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National Commission for the Accreditation of Special Education Services |
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The National Commission for the Accreditation of Special Education Services
v A Subsidiary of NAPSEC v
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Chair
Joe Leshko
Past
Chair
Commissioner
NAPSEC President Advanced Education Services Colton, CA
Chair, Standards
Committee Klingberg Family Centers New Britain, CT
Commissioner
Commissioner
Commissioner Commissioner Dr. Jade Carter Horizons School Birmingham, AL
Commissioner Duncan Lester Green Chimneys Children's Services Brewster, NY Executive Director & CEO |
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Board of Child Care - Strawbridge
School
Boston Higashi
School
The
Children's Guild
The Day School at the Children's
Institute
The
Eden Institute The Grandfather Academy Banner Elk, NC
Harmony Hill School NCASES/COA Accredited
Heartspring
The Horizons School
Klingberg Family Centers
Lake Grove at Maple Valley
The Lighthouse
School
New York
Institute
for Special Education
Royce Learning Center
The Children's Institute
Timber Ridge School
Watson Institute Westchester School for Special Children McQuade Children's Services New Windsor, NY NCASES/COA Accredited
Arrow Child & Family Ministries Baltimore, MD
Arrow Child & Family Ministries - Fair Meadows Campus Bel Air, MD
Green Chimneys Children's Services Brewster, NY NCASES/COA Accredited
Vista Vocational & Life Skills Center Westbrook, CT
St. Coletta of Greater Washington Washington, DC
Raymond Hill School of Klingberg Family Centers New Britain, CT
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Through NCASES partnership with the Council on Accreditation (COA) an integrated accreditation process is offered for those programs that are currently or want to be COA accredited. A program has the choice to either have the teams (NCASES & COA) visit their program together or they can come on separate visits. The process allows, through the combination of NCASES and COA standards, to have the program be accredited by both programs once the standards are complete. If this is of interest to you, you will need to check this option on the NCASES Application Form below.
COA/NCASES Integrated Accreditation Standards Reviewed
Personnel --------------------------------------------------------------------------------- Personnel Records Staff Qualifications Staff Development Training of Service Professionals
Services --------------------------------------------------------------------------------- Client/Student Records Individualized Service Planning Individualized Educational Plan Instructional Planning Curriculum Instructional Methods Behavioral and Affective Practices Least Restrictiveness Admission and Exit Procedures
Evaluation --------------------------------------------------------------------------------- Goals and Objectives Program Evaluation Data Collection Administrative Studies Dissemination |
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NCASES Accreditation Process
Accreditation Application Requirements
Eligible Services
Accreditation Process
Accreditation Services
Standards for Accreditation Areas Examined
Organization --------------------------------------------------------------------------------- Mission Legal Sanction Regulatory Compliance Governing Body Ethical Conduct
Administration --------------------------------------------------------------------------------- Administrative Authority Accountability Policies and Procedures
Personnel --------------------------------------------------------------------------------- Personnel Practices Personnel Records Staff Qualifications Diversity & Non-Discrimination Staff Development Training of Service Professionals
Services --------------------------------------------------------------------------------- Definition of People Served Nondiscrimination Confidentiality Client/Student Records Research Complaints and Appeals Individualized Service Planning Individualized Educational Plan Instructional Planning Curriculum Instructional Methods Behavioral and Affective Practices Least Restrictiveness Admission and Exit Procedures
Community --------------------------------------------------------------------------------- Community Identification Community Education Community Planning
Health and Safety --------------------------------------------------------------------------------- Regulations Procedures Physical Plant Safety Staff Facilities
Financial Management --------------------------------------------------------------------------------- Financial Resources Budget Management of Funds Control and Audit Cost Allocations Insurance Coverage
Evaluation --------------------------------------------------------------------------------- Goals and Objectives Program Evaluation Data Collection
Administrative Studies -------------------------------------------------------------------------------- Educational Support Services Educational Diagnostic/Evaluation Services
How to Prepare for NCASES Accreditation
OVERVIEW From the outset, NCASES copes with the difficulties emanating from Standards which are to be applied nationally, in different states, in different regions, in programs under different auspices, serving different types of individuals and with different organizational purposes.
Neither the Standards nor the accreditation process attempt to dictate a programs purpose or rationale for existence. We believe that to be the function of the state in which the agency exists and the community it serves. Nevertheless, the Standards require that an agency is meeting a community need and the Site Review Team will look for verifying evidence.
An agency, duly licensed or approved by the government and then electing to stand for accreditation responds to a desire for a broader review and to be held to a higher standard than licensing or government approval generally represents.
It is our hope that the Standards and the accreditation process, consciously eschewing specific types of educational models will assure that individuals in special education agencies and services are provided first, and without question, environments that are healthy, safe, comfortable, attractive, and conducive to learning.
Once assurance is evident that such goals have been attained, the accreditation process will help determine how well an agency, by meeting all Standards, transcends differences attributable to different States, regions, auspices and purposes and provides a high quality of special education programs and services appropriate to the needs of its clients.
Philosophy The philosophy of NCASES is that the Self Study process associated with accreditation leads to more efficient and effective services for individuals with disabilities and their families.
Mission Statement NCASES ensures that a set of Standards exists which allows special-purpose educational agencies to voluntarily validate their purpose relative to the best current practices available in Special Education. Best current practices will be derived from the prevailing body of knowledge and will evaluate how the agency seeking accreditation applies such practices and professional techniques.
In addition, NCASES promotes agency self assessment relative to others, innovation, growth, quality assurance, inter- and intra-agency partnerships, networking and collaboration through accreditation to promote the highest possible success for all individuals receiving services.
The Need for Accreditation Private Special Education agencies have increased greatly in number in the last two decades. This growth has been in response to gaps in public services and to the desire of parents to provide something different and/or more appropriate. As a consequence of this impetus, independent Special Education has developed into a major service sector for people with disabilities and their families.
Parallel to this trend of private service development, the national concern with accountability to consumers and the rights of individuals with disabilities has risen to major proportions. Public and private education alike have become aware of, and part of, the emphasis in these areas and have been greatly affected by the translation of concern into implementation.
NCASES was established out of concern that quality control be maintained within private Special Education programs and services. The member agencies of the National Association of Private Special Education Centers (NAPSEC) established an independent, private accrediting agency open to all Special Education agencies. NCASES provides a set of standards and a process by which an agency can be evaluated by these criteria.
The character of American accreditation has been private and voluntary. NCASES follows in this tradition by also relying heavily upon self-evaluation and peer review within the accreditation process. The system is intended to maintain and improve quality, while preserving and encouraging innovation and diversity.
Accreditation by NCASES 1. Assures the community that the agency has met best current practices;
2. Identifies for private and public consumers agencies worthy of financial support;
3. Assists prospective clients, families, and public agencies in choosing a service provider; and
4. Assists in the development of agency improvement goals.
The Standards for Accreditation The key to success of NCASES meeting its objectives is the appropriateness and comprehensiveness of its Standards and their ability to discriminate between superior quality and mere adequacy. The Standards were developed with input from private and public sector-human service professionals, parents, funders, and higher education. The Standards will be systematically reviewed and revised based on continuing input from the special education field.
In order for an agency to be eligible for NCASES accreditation it must comply with 100% of the Core Standards, which appear in bold type in the Standard and Self Study sections of the NCASES Manual, and comply with 80% of the remaining Standards for Accreditation listed in the manual. To comply with Day Special Education standards the agency must complete the Standards for Accreditation. To comply with other service areas the agency must complete the Standards under each specific service area for which it applied - Special Education within Residential Settings, Educational Support Services and Educational Diagnostic Services/Evaluation Services.
Applicant Status Once the agency formally submits the letter of intent, completes the NCASES application, and submits the required application fee, it achieves "applicant status." Applicant status expires one year following receipt of the above materials. NCASES reviews the preliminary application information and, upon preliminary approval, provides the necessary accreditation materials to begin the Self Study. The agency submits half of the accreditation fee when the accreditation materials arrive with the invoice and the remaining amount is collected before the Site Review Team arrives on site.
The Self Study Preparing for the Self Study and carrying it through constitutes one of the most valuable outcomes of the total accrediting process. It not only provides information used in the evaluation of the agency, but is an opportunity for the agency to involve its entire staff and governing board in the process of agency examination of structure, policy, and procedures.
Unless these preparations are given ample time and involve widespread participation of the staff, board, and others, the benefit to the candidate agency is reduced and Site Review Team work will be hampered. NCASES recommends broad-based participation in the Self Study process, including key staff, board members, families and others, as appropriate.
In preparing for the Self Study the agency should appoint one staff member to be responsible for an individual section of the standards. This will allow agencies to assign different areas to staff based on their expertise, which will enhance the process when the staff meets as a team to organize the entire accreditation package. The sections are:
* depending on programs application
Each staff member should have a separate file for each standard in his/her section. The file will hold the proof that the standard has been met. This can be done by simply including the policy required, the agency’s Mission Statement or depending on the Standard in question, it may require proof in practice that the standard has been met. Refer to the italicized information following each Standard for further instruction.
Standard 1. is a Core Standard – it is written in bold print. Standard 36. is not a Core Standard – it is not written in bold print.
EXAMPLE…
ORGANIZATION The organization is structured and governed for the purpose of providing educational and related services to individuals with special needs.
Mission
____1. The organization defines its mission and purpose and establishes a program of educational and related services for its attainment. (In bold type – a Core Standard).
Review copy of Board authorized mission statement and minutes of Board meeting at which the mission statement was authorized.
Accountability
____36. Procedures are available for staff and clients/students to alert the organization's administration and governing body to changing community conditions or other matters of concern to the organization. (Not a Core Standard – not in bold).
Review written procedures, interview staff and client/students. Review staff meeting notes.
A copy of the written policy documentation that shows compliance with each standard, and three examples of how the standard is met in practice (for those Standards where examples are needed) written out for the Team to review.
Standard 1. would not need three examples, this standard can be proven by placing a copy of the mission statement with a copy of the Board minutes where the mission statement was approved in the file.
