Session B: The Standards of Accreditation

The Standards of Accreditation Describes the accreditation process – Rules of Process and Procedure Sets forth the base of essentials against which an institutions evaluates itself – Substantive Standards Each institution determines its own educational objectives Career, Technical, Vocational – Post-secondary Each institution is evaluated based on how well it accomplishes its announced objectives in accordance with the Standards of Accreditation

Adequate Sufficient Appropriate Reasonable Scalability of the Standards of Accreditation Adequate As much as is good, or necessary, for some requirement or purpose Sufficient Adequate for the purpose; enough Appropriate Suitable or fitting for a particular purpose Reasonable Agreeable to reason or sound judgment; logical

The Standards of Accreditation A high level of reliance is placed upon information, data, and statements provided by the school The integrity and honesty of a school are fundamental and critical to the process. The burden rests with the school to establish it is meeting the standards. The Commission’s deliberations and decisions are made on the basis of the written record of an accreditation review.

Faculty Qualifications The Standards of Accreditation Student Success Employer Needs Program Length Education Resources Faculty Qualifications Recruitment Admissions Student Progress Student Services

ACCSC emphasizes educational quality by focusing on outcomes: The Standards of Accreditation ensure that each institution properly prepares students for employment in their chosen field ACCSC emphasizes educational quality by focusing on outcomes: Student Graduation Rates Rates of Graduate Employment Licensure / Certification Pass Rates ACCSC assesses the effectiveness of an institution’s educational programs by evaluating the infrastructure that supports the delivery of programs

Distribution of Graduation Rates Student Achievement Standard Distribution of Graduation Rates The analysis of these data continue to show that a significant relationship exists between program length and student program completion

Student Achievement Standard Established Benchmark Graduation Rates Program Length in Months Average Rates of Graduation Demonstrates Acceptable Student Achievement Standard Deviation Established Benchmark Graduation Rates* 1-3 92% 8% 84% 4-6 11% 73% 7-9 72% 12% 60% 10-12 69% 14% 55% 13-15 64% 50% 16-18 62% 15% 47% 19-23 61% 18% 43% 24+ 53% 13% 40%

Distribution of Employment Rates Student Achievement Standard Distribution of Employment Rates Benchmark Average Above Average Below Benchmark

70% Student Achievement Standard Established Benchmark Employment Rate Program Length in Months Average Rate of Employment Demonstrates Acceptable Student Achievement Standard Deviation Established Benchmark Employment Rate* All Programs 78% 8% 70%

Licensure/Certification Pass Rate Benchmark Certification and Licensure All Programs Licensure/Certification Pass Rate Benchmark 70%

Best Practices: Program Trends Retention Data Student/Graduate Satisfaction Data Licensure Pass Rate Data Graduate Employment Data Employer Satisfaction Data What does the data say?

Best Practices: Program Viability Definitive Action

Graduation and Employment Chart Practical Advice from Schools that Have Made the Transition Graduation and Employment Chart Action Item Blueprint for Success Graduation and Employment Chart

Call for Comment / Accreditation Alert Process

Call for Comment Persons, institutions and organizations affected by, or with an interest in, the Commission’s standards and policies are advised of proposed standards and of the date they will be given consideration by the Commission. After distribution of proposed standards, interested persons, institutions and organizations are given a minimum of 30 days to file written comments with the Commission. After considering the written comments, the Commission may: Adopt the standard as proposed, Adopt the standard with revisions, Defer action for further study and consideration, or Reject the proposed standard.

