1.1 Accreditation Overview
- Describe the purpose of ACCSC accreditation
- Identify the value of accreditation
- Articulate the value of self-evaluation
- Explain why accountability is fundamental to the process
- Describe the scope of ACCSC's accreditation
1.2 ACCSC Mission
- Articulate the ACCSC mission and the activities that support the mission
- Identify the principles of ACCSC
1.3 ACCSC Core Values and Hallmarks of Quality
- Define ACCSC's core values
- Articulate ACCSC's Hallmarks of Quality
2.1 Definitions, Accreditation Obligations, Eligibility, and Process, and General Instructions
- Articulate the definitions of the accreditation terms in Section I (A) of the Rules of Process and Procedure.
- Understand the primary purpose of ACCSC's accreditation.
- Define the scope of ACCSC's accreditation.
- List the institutional eligibility criteria
- Articulate a summary of the accreditation process
- Recognize the obligations of the institution to maintain eligibility for accreditation
- Describe the requirements for the submission of documents to ACCSC
2.2 Application for Accreditation and Self-Evaluation
- Identify the principal steps in the accreditation process for schools seeking initial accreditation and schools seeking renewal of accreditation
- Describe when an Application for Initial Accreditation will be considered expired
- Understand the role of self-evaluation as part of the ongoing success of the school
2.3 The On-Site Evaluation
- Identify the three accreditation processes that require an on-site evaluation
- List the four types of on-site evluations
- Distinguish between the roles and responsibilities of the various on-site evaluators
2.4 Non-Substantive and Substantive Change Notification and Application Requirements
- Differentiate between a non-substantive and a substantive change
- Distinguish between a Level I approval and those requiring Level II approval of a substantive change
- Locate the resource where Substantive Change deadlines are published
2.5 Annual Report and Other Reporting
- Understand the requirements for Annual Report submission and how ACCSC uses the data to monitor continued compliance with ACCSC standards
- Describe the purpose and requirements of Financial Reporting
- Describe when a Progress Report may be required
- Explain the material events or circumstances that necessitate notification to ACCSC
2.6 Complaint Procedures
- Articulate the Purpose of ACCSC's Complaint Procedures
- Identify the primary steps in ACCSC's complaint process
2.7 Commission Actions
- Identify the documents that form the record reviewed by the Commission when making a decision on a school's Application for Renewal of Accreditation
- Explain the length of an accreditation term for renewal applicants and for initial applicants
- Distinguish between a stipulation and a Progress Report
- Identify the maximum timeline to remedy compliance
- Identify the time limit for a deferral action
- Describe the requirements for notifying students when a school is placed on Warning, Probation, or Show Cause
2.8 Appeal of a Commission Decision
- Identify the adverse actions that are subject to appeal
- List the acceptable grounds for appeal
- Describe the appeals process
- Enumerate the actions that may be taken by the Sitting Appeal Panel
2.9 Revisions to and Waivers of the Standards of Accreditation
- Explain the process of promulgating a new standard
- Identify the circumstances under which a waiver may be granted
2.10 Notification and Information Sharing
- Articulate the Commission's requirements regarding confidential and personally identifiable information
- Describe the timelines for the Commission's notification of actions to schools, government agencies, other accreditors, and the public
- Explain the process for a school to request the release of otherwise confidential information to third parties
2.11 Pilot Projects
- Explain the purpose of a pilot project
- Describe the qualifications to apply for a pilot project
3.1 Ownership, Management, and Administration
- Identify the elements of leadership, management, and administration that are essential an institution dedicated to student success
- Describe the focus of an institution that is equipped with the essential elements of leadership, management and administration
- Explain how each subsection relates to institutional and student success
- Paraphrase the purpose of Appendix I and Appendix II
- Describe the perspective of the Commission regarding the utilization of consultants in the accreditation process
- Explain how Appendices I, II, and VIII relate to the management of an institution
3.2 Program Requirements
- Identify the fundamentals for the development and delivery of viable, quality programs
- Explain how the requirements outlined in this section of the standards contribute to institutional and student success
- Summarize the definitions relating to credit hours outlined in Appendix III
- Paraphrase the purpose and requirements for a Program Advisory Committee outlined in Appendix III
3.3 Educational Administration and Faculty Qualifications
- List the fundamentals with regard to educational administration and delivery of education in a manner that maximizes the students’ ability to achieve the knowledge, skills, and vocational objectives of the program
- Explain how the requirements outlined in this section of the standards contribute to institutional and student success
- Describe the definition of terms found in the Glossary of Terms found in Section III, Substantive Standards, Standards of Accreditation.
