accrediting commission of career schools and … workbook ie 030514.pdfbuilding on our success and...

Accrediting Commission of Career Schools and Colleges

Workshop Materials

Institutional Enhancement Workshop

March 5, 2014Arlington, Virginia

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Wednesday, March 5, 2014 9:00 am – 9:30 am

Registration Please stop by the registration desk to sign in for the Institutional Enhancement Workshop. Keep in mind that breakfast is on-your-own.

9:30 am – 10:00 am

Session A: Welcome and Update from the Commission Join senior staff from ACCSC as they provide a framework for the day and discuss strategic aspects of the Commission’s Institutional Enhancement Workshop.

10:00 am – 11:15 am

Session B: Ten Traits of Highly Effective Education Managers ~ Dr. Mike Lanouette This session explores the traits associated with highly effective education managers, including senior administration staff as well as new education managers, to help them identify what it takes to be the springboard for consistent excellence in the classroom.

11:15 am – 11:30 am

Break

11:30 am – 1:00 pm

Session C: Session Politically Incorrect Student Services ~ Dr. Mike Lanouette This session takes a slightly different view on the critical factors involved with student services including assisting graduates in finding appropriate employment in the field. Participants will learn about the common student service miscues and addresses ways to pointedly reach students.

1:00 pm – 2:30 pm

Lunch Luncheon Address with Dr. Michale McComis, ACCSC Executive Director Please note that lunch is included for all registered workshop attendees.

2:30 pm – 4:00 pm

Session D: Accreditation Update / Member Forum Senior Staff at ACCSC will provide an update on the latest Commission initiatives and activities including an overview of best practices of high performing institutions in the accreditation process. Additional, participants will have an opportunity to engage in Q and A during the ACCSC Member Forum.

ACCSC Institutional Enhancement Workshop

March 5, 2014 Arlington, Virginia

March 5, 2014Institutional Enhancement Workshop

Arlington, Virginia

Reliability of Accreditation:Impact on Institutions andthe Students They Serve

Accreditation has come under increased scrutiny by policy makers• Does accreditation protect the public interest, ensure educational

quality for students, and ensure that the federal investment in education, particularly for-profit education, is a “wise” investment?

Expectations of accreditors by the federal government are changing, such that accreditors are subject to far greater federal oversight than at any time in the past.• This impacts the expectations for accredited institutions as defined

in accrediting standards, policies and practices

Reliability of Accreditation

• Accreditors are being asked to do better at definingstudent achievement outcomes with greater transparency• Transparency Regarding Institutional Performance

• Accreditors are being asked to provide useful disclosures of theaccreditation actions taken by the agency that can help thegeneral public make informed decisions about an institution orprogram.• Transparency of Commission Actions

• Accreditors are seeking to strengthen accreditation as means toensure that accreditation continues to fulfill its role as agatekeeper to the Title IV federal student financial aid programs.• Accountability

Reliability of Accreditation:

Reliability of AccreditationACCSC: Mission and CoreValues

ACCSC’s mission is to serve as a reliable authority on educationalquality and to promote enhanced opportunities for students byestablishing, sustaining, and enforcing valid standards and practiceswhich contribute to the development of a highly trained andcompetitive workforce through quality career oriented education.

ACCSC’s mission has two primary objectives:• To assure students and the general public of the quality of

educational training provided by ACCSC-accredited institutionsand their programs and

• To ensure that institutions are continuously improvingthemselves and the training they provide students.

Mission

Values

Integrity Accomplishing our mission with a commitment to ethics,

honesty, trust, consistency, and fairness. Accountability Fulfilling our responsibilities to one another, the higher

education community, and the public.Continuous Improvement Cultivating personal and professional growth through learning,

goal setting, innovation, commitment and participation.Community Fostering a free and timely exchange of ideas and information

in a collegial environment through the establishment of strong partnerships that emphasize respect and mutual support.

Thinking Strategically AboutStrategic Thinking

Establishing ACCSC’s Strategic Program of Work

2013 / 2104: Strategic Planning

• Ensure that ACCSC represents its member institutions; recognizeschallenges, trends, and innovations, continually meets its mission,vision, and core organizational values.

• Ensure that ACCSC’s Standards and Process reflect best practicesin higher education and training; supports self-evaluation,innovation and continuous improvement by its memberinstitutions.

