WHO IS ACCREDITED?

Private Organization Accreditation

Children's Home Society of Florida delivers a unique spectrum of social services designed to protect children at risk of abuse, neglect or abandonment; to strengthen and stabilize families; to help young people break the cycle of abuse and neglect; and to find safe, loving homes for children.
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VOLUNTEER TESTIMONIAL

Audrey Coleman, RN-MSN

Volunteer Roles: Military Reviewer; Peer Reviewer; Team Leader

My first experience with COA was in 1999 with what was a NC Area Program. I started as a peer reviewer in 2005, doing two to four site visits a year. I am also a team leader and have recently been approved to be a military reviewer.
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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.

PA-GLS 9: Education Services

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

Interpretation: Agencies that do not provide services on-site are expected to coordinate with community-based providers to meet the educational needs of all residents. When agencies 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: Agencies 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
Full Implementation, Outstanding Performance
A rating of (1) indicates that the agency's practices fully meet the standard and reflect a high level of capacity.  
  • All elements or requirements outlined in the standard are evident in practice, with rare or no exceptions; exceptions do not impact service quality or agency performance. 
2
Substantial Implementation, Good Performance
A rating of (2) indicates that an agency's infrastructure and practices are basically sound but there is room for improvement. 
  • The majority of the standards requirements have been met and the basic framework required by the standard has been implemented.  
  • Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality or agency performance.  
3
Partial Implementation, Concerning Performance
A rating of (3) indicates that the agency's observed infrastructure and/or practices require significant improvement.  
  • The agency has not implemented the basic framework of the standard but instead has in place only part of this framework.   
  • Omissions or exceptions to the practices outlined in the standard occur regularly, or practices are implemented in a cursory or haphazard manner. 
  • Service quality or agency functioning may be compromised.   
  • Capacity is at a basic level.
4
Unsatisfactory Implementation or Performance
A rating of (4) indicates that implementation of the standard is minimal or there is no evidence of implementation at all.  
  • The agency’s observed service delivery infrastructure and practices are weak or non-existent; or show signs of neglect, stagnation, or deterioration.  
Please see Rating Guidance for additional rating examples. 

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

  • PA-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 agency does not participate in the development of the education plan it is responsible for integrating each individual’s education plan into their service plan.


  • PA-GLS 9.02

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


  • PA-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 agency does not provide group living services to school-age children or youth.

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


  • PA-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. Agencies should support parents and/or legal guardians in advocating for the educational needs of their children or the individuals in their care.


  • PA-GLS 9.05

    The agency 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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