Sample forms and guidelines december 2015 naccas 4401 Ford Avenue, Suite 1300 Alexandria, Virginia 22302 Telephone: 703-600-7600 Fax: 703-379-2200 Table of Contents



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SAMPLE FORMS

AND

GUIDELINES


December 2015
NACCAS

4401 Ford Avenue, Suite 1300

Alexandria, Virginia 22302

Telephone: 703-600-7600

Fax: 703-379-2200

Table of Contents

Document Page Number
NACCAS Samples and Guidelines Preface 4
Standard I:

Mission Statements Guidelines and Examples 6

Back Up Data for Annual Report 6

Guidelines for Obtaining Feedback and Developing an

Improvement Plan 7-11

Advisory Committee Guidelines 12

Sample Advisory Committee Survey 13-15

Sample Student Survey 16-17

Sample Graduate Exit Survey 18

Sample Advisory Committee Meeting Documentation 19

Sample of Summarized Feedback 20

Sample Description of Changes or Improvements (ISS I.11) 20


Standard II:

Sample Instructor Job Description 22-23

Sample Substitute Instructor Orientation Checklist 24

Sample Staff Meeting Minutes Policy 25

Guidelines for Developing a Continuing Education Plan 25-26

Sample Instructor Continuing Education Plan 26

Sample Instructor Evaluation Form 27
Standard III:

Sample Contents of an “Operating Procedures Manual” 29

Sample Organizational Chart 30

Default Management – Ideas about Default Prevention 31-35



Standard IV:

Sample Admissions and Enrollment Requirements 37

Catalog Requirements and Checklist for Cross-Referencing 38

Sample Pre-Enrollment Receipt of Information 39

Sample Components of a Typical Student File 40

Enrollment Agreement Requirements and Checklist for Cross-Referencing 41

Sample Enrollment Agreement 42-43

Sample Enrollment Agreement Addendum 44

Sample Articulation Agreement 45
Standard V:

Sample New Student Orientation Checklist 47

Sample Counseling and Report Card 48

Sample Job Placement Policy 49

Sample Student Grievance Procedure 49

Sample Student Grievance Form 50




Document Page Number
Standard VI:

Sample Curriculum Guidelines 52-53

Curriculum: Course/Program Outline Guidelines 54

Course/Program Checklist for Cross-Referencing 55

Sample Cosmetology Program Outline 56-57

Sample Kit List 58

Sample Lesson Plan 59

Sample Nail Technology Level One Schedule 60-61


Standard VII:

Withdrawal and Settlement Policy Checklist for Cross-Referencing 63-64

Sample Refund Policy 65

Sample Withdrawal Record and Settlement Calculation Form 66

Sample Extra-Instructional Charges Policies 67
Standard VIII:

Sample Safety and Evacuation Policy 69


Standard IX:

Sample Practical Examination and Written Grading Criteria 71

Practical Skills Competency Evaluation Criteria 72

Sample Report Card 73

Sample Exit Interview Checklist 74

Sample Official Transcript 75

Satisfactory Progress Policy Checklist for Cross-Referencing

For Clock Hours 76-77

For Credit Hours 78

Sample Satisfactory Academic Progress Policy 79-80

Sample Satisfactory Academic Progress Report 81

Sample Appeal Form 82


Checklist of Required Documents for a NACCAS Full Team Visit 83-85

NACCAS

Samples and Guidelines

Preface – A Must Read
INTRODUCTION

NACCAS has provided schools with this useful tool that contains forms and guidelines to assist with remaining in compliance with NACCAS requirements. NACCAS is one of the few, if not the only, accrediting agencies that provides such a tool for use by its constituency. It is important to note that use of the forms and information does not guarantee compliance or ensure that a school will not receive limitations.


NACCAS GENERAL GOALS OF ACCREDITATION

A. To foster and improve post-secondary education and training in career arts and sciences.

B. To establish and enforce minimum standards of performance towards ensuring that accredited post-secondary schools offer, and can be reasonably expected to continue to offer, successful programs to prepare graduates for licensure, certification and/or employment in these areas.

C. To ensure that each accredited institution carries out its educational activities in ethical and responsible ways.


PURPOSE OF THE BOOKLET

The purpose of this booklet is to aid NACCAS-accredited schools in meeting the goal of improving post-secondary education and complying with NACCAS requirements. It is designed to serve as a partner in making sure your institution meets all applicable standards, criteria, and policy requirements. It is important to remember that it contains samples, guidelines, and guidance information only. The information is provided to assist institutions in developing documents and policies. Use of these forms and information does not guarantee compliance or ensure that the school will not receive limitations. However, use and proper implementation of these documents may well improve the success of the institution’s initial accreditation or renewal of accreditation process.


