WHO IS ACCREDITED?

Private Organization Accreditation

Catholic Charities alleviates human suffering and improves the quality of life of 100,000 people annually, regardless of religious background. A staff of 600 provides support and services related to housing, food, mental health, children's services, addiction treatment, and domestic violence services.
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ORGANIZATION TESTIMONIAL

Nuevo Amanecer Latino Children's Services

Galo A. Rodriguez, M.P.H., President & CEO

Since Nuevo Amanecer Latino Children’s Services pursued its COA accreditation on October 14, 2004, this corporation has sustained a continuous quality improvement process by not looking whom to blame among the involved parties but improving what we have already done well… because good enough is not good enough.
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Purpose

Group Living Services allow individuals who need additional support to regain, maintain, and improve life skills and functioning in a safe, stable, community-based living arrangement.

GLS 9: Education Services

The organization provides or arranges for residents to receive education services and supports to help them achieve their educational and/or vocational goals. 

Interpretation: Organizations that do not provide services on-site are expected to coordinate with community-based providers to meet the educational needs of all residents. When organizations do not directly provide or arrange education services, individual case records should indicate that the treatment team ensures education plans are integrated into treatment plans and documents advocacy for areas of unmet educational need. Education services will vary depending on the population served. 

Interpretation: Organizations should have a way to keep abreast of changing educational systems and the impact any changes have on their service population and the achievement of their educational goals.

Rating Indicators
1
All elements or requirements outlined in the standard are evident in practice, as indicated by full implementation of the practices outlined in the Practice standards.
2
Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice standards; e.g.,
  • Minor inconsistencies and not yet fully developed practices are noted, however, these do not significantly impact service quality; or
  • Procedures need strengthening; or
  • With few exceptions procedures are understood by staff and are being used; or
  • For the most part, established timeframes are met; or
  • Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations (HR 6.02) and training (TS 2.03); or
  • Active client participation occurs to a considerable extent.
3
Practice requires significant improvement, as noted in the ratings for the Practice standards. Service quality or program functioning may be compromised; e.g.,
  • Procedures and/or case record documentation need significant strengthening; or
  • Procedures are not well-understood or used appropriately; or
  • Timeframes are often missed; or
  • A number of client records are missing important information  or
  • Client participation is inconsistent; or
  • One of the Fundamental Practice Standards received a rating of 3 or 4.
4
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice standards; e.g.,
  • No written procedures, or procedures are clearly inadequate or not being used; or
  • Documentation is routinely incomplete and/or missing; or  
  • Two or more Fundamental Practice Standards received a rating of 3 or 4.

Table of Evidence

Self-Study Evidence On-Site Evidence On-Site Activities
    • Procedures for:
      1. Developing and/or integrating education plans
      2. Coordinating education services with community- based  providers 
      3. Ensuring family collaboration
No On-Site Evidence
    • Interview:
      1. Program director
      2. Relevant education personnel
      3. Residents and their families
    • Review case records

  • GLS 9.01

    A comprehensive, coordinated education plan is developed for residents with educational goals, or vocational goals that include an educational component, and is integrated into their service plan.

    Interpretation: If the organization does not participate in the development of the education plan it is responsible for integrating each individual’s education plan into their service plan.


  • GLS 9.02

    Residents pursuing educational goals are enrolled in an appropriate education program on-site or in the community.


  • GLS 9.03

    For residents with diverse needs, the educational program incorporates effective instructional practices, quality curriculum design, and appropriate educational tools and supports.

    Interpretation: Children with diverse learning needs can include children who: require support due to a learning disability, are learning English as an additional language, and are intellectually gifted. Each individual education plan should include the individualized supports students need to successfully achieve their educational goals.

    NA The organization does not provide group living services to school-age children or youth.

    NA The organization does not directly provide the educational program nor develop the education plans for children or youth with diverse learning needs.


  • GLS 9.04

    Program personnel, in partnership with residents and their parents or legal guardians if applicable, regularly communicate and coordinate services with educational providers.

    Interpretation: Family members should also be involved in communications with education providers to the greatest extent possible. Organizations should support parents and/or legal guardians in advocating for the educational needs of their children or the individuals in their care.


  • GLS 9.05

    The organization provides or arranges, as needed:
    1. tutoring;
    2. preparation for a high school equivalency diploma;
    3. college preparation; 
    4. parent-teacher conferences;
    5. vocational or continuing education opportunities; and/or 
    6. advocacy and support.

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