ACCET Accreditation Workshop

1
ACCET Accreditation Workshop
September 13-14, 2010 Irvine, California
Completion Placement
Mission
Finances
Curriculum
Financial Procedures
Curriculum Revision
Communication
Instructional Methods
Instructional Delivery
Instructional Personnel
Admissions
Governance
Recruitment
Enrollment
Personnel Management
Student Services
Attendance
Planning
Student Progress
Evaluation Documentation
ACCREDITING COUNCIL FOR CONTINUING EDUCATION
TRAINING
2
Introduction of Presenters

• Scott Faulstick - Senior Accreditation
  Coordinator
• Chair Program Review Committee 
• Co-Chair Application Review Committee  (Initial)
  
• Commission Liaison Appeals Panel
• Linsay Oakden - Accreditation Coordinator
• Chair Branching Review Committee
• Commission Liaison Completion/Placement Review
  Committee 

3
Introduction to ACCET Staff

• Roger J. Williams - Executive Director 
• Charles Matterson - Associate Executive Director
• Chair On-Site Evaluation Review Committee
• Commission Liaison Financial Review Committee 
• Judy Hendrickson - Associate Executive Director
• Chair Change of Ownership Review Committee
• Commission Liaison Standards Policy Review
  Committee
• ISO 90012000 Manager

4
Introduction to ACCET Staff

• John Gregg - Accreditation Coordinator
• Co-Chair Application Review Committee 
  (Reaccred.)
• Kristin Georger - Accreditation Coordinator
• Commission Liaison Financial Review Committee

5
Introduction to ACCET Staff

• Commission Representatives (Outside)
• Vickey Hey
• Thomas Tillia
• Julia Laughland
• Administrative Staff
• Anneka Swamy, Operations Administrator
• Mischelle Boatwright, Administrative Assistant
• Katelyn Schreyer, Administrative Assistant

6
Introduction by Attendees

• Name
• Title

7
Overview

• 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).

8
Overview

• Recognition of ACCET
• Recognized" by the U.S. Department of Education
  (DOE) as a "reliable authority for the
  evaluation of postsecondary 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.

9
Overview

• Institutional Accreditation
• ACCET evaluates post-secondary institutions/organi
  zations, 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 ACCETs mission.
• ACCET Accrediting Commission, volunteers,
  evaluators and staff provide professional peer
  expertise, with working knowledge and experience
  in the field.

10
Overview

• 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.

11
Overview

• 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.

12
Overview

• 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.

13
Purpose and Benefit of Accreditation

• 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.

14
Purpose and Benefit of Accreditation

• 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
• 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 Programs
• Tuition reimbursement for military personnel is
  limited to enrollment at postsecondary
  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.

15
Purpose and Benefit of Accreditation

• 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
• American Council on Education (ACE) directory of
  Accredited Institutions of Postsecondary
  Education
• 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.

16
Embrace the Process

• 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

17
ACCREDITATION Schedule and General Overview

• .

18
Accreditation Process/Timeframe(Approximately 12
months)

• Application (Doc. 4) submitted by institution 
• Application reviewed by ACCET staff (2-4 Months)
• Additional information requested by ACCET (if
  necessary)
• Attendance at Accreditation Workshop
• Preparation submission of electronic Analytic
  Self-Evaluation Report (eASER) by institution
• On-site team visit Team Report (2-day visit
  Team Report sent within 30 days of visit)
• Institutions response to Team Report (due within
  14 days)
• Accrediting Commissions review and decision
• Commission letter (within 30 days of Commission
  Meeting

19
Application for Accreditation

• Document 4

20
Accreditation Review Schedule
21
Overview of Electronic Analytic Self-Evaluation
Report (eASER)

• Documents 3.1, 3.2, 3.3, 3.2/3ESL (Combined)
• Overlay Templates 3.ESL, 3.VESL, 3.IDL, 3.OAD,
  3.MT, 3.NAH

22
Developing the eASER

• Obtain support at the highest level
• Commit resources
• Start early
• Assign a champion

23
Developing the eASER

• Involve the entire staff
• Conduct regular meetings
• Develop/implement new policies and procedures, as
  needed
• Tell the story of your institution

24
Developing the eASER

• Use the current and appropriate ACCET Document 3
• Gather supporting documentation
• Assemble the eASER 
• EDIT, EDIT, EDIT

25
Structure of Your eASER Narrative

• Title Page
• Table of Contents
• Institutional Summary Profile
• Written narrative addressing the eight standards
  (33 subsections)
• Standards that do not apply