Accreditation Alert Typically issued on July 1st Provides guidance to accredited schools regarding the adoption of additions and revisions to the Standards of Accreditation Reflects the Commission’s final adoption of additions and revisions to the Standards of Accreditation. Typically issued on July 1st

Section I: Management Substantive Standards PDF pages 78-81

Sufficient Administrative Capacity Financial Stability Section I: Management The purpose of this section is to ensure that accredited schools have the capability to meet and exceed accrediting standards on an ongoing basis. Adequate Management Sufficient Administrative Capacity Financial Stability Physical Facilities Professional Development of Management Team

Past records of integrity Section I: Management Past records of integrity Ensure compliance Affiliation with a school that has lost or been denied accreditation, entered into bankruptcy, or closed Involvement in criminal proceedings and any pending or past action in a court or administrative body. Employed at the School Employed by the School’s Independent Third Party

Section I: Management Cancellation Policies Refunds Policy Implementation Systematic Application Tuition Policies Bona Fide Scholarships Cancellation Policies Within 3 Days – ALL Monies After Three Days But Before Starting - All Monies – Registration Fee Student Loan Repayment Cohort Default Rate Engagement with Students

Best Practices: Strategic Planning

Management and Administration Section I, Substantive Standards, Standards of Accreditation There is no plan. It is the same plan from the school’s previous accreditation cycle (outdated). Or a plan created for a different accreditor (CEP). The plan is vague, unclear, unspecific, and too general. The plan is unrealistic / does not align with the school’s mission No documentation exists to demonstrate that the school has implemented any aspects of the strategic plan, including the documentation of faculty professional growth. There are no budget allocations to support the plan.

Key Elements to Demonstrate Compliance Management and Administration Section I, Substantive Standards, Standards of Accreditation Key Elements to Demonstrate Compliance Describe the school’s ongoing IAIP process and how the staff, faculty, students, and Program Advisory Committee(s), contribute to the school’s self-evaluation; Describe how the self-evaluation process is a meaningful, significant, and ongoing process; Section I B (2) of the Standards identifies the key elements that must be covered…so, make sure they are included in the plan: management; fiscal condition and budget; administrative policies and practices; student support services; faculty and staff development; educational program curricula; learning resources system, equipment, and supporting materials; facilities; and student achievement outcomes; Provide documentation showing the institutional improvement activities that took place between a specific DATE RANGE.

Section II: Program Requirements Substantive Standards PDF pages 82-94

Curriculum and lesson plans for all program offerings Provides meaningful job related training opportunities Degree Granting: Applied Gen Ed / Gen Ed Requirements Documentation of the integration of the LRS into the curriculum. Example Student Work Program Advisory Committee Meetings PAC for every program or Group of Related Programs Review and Assessment of curriculum, equipment, student achievement, etc. 2 Per year / At Least 3 Employers or Practitioners from the field Equipment for each program offered by the school Does the school’s equipment reflect current occupational trends and practices? Properly Maintained / Safety Devices Sufficient in Quantity

Learning Resource System Are you Degree Granting? Scalability Documentation of LRS Improvement Activities Accessible Beyond Classroom Hours Externships Who supervises the externship plan? (Faculty Qualifications) Who supervises the externship on-site activities? Is there a lag time with externship assignments? Documentation of externship activities

Section II (A)(6), Substantive Standards, Standards of Accreditation Program Advisory Committees (PACs) PDF Pages 85-86

3 Employers / Practitioners in Field in Attendance 3, 2, 1…PAC 3 Employers / Practitioners in Field in Attendance 2 Meetings Per Year, Per Program 1 Meeting Per Year on Campus

Program Advisory Committees Section II (A)(6), Substantive Standards, Standards of Accreditation Written and detailed minutes of each meeting must be maintained and include a description of all members in attendance (i.e., titles and affiliations); the date, time, and location of the meeting; and a comprehensive and clear description of the review of and commentary made by the school representatives and the PAC members on: Curriculum and Program Objectives Student Achievement Facilities and Equipment Program Advisory Committees

Compliance Finding Program Advisory Committees Section II (A)(6), Substantive Standards, Standards of Accreditation Compliance Finding The school must demonstrate that it conducts Program Advisory Committee (“PAC”) meetings in accordance with accrediting standards (Section II (A)(6), Substantive Standards, Standards of Accreditation). Specifically, based on a review of the PAC meeting minutes, the onsite evaluation team noted the following: The school did not have any PAC meetings for the Welding program in 2012; The school hosted one PAC meeting for the Welding program in 2013; however, only two employers were in attendance at the meeting; The school did not host any PAC meetings for the Welding program in 2014; The school’s minutes from the one PAC meeting for the Welding program in 2015 do not reflect a comprehensive and clear description of the review of and commentary made by the school representatives and the PAC members on equipment, facilities, or student achievement outcomes.

