NACCAS NOW
Spring 2021
A TIME FOR CHANGE
NACCAS NOW CONTENTS
DR. TONY TIME
3
NACCAS HUMAN RESOURCES TEAM
20
NACCAS COMMEMORATIVE BOOK
4
NACCAS RESEARCH AND OUTCOMES REPORTING TEAM
21
FAREWELL
5
TEAM DIRECTORY
22
NEW TO THE COMMISSION
6
NACCAS HELP CENTER
23
2021 NACCAS COMMISSIONERS
7
2021 NACCAS PEER EVALUATORS
24
2021 COMMISSIONER DIRECTORY
8
EVALUATOR OF THE QUARTER
27
2021 EXECUTIVE COMMITTEE
9
JOIN OUR TEAM
28
COMPLIANCE INSIGHTS
10
2021 NACCAS ACCREDITATION WORKSHOP
29
FINANCE CORNER
11
COMPLETING WEBINAR DIRECTIVES
30
DATA DIVE
12
TECHNICAL STANDARDS
31
WHAT'S NEW TO NACCAS
13
THE FIVE CRITICAL REASONS
32
NACCAS EXECUTIVE TEAM
14
TESTIMONIALS
33
NACCAS ACCREDITATION TEAM
15
NACCAS FAQS
34
NACCAS FINANCE TEAM
18
NACCAS RESOURCES
35
NACCAS GOVERNMENT RELATIONS & LEGAL TEAM
19
SCROLL DOWN FOR MORE....
Hello Spring, Goodbye Winter... Early spring air brings the needed excitement that reminds us change is coming. With springtime comes the rebirth of flowers, trees and all things living. After a hard cold winter and all that is happening with COVID-19, a good case of spring fever is just what the good doctor ordered. I know things have been tough for everyone, but as I told a few of my friends just the other day, I feel like I can see the light at the end of the tunnel; I feel there is a change happening, that a transformation is about to happen. I don’t know about you, but I am ready for a change. During the past twelve months, we have all been challenged in ways none of us have been before. Families, friends, and even our furry friends have had to adapt to what Mother Nature threw at us, but in some strange way it has helped me grow as a person. It has reminded me life is way too short; it has shown me even though you may think you have it all figured out, life can throw you a curveball when you planned on it being a fastball, a LESSON TO LIVE BY. Not always a bad thing, as a single curveball can win the World Series. My Father, GOD rest his soul, always told me to focus on the good, not on the bad. He taught me right is right and wrong is wrong every-time. Therefore, when we look to the change that spring often brings, lets all focus on what each of us can change in our own lives. Let us ensure this change will have a positive effect on another person’s life. In the school business world, that should be easy. Individuals come to your schools all the time looking for a change. They are searching for a place to receive new knowledge and hopefully use that information to change their lives. How powerful is that? Changing someone’s life by providing him or her the tools to do so. I have a personal belief the best gift that one human-being can give to another is the gift of knowledge through teaching, as knowledge is powerful. Here at NACCAS, we are a small group of 30+ employees, all with the same focus, to help schools be the best that they can be. When a school is functioning well, the opportunities it can bestow on its students are endless. NACCAS knows over 100,000 students are affected by the work we perform yearly - now that is powerful! I take that job seriously and to heart every day I am in the office, as I am so humbled for the opportunity to have that much of an effect on so many lives. As many of you know, I have been at NACCAS for over thirteen years. Everyday has been an adventure. I recently told NACCAS’ Chairwoman, Commissioner Stemmer, it has been a perfect journey. A journey filled with lots of hard work, passion and huge successes. A journey I will never forget, but it is now time for me to pass the gavel on to the next leader. It is with extreme excitement, yet a heavy heart, that I have announced my retirement from this amazing organization. NACCAS has been my family away from home. I have met the most awesome people that have changed my life forever and for that, I am so grateful. The community that I have so proudly served, is a community filled with passion, dedication and the desire to change lives. You all should be so proud of yourselves and the work that you do everyday. I am so proud to have represented the best that there is out there. I know that many of you are asking yourselves, what is next for NACCAS? I can say without a shadow of a doubt, NACCAS is in excellent shape. The Commission has already taken action to form a search Committee to find my replacement. The good news is I am not retiring until October 31, 2021. I have assured the Commission I am absolutely here to help make this the easiest transition of power in NACCAS’ history. To start, I have promoted Eddie Broomfield to Associate Executive Director (formerly the Director of Accreditation) and Mary Nell Myers to Director of Accreditation (formerly Accreditation Manager), as we begin the search process. This alone will ensure that whomever is given the official title of Executive Director of NACCAS will have the expertise, institutional knowledge and the needed experience of seasoned individuals to help steer the ship. During my exciting final 7 months with NACCAS, I will focus on completing the new and exciting Customer Relationship Management (CRM) System. This new system will revolutionize the way schools communicate with NACCAS. Additionally, I will be helping the Commission with additional Distance Education (DE) tools to better enhance our current DE Policy and prepare NACCAS and its schools for the future. I am also excited and thrilled to embark on developing and providing the Commission the outcome of NACCAS’ 1st Competency Based Module Equivalency Working Group. This information will be utilized in the future to offer our first Pilot Program to a few schools as a test site. This is very exciting and I am thrilled to help move that new platform forward. Lastly, I have offered the Commission, as I just can’t imagine not having NACCAS in my life, an opportunity to continue working with me in a smaller capacity in the area of increasing our scope. Increasing our scope will provide all of our schools additional flexibilities to offer other programs in addition to those currently available. There is lots going on at NACCAS, but the best is yet to come! Sincerely, Anthony Mirando, M.S., D.C. NACCAS Executive Director
CLICK HERE FOR THE FULL VERSION OF NACCAS' 50TH COMMEMORATIVE BOOK
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Sorry You Are Leaving!
NACCAS would like to thank Commissioners Felder, Kelly, and Laitis whose terms are now finished, but whose work will never be forgotten. Most of us have no idea what it takes to be involved in the Commission at this level, and we extend our most sincere thanks to these Commissioners for their perseverance and the critical level of insight into issues that guide the Commission forward that they have displayed. Adeiu to Cynthia Felder, Robert Kelly, and Karyn Laitis to whom we now say farewell, but who surely will remain active in NACCAS in some other capacity.