• Position ACCSC as a driving force that supports institutional andstudent success; and as a leading resource on accreditation,accountability, and educational assessment and oversight.

Examine Standards and Processes in Key Areas

• Admissions

• Documentation Prior to Enrollment

• Bylaws Revisions

• Additional School Appointment

• Flexibility in Board Composition

• 8 School / 5 Public

• Removal of Term Private

• Increase in Number Public Institutions Seeking Accreditation from ACCSC

• Student Achievement

• Accountability

• Independent 3rd Party Verification

Strategic Initiatives

• Ensure Rigorous Standards /Assessment Focus

• Accountability is a Fundamental Tenet of Accreditation

• Ensure Proper Processes

• Consistency and Fairness in the Accreditation Process

• Diversity of Institutions

• Scalability

• Transparency Initiative• What information and actions should ACCSC make

public?


Building on Our Success and MovingForwardKeys to Sustained Success:

• Board Vision and Integrity

• Accountability, Reliability, Consistency

• 5 / 13 in 2014 Election Cycle

• Membership Support & Focus

• Program Viability and Student Performance

• Staff Effort, Expertise, & Dedication

• Profound Understanding of Accreditation

• Our Relationship and Trust Building Efforts with Our Regulatory Partners

• Support of Peer Review / Importance of Volunteerism

Enhance Member Services• Blueprints for Success

• First Module: Preparing a Response for Commission Consideration

• Website Upgrades

• Student Corner: The Importance of ACCSC Accreditation

• Graduate Letter

• Webinars and Workshops

• Quarterly Conversation with the Executive Director

• Compliance Focused Webinars

• PDC

• Compliance Centered Pre-Conference Workshops / Educational Break-out Sessions

• Annual Awards Ceremonies


Strategic Foundation for Institutional Enhancement

A focus on best practices of high performing institutions and

to help ACCSC-accredited institutions to gain a better understanding of the expectations and rigors of the accreditation process.

Ten Traits of Highly Effective Education ManagersExplores the traits associated with highly effective educationmanagers, and identifies what it takes to be the springboard forconsistent excellence in the classroom.

Politically Incorrect Student ServicesThis session takes a slightly different view on the critical factorsinvolved with student services including assisting graduates infinding appropriate employment in the field.

March 5, 2014Institutional Enhancement Workshop

Arlington, Virginia

TEN TRAITS OF HIGHLY EFFECTIVE EDUCATION MANAGERS

By: P. Michael Lanouette, Ph.D.Chief Academic OfficerRemington Colleges [email protected]

1)

1 + c(b,c) >= | c(a,b)‐c(a,c)

= =

1) Knowledge of the whole pictureLOAN vs. GRANT?

ACADEMIC YEAR?

Crossover?

23 year old, no kids, dependent (T/F)?

1) Knowledge of the whole picture

“DO YOU WANT ME TO TELL YOU WHAT RECRUITERS SAY?”

Sit in an initial interview?

Admissions Requirements?

MORAL : THE BEST RECRUITERS HAVE _____________ CLOSE FOR THEM AND THE WORST HAVE ______________ CLOSE FOR THEM.

Name? Her/His name is ah….

Enrollment Agreement?

2)2 THINGS IN THIS

EDUCATIONAL BOSS’S J.D.

“SHAPINGSOUND”

Calculate GPA

Everybody’s P&Ps

Scheduling

STET

2)

100% compliant at ALL times, which means they know how how to say ____ or __ _____.

2)

compliant

vs. complacentvs.

3) STUDENTSTERRORISTS

WIVES

4) Every day is _______ appreciation day, Billy Ferrell

Every day is _______ appreciation day, Mike Lanouette

4)

• Harder to get them to stop than to start

• Can outrun anything on four legs over distance > 60miles

• Part of a team, but they are in the lead

• Truly enjoy running in a harness

• Sense of self‐confidence

Compared to other similar schools, how does your faculty/school rate?

5)WHO KNOWS BEST?

WHERE IS BEST?

(T/F) Bad instructors scare away good students.

5)WISDOM FROM THE HALLWAY

(T/F) Some instructors teach students how to hate school.