Available at www.accsc.org under Resources / Webinar The ACCSC Monograph Series and companion Webinar provide guidance in key accreditation areas of focus in order to help schools achieve institutional success and ensure that students are well prepared to enter the workforce. Maximizing Program Advisory Committees Learning Resource Systems Faculty Improvement Planning/Implementation Self Evaluation Processes and Practices Institutional Assessment and Improvement Planning/Implementation Available at www.accsc.org under Resources / Webinar

Section II (A)(7), Substantive Standards, Standards of Accreditation Learning Resource System PDF page 87

Library – 90% Satisfaction Levels of Student Satisfaction Library – 90% Satisfaction The school provided an adequate orientation on how to use the library/LRS. The library/LRS is staffed and someone is available to help me when I have questions. The library/LRS is useful for completing required assignments. The library/LRS materials are available during and beyond classroom hours.

Learning Resource System Practical Advice from Schools that Have Made the Transition ACICS is more prescriptive in the requirements of resources, including staffing, that are required in the campus library/learning resource center. This is particularly true for schools offering undergraduate and graduate degrees. ACCSC requires a school’s LRS to be managed by qualified school personnel with sufficient experience to provide oversight and supervision. Schools that offer a baccalaureate degree or higher must have a learning resource system coordinated by an individual holding a Master’s degree in either the library science or information specialist fields. Learning Resource System Action Item: Section II (A)(7), Substantive Standards, Standards of Accreditation

a. b. c. d. Learning Resource System Section II (A)(7), Substantive Standards, Standards of Accreditation a. A learning resource system includes all materials that support a student’s educational experience and enhance a school’s educational program. Resources must be easily and readily accessible to students and faculty during and beyond classroom hours, regardless of location or means of delivery. b. c. The learning resource system can be centralized (degree) or decentralized (diploma) in organization. Includes libraries; texts; electronic resources; learning resource laboratories and centers; library consortia and interlibrary loan agreements; computers; internet access; research databases; and other similar resources and equipment. d.

Learning Resource System Section II (A)(7), Substantive Standards, Standards of Accreditation Learning Resource System Requirements Use of the learning resource system materials must be integrated into a school’s curriculum and program requirements Mechanism to enhance the educational process and to facilitate positive learning outcomes for students. Show evidence of integration (sample student work) and outcomes. Managed by qualified school personnel with experience to provide oversight and supervision (impact for degree granting schools). Baccalaureate degree or higher: Have an individual holding a Master’s degree in library science or information specialist. ACCSC

Two Common Compliance Findings Learning Resource System Section II (A)(7), Substantive Standards, Standards of Accreditation Two Common Compliance Findings The school must demonstrate that the LRS is managed by qualified school personnel with sufficient experience to provide oversight and supervision (Section II (A)(7)(c), Substantive Standards, Standards of Accreditation). Specifically, though the school offers a baccalaureate degree, the school’s librarian does not possess Master’s degree in library science or information specialist. The school must demonstrate that it has written policies and procedures for the ongoing development of its learning resource system as part of its institutional improvement program (IAIP) and be able to provide evidence of sufficient support and budgetary allocations for the LRS (Section II (A)(7)(e), Substantive Standards, Standards of Accreditation). During the on-site evaluation, the school could not provide any documentation of having either established policies and procedures for ongoing development or any budgetary allocations in support of the LRS.  