3.4 Student Recruitment, Advertising, and Disclosures
- Describe the purpose of this section and the practices that the fundamental elements are designed to ensure
- Describe the fundamental focus of fair recruitment practices
- Explain how the requirements outlined in this section of the standards contribute to institutional and student success
- Explain the elements outlined in Appendix IV, ACCSC Code of Conduct for Representatives Engaged in Recruitment Activities
- Describe the requirements outlined in Appendix IV – Guidelines for Advertising
3.5 Admissions Policies and Practices
- Describe the purpose of this section and what the requirements are designed to achievee
- List the elements of admissions policies and practice that contribute to achieving that purpose
- Explain how the requirements outlined in this section contribute to institutional and student success
- Summarize the Commission’s expectations regarding admissions documentation as outlined in Appendix V
3.6 Student Services and Records
- Describe the purpose of Section VI of the Substantive Standards, Standards of Accreditation
- Explain the basic elements of assessing and addressing student needs
- List the resources used to address student needs
- Explain how the requirements outlined in this section of the standards contribute to institutional and student success
3.7 Student Learning, Assessment, Progress, and Achievement
- Describe the purpose of Section VI of the Substantive Standards, Standards of Accreditation
- Identify the fundamental elements of assessing student progress and success in relation to program objectives
- Explain the broad considerations included in an assessment of a school’s performance in the area of student progress and success in relation to program objectives
- Explain how the requirements outlined in this section of the standards contribute to institutional and student success
- Summarize the information provided in Appendix VI regarding the collection of student achievement data and the Commission’s established benchmark rates.
- Paraphrase the guidelines used to justify the classification of each graduate as employed in a training-related field and maintain internal verifiable employment records outlined in Appendix VII
3.8 Separate Facilities
- Explain the requirements outlined in this section with regard to the operation of separate facilities
- Differentiate between the types of separate facilities outlined in this section of the standards
- Explain how the requirements outlined in this section of the standards contribute to institutional and student success
3.9 Distance Education
- Describe the purpose of this section and the practices that the fundamental elements outlined in this section are designed to ensure
- Identify the essential elements for schools delivering any portion of a program via distance education.
- List the definitions included in the Glossary of Terms for this section
- Explain how the requirements outlined in this section of the standards contribute to institutional and student success
4.1 Recruitment
- Describe the process of recruitment as it is defined in the standards.
- Describe the focus of a school's recruitment efforts.
- Explain the reason a school's recruitment efforts must describe the school fully and accurately.
- Describe guidelines for an appropriate Code of Conduct for recruiting and admissions personnel.
- Describe a school's responsibilities with regard its recruiters.
- List the statements that a school must take reasonable steps to ensure that its personnel do not make to prospective students.
- Articulate the purpose of a school's internal annual review and evaluation of its recruiting policies and procedures and the performance of personnel involved in recruiting activities.
- Describe the settings in which recruitment may and may not take place.
- Articulate the activities that personnel whose primary responsibilities include recruiting and admissions activities are prohibited from becoming involved in.
- Describe the behaviors that constitute "discrediting another school."
4.2 Advertising, Promotion, Statements, Claims
- Describe the ethical practices for advertising, promotion, statements, and claims.
