cshse accreditation write the right · education through research-based standards and a peer-review...
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CSHSE Accreditation Updates:
Commit, Prepare, Write
NOHS 2018 Conference, Philadelphia, PA. October 2018
Presented by Winona Schappell, M.Ed, HS-BCP, CSHSE VP of Accreditation
Commit to CSHSE
Membership and
Accreditation
2018 CSHSE Meetings: February and June
Program Accreditation and Reaccreditation
Congratulations
Florence Darlington Technical College
Delaware Technical and Community College-
Wilmington
Montgomery County Community College
Old Dominion University- initial accreditation
University of North Georgia
University of Wisconsin-Oshkosh
Council for
Standards in
Human Services
Education Council for Standards in Human Services
Education(CSHSE) is the only accrediting body
for Human Service postsecondary education degree programs. The CSHSE accreditation
standards contain the essential elements of best practices in Human Service education.
Mission-assuring best practices in Human
Service Education through evidence-based
standards and a peer-review accreditation
process.
WHO ARE
WE?
Council of Higher Education Accreditation (CHEA)
CHEA is a national advocate and institutional voice for self-regulation of academic quality through accreditation.
Recognition Standards
Advance academic quality.
Demonstrate accountability.
Encourage, where appropriate, self scrutiny and planning for change and needed improvement.
Employ appropriate and fair procedures in decision making.
Demonstrate ongoing review of accreditation practice.
Possess sufficient resources. http://www.chea.org/userfiles/uploads/chea-at-a-glance_2015.pdf
recognized
since 2014
Y? Ensure quality, consistency, and
relevance of Human Services
education through research-based
standards and a peer-review
accreditation process.
“Colleges and universities should use
the accreditation process to
conceptualize and institutionalize
transparency.” (Kyzykowski & Kinser, 2014)
Provide program accountability
through benchmarking, internal
review, and external review.
Promote Human Service
professionalism and preparation for
HS-BCP credential exam
…should my program
commit to become
accredited?
Accreditation Basics
Voluntary Program complies with CSHSE
standards (Associate, Baccalaureate, Master levels)
Design your program assessment plan around the specifications required in the standards
Accredited program may use CSHSE logo in program materials
Program receives recognition on CSHSE website
Provides students with benefits towards the HS-BCP credential
CostsMaintain yearly
membership fee- $500 plus
$50 for each additional site
Accreditation application
with $500 application fee
plus $50 for each additional
site
Site visit (initial and every
ten years)- $2000 per site
visitor, typically two site
visitors
https:cshse.org
Redesigned for mobile device accessibility
Reorganized for easier navigation and access to information
Online membership and accreditation application and payment
Membership value added- access to information not available to the general public
Each membership is allowed one online registration to access the membership only component of the webpage
Revisions to Associate and Baccalaureate
Standards
Effective July 1, 2018
Standards 1-10 Program Characteristics
Introduction 5 Multiple Sites- Clarification A site is defined as a place
where a student can complete the entire program
Introduction 6 Hybrid or Online Course Delivery NEW If more than 50% of
human service courses are offered online, four specifications must be
addressed
Standard 4 Program Evaluation Revised clarifies student achievement data
required for public view on website
Standard 7 Personnel Roles, Responsibilities, and Evaluation- Revised
consolidated two previous standards to eliminate duplication of
information, and clarify specifications
Standard 8 Cultural Competence- NEW dedicated standard to address
diversity within program characteristics, curriculum, and fieldwork
Standard 9 Program Support- Revised consolidated previous specifications from several standards
Standards 11-20 Associate Degree
Standards 11-21 Baccalaureate Degree
Standard 14 Information Literacy Revisedspecifications focus on literacy skills and not just technology
Standard 15 Program Planning and Evaluation Revised consolidated specifications for clarity and eliminate duplication
Standard 16 Client Interventions and Strategies Revised clarified specifications focusing on knowledge and skill development
Standard 18 Administrative (Baccalaureate only) Revised clarified specifications focusing on knowledge and skill development
Prepare for CSHSE
Accreditation
This Photo by Unknown Author is licensed under CC BY-SA
February Board Meeting
June Board Meeting
October Board Meeting
CSHSE Board Reviews Self
Studies and Reader/Site Visit
Reports, and Determines
Accreditation Status three
times a year
Application Process- Timeline
Initial accreditation- Once application is submitted, two years are allowed to complete Self-Study and site visit
Interim Report and Review, and Reaccreditation: Applications are due at least six months prior to Board review
Reaccreditation: If there are extenuating circumstances, an extension of one year can be requested
Accreditation is granted for 5 years and renewed every 5 years; a site visit is required at initial accreditation and every 10 years thereafter, Interim Report and Review occurs 5 years after the initial accreditation and 5 years after each reaccreditation.