Section II (A)(8), Substantive Standards, Standards of Accreditation Externships PDF Pages 87-88

a An externship is a component of a program that is offered in a bona fide occupational setting for which training and education are provided. Applies to externships, internships and other similar occupational activities for which educational credit is awarded (practicums and clinicals that are supervised). b c Externships may occur throughout the course of a program or as a capstone requirement. d The objectives and goals of an externship must be to allow students to apply practically the theory and skills taught in classroom and laboratory settings of instruction. ACCSC

i ii iii iv Externships Must Be Based On A Written Training Plan That: Specifies the goals, educational objectives, and specific experiences to be accomplished ii Identifies the educational resources available to the student iii Establish Timelines iv Details the evaluation process and criteria to be used to evaluate competency and skill attainment (specific to area of study and credential) ACCSC

Individual student externships must be supervised by a designated school employee who has the appropriate practical work experience as follows: i. Non-degree or in an occupational associate degree program: Three years of practical work in the occupational field associated with the training provided. ii. Academic associate degree program or higher: Four years of related practical work experience in the occupational field associated with the training provided and an earned related degree at least at the same degree level as the program for which the externship is a component. ACCSC

A Successful Externship Program Includes: The training plan must designate an on-site supervisor from the occupational setting. The supervisor will guide and oversee the student learning experience and participate in student evaluations. Have an evaluation processes and criteria School officials should visit sites and build relationships with site supervisors. Externship activities should be evidenced by the course outline. Any externship that is greater than one-third of the total length of the program requires review and approval by the Commission. ACCSC

If an externship is part of the program completion requirements, students may not be considered as graduates or issued a graduation credential until the requirements of the externship have been satisfactorily completed. Do not make students wait for an externship – opportunities should be available fairly quickly for each student. ACCSC ACCSC

Consortium Agreements and Partnerships (PDF page 88) A portion of a program is offered by an entity other than the ACCSC-accredited institution via any consortium, partnership, or contractual arrangement . Independent Study (PDF page 89) Self-directed learning only for credit hour programs; No more than 10% of any program may be offered via independent study. Transfer of Credit (PDF page 89-90) May accept transfer credit for a course completed in other postsecondary institutions when comparable; Document systematic application of policy ACCSC

Section III: Educational Administration & Faculty Qualifications

Section III – Educational Administration & Faculty Qualifications This section addresses the requirements a school must meet in regard to its faculty. The purpose of this section is to require schools to retain a strong and experienced faculty that is: continually attentive to the needs of the students, interested in strengthening the curricula, and obligated to continued self-improvement. A school must ensure that its faculty are appropriate, suitable and sufficient in number for the instructional programs offered by the school. By hiring and retaining qualified faculty, a school is able to strengthen the quality of its training program.

Faculty – 94% Satisfaction Educational Administration and Faculty Qualifications Section III, Substantive Standards, Standards of Accreditation Faculty – 94% Satisfaction Instructors are interested in my individual progress throughout the program. Instructors seem knowledgeable about subject areas they are teaching. Instructors appear to be trained to teach. Instructors answer questions in an understandable way. Instructors have a positive attitude and treat all students fairly. Instructors make class interesting.

Qualified: School success is dependent on the quality of its faculty. Building Blocks for Success: Faculty Qualified: School success is dependent on the quality of its faculty. Retention: Schools must retain a strong and experienced faculty that is continually attentive to the needs of the students. Sufficient: Faculty are sufficient in number for the instructional programs offered by the school. Professional Development: Faculty must engage in ongoing faculty assessment and professional development which are appropriate to size and scope.

