Part I. Overview of the Program or Language Institution

A. Program description

The Spanish-American Institute was founded in 1955. The school’s mission responds to the needs of its changing student population. The Institute originally provided communicative adult basic English language training to newly arrived immigrants primarily from the Spanish-speaking Americas. The Institute responded to their additional need for job-entry office skills by adding career-training courses such as stenography, typing, and bookkeeping. While the school now draws its student body from all over the world, it continues to provide English language preparation as an end in itself, as preparation for further academic study in an English language environment, and as an integral component of workplace preparation.

The ESL Plus Course of Study offers six levels of English Language instruction, as well as a pre-level I course on basic literacy. Courses are designed for open entry-open exit. Thus, courses are continuously offered with students continuously enrolling. The levels of ESL emphasize progressively higher order communication skills and more complex use of language. Students, therefore, progress through these courses in sequential order in accordance with generally accepted standards of good practice. For example, the Institute’s six-level ESL sequence follows language learning outcomes generally expected of low beginner (ESL 1), beginner/high beginner (ESL 2), low intermediate (ESL 3), intermediate (ESL 4), high intermediate (ESL 5), and advanced ESL (ESL 6).

B. Faculty

The Institute’s multilingual, English proficient faculty is sensitive to the particular needs of students in a new country, a new culture, and new language environment. Faculty members meets ACICS requirements and have New York State Education Department licenses to teach in their respective discipline(s) at a registered business school. Faculty with degrees from other countries have had their credentials formally evaluated by a NCAES member organization in accordance with ACICS guidelines. General requirements include:

· bachelor’s degree or above;

· transcripts or diploma’s formally evaluated for US equivalency by a NACES credential evaluation agency such as Josef Silny and Associates, Inc., International Education Consultants World Education Services;

· license to teach ESL from the State of New York Education Department;

· orientation training from the President and Dean of Academic Affairs at Spanish-American Institute.

C. Student services

The Dean of Students and support staff provide assistance regarding course placement and scheduling, academic progress, and job placement. The Institute's Counseling Plan describes the following specific guidance services:

• Identification of "at risk" students through academic progress and attendance tracking in conjunction with administrative review of all bi-monthly and final grades.

• One-on-one orientation and progress conferences.

• Academic warning notification and referral for in-school support to help with academic problems.

The student's orientation program begins with the admissions interview. Prospective students receive a copy of the School Catalog and an invitation to tour the school facility. They also receive one-on-one information about program alternatives and requirements.

In 2001, the school developed a weekly tracking system through which faculty indicate student's academic progress on the weekly attendance report. Should the student not progress in a reasonable amount of time, the faculty member spends additional time with the student to determine the nature of the problem and, if need be, refers the student to the Dean of Student Services or a designated Faculty Student-Services Associate.

Lastly, several facilities are provided for students to further study, research, collaborate, and relax. These include: Student Lounge, Founders ‘English Through the Arts’ Special Events Center and Library/Information Commons to relax and collaborate with peers is also in place.

D. Administration

The Institute has four administrative officers—a President, a Dean of Students, a Dean of Administrative Services, and a Dean of Academic Affairs.

Under the Dean of Academic Affairs there is the Intensive English Language (IEL) Division. There are three Department Chairs under the IEL Division. IEL Department Chairs are primarily responsible for assuring the English language outcomes objectives of ESL and non-ESL courses through curriculum development, instructional practices, and academic outcomes assessment.

E. Other (If a multisite institution, state what functions are conducted by a central administrative office.)

NA - this is not a multisite institution.

Part II. The Self Study Process

A. Name of coordinator

Dr. Carolyn Prager, Dean of Academic Affairs (7/11- 11/11)

Dante V. Ferraro, President (interim acting, 12/11-present)

B. Names and positions of committee members

A Steering Committee was formed July 2011. Members of the Steering committee include:

Dante V. Ferraro, President

Paul Schiffman, Dean of Students

Thomas S. Schwenke, Dean of Administrative Services

Dr. Carolyn Prager, Dean of Academic Affairs and Self-Study Coordinator (Resigned in 11/2011)

Christina M. Cavage, Private ESL Consultant

C. How Information was gathered, disseminated and analyzed

Information for the self-study was gathered through committee work, Institutional Effectiveness Plan, previous self-study work and the assistance of an outside consultant. Information was disseminated through the Academic Affairs Office and presented and analyzed through committee discussions, general faculty meetings, one-on-one faculty meetings, meeting minutes, memos as well as the CEA Folder in Faculty Matters on the Spanish-American Institute website. (See Faculty Meeting & Workshop Minutes, CEA Self-Study Steering& Standards Committees).

D. Benefits of self study

The benefits to the students at SPANISH-AMERICAN INSTITUTE in regards to the Self-Study are quite numerous. The process has allowed us to take a deeper look at the Institution, its’ policies and procedures and most of all how we measure and assess student learning and achievement. Through the study, several changes have already been made and many more are to follow.

Part III. Responses to CEA Standards

Mission

Mission 1: The program or language institution has a written statement of its mission and goals, which guides activities, policies, and allocation of resources. This statement is communicated to faculty, students, and staff, as well as to prospective students, student sponsors, and the public, and is evaluated periodically.

A. Required responses

1. State the mission of the program or language institution.

Mission Statement of the Spanish American-Institute

The Spanish-American Institute’s mission is to provide effective conversational English language and business skills training to individuals seeking entry-level office employment, job advancement, further studies or personal and cultural enrichment.

2. Briefly explain how the mission is achieved through the program’s or language institution’s educational and service programs.

The mission of the Spanish American Institute drives all curricular, policy and student support decisions. The mission is achieved through the course offerings in the ESL Plus Course of Study. Courses have been created and revised to provide quality instruction in English. Quality instruction is measured both through the achievement of student learning outcomes and teacher evaluation.

The 2009-2014 Institutional Effectiveness Plan (IEP) reflects the following five objectives for the Spanish-American Institute to implement our mission:

1. To provide student-centered curriculum and instruction accommodating the needs of students for whom the first language is not English by:

· developing English and career courses and programs according to best practices within an ESL environment;

· implementing career and English language course and program designs most appropriate to students whose first language is not English;

· providing faculty development consistent with new curriculum and materials and best practices; and

· assessing student academic progress in English as well as content learning.

2. To support effective teaching and learning through appropriate facilities, equipment, and faculty services by:

· providing the same quality of service to faculty and students in day and evening classes;

· providing hardware and courseware to support instruction; and

· developing and maintaining facilities and services appropriate to urban commuter students from diverse backgrounds.

3. To support and advance student retention by:

· monitoring indicators of academic performance related to retention and

· providing student activities geared to urban adult commuter students from diverse backgrounds whose first language is not English.

4. To support and advance student placement and graduate satisfaction by:

· surveying current and former students and

· providing on-demand student placement services.

5. To provide activities that support and advance employer satisfaction by:

§ soliciting the input of the school’s Advisory Board and

§ conducting outreach to and obtaining feedback from actual and local potential employers.

3. Briefly explain how the mission guides the development of policies and the allocation of resources.

The mission is the most important conceptual document at the Institute. It outlines, defines and directs all decisions and actions. Thus it is the role of the Institution to provide the resources needed to accomplish its mission, including but not limited to—

• curricular development and modifications;

• facilities conducive to teaching and learning;

• instructional support such as a stand-alone library and multi-media resources; and

• academic leadership through a Dean of Academic Affairs and department chair people.

The Institute's financial statements and history of uninterrupted course delivery and student services since 1955 clearly demonstrates that it consistently has had adequate financial resources to securely deliver its educational programs and services.

4. State where the mission statement is made available to the following audiences:

Audience	Where mission statement is available
prospective faculty and staff	Website and published materials as the catalog and faculty handbook.
current faculty and staff	On desktops, bulletin boards, website and published materials as the catalog and the faculty handbook.
prospective students or their sponsors	On desktops, bulletin boards, website and published materials as the catalog.
current students	Website, on site bulletin boards and published materials as the catalog.
the public	Website and published materials as the catalog.

5. State when the current mission statement was written or last revised, and state the process and timeline for periodic evaluation of the mission statement.

The mission was recently updated in 2011 as a result of the self-study for CEA. The mission is continually evaluated due to our current ACICS accreditation. This accreditation requires a self-study for reaccreditation every four years. Furthermore, every five years an Institutional Effectiveness Plan is developed to outline a plan to ensure our mission is being met. A critical component of this plan is to revisit the mission statement and it’s effectiveness. It is the Institute’s understanding that the mission statement is at the heart of the institution. As our institution changes to adapt to student needs’, the mission statement must also change.

B. Verification

Mission 1

1. Documentation in the report

The Spanish American Institute Catalog, Mission Statement in School Catalog

The Faculty Handbook 2012, Mission Statement in Faculty Handbook 2012

Institutional Effectiveness Plan 2009-2014,

Mission Statement in Institutional Effectiveness Plan 2009-2014

Mission Statement in ESL-Plus Course of Study Syllabi

2. Verification on site

Copies of School Catalog with Mission Statement

Copies of Faculty Handbook with Mission Statement

Copies of the Institutional Effectiveness Plan with Mission Statement

Copies of the ESL-Plus Course of Study Syllabi with Mission Statement

C. Program/language institution self-recommendations

1. Describe the follow up activities, with timelines, that will be undertaken to improve the program’s or language institution’s practices under this standard. If no action is planned, indicate “none.”

The Institution will develop a practice and policy to formally link strategic planning, governance, and decision making to ESL Plus Course of Study student learning outcomes to ensure that the mission is being carried out. March 2013.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Curriculum

Curriculum Standard 1: The curriculum is consistent with the mission of the program or language institution, appropriate to achieve the organization’s goals and meet assessed student needs, and available in writing.

A. Required responses

1. State the program’s or language institution’s mission, describe how it guides instruction, and describe how it aligns with the education program (curriculum). If more than one education program (curriculum) is offered, address each in the response.

The mission statement guides and directs instruction through course goals, objectives and student learning outcomes. Student learning and support for their learning is at the forefront of the Spanish-American Institute's mission. Thus, the ESL Plus Course of Study Curriculum is built around the student learning outcomes that will move students towards the acquisition of the English language for employment, further study or personal and cultural enrichment. All courses have clearly stated course goals, objectives and student learning outcomes that are measurable.

The SPANISH-AMERICAN INSTITUTE offers 6 levels of English instruction. Students are tested and placed in his/her appropriate level. Students progress through these courses in sequential order in accordance with best practice policies, i.e. outcomes measures and assessments. While each level has it’s own curriculum to meet the student learning outcomes for that level, each level is aligned with the overall mission, to provide effective conversational English language skills to non-native speakers.

Needs of the student population are considered when making curricular changes. One way in which the institution is able to make changes based on student needs is through the Current Student Survey. The Current Student Survey is completed by graduates to help evaluate the institution and the courses offered.

Most recently, course outcome statements have been generated for all ESL course offerings, and have been endorsed by the faculty and administration. In order to better meet and assess these new course outcomes faculty recently participated in a professional development workshop on blended learning. The workshop was a result of the changing population in the ESL field. Due to the large number of students who are digital natives, the demand to use more progressive and innovative tools in and out of the classroom has grown tremendously. As a result of this emerging population, SPANISH-AMERICAN INSTITUTE has decided to incorporate a web-based tool into their ESL courses. MyEnglishLabs are currently being piloted in Level 4 classes, however, it is anticipated that by Fall 2012 all levels will be using this new digital tool to enhance the teaching and learning experience.

2. List the ways that the curricular needs of the student population sought, enrolled, and graduated from the program or language institution are established.

____ formal needs assessment project

_x__ surveys of enrolled students

_x__ surveys of students at program exit or completion

_x__ surveys of alumni

_x__ analysis of the needs of employers that employ program graduates

____ analysis of the needs of colleges/universities that enroll program graduates

____ analysis of the requirements of specific college/university departments that enroll program graduates

_x__ analysis of data (such as GPAs, university graduation rates, etc.) of program graduates

____ other (Complete 3 below.)

3. List other ways not included in 2 above.

Direct daily contact in school with students by members of the Board of Directors (i.e. the President, Dante V. Ferraro and Dean of Student Services, Paul Schiffman). As well as conversations during day-long Student Club Bike Tours and lunch with small groups of students and teachers.

4. Briefly describe how the analyses above inform the design of each education program (curriculum).

In the most recent Graduate Student Placement Questionnaire, students reported a high satisfaction rate with the overall English instruction they received. However, SPANISH-AMERICAN INSTITUTE recognizes that the number of respondents was quite low. Furthermore, it is also recognized that satisfaction surveys are just as critical for those learners that were lost due to attrition. Thus, SPANISH-AMERICAN INSTITUTE has developed two effective strategies for making curricular changes based on student need and response. First, the faculty has established a forum for sharing anecdotal, yet critical information at faculty meetings. Secondly, faculty has evaluated the bi-monthly exams to determine where curricular deficiencies lie. It is through this process that most curricular changes have been made. A recent result of these strategies is the development of the ESL Literacy course. It was determined through both Level One teachers, student attrition rate, and the review of the bi-monthly exams, that some students needed greater foundational skills to be successful in Level One. The ESL Literacy course was developed in 2009, and was first offered in January 2010.

5. For each education program provided by the site, provide a general overview in the table below. Indicate the number of levels and general skills/content addressed by each, whether courses in each are for credit or not-for-credit, and whether any courses are delivered by blended or online methods.

Education program	# of levels	General content addressed	For credit Yes/No	Blended or online courses Yes/No
ESL Plus Course of Study	7	Listening, speaking, reading, vocabulary, writing, grammar, pronunciation and cultural instruction to prepare learners for the workplace, further study or personal and cultural enrichment.	no	no

6. For each education program, is a written curriculum guide or similar document available?

_x_ yes (If yes, respond to 7 and 8 below.)

____ no (If no, respond to 9 below.)

7. If yes, state the title of the document(s) and indicate where each is available to faculty.

ESL Plus Course of Study Curriculum Guide. It is available to faculty, staff, students and the public on Spanish-American Institute's website:

ESL Course of Study & Curriculum.

Hard copies are also available to all faculty. Faculty receive a hardcopy during their faculty orientation with the Dean of Academic Affairs and/or President. Hard copies are also available to students and the public in the Student Lounge, Special Events Center and Resource Center.

8. For each education program (curriculum), does the curriculum guide or document display course goals, course objectives, and student learning outcomes for each level?

_x__ yes

____ no

9. If any education program does not have a written curriculum guide or similar document, list the education program(s), and state where course goals, course objectives, and student learning outcomes are made available to faculty and students.

All education programs have a written curriculum.

10. Is each education program (curriculum) delivered as designed and described in the curriculum guide(s), program calendar, and other written documents?

__x_ yes

____ no

11. If no, state how delivery varies from the written curriculum design and/or program calendar.

B. Verification

Curriculum Standard 1

1. Documentation in the report

ESL-Plus Course Syllabi 2012

Current Student Survey & Faculty Memo

Current Student Survey Results

Graduate Student Placement Questionnaire

2. Verification on site

ESL Plus Course Syllabi

Current Student Survey with Faculty Memo

Current Survey Results

Graduate Student Placement Questionnaires

C. Program/language institution self-recommendations

The following activities will be conducted to better review and support curriculum:

1. Exit survey will be developed for those who leave the ESL Plus Course of Study prior to finishing the course of study. This survey will better inform SPANISH-AMERICAN INSTITUTE on the reasons for exit and help guide any necessary curricular changes. March 2013.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Curriculum Standard 2: Course goals, course objectives, and student learning outcomes are written, appropriate for the curriculum, and aligned with each other.

A. Required responses

1. List all written curriculum documents, whether print or electronic, maintained by the program that state the course goals, course objectives, and/or student learning outcomes (SLOs) for each course and level.

ESL Plus Course of Study Curriculum Guide (print, electronic)

Syllabi 2012 (print, electronic)

2. Describe how the courses within levels and within the program as a whole are interrelated and sequenced.

The ESL Plus Course of Study has its’ own goals. These goals are interwoven in each of the courses under the ESL Plus Course of Study. Each level builds on the previous level and follows best practices in ESL teaching. Students are assessed on the student learning outcomes and achieve mastery of these outcomes before progressing to the next level. Below is an overview of each courses’ objectives and student learning outcomes. Meeting these outcomes represents significant progress.

Course	Objectives:	Outcomes:
ESL 500	Students will comprehend and respond appropriately to simplified spoken English on familiar topics and to produce basic spoken English on familiar topics in social situations; comprehend and analyze simplistic texts in English; recognize word order and simple sentence structure.	Students will be able to: Recognize frequently used words, phrases and questions in familiar contexts. Respond appropriately to simple questions regarding personal information and present activities. State personal information; and ask for personal information. Use personal information to complete simple forms. Write basic personal information. Write simple sentences using personal information. Recognize personal information in print.
ESL 501.1	Students will read, listen to and respond to spoken English on familiar topics, such as self, school, family, work and everyday activities; comprehend and appropriately use basic grammatical structures in both written and spoken English; identify key ideas in basic texts relating to everyday topics; and construct simple and compound sentences on a familiar topic or idea.	Students will be able to: State simple descriptions of people, places, routines, likes and dislikes. Respond appropriately to simple questions regarding personal information, present activities, past activities and home, family, work and hobbies. Recognize and identify key ideas in a short passage relating to self, home, family, work, and hobbies. Write simple sentences and compound sentences relating to self, home, family, work, hobbies and present and past activities.
ESL 501.2	Students will read, listen to and respond appropriately to high-beginning spoken English and use spoken English in real world situations; use grammatical structures necessary for expressing the present, the future and the past time; comprehend and analyze high beginning texts.	Students will be able to: Express simple statements and questions in the present, past and future time frame related to basic needs and common activities, using previously learned phrases. Communicate needs and activities using appropriate time frame and vocabulary. Employ simple clarification requests to determine meaning of question or statement. Recognize words that signal differences between present, past and future. Respond appropriately using present, past and future on familiar topics. Interpret short paragraphs on familiar topics. Identify sequence of events in short readings. Examine authentic documents to locate specific information. Produce a paragraph on a familiar topic.
ESL 501.3	Students will read, listen to and respond appropriately to spoken English and use spoken English in a variety of work and social situations; comprehend and use grammatical structures in written and spoken English in an academic setting; comprehend texts in English; and produce written language in the form of a standard paragraph.	Students will be able to: Recognize main ideas and details in conversations and short lectures. Communicate needs, activities and events using appropriate time frame and vocabulary. Employ clarification strategies. Apply linguistic, socio-cultural and other background knowledge and strategies to understand the intent of a speaker and to respond appropriately. Speak so others can understand by recalling and using limited vocabulary including words related to common, everyday topics, personal experience, know and use basic grammar and sentence structure and appropriate level of formality. Interpret short paragraphs on familiar topics. Predict meanings of unfamiliar vocabulary with contextual clues. Identify sequence of events in short readings. Examine authentic documents to locate specific information. Convey ideas in a paragraph with detailed information.
ESL 501.4	Students will read, listen to and respond appropriately to natural, authentic spoken English; use spoken English in a variety of social, academic and professional settings; comprehend and use grammatical structures in both written and spoken English in various contexts; comprehend and analyze authentic texts; organize information and produce written summaries.	Students will be able to: State detailed descriptions of events, activities and personal experiences. Identify main ideas and some details of extended conversations and broadcasts. Employ clarification strategies. Speak so others can understand to recall and use high-frequency vocabulary, display control of basic grammar and a variety of sentence types. Read with understanding to decode and recognize most everyday and some unfamiliar words. Identify sequence of events in extensive readings. Examine analyze authentic documents to locate specific information. Determine the purpose and audience for communicating in writing. Convey ideas in a short essay with detailed information. Identify and modify sentences for time frame errors and mechanics, such as spelling, punctuation and capitalization.
ESL 501.5	Students read, listen to and respond timely and appropriately to natural, authentic spoken English; use spoken English in a variety of social, academic and professional settings; comprehend and use grammatical structures in both written and spoken English in social, academic and professional contexts; comprehend, analyze and synthesize authentic texts by predicting, identifying main ideas and supporting details; organize information and produce written summaries.	Students will be able to: State detailed descriptions of events, activities and experiences. Identify main ideas and details of extended conversations, lectures and broadcasts. Apply linguistic, socio-cultural and other background knowledge and strategies to understand fully the literal and implied intent of the speaker. Employ clarification strategies. Respond timely and appropriately using present, past and future and modal forms on social, professional and academic topics. Interpret short paragraphs on social, professional and academic topics. Speak so others can understand to recall and use sufficient wide-ranging vocabulary as well as control of basic grammar and a variety of sentence types. Predict meanings of unfamiliar vocabulary with contextual clues. Identify sequence of events in extensive readings and lectures. Examine and analyze authentic documents to locate specific detailed information. Convey ideas in an essay. Identify and modify written work for structural errors and mechanics, such as spelling, punctuation and capitalization.
ESL 501.6	Students will listen, speak, read, and write using longer compound and complex sentences and more extensive vocabulary than expected of ESL V students. They will apply language skills at a higher level of critical thinking to make predictions, express and defend opinions, summarize information, retell a conversation, and compare and contrast.	Students will be able to: State detailed descriptions of events, activities and experiences with both fluency and clarity. Identify main ideas, and supporting details of extended conversations, lectures and broadcasts. Employ discourse connectors. Use advanced strategies to repair gaps in understanding, to ask questions to deepen comprehension and to give feedback appropriate to the situation. Respond timely and appropriately using a wide variety of grammatical structures and vocabulary. Interpret readings on social, professional and academic topics. Predict content in readings. Identify events and activities in extensive readings and lectures. Examine, analyze and synthesize authentic documents to locate specific detailed information. Convey ideas in an organized essay with a clear thesis, supporting ideas and details.
ESL 502	Students will read intensively and write extensively. Students will develop vocabulary and clear pronunciation needed for a professional business setting.	Students will be able to: Employ different patterns of development in writing. Recognize how context affects meaning, grammar, and other writing choices. Recognize and correctly use English grammar in context with an emphasis upon grammar and usage issues for ESL writers. Identify and use correct punctuation, mechanics, and spelling in business and real world writing. Identify and restate main ideas, implied meanings and supporting details. Make inferences and draw conclusions orally and in written form.
ESL 503	Students will read intensively and write extensively to develop rhetorical patterns necessary for successful academic study. Students will give oral presentations that are organized and fluent.	Students will be able to: Employ different patterns of development in academic writing. Recognize how context affects meaning, grammar, and other writing choices. Recognize and correctly use English grammar in context with an emphasis upon grammar and usage issues for ESL writers. Identify and use correct punctuation, mechanics, and spelling in academic and real world writing. Identify and restate main ideas, implied meanings and supporting details. Make inferences and draw conclusions both orally and in written form.

