SPANISH-AMERICAN

Welcome to the Spanish-American Institute! We are proud that since 1955 the Institute has contributed to the educational advancement of over 100,000 students from all over the world. While the requirements of business have changed greatly over the decades, the Institute remains dedicated to the success of New York's foreign-born students.

The Institute offers students opportunities to prepare for entry-level employment in a variety of fields including Accounting and Computer Applications. Computer applications courses include Word Processing, Excel, Access, and PhotoShop among others. The Institute also offers a wide array of courses in English as a Second Language from beginning through advanced levels. Graduates are awarded Certificates of Completion for courses and Diplomas or Certificates for programs. Program graduates of business programs may make use of our employment assistance service.

We offer day and evening courses five days a week from 9:15 a.m. to 9:14 p.m. so that students can take classes that fit their schedules. As you review this catalog, you will learn even more about the Spanish-American Institute.

If you would like additional information, please call or visit and tour our facilities. The office at 215 West 43 Street Times Square, New York 10036-3913, 212-840-7111, is open for information, registration, and guidance from 9 a.m. to 9 p.m., Monday through Friday.

Mission Statement

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

Philosophy - The Institute serves a largely foreign-born population which faces a double challenge:

· to acquire entry-level office skills in keyboarding, accounting, computer operation and

· to improve English language ability.

The Institute believes that students who can anticipate progress on both fronts from the start of classes are more likely to begin and to successfully complete training. Courses and programs at the Spanish-American Institute permit an individual to pursue these two goals simultaneously.

Objectives -The Institute implements this philosophy through:

· the establishment and maintenance of an effective faculty,

· the development of business, computer, and language courses and programs, and

· the integration of a varied English as a Second Language course sequence.

History of the Institute

The Spanish-American Institute was founded in 1955 by Frank J. Ferraro, President, and David Schiffman, Vice President. In 1996, it was donated by their successors to The Institute Foundation, Inc., a not-for-profit, equal educational opportunity institution.

Location and Directions

The Spanish-American Institute is located in the heart of New York's theater and entertainment district. Times Square is quite literally the "crossroads" of the City. It is the only place in New York City that has an Express Stop on every subway line!

By Subway. The A, B, CC, D, E, F, SS, N, RR, 1, 2, 3, and 7 subway lines have express stops at Times Square. The 4, 5, and 6 East Side trains connect to Times Square from Grand Central Terminal by the SS "Shuttle".

Local Bus Service. Numerous City buses stop at Times Square.
Express Bus. Many areas outside Manhattan are served by private and City express buses, all of which make stops at or near Times Square.

From New Jersey. The Institute is less than two blocks from the Port Authority Bus Terminal which serves neighboring New Jersey towns.

By Car. While parking is available at area garages and some students "car-pool" with family and friends, mass transit offers such abundant, varied and inexpensive transportation that few choose to drive.

Description of Facilities

The Institute moved to its present custom-designed, fully air-conditioned facility on the second floor at 215 West 43 Street, Manhattan in 1968. The administrative offices, guidance offices, bookstore, student lounge, computer room, and classrooms are easily accessible to each other. The Institute is wheelchair accessible. Every effort will be accommodate people with special needs. For additional information, please contact the Dean of Students at (212) 840-7111.

Instructional Equipment

Computer, keyboarding, accounting, Internet, and TOEFL students have access to modern computer equipment, software, and printers. English language classes have access to TV/DVD and CD players for audiovisual language learning and reinforcement.

Method of Instruction

The Institute is a clock-hour, continuous enrollment institution. All courses and programs are designed so that students can enroll in any class at any time during the year and progress systematically through each class. Students are tested regularly and must pass required tests to maintain good academic standing.

New students are admitted to classes on the second Monday of each month. When the second Monday is a school holiday, new students are admitted on Tuesday. Exceptions may be made upon consultation with the Dean of Admissions.

School Approvals

The Spanish-American Institute is authorized under federal law to enroll non-immigrant, alien students. It was registered as a Registered Private Business School by the New York State Department of Education in 1973. It is currently licensed by the New York State Education Department as a Private career School. Prospective students and their parents may review school approval and accreditation documents by contacting the President for an appointment at 212-840-7111.

Accreditation

ACICS

The Institute is accredited to award certificates and diplomas by:

The Accrediting Council for Independent Colleges and Schools

750 First Street, NE, Suite 980, Washington, DC 20002-4241

202-336-6780 www.acics.org

The Accrediting Council for Independent Colleges and Schools (ACICS) is a national accrediting agency recognized by the United States Department of Education. The Council for Higher Education Accreditation recognizes ACICS' accreditation of degree-granting institutions.