Faculty Practical Advice from Schools that Have Made the Transition ACCSC relies heavily on years of work experience rather than solely on academic background, particularly in diploma programs. ACCSC requires that faculty are trained to teach ACICS relies heavily on academic background and less on work experience Faculty Action Item: Section III, Substantive Standards, Standards of Accreditation

Faculty Practical Advice from Schools that Have Made the Transition ACICS sets specific limits on teaching loads and subject preparation ACCSC requires “sufficient” number of faculty to serve students Faculty Action Item: Section III, Substantive Standards, Standards of Accreditation

Two Common Faculty Compliance Findings Educational Administration and Faculty Qualifications Section III, Substantive Standards, Standards of Accreditation Two Common Faculty Compliance Findings Though the school has a written plan regarding professional development of faculty, the school must document that faculty members engage in ongoing faculty professional development activities (Section III (A)(2), Substantive Standards, Standards of Accreditation). Specifically, based on documentation reviewed by the on-site evaluation team, no faculty members engaged in professional development in 2012 or 2013; and less than 30% of faculty have participated in professional development activities in 2014, 2015, and 2016. The school must provide documentation demonstrating that it verifies prior work experience of all faculty members and administrators (Section III (A)(4), Substantive Standards, Standards of Accreditation). Specifically, in reviewing faculty personnel files, the team noted that the school does not maintain documentation to demonstrate that it verifies faculty prior work experience.  

Mapping Exercise: Education Position Qualifications

Education Position Requirements Required Yes/No ACCSC ACICS Dir. of Education (diploma) ACCSC - Yes ACICS - No Education background equal to or exceeding the maximum credential offered Academic or experiential qualifications related to the programs of study Dean (degree) An earned degree at least one level higher than the highest degree offered Program Chair/Lead Instructor ACCSC – No for diploma programs ACCSC – Yes for occupational or academic degree programs ACICS – Yes For degree programs must possess an educational background equal to or exceeding the maximum credential offered for the program area For diploma programs, the qualifications are the same as for faculty for the program For graduate level programs must possess a doctorate Program chairs in programs with programmatic accreditation, such as AAMA, must possess an associate degree Program chairs in programs with programmatic accreditation, such as MAERB, must possess an associate degree Faculty (diploma) ACICS - Yes For technical or occupationally related courses in either non-degree or occupational associate degree programs must have a minimum of three years of practical work experience in the subject area(s) taught A bachelor’s degree is required to teach business and business administration (if degree is not in the business field, at least two years practical work experience in subject area is also required) For non business courses, competency in assigned subject area, such as academic or vocational training and credentials, related work experience, and licensure or certification where applicable Action Item: Appendix B, Self-Evaluation Report

Education Position Requirements Required Yes/No ACCSC ACICS Faculty (Academic OS degree) ACCSC - Yes ACICS - Yes For technical or occupationally related courses must have a minimum of 4 years related practical work experience in the subject area and possess a related degree at least at the same level as the course taught Exceptions can be made if the faculty member has 8 years related practical work experience and documentation of outstanding professional experience and contributions to the occupational field. Must have a minimum of a bachelor’s degree and shall be assigned based on their major or minor academic preparation and/or related experience At least 50% of the courses in the program shall be taught by faculty members holding graduate degrees or a bachelor’s degree plus professional certification Faculty (BS degree) Exceptions can be made if the faculty member has 8 years related practical work experience and documentation of outstanding professional experience and contributions to the occupational field Faculty (general education) For applied general education courses in an occupational associate degree, must have a baccalaureate degree with appropriate coursework in the subject area or three years related practical work experience and college level coursework in the subject area taught For general education courses in an academic degree program must have a master’s degree with appropriate academic coursework in the subject area taught A minimum of a master’s degree with at least 18 semester/24 quarter credits in the subject area taught. Action Item: Appendix B, Self-Evaluation Report