Karyn Laitis
Robert Kelly
Farewell to the Outgoing NACCAS Commissioners: Cynthia Felder, Robert Kelly, and Karyn Laitis
Cynthia Felder
NACCAS 2021 COMMISSIONER EFF. DATE EXP. DATE 1/2021 12/2023 DORTHY SORESSI ACADEMIC
NACCAS 2021 COMMISSIONER EFF. DATE EXP. DATE 1/2021 12/2023 KIM MCINTOSH SCHOOL OWNER
NEW TO THE COMMISSION Steven Dawson – Lexington, SC School Adminisrator Commissioner Steven Dawson is the Director of Compliance for Kenneth Shuler School of Cosmetology. He has been working in this role for the last 17+ years helping to grow the schools from 2 campuses to 8 campuses. His time is spent ensuring that all campuses are in compliance with State and Federal regulations, as well as NACCAS Standards, by working directly with all levels of school administration. As the NACCAS Liaison, he has been involved in over 19 accreditation on-site visits, attended many NACCAS workshops, and received ICPE training. Steven is a former public school teacher, with a degree in Industrial Mathematics, and a state approved Methods of Teaching Instructor. It is his belief that you have to be willing to serve to make a difference. Here are a few of the ways in which he has/is serving for our industry: SC Representative for the AACS State Relations Committee (10 yrs) Chair of AACS Spring Convention – Multiple times Chair of Admissions and Marketing Professionals Convention for AACS •SC Department of Education: Family and Consumer Science Advisory Committee Member (7 yrs) SC Regulatory Review Task Force Member Admin of private group for 2100+ SC Licensees to provide information regarding our industry Here are a few of his awards / certificates: Milady - Advanced Master Educator Certification Milady - Master Educator Certification American Association of Cosmetology Schools Spirit of Service Award The Dale Carnegie Course: Skills for Success - Highest Award for Achievement S.C. Association of Cosmetology Schools – Beyond the Call of Duty Award Professional Beauty Association Certificate of Leadership Kim McIntosh – Wichita, KS School Owner Commissioner Kim McIntosh serves as President of Crave Beauty Academies in Wichita, KS and Ballwin (St. Louis), MO, and is also co-owner of SALON Crave in Wichita, KS. Kim and her husband, Stan McIntosh own Crave Beauty Academies. Kim changed the name of Xenon International Academy to Crave Beauty Academy in Wichita, KS and Ballwin (St. Louis), MO in December 2014. Kim and her husband acquired Xenon International Academies in Kansas and Missouri in 2013. Prior to the acquisition, Kim was Managing Executive Director and co-supervised operations of the six Xenon International Academy campuses located in Kansas, Missouri, Nebraska and Colorado. She was also partner in three of the six Xenon locations; Wichita, KS – Olathe, KS (Kansas City) and Ballwin, MO (St. Louis). Kim opened Salon Crave in December 2014 with her daughter and niece. And she continues to work with her family in growing the salon. Kim is active in Crave Beauty Academies’ daily operations and all compliance activities. She has been active in the beauty industry and post-secondary education sector for almost thirty years. Her educational background includes college studies in Business Administration and Marketing, at Wichita State University and Butler County Community College. She holds a Cosmetology, Esthetics and Instructor licenses in Kansas, and Missouri. She also has experience in working in a salon behind the chair, as a salon owner, spa management and as a manufacturer educator teaching professional in Kansas, Missouri, Nebraska and Colorado. She currently serves on the American Association of Cosmetology Schools (AACS) National Board of Directors. Kim was elected to the AACS board six times throughout her tenure. Kim has served in various positions on the AACS board to include; Vice-President, Secretary, Treasurer, Historian, chair of the Annual AACS Convention, chair of the CEA convention, team leader of events, event chair and supervised an education task force team. She is a published author of a self-study continuing education course in Nebraska and has been published in several Beautylink magazines. Kim also serves on the MACS -Missouri Association of Cosmetology Schools board. She is very active in the communities of the Crave locations; she has served as President on the board for Cricket Alley Ministries and now serves on the advisory committee, she is a member of the Chamber of Commerce, National Association of Women’s Business Owners (NAWBO), National Association of Female Executives (NAFE) and has been chair of the Executive Leadership Team for the American Heart Association/Go Red for Women. Dorothy Soressi – Staten Island, NY Acadmeic Commissioner Dorothy McKinley-Soressi has been actively involved in the post-secondary Beauty Industry for over 40 years. During her career she has held several positions including VP of Education for a nationwide school chain, VP of Industry Relations, Regional VP of Compliance and School Executive Director. She has been responsible for development of curricula, instructor training and advanced educational programs. She served as both a long-standing Board Member/ Chair of the New York State Appearance Enhancement Committee responsible for developing specialty licensing curricula and examinations for New York State. Dorothy has been a subject matter expert for several Cosmetology textbook publications. She has a strong focus was on education, educator training, development and student success. Dorothy is passionate about the industry and continues to find challenges in developing National Standards. Most recently she has been developing Teacher Training materials and standards for Distance Education incorporating a variety of modalities. Dorothy graduated from Boston State Teachers College in 1973 with a BS in Physiology and the University of Massachusetts in 1976 with a Master’s in Education. Dorothy is a Licensed Cosmetology Instructor in Massachusetts and New York. Dorothy served as a NACCAS Academic Commissioner from 2006-2011. During her term as a Commissioner she served on the Standards Committee, EQCC, facilitated NACCAS workshop training sessions and also served as the NACCAS Treasurer. Additional accomplishments include: Cosmetology Instructor Licenses- New York and Massachusetts Secretary/Treasurer of the New York State Beauty School Association Served on the AACS Board of Directors for several years Member of CEA and Chair of the CEA Convention Committee for several years Awarded the N.F. Cimaglia Award in 2010 Skills USA National Competition Judge for the past ten (10) years Professional Beauty Association (PBA) member
NACCAS 2021 COMMISSIONER EFF. DATE EXP. DATE 1/2021 12/2023 STEVEN DAWSON SCHOOL ADMINISTRATOR
Janet Stemmer Chair School Owner Commissioner Michele Clark First Vice-Chair School Owner Commissioner Olivia Cheung Second Vice-Chair School Owner Commissioner Alexander Garcia Treasurer School Administrator Commissioner Dr. Melody Sharp Secretary Academic Commissioner
2021 NACCAS COMMISSION DIRECTORY
COMMISSIONER BIOS
Scott Bouranis Public Interest Commissioner Rebecca Brockmann Professional Services Commissioner Steven Dawson School Administrator Commissioner Kimberly McIntosh School Owner Commissioner Julie Pankey Professional Services Commissioner Dianna Peterson School Owner Commissioner John Roddy Public Interest Commissioner Dorothy Soressi Academic Commissioner
Text
OLIVIA CHEUNG SECOND VICE-CHAIR
MICHELE CLARK FIRST VICE-CHAIR
ALEX GARCIA TREASURER
DR. MELODY SHARP SECRETARY
JANET STEMMER CHAIR
compliance insights
with eddie broomfield, j.d.
As we transition into the new season and prepare for the realities of living and working in a post-COVID world, the words that remain on the tips of most tongues across the higher education sector continues to be “Distance Education.” Throughout this past year, it seems nearly all of us have been forced to use distance learning in some capacity. Many schools will see the end of this pandemic as a relief from the challenges of Distance Education and are anxious to get activities back into the classroom. Others have found a lasting value in this new modality and are planning to continue utilizing distance education on a regular, ongoing basis. For those institutions that have elected to do so, NACCAS recently produced a 2-part webinar series on Distance Education from a “Best Practices” perspective. It is rare for us at NACCAS to step beyond the minimum requirements established by our Standards & Policies, but in this instance we were able to enlist the assistance of Dr. Tim Mott, a recognized leader in distance education, and could not pass up this amazing opportunity to provide additional value to our institutions. In this series, Dr. Mott explores teaching methodologies and curriculum development within a distance education learning environment. Many of you were able to join us for the live recordings of these webinars, but we have posted the recordings along with NACCAS growing list of available webinar recordings on the website. We hope that you will find value in watching (or re-watching) these webinars as you consider how Distance Education might be a lasting component of your own programs.