3. Explain how the program ensures that course goals and objectives align with the course’s student learning outcomes. (See Glossary: Course goal, Course objective, Student learning outcome).

In the creation of all courses at SPANISH-AMERICAN INSTITUTE, best practices in both course development and language acquisition have been researched. As outlined in our Institutional Effectiveness Plan 2009-2014, all courses are periodically reviewed by the Dean of Academic Affairs to assess the alignment of student learning outcomes to both course objectives and goals. Furthermore, NYS State Department of Education renews and approves all courses and programs. As part of this review, courses are both internally and externally scrutinized to ensure all student learning outcomes align with goals and objectives of a course. Lastly, Intensive English Language (IEL) Chairs also yearly review current syllabi and specifically refine student learning outcomes to align with the course objectives and overall goal.

4. For each curriculum, select four examples of student learning outcomes (SLOs). For one curriculum, insert each SLO below, followed by a brief description of the ways that each is observed and measured. For additional curricula, prepare and attach a similar chart, with four example SLOs for each.

Course, level, and SLO: ESL 500 (English Literacy)	How is this SLO observed and measured?
Example 1 Students will be able to recognize frequently used words, phrases and questions in familiar contexts.	Observed and measured through vocabulary exercises in and out of the classroom, formal vocabulary assessments.
Example 2 Students will be able to respond appropriately to simple questions regarding personal information and present activities.	Observed and measured through in-class conversation practice, role-plays, and formal assessments.
Example 3 Students will be able to state personal information	Observed and measured through in-class conversation practice, role-plays, and formal assessments.
Example 4 Students will be able to use personal information to complete simple forms.	Observed and measured through in and out of class simple writing activities, and formal assessments.

5. Are levels or courses ever combined?

__x__ no (Do not respond to 6 and 7 below.)

_____ yes

6. State the circumstances in which courses or levels may be combined.

7. When levels or courses are combined, explain how course goals and objectives are impacted, how they are re-aligned with the overall curriculum, and how they are re-aligned with student learning outcomes for the level or course.

8. Are students admitted to existing classes?

_____ no (Do not respond to 9 and 10 below.)

_x__ yes

9. Describe the circumstances in which students are admitted to existing classes and state the procedures for integrating such students into existing classes.

SPANISH-AMERICAN INSTITUTE is an open entry institution. Thus, students are frequently testing and placing into courses. However, as stated in both the Faculty Handbook and the School Catalog, students may only enter courses the second Monday of each month.

10. When students are admitted to existing classes, explain how the program ensures that each course maintains adherence to the curriculum’s planned and sequenced course goals, course objectives, and student learning outcomes while meeting the needs of the entering student.

The Dean of Academic Affairs reviews student placement, test results and student achievement periodically. To date, review continues to confirm conclusions that placement is accurate in most instances, and aggregate test scores per ESL 3 levels and above increased from 2006 forward over previous years consistent with anticipated improved academic outcomes because of implementation of the existing ESL curricular goals and instructional emphases.

11. Describe how the program has established that course objectives and student learning outcomes within the curriculum represent significant progress or accomplishment relative to the norms of the field. (See Appendix A.)

Through the self-review processes for ACICS and the Institutional Effectiveness Plan, student progress or achievement of student learning outcomes are continually reviewed and analyzed. Student learning outcomes are all measurable and performance based. Using a performance-based curriculum is a current and effective best practice in the teaching of ESL. Performance based outcomes clearly demonstrate what the student is able to do. Additionally, the Spanish-American Institute’s employs the philosophy that students need to be taught following a lexical approach to language learning.

The lexical approach is consistent with the natural way we learn language. We learn language by first hearing it, then by speaking it, then by reading it, and only then by writing it. The lexical approach fills in the gap between grammar and vocabulary left by the older tradition of language teaching.

The lexical approach to language learning is based on the principle that people comprehend and produce connected language "chunks." These lexical chunks become the raw data (mental lexicon) through which students come to understand and use language patterns.

The lexical approach pays particular attention to "collocations" or word partnerships. Linguists understand collocation to mean the way certain words occur together naturally in the language with more than random frequency. Advances in computer-based studies of language have provided huge databases of lexical frequency and collocations.

Both performance based outcomes and a lexical approach to teaching, are adequately measured through the use of informal and formal assessment measures. Informal assessments include conversations, role-plays, oral presentations, vocabulary and reading quizzes, listening activities and paragraph/essay writing. Formal assessments include our bi-monthly exam that is a standardized exam and measures all student learning outcomes. These measurements are recorded in our student information system.

B. Verification

Curriculum Standard 2

1. Documentation in the report

ESL-Plus Course of Study Syllabi 2012

Guidelines for students entering at various times

2. Verification on site

Copies of ESL-Plus Course of Study Syllabi in Administrative Offices, Chairperson Offices, Resource Center, Student Lounge, Dean's Offices, Faculty desks and lockers

Copies of the School Catalog available in the Admissions Offices

C. Program/language institution self-recommendations

1. A curriculum map will be developed to create a snapshot of the outcomes in each course level, as well as organize a visual that presents a timeline of outcomes. March 2013.

2. Full implementation of web-based course management system to better assess student learning outcomes and report on student learning outcomes. These will be phased in quarterly. April 2013.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Curriculum Standard 3: The instructional materials and methodologies are appropriate and contribute to the mastery of course objectives.

A. Required responses

1. State any language learning/teaching approaches, theories or methodologies to which the program or language institution primarily subscribes.

All ESL courses follow a performance based, lexical and active learning strategy approach. Students are active participants in the learning process. Group work, pair work, question and discussion are common practices in the ESL classes at SPANISH-AMERICAN INSTITUTE. This approach is a best practice as outlined by TESOL and other professional language associations. Furthermore, SPANISH-AMERICAN INSTITUTE recognizes that our student population is diverse both ethnically and academically, therefore, faculty take into account the wealth of life experiences our students bring to our classes. Students are active in building background knowledge on particular subjects.

Lastly, language is not isolated, so language skills are not taught in isolation. Listening and speaking are taught alongside reading and writing. Students use a textbook series that recycles vocabulary and builds schema in each skill area. While students are listening to a lecture on philanthropy they are also reading, writing and talking about it.

2. If varied methods are in use, explain how they are integrated into a coherent approach that accomplishes delivery of the curriculum.

SPANISH-AMERICAN INSTITUTE orients all new instructors prior to teaching. The Dean of Academic Affairs or President works with new faculty and uses an in-house generated orientation packet, SPANISH-AMERICAN INSTITUTE ESL Teaching Standards of Good Practice in ESL Teaching. This document covers Spanish-American Institute's approach to language teaching, as well as a detailed explanation of the curricula. Each course is described in detail, with goals, objectives and outcomes. Instructional tools are highlighted as to why they were chosen, and the method in which they should be used in class. In-class examples of how the text and other instructional tools should be used to best meet each courses student learning outcomes are described. Supplementary materials are also outlined and detailed how they can also be used to support the achievement of the student learning outcomes.

3. If a particular method is used for a particular course/level, for each course explain why the method is appropriate for the target curriculum, course goals and objectives, and student learning outcomes.

Methods and approaches are consistent in the teaching of all levels and courses.

4. List the types of instructional materials and instructional technologies used in each curriculum. Describe how the program or language institution has determined these materials and technologies meet the needs of students and are effective for delivering the curriculum.

Level One uses WorldView (an integrated skills text), Levels 2-6 use the NorthStar series, Levels 1-5 (Listening & Speaking and Reading & Writing). In addition to the texts, the students in Level Four are also piloting the MyNorthStar Lab. MyNorthStarLab is a web-based course management system with course content. Therefore, students can practice and engage in course content outside of the classroom in a stimulating and productive manner. It is our hope that the MyEnglishLabs will be fully integrated into existing course content by April 2013 due to our plan to quarterly phase in the digital component.

These materials were chosen after careful examination of publisher produced materials, as well as presentations by several publishing companies and well-respected ESL Professionals.

NorthStar and WorldView employ the ESL teaching profession’s model of best practices which the Institute promotes in all its ESL classes. Each NorthStar unit integrates reading/writing with listening/speaking to help students build language competence while encouraging personal expression. Vocabulary is recycled through each unit and each text.

The NorthStar Method incorporates the following:

1. Respect for Students. NorthStar assumes that students are mature, intelligent people who have something to say, even when not fluent in English.

2. Critical Thinking/Higher Order Thinking Skills. Each NorthStar unit leads students through exercises of increasing detail and complexity. "Thinking" with a language develops neural pathways in the brain. These neural pathways are not developed by passive drills such as grammar exercises. We do not speak grammar. When students think with or create with language, they begin to make it theirs own because the languages patterns become imprinted in their brains.

3. Vocabulary Comprehension Learned From Context. The purpose of NorthStar's “vocabulary” work is not to teach words. Words are not ends in themselves. NorthStar’s vocabulary and other word-work integrates several language skills at once. “Vocabulary” in NorthStar requires reading, thinking, writing, etc. Sections called “Vocabulary” or “Focus on Words” provide practice in the use of words within larger contexts. “Words” are the variable raw material that develop the target reading, writing, speaking, and listening skills.

4.a. Grammar Learned From Context and Application. NorthStar’s formal grammar unit comes near the end of the unit. This is deliberate. We do not speak grammar. We certainly do not learn to listen or speak by learning grammar. In NorthStar, by the time students get to the formal “grammar” section, they have had considerable experience using the unit’s target grammar. They have already:

· heard the grammar forms many times,

· spoken the grammar forms many times,

· read the grammar forms many times, and

· written them (to the extent that the teacher has provided students with writing opportunities based on the Unit’s activities).

4.b. Student Questions About Grammar. Students often tell teachers that

they want to learn grammar. What do students mean by this? Often, it means that they are more comfortable doing passive grammar then doing the harder work of really using a new language. Good teachers will explain to them why they will learn more English by actively using it then by doing grammar drills.

Just as often, students who say they want more grammar really mean that they want more work in writing. Most of the international students at the Spanish-American Institute want to attend an American college or university. They know that they need more work in the academic application of English. And they know they will need to pass the TOEFL test which requires a lot of writing.

NorthStar requires students to actively use English in an integrated fashion. The authors of the TOEFL exam, have stated that NorthStar is the best preparation for the TOEFL exam. It is the best preparation for the TOEFL because NorthStar requires students to use English in reading, writing, speaking, and listening in the integrated ways tested by the TOEFL.

5. Activities. NorthStar uses connected “activities” instead of “exercises.” Students participate in “activities” through which they actively learn to create with language.

6. Style. NorthStar’s "Style" section teaches the cultural and social uses of English in everyday life, in the workplace, and in the American classroom. Examples include: how to answer the telephone in home and business settings, how to disagree with someone, or how to get someone's attention without making them angry. These are culture-bound activities that differ from one culture to another.

7. Research/Fieldwork. At the end of each NorthStar unit, students engage in highly structured guided activity based on the Unit's theme. The activity typically requires that they observe something "in the field" or do research on the Internet or elsewhere and then share their observations with a group or with the class. Again, NorthStar never asks students to do something for which they are not prepared. Notice how NorthStar always provides students with a “safety net” (see item 8, below) such as an outline to follow or a set of guiding questions. Please spend as much time as it takes on this important textbook component, since it allows students to employ everything they have learned in the Unit, creating with language.

8. Safety Nets. NorthStar has built-in safety nets. Each exercise or activity builds upon the skills of the previous one(s). The textbook never asks students to do something without previously having given them the material and guidance they need to do it. The safety net assumes that teachers will recognize when they need to return to a previous activity and repeat it. If students have difficulty with a new activity, they obviously have not mastered the skills of previous activities needed to do the new work. This cues the teacher that he/she should go back to previous learning activities and repeat them until students have mastered them.

5. Explain how the program ensures that instructional materials are clearly related to classroom activities and assignments.

There is a continuous, ongoing effort to ensure that all instructional materials are supportive of the delivery course goals, and thus the achievement of the student learning outcomes. The Dean of Academic Affairs along with the Division Chairs of IEL (Intensive English Language) provide on-going training to faculty regarding how to use the instructional materials to best meet the learner needs and appeal to a variety of learning styles. Faculty meetings always have an outside speaker or workshop that presents on this cohesive framework. Thus, faculty are well versed in constructing activities and assignments that align with student learning outcomes.

6. State where or how course materials are made available to faculty and students.

Course materials are provided for all faculty. Additionally, faculty have access to supplementary instructional materials through our Instructional Resource Manual (both hard copy and web link), and our Teacher Resources link off our homepage.

All course materials are available through our onsite bookstore. Additionally, the Institute supports the Student Club’s Book Exchange program, as well as allowing students to post notifications regarding texts on the Institute’s Student Club Facebook page.

7. State the program’s or language institution’s copyright policy and state where it is made available.

The following is Spanish-American Institute's copyright policy. It is found in our Faculty Handbook, in the School Catalog and through both links off our website.

The Spanish-American Institute requires faculty to observe the legal restrictions on duplication of copyrighted material in the United States Copyright Law. The duplication of multiple copies of print and graphic material for classroom use is restricted by the Law's "fair use" guidelines.

While the Law does not provide an exact measure of the amount of copyrighted material that a faculty member may duplicate without first seeking permission from or making payment to the author or publisher of the copyrighted material, it does provide guidelines restricting the nature and amount of material that may be duplicated and the amount that may be duplicated in any time period.

The Spanish-American Institute strives to provide teachers and students with comprehensive copyrighted required textbook and workbook materials for all courses. Faculty are encouraged to maximize the use of school textbooks and workbooks in their classes and to use additional material only when absolutely necessary. In those instances, The Spanish-American Institute has adopted the following "fair use" requirements for multi-copying of copyrighted material, consistent with standards used at many other postsecondary institutions.

Faculty members are required to observe the following school copyright policy, whether the material for classroom use is being duplicated by the Spanish-American Institute or by a source outside the school:

1. "Consumable works" such as workbook material may never be copied for classroom use.

2. The same item shall not be duplicated over and over again.

3. No more than 10% or 1,000 words, whichever is less, of a longer prose work may be duplicated for classroom use.

4. For all other material, consult with the Dean of Academic Affairs before duplicating multiple copies.

B. Verification

Curriculum Standard 3

1. Documentation in the report

Books and Materials List

NorthStar Research

"Fair Use" Duplication of Copyrighted Material in School Catalog

Faculty Memo on Copyrighted Materials

Policy on Copyrighted Materials in Instructional Resource Manual Fall 2010

2. Verification on site

Books and Materials for available in the school bookstore

Copies of the Faculty Handbook in Resource Center, Special Events Center and Student Lounge

Copies of the Faculty Handbook available is faculty and staff desks and lockers

Copies of Instructional Resource Manual with faculty, staff and in Resource Center, Special Events Center, Student Lounge and administrative offices

C. Program/language institution self-recommendations

1. SPANISH-AMERICAN INSTITUTE will fully implement MyNorthStar Lab to support current instruction. To measure it’s effectiveness to achieve student learning outcomes, SPANISH-AMERICAN INSTITUTE will conduct two surveys. The first will be to measure student perception of effectiveness. Secondly, the Dean of Academic Affairs will compare success rates of a cohort of students who only used traditional texts, with a cohort of learners who used the web-based tool in addition to course texts. Progression time, retention and bi-monthly assessment scores will all be evaluated. April 2013.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Faculty

Faculty Standard 1: Faculty members have education and training commensurate with their teaching assignments.

A. Required responses

1. List all faculty categories within the program or language institution. For each category, describe the distinguishing features, and state the required minimum educational and training qualifications for employment.

There is only one rank of faculty at Spanish-American Institute. All faculty meet Spanish-American Institute's, ACICS’s and New York State’s requirements to teach. These include:

· bachelor’s degree or above;

· license to teach ESL from the State of New York Education Department;

· orientation training from the President and the Dean of Academic Affairs at SPANISH-AMERICAN INSTITUTE.

Upon hiring, the institute verifies all qualifications with official transcripts. Faculty are then oriented prior to teaching. The formal orientation involves working with both the President and the Dean of Academic Affairs. The President orients the new faculty to the institution’s mission, philosophy, payroll and benefits, and faculty responsibilities as outlined in the Faculty Handbook. The faculty are then oriented to specific course content by the Dean of Academic Affairs. This orientation involves receiving texts, course materials (including syllabi), instructional methodologies, and other supporting materials. The Dean reviews the Institute’s handbook, ESL Teacher Orientation Standards of Good Practice in ESL Teaching. New hires observe several classes in the level he or she will be teaching as well as the subsequent level, prepare lessons and begin teaching.

2. For each category, state how these required minimum qualifications are consistent with and directly support the program’s or language institution’s mission, established curriculum, and other program components.

All faculty hold New York State licenses to teach ESL, and are well trained prior to teaching in carrying out the mission of the institute. Furthermore, through both Faculty Responsibilities (as outlined in the Faculty Handbook) and the Professional Development Plan which each teaching member is required to complete, the qualifications of the faculty exceed the minimum standards and move the institution forward in carrying out its’ mission. The faculty are encouraged to participate in all faculty meetings. These meetings, which include a workshop, provide professional development experiences for the faculty. These intensive workshops are dedicated to a specific aspect of instruction, and allow members to explore new teaching materials and methods.

Furthermore, as stated in our Professional Development Plan, Faculty members have responsibilities to their discipline and to the advancement of knowledge generally. To this end, they shall devote their energies to developing and improving their scholarly competence and to remaining informed and knowledgeable about developments in the academic areas to which their teaching assignments relate.

Each faculty member is asked to participate in the preparation of an annual "Professional Development Plan" which details specific professional goals and the means to attain them.

3. State how the program or language institution ensures that faculty members’ qualifications are aligned with their teaching assignments, including assignment to teacher training courses and blended or online courses, if applicable.

All teachers are required to have the minimum qualifications as set out by both SPANISH-AMERICAN INSTITUTE and the New York State Department of Education. Thus, each teacher holds a New York State Education Department license and is qualified to teach in the areas specified in their license. All teachers of ESL-Plus courses have a BA or BS degree, hold the NYS Education Department Teacher of English to Speakers of Other Languages license and have taken the state-required methods courses. Teachers are assigned courses based on both personal interest and previous experience with courses. The President makes assignments and uses data from all forms of evaluation to create the master schedule and make assignments.

4. Complete the Table of Faculty provided by CEA at the accreditation workshop. For any faculty who do not meet the program’s or language institution’s stated minimum qualification for employment, list the name of each individual and state the rationale for each individual’s employment and teaching assignments.

The Table of Faculty it included with this Self-study report at Table of ESL Faculty. There are no faculty who do not meet the stated minimum qualifications for employment.

B. Verification

Faculty Standard 1

1. Documentation in the report

Qualifications for Employment

Procedures for Assignments

Table of ESL Faculty

2. Verification on site

Faculty Personnel files located in the President's Office

C. Program/language institution self-recommendations

1. Continue to provide Faculty Workshops and conduct follow-up survey on the value of the workshop for faculty. February 2012.

2. Survey faculty regarding their needs, interests for future faculty professional development workshops.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Faculty Standard 2: Faculty have experience relevant to teaching students at the postsecondary level in their areas of assignment and demonstrate an ongoing commitment to professional development.

A. Required responses

1. For each faculty category, state the hiring requirements for teaching experience and professional development.

There is only one faculty category. Faculty must have a BA or BS degree and complete the TESOL methodology sequence required by the New York State Education Department for obtaining of a New York State TESOL Teacher's License or have completed its equivalency in credit hours in an accredited institution..

Experience is not required. All teachers demonstrate an ongoing commitment to professional development by participation in pre-employment observations and conferences with the Dean of Academic Affairs and the President. In addition, faculty members participate in regular Faculty Meeting Workshops, complete the NYS Education Department TESOL methodology sequence, keep up-to-date with professional trends through their memberships in NYS TESOL and NYS Business Teachers Association and through peer-coaching and mentoring.

2. For each category, state the ongoing professional development requirements, including what activities the program or institution accepts as evidence of faculty members’ commitment to appropriate professional development. Indicate where this information is written, how compliance with requirements is documented by faculty, and how it is monitored.

SPANISH-AMERICAN INSTITUTE recognizes the value of on-going professional development. Therefore, we have established three avenues to ensure that our faculty receive and participate in continuous, on-going professional development practices. First, SPANISH-AMERICAN INSTITUTE holds faculty meetings on Saturdays which attendance is encouraged for all teaching personnel as outlined in the Faculty Handbook. This is done to ensure that all personnel will be able to attend and participate in these meetings. The first part of the day is conducted as a regular, business meeting. However, the second portion of the day is an intensive workshop dedicated to a specific aspect of instruction. The Institution provides an ESL Professional from the outside to come and conduct the workshop. Recent workshops included:

· Learning Taxonomy—Moving From Lower to Higher Order Language and Thinking Skills

· Introduction to the NorthStar Approach

· Four Skills Integration and Burning Questions: Connecting Through Grammar and Theme

· Transform the Way You Teach: Blended Learning.

Secondly, as outlined in the Faculty Handbook, all teaching personnel are required to complete a Faculty Development Plan. Results of the individual faculty plans provide data for the following year’s summary evaluation, documented by evidence that the previously agreed upon Plan’s goals and objectives have been accomplished. Faculty meet with the Dean of Academic Affairs to develop the plan, setting professional development goals and objectives. The Dean maintains the file, along with documentation. Documentation includes college transcripts, course or workshop certificates, state licenses copies, test completion results for professional licenses or certificates, letters or certificates recognizing participation, and in-house workshop attendance.

Lastly, the institution has provided funds for all teaching personnel to join the New York State TESOL organization. Through this organization, faculty are able to connect with other ESL Professionals in the state, stay current on best practices in the field and participate in NYS TESOL workshops and conferences.

3. Describe how the program or language institution has established that teaching experience and professional development requirements are relevant to and support its mission.