Standard 36. is an example of a Standard that requires three examples to show it is also met in practice. This folder would contain a copy of the policy or a page stating the name of the manual, the section of the manual and/or the page number where the policy is located.
Your examples could be a copy of the staff manual or the name of the manual with the section and/or page number in the manual where the policy is located, a copy of a policy stating that all staff has received a copy of the manual and have signed a document stating the manual has been received and the policy has been read (this signed document would also be in each employees personnel file). The agency could use a suggestion box, or hold meetings where the agenda or the minutes clearly state this type of information is exchanged. These are all examples of how the policy is also met in practice at an agency.
Having the information in order, in folders labeled by section and Standard number will help the process go smoothly for both the agency and the site team. Leaving no surprises for the agency and the Team once they are on site.
In areas where the agency finds it is lacking proof of compliance in policy or practice or both, now is the time to address these areas by developing and implementing new policies and procedures to ensure the agency will be in compliance when the Site Team is on site. This is one of the biggest benefits of NCASES Accreditation - making needed improvements as you go through the Self Study process that will further advance your agency’s mission and goals.
Once staff feels that it has completed the self study, you should gather the entire working group together to review all the standards and revisit any standards that may not be in full compliance. At this point, any problem areas should be identified and policies developed, if needed.
Once you feel that self study is successfully completed and proof exists to meet all the standards. Fill out the “Self Study - Final Analysis” that is located at the end of the Self Study Section in your manual, and fax it to the NCASES office at 202-408-3340.
The Self Study should be returned to the NCASES office at a minimum of six weeks prior to the Site Review Team visit to allow NCASES to examine the material prior to setting up the site visit.
The agency should include three dates that it would like for NCASES to schedule a site visit for its Self Study. The dates should be listed in order of the agency’s preference – 1st, 2nd, and 3rd. The Dates should be for a Monday, Tuesday and Wednesday. The Site Team will arrive on Sunday evening to prepare for the weeks activities.
The SitSite Review Team VisitNCASES will review all documents as described previously and select members for the Site Review Team and schedule dates with the agency for the site visit.
The Site Review Team The Site Review Team will be comprised of experienced professionals from Special Education programs and services, similar to the one being reviewed, and other relevant persons. All team members will have experience with program review and be specially trained for their assignment.
The names of the site reviewers will be sent to the agency prior to the actual visit. If the agency believes that a proposed site reviewer, because of prior association of activities with the agency or its staff, would be unable to render an objective review, the agency has the option of rejecting the site reviewer(s) and requesting a different reviewer(s). Confidentiality of this process will be strictly observed.
Function of the Site Review Team The Site Review Team will review the agency against the NCASES Standards. They will verify information supplied in the Self Study, gather additional data on agency operation and performance, and assess the agency's level of compliance on the provisions. The Team will not provide consultation to the agency. Board and staff of the agency should not expect the Team to consult on problems found in the course of the accreditation site visit. They are not authorized to state whether an agency will or will not be accredited. This decision lies solely with the NCASES Commission.
Cost of Site Review The cost of the Site Review includes the accreditation fee, travel expenses, lodging and meals associated with the site visit. The agency is responsible for selecting a hotel and making reservations for the team in advance. The agency needs to inform the hotel that it should be billed for the Site Team’s stay and meal expenses – individual Team members do not pay for hotel expenses or those meals that were charged to their hotel room during the site visit. When the Team returns from the site visit, they will submit their remaining expenses to the NCASES office and once the entire team has submitted their expense forms, NCASES will invoice the agency for the Team’s expenses.
Schedule of On-Site Activities It is the responsibility of the agency Director/Chief Executive Officer to arrange a tentative schedule for the on-site review based on the NCASES’s Accreditation Process Handbook and discussion with the Team Leader. This schedule should be received by the Team Leader prior to the Teams arrival at the agency. The handbook explains the usual activities conducted on-site and suggested length of time for each. The Team Leader will contact the agency in advance to discuss these issues with the designated agency contact.
These activities most often include: an Orientation Conference with the agency executive and chair or designee; tour of the agency; interview with clients and staff members at all levels of responsibility and governing and/or advisory board members; a sampling of case records, personnel files, financial records, and minutes of board and committee meetings; and observation of activities not specially scheduled for the reviewers. The Team Leader, on the basis of the analysis of the Self Study, may request time be allotted for additional activities not necessarily covered in the handbook. Site visits require a maximum of two and half days. If, based on unusual circumstances, additional time is required this would be worked out in advance of the site team’s arrival.
The Report At the completion of the site visit the Team Leader, with assistance from the team members, will complete the Site Review Team report. In this report, the reviewers will provide detailed information regarding the agency's level of compliance with NCASES Standards.
The report will be submitted to the Executive Director & CEO of NCASES who will then send it to the agency Director for review. The agency will have the opportunity to respond in writing to the factual statements and evaluation in the report before its submission to the NCASES Commission.
The Accreditation Decision The report of the Site Review Team will be sent to the NCASES Commission for action. Final authority to award, extend, defer or revoke accreditation rests with this body. In anything less than a unanimous decision, the NCASES Commission will fully review and decide on what action to take. For more detailed information on these processes consult the NCASES Accreditation Handbook.
Confidential Information The NCASES Commission will hold in confidence all information about agencies learned during the review for accreditation. The NCASES Commission has the right to make known the decision regarding an agency's accreditation. The NCASES Commission will not release any other information gathered during the accreditation without the written permission of the agency. Information gathered during the accreditation or reaccreditation process includes documents, reports, narratives and evaluations submitted with the application and agency Self Study, observations, reports and work notes of the Site Review Team and the deliberations of the NCASES Commission.
Litigation Acknowledgment It is required of all applicant agencies to fully disclose all pending legal matters in which they are involved. Upon review of such matters, a decision will be rendered by the NCASES Commission regarding whether or not the applicant agency is allowed to continue the accreditation process. Decisions by the Commission will be final and determined based upon the following principles:
Litigation pending against an agency may be a deterrent to continuing the accreditation process, they are: * Abuse or neglect * Fiscal mismanagement or fraud * Criminal activities not otherwise specified
Litigation pending against an agency due to non-criminal acts of a civil nature may not be construed as a deterrent to continuing the accreditation process.
Please note... Concluded litigation actions within the previous seven years must be disclosed to the NCASES Commission by the agency with a synopsis of any actions taken by the agency to comply with court orders and/or deter future litigation of a similar nature. Please ensure that this information is provided to the Site Team while on site.
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An Affiliate of the National Association of Private Special Education Centers N♦C♦A♦S♦E♦S The National Commission for the Accreditation of Special Education Services
NCASES Application Form
NCASES application fee for accreditation is $250 and is non-refundable
Date: _______________________
Agency:_______________________________________________________________
Address:_______________________________________________________________
Telephone
Number: __________________ Fax Number:
__________________________
Email of Contact
Person: ___________________ Year Agency
Established:___________
Special Needs
Served:______________________________________________________
Other Approvals or
Accreditations: ___________________________________________
Age of Population
Served: __________________________________________________
Number of Students
Served:_________________________________________________
How Many Staff are
Employed by Your Agency?:_________________________________ ___ Check if requesting an integrated accreditation – NCASES & Council on Accreditation.
Accreditation
Services Offered:
B.
Special Education Programs not in Residential Settings
$2,500 Applying For – please circle selection: A. B.
Signature: ______________________________________ Date: _________________
When applying for NCASES-COA Integrated Accreditation, you will need to contact COA directly. NCASES does send a memo stating that you requested an integrated accreditation, but you will need to make accreditation arrangements directly through them. Then NCASES and COA will coordinate your joint visit schedule.
COA Contact Information
January 1, 2009 Revised
Organization Mission Legal Sanction Regulatory Compliance Governing Body Ethical Conduct
Administration Administrative Authority Accountability Policies and Procedures
Personnel Personnel Practices Personnel Records Staff Qualifications Non-Discrimination Staff Development Training of Service Professionals
Services Definition of People Served Diversity & Nondiscrimination Confidentiality Client/Student Records Research Complaints and Appeals Individualized Service Planning Individualized Educational Plan Instructional Planning Curriculum Instructional Methods Behavioral and Affective Practices Transition to Other Environments Admission and Exit Procedures
Community Community Identification Community Education Community Planning
Health and Safety Regulations Procedures Physical Plant Safety Staff Facilities
Financial Management Financial Resources Budget Management of Funds Control and Audit Cost Allocations Insurance Coverage
Evaluation Goals and Objectives Program Evaluation Data Collection Administrative Studies Dissemination
Educational Support Services
Education Diagnostic/Evaluation Services
Specific Program/Service Standards _______________________________________________ Special Education within Residential Settings Standards for Accreditation ORGANIZATION
The organization is structured and governed for the purpose of providing educational and related services to individuals with special needs.
Mission
____1. The organization defines its mission and purpose and establishes a program of educational and related services for its attainment.
Review copy of Board authorized mission statement and minutes of Board meeting at which the mission statement was authorized.
____2. The organization maintains a current and readily available statement of its mission and purpose and description of its program(s) and services.
Review written program description, noting date of publication.
____3. The organization provides an up-to-date description of its program(s) and services to the community it serves.
Review brochures, newspaper articles, etc., that demonstrate that information is made available to the community being served.
Legal Sanction
____4. The organization is a duly organized corporation or is otherwise authorized by law to offer a program of special education and related services.
____5. The organization is incorporated in the state in which it conducts its operations, or is authorized by the state's statutory authority for education, where such exists, to provide special education and support services for children, youth, adults, and/or families.
4. – 5. Review articles of incorporation or other legal document(s) that identify the organization and state its purpose (licenses, certifications, etc.).
Regulatory Compliance
____6. The organization is in compliance with applicable federal, state, and local requirements for its program of services.
Review legal documents, if any, which stipulate terms under which the organization operates.
____7. An individual(s) is identified as having the responsibility for ensuring compliance to all laws and regulations applicable to all operations of the facility.