Developing a Clock-hour Distance Education Curriculum for Synchronous and Asynchronous Delivery CLICK HERE TO VIEW
Distance Education Synchronous and Asynchronous Teaching Methodologies for a Clock Hour Program Environment CLICK HERE TO VIEW
finance corner with steven goldstein, cpa, MSA
As the old adage goes, “When it Rains, it Pours!” This statement was once an advertising slogan for Morton Salt in the early 1900’s, which was a bit of a twist on the old English proverb, “It never rains but it pours.” The slogan meant that Morton Salt would stay dry and come out of the box or shaker perfectly, even when it was raining outside or humid inside. Just like Morton Salt, you too can come out on the other side relatively unscathed with ample fiscal planning and oversight. This NACCAS Now Finance Corner will explore some key considerations at getting ahead and preparing for some of life’s most unexpected events. Rainy Day Fund – A broken window or malfunc tioning piece of equipment may cause quite the headache, but it shouldn’t shudder your operations. A rainy day fund is a reserved pool of funds set aside to pay for one-time smaller unexpected expenditures. Securing a rainy day fund may help to avoid going into debt to cover those small inconveniences and ensuring small issues don’t cause large disruptions in your business. All businesses should have a dedicated “stash of cash” for those smaller rainy day expenses that pop up. But how much do you need? Every business and institution is different, but generally speaking, you should have enough reserved to cover small one-time expenses for replacement of minor equipment, to meet your insurance policy deductible, to pay for minor damages/repairs, and/or to pay for other minor interruptions of your normal business. NACCAS’ Policy VII.03 on Financial Statement Reserves outlines NACCAS’ specific requirements for every accredited institution. This Policy should, however, be used as a minimum, not necessarily as a maximum benchmark. Emergency Fund – A global health pandemic, a natural disaster, or a major illness or injury for a key employee might all be occasions that require a “safety net” in the event of a financial emergency. How much do you need to stay afloat? What is your breakeven number of students? How much do you need to have on hand each month when your regular income is disrupted or decreased in order for typical operations to continue? Most guidance suggests having at least three (3) to six (6) months of operating expenses in reserve for an emergency fund. Fixed recurring expenses such as rent, utilities, equipment lease payments, salaries for key employees, and other charges should be factored into this analysis. Additionally, there are many types of insurance that can help reduce the financial burden of an emergency such as business continuity/interruption insurance, property/renters insurance, and general liability/umbrella insurance. Financial stability and fiscal responsibility stand at the forefront of ensuring your institution can focus on what it does best – educating students. Reserving financial resources for future events not only provides financial security, but also typically helps to increase the composite score calculation at fiscal year-end. You will of course need to factor these reserves into your institution’s budget process to ensure that adequate resources remain available and liquid to use when needed. Don’t forget to discuss with your bookkeeper, CPA, financial advisor, and/or your external auditor to ensure that you are planning ahead for the future! Don’t Forget to Utilize NACCAS’ Resources – NACCAS Online Webinars, the NACCAS Handbook, NACCAS Composite Score Calculator, Financial Statement Reserves Calculator, and tons of other valuable resources are available to your institution. Call us, email us and let us know if you have questions! We are here for you - Excellence in customer satisfaction is our standard!
This issue’s information investigation examines the top five motives for citations of annual report limitations during full-team on-site visits that took place from July 2019 through December 2019 and from January 2020 through June 2020. In other words, the chart to the right shows the percentage of annual report reviews that resulted in a limitation for a particular reason, according to evidence provided to NACCAS. For example, 6% of annual report reviews in the second half of 2019 were cited a limitation due to scheduled graduation date discrepancies. As shown in the chart to the right, you will see that the percentage of institutions cited a limitation for missing documentation and administrative issues decreased by 3% from late 2019 to early 2020. Scheduled graduation date discrepancies remained the number one culprit for annual report limitations during both timeframes.
WITH BRETT JONES
Dayo Kadree
Eddie Broomfield
Sbarrelle Tibbs
Eddie Broomfield, J.D.
Associate Executive Director
Research and Compliance Analyst
Mary Nell Myers
Director of Accreditation
Sharrelle Tibbs
Senior Accreditation Processor
Victoria Truong
Accreditation Analyst
Erykah Wilkerson
Travel Specialist
NACCAS recently made organizational upgrades to further strengthen our focus and intiatives.
What's New to NACCAS?
EDDIE BROOMFIELD, J.D. ASSOCIATE EXECUTIVE DIRECTOR
naccas executive team
ANTHONY MIRANDO M.S., D.C. EXECUTIVE DIRECTOR
naccas ACCREDITATION TEAM
CAROL ORSINI ACCREDITATION MANAGER-COMPLIANCE
MARY NELL MYERS DIRECTOR OF ACCREDITATION
KHAIRI SCOTT ACCREDITATION ANALYST
JESSIE HUNEKE ACCREDITATION ANALYST
JESSICA FYFE ACCREDITATION ANALYST
ASHLEY DAWSON ACCREDITATION ANALYST
VICTORIA TRUONG ACCREDITATION ANALYST
WASKIN CARTER ACCREDITATION ANALYST
TIFFANI CLAYTOR ICPE SPECIALIST
ERYKAH WILKERSON TRAVEL SPECIALIST
TINA WALTOWER ACCREDITATION COORDINATOR-FRC
SHARRELLE TIBBS SENIOR ACCREDITATION PROCESSOR
JEANETTE WALKER PRE-SCREENER
ANTHONY DIAZ PADILLA FINANCIAL ANALYST
SCOTT LUCAS STAFF ACCOUNTANT
naccas FINANCE TEAM
LUPEACHRA DAVIS ACCOUNTS RECEIVABLE
STEVEN GOLDSTEIN, CPA, MSA DIRECTOR OF FINANCE
naccas GOVERNMENT RELATIONS AND LEGAL TEAM
DARIN WALLACE, ESQ. DIRECTOR OF GOVERNMENT RELATIONS AND LEGAL
JASMINE BENBOW LEGAL ASSISTANT
naccas HUMAN RESOURCES TEAM
JAY ZELAYA COMMUNICATIONS SPECIALIST
HANNAH LHEE HR MANAGER
naccas RESEARCH AND OUTCOMES REPORTING TEAM
JENNIE ZINK RESEARCH AND COMPLIANCE ANALYST
DAYO KADREE RESEARCH AND COMPLIANCE ANALYST
BRETT JONES RESEARCH AND OUTCOMES REPORTING MANAGER
3015 Colvin Street Alexandria, VA 22314 Phone: (703) 600-7600 Fax: (703) 379-2200
DEPARTMENT
EMAIL
(703) 600-7600 EXT
EXECUTIVE
EXECUTIVE DIRECTOR
DR. ANTHONY MIRANDO
144
ASSOCIATE EXECUTIVE DIRECTOR
EDDIE BROOMFIELD
101
HUMAN RESOURCES
HUMAN RESOURCES MANAGER
HANNAH LHEE
138
FRONT DESK COORDINATOR
ARIEL BRADKOVICH
MAIL COORDINATOR
KARYN MCDANIELS
195
COMMUNICATIONS SPECIALIST
JAY ZELAYA
192
COMMUNICATIONS
TECHNOLOGY AND COMMUNICATIONS
NACCAS CRM
TECH SUPPORT AND TROUBLESHOOTING
ACCREDITATION
DIRECTOR OF ACCREDITATION
MARY NELL MYERS
152
ACCREDITATION MANAGER - COMPLIANCE
CAROL ORSINI
170
ACCREDITATION ANALYST
WASKIN CARTER
140
ASHLEY DAWSON
102
JESSICA FYFE
196
JESSIE HUNEKE
154
KHAIRI SCOTT
125
VICTORIA TRUONG
155
TRAVEL SPECIALIST
ERYKAH WILKERSON
129
SENIOR ACCREDITATION PROCESSOR
SHARRELLE TIBBS
112
PRE-SCREENER
JEANETTE WALKER
114
ACCREDITATION COORDINATOR - FRC
TINA WALTOWER
146
ICPE SPECIALIST
TIFFANI CLAYTOR
122
ACCREDITATION ADMINISTRATIVE ASSISTANT
PALOMA DADE
194
RESEARCH AND OUTCOMES REPORTING
RESEARCH AND OUTCOMES REPORTING MANAGER
BRETT JONES
191
RESEARCH AND COMPLIANCE ANALYST
JULIET CORMIER
163
DAYO KADREE
148
JENNIE ZINK
177
FINANCE
DIRECTOR OF FINANCE
STEVEN GOLDSTEIN
132
ACCOUNTS RECEIVABLE
LUPEACHRA DAVIS
131
FINANCIAL ANALYST
ANTHONY DIAZ PADILLA
116
STAFF ACCOUNTANT
SCOTT LUCAS
160
GOVERNMENT RELATIONS AND LEGAL
DIRECTOR OF GOVERNMENT RELATIONS AND LEGAL
DARIN WALLACE
159
LEGAL ADMINISTRATIVE ASSISTANT
JASMINE BENBOW
110
FULL TEAM BIOS