During the Professional Development Planning process with the Dean of Academics, relevant opportunities are discussed and presented. All experiences are required to move the mission of the institution forward. Any experiences that do not do so, are not accepted by the Dean of Academic Affairs. Furthermore, the Dean of Academic Affairs encourages faculty to seek out those experiences that would enrich their teaching as a result of teacher observation reports.

4. Describe how teaching assignments are affected by the faculty member’s teaching experience and professional development activities.

Faculty go through a three-step evaluation process that determines his or her teaching assignment. First, teachers are assigned those courses that they have a professional interest and experience with. This experience can be based on previous teaching experience, classroom experience (i.e. Master’s courses or other professional licensing courses), or work accomplished through a professional development experience. Secondly, based on the Professional Development Plan of the faculty member, courses may be assigned to allow faculty to experiment with a new approach or instructional tool (i.e. web-based tool). Lastly, faculty are also assessed by means of a classroom observation. Classroom observations provide the Dean of Academic Affairs an avenue to see the strengths and weaknesses of each instructor.

5. Explain how the program or language institution monitors and supports development of faculty members who do not have appropriate experience for their individual teaching assignments or for the program’s or institution’s mission.

The Institution encourages former students to seek out licensing and professional development experiences in order to meet the requirements to teach at SPANISH-AMERICAN INSTITUTE. Interested parties shadow an experienced teacher, and complete the orientation process. However, these personnel do not teach until they have met the minimum requirements set by the state and SPANISH-AMERICAN INSTITUTE. Once requirements have been met, they begin teaching under the close supervision of both the Dean of Academic Affairs and the Division Chairs of Intensive English Language.

B. Verification

Faculty Standard 2

1. Documentation in the report

Table of ESL Faculty

Professional Development Policy

Faculty Handbook Statement on Annual Professional Faculty Development Plan

Professional Development Overview Statement from Faculty Handbook

2. Verification on site

Faculty personnel files available in the President's office

Copies of the Faculty Handbook in Chair Offices, Deans' Offices, Faculty desks and/or lockers and in the Student Lounge, Resource Center and Special Events Center

C. Program/language institution self-recommendations

1. SPANISH-AMERICAN INSTITUTE will continue to offer professional development experiences for faculty.--Ongoing

2. SPANISH-AMERICAN INSTITUTE will develop and implement a teacher mentor program. A formal teacher mentor program will support new, credentialed, but inexperienced teaching personnel.—September 2012

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Faculty Standard 3: Faculty who teach English demonstrate excellent proficiency in English. In language institutions where languages other than English are taught, faculty demonstrate excellent proficiency in the languages they teach.

A. Required responses

1. State the program’s or language institution’s policies or procedures to establish that faculty are appropriately proficient users of the target language.

New York State Department of Education requires all faculty to have a New York State license to teach at a registered business school. In order to obtain the license applicants must first obtain a temporary license. To do this:

“ . . .A temporary teacher's permit valid for one year, during which time a 30- clock-hour approved course in general teaching methods from a proprietary school association recognized by the commissioner or a three-semester-credit-hour course in general teaching methods from an institution whose programs are registered or recognized by the department shall be completed”.

After the provisional period, the following is needed for a full license:

“. . . a full teacher's license after completion of two additional 30-clock-hour approved professional education courses from a proprietary school association recognized by the commissioner or three additional semester credit hours in appropriate professional education from an institution whose programs are registered or recognized by the department during the period of validity of the provisional license. Such full teacher's license shall be valid for a period of four years, and a teacher shall apply for the renewal of such teacher's license every four years.”

Based on New York State law, applicants must complete a methods course, and two subsequent courses. These courses are taken at an approved institution. In order for teachers to successfully complete these courses, they must demonstrate language proficiency based on the criteria outlined.

Lastly, both the President and the Dean of Academic Affairs interview all prospective candidates. Through this process language proficiency is assessed informally, if a job offer is made official transcripts and evaluation of foreign credentials are obtained.

2. If applicable, state how the program or language institution ensures that a faculty member’s proficiency in a specific variety of English is consistent with the program’s mission as well as the objectives of the course being taught.

The Program’s mission as well as the objectives of the courses being taught do not require proficiency in a specific varietal English.

B. Verification

Faculty Standard 3

1. Documentation in the report

Faculty Handbook statement on English Language Proficiency

2. Verification on site

Copies of the Faculty Handbook may be found in the Deans', Chairs', President's, and Faculty Student-Services Associates' Offices as well as in the Resource Center, Student Lounge and Special Events Center

C. Program/language institution self-recommendations

None.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Faculty Standard 4: Teachers in training are appropriately selected, trained, and supervised for the instructional situations in which they are placed.

A. Required responses

1. Indicate if the program/institution uses teachers-in-training (such as student teachers, graduate teaching assistants, interns, or practicum participants):

__x_ no (If no, do not respond further.)

_____ yes (if yes, respond to 2 – 5 below.)

2. List all teacher-in-training categories within the program or language institution. For each category, provide the required minimum qualifications and process of selection.

3. For each category, describe how the teachers-in-training are trained and supervised. Indicate the qualification and responsibilities of faculty supervisors of teachers-in-training.

4. Explain how the program or language institution establishes and maintains an appropriate balance between the number of classes taught by faculty and those taught by teachers-in-training.

5. Explain how the program or language institution maintains quality and continuity for students when using teachers-in-training as instructors.

B. Verification

Faculty Standard 4

1. Documentation in the report

Class Schedule Update 20120131 with teacher names and Table of ESL Faculty with degrees might be used to verify that there are no teachers-in-training.

2. Verification on site

Faculty files and teacher assignment list available in the President's Office will verify that no "teachers in training" are utilized.

C. Program/language institution self-recommendations

None

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Faculty Standard 5: Faculty members each receive a job description and all the terms and conditions of employment in writing at the time they are hired and any time their duties or employment conditions change.

A. Required responses

1. Complete the table below by indicating in the right hand column the document names and page numbers (if applicable) that inform faculty of their duties and responsibilities.

Faculty duties and responsibilities	Found in these documents
job responsibilities	Faculty Handbook: Job Responsibilities
teaching load, course assignments	Faculty Handbook: Teaching load and Course Assignment
responsibilities outside the classroom	Faculty Handbook: Outside Responsibilities
professional development expectations	Faculty Handbook Faculty Handbook ((Professional Development Expenses)
service expectations	Faculty Performance Standards and Expectations
length of employment/appointment	Faculty Handbook, page 21
compensation and benefits	Faculty Handbook, pages 26-27
policies regarding confidentiality of personnel records	Faculty Handbook, page 23
criteria and procedures for performance evaluation	Faculty Handbook: Evaluations, pages 22 Faculty Handbook, Faculty Class Observation Form, page 29 Faculty Handbook: Student Faculty and course Evaluation Form, page 33 Faculty Handbook: Student Faculty Evaluation Form, page 35
policies and procedures for termination	Faculty Handbook, page 25
grievance procedures	Faculty Handbook, page 22

2. For each faculty category, state how, when, and in what format a faculty member is informed when his/her duties or employment conditions change.

Faculty employment conditions change as a result of not only performance evaluation, but changes in student enrollment. If enrollment is insufficient, there may be a reduction in the number of class hours taught; however, it is a preferred practice of the Institution to reduce payroll through attrition rather than a reduction in force.

3. Is the faculty covered by collective bargaining agreements?

_x__ no

____ yes

4. If yes, describe how collective bargaining agreements affect the program’s or language institution’s contractual obligations.

B. Verification

Faculty Standard 5

1. Documentation in the report

Job Descriptions Guide 2012

Terms and Conditions of Employment as Described in the Faculty Handbook

Faculty Performance Standards and Expectations

2. Verification on site

Copies of the Job Description Guide and Faculty Handbook may be verified in the Offices of the Deans, Chairs, Faculty Student-Services Associates as well as in the public areas of the school, such as the Resource Center, Student Lounge and Special Events Center.

Faculty Performance Standards and Expectorations may be verified in faculty personnel files available in the President's Office.

C. Program/language institution self-recommendations

none

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Faculty Standard 6: The program or language institution has an adequate number of faculty, whose duties are structured to permit timely and effective completion.

A. Required responses

1. For each faculty category, describe the typical faculty work assignment, including all responsibilities.

There is only one faculty rank at the Spanish-American Institute. The typical part-time faculty member will be responsible for 4-50 minute teaching periods. Additionally, full-time faculty members will have 4, but no more than 7-50 minute teaching periods as well as a variety of administrative student support activities, such as advising and counseling students regarding personal, academic and immigration issues.

2. For each category, explain how the program or language institution has established that the faculty workload (including teaching and other responsibilities) sets achievable tasks for the assigned time.

In compliance with ACICS standards, the Spanish-American Institute assigns a maximum of 7 teaching hours per day, with a limit of 4 class preparations.

3. List faculty members who do not have typical assignments for their category. Indicate the mix and proportion of job responsibilities assigned to each person and explain the rationale for these assignments.

The Spanish American Institute ensures through periodic review that all faculty comply with ACICS standards and the aforementioned policies.

B. Verification

Faculty Standard 6

1. Documentation in the report

Job Description Guide 2012

Teaching Assignment Schedules for current period (in Excel format)

Teaching Assignment Schedule for current period (in .pdf format)

Floor Plan.doc

2. Verification on site

Job Description Guide may be verified in the President's, Deans', Chairs' and Faculty Student Services Associates' offices as well as in the public areas of the Institute, such as the Resource Center, Special Events Center and Student Lounge.

Teaching Assignment Schedules may be verified in the President's Office and by visiting classes in session using the Floor Plan.

C. Program/language institution self-recommendations

None.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Faculty Standard 7: The program or language institution describes to faculty clearly and in writing the performance criteria and procedures for evaluation at the onset of the evaluation period; conducts faculty performance evaluations that are systematic, regular, fair, objective, and relevant to achieving program or institutional goals; and conveys evaluation results to faculty in writing in a timely manner.

A. Required responses

1. For each faculty category, describe the process used to evaluate faculty. Include how they are informed of the criteria and procedures and how they receive the results of the evaluation.

Faculty evaluation has three components:

1. Faculty Development Plan

2. Classroom Observation with Observation Report

3. Student Evaluations.

Faculty work with the Dean of Academic Affairs to generate a Professional Development Plan. These plans are based on one of two things. First, if the faculty member is new, the Dean will guide the teacher towards appropriate development opportunities. Secondly, if the faculty is a returning member, the faculty member is asked to seek out professional development opportunities to enhance his/her teaching, based on their previous classroom observation report.

The classroom observation is conducted yearly. Experienced faculty, IEL chairs and Deans observe the faculty member teaching and measures three main areas of classroom instruction: Content, Organization and Instruction and Student –Teacher Interaction. Within each area, several measurable criteria are outlined. After the observation, the Dean of Academic Affairs or the President meets with the faculty member and he or she signs the school file copy of the evaluation form and receives a copy of their own.

Lastly, the Dean of Academic Affairs or the President reviews all student evaluation forms and aggregates the data to ensure that programmatic outcomes and course outcomes are being delivered in an effective and productive manner. The Dean shares the information with each teacher and uses the data to help guide the teacher towards relevant professional development activities and experiences.

The entire process is clearly outlined in the Faculty Handbook. Each faculty member receives a hard copy upon hiring, and has access to the Faculty Handbook via SPANISH-AMERICAN Institute's website.

2. List the sources of data used in evaluation, state how this data is collected, and state how each contributes to the evaluation process.

The sources of data in the evaluation process include: Professional Development Plan, the Classroom Observation Report, and Student Evaluations. The Professional Development Plan is collected yearly.

3. Explain how the program or language institution ensures that faculty have input into the evaluation process. Indicate when faculty receive evaluation results in writing and when they can respond to their evaluations.

SPANISH-AMERICAN INSTITUTE recognizes the importance of faculty input in the evaluation process. Faculty have input in the following two ways. First, in the Faculty Development Plan. Faculty Development Plans are generated based primarily on the classroom observation and the meeting that occurs after the classroom observation between the faculty member and the Dean of Academic Affairs. Secondly, at that meeting, the post-observation meeting, Faculty are given the opportunity to respond in writing to the observation report that was written. They may add comments, and those are attached to the observation report and kept in the personnel file.

4. Explain how the evaluation process is systematic, regular, fair, objective, and relevant to achieving program goals.

Since the process has been in place, Administration has worked to ensure that the process is systematic, regular and fair. This has been done in a variety of ways. First, the process is the same for all faculty. The process runs on a yearly cycle. That is, each faculty member will develop a Faculty Development Plan and participate in the observation cycle yearly. All observations are conducted by personnel who are well-experienced in ESL methodology. Lastly, the purpose of the observation is to ensure that the course goals are being carried out. The observation reports speaks directly to the faculty members ability to carry out course goals, and adequately measure student learning outcomes.

B. Verification

Faculty Standard 7

1. Documentation in the report

Policies and Procedures for evaluation

Template for Professional Development Plan

Evaluation Materials

2. Verification on site

Copies of the Faculty Handbook may be verified in the Institute Faculty Student-Services Associates', Chairpersons', and Deans' offices as well as in the public areas, such as the Student Lounge, Special Events Center and the Resource Center.

Evaluation materials may be verified on site in faculty personnel files located in the President's Office.

C. Program/language institution self-recommendations

1. SPANISH-AMERICAN INSTITUTE plans to introduce a Self-Evaluation as part of the process. While this is currently done in an informal manner and to a certain degree with the Professional Development Plan, an end of year report highlighting an instructors strengths, weaknesses, contributions, plans for future would be healthy for both the individual teacher and the institution. March 2013

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Facilities, Equipment, and Supplies

Facilities, Equipment and Supplies Standard 1: The program or language institution has facilities, equipment, and supplies that support the achievement of its educational and service goals; are adequate in number, condition, and availability; and are accessible to students, faculty, and administrators.

A. Required responses

1. Enter the requested numbers.

__650___ average number of students per term over the last 6 months

__18 ___ average number of students per class

__14 ____number of available permanent classrooms

__14 ____number of classrooms needed during an average term

__19 ____number of support staff and administrators

__19 ____number of workspaces for support staff and administrators

__34 ____number of faculty (ESL and non-ESL)

__10 ____number of workspaces for faculty

_12 ____ number of part-time faculty

__0_____ number of workspaces for part-time faculty * (see clarification in #2 just below).

__5* ___ number of learning labs (computer, media, and listening labs) * movable cart TV/DVD and

iMac Units

2. If necessary, provide information to explain the site’s use of rooms and workspaces listed above.

Most student attend from 9:15 am to 12:55 pm or from 5:51 pm to 9:14 pm. There is amply workspace for part-time and full-time faculty in classroom which are un-occupied during the "off-peak" afternoon class hours. In addition there are 6 Faculty Chair work areas available to the Department Chairs.

Part-time and full-time faculty are welcome to use the ample number of unused internet-connected computers in the Resource Center and in the Computer Applications Room whenever they arrive early or wish to stay late.

In addition faculty may use work areas in the Student Lounge and Special Events Center during their free periods. This also allows for comfortable, informal interaction with students.

3. Describe how the program or language institution ensures that classrooms, laboratories, offices, and student areas are of sufficient size; are accessible to students, faculty, administrators, and support staff; and are clean, safe, and secure.

The language institution assures that classrooms, laboratories office and student areas are of sufficient size by monitoring the week in and monthly enrollments and adding additional sections or shifting section level allocations as needed.

The entire facility is located on one contiguous 12,000 square-foot floor with a comfortable quadrangular hallway design, assuring that all resources are easily accessible to all faculty, students, and staff.

The Institute assures that the entire facility is clean by contracting for nightly janitorial spot-mopping of floors, trash removal and bathroom sanitizing as well as for monthly waxing all tile floor areas. Administration, faculty and staff monitor the facility constantly during school hours for unsightly or hazardous conditions. The administration is notified and appropriate corrective action taken.

The Institute facility is constructed with safety and security as a paramount concern. All classrooms and offices are equipped with glass, vision panels. The Center Hall Computer Applications Room has extensive vision panels on three sides. All persons entering and leaving the Institute must pass through the reception area and past the offices of the Dean of Student Services and the President (each of which are equipped with large vision panels and one of which at least is always occupied).

4. List the equipment and learning resources and materials available for instructional uses. After each, indicate the number of items available.

COMPUTERS	NUMBER	OWN/LEASE
Apple iMac Computers	72	own
IBM NetVista PC	9	own
IBM Aptiva PC	15	own

OTHER INSTRUCTIONAL EQUIPMENT	NUMBER	OWN/LEASE
Ricoh Color Laser Printers	1	own
HP Black and White Laser Printer	3	own
Flatbed Scanner	1	own
	0
Adding machines	6	own
Grand Piano	1	own

AUDIO-VISUAL EQUIPMENT	NUMBER	OWN/LEASE
Television - DVD -CD (movable Cart Units)	3	own
Overhead projector	1	0wn
Boom Box CD player	14	own
27" iMac Computers on Mobile Classroom Carts (for classroom wireless internet and DVD/CD viewing)	2	own

5. List the equipment available for administrative, support staff, and faculty use. After each, indicate the number of items available.

Type of Equiplent	NUMBER	OWN/LEASE
Apple MacBook Computers	8	own
Windows PC	20	owno
Ricoh Scanners	2	own
Booklet Binder	1	own
newletter/ flier automatic folding machine	1	own
SCO Unix Student Record database servier	1	own
Sonicwall firewall	1	own0
M3/Mandaran Library database server	1	own
Unix internet proxy, website and mail server	1	own
backup unix proxy, website and mail server	1	own
"trixbox" unix ip phone server	1	own
IBM Wireless internet hubs	2	own
Apple Airport extreme wireless hubs	6	own
apple imax database file server	1	own
Ricoh Color laser printers	2	own
HP Laserjet printers (black & white)	6	own
Star receipt printers	10	own
Windows PC Fax server	1	own
NT Domain server	2	own

6. Describe how the program or language institution ensures that equipment is properly maintained, available from session to session, of sufficient number, and accessible to those who need it.

The Institute ensures that the equipment is properly maintained by being available constantly to receive student and faculty reports of equipment in need of repair or replacement. Faculty are instructed in the Faculty Handbook on the importance of reporting equipment in need of repair or replacement.

Students are reminded of the need to assist in good "Housekeeping" in the School Catalog.

The Institute Bookstore is staffed continuously during school hours to be sure that resource materials and supplies are available to faculty and staff.

The Institute President and Deans cooperate to be sure that faculty and staff have easy access to them through0ut the school day for requests of supplies, materials and equipment.

7. Describe how the program or language institution ensures that learning resources and materials are sufficient and accessible to faculty and students.

Students may purchase their textbooks from the Institute Bookstore. They are encouraged to use Facebook, Amazon and the Student Club Book Exchange to obtain use texts or to sell texts they no longer need. By helping to control costs, the Student Club Book Exchange helps to assure that needed materials will be available and within the economic reach of all students.

By working more closely with book publishes the Institute has obtained commitments this session for complimentary copies of all Teacher Manuals and Textbooks for each faculty member. This will greatly reduce the strain on resources as the Institute meets the needs of teachers for "next edition" texts and manuals.

8. Describe how the program or language institution ensures that supplies are sufficient and accessible to those who need them.

Supplies are available in the Bookstore for easy accessibility. The Bookstore is staffed continuously during school hours. Bookstore staff maintain inventory and request replenishment as needed from the supply acquisition coordinator, Ivelisse Rymer.

B. Verification

Facilities, Equipment and Supplies Standard 1

1. Documentation in the report

Floor plan

Faculty Handbook, Housekeeping, page 19

School Catalog: Bookstore Supplies, page 14

School Catalog: Housekeeping, Supplies, page 14

2. Verification on site

Faculty Handbooks may be viewed on site in the President's, Chairs', Deans', and Faculty Student-Services Associates offices. In addition, Faculty Handbooks can be found in Faculty desks and lockers.

School Catalogs may be found on site in the offices of the Faculty Student-Services Associates.

C. Program/language institution self-recommendations

None.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Administrative and Fiscal Capacity

Administrative and Fiscal Capacity Standard 1: The program or language institution clearly defines and provides a rational for formal linkages with other entities.

A. Required responses

1. Indicate the legal status of the program or language institution by checking any of the following that apply.

_____ Program within a university or college

Name of the department or unit within which the program resides _________________

_____ Program within a community college

Name of the department or unit within which the program resides _________________

_____ Program with direct reporting lines within a university or college, and for which some services are managed or delivered through contracted relationships

_____ For-profit language school (corporation)

__x_ Not-for-profit language school (corporation)

_____ Language school with agreement to offer courses or programs on a university or college campus

_____ Other (Complete 2 below.)

2. If other, describe the legal status of the program or language institution.

3. Define the relationship(s) and provide the rationale(s) for any formal linkages with other entities, including but not limited to owners, business partners, joint venture partners, departments/units, corporations/governing boards, accreditors, or committees.

The Spanish-American Institute has been accredited by The Accrediting Council for Independent Colleges and Schools (ACICS) to offer certificates and diplomas since 1986.

There are no other such relationships.

4. Is the program or language institution part of an organization with multiple locations?

_x__ no

_____ yes

5. If yes, explain the relationship between the locations, and between the location under review and its managing or central office.

B. Verification

Administrative and fiscal Capacity Standard 1

1. Documentation in the report

Organizational Chart in PowerPoint format

Organizational Chart in .pdf format

ACICS Certificate of Accreditation to December 2012

2. Verification on site

The Organization Chart may be verified in the Site Visit Team's Review Room.

The ACICS Certificate of Accreditation may be view in the Institute's Reception Area.

C. Program/language institution self-recommendations

none.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Administrative and Fiscal Capacity Standard 2: The program or language institution has an administrative structure and a governance system that are effective in helping it achieve its mission and the mission of the host institution, if applicable. Administrative and support positions within that structure are adequate in number and staffed with individuals who have appropriate education, training, and experience.

A. Required responses

1. Complete and submit the Table of Administrative and Support Staff provided by CEA at the accreditation workshop showing numbers of administrative and support staff, their education, training and experience, and professional development activities.

The Table of Administrative and Support Staff is attached to this Self-study report.

2. Explain how the organization of positions and lines of authority (as revealed in the organization chart) and the numbers of administrative and support staff help the program or language institution achieve its mission.

The organization of positions and lines of authority and the number of administrative and support staff facilitates day-to-day operations and helps the Institute fulfill its mission.