26
Supporting Documentation

• Documents supplementing narrative response to
  questions and requirements
• Types of exhibits
• Representative sample
• Cross-referenced in eASER/BASER narrative

27
Any Additional Sites

• Must be referenced in
• The application (Document 4)
• eASER/BASER

28
Two Ways to Submission ASER

• 1) Submit eASER/BASER in CD format
• Due to the ACCET office by November 12, 2010
• eASER/BASER copied onto CDs
• 2 copies to ACCET
• 1 copy to each team member
• On-site fees and Document 8 Form

29
Two Ways to Submission ASER

• 2) Test Drive the new ACCET database
• You may choose to pilot the new ACCET database
  and submit all ASER information online, using
  the new ACCET Management System.
• Extension of ASER due date (not Doc 8 and fees)
  to December 5, 2010

30

• Database Demonstration

31
Need Help.

• Call ACCET for assistance
• Our staff is here to help you.
• Never hesitate to call with any questions,
  concerns, or for guidance.

32
On-Site Review Team

• Team composition
• Management Specialist/Chair
• Curriculum Specialist(s)
• Commission Representative

33
On-Site Review Team Selection

• No conflict real or perceived
• Approved by institution
• All materials confidential

34
Visit Materials

• To 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

35
Team Member Responsibilities

• Prior to the Visit
• Review ACCET Documents
• Study eASER
• Identify issues for Clarification

36
Team Member Responsibilities

• 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 Report

37
Preparation for the Visit

• 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 chart

38
Preparation Checklist for ACCET On-Site
Examination Visit

• A complete paper copy of the institutions
  eASER/BASER, including all exhibits.
• A completed copy of the program chart listing all
  approved programs and enrollment/staffing
  information (see www.accet.org/Documents and
  Forms/Fillable Documents).
• A complete roster of all active students,
  including start dates, and a listing of students
  on leave of absence (LOA).
• A listing of all students who graduated,
  withdrew, or were terminated within the past 12
  months.
• 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).
• A current organizational chart with names and job
  titles.
• An updated staff turnover listing and calculated
  rates (separately for full/part time) since the
  submission of the eASER/BASER.
• Schedules for all faculty and administrative
  staff during the visit, including room locations,
  break times, office/teaching hours, and
  courses/classes being taught.

39
Preparation Checklist for ACCET On-Site
Examination Visit

• Correspondence files of all communications with
  ACCET, state and federal agencies.
• Administrative operations/procedures manual. if
  not included in its entirety in the eASER/BASER.
• Personnel policies/employee handbook, if not
  included in its entirety in the eASER/BASER.
• 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.
• Minutes of all staff and faculty meetings for the
  past 12 months
• ACCET Document 50FR On-site Examination Team
  Financial Review Checklist.
• ACCET Document 50FA On-site Financial Aid
  Review Checklist/ Guidelines (Title IV eligible).
• ACCET Document 50I On-site Immigration
  Compliance Checklist/ Guidelines (Institutions
  authorized to enroll F1/M1 visa students).
• State-licensing agency's cancellation and refund
  policy (if applicable).
• Complete sets of curricular materials, including
  syllabi, lesson plans/ instructor guides, testing
  and evaluation tools, text materials, and student
  performance standards

40
Preparation Checklist for ACCET On-Site
Examination Visit

• Current school catalog and completed ACCET
  Document 29 - Catalog Guidelines and Checklist
  (Vocational)
• 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
• 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
• Samples of all advertising/promotional materials
  used by the school at any time during the past 12
  months
• Most recent fire and safety inspection
  certificates
• Year-to-date ACCET Document 28.1 - Completion and
  Placement Statistics for each program
  (Vocational)
• Names and email addresses of current students,
  graduates in the last 12 months, and 10
  employers.
• ACCET Document 12 Annual Report and Enrollment
  Statistics completed for your institutions most
  recent fiscal year ending (Initial Applicants).

41
The Visit

• Introductory meeting
• Tour of facility
• Information gathering process
• Exit briefing

42
Team Report

• Consensus document
• Draft report reviewed and verified by Team Chair
• Team Report sent electronically to institution
  within 30 days of visit

43
Team ReportACCET 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

44
Responding to Weaknesses

• 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.

45
Responding to Weaknesses

• Link and clearly reference the exhibits that
  support response.
• Ensure that response clearly reflects
  understanding of
• Cited weakness(es),
• Corrective action taken, and
• Evidence that corrective actions were
  systematically and effectively implemented.
• Submit ASER online respond to team report
  online.