Review job description that identifies person responsible. Review letter of appointment or Board minutes authorizing appointment of person responsible.
____8. The organization possesses copies of current regulations that govern any of its programs or services. If the facility transports individuals for any purpose, copies of those applicable regulations/policies are available.
Review copies of statutes, regulations, policies, etc., which identify operating requirements.
____9. The organization possesses documentary evidence of its operating authority, including charter, by-laws and all required licenses, certifications, or approvals as evidenced by the availability or display of these items.
Review licenses, certificates, letters of authorization, noting date(s).
Governing Body (advisory body/proprietor)
____10. The organization has a governing body responsible for establishing its policies and determining its leadership.
Review document that identifies governing body and which is in accordance with legal requirements operating the organization. ____11. The governing body organizes itself in a manner that enables it to provide continuous organization governance.
Review written document, which identifies manner in which the governing body delegates authority (organizational chart) - responsibility, including a listing of the chain of command.
____12. The governing body ensures that the organization is funded, housed, staffed, and equipped in a manner appropriate to its program of services and population served.
Review operating plan, strategic plan, financial plan/budget, or other appropriate documents (annual reports, audited statement).
____13. The governing body ensures that the organization complies with all applicable laws and regulations governing its services and employment of staff.
Review policy regarding manner in which the organization insures compliance with applicable legal requirements.
____14. The governing body delegates responsibility for the administration of the organization to a chief executive, whom it holds accountable for the organization's performance.
Review job descriptions of chief executive; letter of appointment, Board minutes.
____15. The governing body annually evaluates the performance of the chief executive.
Review performance evaluation documents; Board minutes, etc.
____16. The members of the governing body receive orientation on the organization's goals, objectives, programs, and methods of operation.
Review orientation documents, interview Board member(s) to verify that they have participated in an orientation program.
____17. Minutes of all meetings of the governing body and its committees are maintained in the organization’s permanent records. Review policy on formulation, distribution, maintenance of Board meeting minutes; review files where Board meeting minutes are maintained.
Ethical Conduct
____18. The organization has a written code (or codes) of ethics for the operation of its programs and services.
Review policy regarding ethical conduct; Review licensing-accreditation survey reports; interview representatives from licensing and accreditation agencies.
____19. The organization’s governing body, voluntary board, staff and consultants are not favored in applying for or receiving the services of the organization.
Review conflict of interest policy.
____20. The organization neither receives nor provides payment (or other consideration) from or to another provider of services for the referral of any applicant or client/student to or from such provider of services. (Note: This prohibition does not preclude one organization from contracting with and compensating another for the provision of services.)
____21. The organization has a mechanism for reviewing and approving directed referral of its applicants, clients/students or their families to any private practice in which its staff or consultants may be engaged. Such approval is based on the best interests of the applicant, client/student, or family, who is notified in advance of the relationship between the practitioner and organization.
18. – 21. Review policy on referral practices, interview referring organization representative.
____22. The organization maintains a record of the ownership of all its properties and of all financial transactions it enters into with respect to such properties.
Review list of facilities, title, or other documents, which verify ownership. ____23. In the case of a non-profit organization board members, staff, and consultants have no direct or indirect financial interest in the assets, leases, business transactions, or professional services of the organization.
____24. Where a conflict of interest might exist for board members, staff, and consultants, there is prior written disclosure, and such persons exempt themselves from voting or otherwise influencing results for personal gain, and there is a policy in effect for such purposes.
22. – 24. Review conflict of interest policy, verify Board awareness (signed document); interview licensing/accreditation organization representative.
ADMINISTRATION
The organization is directed and managed in accordance with formally established policies and procedures.
Administrative Authority
____25. With the governing body and, where the organization is so constituted, with the assistance of its advisory body, the chief executive plans and coordinates the development of policies and procedures governing the organization's program of services.
Review documents, interview Board member or chief executive to verify policy-making procedures.
____26. The chief executive plans with the organization's governing body, coordinates its work, assists its members and committees in the performance of their duties, and ensures that it is kept informed on matters affecting the organization's finances, operation, and services.
Review Board minutes and policy regarding working relationship between the chief executive and the governing body.
____27. The chief executive is authorized to employ and discharge staff and to otherwise administer the organization’s personnel policies.
Review chief executive job description. ____28. The chief executive assumes no outside duties that interfere with his/her responsibility for administration of the organization.
Interview Board members, staff members, and/or other persons about knowledge of chief executive activities. Review CEO’s job description.
____29. The chief executive has the credentials and experience to ensure effective utilization of the organization's personnel and financial resources and to ensure coordination of its program of services.
Review resume and personnel file, interview chief executive.
____30. The chief executive’s responsibilities include oversight of the development, coordination, and administration of the organization's program of services.
Review chief executive job description and Board policy.
____31. When delegating these responsibilities, the chief executive delegates them to staff members who are qualified by position and by professional education and experience to assume them.
Review organizational chart, interview to validate; review job description and personnel files.
Accountability
____32. Clear lines of accountability and authority exist at all levels of the organization's organizational, administration, and service structures.
____33. The organization has an organizational chart that is kept current and clearly delineates lines of accountability and authority. The organization updates changes to the organizational chart as they occur.
____34. The organizational chart is made known to all staff.
Review organizational chart, noting date of last publication; interview chief executive and staff to verify accuracy--compliance. ____35. Clear lines of communication exist among staff at the same, as well as different, levels of administration or service.
32. – 35. Review organization chart; review job descriptions; interview appropriate staff member(s); review personnel files.
____36. Procedures are available for staff and clients/students to alert the organization's administration and governing body to changing community conditions or other matters of concern to the organization.
Review written procedures, interview staff and client/students. Review staff meeting notes.
Policies and Procedures
____37. The policies and procedures of the organization are formulated and maintained in a way that promotes effective administration.
Review written document regarding formulating polices and procedures, including minutes of governing body meetings.
____38. The organization seeks legal counsel, as needed, in defining any policies that are governed by statute and regulation.
Review appropriate document, interview legal counsel, and appropriate staff.
____39. The organization's policies are clearly differentiated from the procedures employed to implement them.
Review policy/procedures.
____40. Policies and procedures are readily available, in written form, for the guidance of the governing body, organization staff, cooperating agencies, and other interested groups or individuals, as appropriate.
Review policy and procedures; interview staff to verify their knowledge of location and accessibility. ____41. In non-profit organizations policies are approved by the governing body.
Review minutes showing governing body approval of the organization’s policies and procedures.
PERSONNEL
Note: Organizations may use a variety of terms (e.g., teacher, instructor, trainer, aide, etc.) to identify personnel responsible for the education and care of its clients/students. For the sake of simplicity the word instructor is used throughout the standards to denote these individuals, recognizing that for particular organizations other terms may be used. There are standards for which alternate terms are deliberately used in order to identify role-specific functions or expectations.
Personnel Practices ____42. The organization has a manual of procedures to guide it in all matters relating to employment policy.
____43. The manual of personnel policies is reviewed at specific intervals and formally adopted by the organization's governing body.
____44. All staff members are given a copy of the personnel policies and required to sign a form indicating that they have read and agree to comply with these policies.
42. – 44. Review written policy(ies) relating to employment practices and manual of procedures, noting authorization dates and sources of authorization. Establish that employee signatures, whether on a dedicated form or other document, confirm their receipt and agreement to comply with all personnel policies.
____45. The organization has a written job description for each position, including that of chief executive.
Review written job descriptions and list of positions. ____46. The organization's policies specify clearly the conditions under which it employs personnel related to board or staff members serving in a governing, administrative, or supervisory capacity and the protection it offers against favoritism or undue influence stemming from such relationships in the administration of its personnel practices.
Review policy, noting authority and date.
____47. The organization's policies regarding salaries and working conditions promote the employment and retention of qualified staff and encourage high productivity and quality of its services.
Review policy and procedures.
____48. Grievance procedures are made available to employees of the organization and are described in the manual of personnel policies.
Review policy and procedures regarding grievances. Interview staff to validate - Chief Executive and others as appropriate.
Personnel Records
____49. The organization maintains a system of personnel records that includes an annual performance evaluation for each employee.
____50. The personnel record contains the employee's application for employment, agreed-upon terms of employment, a signed form indicating that the employee has read and agrees to comply with all personnel policies, job classification, job description, health certificate (where required), verification of education, names of persons to contact in case of emergency, written performance evaluations, evidence of current certifications/licensure, where applicable, and other documents required for licensure or approval.
____51. Annual performance evaluations are conducted jointly with the employee, and the results are reviewed with and signed by the employee before being entered in the personnel record. Opportunity for employee comment is provided.
49. – 51.Review personnel files and verify. ____52. Employees are permitted to review the information in their personnel records, and a written procedure exists for requesting review and correction of information.
Review written policy and procedures.
____53. Personnel records are secured against loss, destruction, and/or unauthorized access.
Identify location of personnel files and manner in which security is guaranteed.
____54. The organization defines in writing its policies and procedures for controlling access to or receipt, use, and release of information about its employees.
Staff Qualifications
____55. The organization retains personnel qualified in all respects to staff its program(s) of services.
Review policy and procedures or other documents that state the organization's position regarding the hiring of qualified personnel.
____56. Professional staff have at least a bachelor's degree from an accredited school, have the experience and competence required in the performance of their duties, are qualified according to the accepted standards of their respective professions or disciplines and meet required state standards.
Review list of professional staff, personnel files, and related documents.
____57. Administrative and professional staff and consultants abide by their respective codes of ethics and meet all applicable state registration, certification, or licensing requirements.
Interview administrative/professional staff, review policy and procedures regarding ethics.
____58. Staff who lack professional training or have limited professional experiences are assigned duties and receive in-service training and supervision appropriate to their skills and demonstrated competence. Review policy and procedure regarding staff training, staff training curriculum, schedule of training sessions; and personnel files; interview staff.
Diversity & Non-Discrimination
____59. The organization actively recruits and employs qualified personnel and administers its personnel practices without regard to age, sex, sexual orientation/preference, race, ethnicity, nationality, or disability of the individuals under consideration.