- Identify advertising practices that are prohibited.
- Describe the requirements set forth in Appendix IV-Recruitment and Advertising.
- Differentiate between “endorsements” and “publicly shared media”
- Describe the standard requirements regarding appropriate use of endorsements, images, and publicly shared media.
4.3 Disclosures
- Explain the three elements requirements pertaining to catalogs in Section IV (C)(1), Substantive Standards, Standards of Accreditation.
- List the items required by the ACCSC Catalog Checklist.
- Identify the eligibility phrase required on all advertising of financial aid and scholarships.
- Explain the five requirements pertaining to enrollment agreements in Section IV (C)(2), Substantive Standards, Standards of Accreditationelements required for the school’s enrollment agreement.
- Explain what is required in terms of disclosure of student achievement rates.
- Articulate the three elements of disclosures of accreditation and approval.
4.4 Admissions Requirements
- Describe the purpose of establishing admissions criteria.
- Articulate the standard requirements regarding discrimination, students with disabilities, and applicants attending secondary school.
- Explain when a school is required to conduct a study of its admissions requirements.
- Describe the requirements for admitting students who do not possess a high school diploma or recognized equivalent.
- Describe the requirements for admitting students into an undergraduate degree program.
- Describe the requirements for admitting students into graduate-level programs.
- Explain admission requirements for students in English as a Second Language courses.
4.5 Admissions Documentation
- Articulate acceptable high school diploma and/or equivalent requirements.
- Explain the requirements for acceptance of credentials from a foreign country.
- Describe the process for using an entrance test in lieu of high school documentation.
- Identify when conditional or provisional acceptance may be granted.
5.1 Student Learning and Assessment
- Describe the four elements to which school leaders must commit to be able to show that the school is producing a skilled workforce that is meeting employer needs and that students are learning what they need to be successful.
- Describe how student learning assessment differs from goals and objectives.
- Explain the value and purpose for assessing student learning.
- Describe the five steps to developing a framework for the assessment process.
- List the four elements that guide the development of a meaningful assessment plan.
- List the various levels at which student learning outcomes assessment can occur.
- Explain the two different purposes for which assessment occurs.
- Identify the elements of a student learning assessment plan.
- Describe the ways in which a school may support sustainable assessment processes.
5.2 Student Achievement
- Describe how a school demonstrates successful student achievement.
- Describe what the Commission will consider when assessing student achievement.
- Identify the form that is used as the Commission's mechanism collecting student achievement data. Identify where graduation and employment benchmarks can be found.
- Explain how, for a program that does not meet the benchmark requirements, a school may still demonstrate the successful achievement of its students in that program.
- Describe what 'heightened monitoring' requires if your program's student achievement falls below the Commission's benchmarks.
- Identify what programmatic action the Commission may take when the school has not demonstrated acceptable student achievement either through its student learning assessment efforts; graduation, employment attainment, and/or licensure/certification exam pass rate(s); or a combination thereof.
- Articulate the definitions of valid, reliable fair and flexible, for ACCSC accreditation purposes.
5.3 The Graduation and Employment (G&E) Chart and Benchmarks
- Explain the purpose of the G&E Chart.
- Explain how to calculate the reporting period for the G&E Chart.
- Identify what ACCSC's reporting period is designed to do.
- Articulate each step in the G&E Chart data entry process.
- Define terms in the G&E Chart Glossary.
- Explain how G&E Chart data is verified.
5.4 Employment Classification.
- Describe the three guidelines for justifying the classification of a graduate as employed in a training-related field.
- Describe the requirements for verification of regular employment.
- Describe the requirements for verification of self-employment.
- Describe the requirements for verification of career advancement.
- Identify the elements that must be contained in the school's employment records.
- Describe why it is important for schools to gather information on graduate preparedness from employers.