HOW TO USE THIS BOOKLET

1. Review the entire booklet thoroughly.

2. Determine which documents and policies apply to your institution, in whole or in part.

3. Download the applicable documents from the NACCAS website into a “word” file on your computer.

4. Edit the forms and policies to ensure they are tailored to your institution and comply with your institution’s needs. You must also ensure that NACCAS’s name is removed from the forms prior to use.

5. Place your personal brand onto the forms if you desire to do so.

6. Properly implement the forms and policies into your operations.

7. Maintain proper documentation of the newly tailored forms and policies at the institution and/or in student files.



STANDARD I
EDUCATIONAL OBJECTIVES

AND

INSTITUTIONAL EVALUATION

MISSION STATEMENT GUIDELINES
Following are examples of mission statements. Schools should bear in mind that the mission statement can be as broad or as specific as they choose based on the training offered in its programs. Schools should bear in mind that when counting a graduate as successfully placed on its annual report, they will have needed to prepare the graduate to do the job more effectively. Schools should be able to substantiate the results of the mission statement through their curriculum.
“It is the mission of Design Institute to provide a quality post-secondary cosmetology education that prepares the graduate for licensure and job entry-level skills.”
“It is the mission of ABC Beauty Academy to provide an opportunity to achieve a quality post-secondary education for a group of learners who have the ability to benefit from the program by developing the requisite skills in business and customer service for success in the workplace.”
“It is the mission of The Design Institute to provide a quality post-secondary education in the practical skills necessary for licensure and employment success including business skills, customer service, retailing, and communications.”
“It is the school’s mission to provide post-secondary graduates with the understanding of the business skills needed to be a top salon or spa professional.”
“ABC College of Cosmetology is dedicated to student success by enriching lives and cultivating professionals through innovative, personalized post-secondary education in a creative and inspiring environment that prepares graduates in the business skills and fiscal responsibility necessary for success in the workplace.”
“It is the hope and purpose of Design School of Cosmetology to provide post-secondary students with a positive learning environment and a pathway to career success.”

BACK UP DATA FOR THE SCHOOL’S MOST RECENT ANNUAL REPORT YEAR
***The school should refer to the most current Annual Report Instructions found on the NACCAS website.


GUIDELINES FOR OBTAINING FEEDBACK AND DEVELOPING AN IMPROVEMENT PLAN
All NACCAS-accredited institutions are required to solicit annual feedback from current students, graduates and the institution’s advisory committee member(s). The primary purpose of soliciting such feedback is to improve the overall quality of the institution and to ensure the achievement of the institution’s mission and educational objectives. These guidelines have been developed to assist institutions in assessing feedback and performance outcomes.
Conducting surveys allows the institution to review both positive and negative feedback about the curriculum, the facilities and equipment, the student support services, the institutional performance statistics, etc. This information allows the institution to evaluate itself and implement changes to improve the overall quality of the institution.
A. The school should develop applicable surveys to solicit relevant information as follows:
1. Current Students: The survey should request information from students in areas such as relevance of instruction, availability of instructional materials, program content, and student support services. (See Sample Current Student Survey.)
2. Graduates: The survey should request information from graduates in areas such as achievement of educational objectives, effectiveness of licensure preparation, job search skills, preparation for employment, effectiveness of instruction, etc. (See Sample Graduate Survey.)
3. Advisory Committee: Information should be solicited from the advisory committee, either through meetings, conference calls, or surveys that address the effectiveness of the institution’s curriculum, facilities and equipment, performance outcomes, and student support services as relevant to industry trends and needs. (See Sample Advisory Committee Survey.)
B. The institution compiles its annual performance statistics based on the results of its most recent NACCAS Annual Report and determines if the rates are congruent with the institution’s mission.
C. The institution conducts an annual meeting with relevant personnel to review the feedback received from the surveys and/or meetings. The institution summarizes the feedback received from the current students, graduates, and the advisory committee. Based on the summarized feedback, recommendations for improvement are discussed and agreed upon, if applicable. An action plan for implementing desired changes is defined. Time lines for implementation are defined. Responsible personnel are identified. A follow-up meeting is scheduled to review effectiveness of improvements. The minutes of the meeting are recorded and maintained.
D. Improvements are implemented and results are monitored and documented.
E. The follow-up meeting is conducted, results are reported, and a determination is made as to whether the new procedures should continue or further changes are needed. Solicitation of feedback, assessment of feedback, implementation and monitoring of improvements is an ongoing cycle.