Review policy/procedure regarding hiring without regard to age, sex, race, ethnicity, nationality, or physical disability; interview appropriate staff; licensing/accreditation, organization representative.
_____60. The organization complies with all applicable federal and state anti-discrimination laws.
Review policy/procedure. Review examples of advertising in diverse publications.
Staff Development
____61. The organization has a staff development program that offers opportunities for staff to improve their knowledge, skill, and ability in order to enhance the organization’s service delivery to clients/students.
Review policy/procedure regarding staff development, interview appropriate staff.
____62. Staff development is an ongoing, integral, and identifiable part of the organization's program of services.
____63. The organization offers orientation and in-service training for new staff with respect to organization objectives, resources, policies, and services.
____64. Staff development emphasizes awareness, sensitivity, and appreciation of the culture and perspective of each client/student served by the organization. ____65. Staff development utilizes a variety of training resources, including those available in the surrounding community (e.g., area experts, resources accessible through local colleges and universities, etc.)
61. – 65. Review policy and procedure regarding staff training, staff training curriculum, schedule of training sessions, and personnel files; interview staff.
Training of Service Professionals
____66. The organization participates with institutions of higher education (i.e., colleges and universities) in the training of their students, where possible.
Review policy and procedure regarding internships, student teaching, etc., personnel files; documentation of student teaching and internships; interview staff and higher education institutions – as needed. .
SERVICES
Definition of People Served
____67. The education program serves a defined client/student population consistent with its mission and specifies clearly its conditions of eligibility for services.
____68. The education program has a policy that states what the exceptions to confidentiality are and requires that those limits be shared with clients/students and their legal guardians, as appropriate, at the time of enrollment.
Review policy, procedure, and mission statement regarding population to be served.
Nondiscrimination
____69. The education program has a policy of nonbiased admissions practices and evidence of consistent application of that policy.
Review policy/procedure and documentation that demonstrates that demographic characteristics of the student population and/or referral base (e.g., race, ethnicity, etc.) that are representative of the demographic characteristics of the larger community served.
Confidentiality
____70. The education program conforms to all applicable federal and state requirements governing the collection, maintenance, and dissemination of client/student information, including the Family Education Rights and Privacy Act (FERPA) and the Health Insurance Portability and Accountability Act (HIPAA), where applicable.
Review policy/procedure on confidentiality of client/student records and signed consent forms, interview client/student/guardian to verify.
____71. With signed releases the education program communicates with other organizations involved in the client’s/student’s treatment and/or education to maximize the coordination of services provided to him/her.
____72. The education program has in place policies and procedures that govern the release of information about clients/students necessary to protect their privacy.
____73. The education program’s policies on confidentiality describe clearly the organization’s responsibility for disclosure when a client/student is endangered or may be harmful to others.
70. – 73. Review policy/procedure regarding confidentiality of client/student records. Interview parents, students, staff.
____74. The education program’s recording and record-keeping practices and storage facilities have procedural and physical safeguards to prevent unauthorized access to information.
Review policy/procedure regarding confidentiality of client/student and observe location of records. ____75. The use of audio and/or visual recording methods for any purposes occurs only with full knowledge of the purposes by the client/student or legal guardian and his/her approval.
Review policy/procedure; review signed authorization and policy regarding access to client/student records by client/student, guardian, and parents.
Client/Student Records
____76. The education program maintains a record for each client/student enrolled for care or services.
____77. Records exist for each client/student that are clear, concise, legible, and chronologically complete from entrance to exit and that: · Document evaluations that identify the specific needs of the client/student; · Reflect client/student strengths and needed program components; · Specify the comprehensive program plan (case plan, Individual Education Program, transition plan) devised to meet identified needs; · Clearly state goals and objectives; · Document the review and modification of the program plan, goals and objectives in consideration of the client’s/student’s progress; · Document each time the record or parts of it are shared with others; and · Summarize upon exit the client’s/student’s skills and areas of need with relevant program recommendations.
76. – 77Review client/student file(s).
____78. The education program has a policy that establishes procedures to allow the clients/students, or where applicable the client’s/student’s guardian, to review the client’s/student’s records and request amendment to the record to correct inaccurate information.
Review policy/procedure regarding access to client/student records by client/student, guardian, and parents. Review access log to records. ____79. Except where otherwise dictated by state regulation or law, a complete record is maintained at the facility for each client/student for three years after discharge.
Review list of every client/student (if it is available) and discharged client/student files to verify; review list of discharged clients/students and client/student records to verify compliance of 3 years requirement.
Research
Research means a systematic investigation, including research development, testing, and evaluation, designed to develop or contribute to generalizable knowledge. Activities that meet the definition constitute research for purposes of these standards, whether or not they are conducted or supported under a program that is considered research for other purposes. For example, some demonstration and service programs may include research activities. (definition from Code of Federal Regulations - Department of Health & Human Services)
____80. The education program has written policy/procedures that govern its conducting and reporting of research and conform to all specified federal regulations.
Review policies and procedures. If organization does not conduct research, confirm that this is stated in policy/procedure.
____81. Participation in research is completely voluntary, as evidenced by informed consent forms signed by the client/student and in the case of minors the parent/guardian. Informed consent must include a statement of the potential risks and benefits of participation, and the assurance that refusal to participate will have no negative implications for the client/student.
____82. The education program protects client/student privacy,
assuring confidentiality in conducting/reporting its research and
evaluation, and it releases client/student identifying information only with
proper releases.
80. – 82. Review policies, procedure, other documents regarding research practices; interview appropriate staff, Board members, licensing/accreditation organization representative. If organization does not conduct research, confirm that this is stated in policy/procedure. Complaints and Appeals
____83 The education program has policy/procedures that provide applicants and clients/students/legal guardians the opportunity and means to file complaints or appeals when decisions concerning them, or services provided to them, are considered unsatisfactory.
____84 The education program acts within its policies and procedures on all complaints, documents complaints, appeals, and their resolution, and notifies client/student/legal guardian of any outcomes that are related to client’s/student’s education or treatment.
83 – 84 Review written policy, procedures; interview appropriate staff, board member, and licensing/accreditation representative.
Individualized Education Program
____85 Each special education client/student has an individualized education program.
____86 The individualized education program includes: · A statement of the individual's present levels of educational performance; · A statement of annual goals, including short-term instructional objectives; · A statement of the specific special education and related services to be provided to the client/student and the extent to which the individual will be able to participate in regular educational programs; · The projected dates for initiation of services and the anticipated duration of the services; · Appropriate objective criteria and evaluation procedures and schedules for determining whether the short-term instructional objectives are being achieved; · A transition plan, where appropriate; and · A family service plan, where appropriate. ____87 Objectives specified in the individualized education program maximize the individual’s potential.
____88. All individualized education programs are reviewed and updated on at least an annual basis or more frequently as required by law or regulation.
____89. The education program has written policies and procedures for involving parents or guardians in the development and review of individualized education programs in compliance with state and federal requirements.
85. – 89. Review policy/procedures regarding development of individualized education plan, IEPs, and minutes of IEP meetings.
Individualized Service Planning
____90. The education program plans, provides, and evaluates educational and related services on an individualized basis and is responsive to all regulatory agencies.
____91. Each service within a program is clearly defined in writing.
____92. There are clearly defined policies and procedures for referring a client/student, including eligibility criteria, for each service component of the program.
90. – 92. Review policy/procedure regarding development of plan for education and related services, meeting minutes, etc., to verify procedures, list of services provided, documents defining sources, and document identifying criteria for involvement in services.
Instructional Planning
____93. The education program ensures systematic, effective instructional planning to include at minimum: · Written daily, weekly, monthly, or unit based instructional plans in each curriculum area; · Regular, documented supervision of instructors by school administrator or designee; · Submission, review, and approval of written instructional plans by school administrator or designee; and · Substantive observation and formal classroom observations are conducted and feedback is provided for each instructor at least two times per academic year by school administrator or designee
____94. Instructors maintain day-to-day records of client/student progress in each curriculum area (e.g., anecdotal notes, charts, worksheets, etc.).
____95. Instructional objectives are reviewed at least quarterly and updated based on clients’/students’ progress and instructional planning is adapted accordingly.
____96. Task analysis is used to identify the appropriate level and sequence of instruction.
93. – 96. Review policy/procedures regarding instructional planning and lesson – unit plans, interview appropriate staff.. Curriculum
Curriculum may be viewed as the framework of an educational program. It ultimately determines what clients/students will learn in the way of skills and competencies. While subject matter, methods, and techniques may vary according to a number of different factors, the delivery of curriculum requires balancing the demands of traditional subject matter and methods with the unique needs of the individual learner.
For early childhood programs, the goal of instruction is to build a foundation for lifelong learning, achievement and assisting each child to reach her/his full potential. Instruction is embedded in the design of learning centers /environments, materials, as well as daily routines and transitions.
Language and literacy development in early childhood builds the foundation for learning across content areas. Transition programs, postsecondary and lifelong adult service models offer direct instruction/training in each area of student/client need moving that student/client to the adult environments of personal living spaces, community and social venues and work/training sites. The goal and intent of all instruction and skills application is to provide knowledge and support skills necessary for student/client success in life. This success is geared toward an individual’s optimal levels of performance and will necessarily require the development and access of appropriate accommodations for that individual.
____97. The education program has a written, comprehensive curriculum that addresses all of the program’s specific areas of instruction or training, as well as mastery goals, objectives, and limits of assessment (minimal standards) in each course of instruction at each grade or developmental level taught including personal, social, behavioral, and career independence where appropriate.
____98. The curriculum addresses the specific abilities and educational needs of each client/student and promotes individual achievement and independence.
Review program description--education program and curriculum document(s)
____99. The curriculum used in the educational program is consistent with the program's philosophy and goals.
____100. The education program can provide evidence of unbiased, nondiscriminatory curricula.
Review appropriate documents verifying such affiliation and review curriculum that applies.
____101. The instructional activities are consistent with learning goals and objectives and the needs of the population(s) being served.