5.5 Independent Third-Party Employment Verification
- Explain where to find the ACCSC Independent Third-Party Employment Verification Frequently Asked Questions.
- Identify the situations in which the Commission requires employment verification by an independent third party.
- Explain the purpose of requiring a third-party verification of the school's verification process.
- Describe the five steps to completing the third-party verification process.
- Explain the required elements contained in the attestation regarding independence and accuracy of information provided by the independent third-party verifier for the school to include in the Self-Evaluation Report.
- Describe what the school must include in the summary of results for each G&E Chart as part of the Self-Evaluation Report.
- Define ACCSC's four verification categories.
- Explain the attestation from the third-party vender regarding the following disclosures/past records of integrity.
6.1 Commission Review
- Identify the basis of the Commission’s deliberations and decisions
- Describe the Commission’s fact-finding methods to determine a school’s compliance with standards
- Explain the school’s obligations in supplying information for the Commission’s consideration
6.2 Preparing a Response
- List the steps in preparing for the response
- Describe the elements of a successful response
- Explain how to use the “past, present, future” model to organize a response
- Identify the best practices for responding to the Commission
- Explain what is best to avoid when responding to the Commission
6.3 Instructions for Submission
- Explain the general instructions for the submission of documents to the Commission
- Describe the format requirements for the submission of electronic responses
7.1 Explain ACCSC's mission and the principles to which it commits
- Describe the Hallmarks of Quality exhibited by successful institutions
- Understand the role of accrediting standards in the process of institutional assessment
- Describe the role of self-evaluation in the ACCSC accreditation process
- Explain the individuals that should be involved in the institutional assessment and improvement process
7.2 Role of institutional assessment and improvement activities in management
- Describe the two characteristics ACCSC requires of institutional assessment and improvement activities
- List the areas that ACCSC requires schools to incorporate as part of the institutional assessment and improvement process
- List the indicators that institutional assessment can measure
- Explain what is identified through institutional assessment
- Name the ways institutional improvement is driven by institutional assessment
- Explain the benefits of the institutional assessment and improvement process
- Understand the requirements and benefits of documenting assessment and improvement activities
7.3 Best Practices
- Explain why obtaining information internally is valuable
- Describe the sources of information for institutional assessment and improvement that may be obtained externally
- Summarize the benefits of planning as a best practice for institutional assessment and improvement
8.1 The Program Evaluation Process
- Define the term "program area" as it pertains to the program evaluation process
- Identify the five components of the program evaluation process
- Describe the sources of input into the program evaluation process
- Explain the purpose of the PAC in the program evaluation process
8.2 Basic Standard Requirements for Program Advisory Committees
- Define what is meant by an "independent" committee
- Explain the way to determine which the related program groups for PAC purposes
- Describe the number of meetings required each year and the number and type of members that must be in attendance.
- Identify the circumstances when a PAC member with specialized qualifications is required
- Describe the conditions under which multiple affiliated schools can use a single PAC.
- Identify a few of the desired characteristics of PAC members
8.3 Meetings
- Identify the requirements for the minimum number of PAC meetings conducted annually.
- Explain the minimum number of PAC members that must be present for a PAC meeting.
- Describe the information that written and detailed minutes of PAC meetings must include.
- Understand what the school must provide the PAC for meetings that are not held at the physical campus of the school.
8.4 Review and Comment
- Identify the specific additional areas that must be included in the review of distance education programs
- Explain what the school is required to do with PAC feedback.
8.5 Practices to Consider
- Describe the elements that may be included in Policies and Procedures for PAC.
- Identify the costs associated with operating a PAC to be included in the budget.
- Explain the benefits of PAC membership to potential new members
- Describe the various materials to be provided to new members to prepare them for serving on the PAC.
- Identify considerations for facilitating PAC meeting discussions
- Identify questions that PAC members can consider when reviewing the proposal for a new program
9.1 Value of Learning Resource Systems
- Understand learning resource systems as defined by ACCSC.
