Introduction - NCA

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					                                      Institution Name




       POSTSECONDARY
      Candidacy Readiness
 Self Assessment Report Template
NCA CASI Institution Accreditation
          For NCA CASI Institutions

     Insert: Institution Name &
         Institution Address




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                                           SELF ASSESSMENT REPORT
                                                          Table of Contents

Introduction ................................................................................................................................... 1
  Introduction & Purpose of Report ........................................................................................... 1
  Preparing Self Assessment Report ........................................................................................... 2
Postsecondary Institutional Snapshot ......................................................................................... 4
Executive Institutional Summary................................................................................................. 5
Standards Analysis......................................................................................................................... 6
  Standard 1 - Purpose and Direction ...........................................................................................
     Focus Question Responses.....................................................................................................
     Ratings .....................................................................................................................................
  Standard 2 - Governance & Leadership .....................................................................................
     Focus Question Responses.....................................................................................................
     Ratings .....................................................................................................................................
  Standard 3 - Teaching & Assessing for Learning .....................................................................
     Focus Question Responses.....................................................................................................
     Ratings .....................................................................................................................................
  Standard 4 - Resource & Support Systems ................................................................................
     Focus Question Responses.....................................................................................................
     Ratings .....................................................................................................................................
  Standard 5 - Using Results for Continuous Improvement .......................................................
     Focus Question Responses.....................................................................................................
     Ratings .....................................................................................................................................
Conclusion .......................................................................................................................................
Compliance Checklist.................................................................................................................




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                                                                                     Institution Name
                                           Introduction
Introduction & Purpose of Report

The Self Assessment Report is designed to serve as a valuable self-assessment and as a tool to help
institutions prepare for their Candidacy Readiness Quality Assurance Review. The report is based
on the NCA CASI standards, which serve as the foundation of the accreditation process. In order
to earn candidacy status, institutions must progress through the sequential process for accreditation
described in the North Central Association Commission on Accreditation and School Improvement
Policies and Procedures for Accreditation of Postsecondary Career Technical Institutions (Policy
IV).

The Self Assessment Report engages the institution community in an in-depth assessment of each of
the five NCA CASI postsecondary standards. This process of self assessment through the use of
the Document Management Hyperlink Tool helps the institution identify areas of strength and
opportunities for improvement and assures compliance with the accreditation standards and
policies.

The Self Assessment Report also serves as the primary resource for the Quality Assurance Review
Team, which uses the report to prepare for the visit to the institution. The team uses insights
gathered from the report and information obtained during the on-site visit to provide feedback to
the institution and to make a Candidate (pre-accredited) recommendation to the NCA CASI Board
of Directors.

The purpose of the candidacy process is to assure the Institution has the capacity to:

       1) Meet compliance with the NCA CASI accreditation standards and policies.

       2) Maintain compliance with accreditation standards and policies in order to pursue and
          continue future accreditation status.

       3) Apply for eligibility to United States Department of Education Title IV and Higher
          Education Act (HEA) federal programs upon receiving candidacy status action for
          public and private non-profit institutions. Private for profit institutions must follow
          this process, but are not eligible for the Title IV application process until fully
          accredited. Accreditation is a separate process and does NOT guarantee access to
          Title IV financial aid and federal programs provided through the Higher Education
          Act (HEA).

       4) Assure the institution has the capacity to meet the standards, policies, and practices
          required in order to pursue and maintain the future designation of accreditation status.

       5) Support continuous institution improvement.




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                                                                                  Institution Name
Preparing Self Assessment Report

   1. Institution identifies an Internal Accreditation Coordinator(s) to manage the NCA CASI
      accreditation processes.

          NCA CASI Internal                          Title                Contact Information
       Accreditation Coordinator




   2. Personnel from the institution participate in team training.

               Trained Personnel Names                               Date of Training
       a.

       b.


   3. Institution sends a trained team member to serve on an external Quality Assurance Review
      (QAR) team to understand the process (if team service opportunity is available).

            Institution Personnel on External QAR Team               Name of Institution Served
       a.

       b.