Star Educational Managers not only recognized this, but they take action. #6

5)

• “ I could make 3x more $$$ in the field…”

• “ When I worked at ABC college …”

6)f(when, what, how)


• “Some parts were boring, but it was not the instructor's fault.”

• “I can’t believe the way she talks to us.”• “She gives us LOTS of work but it is for our own good.”

• “The teacher knows what he is talking about, but we don’t know what he is talking about?”


“WHEN FAITH TURNS TO HOPE , _____________”(Stand by for Trait #7)

“IT’S NOT WHO YOU LET GO WHO HURTS YOU, _______________.”

“NO HIGHLY EFFECTIVE MANAGER HAS EVER SAID, I SHOULD HAVE____________________”

By: Sidney Perth June 5, 2013Anonymous Associate Professor in Humanities at a Midwest University

“I Don’t Like Teaching. There, I Said It.”

“I had become aware of just how repetitive teaching can be, or how few students had much interested in the topics . . . “

“Hide your dislike”

6)

6)

AVERAGE DAILY ATTENDANCE / NOT DROPS

7)

0

10

20

30

40

50

60

70

80

90

APR MAY JUN JUL AUG SEP OCT NOV DEC JAN FEB MAR

SEE TRAIT #4

3 WAYS

WAY #1

“WHEN FAITH TURNS TO HOPE , ___________”(Stand by for Trait #7)

7)

SEE TRAIT #6WAY #2 WAY #3

RECOMMEND (S/P/I)?

8)

Yes or No

What are your strengths? What are your weaknesses?

8)

WORST FOUR LETTER WORDS AFTER A MOCK ?

9)

“We will work with you.”

“I have been working with him via email while he has been . . . Hospital, at home with a terminal illness, kid, Iraq, …”

“If it was up to me. . .”

9)

10)

• School Catalog / Expectations• Student Motivation

• Instructional Strategies• Classroom Management

• Lesson Plans• Importance of Professional Growth

(T/F) Educational Managers should teach?

1 + c(b,c) >= | c(a,b)‐c(a,c)

To Review:

ISBN 9781491240328

TEN TRAITS OF HIGHLY EFFECTIVE EDUCATION MANAGERS

By: P. Michael Lanouette, Ph.D.Chief Academic OfficerRemington Colleges [email protected]

POLITICALLY INCORRECT STUDENT SERVICES

Mike LanouetteChief Academic OfficerRemington Colleges

March 5th, 2014Institutional Effectiveness Workshop

• That is not my family, but it isn’t that far away.

• I am on the commission but not representing the commission

• No fancy, schmancy terminology• Check with your school, state, …• There is no quick fixes /one right absolute

way

DISCLOSURES OF “UN”‐EXPERTS

• You ain’t going to like/agree with some of this

Stages of “Studententity”

The StartWhat percent of your students are happy at your school? _______

(T/F) Good Companies/Schools have their own unique culture.

“DISNEY‐IZED”

2

#1 Highest correlated variable with student retention is . . .

?

The Disconnect

The 30% PIE

Not much

can be done

Anyone could have saved them

Only a few could have saved them

Drop Reasons - One year later

0 5 10 15 20 25 30 35

P

O

M

Sc

A

S

T

“38% OF ALL STATISICS ARE INCORRECT” (Snapple bottle cap)

• Teacher(s) didn’t care• Staff didn’t care

• Academic• Schedule• Money• Other

• Personal

(Raisman, 2008)

Don’t forget about Coleman

“The most important aspect of this program, was not the courses or what I learned, it was how I was treated.”


Was it they really didn’t care?

• 7. Perceived communications problems• (The two things ALL students have in common…)(________

___________) 5

4

3

2

1


Why are they terrified?What the local “un‐experts” say

U.G.D.s

WELCOME TO THE ANNUAL “CFV” FEASTAL !


HOW TO MINIMIZE IT

Who is the main person(s) in charge of student happiness /students service?

HEM #1

My/Our Generation:

SCHOOL/WORK

Life

Life

LifeLife

Life

Life

Hard Work Yields _______

Minimizing It – “Talkin’ about my generation”

Our Students’ Generation:

Work

School

WorkSchool

Work

School

LIFE

Reward With No Effort

MINIMIZE IT?

“Do you love me, or do you not? You told me once, ___________”

“It’s nice.”


