ACCET Accreditation Workshop May 5 2014 1 Completion

ACCET Accreditation Workshop May 5, 2014 1 Completion & Placement Curriculum Revision Communication Student Services Admissions Finances Attendance Planning Instructional Methods Recruitment Enrollment Mission Governance Instructional Delivery ACCREDITING COUNCIL FOR CONTINUING EDUCATION AND TRAINING Evaluation & Documentation Curriculum Financial Procedures Instructional Personnel Management Student Progress

ACCREDITATION Schedule and General Overview 2

Accreditation Process/Timeframe (Approximately 12 months) 3 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 decision Commission letter (within 30 days of Commission Meeting

Fees 4 Reaccreditation Application Fee $1, 000 Avocational Reaccreditation Visit Fee $3, 800 Penalties for late reporting and late payments See Document 10 for full fee schedule

Application for Accreditation 5 DOCUMENT 4

Reaccreditation Review Schedule 6 REACCRED APPLICATION ASER DUE CYCLE BASER (Reacred) EMAIL DOCUMENT SENT 8 ON-SITE EVALUATION COMMISSION MEETING DATE April 12, 2013 Aug. 16, 2013 Nov. 15, 2013 Jan. – Feb. 2014 Mar. 31 -April 4, 2014 Aug. 12, 2013 Dec. 13, 2013 Mar. 14, 2014 May-June 2014 July 28 -Aug 1, 2014 Dec. 13, 2013 April 11, 2014 July 11, 2014 Sept. – Oct. 2014 Dec. 2 -4, 2014 April 11, 2014 Aug. 15, 2014 Nov. 14, 2014 Jan. – Feb. 2015 March 30 -April 3, 2015

Overview of Analytic Self. Evaluation Report (ASER) 7 DOCUMENTS: 3. 1, 3. 2, 3. 3, 3. 2/3 ESL (COMBINED) OVERLAY TEMPLATES: 3. ESL, 3. VESL, 3. IDL, 3. OAD, 3. MT, 3. NAH

Developing the ASER 8 Obtain support at the highest level Commit resources Start early Assign a champion

Developing the ASER 9 Involve the entire staff Conduct regular meetings Develop/implement new policies and procedures, as needed Tell the “story” of your institution

Developing the ASER 10 Use the current and appropriate ACCET Document 3 Gather supporting documentation Develop the ASER EDIT, EDIT

Structure of Your ASER Narrative 11 Written narrative addressing the eight standards (33 subsections) Standards that do not apply Documents supplementing narrative response to questions and requirements Types of exhibits Representative sample Linked in ASER/BASER narrative

Any Additional Sites 12 Must be referenced in: The application (Document 4) ASER/BASER

Submission to ACCET 13 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)

Need Help…. 14 Call ACCET for assistance: Our staff is here to help you. Never hesitate to call with any questions, concerns, or for guidance.

On-Site Review 15 Team composition: Management Specialist/Chair Commission Representative

On-Site Review Team Selection 16 No conflict real or perceived Approved by institution All materials confidential

Visit Materials 17 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

Team Member Responsibilities 18 Prior to the Visit: Review ACCET Documents Study ASER Identify issues for Clarification

Team Member Responsibilities 19 During the Visit: Validate ASER representations Observe, interview, collect data/documentation Confer in team meetings Summarize pertinent facts Discuss/propose ratings, strengths, weaknesses Write assigned standards for Team Report

Preparation for the Visit 20 Provide for the Team: Private room/space for the team Access to the internet - either Wi. Fi or Ethernet cables Documents requested on the Preparation Checklist Any changes since the submittal of ASER Current organizational chart

Preparation Checklist for ACCET On-Site Evaluation Visit 21 A 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/parttime) 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.

Preparation Checklist for ACCET On-Site Evaluation Visit 22 Administrative 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 50 FR – On-site Financial Review Checklist. ACCET Document 50 I – On-Site Compliance Checklist Relative to Enrolled Non -Immigrant Students to be completed by the team. (Institutions authorized to enroll F 1/M 1 /J 1 visa students) State-licensing agency's cancellation and refund policy (if applicable).

Preparation Checklist for ACCET On-Site Evaluation Visit 23 Complete 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)

The Visit 24 Introductory meeting Tour of facility Information gathering process Exit briefing

Team Report 25 Consensus document Draft report reviewed and verified by Team Chair Team Report sent electronically to institution within 30 days of visit

Team Report ACCET Rating Scale 26 4 – Exceeds standard 3 - Acceptable and meets standard 2 - Weak, some changes needed to meet standard 1 - Unacceptable, major changes needed to meet standard

Responding to Weaknesses 27 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.

Responding to Weaknesses 28 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.

Commission Meeting 29 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

AMS DATABASE DEMONSTRATION 30

AMS DATABASE DEMONSTRATION CONTINUED For AMS Support Contact: Meagan Paulk (mpaulk@accet. org) Grace Kye (gkye@accet. org) 31

ACCET Accreditation Standards 32 Mission II. Management III. Finances IV. Curricula V. Instructional Delivery VI. Instructional Personnel VII. Admissions and Student Services VIII. Evaluation I.

Standard I 33 MISSION

Standard I - Mission 34 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 experience

Consider this… 35 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?

Consider this… 36 �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

Standard I - Mission 37 B. Goals: Broad institutional goals are clearly stated, support the mission, and are understood at all levels of the organization.

Key Points… 38 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.

Examples of Institutional Goals 39 �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.

Examples of Institutional Goals 40 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.

Standard I - Mission 41 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.

Standard I - Mission 42 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.