   4. Institution is encouraged to develop internal faculty teams to analyze the NCA CASI
      postsecondary career technical standards and indicators and the NCA CASI Postsecondary
      Evidence Guide identifying specific artifacts for adherence to standards and indicators.

                         Standard                              Internal Faculty Team Leaders
       1 – Purpose and Direction


       2 – Governance & Leadership


       3 – Teaching & Assessing for Learning


       4 – Resource & Support Systems


       5 – Using Results for Continuous Improvement




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5. Institution faculty teams critically analyze and digitally organize document, procedure, and
   practice artifacts aligned with standards and indicators into the Document Management
   Tool.

6. Institution faculty members discuss reflective focus questions for each standard area and
   provide in-depth analysis narrative responses supported by the artifacts identified on the
   Document Management Tool.

7. Analyze and Rate Standard Indicators - Institution faculty analyze each standard indicator
   and rate the their own perception of compliance to the indicator in accordance with the
   following rating system:

   Does Not Meet            There is no evidence to support the criteria.
   Indicator
   Partially Meets          Evidence indicates early or preliminary stages of implementation of
   Indicator                practice; elaborate in comment section.

   Meets Indicator          Evidence indicates practices and procedures are fully integrated and
                            effectively and consistently implemented.


8. The Document Management Tool calculates the actual overall standard rating using this
   rating system. Internal team members may individually rate the institution using the
   indicator ratings system in this report. Consensus information will be submitted on the self
   assessment. Enter the consensus ratings into the Document Management Tool. The tool
   will calculate your Self-Assessment overall rating based on your entries.

   The external team will verify your analysis by evaluation of artifacts, evidence, and interviews
   to rate your institution accordingly on the Document Management Tool.

   The Rating is: << %>>.
                        Document Management Tool Rating
    Candidate (Pre-Accredited)   Performs above 70%
    Accredited                   Performs at or above 80%
    Accredited on Advisement     Performs between 70 – 79%
    Accredited Warned            Performs between 65 – 69%
    Dropped                      Performs below 64%




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                                                                        Institution Name
                        Postsecondary Institutional Snapshot

Performance:                   Licensing/Exam
                                                                 Placement Rate % =
Completion Rate % =            Passage Rate % =

Enrollment


Governance Approvals

Articulations/
University Agreements
                                        PROGRAMS
                                       (Postsecondary)

Postsecondary Program Name         Industry Credential for          Individual Program
   (Insert additional rows                Program                Accreditation for Program
          if needed)                                                  (If Applicable)

                                                           



                                                           



                                                           



                                                           



                                                           




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                                                                                        Institution Name
                              Executive Institutional Summary

The purpose of the narrative is to give schools an opportunity to tell their unique story. Below are
writing prompts to assist you in writing your narrative.
      Describe the community in which your institution is located.
      What are the unique features and special challenges of your institution?
      Briefly provide demographic information with regards to students, staff, and the community at large.




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                                                                                       Institution Name
                                        Standards Analysis

Standard 1: Purpose and Direction
The institution maintains and communicates a purpose and direction that commit to high
expectations for learning, thinking, and employability skills as well as shared values and beliefs about
teaching and learning.


Focus Question Responses
        1.1 Identify the institution’s success with respect to student achievement, student enrollment
            data, retention rates, graduation rates, course completion rates, licensure and certification
            pass rates in relation to the institution’s mission.



        1.2 How are the institution’s educational objectives and commitment to student
            achievement consistent with its vision and mission?



        1.3 How does the institution seek input from internal and external constituents when
            writing, reviewing and revising its strategic plan and vision and mission statements?



        1.4 Identify suggestions for improvement for implementing the institution’s vision and
            mission into its culture, education programs, and instructional practices in order to
            provide challenging and equitable learning experiences for all students.




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                                                                                                  Institution Name
Ratings
Comments are required on all “Partially Meets Indicator” ratings.

Indicator #                  Indicator Statement                                    Perceived Rating
Standard 1. Purpose and Direction                                       Does Not     Partially    Meets      Comments
                                                                          Meet        Meets      Indicator
                                                                        Indicator   Indicator

1.1           The institution’s leaders engage in a systematic,
              inclusive, and comprehensive process to annually
              review and revise a widely communicated
              institutional purpose and mission statement for
              student success which is reflected in a five year
              strategic plan, student data, and other instructional
              materials.