Accreditation Department The Process of Accreditation School Visits My Institutional Self Study Webinar Assessments Government Relations Department Complaints Appeals Finance Department Accreditation Fees School Financial Statements Research and Outcome Reporting department Annual Report Certification of Annual Report Card Data (CARD) Non-Substantive Changes Human Resources and Training Department Full Time Employment ICPE Insurance and Background Checks ICPE Recruitment Communications Department Workshop Attendance Trouble Logging Into the CRM Submitting Documents Electronically Administrative Office Required Consultations Executive Office NACCAS Problems and Concerns Success Stories mARY nELL mYERS Director of Accreditation Jessie Huneke Accreditation AnalysT Sharrelle Tibbs Senior Accreditation Processor Darin Wallace, ESQ. Director of Government relations and Legal Steven Goldstein, cpA,MSA Director of Finance Brett Jones Research and Outcomes Reporting Manager Hannah Lhee Human Resources Manager Tiffani Claytor ICPE Specialist PALOMA dADE aCCREDITATION Administrative Assistant NACCAS Support Sharrelle Tibbs Senior accreditation processor Dr. Anthony Mirando, M.S., D.C. Executive Director Eddie Broomfield, j.d. Associate executive director
Peer Evaluators for NACCAS not only give back to the industry but also serve your community. Peer Evaluators help the Commission and NACCAS' Staff by interacting with the schools during the accreditation process. NACCAS’ Evaluators are a key element in maintaining a long history of peer evaluation as an important part of the accreditation process. The information gathered by NACCAS Evaluators has long been a useful technical tool for determining if programs are meeting the NACCAS standard. Specialists submit reports that help schools to decide changes in curriculum content or direction. In recent years, program evaluators have taken on an expanded role because their experience can be of value in every stage of the development of the program. Evaluation is important so that we can be confident the programs we are using in our institutions are setting students up for success. EVALUATORS GALLERY (from left to right) Sharlyn Ada, Glynis Andrews, Carmen Banks, Suzette Bariffe, Deborah Bergey, Carla Boies, Boris Brown, Lynan Buie, Heather Byers Shirley Carter, Ericka Chancellor, Latona Coleman, Mai Dati, Derek Davis, Jenae Davis, Diane Difilippi, Joyce Emmons, Maxine Evans, Marjorie Farinha, August Favazza, Christopher Felder, and Cynthia Felder
EVALUATORS GALLERY (from left to right) Sharon Frances, Sigrid Franz, Marla Frasier, Jill Fraughto, Rebecca Gant, Rita Giles, A'ja Harris, Suzanne Hills, Debra Johnson, Carla M. Jones, Carla S. Jones, Malcolm Keener, Betty Kennard, Lisa Kinlund, Rosalinda Lamb, Jacquelyn Lockhart, Marilyn Maine, Joyce Marquez, Renee Marshall, Nicole Mazzola, Jean McNeary, and Melba Miles
EVALUATORS GALLERY (from left to right) Maria Muniz, Douglas Overfield, Amey Parish, Vy Pham, Brooke Posey, Lydia Price-Griffin, Linda Prim, Shelly Reichert, Debra Sachse, Jennie Sanders, Jonathan Seay, Whitney Shaw, Kim Simon, Ann Speer, James Stone, Alecia Storjohann, Ralph Stouffer III, Bonnie Sullivan, Rhonda Thomas, Kathy Tollison, Francis Trieu, Alisha Walker, Lou Vella Weathington, Robin Wey, Jonique Williams, Marva Wright, Melba Wright, and Sharon Young
For NACCAS our Peer Evaluators are unsung heroes, the hidden leaders fighting to make academic achievement better through small, measurable actions during each visit. They may not wear superhero capes but they are NACCAS’ frontline to carry out the organization's mission. These evaluators answered the needs of our schools and stepped up to conduct the onsite visits. When disaster struck our nation, classrooms morphed into a new type of learning environment in which dedicated educators quickly had to pivot from teaching standards and test prep to explaining how the world works. NACCAS’ Evaluators had to continue their mission to ensure students had what they need to be strong moving forward. Peer Evaluators on Left: Glynis Andrews, Carmen Banks, Suzette Bariffe, August Favazza, Marla Fraiser, Rebecca Gant, Rita Giles, and Carla M. Jones Peer Evaluators on Right: Melba Miles, Amey Parish, Linda Prim, Shelly Reichert, Debra Sachse, Jonathan Seay, and James Stone
2021 PEER evaluators
ACADEMIC PEER EVALUATORS NEEDED
HOW TO APPLY If you are interested in applying as a NACCAS Peer Evaluator, please email Tiffani Claytor, ICPE Specialist, at tclaytor@naccas.org to receive the application packet and instructions.
CALL FOR NACCAS DISTANCE EDUCATION ACADEMIC PEER EVALUATOR APPLICATIONS Becoming a Peer Evaluator for NACCAS is a way to give back to your profession and serve your community. Your training and work as a Peer Evaluator will help the Commission and NACCAS' Staff interact with the schools during the accreditation process. Serving as a Peer Evaluator has additional benefits, including networking opportunities and professional growth and achievement. Finally, you become a crucial element in maintaining a long history of peer evaluation as an essential part of the accreditation process. NACCAS DISTANCE EDUCATION ACADEMIC PEER EVALUATOR QUALIFICATIONS All Evaluators in the Academic Field must have a bachelor's (or higher) degree in education with a background in educational concepts or a minimum of four years of teaching experience in secondary or post-secondary education in an accredited institution. Must also have the knowledge and expertise in the distance learning industry and pedagogy.
FAQ'S
ROOM RESERVATION LINK Group Name: NACCAS Summer 2021 Workshop Rates: $139 Friday - Monday Phone: (703) 416-4100 Hotel Reservation Cut-Off Date: May 14, 2021 NACCAS Early-Bird Registration Deadline: May, 14 2021 or until attendance capacity is met NACCAS Regular Registration Deadline: May 15 - May 26, 2021 or until attendance capacity is met
If you have any questions about the NACCAS Accreditation workshops please call us at 703-600-7600 or email us at info@NACCAS.org
CLICK HERE FOR MORE INFO....
JUNE 2021 WORKSHOP ARLINGTON, VA JUNE 6 -7, 2021 Pre-Candidate Class: Saturday, June 5, 2021 NEW TEACHING METHODOLOGY SESSION NOW OFFERED AT NACCAS WORKSHOPS AND WILL FULFILL THE NACCAS REQUIREMENT FOR CONTINUING EDUCATION REQUIRED UNDER STANDARD II, CRITERION 8. REGISTER YOUR TEACHERS TODAY! DoubleTree by Hilton Washington DC-Crystal City 300 Army Navy Dr. Arlington, VA 22202
Access recorded versions of the LIVE NACCAS WEBINARS, located on our homepage View the required webinar(s) Email senior Accreditation Processor for the assessment link(s) Complete webinar assessment(s) Notify Accreditation Processor when the assement(s) are completed After your assessment(s) are graded, a webinar certificate of completion will be emailed. Please allow 48 hours for processing Webinar Assessments can be used towards NACCAS' Continuing Education requirements
CONTACT Sharrelle Tibbs Senior Accreditation Processor stibbs@naccas.org (703) 600-7600 ext 112
TECHNICAL STANDARDS AND REQUIREMENTS REMINDER OMMISSION n SCHEDULE
In order to ensure efficient and consistent quality technical interactions between NACCAS and your school, this serves as a reminder that the NACCAS Commission requires all of our schools to be equipped with the following minimum IT capabilities. Effective January 1, 2018, in accordance with Section 1.2 (c)(6), and NACCAS' "Technical Standards and Requirements" document, the requirements are outlined below and may also be found online (click here). One of the following browsers: Google Chrome (latest publicly released version) running on Windows 10, Windows 8.1, or Windows 8 Mozilla Firefox (latest publicly released version) running on Windows 10, Windows 8.1, or Windows 8 Apple Safari (latest publicly released version) running on Mac OS X 10.13 (High Sierra), 10.14 (Mojave), 10.15 (Catalina), or 11.0 (Big Sur) Microsoft Edge (latest publicly released version) running on Windows 10, Windows 8.1, or Windows 8 Internet Explorer 11 running on Windows 10, Windows 8.1, or Windows 8 Software: Adobe Acrobat Pro X, XI, or DC Microsoft Office Suite 2013, 2016, or 2019 Hardware (Minimum): Computer with any of the stated operating systems and 4GB of RAM High-speed internet (No Dial Up) Copy machine Shredding capability Single-sided paper scanner (double sided capable recommended) Other IT Requirements: School must have, maintain, and regularly update a school web-domain. School must have, maintain, and regularly update a dedicated school phone line with answering service/message for after-hours indicating that the business reached is a school. School Owner must have a cellphone with text messaging capability. We are excited to be bringing you newer and more efficient technological interactions in the near future to keep up with the changing technology trends within our industry.