Education Position Requirements Required Yes/No ACCSC ACICS Faculty (MS degree) ACCSC - Yes ACICS – Yes For 50% of the courses in a master’s degree program faculty must possess 4 years related practical work experience and an earned doctorate or other terminal degree in a related field For the remaining 50% of courses faculty must possess a minimum of 4 years related practical work experience and a master’s degree in a related field or unrelated field with 18 semester/27 quarter credit hours in a related field An appropriate graduate degree At least half of the courses taught should be by faculty with terminal degrees Librarian (diploma) ACCSC - No ACICS – No Requires only a trained staff member with sufficient experience to provide oversight and supervision Librarian (associate degree) (Qualified librarians may oversee multiple schools and train local school staff in LRC oversight) A professionally trained librarian that holds a bachelor’s or master’s degree in library science or information science or state certification to work as a librarian Librarian (bachelor’s degree) ACICS - Yes A professionally trained librarian that holds a master of library science degree Librarian (master’s degree) A professionally trained librarian that holds a master’s degree in library science or information science with special qualifications to aid students in research Action Item: Appendix B, Self-Evaluation Report

Section IV: Student Recruitment Substantive Standards PDF Pages 99-103

Section IV – Student Recruitment, Advertising & Disclosures Follow practices that permit prospective students to make informed and considered enrollment decisions without undue pressure. The school’s recruitment efforts must attract students who are qualified and not simply to obtain enrollments. Recruitment means engaging in activities or using promotional materials or presentations to attract and enroll students. These standards apply to school personnel primarily involved in any way in those activities.

Practical Advice from Schools that Have Made the Transition ACCSC requires that the school establishes a Code of Conduct for employees who engage in recruiting and admissions functions The Code of Conduct must reflect the ACCSC standards pertaining to recruitment and admissions A signed and dated copy be placed into the staff member’s personnel file. ACICS does not have this requirement Recruitment Action Item: Appendix IV, Standards of Accreditation

Keys to Success Ethical practices / Accurate portrayals Copies of All Advertisements Website URL Copies of Signed Codes of Conduct for Recruiters Permit prospective students to make informed and considered enrollment decisions without undue pressure Catalog and Enrollment Agreement Cross-Referencing Refund Policies

A school only uses its own employees to conduct student recruiting activities and is prohibited from engaging employment agencies to recruit prospective students. Schools under common ownership may employ a single recruiter. A school is responsible to its students and prospective students for the actions and representations of its recruiters and representatives and, therefore, selects these individuals with the utmost care and provides adequate training and proper supervision. ACCSC A school approves all promotional materials used by school personnel in advance and accepts full responsibility for the materials used. ACCSC

A school shall not permit its personnel to engage in recruiting activities in settings where prospective students cannot reasonably be expected to make informed and considered enrollment decisions such as in or near welfare offices, unemployment lines, food stamp centers, homeless shelters, or other similar settings. A school shall not permit personnel whose primary responsibilities include recruiting and admissions activities to become involved in admission testing or admission decisions, including signing and accepting the enrollment agreement. ACCSC A school may not use the Employment or Help Wanted classifieds for any form of student recruitment. ACCSC

Admissions Policies and Practices Section V: Admissions Policies and Practices Substantive Standards PDF Pages 104-105

Admissions Practical Advice from Schools that Have Made the Transition ACCSC requires evidence of a high school diploma or equivalent prior to being enrolled. ACICS accepts an attestation from the student Compliance is required at the time the application is accepted by ACCSC. The onsite evaluation team will conduct a random file review to ensure documentation exists to demonstrate compliance in all programs. Admissions Action Item: Appendix V – Admissions Documentation, Standards of Accreditation

Admissions – 93% Satisfaction Levels of Student Satisfaction Admissions – 93% Satisfaction A school representative accurately provided me with all of the necessary facts and details about the school before I enrolled. All tuition costs and student charges (such as books, fees, tools, etc.) were explained to me. I was able to make an informed decision to enroll based on the information provided to me during the admissions process. My decision to enroll was solely my own and made without pressure from the school. I received a copy of the school catalog before I enrolled. I signed and received a copy of the enrollment agreement that was also signed by a school official.

