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APPLICATION PROCESS

NIPSA offers candidacy to two types of schools: schools that are only academic and those that are therapeutic academic schools. The latter type of school must apply for both academic accreditation and therapeutic certification.

To become a candidate school:

1.     Request a candidacy packet and application from the National Office. You may download the membership packet in pdf format here.

2.     Return the application and $350 non-refundable application fee( the application fee for therapeutic schools is $650.00). Include any visual materials, photos, video, brochures, etc. to give a description of the school.

3.     An informal site visit may take place.

4.     The school is presented to the Board of Directors as a candidate school.

5.     Upon acceptance submit the membership fees. Fees* for school year are:

o    $525 annual base fee for an owner/corporation. (Annual fee for a therapeutic school is $1,525.00.)

o    $100.00 for each additional accredited site.

o    $2.00  per student assessment fee.

*Schools who join NIPSA after March 1 will pay 50% of yearly fees for remainder of that school year.

After becoming a candidate school, the school may begin the process of becoming an accredited member.

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CANDIDACY CRITERIA

Any proprietary school or legal entity that is of good character and dedicated to the purposes of the corporation may apply for accreditation by the corporation within three years of its acceptance into candidacy. Any individual or entity owning more than one proprietary school shall nevertheless be entitled to only one membership in the corporation.

A proprietary school seeking candidacy shall have the following characteristics:

·         Be a privately owned, tax-paying proprietary school

·         Have a written anti-discrimination policy communicated to the public

·         Be an academic school consisting of any grades PK-12 whose educational program is consistent with the standards set forth for accreditation

·         Abide by the compulsory attendance laws of the state in which the school operates.

·         Shall at all times adhere to the goals, articles, bylaws, rules, and regulations of this corporation

There are two categories of membership. These categories are Candidate School and Accredited Member:

CANDIDATE SCHOOL

A Candidate School is a status that indicates an institution has achieved initial recognition by the association and is committed to seeking accreditation and certification, if appropriate. Candidacy is a prerequisite for becoming an Accredited Member and has a maximum term of three years. At the discretion of the Board of Directors, terms may be extended for unusual and exceptional circumstances. Requirements of the Candidate School status are:

·         The school must be in operation under current ownership for a minimum period of two years.

·         The school must submit written application which includes, among other things, grade span of school, student population summary, tuition schedule, and philosophy and goals or aims of the school. One copy of the school brochure or catalog and report card of pupil progress are to be appended.

·         The school must meet the association's standards for participation.

·         The school must conduct and submit a self-study of the total school program within three years of its acceptance into the association.

·         A school begins the academic accreditation process by filing an Eligibility Checklist and Letter of Intent with the corporation. The school must also submit the accreditation fee of $1,200.00 (there is no fee for additional sites) and understands that it is responsible to pay for the expenses of the visiting committee that conducts the required site visit. (Note: There is only one fee per organization. No additional fee is charged for additional sites other than visiting committee expenses.) The academic accreditation cycle is seven (7) years.

·         Schools applying for therapeutic certification must also file a letter of Intent and Eligibility Checklist. The certification fee is from $975.00 to $1750.00 depending upon level. There is no charge for additional sites. Therapeutic schools are certified for a period of five (5) years. Levels of certification are:

o    Level I    Emotional Growth Schools: counseling and guidance provided as part of the program. Treatment or therapy are not offered on a regular basis, but might be available on an as-needed basis. Therapists may be on staff or outside referrals.

o    Level II    Counseling Available Schools: Clinicians are provided for students in need of counseling or therapy.  Clinicians provide services on a regular basis at the school.

o    Level III    Therapeutic Schools: Regular therapy is part of the ongoing program and a requirement for ALL of the students in the school.

o    Level IV    Acute Therapeutic Schools: designed for students with serious psychiatric problems. Regular ongoing intensive treatment is provided.  There are multiple therapeutic sessions daily, and there is a psychiatrist on staff.

·         The accreditation charge for schools that are undergoing joint accreditation with another accrediting body is $1200.00 when using NIPSA protocols or $500.00 when using the protocols of the other accrediting organization in which case the accreditation cycle will be determined by the policies of the reciprocal accrediting association.

·         During the pre-accreditation phase the school must conduct a self-study under NIPSA supervision. The self-study will address all phases of the school operation and will involve all segments of the school community. The self-study will include:

·         Philosophy and goals

·         Organization and leadership

·         Curriculum

·         Instruction and learning

·         Pupil Services and student activities

·         School staff

·         Parent community

·         School plant

·         Finances

·         A completed school improvement plan (SIP)

·         Dormitories and dormitory life (In the case of boarding schools)

·         Early Childhood Program (For those schools in this category)

·         Special Needs School (But not therapeutic - when applicable)

·         Therapeutic Certification (Where applicable)

ACCREDITED MEMBER

An Accredited Member is a status of membership that indicates the school is substantially accomplishing its stated goals and objectives and has given evidence that it is committed to continued growth and the pursuit of excellence. Only an Accredited Member may sit on the Board of Directors. Requirements of the Accredited Membership status are:

·         The school must currently be in good standing (including payment of all dues and student assessment fees).