1.2           Vision and mission statements address the learning
              process and indicate the institution’s belief about the
              nature of postsecondary career-technical education
              learners and a commitment to positive student
              achievement; statements promote an equitable, just,
              and inclusive community, free of bias and prejudice,
              that inspires students to respect and value diversity.

1.3           Leadership and staff demonstrate a commitment to
              high expectations for professional practice, and the
              institution’s culture, educational programs, and
              instructional practices provide challenging and
              equitable learning experiences that actively engage
              students and focus on an understanding and
              application of knowledge and skills for all students.

1.4           Leadership and staff commit to ensuring that the
              institution’s culture, educational programs, and
              instructional practices enable all students to achieve
              learning, thinking, and employability skills, including
              skills in communication, problem solving,
              technology, collaboration, social and civic
              responsibility, creativity, and innovation.




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Standard 2 - Governance and Leadership
The institution operates under governance and leadership that facilitate the fulfillment of its stated
mission through effective governance and leadership, proficient administrative capacity, program
compliance, and constituent involvement.


Focus Question Responses
        2.1 Identify how the institution directly assesses the administrative capacity of the
            postsecondary education institution.



        2.2 Identify suggestions for improving the administrative capacity for fulfilling the institute’s
            ability to plan, budget, and develop policy in correlation to its mission and vision.



        2.3 How does the institution define and evaluate the education and professional experience
            of its governance and leadership?




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Ratings
Comments are required on all “Partially Meets Indicator” ratings.

Indicator #                  Indicator Statement                                 Perceived Rating
Standard 2. Governance and Leadership                                Does Not     Partially    Meets      Comments
                                                                       Meet        Meets      Indicator
                                                                     Indicator   Indicator

Governance and Leadership
2.1           The institution’s governance and leadership are
              evidenced by decision-making aligned with
              applicable laws of incorporation and institutional
              bylaws.

2.2           Leadership promotes an environment of
              empowerment, innovation, and institutional
              effectiveness that is conducive to the successful
              fulfillment of the institution’s mission.

2.3           The institution provides ongoing training of
              governing body members, providing members with
              written policies delineating the duties and
              responsibilities of the governing board,
              administrators, faculty, and support staff.

2.4           The governing board supports a conflict of interest
              policy.

2.5           The institution maintains fiscal and administrative
              oversight allowing for the institution’s mission and
              goals to be accomplished.

2.6           Salaries, benefits, and professional advancement
              opportunities are documented and allow the
              institution to attract and retain quality personnel.

2.7           The institution is guided by documented, up-to-date
              governance policies.

2.8           The institutional policies include provisions for a
              succession plan that address both short- and long-
              term challenges.

Administrative Capacity
2.9           Institutional personnel responsibilities are clearly
              defined.

2.10          Each employee possesses the education and
              professional experience needed to fulfill a shared
              leadership and collective accountability role in
              planning, budgeting, and developing policy and
              curriculum resulting in annual appraisals indicating
              competent and effective leadership.

2.11          The institution’s written policies and practices
              provide a foundation for truth in institutional


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               advancement found in publications, advertising,
               student admissions, student grading, etc.

2.12           The institution’s policies and practices align with its
               mission and goals, assure quality career-technical
               education, and promote safety of the institution’s
               facilities.
2.13           A written teach-out plan ensures equitable treatment
               of students in the event that an entire institution or
               specific program ceases to operate.

Program Compliance
2.14           Programs are in compliance with applicable laws,
               regulations, approved policies, and financial and
               compliance audits, along with any other such means
               of financial reporting.

2.15           The institution responds in a timely manner to and
               takes adequate action to resolve deficiencies in
               matters of compliance.
Constituent Involvement (Including but not limited to: Students, Faculty, Staff, Business &
Industry/Advisory Committee Representatives, Higher Education, Agency Partners)
2.16           Constituents are involved in opportunities that
               foster collaboration and provide meaningful
               leadership and communication roles.