1. Invalid Email Address Your school's email address is important to NACCAS as a part of the requirement that you are able to receive all official communications relevant to your accreditation. Make sure that NACCAS has a valid email address for your school by checking your contact information in the NACCAS Member Portal. 2. Blocked Sender’s IP Address Sometimes email service providers block many IP addresses when they suspect spamming activities. In this case, your NACCAS emails will not be able to cross the filters of your server, resulting in an email bounce back. 3. Email Blocked by Receiving Server Many servers block a particular email address or domain if they suspect any malicious activity. When NACCAS tries to send an email to you, the email is bounced. It ultimately decreases NACCAS’ online reputation and email deliverability. To prevent any restrictions make sure you double-check your email settings. Adding a domain to a safe senders list will vary by email application. To ensure that you receive emails in your inbox, you can add the email and search for emails containing the domain you wish to whitelist (www.naccas.org). 4. Receiving Server is Overloaded NACCAS emails cannot reach you if your server is overloaded. In this case, the server will not be able to receive any incoming requests. This is a soft bounce, usually a temporary issue that is solved in some time. 5. Receivers Inbox is Full Every mailbox has some standard storage limit. If you have not cleaned up your mailbox, then it has a chance of incoming NACCAS emails being bounced. This is a rare issue, which usually happens when the email address is active but does not have free space to take new emails. This is again a soft bounce and is considered as a temporary issue. The simplest solution is to clean up your inbox. Keep important messages and delete, archive or move the rest.
The Five Critical Reasons Restricting NACCAS’ Eblasts from Reaching Your Inbox
Evergreen Beauty College Everett, Washington During these difficult times, the compassion that the NACCAS staff has shown school owners has really made a difference. It means a lot when we know that NACCAS staff is trying to help us while we fight for our lives. As a school owner, I recognize that NACCAS is working hard and long hours to support our students. Frank Trieu Academy of Hair Design, Inc. springfield, Missouri "I have felt a big change in NACCAS' response time and customer service the last few years and pleasantly surprised. In the mist of the COVID-19 pandemic NACCAS' actions blew me away. How NACCAS came to the aide of the schools and voiced concerns to the Department of education was amazing. The communication eblasts were so informative, to the point I forwarded the eblasts to the STate. The state of Missouri was even thankful for the information that NACCAS provided." Christie Gonzales Westchester School of Beauty Culture Mt. Vernon, New York "I cannot thank Jessie Huneke, Accreditation Anlayst, enough for her kindness, helpfulness and thoughtfulness. She has assisted me throughout my CARD & Monitoring responses and I appreciate her more than you can imagine. Her customer sevice skills are amazing" Colleen Perillo Yahweh Beauty Academy killeen, texas "I was very happy with sharise odems, research and compliance anaylyst, customer service skills. Sharise was perfect in every way and went above and beyond her job. I needed help with the card process and reporting, sharise not only clarified the items but walked me thru the process step by step. she even stayed on the phone until i submitted the documents. NACCAS was scary to many schools in the past. however for the last six years, Dr. Mirando and the NACCAS Team have made the accreditation process a much better experience." Tammie Riley Turning Point Beauty College Casa Grande, AZ "Back in 2015, when I started working with NACCAS I felt scared of NACCAS. My current experience is totally night and day. I feel less anxious, more confident, and energized when working with NACCAS. In particular, Jessie Huneke has worked through many processes with my school and I always felt that I could rely on her. She always reassures me that NACCAS is there for my school and it makes the process less stressful." Curtis Holder Affinity Hair Academy Orlando, Florida "I felt NACCAS was always very responsive when I needed assistance. The staff is always knowledgeable, nice, and kind. If I couldn't get a hold of a specific person, there was always someone available to assist." Eileen Diaz J. Michael Harrold Beauty Academy, Inc. Avon, Indiana "I have been very happy with NACCAS and that is why I continue working with the organization. I am a fourth generation school owner and always thrilled to work with NACCAS. For instance, Khairi Scott has been an excellent liaison for me and is always punctual and informative. Brittany Burnett is awesome as well, she always helps guide me through the ISS process." Seth Harrold
NACCAS Customer service testimonials
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Q: How do I obtain a Temporary Distance Education Authorization Letter from NACCAS? A: Institutions may use the Application for Temporary Approval of Distance Education to submit its request to NACCAS. In order to expedite the processing of such requests, the Board of Commissioners has authorized NACCAS' Executive Director, Dr. Anthony Mirando, to review and approve these applications. The application may be uploaded electronically via the User Portal of the NACCAS website. Please select "Commission Directive Response" as the document type when uploading the application. NACCAS approvals issued in accordance with this procedure shall be valid only during the SAP evaluation period that was active as of March 12, 2020 or the following SAP evaluation period. Q: How do you notify NACCAS if your institution is closing and not offering Temporary Distance Education for students? A: Keep NACCAS abreast of your efforts to resume regular activities and confirm with NACCAS when classes resume. Email communication will be sufficient for these purposes. Please note that, should your closure extend beyond thirty (30) calendar days, it will be necessary to submit a Petition for Variance to the Commission in accordance with Section 10.7 of the NACCAS Rules of Practice and Procedure. In accordance with Policy VIII.01, your Petition should be accompanied by a Disaster Relief Plan and timeframe for resuming normal operations. In addition, as detailed in the guidance issued to institutions on March 12, 2020, NACCAS is prepared to offer temporary authorization for institutions to utilize Distance Education for students whose training has been interrupted due to the Coronavirus outbreak so long as this is permitted by the institution’s State licensing agency. If you are interested in pursuing this option, please follow the guidance referenced in the March 12 email (which is also published under the NACCAS Highlights section on the main page of the NACCAS website). Once the institution has begun instruction via Distance Education (with appropriate approvals), it is considered to be in operation and should notify NACCAS that it has resumed operation. Q: Will our students who receive a portion of their hours through Distance Education, be eligible to apply for licensure in additional states upon program completion? For example New York or Pennsylvania? A: Each State Board establishes its own regulations (subject to applicable State law) governing whether hours received through Distance Education will be accepted for licensure eligibility purposes. Schools should consult the applicable State Board(s). Institutions are required to provide students with a disclaimer that academic achievement earned via distance education may not be accepted for reciprocity or eligible for licensure in other states. A signed and dated copy of this disclaimer must be found in the student file. Q: Would our part time students, who normally attend school three days per week, only be allowed to receive a total of nine (9) hours via Distance Education (3 hours per day / three (3) days per week) or may we allow them to accrue three (3) hours per day for four or five days a week, for a total of twelve (12) or fifteen (15) hours per week, during this time? A: Students must follow the schedule set out in their enrollment contract, subject to any restrictions the State may place on their school’s use of Distance Education. Schools will be considered to be in operation once they have begun training via distance education in accordance with all necessary NACCAS and State regulatory approvals. Q: Is NACCAS issuing audit and financial reporting extensions for any upcoming reporting deadlines? A: NACCAS' Rules and procedures regarding requests for extensions remain unchanged. Institutions may request up to a 45-day extension for any individual process. Therefore, if an institution requires more than 6 months following fiscal year-end to submit its annual audited financial statements to NACCAS, it may submit an Extension Request Form, which is available on the NACCAS website. Schools seeking an extension of the due date for submitting a financial reporting deliverable, such as a Cash Reserves Compliance Report (CRCR) or Financial Compliance Report (FCR), may also submit an Extension Request Form, if necessary. Q: NACCAS’ Scenario #2 (from its March 12, 2020 guidance email) only allows students to do online training with a doctor's statement that they are quarantined for COVID-19 reasons. This leaves students out who are not quarantined but may have autoimmune issues, are caregivers for at risk people or have school age children that limits the time they can come to the school for preventive reasons. Will there be an allowance to accommodate those individuals with the online classes during this emergency period? Currently, the school can only accommodate these students using Scenario #1. Scenario #2 would narrow who could get the online training. A: Students who are able to provide a doctor’s recommendation that they self-quarantine due to autoimmune deficiencies will be treated as those who have demonstrated symptoms, as are students who can document that a Family Member (as defined in NACCAS’ Handbook) has a doctor’s recommendation for quarantine. Additionally, as a National State of Emergency has been issued since NACCAS’ earlier guidance was distributed, and the federal government is recommending that gatherings of more than 10 people be avoided, NACCAS has removed this criterion as a prerequisite for temporary approval of Distance Education. Q: Where a state may not close all businesses but has closed K-12 and is recommending limiting outside activity, can that be considered notification of closure or does the notification have to be for all schools or specific schools in order to get approval for Scenario #1? A: As a National State of Emergency has been issued since NACCAS’ earlier guidance was distributed, and the federal government is recommending that gatherings of more than 10 people be avoided, NACCAS has removed this criterion as a prerequisite for temporary approval of Distance