Ensure Current Membership with CSHSE
Complete and submit membership application form and fee, $500 plus $50 per additional sites, to ASCENT Management, LLC. Current members must ensure that contact information is updated and membership renewal fees are paid.
https:cshse.org
ASCENT Management LLC
3337 Duke Street
Alexandria, VA 22314
Submit
Application
and Fee The application form is available online:
https:cshse.org
Complete the application form and mail to ASCENT Management, LLC, 3337 Duke Street, Alexandria, VA 22314
Application fee, $500 plus $50 for additional sites, can be mailed with application form to ASCENT Management, LLC or submitted online by using a credit card
Initial Accreditation Application• Time for research,
program development,
curriculum development
• Time for writing
• Time for College “life
events”-curriculum
meetings, academic
standards meetings,
administrative approval
• Time for Staff “life events”
2 years to submit
self-study from
time of application
Initial Accreditation Time Line
Request Readers by
August 1 for the February meeting
November 1 for the June meeting
April 1 for the October meeting
Mail completed self-study within 30 days of request for readers
45-day reading period upon receipt of self-study
Refer to timeline for accreditation with site visit
60-day period, pay site visitor fees, schedule site visit
If the site visit is completed by:
December 31, the Board will take action at the February meeting.
March 31, the Board will take action at the June meeting.
August 31, the Board will take action at the October meeting.
2 years
Reaccreditation with Site Visit Time Line
Submit application form and fee by
August 1 for the February meeting
November 1 for the June meeting
April 1 for the October meeting
Request readers by
October 1 for the February meeting
January 1 for June meeting
June 1 for the October meeting
Mailcompleted and updated Self-Study to readers by
October 15 for the February meeting.
January 15 for the June meeting.
June 15 for the October meeting.
Conduct site visit prior to
December 31 for the February meeting.
March 31 for the June meeting.
August 31 for the October meeting.
6
months
Interim Report and Review Time Line
Submit application form and fee by
August 15 for the February meeting
November 15 for June meeting
April 15 for October meeting
Request readers by
November 15 for the February meeting
February 15 for the June meeting
July 15 for the October meeting
Mail completed and updated Self-Study to readers by
December 1 for the February meeting.
March 1 for the June meeting.
August 1 for the October meeting.
6
months
Confirmation of Application and Payment
As soon as ASCENT Management, LLC notifies the Vice President for Accreditation (VPA) about the receipt of application and payment, the VPA will send a letter of “Notice to Proceed” which outlines resources and timelines.
A Board Member-at-Large will be assigned as a program consultant during the accreditation process
Accreditation Process
Step 1 – Submit application and fee – wait for a VP of accreditation response to proceed
Step 2 – Make contact with Board Member at Large
Step 3 – Develop a timeline for completion
Step 4 – Complete the self-study using the Self-Study Templates
Step 5 – Request a list of self-study readers (refer to timelines in Handbook)
Step 6 – Submit the self-study (refer to timelines in Handbook)
Step 7 – Follow-up on readers’ receipt of self-study
Step 8 – Schedule the site visit when notified by VPA
Step 9 – Site visit fees paid and logistics arranged
Step 10 – Council board takes action
Step 11 – Council notifies program
Step 12- Links to the Program, the Student Achievement Indicators (SAI) and the Decision Letter are posted on the CSHSE website
Getting Started: CSHSE Member Resources
CSHSE Website: https:cshse.org
Member Handbook:
Accreditation and Self-Study
Guide and Self-Study, Templates, and Matrix.
CSHSE Publications,monographs
CSHSE Bulletin newsletter
Writing the Self-Study:
General Considerations
Presented by Winona Schappell, M.Ed, HS-BCP, CSHSE VP of Accreditation
General WisdomA program is held to the Standards, Templates,
and Policies in the current CSHSE Member Handbook: Accreditation and Guidelines when the accreditation application is received.
For reaccreditations, if you start working on self-study before sending application, check with a Board Member at Large and the website for any changes before proceeding.
The importance of evidence: make sure you have evidence backing up all claims of compliance; appropriate documents; course objectives, assignments on syllabi, information for Standard 4 posted on your program website.
Writing the Self-Study: Lessons Learned
Include the Certification of Self-
Study Page
Ensure the courses on the
Matrix match courses
described in the narrative. Include the correct course
syllabi in the appendices.
