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ACCET Accreditation Workshop


September 13-14, 2010 Irvine, California Completion & Placement Curriculum Instructional Methods Mission Finances Instructional Delivery Governance – PowerPoint PPT presentation

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Title: ACCET Accreditation Workshop

ACCET Accreditation Workshop
September 13-14, 2010 Irvine, California
Completion Placement
Financial Procedures
Curriculum Revision
Instructional Methods
Instructional Delivery
Instructional Personnel
Personnel Management
Student Services
Student Progress
Evaluation Documentation
Introduction of Presenters
  • Scott Faulstick - Senior Accreditation
  • 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

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
  • ISO 90012000 Manager

Introduction to ACCET Staff
  • John Gregg - Accreditation Coordinator
  • Co-Chair Application Review Committee 
  • Kristin Georger - Accreditation Coordinator
  • Commission Liaison Financial Review Committee

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

Introduction by Attendees
  • Name
  • Title

  • 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).

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

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

  • 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

  • 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.

  • 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.

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.

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

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
  • Council for Higher Education Accreditation (CHEA)
    website at
  • edu Domain
  • Accreditation permits institutions to file with
    Educause for the use of the .edu domain for email
    and website addresses.

Embrace the Process
  • Take a proactive approach to the process
  • Maintain an institutional-wide commitment to the
  • Emphasize outcomes achieving specified learning
  • Strive for continuous improvement through ongoing
    internal review

ACCREDITATION Schedule and General Overview
  • .

Accreditation Process/Timeframe(Approximately 12
  • Application (Doc. 4) submitted by institution 
  • Application reviewed by ACCET staff (2-4 Months)
  • Additional information requested by ACCET (if
  • 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

Application for Accreditation
  • Document 4

Accreditation Review Schedule
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

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

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

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

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

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

Any Additional Sites
  • Must be referenced in
  • The application (Document 4)

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

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

  • Database Demonstration

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

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

Visit Materials
  • To be sent electronically by ACCET before the
  • 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

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

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

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

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 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
  • 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
  • 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.

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

Preparation Checklist for ACCET On-Site
Examination Visit
  • Current school catalog and completed ACCET
    Document 29 - Catalog Guidelines and Checklist
  • 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
  • Most recent fire and safety inspection
  • Year-to-date ACCET Document 28.1 - Completion and
    Placement Statistics for each program
  • Names and email addresses of current students,
    graduates in the last 12 months, and 10
  • ACCET Document 12 Annual Report and Enrollment
    Statistics completed for your institutions most
    recent fiscal year ending (Initial Applicants).

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

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

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

Responding to Weaknesses
  • Submit response within 14 calendar days of
    receipt of Team Report.
  • Respond in response boxes embedded in Team
  • Prepare response with the same thought and
    thoroughness as eASER/BASER.
  • Address any weakness cited in Team Report and
    referenced to a specific standard.

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

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

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

  • 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.

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
  • 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.

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?

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

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.

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.

Examples of Institutional Goals
  • To establish and maintain employer relationships
    to ensure industry contacts necessary for student
  • 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
  • C. Planning
  • The institution has sound, written one-year and
    longer-range plans that encompass both the
    educational and business objectives of the
  • 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.

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

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

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

  • 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

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

  • 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

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

  • 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

  • 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

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

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.

Key Points
  • Clearly and accurately describe
  • Ownership
  • Breakdown of the owners and their percentage
  • Type of legal entity (e.g. non-profit/for-profit
  • Senior Management
  • Structure, relations to owners, reporting
  • Titles, responsibilities, authority
  • Process for developing, disseminating, and
    revising policies procedures
  • Examples

Key points
  • Compliance with State, federal, accreditation
  • State license and expiration date
  • Approved programs (consist with state ACCET
  • SEVIS approval (ACCET Document 50-I)
  • Department of Veterans Affairs, WIA, etc.

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.

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.

Key points
  • Who are in charge of day-to-day operations?
    Identify Operational Management.
  • Identify individual titles, roles, authority,
  • Provide an organizational chart
  • How does management ensure systematic and
    effective implementation of policies and
  • 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
  • Is management knowledgeable and supportive of the
    accreditation process? Do they embrace the
  • 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
  • The accreditation process
  • eASER preparation
  • Visit preparation

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.

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
  • W-4 and I-9
  • Monitor staff turnover and take steps to reduce,
    if necessary.

Employee Manual
  • Manual should be detailed, useful, clear and
  • Table of contents
  • Job descriptions for each position
  • Detailed descriptions of duties/functions of each
  • Personnel policies procedures related to (1)
    recruiting, hiring, orienting (2) supervising
    personnel and (3) providing professional

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. 

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.

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.

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.

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
  • 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.

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.

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.

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.

Key Points
  • The overall financial stability of the
    institution will be determined by the Accrediting
  • 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.

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

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.

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.

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.

eASER Questions/StatementsApplicable to Title IV
  • Describe the qualifications of the financial aid
  • 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).

eASER Questions/StatementsApplicable to Title IV
  • 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
  • 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.

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. 

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.

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.

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
  • 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.

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.

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

Consider this
  • Describe the certification process for each
  • 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
  • Describe the process of tracking the success rate
    who and how?

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
  • 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.

  • 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.

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

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

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

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.

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.

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

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. 

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.

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

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. 

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

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
  • Describe methods of advertising and the
    institutions target student population.
  • Include written policy on recruitment procedures
    for inside and outside recruiters.

Catalog Checklist Document 29
  • Review the Checklist

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,
  • Cancellation and refund policies that comply with
    statutory, regulatory, and accreditation
  • The written enrollment agreement or contract is
    furnished to and understood by appropriate
    parties before any payment or obligation is made.

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.

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

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

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

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

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.

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

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.

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.

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? 

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. 

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/
  • Provision for tardies and early departures. 

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?

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

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?

Key Points
  • Establish and implement a written policy to
    regularly assess participant satisfaction
    utilizing appropriate questionnaires/survey
  • At a minimum, conduct a final evaluation of
    participant satisfaction at the end of the
  • 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.

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.

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. 

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.

Consider this
  • What is your policy for obtaining feedback from
  • 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

Standard VIII EvaluationCompletion and
Standard I
Standard II
Standard VII
Standard VIII-E
Standard III
Standard VI
Standard IV
Standard V
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).

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).

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
  • ACCET Benchmarks  
  • Completion 67
  • Placement 70

Consider this
Types of Placements
  • General/Full-time
  • Part-time
  • Temporary
  • Self-employed
  • Continuing Employment/Upgrade as a Placement 
  • Self-assessed Progress

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
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.

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

Thanks to UEI for hosting and to all of you for