The administrative and support staff work under the direct, personal supervision of senior management. They are of sufficient number and qualifications to support senior management in the maintenance of student financial and academic records and to maintain educational supplies, materials and equipment. They have an initial and then ongoing orientation with the President at the time of employment and immediately thereafter. There is a system of "peer coaching" in place which allows new administrative and support staff an extended time to "buddy up" with more experienced staffers who become their mentors.

Either one or another or all of the senior management staff (the President, Dean of Students and Dean of Administrative Services) is available during all school hours to observe staffer's performance and answer procedural and policy questions.

Administrative and support staff personnel folders contain resumes showing formal education, experience and professional training.

Since the majority of the administrative and support staff were students of the Institute and are current holders of NYS Teacher Licenses, they are uniquely positioned, from personal experience , to exhibit firsthand knowledge of issues relating to the teaching of English to nonnative speakers.

The President maintains a file of qualified applicants for administrative and support staff in order to assure that all positions are filled in a timely manner. The President takes special care that all assignments, even temporary ones, are filled only by fully qualified individuals.

All functions are available equally to day and evening. The current mix of part-time, full-time and mix-assignment administrative and support staff assures a smooth transition as staff members and staffing needs change. There is a ready pool of cross-trained individuals able to increase hours to full-time status or take over duties in other areas.

Administrative and support staff receive the same quantity and quality of professional development opportunities as faculty members.

Job Description Guide and personal orientation and observation by senior management assure that all employees understand their duties and responsibilities.

Administrative and support staff are all holders of BA or BS degrees as well as holders of New York State Education Department Registered Business School Teacher's licenses in a variety of fields (almost all including TESOL Teacher's licenses). A large majority of administrative and support staff are also former students of the Spanish-American Institute with experience at the Institute from on-campus employment and their time as students in our classes.

3. Does the program or language institution have joint administrative/faculty positions or full-time faculty who are placed in administrative positions?

_____ no

___X_ yes

3. If yes, explain how faculty members receive training for their administrative responsibilities and how such positions help the program or language institution achieve its mission.

Faculty members receive training for their administrative responsibilities through:

· a period orientation and observation by the President, Dean of Student Services and the Dean of Administrative Services

· an extended period of "peer coaching" and direct observation as they "buddy up" with a more senior staff mentor.

These positions help the Institute achieve its mission by providing a ready pool of cross-trained individual with firsthand sensitivity to the needs and expectations of international students.

4. Does the program have part-time administrative and support staff?

_____ no

__X__ yes

5. If yes, indicate the positions affected, and state how the program or language institution ensures that students receive required services in these areas.

The part-time administrative and support staff is in addition to full-time administrative and support staff and their addition to the Institute assures that there is adequate personnel to support the needs of the student body as well as a ready pool of trained staffers to increase to full-time status as individual staffers reduce their hours or leave the Institute.

B. Verification

Administrative and Fiscal Capacity Standard 2

1. Documentation in the report

Organization Chart in PowerPoint format Organization Chart w IEP2012 in .pdf format

Table of Administrative and Support Staff

Job descriptions for Administrative and Support Staff positions (see links bulleted immediately below):

2. Verification on site

Organization Chart and Table of Administrative Support Staff may be viewed on site in documents to be made available the Visit Team Review Area.

Job Description may be viewed on site the offices of the President, Deans, Chairs, Faculty Student-Services Associates as well as in public areas such as the Student Lounge, Special Events Center and the Resource Center.

C. Program/language institution self-recommendations

none.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Administrative and Fiscal Capacity Standard 3: Administrators and staff each receive a written job description at the time they are hired and any time their duties or employment conditions change.

A. Required responses

1. Complete the table below by indicating in the right hand column the document names and page numbers (if applicable) that inform administrators of their duties and responsibilities.

Administrative duties and responsibilities	Found in these documents
job responsibilities	Job Description GUIDE 20111219: Faculty Student-Services Associates
professional development expectations	Professional Development Plan in Faculty Handbook Professional Development Policy in Faculty Handbook
service expectations	Faculty Performance Standards and Expectations
length of employment/appointment	Length of Employment in Faculty Handbook
compensation and benefits	Compensation and Benefits, page 27, Faculty Handbook
administrative structure of the program	Organization Chart in PowerPoint format Job Description GUIDE 20111219
policies regarding confidentiality of personnel records	Access To and Maintenance of Personnel Files, page 24, Faculty Handbook
criteria and procedures for performance evaluation	Staff Performance Reviews procedures in Faculty Handbook
policies and procedures for termination	Termination of Employment Procedures in Faculty Handbook
grievance procedures	Grievance Procedures in Faculty Handbook

2. Complete the table below by indicating in the right hand column the document names and page numbers (if applicable) that inform support staff of their duties and responsibilities.

Support staff duties and responsibilities	Found in these documents
job responsibilities	Job Description GUIDE 20111219: Faculty Student-Services Associates
professional development expectations	Professional Development Plan in Faculty Handbook, page 9 Professional Development Policy in Faculty Handbook, page 11
service expectations	Faculty Performance Standards and Expectations
length of employment/appointment	Faculty Handbook 02012: Length of Employment
compensation and benefits	Compensation and Benefits, page 26, Faculty Handbook
administrative structure of the program	Organization Chart in PowerPoint format Job Description GUIDE 20111219
policies regarding confidentiality of personnel records	Access To and Maintenance of Personnel Files, page 24, Faculty Handbook
criteria and procedures for performance evaluation	Staff Performance Reviews procedures in Faculty Handbook
policies and procedures for termination	Termination of Employment Procedures in Faculty Handbook
grievance procedures	Grievance Procedures in Faculty Handbook

3. Explain how administrative and support staff are notified of any changes in their duties and responsibilities.

Administrative and support staff are in all instances notified of changes in their duties and responsibilities by direct personal interviews and consultation with the President, Dante V. Ferraro and/or Dean of Student Services, Paul Schiffman.

B. Verification

Administrative and Fiscal Capacity Standard 3

1. Documentation in the report

Sample letters of Employment offers

Job Announcement (Dean of Academic Affairs) New York Time Insertion Order

Monster.com NYTimes Dean Posting Manage Job Posting in .pdf Format

Faculty Handbook 2012.doc

Job Description GUIDE 20111219.DOC

Spanish-American Institute Organization Chart with IEP2012

Staff Evaluation Form 201202.doc

Staff Evaluation Memo 201202.doc

Table of Staff and Administration 20120225.doc

Faculty Performance Standards and Expectations 20111219.DOC

2. Verification on site

Faculty Handbooks and Job Description Guides may be verified on site in the offices of the Deans, Faculty Student-Services Associates, Chairs as well as in the public areas such as the Resource Center, Special Events Center and Student Lounge.

The organization Chart, Table of Staff and Administration and Faculty Personnel files may be viewed in the President's Office.

C. Program/language institution self-recommendations

none.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Administrative and Fiscal Capacity Standard 4: The program or language institution defines, encourages, and supports appropriate professional development activities for faculty, staff, and administrators.

A. Required responses

1. For faculty, state the policy on professional development, where the policy is written, and the opportunities the program or language institution encourages and makes available.

The Institute offers equal professional development opportunities to faculty, staff and administrators.

Professional Development Policy

· Learning Taxonomy—Moving From Lower to Higher Order Language and Thinking Skills

· Introduction to the NorthStar Approach

· Four Skills Integration and Burning Questions: Connecting Through Grammar and Theme

· Transform the Way You Teach: Blended Learning.

The professional development policy for faculty is found in the Faculty Handbook on page 12. It may be found by following this link: Professional Development Policy for Faculty in the Faculty Handbook

The Institute provides memberships in NYS TESOL and Business Teachers Association of NYS to all faculty, administrators and staff. The Institute provides professional development opportunities at each Faculty Meeting Workshop. The Institute encourages professional development activities by faculty, administrators and staff by offering partial tuition/expense reimbursement for outside courses, conventions or workshops.

2. For administrators, state the policy on professional development, where the policy is written, and the opportunities the program or language institution encourages and makes available.

The Institute offers equal professional development opportunities to faculty, staff and administrators.

Professional Development Policy

· Learning Taxonomy—Moving From Lower to Higher Order Language and Thinking Skills

· Introduction to the NorthStar Approach

· Four Skills Integration and Burning Questions: Connecting Through Grammar and Theme

· Transform the Way You Teach: Blended Learning.

The professional development policy for administrators is the same as that for faculty and may be found in the Faculty Handbook on page 12. It may be found by following this link: Professional Development Policy for Faculty in the Faculty Handbook

3. For support staff state the policy on professional development, where the policy is written, and the opportunities the program or language institution encourages and makes available.

The Institute offers equal professional development opportunities to faculty, staff and administrators.

Professional Development Policy

· Learning Taxonomy—Moving From Lower to Higher Order Language and Thinking Skills

· Introduction to the NorthStar Approach

· Four Skills Integration and Burning Questions: Connecting Through Grammar and Theme

· Transform the Way You Teach: Blended Learning.

The professional development policy for support staff is the same as it is for faculty and may be found in the Faculty Handbook on page 12. It may be found by following this link: Professional Development Policy for Faculty in the Faculty Handbook

The Institute provides memberships in NYS TESOL and Business Teachers Association of NYS to all faculty, administrators and staff. The Institute provides professional development opportunities at each Faculty Meeting Workshop. The Institute equally encourages professional development activities by faculty, administrators and staff by offering partial tuition/expense reimbursement for outside courses, conventions or workshops.

B. Verification

Administrative and Fiscal Capacity Standard 4

1. Documentation in the report

Policy Statement on Professional Development

Faculty Handbook: Professional Development Policy

Table of Administrative and Support Staff

2. Verification on site

Faculty Handbooks may be verified on site in the offices of the Deans, Chairs, Faculty Student-Services Associates and in faculty lockers and desks as well as in such public areas as the Resource Center, Student Lounge and Special events Center.

Table of Administrative and Support Staff may be viewed in the President's Office.

C. Program/language institution self-recommendations

none.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Administrative and Fiscal Capacity Standard 5: The program or language institution describes to administrative and support staff clearly and in writing the performance criteria and procedures for evaluation at the onset of the evaluation period; conducts administrative and support staff performance evaluations that are systematic, regular, fair, objective, and relevant to achieving program goals; and conveys evaluation results to administrative and support staff in writing in a timely manner.

A. Required responses

1. Describe the process used to evaluate administrators. Include how they are informed of the criteria and procedures and how they receive the results of the evaluation.

Since the number of administrators is quite small (President, Dean of Students, Dean of Administrative Services and Dean of Academic Affairs) and quite senior in their tenure at the Institute and in the field of education, they are principally evaluated through a process of collegial conversation, collaboration and self-reflection.

They are informed of the criteria and procedures through their Job Descriptions, Faculty Handbook, Self-study process and annual staff evaluation form.

They receive results through the staff evaluation form and collegial conversation and interview.

2. Explain how the evaluation process is systematic, regular, fair, objective, and relevant to achieving program goals.

The process is systematic in that it covers all administrators in a methodical and thorough evaluation.

It is regular in that it is on-going and annual.

It is fair in that it applies to all administrators equally and administrators may avail themselves of the Grievance Procedures outlined in the Faculty Handbook.

It is objective in that it includes measures of all administrators against the same standards.

It is relevant to achieving the program goals in that it furthers the Institute's mission by assuring that student needs are being met.

3. Describe the process used to evaluate support staff. Include how they are informed of the criteria and procedures and how they receive the results of the evaluation.

Support staff are evaluated through the staff evaluation form, through comments made in the Current Student Survey, observation by supervisors of student, visitor, faculty and fellow staffer interaction with the staff member being evaluated.

4. Explain how the evaluation process is systematic, regular, fair, objective, and relevant to achieving program goals.

The process is systematic in that it is a methodical and thorough review of important aspects of the staffer's performance.

It is regular in that it is on-going and annual.

It is fair in that it that it allow for a grievance procedure, known in advance and applied equally to all.

It is objective in that it measures all staffers against the same standards.

It is relevant to achieving program goals in that it helps to assure quality service in meeting student needs.

B. Verification

Administrative and Fiscal Capacity Standard 5

1. Documentation in the report

Staff and Administration Evaluation Memo 201202

Staff and Administration Evaluation Form 201202

Performance Review Policy for Administrative Staff and Support Staff

2011 Current Student Survey.doc preceded by Cover Memo

Current Student Survey 2011 Final 331 Items Submission.xls

2. Verification on site

Completed Evaluation Forms are available in personnel files located in the President's Office.

Faculty Handbooks may be viewed in public areas of the Institute such as the Resource Center, Special Events Center and Student Lounge as well as in the offices of Chairs, Deans, and Faculty Student-Services Associates. Also Faculty Handbooks may be found in the lockers and desks of faculty members.

C. Program/language institution self-recommendations

none.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Administrative and Fiscal Capacity Standard 6: Administrators ensure that policies and procedures relating to program or language institution operations are in place, accessible to all who are affected by them, reviewed regularly, and implemented in a timely, fair, systematic, and ethical manner.

A. Required responses

1. Check the means by which the program or language institution conveys operational policies and procedures to those who need them and indicate how they are made accessible.

Document	Print	On-line
policy/operations manuals
administrative handbook
faculty handbook	X	X
student handbook
other (list) School Catalog (with student procedures and policies)	X	X

2. Explain the process for regular review of policies and procedures related to faculty, including who is involved in the review (Job Description GUIDE 20111219: President, Policy and Procedures Related To Faculty).

The policies related to faculty are reviewed by the Academic Dean, Department Chairs, other Deans and the President through informal meetings and conversations, faculty meetings and through the self-study process.

3. Explain the process for regular review of policies and procedures related to students, including who is involved in the review.

The policies related to students are reviewed by the Academic Dean, Department Chairs, other Deans and the President through informal meetings and conversations, faculty meetings and through the self-study process (Job Description GUIDE 20111219: President, Policy and Procedures Related To Students).

4. Explain the process for regular review of policies and procedures related to administrators and support staff, including who is involved in the review.

The policies related to administrators and support staff are reviewed by the Academic Dean, Department Chairs, other Deans and the President through informal meetings and conversations, faculty meetings and through the self-study process (Job Description GUIDE 20111219: President: Policy and Procedures Related To Administrators and Support Staff).

5. Describe how new policies and procedures are implemented.

New Policies and procedures are implemented through memos, updates to the School Catalog, updates to the Faculty Handbook, updates to the school website, updates to the Job Descriptions Guide , and through Faculty Meeting announcement/training/discussion.

B. Verification

Administrative and Fiscal Capacity Standard 6

1. Documentation in the report

Job Description GUIDE 20111219: President, Policy and Procedures Related To Faculty

Job Description GUIDE 20111219: President, Policy and Procedures Related To Students

Job Description GUIDE 20111219: President: Policy and Procedures Related To Administrators and Support Staff

Policy and procedures governing operations: Faculty Handbook

Website URL

School Catalog catalogVol27Spring2012.doc

Job Description GUIDE 20111219.DOC

School Website: Faculty Matters: Memos

School Website: Faculty Matters: Faculty Meetings: Agendas

School Website: Faculty Matters: Minutes: Faculty Meet Minutes and Workshops

2. Verification on site

Faculty Handbooks may be verified on site in the offices of the Deans, Chairs, Faculty Student-Services Associates as well as in public areas of the Institute such as the Students Lounge, Special Events Center and Resource Center. Faculty Handbooks may also be verified in the lockers and desks of faculty.

School Catalogs may be verified in the offices of the Faculty Student-Services Associates

C. Program/language institution self-recommendations

none.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Administrative and Fiscal Capacity Standard 7: Administrators ensure that there are means for the exchange of information among those who need it.

A. Required responses

1. Check any of the following that the program or language institution uses to exchange information among those who need it.

Faculty and staff

__X___email

__X___faculty/staff meetings

_____ mail boxes

__X___bulletin boards

__X___social networking tools

______intranet

__X___shared computer drives

__X___class maintenance applications

__X___other (list) hand delivery of personalized minutes, memos, agendas, handbooks, manuals

also "Group Text Messaging" for emergencies and special urgent communications.

Students

___X__email

___X__classes

___X__bulletin boards

_____ intranet

__X__class maintenance applications

__X__other (list) bulk text messaging of school closings, exams, starting day obligations

2. If electronic means of communication are used, explain how the program or language institution ensures reliable and secure access.

Reliable and secure access is assured by maintaining up-to-date email and cell phone lists of faculty staff and students. Providing free WiFi access throughout the Institute. Providing student access through computer access in the Resource Center, staff access at every office workstation and faculty access to computers with internet in the Computer Applications Room 20.

In addition all support staff, faculty and administration electronic communications is followed by hardcopy memo.

Student essential electronic communication is followed by telephonic, personal or written (paper) communication.

3. If electronic means of communication are used, state how the faculty, staff, and students are informed about their responsibilities for accessing such information.

With faculty meetings announcements, minutes, agendas, memos as with all other electronic means of communication, the electronic means are always used for their added value of timeliness and low cost and ease of delivery but electronic means are always used as a backup means of communication, followed up by hand-delivered, individually addressed paper communication of responsibilities, events and changes.

B. Verification

Administrative and Fiscal Capacity Standard 7

1. Documentation in the report

Policy on Dissemination of Information in Faculty Handbook

WEB URL

Policy On Dissemination of Information in School catalog

2. Verification on site

The Policy on Dissemination of Information may be view on site in copies of the Faculty located in the offices of the Deans, Chairs, President, as Faculty Student Services Associates as well as in public areas such as the Resource Center, Special Events Center and Student Lounge. There are also copies to be found in the desks and lockers of faculty members.

Copies of the School Catalog may be view on site in the offices of the Faculty Student-Services Associates.

C. Program/language institution self-recommendations

none.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Administrative and Fiscal Capacity Standard 8: The program or language institution documents that it is in compliance with all local, state, and federal laws, as well as with any applicable institutional regulations.

A. Required responses

1. Describe the policies and procedures in place to ensure and document that the program or language institution meets applicable laws and regulations related to immigration and state how such laws and regulations are being met.

The Institute Primary Designated School Official (PDSO), Dante V. Ferraro, provides access to ICE directives to Designated School Officials (DSO) through the Institute's internet access and email servers. The PDSO provides copies of ICE Regulations to DSO's. The PDSO oversees the online training of DSO from web materials made available through ICE. The ultimate responsibility for assuring compliance with applicable law and regulation relating to immigration lies with the President. He assures that such laws and regulations are being met by personal monitoring of staff performance, providing in-service and professional growth opportunities, making available training materials and e-mail updates to Faculty Student-Services Associates and DSO. overseeing online, web training of DSO made available by SEVIS/ICE.

The administration provides school e-mail addresses to DSO's which are monitored by the PDSO for quality control and training purposes.

The Dean of Administrative Services, Thomas Schwenke daily compares information from the Institute "Schoolworks" database with information the SEVIS database. Students are advised of their attendance and good academic standing obligations as needed. Lists students in need of counseling are referred by the Dean of Administrative Services to the Dean of Student Services for conferences.

The Dean of Student Services, Dean of Administrative Services and other DSO daily make contact with other institutions concerning transfers in and transfers out and well as Letters of Acceptance and notifications to students who have received change of status approvals or denials.

All Faculty Student-Services Associates assure that student admission eligibility requirements in the areas of documentation of prior education, information showing means of support for an academic term, I-20 copies, national identity document personal data page, placement test result documentation, etc. are included in each student's file.

2. Describe the policies and procedures in place to ensure and document that the program or language institution meets applicable copyright laws and state in which documents such policies and procedures are found.

The Institute clearly enunciates its policies and has procedures in place to ensure and documents that the school meets copyright laws. These polices and procedures appear in the Faculty Handbook, Instructional Resource Manual: Fall 2010, School Catalog and Faculty 2012 Memo. Links to each are provided below.

Instructional Resource Manual Fall 202010, Copyrighted Materials

catalog Vol 27 Spring 2012.doc Fair Use Duplication of Copyrighted Materials

3. Describe the policies and procedures in place to ensure and document that the program or language institution meets applicable laws related to hiring of personnel and state in which documents such policies and procedures are found.

The Institute is a equal educational opportunity institution. Its policy stating that the President must ensure that the Institute meets applicable laws relating to hiring of personnel is stated in the Job Description Guide (Job Description GUIDE 20111219 ).

4. Describe the policies and procedures in place to ensure and document that the program or language institution meets applicable laws related to privacy of information, if any, and state in which documents such policies and procedures are found.

The Institute establishes policy that the President assures procedures that meet applicable law relating to privacy in the President's job description in the Job Description Guide (.Job Description GUIDE: President, Privacy of Information).

The Institute establishes policy relating to privacy of information in the School Catalog (catalog Vol 27 Spring 2012: Policy on Dissemination of Information).

5. Describe the policies and procedures in place to ensure and document that the program or language institution meets any applicable laws related to facilities and state how the law is being met.

The Institute establishes policy relating to meeting applicable laws relating to facilities in the President's job description in the Job Description Guide and maintains documentation in the President's Office with the Certificate of Occupancy.

6. Describe the policies and procedures in place to ensure and document that the program or language institution meets applicable laws related to doing business and state in which documents such policies and procedures are found.

The President's Job description in the Job Description Guide directs that the President meet applicable laws related to doing business including NYS Education Department School License, ACICS accreditation, New York State Attorney General Charities Letter, and Department of State Certificate of Good Corporate Character. The President implements actions needed to maintain licensing, accreditation and corporate status.

B. Verification

Administrative and Fiscal Capacity Standard 8

1. Documentation in the report

Instructional Resource Manual Fall 202010, Copyrighted Materials

catalog Vol 27 Spring 2012.doc Fair Use Duplication of Copyrighted Materials

Policy and Procedure related to compliance to NYSE Regulations and Laws

Website URL

Department of State Certificate of Good Corporate Character

NYS Education Department School License

ACICS accreditation

New York State Attorney General Charities Letter

Certificate of Occupancy 2002

2. Verification on site

Faculty Handbooks and Job Description Guides may be found in the public areas of the Institute including the Student Lounge, Resource Center and Special Events Center.

Faculty handbooks and School Catalogues Job Description Guides may be found in the offices of the Deans, Presidents, Chairs and Faculty Student-Services Associates.

Certificate of Occupancy, NYS Attorney General Charities Letter, ACICS accreditation Letter, NYS Attorney General's Letter of Good Corporate Character may be found in the President's Office.

