SACSCOC 5th-year training

1. Editing the Compliance
Certification Report
Imposing Order, Reducing Clutter, and Verifying
Comprehensive Narratives
Very special thanks go to Accreditation Consultant Dr. Marty Smith Sharpe
and Dr. Geoffrey Klein of Christopher Newport University, whose workshop
materials were invaluable to me in the preparation of this presentation.

2. I. Deconstructing the Standard
 When beginning the revision of submitted
narratives, start with the same considerations as
the author:
 Identify
The scope of the standard (what is it about?)
Aspects of the standard (what facets or
subtopics of the scope should the narrative
address?)

3. I. Deconstructing the Standard
12.1 The institution provides appropriate academic
and student support programs, services, and
activities consistent with its mission (Student support
services) (Core requirement)
Exercise:
Label the scope and aspects.

4. I. Deconstructing the Standard
Scope:
12.1 The institution provides appropriate academic
and student support programs, services, and
activities consistent with its mission (Student support
services) (Core requirement)

5. I. Deconstructing the Standard
Scope:
12.1 The institution provides appropriate academic
and student support programs, services, and
activities consistent with its mission (Student support
services) (Core requirement)

6. I. Deconstructing the Standard
Aspects:
12.1 The institution provides appropriate academic
and student support programs, services, and
activities consistent with its mission (Student support
services) (Core requirement)

7. I. Deconstructing the Standard
Aspects:
12.1 The institution provides appropriate academic
and student support programs, services, and
activities consistent with its mission (Student support
services) (Core requirement)

8. I. Deconstructing the Standard
Aspects:
12.1 The institution provides appropriate academic
and student support programs, services, and
activities consistent with its mission (Student support
services) (Core requirement)

9. I. Deconstructing the Standard
Aspects:
12.1 The institution provides appropriate academic
and student support programs, services, and
activities consistent with its mission (Student support
services) (Core requirement)

10. I. Deconstructing the Standard
Definitions:
12.1 The institution provides appropriate academic
and student support programs, services, and
activities consistent with its mission (Student support
services) (Core requirement)

11. I. Deconstructing the Standard
Definitions:
12.1 The institution provides appropriate academic
and student support programs, services, and
activities consistent with its mission (Student support
services) (Core requirement)

12. I. Deconstructing the Standard
12.1 The institution provides appropriate academic
and student support programs, services, and
activities consistent with its mission (Student support
services) (Core requirement)
 Academic programs (scope)
 services – activities – consistent with mission (aspects)
 Student support programs (scope)
 services – activities – consistent with mission (aspects)

13. I. Deconstructing the Standard
 Academic programs (scope)
 services – (aspect)
 activities – (aspect)
 consistent with mission (aspect)
 Student support programs (scope)
 services – (aspect)
 activities – (aspect)
 consistent with mission (aspect)
The narrative should address each aspect of each
component of the scope, using the scope and
aspect(s) as section headings and/or subheadings

14. I. Deconstructing the Standard
The narrative should begin with definitions where they can clarify.
 Definitions
 program
 service
 activity
 appropriate
 consistent
 institutional mission
 Academic programs - (scope)
 services – (aspect)
 activities – (aspect)
 consistent with mission (aspect)
 Student support programs (scope)
 services – (aspect)
 activities – (aspect)
 consistent with mission (aspect)

15. I. Deconstructing the Standard
After deconstruction, you have an outline assuring coherence and unity.
I. Definitions
A. program
B. service
C. activity
D. appropriate
E. consistent
F. institutional mission
II. Academic programs - (scope)
A. services – (aspect)
B. activities – (aspect)
C. consistent with mission (aspect)
III. Student support programs (scope)
A. services – (aspect)
B. activities – (aspect)
C. consistent with mission (aspect)

16. I. Deconstructing the Standard
Rule of thumb:
SACSCOC doesn’t embellish or add extra
words. If seemingly similar words are used in a
standard, subtle differences are important to
consider in making your case for compliance.
“Programs,” “services,” and “activities” are NOT
synonyms. Be careful to assure that the narrative
clearly distinguishes between similar terms
(“comprehensive” and “broad-based” is another
example of the same kind of nuance being in
effect).

17. II. Common Compliance Certification
Shortcomings
The most common reasons for non-compliance:
 Failure to respond to all components of each
standard in the narrative
 Some are multi-part
 Some parts only apply in certain situations
 Providing inadequate evidence to support an
assertion in the narrative

18. II. Common Compliance Certification
Shortcomings
More common reasons for non-compliance:
 Providing unnecessary narrative and/or
evidence that does not usefully address the
standard in the clearest way
 Trying to follow too closely another
institution’s example (or—God forbid—its
narrative!)
 Relying too much on a previous certification

19. II. Common Compliance Certification
Shortcomings
 A certification report is a snapshot of the
institution taken at a particular moment in time.
 Since each institution and each situational
variation is unique, a writer must craft each
narrative for each standard to reflect his or her
institution’s particular situation and context.

