ACCREDITING Council for Continuing Education and Training - PowerPoint Presentation

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ACCREDITING Council for Continuing Education and Training

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ACCET Accreditation WorkshopMay 5, 2014

Planning

Personnel Management

Communication

Governance

Financial Procedures

Curriculum Revision

Instructional Methods

Recruitment

Enrollment

Attendance

Student Services

Student Progress

Completion & Placement

Mission

Finances

Curriculum

Instructional Delivery

Instructional Personnel

Admissions

Evaluation & Documentation Slide2

ACCREDITATION Schedule and General Overview

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Accreditation Process/Timeframe(Approximately 12 months)

On-site team visit & Team Report (2-day visit & Team Report sent within 30 days of visit

)

Institution’s response to Team Report (due within 14 days)

Accrediting Commission’s review and

decisionCommission letter (within 30 days of Commission Meeting3Slide4

Fees

Reaccreditation Application Fee $1,000Avocational Reaccreditation Visit Fee $3,800Penalties for late reporting and late payments

See Document 10 for full fee schedule 4Slide5

Document 4

Application for Accreditation

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Reaccreditation Review Schedule

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REACCRED CYCLE

EMAIL

SENT

APPLICATION DUE(

Reacred)ASERBASER DOCUMENT 8

ON-SITE EVALUATIONCOMMISSION MEETINGDATE

April 12, 2013Aug. 16, 2013

Nov. 15, 2013Jan. – Feb. 2014Mar. 31-April 4, 2014

Aug. 12, 2013Dec. 13, 2013

Mar. 14, 2014May-June 2014July 28-Aug 1, 2014

Dec. 13, 2013April 11, 2014July 11, 2014

Sept. – Oct. 2014Dec. 2-4, 2014

April 11, 2014Aug. 15, 2014 Nov. 14, 2014

Jan. – Feb. 2015 March 30-April 3, 2015 Slide7

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

Overview of Analytic Self-Evaluation Report (ASER)

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Developing the ASER

Obtain support at the highest level Commit resources Start early

Assign a champion8Slide9

Developing the ASER

Involve the entire staffConduct regular meetingsDevelop/implement new policies and procedures, as needed

Tell the “story” of your institution9Slide10

Developing the ASER

Use the current and appropriate ACCET Document 3Gather supporting documentation Develop the ASER 

EDIT, EDIT, EDIT 10Slide11

Structure of Your ASER Narrative

Written narrative addressing the eight standards (33 subsections) Standards that do not applyDocuments supplementing narrative response to questions and requirements

Types of exhibits Representative sample Linked in ASER/BASER narrative

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Any Additional Sites

Must be referenced in:The application (Document 4)ASER/BASER

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Submission to ACCET

Submit the ASER using ACCET’s Accreditation Management System (AMS) by the scheduled due date.The on-site visit fees using the electronic Check in AMS.

Completed Document 8 Form. (On Site Visit Request)

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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

Team composition:Management Specialist/ChairCommission Representative

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On-Site Review Team Selection

No conflict real or perceived Approved by institution All materials confidential

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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

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Team Member Responsibilities

Prior to the Visit:Review ACCET DocumentsStudy ASER

Identify issues for Clarification 18Slide19

Team Member Responsibilities

During the Visit:Validate ASER representationsObserve, interview, collect data/documentationConfer in team meetings

Summarize pertinent factsDiscuss/propose ratings, strengths, weaknessesWrite assigned standards for Team Report

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Preparation for the Visit

Provide for the Team:Private room/space for the team Access to the internet - either WiFi or Ethernet cables

Documents requested on the Preparation Checklist Any changes since the submittal of ASER Current organizational chart

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Preparation Checklist for

ACCET On-Site Evaluation VisitA complete paper copy of the institution’s ASER/BASER, including all exhibits.A completed copy of the program chart listing all approved programs and enrollment/staffing information.

A complete roster of all active students, including start dates, and a listing of students on LOA.A listing of all students who graduated, withdrew, or were terminated within the past 12 months.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 ASER/BASER.

Schedules for all faculty and administrative staff during the visit, including room locations, break times, office/teaching hours, and courses/classes being taught.Correspondence files of all communications with ACCET, state and federal agencies.

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Preparation Checklist for

ACCET On-Site Evaluation VisitAdministrative operations/procedures manual, if not included in its entirety in the ASER/BASER.Personnel policies/employee handbook, if not included in its entirety in the ASER/BASER.

Completed ACCET Document 21 – ACCET On-Site Visit – Personnel File/Qualifications Checklist with information for all faculty and staff, based on documentation contained in the employees’ personnel files.Minutes of all staff and faculty meetings for the past 12 months.

Completed ACCET Document 50FR – On-site Financial Review Checklist.