Review curriculum document(s), interview appropriate member(s) of staff and governing body.
____102. Provisions are made for modifying materials and instruction to meet the needs of individual clients/students. ____103. The curriculum and instruction are modified as necessary to remain congruent with needs defined by the formal individual student plan (e.g., IEP, IFSP, Individual Service Plan, Individual Treatment Plan, etc.).
____104. The curriculum is designed to assist each client/student to develop relevant attitudes, knowledge, and skills appropriate to his/her individual interests, abilities, and needs. The curriculum addresses the following areas, as appropriate to the population served: · Readiness skills: pre-reading, pre-mathematics, pre-writing; · Basic skills in language, reading, writing, spelling, and mathematics; · Perceptual skills/fine motor development: auditory, visual, tactile; · Science and social studies; · Communication skills (receptive and expressive language development and/or augmentative communication devices); · Social/interpersonal skills; · Pre-vocational and vocational skills; · Technology skills; · Self-help and independent living skills; · Positive attitudes toward self and others; · Problem solving skills; · Productive work and study habits; and · Health and physical development (including gross motor development).
____105. The curriculum includes instructional activities designed to facilitate positive interaction among all clients/students in the school and encourage clients/students to accept and understand the abilities, needs, and feelings of their peers.
102. – 105. Review curriculum document(s), interview appropriate member(s) of staff and governing body, and observe classroom instruction.
____106. In programs that enroll high school students, standards-based curriculum options exist within the program to provide the opportunity for those students to accrue credits toward graduation, where appropriate. ____107. The program’s curriculum and teaching methods facilitate client/student transition to the public school system or to other appropriate educational programs, where indicated by student needs.
Review curriculum document(s).
Transition/Postsecondary Services/Programs must also meet Standards 108 to 111.
____108. The curriculum provides for a theory/research-based comprehensive program of instruction/training/support designed to address the specific abilities and lifelong learning needs of each client/student to promote optimal individual achievement.
____109. The curriculum includes instructional experiences and activities designed to facilitate chronologically age appropriate activities in appropriate, natural environments.
____110. The curriculum is designed to address attitudes, knowledge, and skills related to all areas of life management and performance as well as personal enrichment. The curriculum addresses but is not limited to the following areas appropriate to the individual clients/students served: · Personal living skills/needs; · Community inclusion including transportation and participation; · Health and physical wellness needs; · Sexuality issues and needs; · Personal management and organization skills/needs; · Time management skills/needs; · Social/interpersonal skills/needs; · Problem solving and self-determination skills/needs; · Personal enrichment activities and skills (e.g., music, art, hobbies); · Pre-vocational and vocational skills/needs; · Job search/placement skills/needs; and · Job development and maintenance skills/needs.
____111. The curriculum includes experiences and activities designed to facilitate self-awareness of abilities, feelings and needs- accommodations, modifications and strategies to perform tasks of work and daily living. Review curriculum document(s).
Instructional Methods
____112. Throughout the client’s/student’s educational experience there is a consistent and positive emphasis on achievement, and the expectation of achievement is shared with clients/students, as appropriate.
Review instructor lesson plans; interview clients/students, instructional and administrative staff; observe classroom instruction
____113. When evaluating student progress, standards are individualized to promote client/student achievement.
Review policy/procedures for assessment; interview clients/students, instructional and administrative staff.
____114. In addition to formal testing, assessment methods include informal evaluations, criterion-referenced testing, observations, review of the client /student history, conferences, and where indicated, testing for specific disabilities or developmental delay.
Review policy/procedures for assessment; observe classroom instruction; and interview clients/students, instructional and administrative staff.
____115. Clients/students are assessed at least two times per year to evaluate progress or more frequently as dictated by local, state, or federal requirements. Those clients/students who are not making the expected progress receive further evaluation that may lead to alternative instructional approaches or therapeutic intervention. If modifications are made, there is documentation of them in the client/student record.
Review policy/procedures for assessment (actual evaluation tool in client’s/student’s record); interview clients/students, instructional and administrative staff.
____116. Instructors prepare clients/students for each lesson by explaining the objectives and expectations of the lesson in simple, direct language. Instructors in preschool settings prepare students for each activity or concept by utilizing precise language and modeling techniques. ____117. Except where the clients’/students’ needs dictate otherwise, when mastery of prerequisite knowledge or skills is demonstrated, clients/students move to the next level of developmentally- or instructionally-sequenced goals and learning material.
116. – 117. Review instructor lesson plans; interview clients/students, instructional and administrative staff; observe classroom instruction.
____118. Instruction is clear and focused. Instructors: · Provide an overview of the lesson; · Use clear written and verbal directions; · Repeat key points and directions; · Check client/student understanding; and · Use precise language and modeling techniques.
Review instructor lesson plans; observe classroom instruction.
____119. Instructors provide frequent and planned reviews of key ideas and skills throughout the year to assess and strengthen client/student retention.
Review program description/education program; interview clients/students, instructional and administrative staff; observe classroom instruction.
____120. Instructors match teaching and testing activities to the learning objectives in order to promote optimal achievement.
____121. Instructors provide for individual differences by adapting instructional methods, assignments, and tests to different learning styles and paces.
120. – 121.
Review instructor lesson plans; interview clients/students,
____122. Modifications are made within the instructional process when either the content of the lesson or method of instruction is inappropriate for the learner. ____123. Learning activities include opportunities to use all modalities (visual, auditory, tactile, and kinesthetic), as appropriate to the population being served.
____124. The amount of time-on-task that is spent in instructional activities is appropriate to the population being served and in keeping with state regulations where such exist.
Confirm that the organization has undergone a rational process for determining the amount of time-on-task for its population(s) and provides that amount in practice.
____125. Instructional groups are formed in educational settings to maximize instruction and learning, as appropriate to the population served.
122. – 125. Review instructor lesson plans; observe classroom instruction. Ask how are instructional groupings completed?
____126. Intensive and individualized remedial instruction is provided for those clients/students who need these services, including individual instruction, as needed.
Review instructor lesson plans; interview clients/students, teaching and administrative staff; observe classroom instruction.
____127. In the instructional/learning activity, the instructor demonstrates good questioning techniques.
Observe classroom instruction.
____128. Instructors utilize technology and audio-visual materials effectively with clients/students, including hands-on instructional materials where developmentally appropriate.
____129. Instructors utilize a variety of instructional materials in the educational setting.
128. – 129. Review instructor lesson plans; observe classroom instruction, availability of technology resources. ____130. There are clear and efficient classroom routines (e.g., clients/students are required to bring the materials they need to class, instructors have assignments and materials ready for clients/students, and classes start quickly and purposefully) and smooth transitions, as appropriate to the developmental level of the population being served.
Interview clients/students, instructional and administrative staff; observe classroom instruction.
____131. Homework is assigned to support and reinforce classroom learning, as well as developmental skills and goals, as appropriate to the population served, and corrected assignments are returned to students in a timely manner.
Review instructor lesson plans; observe classroom instruction.
Behavioral and Affective Practices
____132. The instructor/service provider exhibits professional authority while demonstrating self-confidence as an instructional model.
Interview clients/students, instructional and administrative staff; observe classroom instruction.
____133. The instructor provides an effective structure within the educational setting while maintaining the ability to react spontaneously to unexpected occurrences.
Review instructor lesson plans; observe classroom instruction.
____134. The instructor/service provider maintains a routine while exhibiting the ability to react spontaneously to unexpected occurrences.
____135. The instructor exercises appropriate visual monitoring and verbal cues to maintain order within the classroom.
Observe classroom instruction.
____136. The behavior supports system employed within the program complies with all applicable federal and state statutes, regulations, and other requirements. ____137. The behavior supports system employed within the program is consistent with the philosophy and the goals of the program, allows for flexibility in response to individual client/student needs, and is readily apparent and consistently implemented by all staff.
Review behavior management documents, including philosophy; interview clients/students, instructional and administrative staff.
____138. The standards for acceptable behavior and the consequences of misbehavior are written, taught, and reviewed with the clients/students in detail at the start of the program, and administered effectively throughout the year as appropriate to the population served.
____139. Rules and behavior expectations are limited in number and stated within a positive framework.
135. – 139. Review behavior management documents, including philosophy; interview clients/students, instructional and administrative staff; observe classroom instruction.
____140. Individual plans are based on a comprehensive ecological/functional behavior analysis of the student/client across all domains and program environments in which that individual must function.
____141. Client/student behaviors are evaluated in terms of the function they may serve for the client/student. Attempts are made to systematically teach appropriate alternatives.
140. – 141. Review behavior management documents, including philosophy and individual client/student behavior plans.
____142. The staff uses principles of applied behavioral analysis effectively with clients/students, as appropriate to the population served. This includes: · Use of effective reinforcers; · Awareness of the cognitive level and frustration level of a client/student when developing interventions; · Continually moving the client/student to a higher level of performance where greater independence and less external control are needed; and · Use of data to assess the effectiveness of an intervention and make necessary modifications.
Review instructor lesson plans; interview clients/students, instructional and administrative staff; observe classroom instruction.
____143. The instructor demonstrates skill in minimizing behavior problems by: · Attending to the physical environment; · Attending to the schedule of the clients/students; · Developing routines and setting clear expectations and limits; · Developing a climate of respect, encouragement, and warmth; · Developing a sense of group cohesiveness among the clients/students in a class; and; · Re-grouping for instruction and restructuring content, sequence, method and/or materials as appropriate.
____144. The instructor provides clients/students with frequent, consistent, and meaningful praise and encouragement for both learning performance and behavior.
____145. The instructor displays emotion in a meaningful and genuine manner as a way of providing feedback to the clients/students.
144. – 145. Observe classroom instruction; interview clients/students, instructional and administrative staff.
____146. The staff is able to utilize a variety of psycho-educational interventions, such as "management of surface behavior" and/or "life-space interviewing."