20. III. The Quest for the Perfect Narrative:
General Observations & Tips
 Each narrative tells the institution’s story within
the particular focal area(s) addressed by the
standard.
 Accreditation writing is unlike any other kind of
writing: avoid a public relations approach.
 The voice should be declarative. Keep it simple
and straightforward—no cheerleading!

21. III. The Quest for the Perfect Narrative:
General Observations & Tips
 Each narrative should stand on its own. Tell the
whole story as it relates to the standard, without
referring extensively to other narratives.
 Each narrative should have unity (all material
should relate directly to the standard, with no
extraneous material) and coherence (each sentence
should follow logically from the previous one)
 Use transitions to signal shifts in subject matter.

22. III. The Quest for the Perfect Narrative:
General Observations & Tips
 Reviewers are assigned specific standards, and
will not be familiar with the entire compliance
certification document. Do not assume they
know anything other than what you are telling
them in the narrative you are composing.
 Do not say, “as noted previously in the narrative
for X.y.z.”

23. III. The Quest for the Perfect Narrative:
General Observations & Tips
 You do not want the reviewer to stop reading or
to have to search for a statement made in the
narrative for another standard, or in a policy,
handbook, or guideline. Excerpt and quote
where feasible.

24. III. The Quest for the Perfect Narrative:
General Observations & Tips
 Use past and present tense. Use of future tense
suggests that the institution is not currently
compliant!

25. III. The Quest for the Perfect Narrative:
General Observations & Tips
 Use section titles and subsection titles
corresponding to scope and aspect descriptors
to serve as navigational tools helping the reviewer
keep his or her place.
 Support every claim possible with one or more
directly relevant pieces of evidence .

26. IV. The Quest for the Perfect Narrative:
Remember: Identify Scope
 Most standards provide information about the scope
of the certification criterion addressed by the
standard
 6.2.c: Program Coordination
For each of its educational programs, the institution
assigns appropriate responsibility for program coordination
 6.3 Faculty appointment and evaluation
The institution publishes and implements policies
regarding the appointment, employment, and regular
evaluation of faculty members, regardless of contract or
tenure status.

27. IV. The Quest for the Perfect Narrative:
Remember: Identify Scope
 Begin the narrative with a paragraph or section that
defines the scope of what you will discuss.
 Ex.: 6.3 Faculty appointment and evaluation
The institution publishes and implements policies
regarding the appointment, employment, and regular
evaluation of faculty members, regardless of contract or
tenure status.
Provide definitions of each category of faculty and
cite any documents that provide those definitions
(like a faculty handbook, contract, administrative
policies and procedures manual, or employment
practices handbook).

28. IV. The Quest for the Perfect Narrative:
Remember: Identify Scope
Ex.: 6.3 Faculty appointment and evaluation
The institution publishes and implements policies
regarding the appointment, employment, and regular
evaluation of faculty members, regardless of contract or
tenure status.
 Categories might be
 full-time tenure track
 full-time non-tenure track
 adjunct
 part-time adjunct
These categories may become headings in the narrative.

29. IV. The Quest for the Perfect Narrative:
Remember: Identify Scope
More examples:
 8.2.a Student Outcomes: Educational Programs
 Describe our educational programs and link to a list
 8.2.c Student Outcomes: Academic and Student Services
 Define which service units fall into this group’
 List by academic programs and student services offices
 5.4 Qualified Administrative / Academic Officers
 Define each category separately
 Distinguish “officers” from classified staff

30. V. The Quest for the Perfect Narrative:
Remember: Identify Aspects, Content
After identifying the scope, address each aspect
 If possible, organize (or reorganize) the narrative into sections
corresponding to the standard’s aspect(s)
 Make references to other narratives where applicable, but tell
the complete story within each narrative (it’s okay to be a bit
redundant, since reviewers only read the sections assigned to
them)
 5.4 Qualified Administrative / Academic Officers
 Define each category (administrative officers vs. academic
officers) separately
 Even though 5.5 is not required for this report, consider
definitions applicable to 5.5 in defining scope

31. V. The Quest for the Perfect Narrative:
Remember: Identify Aspects, Content
After identifying the scope, address each aspect
 If possible, organize (or reorganize) the narrative into sections
corresponding to the standard’s aspect(s)
 Make references to other narratives where applicable, but tell
the complete story within each narrative (it’s okay to be a bit
redundant, since reviewers only read the sections assigned to
them)
 Ex.: 9.1 Program Content
Educational programs (a) embody a coherent course of study, (b)
are compatible with the mission statement and goals of the
institution, and (c) are based on fields of study appropriate to
higher education. Identify the scope and aspects.