46
Commission Meeting

• Possible Commission Actions
• Accredit/Approve
• Defer
• Deny 
• Consensus Process
• Written notification sent electronically (within
  30 days of Commission Meeting)
• Official Commissions actions not revealed, prior
  to Commission letters being sent

47
ACCET Accreditation Standards

• Mission
• Management
• Finances
• Curricula
• Instructional Delivery 
• Instructional Personnel
• Admissions and Student Services
• Evaluation

48
Mission

• A school's mission statement is a constant
  reminder to its employees of why the school
  exists and what the founders envisioned when they
  put their fame and fortune at risk to breathe
  life into their dreams.
• Woe to the school that loses sight of its Mission
  Statement for it has taken the first step on the
  slippery slope to failure.

49
Standard I - Mission

• A. Mission 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
  training are consistent with the institutions
  mission and are documented by either a needs
  assessment or market experience.

50
Consider this

• A Mission Statement communicates the
  institutions purpose and objectives.
• The mission contains your school's "winning idea"
  - separates you from your competitors.
• Is the institution meeting its mission? What
  criteria is used to measure success?

51
More

• How do you measure and verify that training is
  consistent with
• your stated mission and
• needs assessment or market experience.
• The mission is refined to create a concise and
  precise statement which expresses your
• purpose,
• measurements of success,
• results

52
Standard 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.

53
Consider this

• Goals must be
• Tied to the mission.
• Understood at all levels of the institution.
• Re-evaluated periodically to ensure relevance to
  the institutions mission.

54
Examples of Institutional Goals

• To provide programs of study that are
  educationally sound, up-to-date, of high quality
  and demonstrably effective.
• To maintain a clear and consistent admissions
  process that accurately represents the program
  and the institution while producing enough
  enrollments to sustain the institutions.
• To provide effective student services that
  recognize individual differences and to ensure
  successful student retention, graduation, and
  employability where applicable.

55
Examples of Institutional Goals

• To establish and maintain employer relationships
  to ensure industry contacts necessary for student
  success.
• To demonstrate the effectiveness of private
  educational training, thereby providing essential
  skills to support a productive workforce.
• To ensure proper and ethical administration of
  all financial aspects of the institution.

56
Standard I - Mission

• C. 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.

57
A Business Plan Is NOT

• Only a budget
• A market research report/analysis
• A to-do list or wish list

58
A Business Plan

• Supports the Mission
• Relates to Institutional Objectives
• Facilitates your ability to provide quality
  training
• Addresses various aspects of school operations

59
A Business Plan Is

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

60
S - 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

61
M MEASURABLE

• Which of these are measurable?
• Diversify the student body
• Enhance student services
• Increase enrollment in each program by 10
• Obtain student feedback

62
A - ATTAINABLE

• Which 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

63
R RESOURCES ALLOCATED

• Financial
• Personnel
• Equipment
• Materials
• Who is responsible?

64
T TIME BASED

• Which of these is time based?
• Open a new branch
• Offer internet based student evaluations by
  December 2011
• Increase revenue by 10 in 2011
• Expand web activity

65
E - 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

66
R - REVISE

• Determine obstacles or problems
• Plan alternatives
• Determine if change is required
• Adjust plan in response to current conditions
• Re-write/communicate new plans

67
Standard II-Management

• A. 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.

68
Key Points

• Clearly 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
• Titles, responsibilities, authority
• Process for developing, disseminating, and
  revising policies procedures
• Examples

69
Key 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.

70
Consider this

• 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.

71
Standard II - Management

• B. 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.

72
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?

73
Consider this

• Is management knowledgeable and supportive of the
  accreditation process? Do they embrace the
  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
• The accreditation process
• eASER preparation
• Visit preparation

74
Standard II - Management

• C. 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.

75
Key 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.

76
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.

77
Standard 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. 

78
Standard II - Management

• 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.

79
Key Points

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

80
Standard II - Management

• 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.

81
Key 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.

82
Standard II - Management

• 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.

83
Key Points

• List professional relationships between the
  institution and others including
• Higher education institutions
• Professional and trade organizations/associations
• Industry contacts
• Advisory boards
• Other organizations/agencies
• Give example of how these relationships have
  enhanced the institutions capabilities.

84
Standard 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.

85
Key Points

• The overall financial stability of the
  institution will be determined by the Accrediting
  Commission
• Based upon a review of the institutions
  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.

86
Standard III - Finances

• 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. 