·         A visiting committee will have performed a site visit to verify the self-study and will recommended accreditation to the Board of Directors that comprises the accrediting committee.

·         The Board of Directors will have approved the recommendations and commendations of the visiting committee.

·         Accredited Members shall file a yearly report; shall report any significant changes in management, location or leadership personnel; and shall report on the status of recommendations made by the visiting committee during the third year after accreditation is granted.

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ACCREDITATION CRITERIA

A school shall be evaluated on the basis of the degree to which it is accomplishing the purposes and functions outlined in its own statement of objectives, and on the appropriateness of those purposes and functions for an institution of its type. In addition, to qualify for accreditation, a school must give evidence of adequately meeting the following criteria which are established as a general guideline to determine the effectiveness of the school's educational program and services.

The school shall have:

·         General Data: Current statistical information

·         Philosophy and Goals: A statement of philosophy by the governing body of the school. Goals and objectives consistent with that philosophy shall be systematically developed and reviewed by the administration and staff, and are to be shared often with the students and the parent community. There shall be a continual evaluation of progress toward these goals and objectives.

·         Organization: A clearly defined and demonstrably workable organizational structure whereby these goals and objectives are carried out. This structure should specify the functions of the administration, staff and students, the administrative relationship among these groups, and the limits of authority and responsibility.

·         Curriculum: A curricular program with written course descriptions and objectives that provide all students with suitable courses of instruction consistent with the school's philosophy and goals, and the students' needs, abilities, and interests. There shall be adequate instructional resources to implement the curricular program. The curriculum should be the object of continual evaluation and development by the faculty, students, and administration.

·         Instruction and Learning: An instructional program that addresses the needs of all students, emphasizes active learning, and provides teachers and students with ample material.

·         Pupil Services: Pupil services that identify the needs, interests, aptitudes, and goals of all its students with adequate educational, personal, social, and career guidance.

·         Pupil Activities: Appropriate student activity offerings that supplement the formal instruction of the school. These should be responsive to the students' needs and interests and shall draw upon special skills and enthusiasm among students and faculty.

·         School Staff: A well-qualified staff that effectively fulfills its responsibilities.

·         Parent Community: A supportive parent community that is encouraged to share its ideas and recommendations and, when invited to, actively participate in prescribed areas of the school program.

·         School Plant: A school plant and physical facility that enables staff to implement effectively the school program.

·         Finance: Continuing financial support adequate to provide staff, physical facilities, instructional resources, and other support services necessary to operate effective educational programs. Budgetary planning should involve those who are responsible for implementing the school's programs and services.

·         School Improvement Plan: As part of the self-study the school will prepare a school improvement plan (SIP). The school improvement committee shall represent the school community and may employ a model that is appropriate for the school and its mission. The plan should analyze data from the self-study and other sources to determine the present state of the school and to develop objectives and action plans to improve student learning.

·         As an SIP is on ongoing document it is expected that previous plans will have been reported upon and have been updated to reflect successes and opportunities for continued growth. Keep in mind that any school can improve; the SIP only provides the school with a blueprint for improvement and continued success.

·         Dormitories and Dormitory Life (Boarding Schools): As life in a boarding school is integral to the overall development of the student, the aspects of that life must be evaluated as part of the entire student experience. The school must exhibit that care has been taken to plan for and implement policies that provide for the affective development of the child in his or her relationships with adults and other students.

·         Early Childhood Education: In addition to the criteria described in Sections 1-12 above, the following criteria, particular to early childhood programs, will be observed. Schools should keep in mind that in many communities law often dictates the requirements for early childhood education. In addition to the requirements below, schools must meet all local, state and national requirements that may apply to their individual circumstances. Schools must also meet any state requirements for early childhood programs if the school is participating in a state-supported program. (See the appendix for Standards of the National Council for Private School Accreditation for Early Childhood that must be adhered to in Florida and many others states.)

·         Special Needs Schools: Special Needs schools are those schools whose mission, objective, student population and goals require substantially different curriculum and instructional strategies. These may include schools for exceptional education of all kinds. Schools must be governed by the NIPSA accreditation criteria as outlined in Sections 1-13 of the NIPSA Accreditation Manual, Directions for the School. In addition, schools must adhere to all local, state and national requirements that may apply to their operation.

·         NIPSA Therapeutic Certification is an evaluative process for schools that describe themselves as therapeutic in nature and that have a component for addressing student needs in addition to that which is seen as traditionally academic. These criteria are designed to set high standards of performance in regards to personnel, safety, and quality of care. The process includes a comprehensive self-evaluative report by the school, followed by a site visit by a committee of peers in order to experience the school firsthand and to evaluate the accuracy of the report. To be recognized for NIPSA Therapeutic Certification a school must also meet, or have previously met, the criteria of NIPSA Academic Accreditation as set forth in the Evaluative Criteria, NIPSA Manual for the Self-Study, 2006.and must meet the criteria for Special Needs Schools described in Section 14.0 of that document.

While certification is not a guarantee of positive outcomes, we believe that schools that strive to meet these standards will have more likelihood of success.