Provide detailed descriptions
on how a course(s) complies
with a Standard and its
Specifications.
Provide documented evidence
as verification for each
Standard and Specification
Use the correct
template!
Writing the Self-Study: Lessons Learned
Ensure current compliance, not an intent to comply. Ensure all documents that verify standards are
included. Use appendices documents and links to support
the narrative, not in place of the narrative. Ensure that referenced data is consistent
throughout the document Ensure STUDENT SPECIFIC IDENTIFIERS ARE
REMOVED- REDACT! Ensure that hyperlinks work and don’t require
passwords- test on different platforms if possible Proofread for spelling, grammar, and incomplete
narratives. Paginate self-study narrative and longer
documents that are included in the appendices
Use the
template!
Preparation Contact Board Member at Large or VPA for consultation
Create a Self-Study Committee (HUS staff, adjuncts, institutional research, student support services, tech support)
Designate a leader, meet regularly, make sure members understand standards, leader to arrange logistics of site visit
Review standards and assess program’s current compliance with the standards
Create a plan and timeline for compliance with standards and for writing self-study- time for curricular changes
Gather information from relevant sources (Institutional Research will be important).
Prepare a folder for each standard (virtual or paper) and store documented evidence
Develop a Matrix of Required Courses Matched to Standards
Ask teaching faculty for input on how courses comply with standards
Complete Matrix using feedback from faculty and other Committee members
Be Kind to Self-Study Readers REMEMBER THAT READERS ARE VOLUNTEERS
Make the narrative as self-explanatory as possible
Develop an easy navigation between narrative and appendices
Make your program “come alive” to the reader
Highlight the strengths and uniqueness of your program
Clearly and concisely specify ways in which your program complies with each standard
Identify and address separately each specification for each standard (Use the correct template!)
Verify every claim you make about your program’s compliance by including a link or reference to an appendix or source
Report on what is currently true with respect to the standards. You cannot demonstrate compliance by stating an intent to comply at a future date
Self-Study
Submission
Policy
Both narrative and appendices must be submitted electronically-preferably on a flash drive
All electronic documents must be in PDF format and all pages numbered
Appendices included in the Table of Contents are part of the narrative
Navigation between narrative and appendices must be direct
Electronic
Copies
only
Problematic Standards
Standard 2
Philosophical Base of Program
Standard 2: The program shall have an
explicit philosophical statement and
clearly defined knowledge base
What is the difference between a philosophical statement and mission statement?
Refer to Unger. D., 2017. Philosophical Statements, Mission Statements, Conceptual Frameworks. Fall 2017 Bulletin, p.5
https:cshse.org Membership Resources
Standard 2 a Provide a succinct
philosophical statement that becomes the
conceptual framework for the curriculum.
Guiding values, beliefs, and assumptions of
your human services program.
A philosophical statement describes what values
guide the program’s actions and how those
actions affect the human services profession. It
provides guidance for the program’s mission.
“The program believes…”
“The program values…”
Standard 2 b Include a mission
statement for the program. Why
the human services program
exists, and its unique purpose.
A mission statement assures quality, consistency, and
relevance of a program.
The mission statement (purpose of the program) may
address the foci of the program, intent of the program, or
how the purpose is achieved.
“The purpose of this program is to …”
Standard 2 c Demonstrate alignment with
the mission of the units in which the program
is housed (e.g., department, college,
university, etc.)
Identify the academic program
organization of the institution and where
the human services program is aligned:
division, department, college, etc.
Standard 2 d. Provide a brief description of the
major knowledge base and theories from which
the curriculum draws to support the conceptual
framework (e.g. counseling theories,
biopsychosocial, systems theory, change theory,
etc.).
Review the program’s philosophical statement (The program believes…, The program values…) and identify the theoretical and knowledge base that supports the program philosophy.
The theories and knowledge base should be evident in how the program’s policies, procedures, and curriculum (conceptual framework) fulfill the program’s philosophy and mission.
Standard 2 e Describe the multidisciplinary,
interdisciplinary, or transdisciplinary approach to
knowledge, theories, and skills included in the
curriculum.