87
Standard III - Finances

• 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.

88
Standard III - Finances

• 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.

89
eASER Questions/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.

90
eASER Questions/StatementsApplicable 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).

91
eASER Questions/StatementsApplicable to Title IV
Institutions

• What is the institutions 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.

92
Standard IV - Curricula

• A. Educational Goals and Objectives 
• The institutions 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. 

93
Standard 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.

94
Standard 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.

95
Standard IV - Curricula

• C. 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.

96
Standard IV - Curricula

• D. 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.

97
Standard IV - Curricula

• E. 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.

98
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?

99
Standard V Instructional Delivery

• 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.

100

• 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.

101
Standard V Instructional Delivery

• B. Externships/Internships
• Written policies and procedures for the
  supervision and evaluation of externships/internsh
  ips 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.

102
Consider this

• 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).

103
Standard V Instructional Delivery

• 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.

104
Standard V Instructional Delivery

• 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.

105
Standard VI Instructional Personnel

• 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.

106
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?

107
Standard VI Instructional Personnel

• 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. 

108
Standard V Instructional Delivery

• 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 institutions policy for the continued
  professional development of instructional
  personnel is systematically implemented,
  monitored, and documented.

109
Consider this

• 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 Student Services

• A. Recruitment
• In informational sources such as the Catalog,
  promotional materials, advertising, and the
  website, representations made by or on behalf of
  the institution for recruiting purposes must make
  only justifiable and provable claims regarding
  the courses, programs, costs, location,
  instructional personnel, student services,
  outcomes, and other benefits. 

111
Standard VII Admissions and Student Services

• 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
Key Points

• Ensure that the catalog and promotional
  materials provide a truthful representation of
  (1) the institution, (2) its programs, and (3)
  the employment prospects of graduates.
• Clearly and consistently 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
  institutions target student population.
• Include written policy on recruitment procedures
  for inside and outside recruiters.

113
Catalog Checklist Document 29

• Review the Checklist

114
Standard VII Admissions and Student Services

• B. Enrollment
• The institution provides in its enrollment
  agreement or contract full disclosure of the
  rights, obligations, and responsibilities of all
  parties, including
• All costs stated in clear and explicit language,
  and
• Cancellation and refund policies that comply with
  statutory, regulatory, and accreditation
  requirements.
• The written enrollment agreement or contract is
  furnished to and understood by appropriate
  parties before any payment or obligation is made.

115
Key Points

• Describe your admissions process including
  student/ institutional obligations.
• Describe what are 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 the rationale for selecting the exam and
  minimum required score for admittance.

116
Key Points

• Discuss the percentage of students denied
  admission into your school.
• Vocational schools must complete Document 29.1
  -Enrollment Agreement Checklist.

117
Standard VII Admissions and Student Services

• 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
Key Points

• 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
Standard VII Admissions and Student Services

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

120
Key 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 - Evaluation

• A. 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 - 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 institutions requirements
  for satisfactory academic progress.

123
Key Points

• 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

• 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 - 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
Key Points

• 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

• 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 - Evaluation

• C. 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
Consider this

• 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 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
Key Points

• 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 - 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
Key Points

• Establish and implement a written policy to
  regularly assess employer/sponsor satisfaction.
• Establish methods to follow-up with
  employers/sponsors (e.g. forms, surveys, e-mails,
  and/or letters).
• Utilize employer/sponsor feedback in the
  curriculum revision process.

134
Consider this

• 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
Standard VIII EvaluationCompletion and
Placement
Standard I
Standard II
Standard VII
Standard VIII-E
Standard III
Standard VI
Standard IV
Standard V
136
Standard VIII - Evaluation

• 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 - 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

• 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 must be used to monitor completion
  rates.   
• ACCET Benchmarks  
• Completion 67
• Placement 70

139
Consider this
140
Types of Placements

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

141
Minimum Information Required for Placement
1. Name of student 2. Completion date 3.
Program name 4. Employment information a.
Employment start date b. Job title and/or
description of placement c. Name of employer,
mailing address, telephone and email
address d. Employer contact person 5.
Documentation of self-employment, part-time
employment, temporary employment,
continuous employment
142
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.

143
Document 28.1
www.accet.org From the home page ACCET Document
28.1 zipped exe file

• 28.1 is a fillable form
• Shows CP data for each cohort and total year to
  date
• Calculates totals and percentages for you 
• 28.1s are used to track each program and session
  (day/evening, full/part), for each calendar year

144
Thanks to UEI for hosting and to all of you for
coming!