In an effort to prepare for a North Central Association accreditation visit, Henry Ford Community College (HFCC), in Michigan, developed and implemented a decentralized and faculty-driven assessment plan. First, a faculty member was assigned to begin the groundwork for the assessment plan and an Instructional Assessment Committee was formed to coordinate assessment efforts. An assessment model was also adopted that contained a specific accountability structure emphasizing long-term assessment efforts. The decentralized assessment process at HFCC focuses on compliance and instructional improvement. While an instructional assessment operation serves as a liaison and provides services and support to individual assessment teams, decentralization ultimately means that programs and departments are responsible for securing the necessary resources for their plans. Immediate assessment efforts at HFCC will concentrate on the question of general education assessment. Another area that will require concerted effort and attention in the very near future is the collection of external data from students who have left the institution, from employers of program graduates, and from four-year institutions that accept transfer students from HFCC. A chart showing assessment goals, outcomes, and criteria for an associate degree in Interior Design and a certificate in Food Service Management is appended. (TGI)