2.17           The institution provides a formal channel of ongoing
               communication with its constituents, facilitating
               responses to constituent concerns and suggestions,
               and implementing feedback for improvement.

2.18           The institution supports a system that regularly
               solicits the knowledge and skills of community
               partnerships to advance the institution’s mission and
               effectiveness, and enhance the work of the
               institution.




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Standard 3 - Teaching & Assessing for Learning
The institution’s curriculum, instructional design, and assessment practices guide and ensure teacher
effectiveness and student learning.


Focus Question Responses
       3.1 What are the institution’s educational objectives and is it successfully achieving those
           objectives?



       3.2 What are the policies and practices that the institution has in place to ensure that its
           recruitment, admissions, advertising, etc. conform to its mission?



       3.3 How does the institution effectively align curriculum, course sequencing, program length
           and objectives?



       3.4 What teaching and assessing for learning strengths are identified?



       3.5 What are the improvement areas recognized in the teaching and assessing for learning
           standard and indicators?




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                                                                                                   Institution Name
Ratings:
Comments are required on all “Partially Meets Indicator” ratings.

Indicator #                  Indicator Statement                                     Perceived Rating
Standard 3. Teaching and Assessing for Learning                          Does Not     Partially    Meets      Comments
                                                                           Meet        Meets      Indicator
                                                                         Indicator   Indicator

Curriculum
3.1           An institutional charter provides authorization to
              operate as an educational entity which provides
              curriculum and instruction that are appropriate to
              the level of education indicated by the charter
              and/or legal authority of the institution, and
              identifies the population to be served.

3.2           Credentials and standards are consistent and
              appropriate and conform to commonly accepted
              practices and industry-based career-technical
              standards.

3.3           Curriculum content correlates to the mission of the
              institution and meets the needs of local and regional
              labor markets.

3.4           The institution evaluates competing and/or similar
              programs offered regionally and locally to gauge
              employment needs and assist in establishing
              reasonable program costs.

3.5           Curriculum and courses have clear objectives and
              learning outcomes, defined by state requirements or
              program authority/agency, which provide guidance
              in identifying and shaping learning outcomes and
              curriculum in postsecondary institutions.

3.6           Curriculum encompasses research-based
              postsecondary and career-technical learning
              methodologies for the acquisition, discovery, and
              application of knowledge and technical skills,
              problem solving, and higher order and critical
              thinking skills, including collaboration and reflection.

3.7           Curriculum integrates academic knowledge and skills
              with rigor as reflected by specific industry standards,
              credentialing entities, and constituent/technical
              advisory committees.

3.8           Course/program content and flexibility in
              sequencing support career-technical postsecondary
              learner achievement and are based on state
              requirements, program authority/agency guidance,
              industry certificates and degrees, and industry
              credentials and standards.

3.9           Course/program content supports the career
              pathway and leads to a certificate, credential, and

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              license as applicable.

3.10          Curriculum supports social responsibility and
              lifelong learning by including higher order and
              critical thinking skills, problem-based learning and
              decision making skills, analysis, and evaluation.
3.11          Distance education offered as a stand-alone course
              or as an instructional strategy within the course
              curriculum correlates with the mission of the
              institution as it pertains to course sequencing, course
              content, course objectives, and general education
              components.

3.12          The curriculum is articulated by agreement and/or
              credit transfer, in which associate degree
              requirements are value-added compliance
              components for postsecondary degree attainment,
              and may be applied to additional education and
              degree attainment which delineates how
              credentials/certificates/licenses transfer.

3.13          The institution publishes descriptions of each
              program, credential, certificate, and/or license with
              the typical length of each program, including the
              program description, requirements, and other
              requirements/prerequisites needed to obtain the
              credential on full-time or equivalent part-time study.

3.14          Information is available to current and prospective
              postsecondary students and the general public in a
              variety of media formats and the information
              regarding program and course content is consistent.

Instruction
3.15          Individual student learning needs are assessed by a
              variety of pre- and post-assessments measuring
              student readiness, progress, and achievement, and
              accommodations are made to ensure learner
              achievement.