Multidisciplinary- combining or involving several academic disciplines or professional specializations in a curriculum approach, each maintains own perspective within the approachInterdisciplinary-of or relating to more than one branch of knowledge, each interacts together towards one approach Transdisciplinary-relating to more than one branch of knowledge, each interacts together for one approach and includes external stakeholders (community, professionals from other disciplines)
Discipline
Knowledge base A
Multidisciplinary
TransdisciplinaryInterdisciplinary
Knowledge Base A
Knowledge Base B
Knowledge base A
Knowledge base B
One approach
One approach
Multiple
approaches
Standard 4
Program Evaluation
Presented by Winona Schappell, M.Ed, HS-BCP, CSHSE VP of Accreditation
Standard 4: The program shall conduct, and report to the public, consistent formal evaluations, which determine its effectiveness in meeting the needs of the students, community, and the human services field and result in modifications to the program as necessary.
CSHSE requirements
Demonstrate program evaluation with collected
data and summary analysis
Demonstrate student outcomes with institutional
and program collected data and summary
analysis
Standard 4 a: The program has clearly stated measurable student learning outcomes that are tied to the standards and an assessment plan that has been implemented.
Provide explanations to the following:
In the self-study, provide answers to the following:
What is your program and student learning outcome assessment plan?
How does your program measure and track program and student learning outcomes?
What are the data results ?
What program changes, if any, have occurred based upon the analysis of the results?
Standard 4 b. The program shall conduct a formal program evaluation every
five years. The formal evaluation shall include: student surveys, agency surveys,
graduate follow-up surveys (directed to both graduates and their employers),
active participation of the advisory committee, involvement of agencies where
students are in field placements, course and faculty evaluations, and evaluative
data mandated or conducted by the institution. Provide the following:
In the self study, provide evidence that the program conducts
formal program evaluation and uses the results to strengthen
the program:
1. Demonstrate a history of program evaluations,
2. Provide a description of the methodology used in the
formal program evaluation,
3. Provide a summative analysis of the most recent
evaluation, and a description of how and in what way the
evaluation resulted in any change, if any.
4c. The program must routinely provide reliable information to the
public on its performance, including student achievement. [NOTE:
This Specification relates to the need for transparency about a
program’s performance outcomes and student achievement
(Specifications a. and b.)] Provide a link to this information
CSHSE requires an active link (no password protection) on the program webpage that provides results of program outcomes and student achievement indicators. This link is placed on the CSHSE webpage of accredited programs. https:cshse.org
• Program outcome: Data results and summary statements of student performance outcomes of program objectives.
• Student achievement outcomes: Data and summary statements of enrollment, retention, graduation, employment rates, transfer rates, grades, student achievement of course objectives, and other student achievement indicators collected by the program and institution.
• Label the link, student achievement indicators, program performance and student achievement outcomes, etc.
Standard 5 Policies and
Procedures to Manage Student
Behaviors
Presented by Winona Schappell, M.Ed, HS-BCP, CSHSE VP of Accreditation
Standard 5e Provide documentation of policies
and procedures for managing students with
behavior or legal problems that may interfere with
their development as human services professionals.
This standard is expecting program
specific policies and procedures that are
not covered by college-wide student
rights and responsibility policies and procedures. The focus is on program
management of students with behaviors
and traits that may thwart effective
performance in the profession.
Occupational Outlook Handbook*:
Professional Skills and Traits of Human
Services Assistants
Communication skills. Social and human service assistants talk with clients about the challenges in their lives and assist them in getting help. These workers must be able to listen to their clients and to communicate the clients’ needs to organizations that can help them.
Compassion. Social and human service assistants often work with people who are in stressful and difficult situations. To develop strong relationships, they must have compassion and empathy for their clients.
Interpersonal skills. Social and human service assistants must make their clients feel comfortable discussing sensitive issues. Assistants also build relationships with other service providers to become familiar with all of the resources that are available in their communities.
Organizational skills. Social and human service assistants must often complete lots of paperwork and work with many different clients. They must be organized in order to ensure that the paperwork is filed properly and that clients are getting the help they need.
Problem-solving skills. Social and human service assistants help clients find solutions to their problems. They must be able to listen carefully to their clients’ needs and offer practical solutions.
Time-management skills. Social and human service assistants often work with many clients. They must manage their time effectively to ensure that their clients are getting the attention they need.
*Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, Social and Human Service Assistants, on the Internet at https://www.bls.gov/ooh/community-and-social-service/social-and-human-service-assistants.htm#tab-4 (visited March 13, 2018).
Transparency of Expectations and
Program Policies and Procedures
What program policies and procedures are in place to address student behaviors that are not congruent to the professional behaviors expected in the workforce?
How does the Program manage students not meeting the “professional behaviors and traits” expected within a career in human services?
How is “professional fitness” information provided to the student?
How is the student made aware of the program’s policies and procedures that address the management of student legal and behavioral issues?