Observe classroom instruction; interview clients/students, instructional and administrative staff; review behavior management documents, including philosophy, and individual client/student behavior plans. ____147. The instructor responds to behavioral outbursts in a calm, controlled, and consistent manner while reestablishing order in the classroom, calling on additional resources, as necessary.
____148. The instructor nurtures students/clients and exhibits a mature and positive model.
147. – 148. Observe classroom instruction; interview clients/students, instructional and administrative staff.
____149. The support of colleagues is available to staff when trying to analyze, plan, and implement behavioral supports or other interventions.
150. Instructors are aware of the range of available behavior support options and use them effectively.
____151. Staff members collaborate to analyze and plan behavioral interventions. Staff members are aware of the program model and include the student/client input in the problem-solving process, as appropriate.
____152. Behavior plans and practices are directed toward generalization and maintenance of new skills in natural environments.
Interview clients/students, instructional and administrative staff; review behavior management documents, including philosophy, and individual client/student behavior plans.
____153. Programs that utilize restraint and seclusion have guidelines for their use that are written and practiced by staff, and are consistent with all applicable federal and state statutes, regulations, and other requirements.
____154. There is a known and observable hierarchy of interventions utilized in the program.
____155. Programs that utilize restraint and seclusion require all staff to undergo approved training prior to initiating these interventions. 153.–155. Observe classroom instruction; interview clients/students, instructional and administrative staff; review behavior management documents, including philosophy, and individual client/student behavior plans, review training log of staff.
____156. Personnel required to receive behavior management training, including restraint and seclusion training, are tested for competency prior to employing such strategies.
Review Training log of staff in personnel files, review testing instrument utilized for competency training.
____157. Personnel authorized to use behavior management techniques, including restraint and seclusion, receive a refresher course, or at least annually.
Review training log of staff in personnel file; interview appropriate staff members.
____158. Programs using restraint and seclusion inform parents/guardians and clients/students prior to admission and parent/guardians sign a release giving permission for use of restraint and seclusion that could be used.
Review admissions release from relative for restraint and seclusion permission.
____159. There is appropriate documentation in the client’s/student’s record (e.g., critical incident report, restraint report, etc.) clearly stating what restraint and seclusion was used and why.
Review client/student files.
____160. Staff utilize cooperative activities to develop a sense of group cohesiveness among clients/students.
Observe classroom instruction; interview clients/students, instructional and administrative staff.
____161. Students/clients are taught and practice a problem-solving model that provides for self-evaluation and appropriate collaboration with others. ____162. Generalization and maintenance of new skills in behavior, socialization, and affective areas are facilitated by providing opportunities for positive practice in a variety of situations both within and outside of the organization, as appropriate.
161. – 162.
Observe classroom instruction;
interview clients/students,
Transition to Other Environments
____163. The education program has a policy of promoting transition to the most appropriate functional environment.
____164. The possibility of transition to a more appropriate functional environment is evaluated at least annually, as evidenced by a notation of a supervisory meeting or progress report, if appropriate to the population being served.
163. – 164. Review policy/procedures regarding criteria for clients/students and documents, interview staff and family of current & discharged clients/students.
Admission and Exit Procedures
Rationale Admission-Exit procedures refer to the process by which clients/students are admitted into, and discharged from, the program. The existence of the procedures helps to assure that appropriate clients/students are admitted into the program and provides both the expectation and criteria for clients/students leaving the program. The admission procedures help to define the parameters of the services provided and reflect the philosophy of the program. The exit procedures also help to clarify expectations for client/student, family, and staff while providing useful information for program evaluation.
____165. There is a written statement regarding admission and assessment that includes a checklist of activities to be completed, responsibilities of personnel, time-lines, and procedures to be followed. ____166. When clients/students are admitted to the organization for residential placement, the residential and educational program staff participate jointly in the intake process.
____167. There is a checklist of necessary records to be obtained for each client/student, reflecting criteria for admission to the organization and for appropriate placement within the program.
____168. Instructionally relevant data, including any diagnostic information from relevant sources and in the case of special education students an IEP, are sought at the start of the admission process.
____169. When instructionally relevant data are unavailable, a reasonable time frame is set for obtaining such data by qualified organization staff.
____170. Before an individual starts the program, relevant academic and social data are presented and discussed with the appropriate staff.
____171. Ongoing assessment outcomes are made available to all appropriate personnel in a timely fashion.
____172. Each client/student referred for admission is assessed using the program's formal intake process and an admission decision is made within one month of referral or sooner where required by law or regulation.
____173. Assessment of a new client/student includes diagnostic testing and/or criterion-referenced testing in all academic subjects and/or environmental assessment, and/or behavioral analysis through individual observation, as appropriate.
____174. There are written criteria for determining client/student exit from the program.
____175. There is a written statement regarding transition planning that includes responsible personnel, timelines for tasks to be initiated and completed, and procedures to be followed.
____176. In preparing for client’s/student’s exit from the program, parents, client/students, and instructional personnel from both the organization and the receiving program, where applicable, are encouraged to participate in transition planning with proper releases of information.
____177. For each client/student discharged for any reason, a discharge statement is placed in his/her master file.
Review discharge summary reports, interview staff and family of discharged client/student(s).
____178. When students transition to other schools, their records are forwarded to the receiving schools in a timely manner.
174. – 178.Review policy/procedures and documents regarding admissions procedures, review client/student records, interview current parents/guardians to verify compliance and policy/procedures. COMMUNITY
The organization serves a defined community and is guided by the needs and concerns of the community in shaping its program or services.
Community Identification
____179. The organization identifies or otherwise defines the community being offered its program of services.
____180. The organization identifies its community in a manner consistent with its ability to provide services, with the responsibilities it is prepared to assume as required by law, and as indicated by its primary funding sources.
____181. The organization fulfills its responsibility to serve the needs of its community.
179. – 181. Review policy/procedure regarding how the organization defines its community and determines its methods of interaction with this community. Community Education
____182. The organization conducts an ongoing program of community education to provide the general public with an understanding of its purpose, function, and place in the community, including its program of services and its service population(s).
____183. The organization focuses particular attention on increasing the body of knowledge available to organizations and professions likely to encounter individuals and families who may have need of its program and services.
182. – 183. Review policy/procedure; interview representatives of the organization's defined community; review documents (articles, event publications) related to communication with the organization's defined community.
Community Planning
____184. The organization makes efforts to establish a liaison with other community agencies and coordinates its programs accordingly.
____185. The organization initiates or participates in efforts to identify the urgent needs of the community and address gaps in the community's services.
____186. The organization’s role and program of services are clearly defined and made known to the community and other agencies.
____187. In shaping its program of services, the organization seeks and is responsive to input from community groups, service agencies, and other relevant sources.
184. – 187. Review documents (notes, minutes of community/task force meetings), interview representatives of the organization's defined community.
HEALTH AND SAFETY
The organization's policies and procedures reflect attention to the health and safety of clients/students, staff, and visitors. Regulations
____188. The organization complies with all local and state safety, fire, and health regulations.
Review policy/procedure regarding compliance regulations and documents verifying licenses, certificates, etc.
____189. An individual (or individuals) is identified, as evidenced in a job description or statement of policy, as having the responsibility for assuring that the facility meets, at minimum, state and local standards regarding health and safety of clients/students and staff.
Review job description; interview staff on the job.
____190. Records of all fire safety inspections by the organization, governmental agencies, and insurers are maintained on file.
Review file documents of inspections.
Procedures
____191. There are established procedures, written and made known to all staff, for meeting all potential types of emergencies.
____192. There are established procedures, written and made known to all staff, for the emergency evacuation from any space in which a client/student might be placed that locks from the outside and cannot be opened from the inside, if applicable.
____193. Emergency exit procedures are posted prominently in each classroom.
191. – 193. Review procedure and verify dissemination by interview or observation of posted procedures.
Physical Plant Safety
____194. The organization's premises and equipment are structurally sound, well maintained, functionally safe, and well suited to the needs of its clients/students, staff, and visitors.
____195. The organization's buildings and grounds, offices and other structures conform to applicable zoning, building, and fire codes and regulations.
____196. The organization's plumbing, ventilation, heating, cooling, lighting, food preparation and storage, elevators and other fixtures and equipment conform to applicable health and safety codes and regulations.
____197. The organization conducts a program of regular inspection and preventive maintenance to ensure the soundness and safety of its premises, equipment, and fixtures.
194. – 197. Review policy/procedures regarding physical plant and safety, documents of inspection (Certificate of Occupancy, fire inspection, list of equipment; legal requirements, and list of equipment requiring inspection); and inspection reports (maintenance contracts, repair records).
____198. Specific measures are taken to ensure adequate fire prevention, fire protection, and accident prevention.
Review policy/procedure on fire drills and record of fire drills, interview clients/students and staff to verify knowledge and compliance.
____199. The organization conducts a program of safety education such as fire and accident prevention and first aid for its staff and clients/students, as appropriate to their age and developmental level, to ensure the safety of individuals occupying or using its premises and equipment.
Review policy/procedures regarding physical plant and safety, documents of inspection (Certificate of Occupancy, fire inspection, list of equipment; legal requirements, and list of equipment requiring inspection); and inspection reports (maintenance contracts, repair records).
Staff Facilities
____200. The organization has facilities that comply with the Americans with Disabilities Act or has a plan to bring its facilities into ADA compliance, as appropriate, unless it is grand parented under the Act.
____201. The organization maintains a work environment for its staff that is conducive to effective performance.
____202. Private offices or rooms are available to staff to engage in interviewing or counseling clients/students and families.
200. – 202. Review policy/procedure: provision of appropriate work environment, interview staff; observe rooms/areas for offices, private space, lounges, and conference areas - note barriers.
FINANCIAL MANAGEMENT
Financial Resources
____203. The organization obtains funding sufficient to operate its program of services at a level consistent with these provisions.
Review financial planning policy/procedures and current year operating budget.
____204. The organization actively seeks a broad basis of financial support by considering a variety of funding sources.
Interview appropriate staff or governing body representative regarding income sources for operating plan.
