Our current version of the Standards has evolved from a rich history in partnership with individuals, groups of like-minded programs, and human services organizations. Since the release of the first version of standards, they have been developed, revisited, revised and are continually evolving in order to provide the most current best practice. It is important to us that as the world changes around us to embrace new standards of excellence. We continue to grow and change to reflect that in our standards. In doing so, we have continued to remain true to our history of community involvement.

The current Program Specific Standards have also broadened to include a wider range of programs, reflective of our evolution from focusing solely on accrediting programs supporting children, youth and families within the realm of child welfare to a wider focus that includes programs that are outside of child welfare and to services for adults. The Optional Designations were also created to allow programs to be recognized within their areas of specialty.

Purpose and Direction

The maintains and communicates a purpose and direction in a frame war of specific mission that commit to high expectations for learning as well as shared values and beliefs the added value of educating and training about teaching.

  • The institute has established goals, policies, plans, and procedures.
  • The institute engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate goals to students staff, and employees.
  • The institute leadership and staff commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills.
  • The institutes leadership implements a continuous improvement process that provides clear direction for improving enviroments that support student learning.
Administration and Leadership

The school operates under administration and leadership that promote and support effective performance :

  • The administration is responsible for leading staff and directing students towards the stated objectives and policies.
  • The administration ensures that theinstitute leadership has the qualification to meet goals for achievement and to manage day-to-day operations effectively.
  • All the institution staff apply the policy consistent with the institute purposes and direction.
  • Leadership engages stakeholders effectively in support of the institute purposes and direction.
  • Leadership and staff supervision and evaluation processes helps in the successful achievement of results aimed.
Institute's curriculum and instructional design

Institute's Curriculum ensure teacher effectiveness and student learning by:

  • providing equitable and challenging learning expCurriculum, instruction design, and assessment practices are monitored systematically in response to data from multiple assessments of student learning and an examination of professional practice.eriences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills.
  • providing equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills.
  • Instructors & institute leaders engage students in their learning methods that ensure achievement of learning expectations.
  • Teachers implement the school’s instructional process in collaborative with students.
  • Mentoring programs support instructional improvement parallel with the institute's values and beliefs concerning teaching and learning.
  • The institutes engages families in meaningful ways in their student's education and keeps them informed of their student's learning progress.
  • The institution's structure consists of at least one advocate who supports that student’s acquire planned educational experience.
  • Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses.
  • All staff members participate in a planned systemized program of professional learning.
Services & Support System

The institution has services that support its objectives and direction to ensure success for all parties.

  • Services are fullfilled through qualified professional staff who support in achieving school’s purpose, direction, and the educational program.
  • Instructional time, material resources, and fiscal resources are sufficient to support the purpose and direction of the school.
  • The institute maintains facilities, and equipment to provide a safe, clean, and healthy environment for all students and staff.
  • The technology infrastructure supports the school’s teaching, learning, and operational needs through media and information resources.
  • The institute provides support services to meet the physical, social, and emotional needs of the student population being served.
  • The institute provides services that support the counseling, assessment, referral, educational, and career planning needs of all students.
Assessment System

Institute implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness and uses the results to guide continuous improvement.

  • The institute establishes and maintains a clearly defined and comprehensive student assessment system through collecting, analyzing and applying learning from a rage of data sources.
  • Assessment system includes comparison and trend data about student learning, instruction, program evaluation, and organizational conditions.
  • Professional and support staff are trained in the evaluation, interpretation, and use of data.
  • The institution engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level.
  • Leadership monitors and communicates comprehensive information about student learning, conditions that support student learning, and the achievement of school improvement goals to stakeholders

The current version of Standards are the cumulative result of hundreds of verbal and written comments from Reviewers, persons served, staff, volunteers, contractors within organizations, SWAC Accreditation also incorporated reviews of best practice literature, reviews of accreditation standards from multiple sectors and a wide consultation and feedback process.

The creation of new Standards and the revision of existing Standards are a continuous process that is impacted by:
  • Ongoing consultation with stakeholders.
  • Outcomes or responsiveness of persons served.
  • Ongoing Research.
  • Increased knowledge of effective practice.
  • Changes in legislation and governmental policies.
  • Societal demands for greater accountability