledge and skills required by employers?

135


COMPLETION AND PLACEMENTCOMPLETION AND PLACEMENT

Standard VIII-E

Standard I

Standard II

Standard III

Standard IVStandard V

Standard VI

Standard VII

136


E. Completion and Placement:

• Written policies and procedures are followed which provide a means to regularly assess, document, and validate the quality of the education and training services provided relative to completion and placement rates.

• Completion: The number of participants who complete the program in which they enroll is consistent with the benchmarks established by the Accrediting Commission (67%).

137

STANDARD VIII -EVALUATIONSTANDARD VIII -EVALUATION

E. Completion and Placement (continued):

• Placement: Institutions offering vocational programs provide job placement assistance to graduates and document the results to enhance the effectiveness of the training services provided.

• The quality of such programs is validated by positive training-related outcomes consistent with the benchmarks established by the Accrediting Commission (70%).

138

CONSIDER THIS ...CONSIDER THIS ...

• Vocational institutions must use Document 28.1 to track completion and placement for all programs.

• While avocational institutions are not

required to use Document 28.1, some form of systematic tracking much be used to monitor completion rates.

ACCET Benchmarks:ACCET Benchmarks:

Completion = 67%Completion = 67%Placement = 70%Placement = 70%

139

TYPES OF PLACEMENTSTYPES OF PLACEMENTS

• General/Full-time • Part-time • Temporary • Self-employed • Continuing Employment/Upgrade as a

Placement

• Self-assessed Progress 140

MINIMUM INFORMATION MINIMUM INFORMATION REQUIRED FOR PLACEMENTREQUIRED FOR PLACEMENT

• Name of student

• Completion date

• Program/Course Title

• Employment Start date

• Job title and/or description of placement

• Employer information to include: name of company, address, telephone number, company contact person

• Self attestation of self employment

141

CONSIDER THIS …CONSIDER THIS …• Waivers must be documented with student

signatures and date. Excessive (maximum allowed = 15% of the entire program) and/or undocumented waivers will be disallowed.

• Employment is considered “training-related” if it correlates to the programs’ stated vocational objectives. Non-training-related positions will be disallowed.

142

Document 28.1Document 28.1www.accet.org From the home page ACCET Document 28.1 zipped exe file

• 28.1 is a fillable form

• Shows C&P data for each cohort and total year to date

• Calculates totals and percentages for you

(and me)

• 28.1s are used to track each program and session (day/evening, full/part), for each calendar year

143

DOCUMENT 28.1DOCUMENT 28.1• Cohorts are tracked by expected graduation date:

MM/YYYY (column 3).• Gross starts are those enrolled at the beginning of the

term (column 1).• Net starts are calculated by the form based on transfer

in/out (column 4).• Completions are tracked in column 5A. • Student who drop but gain training related

employment are put in column 5B (they are counted towards completion, but not placement).

• Column 7 is used to track students who waive placement assistance

• Eligible Placements are tracked in column 10.

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Thank you for coming

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