PLAN FOR IMPROVEMENT

Pursuant to Section 5.0 (d) (4) of the Rules of Practice and Procedure, an institution may use the following format to submit its Plan for Improvement when placed on Low Outcomes Monitoring.




  1. SCHOOL RATES

State the school’s current rates as calculated from the most recent Annual Report.


  1. Graduation: _____%

  2. Licensure or Certification _____%

  3. Placement _____%




  1. TARGETED RATES

State the school’s targeted rates that it hopes to achieve with the submission of the next Annual Report as a result of implementation of the improvement plan.


  1. Graduation: _____%

  2. Licensure or Certification _____%

  3. Placement _____%




  1. PLAN FOR IMPROVEMENT

  1. Analyze specific areas of the school’s recruitment and admissions, faculty, student support services, curriculum, facilities and equipment.

  2. Identify areas needing improvement that could specifically affect the school’s outcomes rates.

  3. Develop strategies that will improve the school’s outcomes rates.

  4. Monitor and evaluate the plan for improvement.



INTERNAL ANALYSIS

The institution should ask a series of questions regarding the three performance areas to determine where improvement may be needed.


GRADUATION RATE

Answer the following questions to determine areas where improvement might be needed.

1. How many students withdrew during the most recent annual report year?

2. Did most of the withdrawals fall into a specific demographic? If so, which demographic?

3. When did the majority of the withdrawals occur?

4. Can the withdrawals be tied to a specific instructor or class level such as the first phase of study or just after advancing to the student salon?

5. Do the institution’s course hours exceed the hours required by the State? If yes, are withdrawals occurring when state requirements are met?

6. Are withdrawals occurring when the hours requirement of a neighboring state are met?

7. What is the institution’s attendance policy?

8. Does the institution allow students to make up missed time or assignments?

9. Do students understand program objectives and requirements?

10. Do students fully understand the requirements for maintaining satisfactory academic progress?

11. Are students fully aware of all graduation requirements?

12. Are the reasons for student absences analyzed?

13. Can the institution change policies or assist in providing services to overcome the reasons for absences?

14. What reasons did withdrawals give for withdrawal?

15. What steps can the institution take to help overcome the causes of withdrawal?

16. Does the institution provide any special recognition or rewards other than a diploma or certificate of completion to those who graduate?



LICENSURE RATE

Answer the following questions to determine areas where improvement might be needed.

1. Are students made aware of licensure requirements prior to enrollment?

2. Are course requirements and expectations stressed throughout the program?

3. Are state exam requirements emphasized with each practical lesson taught?

4. Is State Law taught as part of the curriculum?

5. Are state board preparation classes part of the structured curriculum?

6. Does the institution conduct simulated state board examinations?

7. Does the institution provide the graduate with information regarding the licensing examination?

8. Does the institution provide guidance on when, where and how to take the state licensing examination?

9. Does the institution provide incentives to graduates to return with evidence of satisfactory completion of the licensing examination?

10. How much time elapses between graduation and the ability to take the licensing examination? Is this impacting licensure success?

11. Does the institution offer review or refresher courses to prepare for licensure or re-examination?

12. Do many of the licensing exam failures occur in special needs students?



PLACEMENT RATE

Answer the following questions to determine areas where improvement might be needed.

1. What is the institution’s placement policy?

2. Does the institution teach the importance of professionalism throughout the curriculum?

3. Does the institution teach students how to write an achievement-oriented resume?

4. Does the institution provide opportunities for students to experience success and demonstrate achievement that will enhance the resume?

5. Does the institution teach students how to participate in a successful employment interview?

6. Does the institution teach students effective job search skills?

7. Does the institution maintain a relationship with area salons and other potential employers?

8. Does the institution make known area job opportunities to students?

9. Does the institution facilitate job fairs attended by local employers?

10. Does the institution invite area employers as guest speakers during job readiness classes?

11. Does the curriculum include development of an effective employment portfolio?

12. Does the institution facilitate field trips to area salons/spas/establishments?

13. Does the curriculum focus on the importance of developing a strong work ethic?

14. Does the curriculum place emphasis on important soft skills such as communication, building a business, retail sales, and customer service?