3.16          Assessment feedback is communicated on an
              ongoing basis to students to assure learning and
              understanding for student achievement.

3.17          Instructional strategies are varied and documented in
              lesson plans that meet current and prospective
              individual learning styles, with articulated
              prerequisites for acceptance into programs found in
              program documents.

3.18          Programs incorporate planned multiple
              methods/approaches for assessing student
              achievement, including information external to the
              institution/program. Methods of assessment,
              grading scale, and grade requirements are indicated
              in the curriculum outline/syllabus and other student
              materials.


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3.19            Individual programs identify student competency in
                the core skills of the occupation as identified by the
                industry standard.

3.20            Programs are appropriately accredited, chartered, or
                approved by industries or entities that require
                licensure or certification for career-technical and
                postsecondary education completers to enter the
                occupation/profession. These data are part of the
                evaluation of program success with respect to
                student achievement.

3.21            Career-technical and postsecondary education
                programs include quantitative measures for
                completion, licensure, and job placement.

3.22            Teaching and learning are continuously reviewed,
                revised, and adjusted in response to data from
                multiple assessments, documentation of student
                achievement, examination of professional practice,
                and input from constituents.

Recruiting and Admission Practices
3.23            The institution maintains and follows satisfactory
                policies regarding recruitment, advertising, and
                publication development, including academic
                calendars and catalogs, and the institution
                appropriately disseminates this information.

3.24            Institutional policies and procedures that guide the
                recruiting, admissions, enrollment, and grading
                practices conform to and support the institution's
                mission, goals, and objectives.

3.25            Institutional information provided to the public
                includes the institution’s mission and purpose,
                recruitment and admissions practices, grading scale,
                nondiscrimination statement policy, and
                communication materials reflect diversity with no
                evidence of stereotyping.

3.26            Publications for current and prospective students
                and the general public are scrutinized by institutional
                staff for accuracy, clarity, consistency, cohesiveness,
                accessibility, and compliance with standards that
                address career-technical and postsecondary
                requirements for entry into the field and additional
                information pertinent to career field.

3.27            Policies, procedures, timelines, and calendar of
                marketing and recruitment activities are appropriate
                and are followed by the institution.

3.28            Prerequisites and other requirements for each
                program are clearly and consistently stated and
                communicated to prospective students in all


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              promotional materials.

3.29          Program length reflects state approval for the
              program and, as applicable, industry standards and
              is effective for credential achievement.

Measures of Program Length and Objectives of Credentials Offered
3.30          The institution delineates the length and increments
              of the academic year and grading periods, identifies
              any established time limits for program completion,
              which are published in the institutional calendar and
              student and faculty handbooks, describes each
              credential together with the typical length of each
              program, and demonstrates effective measures of
              program length in relation to credential objectives.

3.31          Awarded career-technical and postsecondary
              education credentials conform to commonly
              accepted practices and industry standards and
              demonstrate successful transitions to work.

3.32          Institutional hours of operation, including program
              and course schedules, are held at times that allow
              student access to classrooms and faculty are
              conducive to postsecondary attendance, adult
              learning, and achievement, and are within the
              guidelines from authorizing state accountability and
              industry credentialing entities.

Student Achievement
3.33          Student achievement in relation to the institution’s
              mission includes different standards for different
              programs as established by the institution, including
              consideration of course completion, state licensing
              examination, job placement rates, career-technical
              and postsecondary measures of achievement, and
              industry assessments as appropriate to the program
              content.
3.34          Career-technical and postsecondary student
              achievement reflects the education mission of the
              institution/programs being evaluated.

3.35          Programs demonstrate that students have acquired
              career-technical and postsecondary competency in
              core skills of occupations.

3.36          Institution regularly collects and analyzes enrollment
              data, retention rates, and career-technical and
              postsecondary student outcome data; uses that data
              as part of an institutional evaluation/assessment of
              success in meeting the mission; and uses evaluation
              results to develop and implement improvement
              plans, based on criteria/processes for evaluating the
              institution's objectives/goals and the outcomes
              resulting from the improvement plans.