Budget
____205. The organization prepares a budget annually for allocating its funds.
Review current year financial plan/budget. ____206. The budget is approved by the governing body as the financial plan for managing the organization's receipts and disbursements during the program year.
Review policies/procedures regarding approval process for operating plan/budget and minutes of governing body meeting at which time the operating plan was approved.
____207. The budget is based on an assessment of the organization's program priorities and reflects a realistic appraisal of funding anticipated during the program year and of all costs of operating the organization's program of services.
Review current year financial plan/budget.
Management of Funds
____208. The organization receives, disburses, and accounts for its funds in accordance with sound financial practices.
____209. The organization develops and follows procedures that meet generally accepted principles of sound financial management.
____210. The organization has a bookkeeping and accounting system that tracks all movements of its funds.
208. – 210. Review audit/policy/procedures regarding financial management, interview appropriate staff and member of governing body.
Control and Audit
____211. The organization demonstrates fiscal accountability through regular reporting of its finances to the governing body and otherwise, as required by regulation, and through an annual independent audit.
Review audited statement from prior fiscal year.
____212. Revenues and disbursements are summarized at regular specified intervals, but not less than quarterly, compared with the approved budget and reported in writing to the governing body.
Review policy/procedures regarding financial planning and financial report(s), interview appropriate staff.
____213. An annual financial statement is prepared by a certified public accountant, approved by the governing body, or if a public organization, by the appropriate governmental body and made available for public inspection.
____214. If the certified public accountant’s audit results in a management letter, the management letter is approved by the governing body, or, if a public organization, by the appropriate governmental body.
Review annual financial statement and management letter prepared by a certified public accountant, interview member of governing body.
Cost Allocations
____215. The organization maintains procedures for analyzing the costs of the services it provides.
____216. The procedures, at a minimum, produce cost analyses that reflect the comprehensive cost of providing services.
____217. Analyses of unit costs are made for every service.
____218. Cost analyses are made of separable components of a service.
____219. Cost analyses are made at designated intervals to monitor trends and reflect current practices.
215. – 219. Review financial management policies and procedures and financial reports.
Insurance Coverage
____220. The organization maintains insurance as protection for its governing body, staff, clients/students, funds, and properties.
____221. The organization carries adequate fire, theft, liability, and workers' compensation insurance.
____222. Provision is made for indemnifying board members, trustees, officers, employees, and volunteers of the organization against liability incurred while acting properly in behalf of the organization.
____223. All persons delegated the authority to sign checks or manage funds are bonded at the organization's expense.
____224. The organization’s insurance program is appraised annually to assure adequate coverage. 220. – 224.Review insurance policy and support documents; interview appropriate staff and member of governing body.
EVALUATION
The organization holds itself accountable for the services it provides and continually evaluates its performance.
Goals and Objectives
____225. The organization sets goals and objectives for its program of services that are consistent with the needs of its clients/students and its commitment to the community.
Review program description and policy/procedures regarding the development of program goals and objectives.
____226. Written goals and objectives are established for the 1) quality of the services available to clients/students and 2) benefits or outcomes to be achieved by clients/students who use them. ____227. Objectives are measurable and directly related to goals.
____228. Organization goals and objectives guide program examination, the setting of priorities, and program planning.
____229. Communication with parents/guardians about the new placement is initiated at least once during the first year following exit.
____230. There is a systematic procedure for follow-up of discharged clients/students. Data collected from discharge follow-ups is utilized in program evaluations.
226. – 230. Review written document that contains information regarding the goals and objectives that have been developed; review documentation of data collection and utilization in program evaluation.
____231. The governing body and administrative staff re-examine, at designated intervals, the organization's goals and objectives and the allocation of necessary resources.
Review policy/procedures regarding goals and objectives, interview appropriate staff.
Program Evaluation
____232. The organization conducts, in accordance with a written plan, an ongoing evaluation of its program of services.
Review policy/procedures regarding program evaluation.
____233. At a minimum the organization’s ongoing evaluation addresses outcomes of the services it provides (e.g., percentage of students returning to mainstream education, percentage of former students attending school at one year post discharge, percentage of students who advance by one academic year per calendar year, etc.), and the organization participates in a state or national outcomes study.
Note: The routine measurement of outcomes is a critical process in
evaluating the quality of services and identifying opportunities for
improvement in it. Ideally, such an evaluation process should compare the organization’s current performance against its own goals and past performance, as well as against regional and national benchmarks, where such exist. While there may be a variety of large-scale outcomes databases against which to compare, one such database is available through NAPSEC’s outcome study.
The NAPSEC outcomes forms and directions are included on disk as an example and potential tool for meeting the outcomes requirement.
____234. The organization’s program of services is regularly evaluated by the board and professional and administrative staff to determine the need for the organization's services and its ability to meet its own and the community's expectations with respect to outcomes.
Review program evaluation reports and feedback received from member(s) of the governing body.
____235. The organization utilizes consultation appropriate to its needs in evaluating its program of services, methods of service provision, and the quality of its services.
Review policy/procedures regarding program evaluation, interview appropriate staff.
Data Collection
____236. The organization defines and systematically obtains the information it needs to evaluate its program of services.
Review policy/procedures regarding program evaluation and program evaluation report(s), interview appropriate staff.
____237. Information is obtained that at a minimum describes: · Clients/students served, services provided, services needed but not provided, and outcomes achieved; · Applicants not accepted for services, the services requested, the reasons for non-acceptance and referrals or other dispositions made; and · Clients/students who drop out of treatment and their reasons for termination. Review policy/procedures regarding program evaluation and documents containing data collected for program evaluation, interview appropriate staff.
____238. All information needed for evaluation is maintained in retrievable form as part of the organization's record-keeping system(s).
Review documents containing data collected regarding program evaluation.
Administrative Studies
____239. The organization regularly reviews its administrative policies and procedures to ensure effective use of available resources.
Review policy/procedures regarding program evaluation and administrative staff performance evaluations, interview appropriate staff and member(s) of governing body.
____ 240. Work assignments, workload distributions, staff performance, personnel practices, and other internal administrative practices are appraised regularly.
Review policy/procedures regarding program evaluation and administrative staff performance evaluations, interview member(s) of governing body.
____241. Appraisal is made of the organization's referral sources and its collaborative arrangements with other agencies.
Review policy/procedures regarding program evaluation, evaluation reports on referral sources, and collaborative arrangements with other agencies.
____242. Changes are made where indicated by the findings of the administrative reviews.
Review policy/procedures regarding program evaluation and administrative studies, including recommendations for programmatic changes; interview appropriate staff and member(s) of governing body.
Dissemination
____243. The results of the organization's evaluation and administrative studies are made available to staff members.
____244. The organization disseminates through publication, workshops, or other means, its findings and experiences that may be of general interest to educational services.
____245. The organization participates in community, state, or national reporting systems wherever appropriate, without violating the confidentiality of the client/student.
243. – 245. Review policy/procedures regarding program evaluation, published reports, and list of agencies that received copies of the reports.
Educational Support Services
Rationale and Definition Educational support services include a diversity of specialists traditionally called instructional consultants, learning disability instructor consultants, school psychologists, social workers, speech therapists, physical therapists, occupational therapists, curriculum specialists, child study team experts, and physicians (esp. pediatricians, psychiatrists, and/or pediatric neurologists). The list is not designed to be exhaustive but to illustrate the range of specialists who are available and at times required to support special education services.
The present category of standards is designed to ensure that an organization that seeks accreditation and provides such services administers them in a coordinated manner, verifies training, expertise, certification and licensing of experts and holds them accountable for delivery of support services in a manner consistent with organization mission, philosophy, policies and procedures.
____246. The organization has taken reasonable steps to make sure that each specialist in a support services role has: · At least two objective and favorable references prior to their performing assigned duties, · A current certificate and/or license, · Regular continuing education and in-service training to stay current with developments/changes in their fields or specialty, and · A clear job description or contract specifying his/her role at the organization and including interdisciplinary cooperation.
Review credentials of each specialist to verify that the program has obtained: 1. Two objective and favorable references. 2. Verification that the specialist meets all local/state, and/or national standards for certification/licensing. 3. A currently valid license. 4. A record of continuing education activities. 5. Review job description(s) of each specialist.
____247. All specialists employ well-validated procedures for delivering support services and communicate their recommendations clearly (i.e., free of jargon that confuses other staff not trained in their own specialty), orally and in writing to all staff working with clients/students.
Interview specialists(s) to determine procedures used for delivery of support services and appropriate program staff; review reports written by specialist(s) including memos to staff; evaluation reports, etc.
____248. Where individual therapy is given to clients/students, documented progress notes are kept and shared, as appropriate, with other staff working with the client/student. These become part of the client’s/student’s record.
Interview specialist(s) to verify generation of progress notes and sharing of information with appropriate school staff, interview appropriate school staff, review client/student record(s).
____249. Support service personnel are given an orientation to organization policies and procedures and are held accountable for complying with them.
Review in-service/orientation program provided to specialists, document(s) verifying that specialist(s) have participated in in-service/orientation program, and performance evaluation of specialist(s).
____250. Clearly articulated lines of authority exist for support service personnel.
Review organizational chart that includes educational specialists.
____251. Support service personnel are evaluated at least annually on standards consistent with organization needs and objectives.
Review performance evaluation of specialist(s).
____252. For contractual support service personnel and consultants, there exists a written contract clearly specifying the beginning and ending of the contract relationship and stipulating terms and conditions. The contract is reviewed annually.
Review written contract/agreement(s) to verify that it contains: 1. Specific time frames for beginning and ending the contract - agreement, 2. Terms and conditions of employment, and 3. Terms for being reviewed at least annually.
____253. Support services exist to augment special education programs and do not interfere or otherwise compete with the organization goals and objectives.
Review program description/educational program and schedule of appointments for special education services; interview specialist(s) and appropriate program staff.
____254. Support services are clearly described to the consumers who receive them and to their families.
____255. A written schedule or plan of review is in evidence indicating review of each client’s/student’s progress with the team responsible for the child’s educational/clinical services at least twice a year.