CSHSE Resources for Standard 5
Refer to CSHSE Membership Resources: Publications https:cshse.org
Jacob,E., Datti, P. (2014) Fitness for the Profession: A Model to Address the Growing Edges of Human Service Trainees. Bulletin Fall 2014. p.4-5.
Kaufmann, J. (2010). Fitness for the Human Services Profession. Bulletin Fall 2010. p. 4-6.
Kerewsky,S. (2016). Fitness for the Human Services Profession: Preliminary Explorations. CSHSE Monograph
Curriculum Standards
Presented by Winona Schappell, M.Ed, HS-BCP, CSHSE VP of Accreditation
Standard 2 f Provide a matrix mapping the
curriculum Standards (11-20) and Specifications to
required courses. The information provided on the
matrix must clearly reflect congruence with the
information provided in the Self-Study narrative
and the syllabi.
• The Matrix must include all courses, Human Services courses and
general education courses, that are requirements for students and are
used to demonstrate compliance with the Curriculum standards and
specifications. If a general education course is a prerequisite for a
Human Service course, then the general education course belongs in
the Matrix and must demonstrate alignment to the appropriate Standard
or specification.
• Do not include elective courses.
• Do not include general education courses that are not directly
supporting the curriculum standards and specifications
What is a
Matrix
A curriculum map or graphic organizer
that:
Identifies where Standards are met within the Program
curriculum.
Illustrates to what degree each Specification is met
Includes all required courses for students in the program
that contribute to compliance with the Curriculum
Standards and their Specifications
Consult with the Board Member-at-Large
or Vice President of Accreditation if
clarification is needed.
This process takes time and may require
curriculum modification.
Impact of the Matrix Self Study Readers will be comparing the Matrix
information to the narrative in the Curriculum
Standards #11-20.
All of the courses in the Matrix must be used to
demonstrate compliance with the
Standards/Specification and demonstrate
learning growth with the depth and emphasis of
the theories, knowledge, and skills.
The narrative must identify the courses from the
Matrix and not elective courses to demonstrate
compliance with the Standards/Specifications.
Matrix TemplateThe Matrix for each degree level is available for
downloading (Word document) from the Council
website at https:cshse.org
Completing the Matrix
Identify the Program core required courses (those
which offer compliance to the Standards and
Specification)
Identify the type of course content and the
depth/emphasis of the content.
Type of Course Content Depth or Emphasis of Coverage
I = Introduction of topic L = Low
T = Theory covered M = Moderate
K = knowledge base H = Heavy
S = skills practice or field experience
Example of Completed Matrix
Required Course #s HS### HS### HS### HS### HS### HS###
Standard 11: The curriculum shall include the
historical development of human services.
Associate:
b. The historical roots of human services, K/H K/M
c. The creation of the human services profession, K/H
d. Historical a n d c u r r e n t l e g i s l a t i o n affecting
services delivery, and
I/M K/H
e. How public and private attitudes influence legislation
and the interpretation of policies related to human
services
I/L K/M T/H
Self Study Expectations: Description
and Documented Evidence
Every Standard and Specification must:
Provide clear, detailed, concise and descriptive narrative
Refer the reader to the name and location of any
documents (e.g. links, attachments/appendices) that
support and verify statements made in the narrative. When
appropriate, refer to the appropriate page or section of
attached supporting multiple paged documents
Identify and briefly describe the ways in which a course or
courses complies with each Specification (e.g. textbook
chapters, lectures, in class activities, assignments, etc.).
Refer the reader to the appropriate syllabus/syllabi and or
specific assignments for verification.
Sample Format for Curriculum Standards
Standard #xx
Specification a.
Course #1: Explain how this course addresses this Specification
At the completion of the explanation state:
Found in: Provide link to course Syllabus/
Documents/Assessment Tool(s): direct reader to
appropriate reference in Syllabus, i.e., specific course
objectives, exams, assignments, specific chapter in course
textbook,
Course #2 (Follow format above)
Course #3 (Continue following this format for all courses supporting the
Standard Specification)
Example Response for Curriculum Standards
Clear description
Verifiable
Evidence
References
CHEA: Council for Higher Education Accreditation http:/www.chea.org
CSHSE Member Handbook: Accreditation & Self Study Guide, July 2018.
Franyo, G. (2014) CSHSE The Bulletin. CSHSE.
Krzykowski, L. & Kinser, K. (2014). Transparency in Student Learning Assessment: Can Accreditation Standards Make a Difference? Change: The Magazine of Higher Learning, 46(3), 67-73.