C. Program/language institution self-recommendations

none.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Administrative and Fiscal Capacity Standard 9: Financial, student, personnel, program, governmental, and contractual records are maintained and kept current, accessible, complete, accurate and, when appropriate, secure. Reporting is done ethically and in compliance with the law.

A. Required responses

1. For each item in the list below, state how records are maintained and kept current and secure.

Student records, personnel records, financial records and contracts with vendors are maintained in paper files on site with electronic backup copies both on site and off site. They are maintained and updated by designated Institute personnel on a timely basis as new information becomes available on a daily, weekly, monthly, quarterly and yearly cycle. They are kept secure in offices and locked closets as appropriate (Job Description GUIDE 20111219: President: Administrative and Fiscal Capacity and Law) .

2. For each item in the list below, state how related reporting, if any, is done ethically and incompliance with the law.

Student records are maintained in accordance with NYS Education Department laws and regulations relating to Registered Private Business Schools and ACICS accreditation requirements.

Personnel records are kept in accordance with NYS tax, NYS Education Department and ACICS accreditation rules, regulations and laws.

Financial records of student payments are kept and updated in accordance with Federal, State, and City tax reporting requirements and enrollment agreement terms.

Contracts with vendors and contractual records are reported and disclosed wherever and whenever required in the manner prescribed by law or regulation.

Government records are maintained as mandated and in such a way as to allow for accurate and ethical reporting in compliance with law and regulation.

B. Verification

Administrative and Fiscal Capacity Standard 9

1. Documentation in the report

Policy statement on record keeping

Job Description GUIDE 20111219: President: Administrative and Fiscal Capacity and Law

2. Verification on site

Student paper records may be found in the Institute admissions and student services offices.

In-school electronic backup servers for student record storage and retrieval may be found in the President's Office.

Personnel records may be found in the President's Office.

Contracts with vendors, contractual records and government records may also be found in the President's Office.

C. Program/language institution self-recommendations

none.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Administrative and Fiscal Capacity Standard 10: Contracts are in compliance with the law and in keeping with policies of the larger institution, where applicable. Contracts are drafted with appropriate guidance, undergo appropriate review, and are authorized by the appropriate individual(s).

A. Required responses

1. List the types of contracts (employee, vendors, third parties, etc.) entered into by the program or language institution, and for each indicate who provides guidance, reviews, and authorizes the contracts.

Type of contract	Who provides guidance, reviews and authorizes these contracts?
MegaPath IP Phone Service	Chateaux Software Development Corp and its president Ken Zimmerman (an member of the Institute's outside Advisory Board) have provided technical guidance since the 1980's. The contract is reviewed by Paul Schiffman, Dean of Student Services and Dante V. Ferraro and approved by consensus.
Software and Hardware Maintenance and Replacement	Chateaux Software Development Corp and its president Ken Zimmerman (an member of the Institute's outside Advisory Board) have provided technical guidance since the 1980's. The contract is reviewed by Paul Schiffman, Dean of Student Services and Dante V. Ferraro and approved by consensus.
Panix for Internet Access	Chateaux Software Development Corp and its president Ken Zimmerman have provided technical guidance since the 1980's. The contract is reviewed by Paul Schiffman, Dean of Student Services and Dante V. Ferraro and approved by consensus
Ricoh Printer Service	Comparative vendor shopping President and Dean Schiffman for technical guidance. The contract is reviewed by Paul Schiffman, Dean of Student Services and Dante V. Ferraro and approved by consensus
Janitorial Service	Building Management's recommendation. Jeff Gural, President, Newmark & Company Real Estate and a member of the Institute's Advisory Board since his father, Aaron Gural, retired from my father's Institute Advisory Board on which he served since 1968). The contract is reviewed by Paul Schiffman, Dean of Student Services and Dante V. Ferraro and approved by consensus.
Payroll Preparation Services	Contract with ADP is reviewed by Paul Schiffman, Dean of Student Services and Dante V. Ferraro and approved by consensus
Employment Contracts	Employment Contracts are oral, they are entered into between the President and the employee upon consultation with the Deans and Chairs as deemed appropriate by the President
Agents and recruiters	The Institute does not engage the services of outside agents or recruiter. There are therefore no such contracts.
Auditor Services	Comparative interviewing and word of mouth recommendations prior to conversations between President and Dean Schiffman resulted in the selection of Harvey Glick, CPA to provide auditor services. Mr. Glick serve as a member of the Institute's Advisory Board. The engagement terms are reviewed annually by Paul Schiffman, Dean of Student Services and Dante V. Ferraro and approved by consensus
Accounting Services	Comparative interviewing and word of mouth recommendations prior to conversations between President and Dean Schiffman resulted in the selection of Steven Corwin to provide tax preparation and accounting services. Mr. Corwin currently serves on the Institute's Advisory Board. The terms of engagement are reviewed annually and approved by consensus between the President and the Dean of Student Services.
Legal Services	Comparative interviewing and word of mouth recommendation at the City Club of New York in the 1970s between President Ferraro and M. David Distler, Esquire resulted in the engagement of Mr. Distler to perform such legal services as from time to time might be required by Spanish-American Institute. Continued engagement on a case by case basis are reviewed and approved by consensus by Dean Schiffman and President Ferraro. Mr. Distler currently serves on the Institute's advisory Board.
Educational Management Services	Spanish-American Institute engages Instituto Hispano-Americano, Inc to provide such Educational Management Services as from time to time are deemed appropriate by Dean Schiffman and President Ferraro. Paul Schiffman and Dante V. Ferraro are Vice-President and President respectively of Instituto Hispano-Americano, Inc.
Management Consulting Services	Spanish-American Institute engages Aubrey-Stewart Associates, Inc. on an annual basis to provide management consulting services. The agreement is reviewed by Dean Schiffman and the President and renewed by consensus.
Educational Legal Professional Services	DowLohnes provides legal advice on an ad hoc, as needed basis. Specific assignments are completed and billed at their customary hourly rate. The proposed engagements are reviewed by Dean Schiffman and President Ferraro and approved by consensus.
Davidoff & Malito, Attorneys-at-Law	Davidoff & Malito provide legal and lobbying advice on an as needed, ad hoc basis. They bill at their customary hourly rates. The engagements are reviewed by Dean Schiffman and President Ferraro and agreed to by consensus.
Immigration Employment Consulting	Alan Lee, Esquire provides Immigration Employment legal services to the Institute on an as needed basis. Billing is at the customary per-application or hourly rate. The engagements are reviewed and approved by Dean Schiffman and President Ferraro
Malkin & Ross, Attorneys-at-Law	Malkin & Ross provide general New York State and Washington legal services. They are contracted on a case-by-case basis and bill at their customary hourly rates. The engagements are reviewed by Dean Schiffman and President Ferraro and approved by consensus.

B. Verification

Administrative and Fiscal Capacity Standard 10

1. Documentation in the report

Catalog Volume 27 Spring 2012: Advisory Board

Policy and procedure statement regarding the drafting, reviewing and authorizing contracts

2. Verification on site

The School Catalog may be found on site in the Faculty Student-Services Associates' Offices.

The Job Description Guide may be found on site in the President's, Deans', Chairs', and Faculty Student Services-Associates offices as well as in such public areas as the Student Lounge, Special Events Center and the Resource Center. It will also be found in the desks and/or lockers of faculty members

Paid bills for professional and legal services, consulting and management are available on site in the office of the President.

C. Program/language institution self-recommendations

none.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Student Services

Student Services Standard 1: Admissions policies are consistent with program objectives and with the mission of the program or language institution (and with the host institution if applicable), and are implemented by properly trained and authorized individuals. The admissions process ensures that the student is qualified to enroll in and benefit from the instructional program. Both the policies and the personnel who implement them adhere to ethical standards and good practice.

A. Required responses

1. List each English language program offered and its admission policies.

Educational program	Admission policies
ESL Plus Course of Study	As stated in the catalog: The Institute welcomes applications from individuals seriously interested in acquiring the knowledge and skills necessary for entry-level employment. Applicants are accepted without regard to race, color, national origin, creed, sex, or physical handicaps. Applicants for admission to programs must have a high school diploma or equivalency and be beyond the age of compulsory schooling. Applicants for admission to individual courses need not be high school graduates. The applicant must complete the Institute's "Application For Admission" and return it to the school. An interview will be arranged. The purpose of the interview is to explore the applicant's career goals and abilities as they relate to the Institute's programs and courses. Arrangements will be jointly made by the applicant and the Institute to forward to the Institute the applicant's official high school transcript of grades. The Institute provides a release form for this purpose. Upon acceptance and in accordance with New York State Education Department Regulations, the applicant and Institute complete an "Enrollment Agreement." The Agreement specifies all costs, payment methods, and programs of instruction. Although a personal interview is required of all applicants, out-of-town or foreign students who register by mail and meet other requirements may schedule the interview upon their arrival in New York. All interviews must be completed prior to the start of classes.

2. Explain how the admissions policies listed above are directly related to the mission and objectives of the program or language institution (and with the host institution if applicable).

SPANISH-AMERICAN Institute's Admission Policy welcomes all interested parties to apply for admission. We are an open entry institution, so potential students may apply at any time. Our primary mission is to serve the non-English speaking population and we do so without time constraints. We are able to carry out our mission through our flexible and timely admissions process.

3. Explain how the admissions policies ensure that all students can be accommodated in the program with regard to their ages, proficiency levels, and other aspects of importance to the program or language institution, such as number of students per course and heterogeneity of students.

As stated in our catalog, and our website Spanish-American Institute ensures that all students will be accommodated regardless of age, race, gender or language skills. Students are placed in the appropriate level based on CELSA test results. Heterogeneity is assured by our "open door" policy which welcomes students from all over the world. Brief advertisement appear regularly in many of the City's ethnic papers and magazines including Japanese, Italian, Russian, French Turkish, and Polish publications. Availability of our school information on-line on our website has greatly expanded our oversees reach in recent years. Faculty Student-Services Associates currently serving students seeking admission speak Spanish, French, Arabic, Turkish, Russian, Ukrainian, Tajik and the local language of Burkina Faso.

4. Explain how the admissions process ensures that an admitted student is qualified to enroll and able to benefit from the instructional program.

The admission process ensures that an admitted student is qualified to enroll by requesting copies of prior school transcripts and through personal interviews (in person, by phone, SKYPE or email) with each prospective student by qualified Faculty Student-Services Associates who are familiar with the Institute and its offerings due to their status as previous or current students and their training with the President, supervision by the Dean of Student Services and their peer-coaching observations.

The admissions process ensures that an admitted student is able to benefit from the instructional program by providing for personal contact with the student by phone, Skype, email or in person. The CELSA Placement Test assures that students are placed in the level best suited to their current abilities.

5. Explain how the program or language institution ensures that admissions personnel, including those authorized to issue visa documents, adhere to ethical standards and good practice.

The Institute assures that admissions personnel including those authorized to issue visa documents adhere to ethical standards and good practices by:

· enunciating those policies in its publications (for example, in its Job Descriptions Guide, School Catalog and Faculty Handbook)

· providing for a period of pre-employment training by the President

· providing a period observation and peer coaching

· providing for continuous quality control and training by the Dean of Student Services once employment starts

· monitoring Faculty Student-Services Associates business email during their employment for training and quality control

· being sensitive to student and prospective comments and concerns relating to representations made during the admissions process and utilizing this knowledge in post-employment training conversations

· providing ongoing professional development opportunities

B. Verification

Student Services Standard 1

1. Documentation in the report

Admission Policy for Programs in School Catalog

Admissions Requirements, School Catalog, page 44

ESL-Plus Applicants, School Catalog, page 23

ESL-Plus Requirements, School Catalog, page 56

Application Form

Website URL for admissions information

Admissions Personnel Job Descriptions

Table of Administrative and Support Staff

2. Verification on site

Copies of the School Catalog and Application for Admission forms may be found on site in the offices of Faculty Student-Services Associates

Job Description Guides may be found on site in the offices of the Deans, President, Chairs, Faculty Student-Services Associates, in the public areas of the Institute (such as the Student Lounge, Special Events Center and the Resource Center).

C. Program/language institution self-recommendations

none.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Student Services Standard 2: The program or language institution provides academic and personal advising and counseling, as well as assistance in understanding immigration regulations. Such advice and assistance are provided in a timely and accurate manner by qualified individuals.

A. Required responses

1. Explain how the program/institution ensures that it provides students with a sufficient number of academic, personal, and immigration advisors.

The Institute Student Services offices are open and fully staffed from Monday through Friday from 9 am to 9 pm. The Institute's "open door" policy assures that students have easy visual access to Faculty Student-Services Associates and feel comfortable asking the receptionist to speak with one whenever they have questions or concerns. With nine Faculty Student-Services Associates and Dean of student Services offices, and 12 hours of staffing each day, there are nearly 108 hours per day available to our student body. Faculty Student-Services Associates engaged in academic, personal and immigration advising speak a dozen languages and have each had their own experiences as a student of the Institute, almost all as student visa students.

The President and the Dean of Student Services monitor enrollments and activity at the reception area and adjust staffing to meet fluctuating demand of academic, personal and immigration advisors.

2. Describe the means by which students are informed of the availability of academic, personal, and immigration advising.

Students are informed of the availability of academic, personal and immigration advising in the paper School Catalog and in the online version of the School Catalog.

3. Briefly describe the range of academic advising provided, and explain how the program/institution ensures that such advising is provided in a timely and accurate manner.

The Institute ensures timely and accurate advising by maintaining and monitoring student database information including attendance, academic progress and immigration status.

The Institute provides advising for students on academic warning and probation.

The institute provides advising for students with poor attendance.

The institute provides advising for students nearing immigration reporting deadlines.

The School Catalog covers areas of advising including:

The Faculty Handbook covers areas of advising in Advising and Tutoring

The Institute Counseling Plan includes advising and counseling guidelines and procedures including:

The Job Description Guide provides administrators, faculty and staff with guidance on advising responsibilities including:

4. Briefly describe the personal advising available, and explain how the program/institution ensures that such advising is provided in a timely and accurate manner.

Faculty Student-Services Associates are all holders of a BA or BS as well as holders of New York State Department of Education Teachers Licenses. They are generally former or current students engaged in on-campus employment. They are at least bilingual and have a first hand knowledge of the Institute, its programs, practices and procedures as well as an personal familiarity with the difficulties faced by foreign students. These Faculty Student-Services Associates provide enrollment, course selection, level placement, level advancement, visa obligation fulfillment, school transfer-in and transfer-out assistance, attendance and good academic standing advising.

The Institute ensures that advising is provided in a timely manner by maintaining and monitoring student record databases.

The Institute ensures accuracy by testing for database integrity and by monitoring Faculty Student-Services Associates activities and providing for ongoing training and appropriate supervision by senior staff.

5. Briefly describe the immigration advising provided, and explain how the program/institution ensures that such advising is provided in a timely and accurate manner.

The Institute provides immigration advising to students or prospective students on :

changing status for B-1 or J-1 to F-1
transferring-in or transferring-out of the Institute
applying for an F-1 visa from overseas
obtaining reinstatement
gathering needed documentation
obtaining F-2 status for children or spouses
leaves of absence to travel abroad
maintaining good academic standing
attendance requirements

The Institute ensures that advising is provided in a timely manner by maintaining and monitoring student record databases.

6. Explain the policies and procedures in place to ensure that students are referred to other qualified professionals, services, or programs when the students’ needs exceed the resources and expertise available within the program or institution.

Faculty Student-Services Associates, Faculty and Staff only refer students to other qualified professionals, services, or programs known to the Dean of Student services or the President to be of recognized professional integrity in their fields.

B. Verification

Student Services Standard 2

1. Documentation in the report

Job descriptions for all advisors/counselors

Policies that govern advising (Faculty Handbook)

Written statements given to students regarding advising (School Catalog)

Website URL

Referral for Outside Counseling

Table of Administrative and Support Staff

2. Verification on site

Counseling Plan and Job Description Guide may be found in offices and desks throughout the Institute and in public areas such as the Student Lounge, Special Events Center and Resource Center.

School Catalogs may be found in the offices of the Faculty Student Services Associates

C. Program/language institution self-recommendations

The Counseling Plan should be updated to indicate where electronic means have replace paper notification and tracking. The Counseling Plan should be updated to more fully speak to the needs of foreign students (not the majority at the Institute) rather than Ability-to-Benefit students on financial aid for whom it was originally designed.

It is expected that this update will be accomplished by Fall 2012.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Student Services Standard 3: The program or language institution provides pre‑arrival and ongoing orientation (1) to support students in their adjustment to the program or language institution (and to the host institution if applicable) and to the surrounding culture and community, and (2) to help them understand immigration regulations and procedures, as well as health and safety issues.

A. Required responses

1. For each of the three kinds of student orientation (pre-arrival, initial, and on-going), provide a timeline, general overview, and brief description of the topics addressed. For each, indicate whether information is provided in writing or orally, or both.

Information is provided in writing in the School Catalog and on the Institute website as well as orally for pre-arrival, initial and on-going orientation.

Topics include obtaining a visa for pre-arrival students and maintaining a visa for currently enrolled students and transfer-out to other institutions for students nearing completion.

Academic topics for pre-arrival students include placement procedure information, elective subject selection and class hour time schedules available. For continuing students topics include maintaining good academic standing, maintaining satisfactory attendance, changing class levels, elective subjects, taking advantage of "Super Intensive" options for additional hours at no additional cost, vacation travel time abroad and obtaining F-2 status for children or spouses.

Initial students will like to have a tour of the facility of course in order to get an idea of their new surroundings before starting class.

2. State how the program or language institution ensures that students are provided with and understand immigration regulations that pertain to them.

The Institute ensures that students are provided with and understand immigration regulations that pertain to them by assuring that the Faculty Student-Services Associates listen carefully to the students questions and assumptions and are provided with up-to-date information by the PDSO and DSO on good practices. The Institute receives updated from SEVIS on evolving regulations and practices and disseminates this to Faculty Student-Services Associates in a timely manner.

3. Explain how the program or language institution ensures that out-of-country applicants understand the written information that is sent to them.

The Institute ensures that out-of-country applicants understand the written information that is sent to them by training and maintaining a multilingual staff on hand twelve hours a day, five days a week, to answer their questions in their native language by email, traditional telephone or SKYPE. Currently there are Faculty Student-Services Associates on staff who are native speakers of Spanish, Portuguese, French, Italian, Korean, Russian, Ukrainian, Tajik, and Turkish (at least). Also, a large percent of prospective students are recommended by current and former students who are able to provide them with unbiased, firsthand impressions of the Institute and its personnel and procedures.

B. Verification

Student Services Standard 3

1. Documentation in the report

Pre-arrival information for students:

2. Verification on site

School Catalogs are available for inspection in Faculty Student-Services Associates offices.

C. Program/language institution self-recommendations

none.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Student Services Standard 4: The program or language institution seeks to ensure that students understand policies regarding enrollment and registration.

A. Required responses

1. State the policies that govern enrollment and registration. Include the policies regarding cancellation of registration, deadlines that apply, and refunds.

The Institute requires all students to sign an enrollment agreement upon admission into the Institute. An Enrollment Agreement includes:

· title of course and course schedules,

· statement of tuition and fees;

· copy of the appropriate refund plan;

· placement guarantee disclaimer;

· signed verification that the student has received a copy of the school Catalog;

· signed verification that the student has received a copy of the State disclosure brochure;

· signed verification of the agent who enrolled the student;

· signed acceptance by the Institute;

· documentation of high school completion or equivalent (if applicable);

· documentation of request for official transcript; and

· an ESL placement test result.

The Institute provides tuition and fee charges in the Catalog or supplement and posts them at every admissions desk. The student's individual financial record lists all charges as well as payment dates, amounts, and balances due. The student and school also sign an Enrollment Agreement with an effective date that lists all contractual charges. The State Education Department approves all such enrollment agreements, including the statement of its effective date. Any change in tuition, fees, or other charges requires State approval of a new Agreement with a new effective date.

The Institute adheres to the refund policy in the Enrollment Agreement given to the student at registration. It reads as follows:

I. AFTER SIGNING THIS AGREEMENT BUT BEFORE STARTING CLASS THE SCHOOL KEEPS: the non-refundable registration fee of the lesser of 10% of tuition or ONE HUNDRED DOLLARS ($100) per course or program. (Registration fee is additional to tuition but is deducted from last payment.)

II. AFTER STARTING CLASSES THE SCHOOL KEEPS:

A. The ONE HUNDRED DOLLAR ($100) registration fee per course or program PLUS the stated cost of such textbooks, tools, materials, supplies, etc. as have been issued by the school and accepted by the student, PLUS the school keeps tuition.

1. FOR QUARTER ENROLLMENTS (all courses): If termination occurs week #

1^st Quarter of 1^st Enrollment

Quarter 1 or 2* of Subsequent Enrollments

Subsequent Quarters

week 1

week 2

week 3

week 4

week 5

week 6

week 7

week 8

20%

30%

40%

50%

60%

100%

25%

50%

75%

100%

25%

50%

75%

100%

2. FOR First-Time Students in TERM ENROLLMENTS (all programs), The school keeps:

For withdrawal in:	Term 1	2^nd Term	Subsequent Terms*
Week # 1	0% of the term tuition	*	20% of the term tuition
Week # 2	20% of the term tuition	*	35% of the term tuition
Week # 3	20% of the term tuition	*	50% of the term tuition
Week # 4	30% of the term tuition	*	70% of the term tuition
Week # 5	40% of the term tuition	*	100% of the term tuition
Week # 6	40% of the term tuition	*	100% of the term tuition
Week # 7	50% of the term tuition	*	100% of the term tuition
Week # 8	50% of the term tuition	*	100% of the term tuition
Week # 9	60% of the term tuition	*	100% of the term tuition
Week #10	100% of the term tuition	*	100% of the term tuition

3. FOR Non-First Time Students in TERM ENROLLMENTS (all programs), The school keeps:

For withdrawal in:	Term 1	2^nd Term	Subsequent Terms*
Week # 1	0% of the term tuition	*	20% of the term tuition
Week # 2	20% of the term tuition	*	35% of the term tuition
Week # 3	35% of the term tuition	*	50% of the term tuition
Week # 4	50% of the term tuition	*	70% of the term tuition
Week # 5	70% of the term tuition	*	100% of the term tuition
Week # 6	100% of the term tuition	*	100% of the term tuition

*If the student withdraws in the second term, the school must use the first term schedule unless the school demonstrates that no significant educational change occurred in the program as of the student's last date of attendance. Significant Education Change is defined as non-functioning equipment which adversely affects the student's program, material change in the student's schedule as agreed to at enrollment, substitution of teacher in a course after instruction begins if the teacher does not possess necessary language skills in approved language of instruction in order to effectively communicate subject matter to students, or significant increase in student-teacher ratio.