Interview appropriate family members(s), review documents (IEP – transition plans) that communicate information regarding special education services.
____256. Review written inter-organization agreements between agencies utilizing common support services personnel.
____257. All support service personnel comply with their disciplines’ code(s) of ethics, where such exists, and comply with the organization’s code of ethics.
Interview specialist(s), review written code(s) of ethics if applicable.
Education Diagnostic / Evaluation Services Rationale and Definition The crucial set of standards for accreditation in this category of service delivery deals with the use of properly validated, replicated and current (not outdated) assessment instruments that are administered by persons properly trained, proficient, and certified to administer and conduct diagnostic services. Additionally, these services are to be used to identify strengths in an individual and seek solutions to problems rather than merely seeking to label individuals and/or limit their potential for success.
____258. All educational assessments and related diagnostic evaluations are performed by individuals appropriately educated, trained, and certified (where required) to administer such procedures.
Review program description, list of diagnostic/assessment instruments utilized by the organization, list of individual(s) administering diagnostic/assessment instruments utilized by the organization, and credentials/personnel file of individual(s) administering diagnostic/assessment instruments; interview individuals(s) administering diagnostic/assessment instruments.
____259. All assessments are performed for a valid reason and used to help clients/students make greater gains in their programs, not to limit potential.
Review written protocols regarding referral for diagnostic/assessment services.
____260. All diagnostic instruments used by the organization meet professionally accepted standards of validation and replication and are utilized only in a manner and for purposes consistent with their design. Only evaluation instruments appropriate to the individual's needs, age, and background and to the assessment questions are utilized.
Review list of diagnostic/assessment instruments utilized by the organization, written protocols regarding referral for diagnostic/assessment services, and written protocols regarding administering diagnostic/assessment instruments; interview person(s) administering diagnostic/assessment instruments.
____261. Individuals are evaluated only after appropriate consent has been obtained from the required party(ies).
Review written protocols regarding administering diagnostic /assessment instrument(s). ____262. All assessment data are carefully recorded using professional standards, and a report is made by a competent professional who interprets the scores so other team members can clearly understand what they mean. The report is filed in the client’s/student’s permanent record.
____263. All evaluation and diagnostic instruments are selected, administered, and interpreted with sensitivity to language and cultural differences.
Review written protocols regarding administration diagnostic /assessment instrument(s) and written report(s) based on utilization of diagnostic/assessment instrument(s).
____264. All assessments specify the nature of the problem(s) being evaluated and identify strengths as well as difficulties.
Review written report(s) based on utilization of diagnostic/assessment instrument(s).
____265. Whenever difficulties or disabilities are identified, an attempt is made by the evaluator to describe methods for their remediation, compensation, and management so other personnel can implement such procedures.
Review written report(s) based on utilization of diagnostic/assessment instrument(s), interview school personnel responsible for implementing recommendations generated by the diagnostic/assessment process.
____266. Evaluations and diagnostic assessments specify a plan of action for the client/student, when appropriate.
Review written report(s) based on utilization of diagnostic/assessment instrument(s).
____267. Evaluations and diagnostic assessments attempt to integrate a client’s/student’s total needs rather than be confined in an isolated manner that prevents multi-disciplinary understanding and cooperation.
Review written report(s) based on utilization of diagnostic/assessment instrument(s).
____268. Whenever possible, evaluations and diagnostic assessments prescribe methods for accurate data collection and future monitoring of the client’s/student’s progress or regression so that decisions can be made objectively and in the best interests of the client/student.
Review written report(s) based on utilization of diagnostic/assessment instrument(s), interview personnel responsible for implementing recommendations generated by the diagnostic/assessment process.
____269. Whenever possible, assessments and diagnostic evaluations are explained to the individual, his/her support staff and family members, guardians, and significant others in a manner that encourages clear communication, collaboration, and verification of results.
Review written report(s) based on utilization of diagnostic/assessment instrument(s); interview person(s) administering diagnostic/assessment instrument(s) and, as appropriate, program staff and family member(s).
____270. The educational evaluations and/or diagnostic services are evaluated periodically (at least every three years) by competent peer reviewers to assure their appropriateness to the organization’s mission and purpose.
Review program evaluation procedures and written reports and/or evaluations of diagnostic and/or assessment services.
____271. There is a clear process for case-management or overall client/student case coordination of all diagnostic services to assure a good general understanding of all specific areas evaluated and to avoid unnecessary duplication of assessment.
Review program description and interview, as appropriate, staff and family member(s) and program evaluation procedures and written reports/evaluations of diagnostic/assessment services.
Specific Program/Service Standards
SPECIAL EDUCATION WITHIN RESIDENTIAL SETTINGS
For an organization to achieve accreditation in this category, it must also meet the Standards for Accreditation.
Rationale By their nature, residential programs are ecological entities where diverse groups of employees are required to work together toward common goals. Instructors, clinical staff, child-care workers, recreation specialists, etc., all have responsibility for an individual for a period of time.
The necessity for staff collaboration and cooperation is clear. Staff relationship refers to the climate, policies, and practices evident in the organization's operations that enhance a spirit of collaboration and cooperation among all parties.
____272. The various professional disciplines represented within the program function in a mutually supportive manner offering help to those who appear in need of assistance (e.g., during behavioral crisis, in program planning, etc.) and demonstrate appreciation of each other's contributions.
Review program description/educational and residential programs, interview client/student, instructional and administrative staff.
____273. The various professional disciplines represented within the program work collaboratively on behalf of the clients/students, each contributing the expertise of his/her discipline.
Interview clients/students, instructional and administrative staff. Review notes from interdisciplinary meetings.
____274. Frequent formal and informal discussions among staff members center around the nature and needs of particular clients/students being served in the program.
Review program description/educational and residential programs and documents containing information shared to and from the day program and residential setting; interview clients/students, instructional and administrative staff and review team notes.
____275. Staff cohesiveness is recognized as a program goal that has the potential for impacting positively on the services afforded clients/students.
Review program description/educational and residential programs, staff training curriculum, and documents verifying joint participation of the day program and residential staff in activities; interview clients/students, instructional and administrative staff.
____276. Staff members display openness toward innovation, training, and emerging best practices.
____277. There is a sense of pride in accomplishment that permeates the staff and helps them to accept with confidence the challenges of working with clients/students.
276. – 277. Interview clients/students, instructional and administrative staff. Review Team notes.
____278. Staff members carry out their daily duties in such a way as to demonstrate optimism and the belief in their own potential to change the academic and behavioral functioning of the clients/students.
Observe clients’/students’ transition to and from the day program and residential settings; review client/student activity schedules and documents that verify activities participated in jointly by the day program and residential staff; interview clients/students, instructional and administrative staff.
____279. Members of the staff work effectively together to accomplish specific program objectives.
Review documents (e.g., ad hoc and standing committee minutes,
policy/procedure) that verify activities participated in jointly by the day
program and residential staff; interview appropriate administrative staff
____280. The staff have available to them support mechanisms that help to impact positively on staff morale.
279. – 280. Interview clients/students, instructional and administrative staff.
____281. Program goals are communicated in writing interdepartmentally, throughout the organization, at least annually.
Review program description/educational and residential programs, documents which contain information shared between the day program and residential setting and those documents which verify activities participated in jointly by the day program and residential staff; interview clients/students, instructional and administrative staff.
____282. Planning for each client/student is developed interdepartmentally.
Observe clients’/students' transition to and from the day program and residential setting; review documents that verify activities participated in jointly by the day program and residential staff; interview appropriate clients/students, administrative, and instructional staff.
____283. The educational program staff, clinical staff, and residential staff meet at a minimum three times annually to review their respective individual clients’/students’ treatment plans for compatibility and coherency.
Review program description/educational and residential programs, documents that contain information shared between the day program and residential setting, staff training curriculum, and documents that verify activities participated in jointly by the day program and residential staff; interview appropriate administrative staff; instructional staff, clients/students.
____284. Daily communication in either verbal or written form occurs between the educational program staff and residential staff regarding client/student performance.
Review documents that contain information shared between the day program and residential setting. Observe clients’/students’ transition to and from the day program and residential setting.
____285. When homework is completed outside of school, it is an integral part of a client’s/student’s residential program, and residential staff provide adequate time and support to clients/students in the completion of their assignments.
Review program description/residential program; interview appropriate clients/students, administrative and instructional staff.
____286. Instructional staff demonstrates knowledge of, and support for, other program services.
Review documents that contain information shared between the day program and residential setting; interview appropriate clients/students, administrative and instructional staff.
____287. Intra-organization staff communication is frequent enough and carried out in such a manner as to build trust, cooperation, and mutual support for the goals and objectives of individual clients/students.
Review documents that contain information shared between the day program and residential setting and documents that verify activities participated in jointly by the day program and residential staff, observe clients’/students’ transition to and from the day program and residential setting.
____288. Residential, educational, and support staff work together in each setting periodically to experience mutual demands of respective work environments, and there is formal time scheduled for such cooperation regularly throughout the week.
Review documents that contain information shared between the day program and residential setting, staff training curriculum, and client/student activity schedules; observe clients/students’ transition to and from the day program and residential setting; interview appropriate clients/students, administrative and instructional staff.
____289. The educational curriculum addresses the needs of clients/students outside of school hours.
Review program description/educational and residential programs, documents that contain information shared between the day program and residential setting, and documents verifying joint participation of the day program and residential staff in activities; interview clients/students, instructional and administrative staff.
____290. Opportunities for community involvement occur frequently and are a part of the client’s/student’s formal program.
Review program description/educational and residential programs, client/student activity schedules, interview appropriate clients/students, administrative and instructional staff.
____291. Life-skills training is formally implemented in the residential program (e.g., responsibility, empathy, self-care, environmental care, domestic care, etc.).
Review program description/residential program and client/student activity schedules, interview clients/students, instructional and administrative staff.
____292. Responses to unacceptable behavior are clearly communicated and consistently followed.
Review program description/educational and residential programs, documents that contain information shared between the day program and residential setting. |
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