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                                                                  Institution Name
3.37   If the institution or its programs are required to
       adhere to state-established or industry credential
       agency-required student achievement rates, --
       including job placement, state licensure, and
       program completion rates -- NCA CASI will apply
       those rates; provided that composite rates shall be
       established by NCA CASI for institutions with
       multiple programs subject to different state or
       industry credential agency-required rates; and
       provided that the institution must also meet any
       applicable standards for Title IV eligibility
       established by the U.S. Department of Education for
       job placement rates or other measures of student
       achievement.

3.38   Each institution will receive established composite
       expected student achievement rates applicable to
       programs that are not subject to required student
       achievement rates established by the state or an
       industry credential agency. Such composite rates –
             Shall address job placement, state licensure,
                 and program completion rates;
             Shall meet any applicable standards for
                 Title IV eligibility established by the U.S.
                 Department of Education for job
                 placement rates or other measures of
                 student achievement;
             Shall take into account student
                 achievement rates for related fields or
                 institutions; rates established in state plans
                 under the Perkins Act; the institution's own
                 prior achievement rates reported in its
                 most recent annual report; and standards of
                 nationally recognized program credentialing
                 agencies.

3.39   Notwithstanding 3.38, an institution may establish its
       own student achievement standards. If it does so,
       the institution's standards shall be reviewed to
       ensure that they address job placement, state
       licensure, and program completion rates and are
       reasonable in light of related nationally recognized
       program credentialing agency standards and state
       standards for student achievement and shall review
       the institution's processes for collection and review
       of student achievement data for accuracy and for use
       in institutional improvement plans.




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Standard 4: Resource and Support Systems
The institution has resources and provides services that support its purpose and direction to ensure
success for all students.


Focus Question Responses
       4.1 What is the institution’s process for establishing and managing a budget that allows for
           effective operation and fulfillment of the mission?


       4.2 What is the institution’s system for maintaining its physical resources, including an
           evaluation of classroom space as it pertains to the fulfillment of its mission?


       4.3 What mechanisms are in place to facilitate the institution’s compliance with Title IV and
           other such programs? How does the institution ensure a timely and complete response
           to any deficiencies?


       4.4 How does the institution ensure that the faculty possesses the requisite knowledge and
           skills to fulfill assigned responsibilities?


       4.5 What student support services are in place and how does the institution ensure their
           effectiveness?




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                                                                                               Institution Name
Ratings
Comments are required on all “Partially Meets Indicator” ratings.

Indicator #                  Indicator Statement                                 Perceived Rating
Standard 4. Resource and Support Systems                             Does Not     Partially    Meets      Comments
                                                                       Meet        Meets      Indicator
                                                                     Indicator   Indicator

Faculty
4.1           Institution’s faculty is hired with the prescribed
              education and/or technical skills through specific
              wage-earning experiences and/or training and has
              been deemed qualified by the state accountability or
              industry credentialing agency requirements to
              instruct adults. Work experience in compliance with
              state/local standards may be accepted in lieu of
              education credentials where credentials/education is
              consistent with state certifications or industry
              requirements.

4.2           Faculty demonstrates competence to teach assigned
              subjects with the requisite knowledge and skills to
              provide effective instruction.

4.3           Faculty’s training, earned degrees, scholarship,
              experiences, and classroom performance are
              commensurate for credential/degree level offered.

4.4           Faculty consistently engage in professional
              development that aligns with the institution’s
              purpose and direction, and with individual
              evaluations and continuous improvement plans.
              Relevant activities include orientation, mentoring,
              and professional development opportunities.

4.5           Institution utilizes student output and achievement
              data to drive curriculum and instruction.

4.6           Institution utilizes student output and achievement
              data to inform professional development needs.

4.7           Faculty’s classroom performance is evaluated
              through multiple evaluation methods, and the
              institutional policies support the evaluation and
              provide feedback and continuous improvement
              opportunities to faculty and staff.

4.8           Number of faculty meets the mission of the
              institution and program and learner needs.

4.9           Institution’s student/teacher ratios are maintained
              and documented in accordance with state standards
              or acceptable industry practices.