4. FOR ENROLLMENTS OF MORE THAN TWELVE MONTHS:

A student who cancels during the first twelve months is refunded all monies in advance for the second twelve months or part thereof.

5. FOR ENROLLMENTS UNDER THE TUITION ASSISTANCE PROGRAM (TAP): The total program tuition is divided by four. Program length: 64 weeks. Term #1=16 weeks; #2=16 weeks; #3=16 weeks; #4-16 weeks.

ALL REFUNDS ARE MADE WITHIN THRITY (30) DAYS. Although not required, written notice of cancellation is recommended. Refunds are computed as of the last date of recorded attendance. Failure of the student to notify the director in writing of withdrawal may delay refund of tuition due pursuant to Section 5002 of the Education Law.

Diplomas, Certificates of Completion and academic transcripts are not issued until the student meets all requirements and monetary obligations.

Students dismissed for improper conduct, poor attendance, failing progress, or tuition arrears are not relieved of financial obligations as specified in this Enrollment Agreement.

2. Describe how this information is made available to students before they complete the registration and enrollment process.

Prior to registration, a personal interview with a Faculty Student-Services Associate or Dean is

conducted. At that time, students receive a School Catalog, and sign to verify that it was received.

3. Explain the procedures that are in place to ensure comprehension of English language materials and information by students with limited English proficiency before they sign any contractual documents or make tuition and fee payments for the term in which they are about to enroll.

If Faculty Student-Services Associates have concerns regarding a students’ comprehension of the materials, bilingual personnel are called in to assist in the translating of key elements. In rare cases, they may seek the assistance of current students who are from the same country to assist in the orientation process.

B. Verification

Student Services Standard 4

1. Documentation in the report

Policy statement on enrollment and registration from School Catalog

Web URL

Enrollment Agreement or registration form

Written statement in School catalog regarding cancellation and refunds

2. Verification on site

School Catalogs are available for inspection in the Faculty Student-Services Associates offices.

Singed and Completed Enrollment Agreements are to be found in each student's permanent record folder.

C. Program/language institution self-recommendations

1. None.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Student Services Standard 5: Students have access to health insurance if required and, in all cases, students are informed about the need for adequate health insurance coverage.

A. Required responses

1. Is health insurance required of any students in the program or language institution?

_____ yes (Respond to 2 below.)

__x_ no (Respond to 3 below.)

2. If yes, describe the health insurance requirements that are in effect at the program or language institution.

3. If no, explain how the program provides students with comprehensible written information about the consequences/risks or failure to maintain adequate coverage.

Students are informed of local health clinics and low-cost health-care suppliers via the Institute’s catalog and the Student Bulletin Board.

4. If the program or language institution requires or recommends specific medical insurance, describe how this insurance meets the needs of the program’s students. State how students are informed of the application process, costs, and covered services.

NA. The institute does not recommend specific medical insurance.

5. Explain the procedures that are in place to ensure comprehension of English language information about all aspects of health insurance (such as covered services, deductibles, co-payments, length and renewal of coverage) by students who may not understand the concept of personal health insurance responsibility.

Course content in the early levels of ESL instruction, cover units on health, health insurance and all the terminology associated with it.

B. Verification

Student Services Standard 5

1. Documentation in the report

Written statement given to students regarding insurance options and consequences of failure to have coverage are provided in the School Catalog at the location linked below:

Policy statement in School Catalog on Student Health Insurance

and on the school website at this link:

Website URL

2. Verification on site

School Catalogs will be found during the site visit in the offices of the Faculty Student-Services Associates.

C. Program/language institution self-recommendations

1. SPANISH-AMERICAN INSTITUTE needs to seek out low-cost health insurance providers for our students. This will be done in Summer 2012.

2. SPANISH-AMERICAN INSTITUTE needs to post, both on our website and student bulletin board, more detailed information regarding the risks of not carrying health insurance in the United States. This will be done in Summer 2012.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Student Services Standard 6: Students have access to social and recreational activities that provide a cultural context for their language acquisition and other studies, as appropriate.

A. Required responses

1. Provide a list of typical social and recreational activities offered to students by the program or language institution and indicate how students are informed of activities and costs.

Student Space: The Institute always provided students with a Student Room where they could meet and socialize informally. In 2004, the school added about 1000 square feet of new space, the Founders’ Special Events Center, where students can meet, read, relax, etc. We also encourage current and former students to use the space to showcase their artistic accomplishments in exhibits open to the public and entire school population.

Student Bike Club: The school has purchased several bicycles that it provides to students for occasional school-organized bike tours of Manhattan with faculty and staff. These tours are free of charge to students.

Student Club Newsletters: Since 2005, the Institute has published a Student Club Newsletter 10 to 12 times a year. The Newsletter always contains a description of a major American holiday and listings of mainly free NYC activities as well as other items of interest to international students. The listed activities provide subway directions for students who may be unfamiliar with the public transportation system. Current issues of the Newsletter are distributed to all students, faculty, and staff and may be mailed or e-mailed to students’ and alumni. They are also posted on the school’s Bulletin Boards. Current and back issues are available on-line at the school website.

Student and Alumni Special Exhibits: The Spanish-American Institute also hosts and publicizes special art exhibits and performances of talented current and former students.

2. Provide a list of typical social and recreational activities made available to students in the community and on campus, if applicable, and briefly describe how students are informed of activities and costs.

The Spanish-American Institute’s has developed extracurricular student activities that best meet the needs of our particular demographic of non-native speaking adult commuter students in an urban environment. International students, in particular, are eager to learn more about American culture and to experience New York City. They are eager to experience the City’s inexpensive or, better still, free amenities, which they can explore in accordance with their individual schedules and interests. Therefore, the school actively encourages and supports extra-curricular student activities that:

· help students to explore the cultural and recreational richness of New York City;

· introduce them to environments requiring their use and understanding of English in real world contexts; and

· acquaint them with various aspects of American culture.

Guidance and Supervision: The Institute provides guidance for such activities through frequent postings in school newsletters and on bulletin boards about recommended activities, with detailed information about schedules and transportation directions. In addition, the Institute provides direct supervision for specific activities such as the Student Bike Club. As the only Institute-sponsored off-campus activity, the Bike Tours are personally supervised by the President.

Free Concert Tickets and Theatre Discount Vouchers: Through a business-community relationship, the Institute receives free tickets for concerts at Carnegie Hall and other prominent sites that it makes available free to students, faculty, and staff. Faculty and staff are encouraged to accompany students to these concerts. The school also provides students with discount theatre vouchers to Broadway and off-Broadway performances, to the New York City Opera, and to the New York City Ballet.

School Bulletin Boards: The Institute has installed large bulletin boards in the Student Room and outside the Special Events Center with frequently updated postings such as free NYC activities, free museum admissions and concerts, free inoculations through the NYC Department of Health, free or nominal NYC Parks Department recreation center memberships, and other cultural, health, and recreational information of interest to our primarily international students.

3. State how the program or language institution ensures that sufficient numbers of personnel accompany students on activities sponsored by the program, institution, host institution, or other contracted agencies/entities.

There are no contracted agencies or entities. The Institute provides direct supervision for specific activities such as the Student Bike Club and visits with faculty to local restaurants and cultural sites. The Institute limits off-site, school-sponsored activities to Bike Tours which are personally supervised by the President.

4. Explain how the program or language institution ensures that faculty and students are informed of and understand the health, safety, and emergency concerns associated with social and recreational activities.

Activities are posted on the Student Bulletin Board, as well as Spanish-American Institute's website. Students are required to sign up. The institute limits school-sponsored, off-site activities to Bike Tours personally supervised by the President.

B. Verification

Student Services Standard 6

1. Documentation in the report

My Favorite Bike Tour Promotional materials for student events

Student Survey on social/recreational activities

Example of "English through the Arts" student exhibit brochure

A Video Example of Special Events Center Student "English through the Arts" activity

Example of Local Artist contribution to "English through the Arts" Series

Photos of Student Club in-school activities and Bike Tours may be viewed on:

2. Verification on site

Bulletin Boards may be viewed and the Special Events Center may be visited on site to verify Student Club activities. (In addition any Team member or members are invited to take a Bike Tour with the President around Battery Park City, over the Brooklyn Bridge, into Williamsburg and back to Wall Street by water taxi to South Street Seaport while the others toil away in their rooms finalizing their evaluations of this Self-study).

C. Program/language institution self-recommendations

1. Faculty often inquire about taking students to various events. It is imperative that the institution establish a formal policy in the faculty handbook.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Student Services Standard 7: The program or language institution clearly states and fulfills its responsibilities regarding student housing.

A. Required responses

1. Describe the program’s or language institution’s position regarding its responsibility for the provision of student housing. Indicate where this position is described to students.

SPANISH-AMERICAN INSTITUTE does not provide housing for students.

2. If the program or language institution provides or arranges housing, check the housing options that are available:

The Institute does not provide or arrange housing.

_____ residence halls/dormitories

_____ apartments

_____ apartment referrals

_____ homestays

_____ other (list below)

3. Explain how the program or language institution ensures the accuracy of the written information disseminated to students about housing, whether by the program/institution, host institution, or a contracted agent/entity either inside or outside of the country.

The only information disseminated to students by the Institute about housing is that which is provided in the School Catalog. The Institute does not maintain or recommend housing alternative to prospective or current student.

Spanish-American Institute does not engage contract agents or entities inside or outside the country to provide housing information to students.

4. If homestays are available, indicate whether the service is provided by the program or language institution, or by a contracted agency/entity. Describe the procedures in place to ensure that students are informed of homestay policies in writing, families are appropriately screened and monitored, and emergency procedures are in place.

5. If apartments or residence hall housing is made available to students by the program or a contacted agency/entity, describe how the program ensures that the housing is a safe, clean, livable environment.

6. Explain how the program or language institution fulfills the requirement to have an employee personally inspect all contracted accommodation.

7. Describe the policies and procedures in place to investigate all housing complaints promptly and solve problems without delay.

8. Describe on-going procedures to determine student satisfaction with housing.

B. Verification

Student Services Standard 7

1. Documentation in the report

Policy on Student Housing in School Catalog

2. Verification on site

School Catalogs are available in Faculty Student-Services Associates offices, the President's Office and in such public areas as the Student Lounge, Special Events Center and Resource Center.

C. Program/language institution self-recommendations

1. None.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Student Services Standard 8: The program or language institution clearly states and consistently provides the extent of student services described in any written, electronic, or oral promotional information or in agreements.

A. Required responses

1. Explain how the program or language institution ensures that all written, electronic, and oral promotional information contains accurate information about the student services provided, including information provided by a contracted service or third party.

SPANISH-AMERICAN INSTITUTE student support staff is continuously and regularly updating all student service information. The student bulletin boards are checked weekly, and the Dean of Students updates and regulates all postings regarding student services on the Institution’s webpage.

2. Are any student services contracted out?

_____ yes

__x__ no

3. If yes, explain how the program verifies that such services are provided as promised.

B. Verification

Student Services Standard 8

1. Documentation in the report

School Catalog on Student Services Offered

Faculty Handbook policy statement on delivering information to prospective students on services available

Web URL

2. Verification on site

School Catalog and Faculty Handbooks are available in Faculty Student-Services Associates offices, the President's Office and in such public areas as the Student Lounge, Special Events Center and Resource Center.

C. Program/language institution self-recommendations

1. SPANISH-AMERICAN INSTITUTE will create a bulletin board on the webpage that links students directly to student service events in one location. Summer 2012, in place by September 2012.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Recruiting

Recruiting Standard 1: All program or language institution personnel follow ethical standards for recruiting students and promoting programs, and they ensure that the program or language institution’s policies and procedures are made clear to prospective students and/or student sponsors. In any recruitment transaction, the students' interests and well‑being are paramount.

A. Required responses

1. Indicate the positions and personnel within the program or language institution, if any, who are responsible for recruiting.

The Institute does not utilize formal recruiters. Admissions staff conduct in-house interviews with interested prospective students to determine their needs and to factually describe to them the courses and programs deemed most appropriate.

2. If a university or college program, indicate the positions and personnel within the college or university who recruit students for the language program.

3. Indicate other parties, if any, to whom recruiting activities are delegated.

4. Check any of the following to indicate how the program or institution ensures that everyone to whom recruiting activities are delegated is trained to describe all aspects of the program or institution accurately to students.

__x__ training materials

__x__ regular orientation and/or program updates

__x__ staff meetings

__x__ advising manuals

__x__ student feedback

____ (virtual) __ X__ campus visits/familiarization tours

_____ visits to offices of third parties

_____ other (Complete 5 below.)

5. List other training not included in 4 above.

6. Describe how the program monitors all those to whom recruiting is delegated to ensure that they follow ethical behavior.

All Institute admissions representatives are licensed as private school agents by the New York State Education Department. The President interviews new admissions personnel to orient them to school policies, admissions objectives, standards, procedures, etc. He walks them through an orientation packet that includes copies of the Catalog, enrollment forms, pertinent State and Federal regulations, accreditation criteria, and other relevant materials.

As part of their orientation, new representatives observe the daily routine of the Admissions department, including sitting in on applicant interviews. This provides them with a first-hand opportunity to observe procedures and to ask questions. During the final phase of their orientation, they reverse roles with an experienced Admissions staff member. The new representative conducts the admissions procedure under the direct supervision of a senior staff member, the Dean of Students. After the orientation period, the Dean of Students continually monitors them. The President and/or Dean is/are available at any time to assist them in any unusual circumstance.

B. Verification

Recruiting Standard 1

1. Documentation in the report

Faculty Handbook policy statement on recruiting

2. Verification on site

Faculty Handbooks are available on site in such public areas as the Student Lounge, Special Events Center, Resource Center as well as in offices of the Deans, President, Chairs, Faculty Student-Services Associates and desks and/or lockers of Faculty members.

C. Program/language institution self-recommendations

1. While the Institute has no recruiters, admissions staff often give information regarding classes and programs. Thus, it would be beneficial to have set guidelines for the staff to follow when dealing with inquiry calls/requests. SPANISH-AMERICAN INSTITUTE will generate a guided conversation for the admissions staff that ensures all inquires will be dealt with in a professional and ethical manner. Summer 2012.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Recruiting Standard 2: All print, electronic, and oral information used to recruit students is accurate and complete.

A. Required responses

1. Check the types of materials and activities used to recruit students.

_____ brochures

__x__ advertisements

____ video presentations

__x__ electronic media

__x__ electronic social networking

_____ presence of personnel at recruiting fairs

_____ presence of personnel at conferences

_____ relationships with agencies that recruit students

_____ interactions with agencies, government departments or other groups that provide scholarships and sponsorship to students

_____ other (Complete 2 below.)

2. List other types of materials and activities used to recruit students not listed in 1 above.

3. State how the program or institution ensures that written, electronic and oral information conveyed to students is accurate and complete, including information about admission requirements, fees, the academic program and calendar, student services, and facilities.

The President and the Dean of Students review all materials regarding the admission process, the fees, course starting dates, student services available and SPANISH-AMERICAN Institute's facilities prior to those materials getting posted or distributed.

B. Verification

Recruiting Standard 2

1. Documentation in the report

Web URL with information for prospective students

Facebook "Student Club" page URL

Facebook Spanish-American Institute

StudentClub YouTube

Student Club Twitter

Student Club Photos on Google Picasa

2. Verification on site

Each of these social media sites are available on site at any of the Institute's many internet connected computer stations in the offices, computer applications room 20, resource center or wirelessly on a visitor's own device

C. Program/language institution self-recommendations

None.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Recruiting Standard 3: If a program or language institution has recruiting agreements or contracts with a third party, the program or institution ensures that it has complete information about the third party, assumes responsibility for monitoring the third party, and terminates the agreement if necessary.

A. Required responses

1. Does the program or language institution have agreements or contracts with a third party to promote, provide advice, or recruit for the program or institution?

_x___ no (If no, do not respond further.)

_____ yes (If yes, respond to 2 - 4 below.)

2. State how the program or institution ensures that it has complete information about the third party, including fees charged to students.

3. State how the program or institution ensures that the third party has accurate and complete information about educational programs, student services, facilities, fees, and relationship to a host institution, if any.

4. State how the program or institution monitors the third party to ensure that it is providing accurate information to students and others, and that it adheres to ethical practice. Include a statement of how the program or language institution would terminate the third party if unacceptable practice becomes evident.

B. Verification

Recruiting Standard 3

1. Documentation in the report

NA - - - Since the Institute does not have agreements or contracts with a third party to promote, provide advice, or recruit for the program or institution, this section is left blank.

2. Verification on site

NA - - - Since the Institute does not have agreements or contracts with a third party to promote, provide advice, or recruit for the program or institution, this section is left blank.

C. Program/language institution self-recommendations

None.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Length and Structure of Program of Study

Length and Structure of Program of Study Standard 1: The calendar states the number of terms per year, the number of weeks per term and the number of hours of instruction per week. The calendar is consistent with and supportive of the program or language institution’s stated mission and goals.

A. Required responses

1. Present the program’s or language institution’s calendar for each instructional program or curriculum in the table below.

	Program/curriculum: ESL-Plus Course of Study	Program/curriculum:	Program/curriculum:
# of start dates per year	12
# of terms per year	4
# of weeks per term	12
# of hours per week	20

2. If any part of a given term for a program/curriculum has a reduced number of hours, describe the affected period(s) (e.g. first/orientation week, campus break weeks, holiday periods, last/finals week, etc.). Indicate how the term or total course hours are impacted and how delivery of planned course curriculum is ensured.

SPANISH-AMERICAN INSTITUTE provides an open-entry, self-paced program. Students move through the curricular goals, objectives and outcomes at his/her own pace. Bi-monthly exams indicate if a student is ready to progress to the next level. Each course within the ESL Plus Program of Study, has a recommended number of hours; however, students may complete the course prior to completing the number of hours. All holidays and other campus breaks are not counted towards the number of hours. The number of hours solely reflects the number of hours a student has spent in the classroom.

3. If terms within the program are not of equal length (such as a summer term with fewer weeks than other terms), explain how the planned curriculum for the course or level for the longer or shorter term is adapted to ensure consistent delivery of curriculum objectives.

The program does not have set terms. Students enroll in sessions of three months, six months, nine months or twelve months. The basic module of enrollment is therefore three months, four hours per day, five days per week. This three month module therefore totals 240 classroom hours per "term". A student may begin the second Monday of each month.

4. Indicate the total number of class hours in the instructional component of the program term. Indicate the number of hours per term devoted to each type of activity.

	Program/curriculum: ESL-Plus Course of Study	Program/curriculum:	Program/curriculum:
total hours in the term	240
faculty-led classroom instruction	240
Testing	5
counseling and on-going orientation	2
outside lecturers or presentations	0
faculty-led language laboratory/media center	48
independent student use of laboratory/media center	0
field trips	0
social events	1
other:
other:
other:

5. Does the program/institution admit students at times other than program start dates or have rolling open enrollment dates?

_x___ yes

_____ no

6. If yes, explain how the flow of terms for such students is managed to ensure that the promised curriculum is delivered sequentially in the way outlined in the curriculum guide.

Students attend four class hours per day, five days per week for a total of 20 hours per week. Teachers in each class hour at a given ESL level use the same textbooks and follow the lessons sequentially. Over the course of the period of enrollment, students therefore have many opportunities to review each of the units in the assigned textbook with different teachers and different classmates. The repetition from the different perspectives that different teachers and groups of classmates, at different points in time during the course of the period of enrollment, assures that the student masters and retains mastery of each unit's content.

7. Check where the program/institution calendar (start dates, lengths of terms, hours per week, etc.) is made available.

__x__ program/institution brochure

__x__ pre-arrival material

__x__ student class schedules

__x__ website

__x__ student handbook

_____ advertisements

_____ other (list below)

B. Verification

Length and Structure of Program of Instruction Standard 1

1. Documentation in the report

Course Calendar Policy Statement In School Catalog

ESL-Plus Term Possibilities

Academic Calendarand Academic Year

Website URL

Pre-arrival materials throughout School Catalog

Student Class schedule

Facilities Floor Plan to correlate Student Class Schedule

2. Verification on site

Student Class Schedules are available on site from electronic media-generated reports in the President's office, Dean of Student Services office or Faculty Student-Services offices.

Facilities Floor Plans to correlate Student Class Schedules are available in the Site Visit Team Meeting Room

School Catalogs with Calendar are available to the visit team in Institute offices

C. Program/language institution self-recommendations

1. SPANISH-AMERICAN INSTITUTE will generate a learning path document for each student to show how a student can progress through the program with the suggested amount of time in each level. Fall 2012.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Length and Structure of Program of Study Standard 2: The program or language institution’s curricular design clearly indicates the levels of instruction and specifies how students progress through a full program of study.

A. Required responses

1. Provide pass/fail and progression data documenting patterns of student movement through the levels and the program.

On the December 11, 2011 Bi-monthly Examinations of 770 students tested, 651 (84%) received a GPA of 2.0 or higher (Pass-Fail GPA Tab Rate Data for Dec 12 2011 Bi-monthly ExamsBook1.xls) .

On the December 11, 2011 Bi-monthly Examinations of 2251 student examinations, 1801 (80%) received a grade of "C" or higher (Pass-Fail Rate Data for Dec 12 2011 Bi-monthly Exams.xls).

Data for this review was taken from the Grade Labels affixed to student permanent record cards for the Bi-monthly Examination on the week ending Sunday, December 11, 2011 (Copy of Permanent Student Record Grade Labels Bi-Montlly Exams Dec 11 2011.doc).

In a study of 1094 students who began a three month session between January 1, 2010 and November 1, 2011, it was found that 294 (26%) attended less than 80 days. Therefore 75% were retained beyond 90% of the icalendar days in their initial session (retainSTUDY Raw Data.doc Retain Study Data Sort.xls).

Patterns of student movement through the levels and the program are revealed in the "How Long" Study (Data from "How Long" Study: Analyzing how long 24,000 students-section hours since 1988 remained in Level I). This analysis of over 24,000 student-session-hours in Level 3 since 1988 showed that the median and average time time spent by students in Level 3 sections was 49 days. At four hours per day, five days per week this is equal to 140 class hours.