Prior to Enrollment, the School: Best Practices: Admissions Prior to Enrollment, the School: Determines that an applicant meets the school’s admissions requirements; Secures documentation to demonstrate that each applicant meets all admission requirements; Documents that applicants rejected did not meet admissions requirements

ACCSC does not consider a self-certification by a student that he or she has a high school diploma or equivalent to be “documentation” that the student has met the school’s admissions requirement. The school must support its admissions decisions with independent documentation such as high school transcripts, copies of diplomas or other documentation of equivalency (GED). ACCSC Admissions documentation for students from foreign countries is to be translated and certified to be at least equivalent to the credential required by the school in its admissions criteria. ACCSC

Compliance Finding Admissions Policies and Practices Section V, Substantive Standards, Standards of Accreditation Compliance Finding The school must demonstrate that it secures documentation to demonstrate that each applicant meets all admission requirements prior to enrollment (Section V (A)(4)(b) and Appendix V, Substantive Standards, Standards of Accreditation). The on-site evaluation team found that the school’s practice of allowing students to “conditionally” begin classes without having first secured independent documentation (e.g., copies of high school diploma / GED) that all admissions criteria have been met does not meet the requirements set forth in Section V (A)(4)(b) and Appendix V, Substantive Standards, Standards of Accreditation.

Section VI: Student Services Substantive Standards PDF Pages 105-106

Student Services – Section VI, Substantive Standards, Standards of Accreditation Advising and Counseling Responds To Individual Student Needs Coordinated By Individual With Appropriate Professional & Educational Qualifications Documentation of Advising Sessions

Student Services – 90% Satisfaction Student Services – Section VI, Substantive Standards, Standards of Accreditation Student Services – 90% Satisfaction The school made me aware of services (academic advising and tutoring) that are available to assist me when I have questions about my educational training. The school made me aware of services that can assist me if I have issues that affect my ability to attend school and complete the program. The school made me aware of services that it provides to help me get a job after I graduate.

Keys to Success Advising and Counseling Student Records Coordinated by individual with appropriate professional and educational qualifications Documentation of advising sessions Student Records Must be securely maintained and protected May be electronic Maintain a transcript for all formerly enrolled students Official transcript must be made available to student upon request and in accordance with school policies Must be maintained indefinitely Maintain financial records related to financial aid, tuition, fee payments, and tuition refunds for a period of 5 years.

Keys to Success Graduate Employment Assistance and Records Available as claimed by the school Public notice includes a notice on graduation population base and timeframe Maintain verifiable records of initial employment for 5 years Student Complaints Compliant policy and procedures published in school catalog Must include ACCSC Student Complaint Procedure Must maintain complete record of all written student complaints for at least the last five years

Consistent Application of Student Services Student Enrolls Admissions, Completed Enrollment Agreement, Catalog (Policies) Documentation of Student Advising Academic Written Notice that Continued Poor Academic Performance will result in Termination Attendance / Conduct Written Notice that Continued Poor Attendance will result in Termination. Termination as Per Stated Policy (Catalog) Tutoring Documentation of Tutoring Sessions

Student Services – Section VI, Substantive Standards, Standards of Accreditation Compliance Finding The school must demonstrate that it remains attentive to student needs (Section VI, Statement of Purpose, Substantive Standards, Standards of Accreditation). The results of student surveys conducted during the onsite evaluation showed that 46% of the students surveyed did not feel good about their decision to attend the school and 44% would not recommend the school to a friend. The Commission noted the array of student services offered by the school but found the level of student dissatisfaction concerning enough to warrant additional review.