A Business Plan Is NOT… 43 Only a budget A market research report/analysis A to-do list or wish list

A Business Plan … 44 Supports the Mission Relates to Institutional Objectives Facilitates your ability to provide quality training Addresses various aspects of school operations

A Business Plan Is… 45 S - Specific M - Measurable A - Attainable R - Resources Allocated T - Time Based E - Evaluated R - Revised

S - SPECIFIC 46 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%

M – MEASURABLE 47 Which of these are measurable? Diversify the student body Enhance student services Increase enrollment in each program by 10% Obtain student feedback

A - ATTAINABLE 48 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

R – RESOURCES ALLOCATED 49 Financial Personnel Equipment Materials Who is responsible?

T – TIME BASED 50 Which of these is time based? Open a new branch Offer internet based student evaluations by December 2012 Increase revenue by 10% in 2012 Expand web activity

E - EVALUATE 51 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

R - REVISE 52 Determine obstacles or problems Plan alternatives Determine if change is required Adjust plan in response to current conditions Re-write/communicate new plans

A Business Plan 53 Objective: Open a new branch in 2015. Strategies Who Responsible Budget Time Frame Method of Evaluation Determine location of new branch Director $1, 000 Jan. 2015 Market Analysis Secure facility for new branch President, CFO $6, 000 monthly April 2015 Lease negotiation Director, DOE $200, 000 annually June 2015 Qualified Candidates Hired Hire Staff for new branch

Standard II 54 MANAGEMENT

Standard II-Management 55 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.

Key Points 56 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

Key Points 57 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.

Consider this… 58 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.

Standard II - Management 59 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.

Key points 60 �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?

Consider this… 61 �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 preparation Visit preparation

Standard II - Management 62 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.

Key Points 63 � Develop and distribute an employee handbook/manual with written personnel policies. � Establish a process and schedule 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.

Employee Manual 64 �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: 1. 2. 3. recruiting, hiring, orienting; supervising & evaluating personnel; and providing professional development.

Standard II - Management 65 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.

Standard II - Management 66 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.

Key Points 67 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.

Key Points 68 Maintain a written record retention policy, consistent with state/federal regulations and sound business practices.

Standard II - Management 69 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.

Key Points 70 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.

Standard II - Management 71 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.

Key Points 72 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 institution’s capabilities.

Standard III 73 FINANCES

Standard III - Finances 74 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.

Key Points 75 The overall financial stability of the institution will be determined by the Accrediting Commission: Based upon a review of the institution’s financial statements by Financial Review Committee (FRC); and In accordance with ACCET Document 27 – Policy on Financial Reporting and Financial Stability.

Standard III - Finances 76 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.

Standard III - Finances 77 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.

Standard III - Finances 78 B. Financial Procedures (continued): The on-site team will review the institution: In the context of ACCET Document 50 FR – On-Site Financial Review Checklist; and Based on an on-site verification of financial practices including the accuracy and availability of information.

Standard III - Finances 79 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.

Standard IV 80 CURRICULA

Standard IV - Curricula 81 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.

Standard IV - Curricula 82 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.

Standard IV - Curricula 83 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.

Standard IV - Curricula 84 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.

Standard IV - Curricula 85 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.

Standard IV - Curricula 86 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.

Standard VIII 87 EVALUATION AND DOCUMENTATION

Standard VIII - Evaluation 88 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.

Standard VIII - Evaluation 89 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.

Standard VIII - Evaluation 90 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.

Key Points 91 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.

Consider this … 92 � 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?

Standard VIII - Evaluation 93 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.

Key Points 94 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?

Standard V 95 INSTRUCTIONAL DELIVERY

Standard V – Instructional Delivery 96 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.

Standard V – Instructional Delivery 97 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.

Standard V – Instructional Delivery 98 B. Externships/Internships: Not required for Dales

Standard V – Instructional Delivery 99 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.

Standard V – Instructional Delivery 100 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.

Standard VI 101 INSTRUCTIONAL PERSONNEL

Standard VI – Instructional Personnel 102 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 industryspecific requirements.

Consider this… 103 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?

Standard VI – Instructional Personnel 104 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.

Consider this… 105 �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.

Standard VI – Instructional Delivery 106 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.

Consider this… 107 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?

Standard VII 108 ADMISSIONS

Standard VII – Admissions and Student Services 109 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.

Standard VII – Admissions and Student Services 110 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.

Key Points 111 � 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.

Standard VII – Admissions and Student Services 112 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.

Standard VII – Admissions and Student Services 113 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.

Standard VII – Admissions and Student Services 114 B. Enrollment (continued): The enrollment agreement or contract is furnished to appropriate parties before any payment or obligation is made.

Key Points 115 �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 policy �Identify any placement tests that are used.

Standard VII – Admissions and Student Services 116 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.

Standard VII – Admissions and Student Services 117 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.

Key Points 118 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.

Key Points 119 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.

Standard VIII 120 EVALUATION AND DOCUMENTATION

Standard VIII - Evaluation 121 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.

Consider this … 122 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?

Key Points 123 �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.

Key Points 124 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.

Standard VIII - Evaluation 125 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.

Consider this … 126 �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?

Key Points 127 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.

Standard VIII – Evaluation Completion and Placement 128 Standard I Standard VIII-E Standard VI Standard V Standard III Standard IV

Standard VIII - Evaluation 129 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

Consider this… 130 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?

Key Points 131 E. Completion and Placement Establish and implement a written policy for defining, counting, tracking and analyzing completions Utilize completion rates to evaluate the effectiveness of other areas such as admissions and curricula