POSTS YOUR POSTED Anyone could have saved them

“WHY” BOARD


RE‐FOCUS MODEThe bigger the pie piece, the less the problems

DOCTOR “UN”‐KNOWITALL

• LD vs DFL• In have ADHD, no problem • At Risk Learner”• “Visual Learner”• “Adult Learner”• “Retention Agent”• “Mobilize Faculty”• “Cultural Entropy”• www.cscsr.org


HEADING DOWNHILL Only a few could have saved them

HERO TO ZERO(T/F) You should have a goal of 100% placement.

“… AND ALL MY FRIENDS!”

(T/F) Don’t go away mad, just go away.

Only a few could have saved themMike’s

5 steps

Winding Down

POLITICALLY INCORRECT STUDENT SERVICES

Mike Lanouette, Ph.D.Chief Academic Officer

Remington [email protected]

March 5th, 2014

“Ten Traits of Highly Effective Instructors” 2nd EdISBN 9781491240328

“Teaching Don’ts”ISBN 9781492163893

Best Practices Keys to Sustained Success in the Accreditation Process

State - Student (Consumer)Protection

Accreditors - Academic Standardsand Quality of Student EducationalExperienceFederal Government -Responsibilities as Fiduciaries ofFederal Student Aid Programs

Gatekeepers of Educational Quality:A Shared Responsibility

Policy Focus:• Clarify and articulate common understandings about the responsibilities of

each member of the triad.

• Coordinate and increase communication among actors to achieve greatercommonality across the quality assurance/eligibility enterprise

• FY 2013: 256 Agency Notices

Gatekeepers of Educational Quality:A Shared Responsibility

Changes at the federal level• Recognition Process for Accreditors• Impact of 3Year Cohort Default Rates• Congressional Hearings• Significant increase in record requests / inquiries into the

practices of accreditors and institutions• 256 Agency Notices in FY 2013

Changes to accrediting standards and procedures• UnannouncedVisits

• 35 in FY 2013• Independent Third Party Review• Admissions Policies and Practices

Consolidation and Contraction• School Closures = Greater State Involvement

Snapshot of School Characteristics

Enrollment Continues to Decrease• For ACCSC-accredited institutions, enrollment is down

28% from 2011 to 2012

Diversity of Program Offerings• 120 different occupational areas

• Number of programs reported at six months or less declined• Number of program reported 10 months or longer increased

• Program length has a strong influence on graduate rates• As length increases graduates rates decline

Top 51. Allied Health (3X)2. Building and Industrial Trades3. Automotive4. Business5. Information Technology

Snapshot of School Characteristics

Student Achievement Data from 2010 – 2012• Minor variations in graduation rates• Downward trend in the rate of graduate employment

For the Period 2008-2012: • The annual average rate of graduation has been between 65%

and 66%. • The employment rate for the same period has trended down

since 2008, reaching its lowest level in more than five years (ranging between 73% and 81%).

Significant number of students graduate and a significant number of graduates attain training-related

employment after graduation

Commission Activity July 1, 2012 through June 30, 2013

360 onsite evaluations• 153 for the purpose of seeking renewal of accreditation

• 775 Team Findings of Non-Compliance• Approx. 2 Team Findings of Non-Compliance per onsite evaluation

• 35 Unannounced Onsite Evaluations• 26 Accept Report at Commission level

Program Level Activity• 1927 Substantive Change Applications Received• 807 Non-Substantive Modifications• 302 Clock to Credit Hour Conversion• 166 New Program Unrelated

Complaints / Agency Notices• 62 complaints received• 47 forwarded for Commission Consideration• 256 Agency Notices

775 Total Team Findings in 360 Team Summary Reports

July 1, 2013 - June 30, 2013

July 1, 2012 – June 30, 2013:

260 Commission Actions: Renewal of Accreditation

July 1, 2012 – June 30, 2013:

ACCSC Accredited Institutions on Reporting

An Accreditation Perspective

• The accreditation process is the cornerstone of ACCSC’sability to continually ensure the high quality of educationin our accredited member institutions.