Education. Q: Will there be extensions to the emergency procedures if the State or Federal Government's guidance is to prolong social distancing beyond the initial 30-day period or do the schools need to get approval for program changes to continue to offer remote learning? A: NACCAS will continue to monitor this situation as it develops and further guidance will be distributed if any further changes are warranted and available. Q: There is a high probability that over the coming year, there are going to be continued instances of infected individuals coming into the school or meeting teachers and students who did not know they had the infection at the time. Closing the school for 14 days at a time (Scenario #1) for the gestation period to pass, would the schools need to go to local health agencies to get a demand to close in order to qualify for the emergency? A: NACCAS will continue to monitor this situation as it develops and further guidance will be distributed if any further changes are warranted and available. Q: Scenario #2 doesn't allow for the school to restrict access to the school of a student who may have been traveling, been in a higher risk area, or been in contact with someone who may have 2nd or 3rd hand contact with someone with COVID-19. Since transmission can occur even when people are asymptomatic, does the policy allow schools to restrict student access for preventive reasons and give them online education since it requires medical documentation to support the student getting online training while their access is restricted? A: School administrators are not medical professionals and do not have the authority to make a medical decision regarding their students. Q: I am unsure of how to handle the hours that students have missed during the time it takes to get Temporary Distance Education up and running. My assumption would be to create a contract addendum to allow for the loss of those hours. Also, I am wondering if students choosing not to participate in Temporary Distance Education can be placed on an LOA? We also have Veteran students that are unable to participate in Temporary Distance Education unless the VA changes their policy on this matter. A: Yes, students’ contracts should be extended by the same number of days class was suspended and no instruction was provided pending approval for Distance Education. Once the institution resumes training via Distance Education, students who elect not to participate may be placed on LOA or withdrawn in accordance with school policy. Q: I envisioned a scenario where approval for my school to offer Temporary Distance Education, instructors will send emails throughout the day, assignments, bookwork/theory, and mock services are performed. An email is sent directing students to study chapters 3 and 4 for two weeks, take quizzes, ask questions, etc. For practical, students are directed to wash, cutting, and blow-dry a doll head’s hair. Students will practice specific state board scenarios, etc. Students are told how much time these activities should take, and a response is required via email. In addition, we will assign videos to watch. Am I thinking correctly or way off on this? If I am way off, can you please indicate any possible online education options that will suffice? A: An institution that offers a clock hour program in a Distance Education format must ensure that each clock hour of instruction is supervised by qualified institutional personnel. In most cases, synchronous instruction through Distance Education, where students are actively engaged with an instructor in real-time discussion, would provide an adequate platform for the instructor to supervise students in clock hour programs. However, an institution that offers asynchronous instruction in a clock-hour program must maintain an online learning platform or another system for monitoring each student’s academic engagement to ensure that students are academically engaged for at least 50 minutes out of each hour that is recorded as a clock hour attended by the student. In this circumstance, an instructor can complete a student’s timesheet to include clock hours earned in a Distance Education format, but the hours must be based on data or the instructor’s own knowledge that the student was academically engaged for at least 50 minutes out of each clock hour that is recorded. While NACCAS does not approve third-party services that offer online education platforms, several do exist. When considering such services, the school should take care to review what technologies are utilized to verify that the student has been actively engaged for at least 50 minutes of each 60 minute period to be awarded as a clock hour. Q: I have an email from the director of approved schools for the California agency that approves vocational schools (the “BPPE”). In the email, she says that due to the emergency nature of the situation, the BPPE decided to allow schools Temporary Distance Education through accrediting institutions. If NACCAS approves the school to be on Temporary Distance Education status, the BPPE will approve and update their system to show such. Will the email from the BPPE suffice for approval from my state agency? A: Yes, NACCAS is familiar with BPPE guidance that has been distributed to institutions in the State of California. Such notice from the State will be acceptable for NACCAS purposes. Q: If we choose to allow our students on campus at some point, is this acceptable? For example, before a student graduates, we require them to do a hands-on simulated state board practical exam. Let's say we have five students who fall into this category, could we permit them on campus to do this hands-on exam with an instructor even though we are using Distance Education? A: The hypothetical scenario does not work for NACCAS’ authorization. The school must either require all students to come on-site (unless quarantined) or cease all on-site instruction and only teach via Distance Education. Q: I have heard some schools state we can ONLY teach theory with Distance Education. Is it not acceptable for an instructor to virtually teach a class on perming, require the student to wrap a perm on a mannequin, demonstrate this to the instructor, and this would count towards practical hours? A: NACCAS will permit schools to use Distance Education for practical training if that is allowed by the applicable state regulatory agency(ies). If applicable to you, you should maintain proof of your State’s requirements. Q: Can NACCAS push back the time period of placing an institution on probation? A: NACCAS has not issued formal guidance to institutions on any deviations from our published Rules and procedures. In the event of any (temporary) changes in our published procedures, NACCAS will notify school via e-blast and on our website. Q: How do I stay updated with NACCAS guidelines and procedures? A: All guidelines, procedures, and updates are posted on the NACCAS homepage, and e-blasts are distributed. If you currently do not receive NACCAS e-blasts, email info@naccas.org and request to be added to our distribution list. Q: The school has transitioned to Distance Education allowing students who have the ability to participate, are not sick, or effected directly by COVID-19. The student now decides that he/she does not want to continue to participate in Distance Education, but would like to continue education, once Brick & Mortar reopens. Can the student be placed on a LOA until that time or are they considered a withdrawal? A: Should the institution have a LOA policy, yes, the student can be placed on a LOA if the student requests one. The school cannot automatically place the student on a LOA. Should a student’s request be granted and the student placed on a LOA, the timeframe would need to fall within the school’s policy, which can be no more than 180 days within a 12-month period. Q: Once the school has competed teaching 60 hours allowed in our state for the Esthetics Program, do we then place the student on a Leave of Absence? A: The school would need to ensure it follows the State, federal, and NACCAS allowances for amount of distance education. Should all allowable hours have been utilized, the student could request a LOA. If the school completes all available training via TDE for all enrolled students, that school should suspend operations and notify NACCAS. In this instance, an LOA would not be appropriate, though contract extensions should be made for all students for the period of time operations have been suspended. Q: Can you address student teacher ratios? NACCAS requires a 30:1 ratio. If your state does not have a policy or they have provided an exception to this policy will NACCAS consider waiving theirs? A: At this time, the NACCAS Board of Commissioners has not taken action to amend or waive its Standards & Criteria. However, NACCAS’ 30:1 Student-Teacher Ratio requirement is only applicable in the absence of State regulation. If a State were to affirmatively waive its pre-existing requirement, this would supersede NACCAS’s required ratio. Q: Our school is currently inputting hours manually and on occasion a day or two behind schedule. In regards to SAP, my fear is students will meet SAP 2-3 days later as the manual input is time consuming. Can you advise? A: NACCAS states in item 13 of the SAP checklist for clock hours that all evaluations must be completed within seven school business days following the established evaluation point. This allows the school some time for manual input and still completing the evaluation timely. Q: What if some of our students have school age children at home that share devices and not able to clock in and out every hour but are able to comply with the workload if receiving asynchronized classes? A: Schools need to have a system in place to monitor a student’s attendance to include the hours a student “is in attendance”, per the schedule established for that student in his/her enrollment agreement. Further, in accordance with guidance issued from the US Department of Education, “an institution that offers asynchronous instruction in a clock-hour program must maintain an online learning platform or another system for monitoring each student’s academic engagement to ensure that students are academically engaged in at least 50 minutes for each hour that is recorded as a clock hour attended by the student. In this circumstance, an instructor can complete a student’s timesheet to include clock hours earned in a distance education format, but the hours must be based on data or the instructor’s own knowledge that the student was academically engaged for at least 50 minutes out of each clock hour that is recorded. Q: I would LOVE for you to address schools maintaining compliance, so a few bad players do not ruin it for our industry, as some "predatory" schools did under the last administration. This hurt many good schools. A: NACCAS expects that all accredited institutions will strive to maintain compliance at all times – not only with NACCAS requirements, but also with those of local, State and federal agencies, which might have regulatory oversight of the institution. While