ACCET Document 50I – On-Site Compliance Checklist Relative to Enrolled Non-Immigrant Students

to be completed by the team. (Institutions authorized to enroll F1/M1 /J1 visa students)State-licensing agency's cancellation and refund policy (if applicable).22Slide23

Preparation Checklist for

ACCET On-Site Evaluation VisitComplete sets of curricular materials, including syllabi, lesson plans/instructor guides, testing and evaluation tools, text materials, and student performance standards.

A copy of the 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.Names and email addresses of current students, graduates in the last 3 months, and 10 employers. (Provide as an

email attachment, in an Excel format, and email to the Commission Representative for the on-site visit

)23Slide24

The Visit

Introductory meeting Tour of facility Information gathering process Exit briefing

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Team Report

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

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Team Report

ACCET Rating Scale4 – 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 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 ASER/BASER. Address any weakness cited in Team Report and referenced to a specific standard.

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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.

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Commission Meeting

Possible Commission Actions: Accredit/Approve Defer 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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AMS DATABASE

DEMONSTRATIONSlide31

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AMS DATABASE

DEMONSTRATION CONTINUED

For AMS Support Contact:

Meagan Paulk (

mpaulk@accet.org)Grace Kye (gkye@accet.org) Slide32

ACCET Accreditation Standards

MissionManagement Finances

Curricula Instructional Delivery  Instructional Personnel

Admissions and Student Services Evaluation

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Mission

Standard I33Slide34

Standard I - Mission

A. Mission Statement: The institution clearly states its mission and makes it public. The mission is consistent with the Principles of Ethics for ACCET institutions; thereby providing a definitive basis upon which to deliver and assess the education and training programs.

The education and training provided are consistent with the institution’s mission and are documented by either a needs assessment or market experience34Slide35

Consider this…

A Mission Statement communicates the institution’s 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?

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Consider this…

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,

results36Slide37

Standard I - Mission

B. Goals: Broad institutional goals are clearly stated, support the mission, and are understood at all levels of the organization.

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Key Points…

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.38Slide39

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.

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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.40Slide41

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 broad institutional goals, and are updated at least annually.

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Standard I - Mission

C. Planning: The plans include specific and measurable objectives, with corresponding operational strategies, projected time frames, required resources, and method(s) for subsequent evaluation of each objective.

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A Business Plan Is NOT…

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

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A Business Plan …

Supports the MissionRelates to Institutional Objectives Facilitates your ability to provide quality training

Addresses various aspects of school operations 44Slide45

A Business Plan Is…

S - Specific M - Measurable A - Attainable R - Resources Allocated T - Time Based

E - Evaluated R - Revised45Slide46

S - SPECIFIC

Which of these is specific?Raise the profile of the schoolImprove marketing literatureEnhance curriculumProvide catalog in Spanish

Increase gross revenue by 10%46Slide47

M – MEASURABLE

Which of these are measurable?Diversify the student bodyEnhance student servicesIncrease enrollment in each program by 10%

Obtain student feedback47Slide48

A - ATTAINABLE

Which of these is attainable?Double enrollment next termIncrease applications by 4 per weekBuild new building to house all school functions

100% student satisfaction48Slide49

R – RESOURCES ALLOCATED

FinancialPersonnelEquipmentMaterialsWho is responsible?

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T – TIME BASED

Which of these is time based?Open a new branchOffer internet based student evaluations by December 2012Increase revenue by 10% in 2012

Expand web activity 50Slide51

E - EVALUATE

Written policy for regular reviewStatus reports – oral or writtenAdministrative staff meetingsRegular budget reviewsYear-end reports

Documentation of all of the above51Slide52

R - REVISE

Determine obstacles or problemsPlan alternativesDetermine if change is requiredAdjust plan in response to current conditionsRe-write/communicate new plans

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A Business Plan

Objective: Open a new branch in 2015.

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Strategies

Who Responsible

BudgetTime FrameMethod of EvaluationDetermine location of new branchDirector$1,000Jan. 2015Market AnalysisSecure facility for new branchPresident, CFO$6,000monthlyApril 2015Lease negotiationHire Staff for new branch

Director, DOE$200,000 annuallyJune 2015Qualified Candidates HiredSlide54

Management

Standard II54Slide55

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.

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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, authorityProcess for developing, disseminating, and revising policies & procedures Examples

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Key Points

Compliance with State, federal, accreditation requirements:State license and expiration date Approved programs (consistent with state & ACCET approvals)

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

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Consider this…

Before submitting the ASER: 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 - 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. 59Slide60

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?60Slide61

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

ASER preparationVisit preparation 61Slide62

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 effectively utilized.