- Explain why a learning resource system is important to learner success.
- Explain the potential consequences of not having an adequate learning management system.
- Describe the broad component categories in a typical learning resource system.
9.2 Learning Resource System Goals
- Identify examples of inputs to the development of learning resources system goals and objectives.
- Describe the importance of the connection between the learning resource system and the desired learning outcomes.
- Describe what the learning resource system mission statement should address.
- Differentiate between goals, objectives, and action items for a learning resource system.
9.3 Learning Resource System Implementation
- Describe the four steps for implementing and managing a plan for the learning resource system.
- Describe the possible inputs for needs assessment of the learning resource system.
- Differentiate between short-term and long-term goal setting.
9.4 Learning Resource System Components
- Explain the considerations in planning for the facilities/space for the learning resource system.
- Explain how the focus of the learning resource system materials changes with the level of education.
- Describe the skills that learning resource system staff may need.
- Identify the various services that may be offered by a learning resource system.
- Explain how to determine the hours services of the learning resource system are available.
- Identify common types of equipment in the learning resource system.
- Explain the guidelines for developing learning resource system policies and procedures.
- Describe the approaches to establishing budgetary support.
- Identify key concerns in integrating the learning resource system into the curriculum.
- List the considerations when building a relevant, balanced learning resource system.
- Describe the learning resource system self-evaluation process.
10.1 Overview
- Understand the purpose of ACCSC’s applications, forms, reports, and instructions
- Access all forms and reports on ACCSC’s website
- Describe ACCSC’s requirements for submitting documents to the Commission
- Explain the requirements outlined in the Instructions for Electronic Submissions form
10.2 ACCSC-Accredited: Renewal of Accreditation– Explain the purpose and requirements of the following:
- Application for Renewal of Accreditation
- Self-Evaluation Report-Renewal and the Appendices A, B, and C
- Graduation and Employment Chart
- Retention Chart
- Staff Personnel Report
- Faculty Personnel Report
10.3 Applications - Explain the purpose and requirements of the following:
- Application for a Change of Mission or Educational Objectives
- Application for an Acquisition
- Modification of Ownership Report
- Application for a Change of Control-Part I
- Application for a Change of Control-Part II
- Application for a Change of Name-Part I
- Application for a Change of Name-Part II
- Application for Use of a Diminutive Name
- Application for Use of "University" in School Name-Part I
- Application for Use of "University" in School Name-Part II
- Application for Clock Hour to Credit Hour Conversion
- Application for Initial Distance Education Approval
- Application for Expansion of Distance Education Approval
- Application for a Distance Education Consortium/Partnership Agreement
- Application for a Consortium Partnership Agreement
- Program Modification Report – Non-Substantive Modification
- Application for a Substantive Program Modification
- Application for a Substantive Program Modification Addition of Concentration
- Application for Continuing Education and Avocational Courses
- Application for Recognition of English as a Second Language Courses
- Application for a Change of Location-Part I
- Application for a Change of Location-Part II
- Application for a Distance Education Facility
- Facility Expansion Report
- Application for a Branch Realignment – Part I
- Application for a Branch Realignment – Part II
10.4 Appeals/Waivers - Explain the purpose and requirements of the following:
- Request for a Waiver of an Accrediting Standard or Policy
- Request for Good Cause Showing
- Application for Appeal of a Commission Decision
10.5 Complaints – Explain the purpose and requirements of the following:
- Complaint Review Process Form
- Complaint Form
10.6 Guidance/Sample Applications – Explain the purpose and requirements of the following:
- Application for a Change of Control – Part I(Guidance)
10.7 Initial Applicant Schools– Explain the purpose and requirements of the following:
- Pre-Workshop Application for Initial Applicant Schools
- Application for Initial Accreditation-Part I
- Application for Initial Accreditation-Part II
- Self-Evaluation Report-Initial and the Appendices A, B, and C
- Initial Applicant College 360 Contact Information Sheet
10.8 Instructions/Guidelines– Explain the purpose and requirements of the following:
- Explain the purpose and requirements of the Sustaining Fees Calculation Worksheet
- Explain the purpose and requirements of the Instructions for the Preparation and Submission of Financial Statements
- Guidelines for Independent Third Party Verification
- Guidelines for Employment Classification
- Instructions for Arbitration
- Catalog Checklist
- Enrollment Agreement Checklist
- Change in Director/CEO Contact Information
10.9 New Facility Applications– Explain the purpose and requirements of the following:
- Application for a Satellite Location
- Application for a Branch Campus-Part I
- Application for a Branch Campus-Part II
- Notification of Separate Facility Start Date
10.10 New Program Applications – Explain the purpose and requirements of the following:
- Application for a Related Non-Degree Program
- Application for a Related Non-Degree Program (Affiliated)
- Application for an Unrelated Non-Degree Program
- Application for an Unrelated Non-Degree Program (Affiliated)
- Application for the Approval of an Occupational Associates Degree
- Application for Approval of an Academic Associates Degree
- Application for Approval of a Baccalaureate Degree
- Application for Approval of a Baccalaureate Degree (Affiliated)
- Application for Approval of a Master’s Degree
10.11 Notification of Start Forms Explain the purpose and requirements of the following:
- Notification of Initial Distance Education Start Form
- Notification of Separate Facility Start Date Form
- Notification of Program Start Date Form
10.12 Program Outlines - Explain the purpose and requirements of the following:
- Program Chart
- Allocation of Hours for Clock Hour Programs
- Outline of a Non-Degree Program
- Outline of a Degree Program
- Outline of a Baccalaureate or Master’s Degree with Concentrations
10.13 Response/Submission Cover Pages- Explain the purpose and requirements of the following:
- Stipulation Response Cover Sheet
- Institutional Review Reporting Payment Submission Form
- Institutional Development Application Payment Submission Form
- Institutional Review Cover Sheet
- Additional Information Cover Sheet
10.14 Substantive Changes- Explain the purpose and requirements of the following:
- Substantive Change – Level II Deadlines 2025
10.15 Teach-Outs- Explain the purpose and requirements of the following:
- Institutional Teach-Out Plan Approval Form
- Notice of Discontinued Programs
- Programmatic Teach-Out Plan Approval Form
- Teach-Out Agreement Approval Form
13.1 Student Services
- Describe the basic elements of student services
- Describe the actions the school must take in creating and maintaining adequate student services
- Identify the types of services to be included in a student services program
- Explain what factors must be taken into account in creating an effective student services program
- Articulate the support that an adequate student services program provides to students.
- Define the requirements for coordination of the student services program
- Describe the requirements for providing counseling services to students, and of the individuals providing such services
- Explain the recordkeeping requirements for student advising
- Explain why the school must monitor and address student satisfaction
13.2 Student Records
- Identify the information that must be included in educational records for currently enrolled students
- Identify the information that must be included in a permanent official transcript for all current and formerly enrolled students
- Describe the timeframe that the school is required to maintain documentation
- Explain how records, physical or electronic, must be protected
- List the requirements pertaining to student records and privacy
13.3 Graduate Employment Assistance and Records
- Describe the nature and extent of graduate employment assistance that must be made available.