Student Records Best Practices: Student Services Currently enrolled students - permanent educational record Admissions Documentation Signed Enrollment Agreement (School and Student) Satisfactory Academic Progress (Grades and Attendance) Student Services (Advising, Tutoring, etc.) Physical or electronic Securely maintained and protected against damage or loss

Best Practices: Student Services Student Records FORMERLY enrolled students Admissions Documentation Signed Enrollment Agreement (School and Student) Satisfactory Academic Progress (Grades and Attendance) Student Services (Advising, Tutoring, etc.) Date of Graduation, Termination or Withdrawal Transcripts – Credits / Clock Hours Grades Termination / Withdrawal Refund Calculation

Best Practices: Student Services Student Records Graduates Admissions Documentation Signed Enrollment Agreement (School and Student) Satisfactory Academic Progress (Grades and Attendance) Student Services (Advising, Tutoring, etc.) Official Transcript – Credits / Clock Hours Verifiable Record of Initial Employment

Best Practices: Student Services What type of student services do you offer? Do you survey students to gain a better understanding of how they use , or if they use these services? Do you survey employers to gain a better understanding of the skill gaps that might exist? Do you survey graduates to gain a better understanding of any areas of weakness they had coming out of the school?

Best Practices: Student Services The Importance of a Robust Orientation Have you examined how you communicate with your students? The Culture of Documentation Do you have a realistic budget in place to support student service initiatives?

Section VII: Student Progress Substantive Standards PDF Pages 107-111

Satisfactory Academic Progress Policy Student Attendance The school publishes and enforces an attendance policy & maintains documentation. Leave of Absence No more than 180 Days. Signed Request on File Satisfactory Academic Progress Policy Reported at Regular Intervals 2.0 Upon Graduation 1.5 Times Normal Duration / Credit Hours Attempted Course Incompletions / Withdrawals / Repetitions Systematic Application of Policies

Section VIII: Separate Facilities Substantive Standards PDF Pages 112-114

ACCSC has THREE classifications for Separate Facilities Branch Satellite Location Distance Education Facility ACCSC DOES NOT have a classification for a Learning Cite A Learning Cite must either meet the eligibility requirements for a Main School or Branch; or If in close proximity to a MS/BR, can be established as a satellite location. Separate Facilities

A branch campus is a separate facility established by a main school that is geographically apart from the main school. The branch campus must provide for all required educational resources and student services (e.g., advising, testing, library resources, financial aid, employment assistance, etc.). A branch campus must be adequately managed in accordance with the requirements set forth in Section I, Substantive Standards, Standards of Accreditation. The management and supervision oversight of the branch campus must be carried out by the same ownership and management that controls the main school. Branch

A satellite location is a classroom extension of a main school or branch campus. A satellite location must be within a reasonable and commutable distance from its main school or branch campus oversight entity. All educational and student services available at the school seeking to establish a satellite location must be provided and readily available to students attending the satellite location (e.g., advising, testing, learning resources, financial aid, employment assistance, etc.) A satellite location that provides more than 50% of any one program will be required to submit segregated student achievement data for that program. Satellite Location

Distance Education Facility A distance education facility is a separate facility housing the functions associated with distance education delivery operations. The facility is an extension of a main school or branch campus that has distance education within the school’s scope of accreditation. A distance education facility must be licensed by the appropriate state regulatory agency with oversight responsibilities of the school. A distance education facility must be under the same ownership as the main school or branch campus, and must demonstrate proper management, control, and supervision of the distance education facility. Distance Education Facility

Section IX: Distance Education Substantive Standards PDF Pages 115-118

Management and Administration Appropriate management, administrative capacity, and infrastructure to support the growth in a distance education program Student Verification Verifies that the student who registers in a distance education course or program is the same student who participates in and completes the course or program Admissions Requirements Assess whether students have the skills, competencies, and access to technology necessary to succeed in a distance education environment prior to their enrollment

Faculty Student Services Faculty who have the qualifications and the experience to teach using distance education methods. Develop policies addressing teaching load Student Services Provide orientation to the distance education environment for students enrolled in distance education Faculty and staff respond in a timely manner to student questions and concerns

Session B: The Standards of Accreditation