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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 developmentW-4 and I-9Monitor staff turnover and take steps to reduce, if necessary. 63Slide64

Employee Manual

Manual should be detailed, useful, clear and include:

Table of contents.Job descriptions for each position identifying primary duties/responsibilities.Personnel policies & procedures related to:

recruiting, hiring, orienting;

supervising & evaluating personnel; and

providing professional development.64Slide65

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 ready access and review of those records by appropriate parties. 65Slide66

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.

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Key Points

Establish an effective recordkeeping system (with file checklist) to ensure that records are:Accurate and up-to-dateOrganized for the convenient review by appropriate partiesAccessible to students and appropriate parties

Establish procedures for backing-up and storing computer files on a regular basis. Protect records from unauthorized access.

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

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Standard II - Management

E. Communication:Management ensures regular and effective communication among appropriate members of the institution on pertinent aspects of its operations, including the delivery of quality education and training services.  

To maintain operational effectiveness, periodic meetings with employees are conducted and appropriate documentation is maintained on significant issues, consistent with the size and purpose of the institution. 69Slide70

Key Points

Provide samples of internal communication.If institution is a branch or part of a larger entity – describe how, when, in what form, and under what circumstances communication occurs.

Describe schedule & documentation of faculty, staff, & board meetings (i.e. agendas, minutes)Describe how new and revised policies/procedures are communicated.

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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 for the purpose of enhancing the quality of the education, training, and student services. 71Slide72

Key Points

List professional relationships between the institution and others including:Higher education institutionsProfessional and trade organizations/associationsIndustry contacts

Advisory boardsOther organizations/agenciesGive example of how these relationships have enhanced the institution’s capabilities.

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Finances

Standard III73Slide74

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.74Slide75

Key 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); andIn accordance with ACCET Document 27 – Policy on Financial Reporting and Financial Stability.

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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. 

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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.

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Standard III - Finances

B. Financial Procedures (continued): The on-site team will review the institution:In the context of ACCET Document 50FR – On-Site Financial Review Checklist

; andBased on an on-site verification of financial practices including the accuracy and availability of information.78Slide79

Standard III - Finances

C. Financial Assistance/Scholarship:Institutions administering any student assistance programs, including federal and state financial aid programs as well as scholarships, ensure that these programs are responsibly managed, governed by written policies and procedures, and in full compliance with relevant statutes and procedures.

All student financial assistance is awarded in a fair and equitable manner.79Slide80

Curricula

Standard IV80Slide81

Standard IV - Curricula

A. 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.

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Standard IV - Curricula

Educational Goals and Objectives (continued):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 - 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.

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Standard IV - Curricula

C. Performance Measurements: Performance measurements are written and are periodically evaluated and updated to ensure instructional effectiveness.

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 program or course.

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Standard IV - Curricula

D. Curriculum Review/Revision: The institution uses systematic and effective procedures 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., as well as analysis of completion, and, if applicable, placement results.

The procedures focus on a comprehensive review of the curriculum as it relates to the expected learning outcomes.

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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.

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Evaluation and documentation

Standard VIII

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Standard VIII - Evaluation

A. Student Progress:The institution effectively monitors, assesses, and records the progress of participants utilizing a sound assessment system with a set of defined elements that are appropriately related to the performance objectives of the programs or courses. 

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

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Standard VIII - Evaluation

A. Student Progress (continued):Student progress is documented consistently in accordance with institutionally established performance outcomes and is communicated to all participants. Participants are informed of their progress on a regular and timely basis.

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Standard VIII - Evaluation

A. Student Progress (continued):Institutions publish clear descriptions of their requirements for satisfactory student progress and utilize sound written policies and procedures to determine student compliance with these requirements and to document the results.

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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.

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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? 

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Standard VIII - Evaluation

B. Attendance:The institution establishes and implements written policies and procedures for monitoring and documenting attendance. The attendance policy is effective in ensuring that student participation and preparation are consistent with the expected performance outcomes of the course or program.

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Key Points

Written policy and procedure consistent with ACCET Document 35 and with expected educational or occupational outcomes. Policy consistently applied by faculty and staff.

Minimum standards of attendance for completion/ graduation. Provision for tardies and early departures.  How are these tracked?What are the ramifications for students who are in violation of the attendance policy? 

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

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Instructional delivery

Standard V

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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 current training industry standards and appropriate to the educational goals and curricular objectives, facilitates learning, and serves the individual learning needs and objectives of participants.

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Standard V – Instructional Delivery

A. Instructional Methods (continued):Instructional methods provide encouragement, motivation, challenges, and learning opportunities for all participants, taking into account different backgrounds, learning abilities and styles, and prior levels of achievement.

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Standard V – Instructional Delivery

B. Externships/Internships:Not required for Dales

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Standard V – Instructional Delivery

C. Equipment/Supplies: Adequate, appropriate, and functional equipment, supplies, furnishing, and learning resources required to effectively provide the education and training services are readily available for instructor and participant use.