4.10          Faculty takes an active role in developing and
              reviewing curriculum content.


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                                                                        Institution Name

Facilities, Equipment, and Supplies
4.11           Facilities and equipment are compliant with federal
               ADA and EEOC rules and regulations and meet the
               most stringent state and local safety and fire codes,
               and the institution documents regular safety
               inspections and practiced fire and crisis management
               plans.

4.12           Institution maintains sufficient physical resources,
               including classroom/laboratory space, library
               offerings, equipment, and supplies required by
               business industry standards and program accrediting
               bodies, to achieve the institutional or programmatic
               mission and goals and accommodate students.

4.13           Institution maintains a clean, safe, and orderly
               environment conducive to learning.

4.14           Safety hazards and deficiencies are addressed in
               accordance with the inspecting agency’s guidelines.

4.15           Institution has a facilities, technology and equipment
               plan or plans, including an institutional/program
               budget to maintain, upgrade, and replace technology,
               facilities, equipment, and supplies sufficient to
               support the institution's programs (and that reflects
               the resources allocated for these purposes).

4.16           Institution’s technology infrastructure supports
               operational needs and meets business and industry
               standards to ensure timely delivery of distance
               education and support services for current student
               numbers and expected near-term growth in
               enrollment.

4.17           Physical resources, classrooms, and laboratories have
               adequate space to meet business and industry
               standards and accommodate student needs.

4.18           Institution implements a written security and crisis
               management plan and provides implementation
               training for internal constituents.

4.19           Institution provides media services and resource
               materials required by the programmatic mission and
               goals.

4.20           Technology to deliver distance learning is up-to-
               date, in accordance with industry standards, and is
               properly maintained.

Fiscal and Administrative Capacity
4.21           Institution permanently maintains student records,
               containing period of enrollment, financial
               information, and educational program records.


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                                                                        Institution Name
4.22          Fiscal resources identify source of institution’s
              revenues, expenditures, and financial capacity.

4.23          Institution is subject to regular annual external
              audits.

4.24          Institution budgeting process includes current and
              future budgets that are sufficient to achieve the
              institution’s mission and goals for the period of
              accreditation.
4.25          Individuals in leadership and managerial roles,
              including those who oversee the fiscal and budget
              processes, are qualified by education and have
              experience in accordance with the Institution’s
              mission and/or state accountability and/or industry
              credential requirements.

4.26          Institution has adequate administrative staff to
              operate effectively at the institution's scale of
              operations during the accreditation period.

4.27          Institution has written policies that clearly delineate
              the duties and responsibilities of administrators.

4.28          There is stability in leadership and administrative
              operations.

4.29          Financial transactions are monitored using a
              recognized accounting system.

4.30          Institution protects confidential student records in
              accordance with Family Education Rights and
              Privacy Act (FERPA), and the processes that protect
              student privacy are clear in policies and
              communication.

4.31          Tuition payments and tuition cancellation policies
              are written, consistently administered, and comply
              with applicable regulations.

4.32          Program costs (tuition, supplies, materials,
              textbooks, etc.) are transparent and openly disclosed
              to students prior to entry.

Support Services
4.33          Institution has an administrative, financial, and
              technical commitment to continuation of the
              program for a period sufficient to enable all
              admitted students to complete a certificate in a
              publicized timeframe.

4.34          Institution ensures that each postsecondary student,
              including adults with special needs, has access to the
              needed guidance and support services that include,
              but are not limited to, academic, career, and personal
              counseling, appraisal, mentoring, staff consulting,
              referral, financial aid, educational and career


                                                           20
                                                                        Institution Name
               planning, and employment assistance.

4.35           Intervention strategies, orientation, tutoring,
               remediation, counseling, and differentiated
               instructional strategies facilitate and encourage
               academic success.

4.36           Drugs and substance abuse prevention and
               intervention services are publicized.

Title IV and Federal Compliance (for participating institutions)
4.37           Institution discloses the results of financial or
               compliance audits and program reviews based on the
               most recent student loan default rate data to the
               Secretary of Education, state authorizing agencies,
               and other cognizant accrediting agencies.