• The accreditation process provides an opportunity for an institution toconduct a comprehensive review of all academic and ancillary activitiesand resources that support an institution’s mission and educationalobjectives

• By applying for and receiving accreditation, an institution accepts theobligation to demonstrate continuous compliance with the Standards ofAccreditation

• While ACCSC employs its own fact-finding methods to determine aninstitution’s compliance with accrediting standards, the burden rests withthe institution to establish that it is meeting ACCSC’s standards

The Accreditation Process

Accreditors are intensely interested in gaining an understanding of aschool’s efforts to ensure that its program offerings keep pace withindustry and that the school’s infrastructure reflects currentoccupational trends and practice

• Infrastructure = facility, equipment, curriculum, faculty,externship opportunities, etc.

Essentially, the accreditation process seeks to assess whether theschool’s programs provide sufficient, relevant training to afford agraduate to gain initial employment in a training related field

.

An Accreditation Perspective

Accreditation: A Student Centered Approach to Quality Assurance

Best Practices in Accreditation:

An Accreditation PerspectiveSection I, Substantive Standards, Standards of AccreditationManagement & Administrative Capacity

Greater Involvement of All School Departments in Creating theStrategicVision for the Institution.

• Not just a plan handed down from the corporate office/corner office,but one that involved the leadership team of the school.

• Establish buy in and participation from your leadership team

• Establish of a Realistic Budget to Ensure that Goals Identified Havethe Necessary Fiscal Support

• This Strategic Plan is a “Living Document” and should beUpdated/Revised/Adapted as needed• Not simply for accreditation purposes.• Significant and OnGoing – Not Just Once Every FiveYears

Fundamentally, how are you going to measure and demonstrate your success if you don’t have a plan?

Establish and Maintain a Realistic Institutional Assessment and Improvement Plan

An Accreditation PerspectiveSection II, Substantive Standards, Standards of AccreditationProgram Requirements

Curriculum and lesson plans for all program offerings• Provides meaningful job related training opportunities• Documentation of the integration of the LRS into the curriculum.

• Example Student Work

Program Advisory Committee Meeting Minutes• 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• Documentation of LRS Improvement Activities• Accessible

Copies of the school’s externship plan• Documentation of externship activities

Keys to Success

Accreditors expect schools to conduct a realistic assessment of the viability of program offerings and the factors impacting student achievement.

In all cases, accreditors expects that a school will take appropriate and responsible action regarding any program offering that is not meeting expectations.

Some guiding questions include:

• At what rate are students graduating?• At what rate are graduates passing licensure exams?• At what rate are graduates getting a job in a training related

field?

Program Design and Development

Program Design and Development

• Are graduation and employment rates getting better? Getting worse?

• Are there any mitigating factors impacting the school’s ability to demonstrate successful student achievement?

• Did the school examine the rates of student graduation in relation to admissions standards?

• What changes has the school made with respect to the program curriculum or career service initiatives?

• What do the members of the school’s Program Advisory Committee say about employment opportunities?

Compliance:• Do you have a library?• Is it used by students?• Can you document that it is integrated into the curriculum?• Scalability: Are you a degree granting institution?

Best Practices of High Performing Institutions• Do you have a strategic plan for library improvements?

• Do you have a realistic budget to support the identified areas ofimprovement in your library?

• Are you examining how technology is impacting how you deliverlearning resources?• Are you examining how technology is impacting they way your

students learn?

Learning Resource System (Library)

Compliance• Does the school have a written externship plan?• Does the school have a designated, qualified staff person to supervise and

manage the externship plan?• Is an externship necessary?• Are you effectively managing the externship?

• Lag time in assignments?• Sufficient number of locations?

Best Practices of High Performing Institutions

• How is the school going to avoid a lag-time in externship assignments to students?• Does the school formally seek out new externship sites on a proactive

basis?

• Do you survey students about the effectiveness and appropriateness of the externship experience?• Do you survey recent graduates employed in the field about any skills

gap that needs to be addressed via the externship?

Externships

An Accreditation PerspectiveSection II & III, Substantive Standards, Standards of AccreditationEquipment & Faculty

Education Resources / Faculty: Best Practices

Education Resources• Does the equipment and facilities reflect current occupational trends

and practices?• How do you know?• Survey employers regarding equipment trends and graduates abilities to

use the equipment in the field.