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Standard V – Instructional Delivery

D. Facilities:The facility is appropriate for the education, training, and student 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.

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Instructional Personnel

Standard VI

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Standard VI – Instructional Personnel

A. Qualifications of Instructional Personnel:Instructional personnel possess the appropriate combination of educational credential(s), specialized training and/or certification, work experience, and demonstrated teaching and classroom management skills, which qualifies them for their training assignment.

Instructional personnel meet all relevant accreditation, federal, state, local, and/or industry-specific requirements.

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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 Doc. 3.ESL and Doc. 3.OAD?103Slide104

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. 

Regular classroom observation, along with student, peer, and supervisory feedback are documented and effectively utilized to enhance the quality of instruction. 

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Consider this…

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.

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Standard VI – Instructional Delivery

C. Instructor Orientation and Training: The institution develops and implements a written policy for the effective orientation and training of instructional personnel to ensure a consistent, high level of quality instruction. 

The institution also develops and implements an effective written policy for the ongoing professional development of instructional personnel the is systematically implemented, monitored, and documented.

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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?107Slide108

Admissions

Standard VII108Slide109

Standard VII – Admissions and Student Services

A. Recruitment:Informational and promotional materials, advertising, 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. 

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Standard VII – Admissions and Student Services

A. Recruitment (continued):All communications with prospective students is ethical and honest.

The institution does not state or imply that employment, occupational advancement, and/or certification and licensing are guaranteed.110Slide111

Key Points

Ensure that 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 institution’s target student population.

Identify outside agents and how the institution ensures the agents are making accurate and appropriate claims regarding the institution.

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Standard VII – Admissions and Student Services

B. Enrollment:The institution’s written policy for enrollment is clearly stated, defined, and in compliance with statutory, regulatory, and accreditation requirements.

Reliable and regular means are utilized to ensure that, prior to acceptance, all applicants are able and qualified to benefit from the education and training services.112Slide113

Standard VII – Admissions and Student Services

B. Enrollment (continued):The enrollment process is preplanned, effective, and regularly monitored by the institution to ensure its integrity.

The institution provides in its written 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.

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Standard VII – Admissions and Student Services

B. Enrollment (continued):The enrollment agreement or contract is furnished to appropriate parties before any payment or obligation is made.

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Key Points

Ensure that the application or enrollment agreement is complete, including program costs and the cancellation and refund policy

Identify how the institution ensures that students understand the application and cancellation and refund policyIdentify any placement tests that are used.

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Standard VII – Admissions and Student Services

C. Transfer of Credit:

The institution has written policies and procedures that ensure the fair and equitable treatment of students relative to the transfer of credit to and from the institution.

The institution provides clear, complete, factual and timely information regarding its transfer policies and practices.

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Standard VII – Admissions and Student Services

D. Student Services:Student services, consistent with the mission and learning objectives of the institution, are provided, such as academic advising, tutoring, placement assistance, extracurricular activities, and housing, as applicable.

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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.

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Key Points

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.

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Evaluation and documentation

Standard VIII

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Standard VIII - Evaluation

C. Participant Satisfaction:Open lines of communication with participants exist and demonstrate responsiveness to student issues.

Written policies and procedures are followed that provide an effective means to regularly assess, document, and validate student satisfaction relative to the quality of education and training offered, as well as the student services provided.

Interim evaluations and a final evaluation upon completion of the term of enrollment are specified components of determining participant satisfaction.

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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?122Slide123

Key Points

Establish and implement a written policy to regularly assess participant satisfaction utilizing appropriate questionnaires/survey forms.

At a minimum, conduct interim evaluations and 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.

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Key Points

Establish means to ensure open lines of communication with participants.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. 124Slide125

Standard VIII - Evaluation

D. Employer/Sponsor Satisfaction:Written policies and procedures are followed that provide an effective means to regularly assess, document, and validate employer/sponsor satisfaction relative to the quality of the education and training services provided. 

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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?

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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.127Slide128

Standard VIII – Evaluation

Completion and Placement

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Standard VIII - Evaluation

E. Completion and Placement:Written policies and procedures are followed that provide an effective means to regularly assess, document, and validate the quality of the education and training services provided relative to completion and placement rates, as applicable. Completion: The number of participants who complete the programs and courses in which they enroll is consistent with the benchmarks (67%) established by the Accrediting Commission

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Consider this…

E. Completion and Placement:What is your definition for a completed student?Who is responsible for tracking this data? How often?

How is this data analyzed? How does completion data apply to admissions, instructional personal, and curricula?130Slide131

Key Points

E. Completion and PlacementEstablish and implement a written policy for defining, counting, tracking and analyzing completionsUtilize completion rates to evaluate the effectiveness of other areas such as admissions and curricula

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