2. Are student learning outcomes for each level met at consistent rates across levels?

__X__ yes

_____ no

3. If no, indicate the level(s) where promotion is under average and state the reasons why students do not progress.

4. Explain how the program or language institution has established that courses/levels are the right length and have the appropriate number of hours for delivery of the established curricular load.

The Institute has established that the courses/levels are the right length by providing for individual differences and learning styles with its individualized achievement mastery level change policy. discussions with publishers of the NorthStar and WorldView textbooks utilized confirm this assessment.

5. Explain how the program or language institution has established that the instructional time allotted for each course/level is adequate for students to achieve the student learning outcomes of that course/level.

The Institute has proviced a Mothod of Instruction which allows for varying rates of learning and learning styles by allowing students to repeat units until mastery is achieved (School Catalog, Volume 27 Spring 2012: Method of Instruction). Discussions with WorldView and NorthStar publishers indicate that the time alloted when coupled with allowable repeats properly assures that students are afforded the opportunity to maximize their time at the Institute.

6. Explain how the program or language institution has established that the length and number of hours of the program as a whole is appropriate for students to master the student learning outcomes and achieve the proficiency level(s) required for exit from the program.

The institute has established that the length and number of hours of the program as a whole is appropriate for students to master the student learning outcomes and achieve the proficiency level(s) required from the course of study by studying the length of time students remain in a given level, comparing that with the pass-rate scores. In addition the Institute has held discussions with NorthStar/Pearson publishers of the textbooks used to determine that our practices and delivery methods are suitable to these ends. Current Student Survey and one-on-one discussiions with students confirm this assessment.

B. Verification

Length and Structure of Program of Instruction Standard 2

1. Documentation in the report

Data on pass/failrates:

Data on retention:

Data on patterns of student movement through the levels and the program:

Data from "How Long" Study: Analyzing how long 24,000 students-section hours since 1988 remained in Level I

2. Verification on site

Documentation on data on pass/fail rates, retention and patterns of student movement through the levels and the program are available in the President's Office.

C. Program/language institution self-recommendations

The Institute will devise additional methodologies to evaluate pass/fail and retension rates by First Quarter 2013.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Student Achievement

Student Achievement Standard 1: The program or language institution has a placement system that is consistent with its admission requirements and allows valid and reliable placement of students into levels.

A. Required responses

1. List the placement test, series of tests, or other evaluative procedures for initial placement of students into the instructional program, and for each level, skill area, or course for which there is a separate or additional placement assessment procedure.

Students are placed into their appropriate level via the CELSA (Combined English Language Skills Assessment) placement test. Additionally, SPANISH-AMERICAN INSTITUTE is in the process of implementing an exit assessment for each course. After much research in teacher-developed test, SPANISH-AMERICAN INSTITUTE is moving towards using the publisher- generated assessments for the NorthStar series. First, it is recognized that teacher –generated exams differ greatly from one instructor to another. Secondly, NorthStar exams are built upon the outcomes presented in the NorthStar series. These outcomes are in line with the student learning outcomes on the syllabi and meet the overall goals of the courses.

2. Describe the overall testing process by which students are initially assessed and placed into a level in the instructional program. State how the means of assessment are kept secure.

After the initial admission process, and a student meets with a Faculty Student-Services Associate. They are then scheduled for a CELSA test. Students are given the CELSA in a secure, monitored environment. Since there isn’t a testing schedule, students often test alone with a member of SPANISH-AMERICAN Institute's staff. Students are not to have any texts, cell phones or other materials with them during the testing process.

3. Explain whether an initial placement decision can be altered or refined after the initial assessment period and, if so, how.

SPANISH-AMERICAN INSTITUTE recognizes that while CELSA is a strong placement tool, there are other factors that may impact a students result, i.e. sickness, lack of sleep, etc. Therefore, students are both informally and formally assessed their first few days in class to ensure the level is the most appropriate for the student. Teachers assess new students orally and aurally, as well as through written homework and in-class writing and reading activities. If it is suspected a student has been misplaced, a student will meet with a Division Chair or the Dean of Academic Affairs for a diagnostic test. These diagnostics are generated from publisher support materials for our core texts, NorthStar. Diagnostics are organized by student learning outcomes, thus indicating if a student has mastered student learning outcomes for a level or not.

4. For each procedure or instrument, explain how validity has been established and is maintained. Specifically, state how placement procedures and instruments and interpretation of results have been aligned with the levels in the curriculum.

CELSA is a widely used placement tool. The validity of the CELSA is .93. Thus, making it an ideal instrument for placement. The proficiency scales and descriptors of each level align with the student learning outcomes for each of our levels. Since SPANISH-AMERICAN INSTITUTE has only been using CELSA for a short time for placement, it is currently in the process of monitoring results closely. Currently, reports are being generated on a monthly basis that indicate student CELSA placement, time spent in placed level, and achievement of student learning outcomes via assessments. This data should show us that validity of how well the placement tool aligns with our program curriculum.

5. For each procedure or instrument, explain how reliability of placement results is ensured from cycle to cycle.

The Dean of Academic Affairs works with the Dean of Students to review movements of students. There have been very few cases where students are moved from initial placement. However, if any student is moved, that student is monitored for achievement in the level to which they were moved. Criteria looked at includes: time spent in level, achievement on bi-monthly exam, and ability to master student learning outcomes through both bi-monthly assessments and exit exam.

B. Verification

Student Achievement Standard 1

1. Documentation in the report

Placement data for 3 month period

Description of placement procedures in School Catalog

Policy statement on changing initial placement in School Catalog

Policy statement on changing initial ESL placement in School Catalog

Copy of Student Placement Information sheet

Data supporting CELSA exam

Data from "How Long" Study: Analyzing how long 24,000 students-section hours since 1988 remained in Level I

2. Verification on site

Placement data for CELSA Test is available for download from the Institute's web server in the President's office.

School Catalogs are available in the Faculty Student Services Associates offices.

CELSA Placement Test information Sheets are available in Permanent Student Record Folders

"How Long" Study data is available in the President's Office.

C. Program/language institution self-recommendations

1. SPANISH-AMERICAN INSTITUTE needs to establish a formal bi-annual review policy of the CELSA and student movement through courses. By adding a page in our SchoolWorks student information system, we will be able to track a student's initial placement score (raw number) and how long a student spends in a level. This data would be useful in assessing our cut scores on the CELSA. Fall 2012.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Student Achievement Standard 2: The program or language institution documents in writing whether students are ready to progress to the next level or to exit the program of study, using instruments or procedures that appropriately assess the achievement of student learning outcomes for courses taken within the curriculum.

A. Required responses

1. Describe how the program or language institution has determined that its student learning outcomes represent significant achievement relative to the norms of the field. (See Appendix A.)

During 2010-2011 SPANISH-AMERICAN INSTITUTE Administration, with the input of faculty, worked towards establishing an outcomes-based curriculum. This outcome-based curriculum focuses primarily on measuring student learning based on student learning outcome statements. These outcome statements have been generated with careful review and consideration of best practices in the field of ESL. First, proficiency standards or levels were established. These proficiency levels are descriptors of the learners and their abilities with the language. From these, measurable and observable student learning outcomes were generated.

Student learning outcomes for each course were carefully established with review of TESOL’s Adult Language Proficiency Standards and CEF (Common European Framework) Level Descriptors. Both TESOL’s Standards and CEF’s level descriptors are grounded in solid research and illustrate current best practices in the field. These standards and descriptors are the foundation of our courses. Each standard and level descriptor represents achievement in the language learning.

Qualitative and quantitative data are being collected to measure student progression through the levels and their achievement of our newly implemented student learning outcomes. Since this has been a relatively new endeavor for SPANISH-AMERICAN INSTITUTE, little data is available. However, SPANISH-AMERICAN INSTITUTE recognizes the need and the value of collecting such data to make future programmatic changes to both our student learning outcomes and assessment practices.

2. Indicate the primary tools, methods, or instruments used to assess student progress within the term.

Due to our open entry policy, terms are not formally outlined. However, long ago SPANISH-AMERICAN INSTITUTE established a practice for assessing student progress on a bi-monthly basis. That is there is a formal assessment of all learners weeks 8, 16 and 24 for each level.

The tools for these assessments are publisher-generated exams that correlate with course content. The reason that SPANISH-AMERICAN INSTITUTE moved in this direction was to ensure that all students, at each level, would be responsible for mastering the outcomes for that level regardless of his/her teacher, or time of class. Prior to making that change, individual teachers were responsible for generating the bi-monthly exams. While our teachers are trained, they are not experts in test development, and particularly test development to adequately measure SLOs. Thus, SPANISH-AMERICAN INSTITUTE Administration felt it best to move in this direction. We feel confident that our new practice will ensure that each student in a particular level will have the skills and knowledge he or she needs to progress to the next level, and most importantly be successful in that level.

Bi-monthly exams are given in the classes the students are registered in and evaluated by the teachers. Furthermore, all bi-monthly exam scores are entered into our student information system, SchoolWorks. In addition to bi-monthly exams, teachers continuously assess learning through homework, class assignments, oral presentations and writing assignments.

Lastly, for each level there is an exit exam as well. SPANISH-AMERICAN INSTITUTE recognizes that each bi-monthly exam measures content taught from one bi-monthly exam to another; however, there is a need to measure all course outcomes in one exam as well. Thus, we are in the process of establishing an exit exam system for each course. Again, this has been generated from publisher exams. However, these exams have been created to assess all student learning outcomes for a level, rather than particular units or groups of units. Students may take these exams after all coursework has been completed in a particular level, or at the discretion of the instructor. If the instructor feels a student is ready to progress to the next level, the instructor may opt to give that student the exit exam in lieu of the bi-monthly exam. Like bi-monthly exams, exit assessments are entered into our SchoolWorks information system.

3. Does the program or language institution use published standardized instruments to establish course or level achievement?

_____ yes

_x___ no

4. If yes, list the instrument(s) used; explain how they are proven to align with the curriculum, course goals and objectives, and how they are proven to assess the student learning outcomes for the level assessed.

5. Does the program or language institution use faculty-made assessment instruments to establish level achievement?

_____ yes

__x__ no

6. If yes, list the instrument(s) used; explain how they are proven to align with the curriculum, course goals and objectives, and how they are proven to assess the student learning outcomes for the level assessed.

7. List any other assessment tools or methods used by the program or language institution to demonstrate level achievement of the program’s stated student learning outcomes. Explain how these tools or methods are proven to align with the curriculum, course goals and objectives, and how they are proven to assess the student learning outcomes assessed.

SPANISH-AMERICAN INSTITUTE uses publisher-created assessment tools to measure student learning outcomes. These tools are provided to SPANISH-AMERICAN INSTITUTE with the teaching materials of the adopted text. The text was selected primarily due to the fact it aligned with SPANISH-AMERICAN Institute's programmatic goals, as well as the student learning outcomes in each of the levels offered. Each component on the assessment tool can be traced to a course goal, and in turn, a particular student learning outcome.

8. Describe the data that is collected on student achievement for level-to-level progression and exit from the program. Explain how this data, collectively, is used to inform the program or language institution’s assessment practices.

Through the SchoolWorks database, SPANISH-AMERICAN INSTITUTE is able to collect student bi-monthly exams as well as other critical information to assess student progression. Additionally, we are currently employing a web-based tool to support our classroom instruction. We have set up this tool with a program administration function. This allows us to easily generate reports on each student, in each course, within a particular level. We cannot only see each student’s activity results and scores, but we can view an entire class average or a student average. We are even able to generate reports on question analysis. This is critical. If many students are missing a certain question, we can assess student learning, as well as teaching and outcome achievement as well.

Using both data from SchoolWorks and MyEnglishLabs we can make informed decisions about teaching, curriculum and student placement. First, if certain classes are not scoring well in a particular learning outcome, we can bring this to the attention of the teacher, so learning activities could be modified. Secondly, if we see students are not successful in an area due to lack of previous learning, we can modify curricula to include the area. Lastly, if students are placed in a certain level and are not successful in the level (through both bi-monthly exams and MyEnglishLabs work) we need to look at our placement cut scores and better align them with our student learning outcomes for each level.

9. Describe how language learning and assessment research has informed the program or language institution’s practices in this area.

During our last Institutional Effectiveness Plan (2009-2014) Spanish-American Institute made a strong commitment to deeper researching and investigating language learning and assessment research. Several changes were made to our ESL Plus Courses due to our research. First, we needed a new placement instrument. Our former placement instrument was not aligned with our overall programmatic goals, thus we moved towards adopting the CELSA. Secondly, it was clear that we did not have measurable and observable student learning outcomes for each course. Thus, new outcomes were written. Third, SPANISH-AMERICAN Institute's courses did not have objectives and goals that aligned with the new student learning outcomes. Therefore, they were modified. Lastly, it was determined that courses needed a tool to better assess student learning in the class and once a student completed a class. Therefore, we moved towards adopting a web-based tool, MyEnglishLabs. We are using the publisher-generated unit assessments, so we are providing teachers with a uniform, streamlined tool. Additionally, an exit exam is currently being generated through MyEnglishLabs to measure overall student achievement.

This critical work has all been undertaken since 2009 when we first wrote our IEP. It was at that time that we realized we needed to move towards a greater outcomes based curricula and towards the culture of assessment of both students, but also courses and their effectiveness in delivering course objectives.

B. Verification

Student Achievement Standard 2

1. Documentation in the report

Faculty Handbook on assessment practices

bi-monthly exam schedule

School Catalog: Assessment and Evaluation: Statement of Exit Exam Policy and Procedures

Samples of bi-monthly assessments,

Sample of exit exam

List of publishers' test instruments utilized by the Institute

NorthStar Book3 SAI Level 4 Unit Tests and Exit Examination

Data on test results for February 12, 2012 bi-monthly exams

Data on test results for December 11, 2011 bi-monthly exams

2. Verification on site

Faculty Handbooks are available on site in public areas such as the Student Center, Special Events Center and the Resource Center as well as in desk and/or lockers of Deans, Chairs, the President, Faculty and Faculty Student Services Associates.

Data on test results may be found in the President's Office. Actual test results may be seen on the Student Permanent Record Card and on electronic media.

Unit and Exit Examinations may be seen in reference books available to Faculty in the Bookstore and in personal copies of NorthStar and WorldView Teacher Manuals in the possession of individual teachers.

The Bi-Monthly Exam Schedule 2012 may be found in the offices Faculty Student-Services Associates, Deans, Chairs.

C. Program/language institution self-recommendations

1. SPANISH-AMERICAN INSTITUTE needs to review, adopt and implement set rubrics for each level for both oral and written assignments. Currently, each teacher is responsible for aligning student progress in mastering student learning outcomes for each assignment. While the responsibility should fall on the instructor, it is imperative that SPANISH-AMERICAN INSTITUTE provides the teachers with a tool to adequately assess and ensure that the tools are uniform across all levels. Fall 2012.

2. SPANISH-AMERICAN INSTITUTE needs to continue to stay abreast of current best practices in language learning and assessment. A cycle will be established to review data of bi-monthly assessments and exit exams. This data will be presented to administration and faculty to aid in the making of curricular decisions every quarterly meeting. Fall 2012.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Student Achievement Standard 3: The program or language institution maintains and provides students with written reports that clearly indicate levels of language proficiency attained as a result of instruction.

A. Required responses

1. Check each component of the system for reporting each student’s attained language proficiency that is in place.

_x__ written report given to the student that states the name and level of the course

_x___ written report given to the student that includes a grade, score, mark or narrative indicating the degree to which the student has mastered course requirements

_x___ proficiency scale showing the range of possible levels of proficiency in the program

_____ interpretation of the proficiency scale

2. If any of these components are not on the written report, state where they are readily accessible to students, parents, employers, sponsors or admissions officers (as legally permitted).

The only item currently not detailed on the student report, is an interpretation of the proficiency scale. This is available in the Dean of Academic Affairs office and the Division Chairs of English.

3. Describe how the proficiency scale and the interpretation of the scale are linked to course goals and objectives and student learning outcomes.

The ESL Plus Course of Study offers six levels of ESL. Through the intense revision process SPANISH-AMERICAN INSTITUTE began in 2009, it was determined that our test did not correlate with course goals, objectives and student learning outcomes. Thus, as part of our internal review process for our Institutional Effectiveness Plan, when a new test was chosen, it was done so to best align with our new course goals, objectives and SLOs. Currently, these courses directly correlate with the six levels of proficiency determined by the CELSA.

4. Does the course grade, score or mark include factors that are not proficiency-related, such as attendance, effort, or completion of homework?

_x__ yes

_____ no

5. If yes, state how the program/institution’s reporting practices make clear that direct, concrete evidence of proficiency and mastery is distinguished from indirect indicators of student performance.

While a student's grade is directly influenced by attendance and homework, a student's language ability is marked by his or her performance on both the bi-monthly assessments and the exit exams. These are both outlined on a student's grade report. However, a student's ability to move to the next level is solely based on his her language performance on the bi-monthly exams or the exit assessment. This is reflected on the syllabi the student receives.

6. Describe how the program or language institution aggregates or accumulates evidence of how well students are achieving the established student learning outcomes. State how the program or language institution interprets this aggregate data to show that the program is of good quality.

SPANISH-AMERICAN INSTITUTE aggregates and accumulates evidence of performance in relation to student learning outcomes through our SchoolWorks student information system. SPANISH-AMERICAN INSTITUTE administration requires all assessments entered for each individual student. Each assessment is tied to specific student learning outcomes. Thus, administration is able to see each student’s performance on particular student learning outcomes. Data is logged for individual skill areas as well, i.e. reading, grammar, listening. Additionally, with the new digital learning environment, MyEnglishLabs, detailed reports regarding student performance on individual activities, as well as assessments are able to be collected and aggregated to see student performance on individual SLOs, as well as offering a holistic picture of learning gains.

Through both these vehicles, Spanish-American Institute is able to ascertain the overall quality of the language program being delivered. If students are not making gains in one area, (or in one particular class) the institution can reevaluate what is happening in that particular area/class. This self-review process allows SPANISH-AMERICAN INSTITUTE to constantly review, evaluate and implement change to ensure that student learning outcomes are being met.

7. State the program’s record retention policy on proficiency and grade reports. Indicate where proficiency and grade reports are maintained.

The Institute retains proficiency and grade reports indefinitely with the students permanent records. The proficiency and grade reports are maintained with student permanent record folders and on electronic media in the SchoolWorks Progress database on site with off site backup.

B. Verification

Student Achievement Standard 3

1. Documentation in the report

Bi-Monthly Examination Schedule for 2012

Copy of student grade report

Proficiency scale with descriptors

Student progress data:

Policy statement in Faculty Handbook on Student Records

2. Verification on site

Faculty Handbooks may be viewed in such public areas of the Institute as the Student Lounge, Resource Center, and Special Events Center as well as in the desks and/or lockers of Deans., President, Chairs, Faculty and Faculty Student-Services Associates.

Student Grade Labels may be found affixed to student permanent record cards

C. Program/language institution self-recommendations

1. Through this self-study SPANISH-AMERICAN INSTITUTE recognizes the need to publish our proficiency scale for students as well. This will be published via our School Catalog, faculty handbook and attached to each student report. Spring 2012.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Student Achievement Standard 4: The program or language institution informs students of the assessment procedures used to determine placement, progression from level to level, and completion of the program, as well as their individual results.

A. Required responses

1. Check to indicate the written means by which students are informed of each assessment practice.

	Initial placement procedures	Assessment procedures to monitor progress within courses or levels	Assessment procedures to determine progress from level to level	Assessment procedures to determine successful completion of the program	Relationship of grades to promotion	Impact of attendance, effort, and other indirect indicators on grades and promotion	Appeal procedures for initial placement and grades/progress
student handbook (printed)	x	x	X	x			X
student handbook (electronic)	x	x	X	x			X
orientation materials	x
student advising sessions with handouts	x
course syllabi		x	X	x		X
faculty presentation with handouts	x	x	X	x		X	X
progress or grade reports		X	X	X	X	X	X
other:
other:

2. Summarize the process by which students may appeal a) initial placement and b) course grades or promotion decisions.

While there is currently not a formal appeal process, there is a regular process that is followed institutionally. First, if students feel that are misplaced based on his/her initial CELSA test, the student is re-assessed in the class the first week of classes. This re-assessment takes place in the natural learning environment, informally. If a teacher concurs that the student may be misplaced, the student is referred to the Division Chair. The Division Chair meets with the student to determine if a student should be moved up. Promotions from course to course are based on a student’s overall performance with the course content of the course he or she is enrolled. Performance is measured through bi-monthly assessments and the exit assessment. If a student feels he or she is ready to be promoted prior to the number of course hours, he or she may demonstrate mastery of course content, i.e. SLOs through one of two means. First, successful completion exit assessment. Secondly, successful completion of all course content on MyEnglishLab. Successful completion is measured at 65%.

3. State the relationship between course grades and promotion.

Currently, grades are calculated by: 25% attendance and participation, 50% course work (including informal and formative assessments), 25% bi-monthly assessments. Students must earn a 65% average to move to the next level. In addition to the passing score, students are required to complete the total number of hours in the course, pass the exit assessment, or demonstrate mastery of SLOs through successful completion of activities on MyEnglishLab.

4. Describe the process by which students are informed of their progress in courses and their progress from level to level throughout the curriculum.

Students are mailed a Grade Report Letter (Copy of Grade Report Letter) every eight weeks. The Grade Report Letter details a student’s progress in a course and through the ESL Plus Course of Study. It notes the hours in each level. If a student is ready to move on to the next level, a teacher may initiate that progression. It is noted in SchoolWorks and the student is made aware of his/her changed status via The Grade Report Letter.

5. State the program’s or language institution’s policy and procedures regarding monitoring and counseling students on academic achievement, including failure to make satisfactory progress.

The Dean of Students supervises support staff who provide assistance regarding academic progress. The Institute's Counseling Plan describes the following specific guidance services:

• Identification of "at risk" students through academic progress and attendance tracking in conjunction with administrative review of all bi-monthly and final grades.

• One-on-one orientation and progress conferences.

• Academic warning notification and referral for in-school support to help with academic problems.