4.38           Mechanisms are in place to incorporate in the
               accreditation process information regarding an
               institution’s with compliance deficiencies reported in
               audits, program reviews, loan default rates, or such
               other information as the Secretary of Education may
               have provided.

4.39           Institution's timely resolution of compliance
               deficiencies reported in audits, program reviews, or
               related to loan default rates, or otherwise reported
               by the Secretary of Education.

4.40           Financial aid obligations and scholarship eligibility
               requirements are transparent and openly disclosed to
               students.

4.41           The Institution provides Constitution Day
               instruction and voters registration resources.




                                                           21
                                                                                    Institution Name
Standard 5: Using Results for Continuous Improvement
The institution employs a comprehensive evaluation system that documents institutional
performance and student achievement as a catalyst for continuous improvement.

Focus Question Responses
       5.1 Discuss the institution’s comprehensive evaluation system to collect, analyze, and use of
           results to drive institutional effectiveness and student achievement.


       5.2 How does the institution ensure that program requirements are aligned with industry
           standards?


       5.3 What standards and criteria are in place to measure student achievement in relation to
           the institution’s mission?


       5.4 What are the institution’s standards, processes, and procedures to accept, assess, and
           respond to student complaints?




                                                 22
                                                                                                    Institution Name
Ratings
Comments are required on all “Partially Meets Indicator” ratings.

Indicator #                    Indicator Statement                                    Perceived Rating
Standard 5. Using Results for Continuous                                  Does Not     Partially    Meets      Comments
                                                                            Meet        Meets      Indicator
Improvement                                                               Indicator   Indicator

Comprehensive Evaluation System
5.1             The institution designs and implements a
                comprehensive evaluation system that yields data
                about the institution’s performance and student
                achievement evaluation system to assess progress
                toward meeting expectations for institutional
                performance and student achievement.

5.2             The evaluation system for institutional and student
                records is secure and confidential, is in accordance
                with state and federal regulations, and is an accurate
                representation of institutional and student
                achievement data.

5.3             Ongoing, systematic evaluation and integrated
                planning measures of student achievement assure
                that career-technical and postsecondary education
                program goals and objectives are in alignment with
                and support the institution’s purpose, mission, goals,
                objectives, and continuous improvement initiatives.

5.4             Quality of the institution includes the success with
                respect to student achievement in relation to the
                institution’s mission, which may include different
                standards for different institutions or programs, as
                established by the institution, including, as
                appropriate, consideration of course completion,
                state licensing examination, and job placement rates.

5.5             Career-technical and postsecondary education
                programs are aligned with economic growth
                industries, employer needs, and industry and
                credentialing standards.

5.6             Length of career-technical and postsecondary
                education programs are in accordance with licensure
                and industry credential guidelines.

5.7             Evaluation of curriculum includes an assessment of
                course sequencing, general education components,
                course content covering the major field of study;
                clearly state course objectives, and the correlation of
                the curriculum to the mission of the institution.

Record of Student Complaints
5.8            The institution maintains a record of student
               complaints received, action taken, and resolution
               and follow-up covering at least the most recent
               accreditation period, and makes such record

                                                            23
                                                               Institution Name
       available to on-site Agency evaluators.

5.9    The institution analyzes faculty and staff evaluation
       data and uses results to develop and implement
       improvement strategies within the Institution’s
       continuous improvement or strategic plan.
5.10   The institution communicates the results of its
       institutional performance and student achievement
       to all constituents.

5.11   The institution has standards and processes to assess
       if a pattern of student complaints exists that would
       raise questions as to the institution's compliance
       with the Agency's standards or requirements.




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                                                                              Institution Name
Conclusion
  Conclusion Focus Questions:

     C1 What major trends, themes, or areas of focus emerge across the five standards?



     C2 Based on your review of these cross-cutting themes/trends and each of the five
        standards, what are the institution’s greatest strengths?



     C3 What are the institution’s greatest challenges?



     C4 How will the institution and faculty use the insights gained from this self assessment
        to inform and enhance the quality assurance, compliance, and continuous
        improvement efforts?




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