15. Does the institution provide any incentives to graduates to return and document their employment?


THE FORMAL PLAN FOR IMPROVEMENT
Instructions: Download the following Plan and complete the applicable information for submission to NACCAS. Each of the following categories must be addressed only for the outcomes rate(s) that is/are below the threshold. Indicate the rate(s) for which the plan applies. Check the applicable areas in Item 1 of each category that may need improvement and answer items 2 through 5 accordingly.

___ Graduation ___ Licensure ___ Placement
A. STUDENT RECRUITMENT AND ADMISSIONS

1. Areas needing improvement that may affect outcomes rates:

___ Recruitment Advertising (Who is the target audience? Does that audience have the highest potential for success?)

___ Pre-admission Screening (How are applicants pre-qualified before interview?)

___ First Interview Procedures (Are admissions requirements explained? How are course expectations explained? Is emphasis placed on the commitment required of the applicant? Are both technical and soft skills requirements covered? Are licensure requirements explained? Are obstacles to course completion addressed?)

___ Final Enrollment Interview (Is student provided access to the student catalog? Are all the relevant policies and enrollment/school policies covered? Are all elements of the enrollment agreement reviewed including the refund policy and penalties for withdrawal?)


2. Define specific strategies for improving each area needing improvement as indicated above.

3. Describe resources needed, if any.

4. State who will be responsible for implementing improvement.

5. Define the timelines for monitoring and evaluation of results.
B. STUDENT SUPPORT SERVICES

1. Areas needing improvement that may affect outcomes rates.

___ New Student Orientation (Are students given an overview of the program and of all educational objectives and course requirements? Is the student catalog reviewed? Are all student-related administrative policies covered? Are students informed of available student support services? Are all student questions answered thoroughly? Are students made familiar with all personnel and the space and facilities?)

___ Academic Advisement (Are students counseled periodically with respect to their academic and practical performance as well as their attendance? Are students given feedback on their professionalism and the skills needed for success in the workplace? Are action plans for improvement defined when needed?)

___ Financial Assistance Advisement (Are students properly advised regarding opportunities for assistance with tuition payment? Is assistance provided in completing required applications, etc?)

___ Referrals for Professional Assistance (Are students given referrals for professional assistance as needed? Does the school post contact information for a variety of professional agencies?)

___ State Laws and Regulations (Are students advised or trained on the regulations governing the scope of practice for which they are training?)

___ Employment Assistance (Does school have an active placement program? Who is responsible? Are students taught how to prepare a resume and for an employment interview? Are job search skills taught?)

___ Internal Grievance Procedure (Are students made aware of the procedure to be followed in the event the student has a grievance or concern?)
2. Define specific strategies for improving each area needing improvement as indicated above.
3. Describe resources needed, if any.

4. State who will be responsible for implementing improvement.

5. Define the timelines for monitoring and evaluation of results.
C. FACULTY

1. Areas needing improvement that may affect outcomes rates.

___ Qualifications (Do instructors hold the appropriate credentials?)

___ Experience (Do instructors have relevant professional experience and skills?)

___ Professional Development (Do instructors obtain current and relevant professional development training on an annual basis?)

___ Preparation (Are teachers prepared, organized, and effective in planning education?)

___ Talent (Do instructors incorporate student-centered, discovery-oriented academic and practical learning strategies into the curriculum?)

___ Interpersonal Skills (Are instructors able to interact effectively with the diversity of students enrolled?)

___ Management Skills (Are instructors skilled in classroom and conflict management?)
2. Define specific strategies for improving each area needing improvement as indicated above.

3. Describe resources needed, if any.

4. State who will be responsible for implementing improvement.

5. Define the timelines for monitoring and evaluation of results.



CURRICULUM

1. Areas needing improvement that may affect outcomes rates.

___ Curriculum Development (How does the institution develop and/or select the curriculum it follows for each program?)

___ Curriculum Revision (How often is the curriculum updated? What factors are used to determine when updates are needed?)

___ Class Levels (Does the institution have a comprehensive first level of training that properly prepares students for advancing to the student salon and serving guests?)

___ Student Salon Activities (Does the school ensure that the student obtains the relevant student experience to make a smooth transition into employment?)

___ State Board Preparation (How does the institution ensure that graduates are prepared for the state licensing examination?)

___ Job Readiness Training (What steps are taken to ensure that each graduate is ensured an entry- level position upon licensure?)


2. Define specific strategies for improving each area needing improvement as indicated above.

3. Describe resources needed, if any.

4. State who will be responsible for implementing improvement.

5. Define the timelines for monitoring and evaluation of results.



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