The Institute has had an Early Warning system in place for many years through which teachers notify the President or his designees about significant attendance or academic problems. In 2001, the school developed a weekly tracking system through which faculty indicate student's academic progress on the weekly attendance reports. Should the student not progress beyond that in a reasonable amount of time, the faculty member spends additional time with the student to determine the nature of the problem and, if need be, refers the student to the President or designees for counseling.

B. Verification

Student Achievement Standard 4

1. Documentation in the report

School Catalog policy statements on:

Course Syllabi with policies

Counseling Plan 2009-2013.doc

2. Verification on site

The School Catalog may be found on site in the Offices of the Faculty Student-Services Associates and Dean of Student Services.

The Course Syllabi may be found in such public areas of the institute as the Resource Center, the Special Events Center and the Student Lounge as well as in all offices and faculty desks and lockers.

C. Program/language institution self-recommendations

1. SPANISH-AMERICAN INSTITUTE needs to establish a formal appeals process for placement tests and grade and promotion. This process needs to be detailed in both the School Catalog and the Faculty handbook. While the current process works, SPANISH-AMERICAN INSTITUTE firmly believes all processes need to be transparent to students and stakeholders. Summer 2012.

2. SPANISH-AMERICAN INSTITUTE needs to expand the publications of our current assessment practices. Updates need to be made in the School Catalog, Faculty Handbook, Orientation Materials and Grade Report Letters to reflect assessment practices and policies regarding grades and promotion information. Spring 2012.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Student Complaints

Student Complaints Standard 1: The program or language institution makes available to students, in writing, procedures by which they may lodge complaints. The program or language institution documents and maintains records of formal student complaints, as well as the resolution of any such complaints.

A. Required responses

1. Indicate where students may find, in writing, procedures to lodge complaints.

_x___ student handbook

_x___ website

_____ orientation materials

_x___ posted procedures

_____ syllabi or course policy sheets

_____ other (Complete 2 below.)

2. List other sources not stated in 1 above.

none.

3. State the program’s or language institution’s definition of “formal complaint.”

A formal complaint is any unresolved concern. These can be at the instructional level, or regarding an administrative policy.

4. Describe the procedures that are followed by the program/institution to resolve formal complaints, including how records of the complaint and its resolution are kept.

As stated in the catalog students and all employees (including administrative staff) who have concerns, dissatisfactions, or complaints are encouraged to bring them to the Institute's attention as promptly as possible. Problems involving classroom matters should first be discussed directly with the faculty member involved. Questions about administrative policies or non-academic matters should be discussed with a Faculty Student-Services Associate.

Concerns unresolved (formal complaints) with a Faculty Student-Services Associate may be discussed with the Dean of Students. Dissatisfactions unresolved with the Dean of Students should be presented to the President.

Remaining issues may be submitted in writing to the Board of Directors. The submission should describe the problem in detail, include any available documentation, and be signed by the student or employee. The Board will make appropriate inquiries and recommend a resolution within thirty (30) days of receiving the written concern and will notify the student or employee of those findings.

At no time shall a final determination be made by a person or persons directly involved in the complaint itself. Students and employees are assured that no adverse action will be taken against anyone expressing a concern through this mechanism.

A student or employee who is not satisfied with the Institute's complaint resolution and who has reason to believe that the institution has acted contrary to its published standards or that conditions at the institution appear to jeopardize the quality of the instructional programs or the general welfare of its students may file a written complaint with the New York State Education Department. Any person who believes he or she has been aggrieved by the institution on or after May 4, 1994, may file a written complaint with the Department within two years of the alleged incident, as follows:

The person should first try to resolve the complaint directly with the institution by following the internal complaint procedures described above. Copies of all documents and correspondence should be kept.

If a person is unable to resolve the complaint with the institution or believes that the institution has not properly addressed the concerns, he or she may request a complaint form by telephoning the Postsecondary Complaint Registry or writing to the New York Education Department, Postsecondary Complaint Registry, 116 West 32 Street, 14th Floor, New York, NY 10001, 212-643-4760 / Fax: 212-643-4765.

The Postsecondary Complaint Registry Form should be completed, signed and sent to the above address. The completed form should indicate the resolution being sought and any efforts that have been made to resolve the complaint through the institution's internal complaint processes. Copies of all relevant documents should be included.

After receiving the completed form, the Department will notify the complainant of its receipt and make any necessary request for further information. When appropriate, the Department will also advise the institution that a complaint has been made and, when appropriate, the nature of the complaint. The complainant will also be notified of the name of the evaluator assigned to address the specific complaint. The evaluator may contact the complainant for additional information.

The Department will make every effort to address and resolve complaints within ninety days from receipt of the complaint form.

Some complaints may fall within the jurisdiction of an agency or organization other than the State Education Department. These complaints will be referred to the entity with appropriate jurisdiction. When a complaint concerns a matter that falls solely within the jurisdiction of the institution, the complainant will be notified and the Department will refer the complaint to the institution in question and request that the matter receive a review and response.

Upon conclusion of the Department's complaint review or upon the disposition of the complaint by referral to another agency or organization, or to the institution, the Department will issue a written notice to the complainant describing the resolution of the complaint. The complainant may contact the Department evaluator directly for follow-up information or for additional assistance.

In addition, students and employees may contact the Institute’s accrediting body, the Accrediting Council for Independent Colleges and Schools, 750 First Street, NE, Suite 980, Washington, DC 20002-4242, Telephone: 202-336-6780, Fax: 202-842-2593.

All formal complaint records are kept in both the President’s office and via SPANISH-AMERICAN Institute's SchoolWorks database.

B. Verification

Student Complaints Standard 1

1. Documentation in the report

School Catalog Policy and Procedure statement on Complaints

Faculty Handbook Policy and Procedure statement on Complaints

2. Verification on site

The School Catalog may be view on site in the offices of the Faculty Student-Services Associates.

The Faculty Handbook may be viewed in the offices of the President, Deans, Chairs, Faculty Student-Services Associates; in such public areas as the Resource Center, Special Events Center and the Strident Lounge; and in the desks and lockers of Faculty.

C. Program/language institution self-recommendations

None.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Program Development, Planning, and Review

Program Development, Planning, and Review 1: The program or language institution has a plan, in writing, for development of the program or language institution, including planning, implementation, and evaluation.

A. Required responses

1. Does the program/institution have a written plan for development that indicates tasks, processes, responsible parties, timelines, and the documentation that provides evidence of implementation?

_x__ yes

_____ no

2. Check each area for which the plan specifies steps for review and/or planning.

_x___ mission and goals

_x___ financial resources

_____ human resources

_____ physical plant

_x___ internal and external factors that affect student enrollment, curriculum development, student achievement, faculty and staff

_x___ administrative procedures

_x___ operational policies

_____ other (Complete 3 below.)

3. List other areas of the plan not listed in 2 above.

none.

4. Where is the written plan kept and who has access to it?

The Instructional Effectiveness Plan is written in-house every five years by a team of SPANISH-AMERICAN INSTITUTE employees. It is accessible to all internal and external stakeholders via SPANISH-AMERICAN Institute's website. The study group team members for the 2009-2014 cycle included:

Dante V. Ferraro, President

Paul Schiffman, Dean of Student Services

Tom Schwenke, Dean of Administrative Services

Carolyn Prager, Dean of Academic Affairs and IEP Study Group (IEPSG) Chair

Freddie Ann Bush, Career Program Business Chair and IEL Business Chair

Enrique Nibeyro, Career Program Computer Chair

Bouchra Zouhairi, IEL Computer Chair

Libertad Grajo, Career Program English Chair

Nori Panganiban, IEL English Chair

5. Describe the last planning and development cycle, including actions that have been undertaken as a result of the process.

The 2009-2014 Instructional Effectiveness Plan highlighted the following:

Countries of Origin: More than 90% of the student population are international students from countries that include but are not limited to: Turkey, Japan, Columbia, Niger, Guinea, Russia, Poland, Georgia, the Stans, Ecuador, the Dominican Republic, Ukraine, Morocco, Brazil, Mexico, and Senegal. Their median age is about 27.

Postsecondary Education and Interests: The Institute’s student population has become increasingly better educated and more globally diverse. Most students have already attended a college or university in their home countries. Over 75 % of students plan to pursue higher education and/or an American degree after leaving the Institute..

Implications for Planning: The Spanish-American Institute has been in transition since its founding--from a “Spanish-American” student population to a more international population; from a school providing minimal entry-level skills clerical training to one providing more sophisticated office skills training; and from a school that provided basic communicative ESL instruction to one also providing more comprehensive and sophisticated English-as-a Second Language instruction.

Accreditation Self-Study Processes and IEP Development : In 2011, the Institute will undertake two accreditation processes. The first is for ACICS renewal accreditation. The second is for a new accreditation from the Commission on English Language Program Accreditation (CEA). Each will occur in overlapping timeframes. The Institute anticipates that the new CEA process will bring more depth to the ACICS Self-Study review and vice-versa. Accreditation Standards Self-Study Committees were appointed to review the following areas:

· Mission, Recruiting, and Student Complaints,

· Curriculum

· Resources

· Faculty

· Student Services

Student Achievement.

Several actions have been taken as a result of the Instructional Effectiveness Plan in the aforementioned areas.

In the area of Mission:

· Workshops given in accreditation for both ACICS and CEA.

In the area of Curriculum:

· All syllabi have been reviewed and updated to reflect new student learning outcomes.

· New English Literacy course developed and implemented.

· Information Literacy resources added to school library to support learning activities and current best practices.

· New digital tool, MyEnglishLabs, added to increase learner gains.

In the area of Faculty:

· Intensive English (IEL) Division Chairs appointed to support faculty and full implement new curriculum standards.

· Workshops given in using ESL Course materials and Good Testing Standards and Practice.

· Workshop given in using a digital tool effectively to generate student data reports, i.e. measure learning.

In the area of Resources:

· Information Literacy resources added to school library.

· New DVDs and audios added to library to support instruction.

· IMac computers with 27” screens acquired for classroom instruction.

· New server acquired to support record keeping.

· Apple Airport Extreme wireless hubs installed to support 250 simultaneous wireless connections.

· 3 flat screen HD-DVD all in ones purchased for ESL courses.

· 90 Macs added to computer room and library.

In the area of Student Services:

· New ESL placement tool used to better determine ESL Placement level (CELSA).

In the area of Student Achievement:

· New online formal test duplication form request to facilitate test monitoring and to create data-base validation that testing measures new student learning outcomes.

· Implementation of mylabs to generate student learning reports.

· Addition of criteria entered into SchoolWorks database to identify student achievement in courses.

6. Describe how actions taken as a result of planned review and development are evaluated, and by whom.

SPANISH-AMERICAN Institute's Institutional Effectiveness Plan has a clear review and evaluation cycle. The implementation of new initiatives are evaluated by SPANISH-AMERICAN INSTITUTE Administration and various stakeholders. The following chart outlines the reviewers and the evaluation tools.

Action	Reviewer	Evaluation
All syllabi have been reviewed and updated to reflect new student learning outcomes.	Dean of Academic Affairs, English Chair, ESL Faculty	1. Reviewed and discussed at Faculty meetings. 2. Faculty survey regarding new syllabi and their effectiveness/appropriateness.
New English Literacy course developed and implemented	Dean of Academic Affairs, English Chair and ESL Faculty.	1. New English Literacy course developed and approved internally. 2. Approved by State Department of Education in 2009. 3. Four sections offered and enrolled in Fall 2010.
Information Literacy resources added to school library to support learning activities and current best practices.	Dean of Academic Affairs, President	1. Memo sent to Faculty for requests. 2. Requests made at Faculty meetings. 3. Purchased items. 4. Track student usage of new items through Library sign-in sheets and print check-out (circulation records).
New digital tool, My English Labs, added to increase learner gains.	Dean of Academic Affairs, ESL Faculty.	1. Student time on lessons. 2. Student achievement in courses. 3. Track student time to progress to a level, find mean, compare to previous classes without digital tool’s mean.
Intensive English (IEL) Division Chairs appointed to support faculty and full implement new curriculum standards.	President, Dean of Academic Affairs.	1. Evaluation of IEL Division Chairs by Dean of Academic Affairs.
Workshops given in using ESL Course materials and Good Testing Standards and Practice.	Dean of Academic Affairs	1. Faculty Survey of workshop. 80% or higher rate as helpful or very helpful.
Workshop given in using a digital tool effectively to generate student data reports, i.e. measure learning.	Outside consultant, Pearson Longman ELT	1. Faculty rate workshop as helpful or very helpful. 2. Faculty able to generate student learning reports.
Information Literacy resources added to school library.	Dean of Academic Affairs, President.	Memos to faculty about information literacy course objectives in textbooks and syllabi. Faculty meeting agenda items (e.g., 7/11/09). Institute Instructional Resources Manual contains sections on the Institute Library, public library access, and information literacy skills development. Institute bulletin boards contain posting about applying for library cards and libraries nearest the Institute, 10/09--.
New ESL placement tool used to better determine ESL Placement level (CELSA).	Dean of Academic Affairs	Review placement scores and student success/failure in placed course.
Addition of criteria entered into SchoolWorks database to identify student achievement in courses	President	1. Keep track of all standardized bi-monthly exam scores by skill area for each student. 2. Track success of students by skill area.

B. Verification

Program Development, Planning and Review Standard 1

1. Documentation in the report

Institutional Effectiveness Plan

2. Verification on site

The Institutional Effectiveness Plan may be viewed on site in such public areas of the Institute as the Resource Center, Special Events Center and Student Lounge. In addition in will be found in the Deans' Chairs', President's and Faculty Student Services Associates offices and in the lockers and desks of the Faculty.

C. Program/language institution self-recommendations

1. SPANISH-AMERICAN INSTITUTE has a strong process in place to review program components. However, reporting processes need to be strengthened. SPANISH-AMERICAN INSTITUTE needs to develop a system in which all faculty report more than bi-monthly on student achievement.

2. A standardized exit exam needs to be generated for all levels that specifically targets the student learning outcomes of the course. While this is currently being worked on for Level Four, all levels needs to move in this direction.

3. The Faculty need to work towards developing a rubric for oral assessments by each level.

4. SPANISH-AMERICAN INSTITUTE is looking towards creating a system in which student movement within the program can be documented and a mean determined.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Program Development, Planning, and Review 2: The program or language institution regularly reviews and revises its program components and has a plan, in writing, to guide the review of curricular elements, student assessment practices, and student services policies and activities. The plan is systematically implemented.

A. Required responses

1. Does the program/institution have a written plan to guide the review and revision of curriculum, and does the plan state the tasks, process, responsible parties, timelines, and documentation that will provide evidence of implementation?

__x__ yes

_____ no

2. When evaluating curriculum, indicate all items that are reviewed, as stated in the written plan.

_x__ goals and objectives and syllabi for each course

_x___ teaching materials

_x___ teaching methods and methodologies

_x___ student learning outcomes

_x___ other (Complete 3 below.)

3. List other items not included in 2 above.

Criteria for grade distribution, i.e. % of homework, attendance, assessments.

4. When evaluating curriculum, indicate sources of input to the review, as stated in the written plan.

_x___ feedback from faculty

_x___ feedback from students

_x___ needs assessment of the student population sought or enrolled by the program/institution

_x___ research in the areas of language teaching and learning

_x___ student achievement data

_____ other (Complete 5 below.)

5. List other sources not included in 4 above.

none.

6. Where is the written plan for review of curriculum kept and who has access to it?

The Institutional Effectiveness Plan (IEP) not only internally reviews the institution, but reviews all policies and practices at Spanish-American Institute. A large component of the IEP is curriculum. This is posted on our website for all constituents’ to view. Additionally, hardcopies are available throughout the institution for faculty, staff and administration.

7. During the last cycle of curriculum review and revision, what decisions were made and what follow-up actions were taken?

In 2009 (the first year of the five-year plan which is updated annually) when the last five-year IEP was started, it was noted where major changes to curriculum needed to be made. First, a new placement test was needed to better assess the student learning outcomes that were being taught in the courses. Additionally, courses were rewritten to better align course goals, objectives and student learning outcomes. Lastly, new instructional tools, in the digital format were evaluated and selected to best correlate with our course SLOs.

8. Does the program/institution have a written plan to guide the review and revision of student achievement practices?

__x__ yes

_____ no

9. When evaluating student assessment practices, indicate all items that are reviewed, as stated in the written plan.

__x__ placement procedures and instruments

__x__ faculty-made tests and assessments

__x__ rubrics and other evaluation tools

__x__ end-of-term assessments

__x__ reporting practices

__x__ methods of documenting student achievement

__x__ reliability and validity of testing instruments

_____ other (Complete 10 below.)

10. List other items not included in 9 above.

none.

11. When evaluating student assessment practices, indicate sources of input to the review, as stated in the written plan.

__x__ data on change of initial placement

__x__ data on pass/fail rates

__x__ data on achievement of student learning outcomes

__x__ data on patterns of progression from level to level

__x__ data on program completion

__x__ research on assessment and achievement in language learning

__x__ feedback from faculty

__x___ feedback from students

__x__ feedback from sponsors, employers, colleges/universities

_____ other (Complete 12 below.)

12. List other sources not included in 11 above.

none.

13. Where is the written plan for review of student achievement kept and who has access to it?

Review of SPANISH-AMERICAN Institute's assessment practices is also contained in the Institutional Effectiveness Plan. It is available to all on SPANISH-AMERICAN Institute's website. Additionally, hardcopies are available for all faculty, staff and administration.

14. During the last cycle of review and revision of student assessment practices, what decisions were made and what follow-up actions were taken?

Three major changes occurred since our last review. First, a new placement tool was selected. Again, it was selected due to the lack of correlation with the last assessment tool and our course goals. Secondly, bi-monthly assessments became standardized. That is that all teachers, in one level, are utilizing the same assessment tool to measure student achievement. Lastly, exit assessments are also currently being put in place. While bi-monthly assessments are necessary process in measuring student achievement, they were not measuring all student learning outcomes. By developing and delivering an exit assessment that measures all student learning outcomes for a particular course, Spanish-American Institute ensures that all learning outcomes are evaluated.

15. Does the program/institution have a written plan to guide the review and revision of student services?

__x__ yes

_____ no

16. When evaluating student services practices, indicate all items that are reviewed, as stated in the written plan.

__x__ admissions policies

_____ promotional materials

__x__ orientation materials and activities

__x__ social and recreational activities

__x__ personal, academic, and immigration advising services

_____ housing services

_____ health insurance offerings or counseling

__x__ outside service providers

_____ other (Complete 17 below.)

17. List other items not included in 16 above.

none.

18. When evaluating student services practices, indicate sources of input to the review, as stated in the written plan.

_x___ feedback from students

_x___ feedback from program/institution personnel

_x___ feedback from outside service providers

_x___ research on good practices in student services

_X___ other (Complete 19 below.)

19. List other sources not included in 18 above.

The institute's Advisory Board listed in the School Catalog.

20. Where is the written plan for review of student services kept and who has access to it?

SPANISH-AMERICAN Institute's Institutional Effectiveness Plan measures student support services as well. It is accessible on our website and hard copies are available to all faculty, staff and administration.

21. During the last cycle of review and revision of student services practices, what decisions were made and what follow-up actions were taken?

A Retention Improvement Plan was established to track student movement within the ESL Plus Course of Study. If students were not successful in moving forward, guidance services were offered.

B. Verification

Program Planning, Development and Review Standard 2

1. Documentation in the report

Institutional Effectiveness Plan

Advisory Board listed in the School Catalog

2. Verification on site

The Institutional Effectiveness Plan may be found on site in such public areas as the Special Events Center, Resource Center, and Special Events Center as well as in the offices of the Deans, Chairs, President, Faculty Student-Services Associates and in the desks and lockers of the Faculty.

C. Program/language institution self-recommendations

1. SPANISH-AMERICAN INSTITUTE needs to establish a cycle of curriculum review on a yearly basis. Spring 2012.

2. SPANISH-AMERICAN INSTITUTE needs to collect data monthly on student progress. Spring 2012.

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only

Appears to meet _____ Appears to partially meet _____ Does not appear to meet _____

Review team comments:

Part IV. Summary

A. Strength

The Spanish American Institute is a not for profit language school that has been delivering quality English Language Instruction to international students at a single location in Times Square since 1955. While English language teaching, and education as a whole, has changed greatly over this time, the mission of the SPANISH-AMERICAN INSTITUTE has remained remarkably consistent—to serve the needs of the English Language Learners in the New York City area. The founders, Frank J. Ferraro and David Schiffman, established traditions, practices and perspectives on students which are carried out today by their sons, Dante V. Ferraro, President and Paul Schiffman, Dean of Student Services. Students have always been at the heart of our institution and remain so today. Thus, our greatest strength has been our ability to carry out our mission.

Secondly, we have continued to offer quality instruction. Our teachers are qualified and remain exceptionally dedicated to our students and their success in and out of the classroom. The teaching faculty at Spanish-American Institute continues to work towards developing themselves further in the ESL Profession. This is evidenced by the Professional Development Plans they have created and executed.

SPANISH-AMERICAN INSTITUTE is student-centered, and our goal is for our students to master the language. Our ability to make changes and implement those changes have been critical to the success of the learner. We have recently modified all courses to reflect the student learning outcomes that we have been teaching in the classroom. Those modifications resulted in changes in the course goals and course objectives. SPANISH-AMERICAN INSTITUTE has been and remains flexible to these changes.

B. Areas for improvement

While certain assessment practices are not new to SPANISH-AMERICAN INSTITUTE, aggregating and analyzing student achievement data is relatively new. Thus, our greatest area of improvement needs to be in the collecting of data more regularly to initiate change.

Additionally, SPANISH-AMERICAN INSTITUTE needs to remain as transparent as it has always been. Policies and procedures need to be posted and continuously reviewed for accuracy and effectiveness.

Changes made during the self study

As a result of the Self-Study several changes have already been made. All syllabi have been updated. These updates reflect the best practices in the field. Syllabi now have course goals, objectives and observable and measurable student learning outcomes. Additionally, policies regarding passing and movement to the next level are also included on student syllabi.

Exit assessments are another area that have been modified under the Self-Study review process. When SPANISH-AMERICAN INSTITUTE began the process, it was realized that evidence of mastery of student learning outcomes is necessary. Thus, we evaluated best practices in the field and found that we needed to establish a process for exit assessments and a format that is workable for students, faculty and administration. An implementation plan for MyEnglishLabs was developed.

DESCRIPTORS- ESTABLISHED And published