- Explain the requirements for maintaining verifiable employment records
13.4 Student Complaints
- Describe the actions a school may not take with complainants
- Explain the recordkeeping and disclosure requirements for schools relative to the complaint policy and processing
12.1 Educational Administration
- Explain why sufficient educational administration and operational policies are required
- Describe the qualification requirements for the on-site director of education
- Explain the requirements, responsibilities, and qualifications of a program head and for which programs a program head is required
- Define the requirements for a director of graduate level education
- Identify the school's responsibilities with regard to sufficient numbers and retention of faculty
- Recognize the requirements for certification or licensure to serve as an instructor
12.2 Faculty Qualifications/Teaching Skills
- Describe the relationship faculty must maintain with students
- List the various approaches a school may use to ensure that faculty members have training in instructional methods and teaching skills
12.3 Faculty Qualifications/Technically and Occupationally Related Courses
- Identify the number of years of related practical work experience required for faculty teaching in non-degree and occupational associate degree programs
- Identify the required qualifications for faculty teaching technically and occupationally related courses in academic associates and baccalaureate degree programs
- Explain the requirements for faculty teaching in technically and occupationally related courses in academic associates and baccalaureate degree programs when outstanding professional experience and contributions to the occupational field of study are substituted for a formal degree
- Explain the requirement regarding the school's verification of prior practical work experience as reported by faculty
12.4 Faculty Qualifications/General Education
- Articulate the requirements for faculty teaching applied general education courses in non-degree programs
- Describe the requirements for faculty teaching applied general education courses in occupational associates degree programs
- Differentiate between the requirements for faculty teaching academic general education courses in terminal non-degree programs and those that teach in programs that articulate to degree programs
- Define what is meant in the standards, by "appropriate coursework and preparation," "college-level coursework," and "appropriate academic coursework and preparation."
- Explain the requirement to maintain documentation of academic credentials of all faculty members and administrators, as required, to demonstrate compliance with applicable Standards of Accreditation
12.5 Faculty Qualifications/Graduate Education
- Identify the qualifications required of faculty that teach at least 50% of graduate level courses
- Describe the qualifications required of faculty that teach in the remaining graduate level courses
- Explain the requirements for faculty teaching in graduate level degree programs when outstanding professional experience and contributions to the occupational field of study are substituted for a formal degree
12.6 Faculty Qualifications/Other Courses and ESL
- Describe the qualifications required for faculty teaching in other courses such as electives, orientation, career services, health and wellness, and life skills
- Explain the qualification requirements for faculty teaching ESL courses
12.7 Assessment and Professional Development
- Identify the two skill areas that must be addressed by faculty development activities
- Describe the link between faculty assessment and development
- Explain how the school demonstrates that ongoing faculty assessment and development activities are occurring
- List the elements that may be included in professional development activities
11.1 Purpose of the Accreditation Review
- Describe the opportunity an accreditation review affords the school
- Articulate the purpose the accreditation process serves for the Commission
11.2 Components of the Accreditation Process
- Describe the steps in the process of achieving initial accredited status
- Describe the differences between the process for initial accreditation and renewal of accreditation
- Identify the conditions under which an Application for Initial Accreditation is considered to be expired
11.3 Self-Evaluation Process
- Explain the purpose of self-evaluation in the accreditation process
- Identify who should be involved in the preparation of self-evaluations.
- Describe circumstances that might necessitate a self-study.
- Explain the key steps in the self-evaluation process.
11.4 On-Site Evaluations
- Describe the purpose of an on-site evaluation.
- Describe the types of information used to evaluate a school.
- Explain the considerations to take into account when scheduling an on-site evaluation.
- List the various On-Site Evaluation Team members and their role in conducting the review
- Describe ways to prepare for the On-Site Evaluation.
- Describe the purpose and expectations of the On-Site Evaluation Summary Review.
11.5 On-Site Evaluation Report and Response
- Explain the purpose of the On-Site Evaluation Report
- Describe what is included in the On-Site Evaluation Report
11.6 Commission Review
- Identify the items that comprise the record considered by the Commission when making an accreditation decision about a school.
- Explain the circumstances under which the Commission could take a Warning Actionthat will immediately cause a Warning to be issued to a school.
- Describe the actions that may be taken by the Commission upon consideration of an Application for Initial Accreditation or Renewal of Accreditation.
- Explain the requirements for the maximum timeframe to remedy non-compliance.