Faculty • Have you verified the educational background and prior work experience of

faculty?• Can you document that faculty engaged in professional development

activities in a systematic fashion?• Every teacher in every classroom participates in training.• Customize the training plan to meet the needs of individual teachers.

• Establish a realistic budget to support the implementation of the faculty development plan?

An Accreditation PerspectiveSection IV & V, Substantive Standards, Standards of AccreditationStudent Recruitment & Admissions

Admissions and Recruitment: Best Practices

Admissions• Random, Unannounced, Internal Admission File Audits

• Determine the consistency of documentation to demonstrate the systemic application of processes and procedures for every student enrolled.

• Ensure that all students enrolled in the school met the school’s published admissions criteria BEFORE they enroll.

Recruitment• Training, Supervision, More Training• Codes of Conduct• Secret Shopping / Scripts - Feedback Loop

What do students say about admissions and recruitment?• Survey students to get feedback on the admissions and

recruitment process.

An Accreditation PerspectiveSection VI, Substantive Standards, Standards of AccreditationStudent Services & Career Services

Student Services: Best Practices

Systematic Application of Student Services• Ensure that all students have access to the school’s student services.• Consistent documentation advising/tutoring sessions

Orientation• Student services, career services, should be discussed with students on the

first day of class / during orientation.• Set expectations. • Discuss challenges. • Explain how the school will help.

What do your constituents say?• Survey students to gain a better understanding of how they use , or if they

use these services?• Survey employers to gain a better understanding of the skill gaps that might

exist?• Survey graduates to gain a better understanding of any areas of weakness

they had coming out of the school?

What are you employers saying?• Do you regularly meet with employers to get a better

understanding of job market trends?• What can they tell you about the graduates they hire?

• Soft-skill development

How is career services wielding technology to meet the changing needs of students?

• How are you communicating with students, graduates, employers?• Social Media

• How often are you communicating with students, graduates, employers?

When are you talking with your students about career services?• Conversations with students on the availability of career services should

start on day 1 of orientation.Make every effort to ensure that the reported rates of student achievement are 100% accurate before subject to Independent Verification

• Random, Unannounced, Internal Audits• Job Titles/Responsibilities

Career Services

Independent Third-Party Verification of Employment

• The school must engage an independent third-party to verify the employment data in the Graduation and Employment (“G&E”) Chart(s) submitted in the most recently submitted Annual Report at the time of the due date of the SER.

• The independent third-party must select minimally a 50% sample of employed graduates (classified as “Graduates - Employed in the Field”) on line 15 of each G&E Chart and report the results from that sample.

• Once the 50% sample has been selected by the independent third-party, for the purposes of this application, the independent third-party may not alter the sample in an effort to get better results.

Independent Third-Party Verification of Employment Results

A summary of results for each G&E Chart that includes thefollowing (at a minimum):

a. The total number of students in the sample; andb. The number of students in each of the categories below and the

percentage in each category:

• Verified as Correct (graduate’s employment is verified as listed in the school’s record);

• Not verified (unable to verify after all attempts);• Verified as Not Correct (e.g., graduate not found in employer records,

position is unpaid/externship, other discrepancies); and• Verified but Different (e.g., different start date, job title, employer, etc.).

Any additional information or response the school deems appropriate regarding the above results.

The school must provide the following as part of this SER:

Parting Thoughts…

Accreditation lays a solid foundation with our standards,but highly effective institutions implement change and takeaction not because of a pending accreditation review, butrather, because they have a goal of serving students in themost efficient and effective manner possible.

• Engage in accreditation. • Understand the compliance expectations.• Take advantage of the available resources.• Maintaining appropriate documentation.• Be Realistic.

Keys to Sustained Success in the Accreditation Process

Think Strategically AboutYour Goals• Is your goal to be “average” but in compliance?• Student Achievement Benchmarks• Mission Statement

• Is your goal to demonstrate minimal compliance with established standards for the sake of satisfying the questions of an external onsite evaluation team?

Instead:• Ensure your school is focusing on institutional effectiveness,

not just compliance.• Ensure that your school’s programs and services support

students in the best possible fashion.• Ensure that you are maximizing every opportunity you have to

show institutional success.

Student Success Equals Institutional Success

Best Practices Keys to Sustained Success in the Accreditation Process

accrediting commission of career schools and … workbook ie 030514.pdfbuilding on our success and...

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