many regulatory entities, including NACCAS, have made special allowances for schools during this pandemic, it does not diminish the need for schools to put their best foot forward. If anything, compliance is more crucial at this time than at any others. While institutions should expect that, they will continue to be evaluated by NACCAS and other entities in the manner that they are accustomed; each school’s reputation with their students and their community will be forever affected by how they handle themselves during the extraordinary time. Q: Dr. Mirando, our state just announced that K-12 onsite instruction is closed for the remainder of the year and the Governor's Office is considering this for Post-Secondary Institutions. The current DE guidelines allow us to start DE in the current payment period and the following payment period. Is the Commission considering to increase this timeframe (third payment period)? A: The Commission is following guidance from the Department of Education. Should the Department’s guidance change, NACCAS will take the new information into consideration. Q: Can students make up hours while on DE if they fall behind? This would be beyond their normal scheduled hours. A: The school may continue to operate under its existing Makeup Policy so long as instructors are available to provide instructions and monitor student progress. Q: What percentage of current NACCAS schools are actively participating in TDE? A: NACCAS has acknowledged TDE to be utilized by 76% of schools either accredited by, or seeking accreditation with NACCAS as of April 14, 2020. Additional schools continue to apply daily. Q: Does the 50% max tor Distance Education apply to Non-Title-IV programs? A: The 50% max applies for any NACCAS approved program, regardless of whether or not the program is eligible for Title-IV. Q: Can NACCAS push back the time period of placing an institution on probation? A: NACCAS has not issued formal guidance to institutions on any deviations from our published Rules and procedures. In the event of any (temporary) changes in our published procedures, NACCAS will notify school via e-blast and on our website. Q: Once a student reaches maximum time amount allowed under TDE (say 50%), are they placed on LOA until Brick and Mortar resumes? A: The school would need to ensure it follows the State, federal, and NACCAS allowances for distance education. Should all allowable hours have been utilized, the student could request a LOA. Q: Now that the state has approved for both theory and practical, do we need to resubmit the TDE application if we were previously approve for theory only? A: No, the school can maintain a copy of the March 20, 2020 e-blast that was sent from NACCAS, in connection with the original approval letter received from NACCAS, as documentation. Q: Not knowing the end time to this pandemic when originally submitting our TDE Application to NACCAS, if we need to add additional items should we resubmit the same application again? A: No, the school can maintain a copy of the March 20, 2020 e-blast that was sent from NACCAS, in connection with the original approval letter received from NACCAS, as documentation. Please note, however, that institutions may only utilize TDE for those programs NACCAS has previously provided acknowledgement. If you wish to begin offering TDE for approved programs, you did not previously seek acknowledgment to offer via TDE, an additional application to NACCAS would be required. Q: Is NACCAS considering zoom/webinar accreditation workshops so schools can meet the attendance requirement? A: At this time, no changes have been made to the NACCAS Accreditation Workshop schedule. This is a matter NACCAS continues to monitor. If changes are deemed necessary, notice will be distributed to all institutions via email and a notice will be published to the NACCAS website. Q: For those with a fiscal year ending June 30, would composite scores be a part of that discussion as well? In addition, to take in to consideration those who are not calendar year? A: At this time, the NACCAS Board of Commissioners has not taken action to amend or waive its Standards & Criteria, to include the Financial Stability requirements of Standard VII, Criterion 1. Should any temporary changes be deemed necessary in the future, NACCAS would distribute notice to all institutions via email and a notice would be published to the NACCAS website. Q: Has NACCAS determined if it will allow COVID-19 exclusions (graduation) or unavailable placement for the annual report? We have some 2020 annual report cohort students that are still active and we would rather get our documentation in line now versus waiting. A: At this time, the NACCAS Board of Commissioners has not taken action to amend or waive its Standards & Criteria, to include the Student Outcome requirements of Standard I, Criteria 3, 4 & 5. Should any temporary changes be deemed necessary in the future, NACCAS would distribute notice to all institutions via email and a notice would be published to the NACCAS website? Q: Are we required to file at 30 days for extending our DE or can we send an email notifying NACCAS? A: There would be no need to submit an additional application with NACCAS. The school is permitted to continue its Temporary Distance Education so long as is permitted by State regulation or NACCAS guidance, whichever is shorter. Q: Does Leaves of Absence apply to students CHOOSING NOT to continue with the Temporary Distance Education as well as students who CANNOT continue because of nternet access, etc.? A: That is correct, as long as the school has a LOA policy and is following the number of days within the policy, which can be no more than 180 days within a 12-month period. Q: Does an email suffice as notification to Dr. Mirando that our institution is offering DE or send a certified letter to NACCAS? A: If a school has not yet submitted the appropriate application and been approved for TDE, the school would need to submit that application in order to obtain approval. This application should be uploaded to NACCAS electronically through the member portal in accordance with the instructions included on the application. Q: Does NACCAS have a sample of the disclaimer we need to send to our students to sign in regard to Temporary Distance Education? A: Schools may elect to adopt the language within Checklist Item #5 of the NACCAS Distance Education Policy itself or modify it to suit their own situation: “Academic achievement earned via distance education may not be acceptable for reciprocity or eligible for licensure in other states.” Q: How would NACCAS like us to inform them if our school is interested in the 50% maximum? A: If a school has not yet submitted the appropriate application and been approved for TDE, the school would need to submit that application in order to obtain approval. This application should be uploaded to NACCAS electronically through the member portal in accordance with the instructions included on the application. If the school has already obtained approval to offer TDE and is seeking to increase the amount of DE, the school can maintain a copy of the March 20, 2020 e-blast that was sent from NACCAS, in connection with the original approval letter received from NACCAS, as documentation. Q: Do we HAVE to teach the scheduled contracted hours in our enrollment agreements or can we modify that to slow the hours and accommodate those with kids at home. i.e. 3 hour sessions instead of 6? A: Should a school not teach the scheduled contracted hours as originally agreed upon in the original enrollment agreement, the school would need to revise the original enrollment agreement and obtain the necessary initials/signatures for the revised contract. Please note that all available schedules for each program must be published within the school’s catalog. If the institution is to utilize a schedule that has not been previously published and results in an as-yet unreported number of hours of instruction per week, the institution must notify NACCAS of the new schedule via Non-Substantive Notification Form #1M. Additionally, institutions are encouraged to contact their regional office of the US Department of Education or their third party servicer to seek guidance on the impact a reduced schedule may have on the students’ eligibility for financial aid. Q: What if my state and local municipality are now permitting all of my students back into the brick and mortar school; can I still use the TDE or the Hybrid Flexibility? A: No, The TDE was developed and designed to provide relief to a school when they were forced to close their brick and mortar school. However, there are still some exceptions. If the school is permitted to have 100% of their students back in the building, but they still have individual students home with COVID-19, quarantined, or taking care of someone with COVID-19, then you are permitted to utilize the TDE for those particular students as long as they have medical documentation stating as such. Q: How long is my school permitted to utilize the TDE? A: That complicated question has multiple facets. You must have permission/approval to use the TDE from the entire “Triad”: your Accreditor, your State licensing Agency (and in your state it may be from multiple agencies) and, of course, the US Dept. of Education (USDOE). NACCAS right now has approved the use of the TDE for the duration that your State requires closure of your school and restriction of use of your school as a result of COVID-19, or you have students with COVID-19, quarantined, or taking care of someone with COVID-19. Your approval of the TDE is something that you must check in with the state on a regular basis to see if they have an expiration and/or restrictions. If they do not permit the use of the TDE or even the Hybrid Flexibility that NACCAS just issued, you are prohibited for utilizing the TDE. As far as the US DOE, once again this is a complicated answer and I would defer this answer to your Title IV Third Party Provider, TPP, to help you determine that answer. The general answer is through SAP Evaluation Periods beginning June 1, 2020. However, I can tell you we are expecting an update from them where the expectation is to extend the use of the TDE into the fall. Please note that until this is official; please follow the advice of your TPP. Q: What does it mean if my state is no longer permitting my school the use of the TDE either in whole or as part of the Hybrid Flexibility? A: If your state no longer is permitting your school to use the TDE, you must adhere to their regulation. This means you must either resume teaching at the brick and mortar at either 100%, at the restricted level (if applicable), or temporarily close your school until permitted back in the brick and mortar. Q: What if my school has resumed 100% of my on-campus operations, but a student does not want to return due to the pandemic and is not sick with COVID-19, quarantined, or taking care of someone with COVID-19? A: Your school would typically place the student on a Leave of Absence (LOA) or, following your attendance policy, you can drop them.