32. V. The Quest for the Perfect Narrative:
Remember: Identify Aspects, Content
 Ex.: 9.1 Program Content
Educational programs (a) embody a coherent course of study, (b)
are compatible with the mission statement and goals of the
institution, and (c) are based on fields of study appropriate to
higher education.
 Scope: Educational programs
 Aspects:
 Programs are guided by the mission
 Programs provide a coherent course of study
 Program content is appropriate to higher education
This one was pretty easy. But there’s a little more.

33. V. The Quest for the Perfect Narrative:
Remember: Identify Aspects, Content
 Ex.: 9.1 Program Content
Educational programs (a) embody a coherent course of study, (b)
are compatible with the mission statement and goals of the
institution, and (c) are based on fields of study appropriate to
higher education.
Along with identifying scope and aspects, we want the narrative
to define:
 a coherent course of study
 a program
 what we mean by
 appropriate
 compatible

34. VI. The Quest for the Perfect Narrative:
Be Consistent, and Be Honest!
 Keep the story straight within and across narratives, and be
consistent in the use of definitions and in the evidence and
documentation provided in support of cross-referenced
narratives. (The Resource Manual gives cross references.)
 Reviewer assignments are made by the review committee
chair, and each review (like each committee) is uniquely
constituted. Therefore, even though we cannot count on the
reviewer remembering or being aware of the arguments and
claims developed in other narratives, we need to be aware
that a reviewer might have read and could remember
arguments, claims, and definitions we have made elsewhere.
Inconsistency can affect the reviewer’s opinion regarding
integrity.

35. VI. The Quest for the Perfect Narrative:
Be Consistent, and Be Honest!
 If we are not fully compliant on a given standard, the
narrative must indicate that without dissembling.
The approach should be declarative and forthright—not
defensive, evasive, apologetic, or sheepish.
Each narrative reflects on the institution’s integrity, which is
embodied in Standard 1.1. If an institution is not compliant
with Standard 1.1, it will face sanction, adverse action, and
even possible denial of reaffirmation.
Appearing unwilling to present all the facts or to suppress
counterevidence calls integrity into question.
 Declare non-compliance or partial compliance when
that’s what the evidence shows.

36. VI. The Quest for the Perfect Narrative:
Be Consistent, and Be Honest!
If we are not fully compliant on a given standard,
 lay out the facts as they are;
 outline a remedy* (including an achievable timeline);
 declare non-compliance or partial compliance.
If you see a problem, so will a trained, experienced
reviewer (the only kind assigned to review interim
reports).
*For cases of non-compliance or partial compliance, we must lay
out a specific, clearly articulated plan to bring the institution into
compliance. This is the only situation in which to use future tense.

37. VII. The Quest for the Perfect Narrative:
Document Each Claim
The time is now to start gathering documentation.
 Minutes to key meetings—board of regents, faculty meetings,
curriculum committee minutes—are essential to demonstrating
processes and adherence to policies and procedures.
 If the standard uses words “institution has policy/procedure” or
“process,” this means that we must have a published written
policy.
 We must also provide evidence that the policy has been
implemented.
DO NOT ATTEMPT TO INCORPORATE LINKS—
just indicate where within the narrative they should go, and to
what documents or other resources they will point.

38. VIII. Final Considerations
 We must provide evidence that we follow our own policies.
 We will need to track related standards to assure
consistency ( remember that the Resource Manual lists
related standards for each principle we need to address)
 ALWAYS say “SACSCOC” or “The Commission,” not SACS.

39. VIII. Final Considerations
 We are out of spare time, so as soon as you receive your revision
team assignment(s), select a team leader and set up a calendar
for your team’s meetings and copy it to me, please.
 Report any gaps in policies or in publishing to me as soon as
you become aware of them.
 Assigned revisions need to be near completion by the time our
new provost comes on board in 6 weeks. April 15 is a hard
deadline.
 If you see that you are not going to complete an assignment, tell
me before the due date so I can help.

40. VIII. Final Considerations
 I will post mastery exercises for this training to the ART
organization page. They will be set up as assignments, and
will offer feedback on completion. I’ll notify you by email
as they become ready for posting.
 I will also post team rosters and assignments to the ART
page, but will notify the ART membership by email as well.