Beyond Compliance Accreditation Partners

FAQ

Frequently asked questions

Common questions about working with Beyond Compliance Accreditation Partners — from accreditor scope to engagement structure.

What accreditors does Beyond Compliance work with?
Dr. Bogunovich has supported programs through CAEP, AAQEP, WASC, the Texas Education Agency (TEA), and the California Commission on Teacher Credentialing (CTC), as well as regional and state-level accreditation reviews. Engagements span educator preparation programs, K–12 systems, and higher-education institutions.
When should we start preparing for our next accreditation cycle?
Most programs benefit from beginning structured self-study work 18–24 months before submission. That window lets you address evidence gaps, run a mock site visit, and refine the analytic narrative — without the last-mile crunch that produces weak reports.
Do you write our self-study for us?
No. Dr. Bogunovich's approach is coaching-oriented: she helps your team produce a self-study you understand and own. That ownership is what carries the work forward into the next cycle and into your continuous-improvement systems.
How is a mock site visit different from a regular accreditation visit?
A mock visit is a low-stakes, high-signal rehearsal. Dr. Bogunovich reviews your evidence room, interviews stakeholders the way a reviewer would, and gives you direct feedback on where claims are well-supported and where reviewers will press. The goal is no surprises at the real visit.
Can you support smaller programs with limited assessment infrastructure?
Yes. Many engagements begin with programs that have strong instructional practice but thin assessment systems. Dr. Bogunovich helps build the evidence architecture — common assessments, rubrics, data collection routines — that accreditation requires and that improvement work depends on.
What's the difference between CAEP and AAQEP?
CAEP leans toward measurement and quantitative evidence thresholds; AAQEP leans toward developmental, context-rich narratives of continuous improvement. Both are nationally recognized. The right choice depends on your program's maturity, mission, and state recognition requirements. See the Resources article comparing the two for a fuller answer.
How are engagements structured?
Most engagements begin with a discovery conversation to understand your timeline, accreditor, and current evidence. From there, scopes typically include some combination of gap analysis, self-study coaching, evidence-system design, and mock site visits — sized to your team's capacity.
Do you work with K–12 districts as well as higher education?
Yes. Dr. Bogunovich's career spans both K–12 and higher education leadership, and engagements include school districts pursuing accreditation, English Language Development program reviews, and institutional effectiveness work alongside EPP support.

Still have questions?

Every program is different. Reach out and Dr. Bogunovich will respond personally.

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