RECORDING AVAILABLE: Compliance Monitoring Extensions During the COVID-19 Pandemic. This webinar is accessable from our homepage by clicking on Recorded Webinars or download the direct link here. RECORDING AVAILABLE: Coronavirus (COVID-19) Comprehensive Accreditation Update Webinar: Past, Present, and Future. This webinar is accessable from our homepage by clicking on Recorded Webinars or download the direct link here. RECORDING AVAILABLE: Developing a Clock-hour Distance Education Curriculum for Synchronous and Asynchronous Delivery. This webinar is accessable from our homepage by clicking on Recorded Webinars or download the direct link here. RECORDING AVAILABLE: Distance Education Synchronous and Asynchronous Teaching Methodologies for a Clock Hour Program Environment. This webinar is accessable from our homepage by clicking on Recorded Webinars or download the direct link here. RECORDING AVAILABLE: Comprehensive Accreditation Update with NACCAS Webinar. This webinar is accessable from our homepage by clicking on Recorded Webinars or download the direct link here. RECORDING AVAILABLE: NACCAS Visit Procedures During COVID-19 Pandemic. This webinar is accessable from our homepage by clicking on Recorded Webinars or download the direct link here. RECORDING AVAILABLE: Coronavirus (COVID-19) Comprehensive Accreditation Update with NACCAS Webinar. A pre-recorded version of this webinar is accessable from our homepage by clicking on Recorded Webinars or download the direct link here. How the Coronavirus (COVID-19) Outbreak May Impact Your Institution(s) with NACCAS. A pre-recorded version of this webinar is accessable from our homepage by clicking on Recorded Webinars or download the direct link here. NACCAS Highlight: NACCAS UPDATE - September 1, 2020 Click here to view NACCAS Highlight: NACCAS PROVISIONAL PLANS AND TEACH OUTS - August 24, 2020 Click here to view NACCAS Highlight: NACCAS INSTITUTIONS IN CALIFORNIA UPDATE - July 27, 2020 Click here to view NACCAS Highlight: NACCAS APPLICATION FOR TEMPORARY APPROVAL OF DISTANCE EDUCATION (EXCEEDING 50%) - June 23, 2020 Click here to view NACCAS Highlight: Application for Approval of Distance Education Program Conversion – May 19, 2020 Click here to view NACCAS Highlight: Temporary Waiver of NACCAS' 50% Distance Education Restrictions Due to COVID-19 – May 18, 2020 Click here to view NACCAS Highlight: Extension for Temporary Distance Education Approval – May 18, 2020 Click here to view NACCAS Highlight: NACCAS UPDATE on Temporary Distance Education Hybrid Flexibility – May 15, 2020 Click here to view NACCAS Highlight: NACCAS UPDATE on Temporary Distance Education – May 14, 2020 Click here to view NACCAS HIghlight: CARES Act: Higher Education Emergency Relief Fund – Additional $6.2 Billion Available - May 1, 2020 Click here to view NACCAS Highlight: Coronavirus (COVID-19) Comprehensive NACCAS Update - April 24, 2020 Click here to view NACCAS Highlight: Temporary Distance Education Authorization during Coronavirus (COVID-19) Outbreak Click here to view NACCAS Highlight: NACCAS UPDATE on Temporary Distance Education - April 16, 2020 Click here to view NACCAS Highlight: GUIDANCE UPDATE AND REMINDER FOR TEXAS SCHOOLS- April 8, 2020 Click here to view NACCAS Highlight: NACCAS Institutional Submission Requirements During the COVID-19 Pandemic - March 31, 2020 Click here to view NACCAS Highlight: Ensure Compliance with Temporary Distance Education during Coronavirus (COVID-19) Outbreak - March 30, 2020 Click here to view NACCAS Highlight: NACCAS UPDATE: Temporary Distance Education Authorization during Coronavirus (COVID-19) Outbreak - March 26, 2020 Click here to view NACCAS Highlight: NACCAS Update on Temporary Distance Education - March 20, 2020 Click here to view NACCAS Highlight: NACCAS Upcoming Visit Cancellations - March 13, 2020 Click here to view NACCAS HIghlight: Temporary Distance Education Authorization during Coronavirus (COVID-19) Outbreak - March 12, 2020 Click here to view NACCAS Highlight: Schools Affected by the Coronovirus (COVID-19) - March 2, 2020 Click here to view For all questions and concerns please email, COVID19@naccas.org.
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Statement of Purpose The NACCAS NOW is published by the National Accrediting Commission of Career Arts & Sciences, Inc., (NACCAS). NACCAS is a 501 (c) (3) nonprofit corporation formed in the State of Delaware. Among the major aims and purposes of NACCAS are the following: To advance and develop standards of education and instruction in beauty, health, and wellness. As well as cognate areas which serve to supplement the practical, scientific and business skills of those individual professions. To give recognition through accreditation to schools that agree to and maintain compliance of beauty, health, and wellness education and assure quality programs to their students. To encourage high standards of ethical and professional conduct and activities and programs designed to advance and improve service to the public in the field of beauty, health, wellness, and cognate areas. NACCAS is recognized by the U.S. Department of Education as a national agency for the institutional accreditation of postsecondary schools and departments of cosmetology arts and sciences, including specialized schools.
Publisher: National Accrediting Commission of Career Arts & Sciences, Inc. 3015 Colvin Street, Alexandria, VA 22314 Editor: Hannah Lhee, Human Resource Manager Special Thanks to Contributors: Anthony Mirando, M.S., D.C., Executive Director Eddie Broomfield, Associate Executive Director Steven Goldstein, CPA, MSA, Director of Finance Brett Jones, Research and Outcomes Reporting Manager Mary Nell Myers, Director of Accreditation Darin Wallace, Director of Goverment Relations and Legal