CEA

Commission on English Language Program Accreditation

The Commission on English Language Program Accreditation (CEA) was founded in 1999 by English language professionals as a specialized accrediting agency. The purpose was to provide a means for improving the quality of English language teaching and administration through accepted standards. CEA conducts accreditation reviews in the U.S. and internationally.

In September 2003, CEA was recognized by the U.S. Secretary of Education as a national accrediting agency for English language programs and institutions. This recognition gave CEA the distinction of being the only specialized accrediting agency for English language programs and institutions in the U.S. In December 2005, the Commission expanded its mission to include the accreditation of English language programs and schools outside the U.S.

The ESL-Plus Course of Study at the Spanish-American Institute was accredited by CEA in December 2012.

You can learn more about CEA on their website. There you will also find the standards for CEA accreditation.

and a CEA complaint form.

School and Faculty Affiliations

Institute administration, or faculty maintain affiliations with many community, civic, and educational organizations including:

New York State Business Teachers Association

NYS Association of Student Financial Aid Administrators

Teachers of English as a Second Language Association (TESOL)

The Time Square Business Improvement District

Legal Control

The Institute Foundation, Inc., a not‑for‑profit New York corporation established in 1995, owns the Spanish-American Institute. Its officers are Dante V. Ferraro, President/Treasurer; Paul Schiffman, Vice President; and Robert Connelly, Secretary.

Administration

	Dante V. Ferraro, President/Financial Aid Director BA, Fordham dvf@sai2000.org
	Paul C. Schiffman, Dean of Students/TAP Certifying Officer BS Ed., Hofstra University paul@sai2000.org
	Caryn T. Davis, Dean of Academic Affairs, MA, TESOL, New School; BA, Hunter College caryn.davis@sai2000.org
	Thomas S. Schwenke, Dean of Administrative Services MA, Fordham University tom@sai2000.org
	Mark S. Schwenke, Network and IT Systems Coordinator Marist College, BS, Information Technology mark@sai2000.org

	Frank J. Ferraro, Founding Director (d.2005), MA, New York University
	David Schiffman, Director Emeritus, MA, New York University
	Robert Connelly, Dean of Students Emeritus, BA, Farleigh Dickinson University

Student Services Associates

Ildelisa Lopez

ildelisa@sai2000.org

Faculty Student-Services Associates

	Degree/Institution Awarding Degree	Teaching Specialization

Drissa Compaore drissa@sai2000.org	BS, University of Ouagadougou	Faculty Student-Services Associate
Dilyara Engulatova	Ph.D., Institute of Philosophy and Law of the Academy of Sciences of Uzbekistan MA, Tashkent State Institute of Transportation BBA in Accounting, Tashkent Institute of Railway Engineering	Faculty Student-Services Associate
Christian Gallardo christian@sai2000.org	BS, University of Valparaiso	Faculty Student-Services Associate
Angie Gomez angie@sai2000.org	BBA, Pontificia Universidad Catolica Madre Y Maestra	Faculty Student-Services Associate
Francina Gomez	BBA, Pontificia Universidad Catolica Madre Y Maestra	Faculty Student-Services Associate
Lyudmila Klavsen lyudmil@sai2000.org	MS, Izhevsk Institute of Mechanical Engineering	Faculty Student-Services Associate
Maria A. Machado maria@sai2000.org	BA, UNITAU, Taubaté University	Faculty Student-Services Associate
Karina Rodriguez karina@sai2000.org	BS, Pontificia Universidad Catolica Madre Y Maestra	Faculty Student-Services Associate
Benjamin Tagnan benjamin@sai2000.org	BS, University de Ouagodougou	Faculty Student-Services Associate Business Communications
Carmen Vargas cvargas@sai2000.org	BS, Antioquia University	Faculty Student-Services Associate
Irina Zatulovski	BS, Tashkent Institute of Highway Engineering	Faculty Student-Services Associate

Faculty Chairpersons

Career Program Division

Degree/Institution Awarding Degree

Department

Libertad Grajo

BS, Manuel L. Quezon University

English

Enrique Nibeyro

enrique@sai2000.org

MS, Argentine Catholic Pontifical University

BS, Argentine Catholic Pontifical University

Computer Studies

Intensive English Language Division

Degree/Institution Awarding Degree

Department

Freddie Ann Bush

MS, Hunter College

BS, North Carolina A&T

Business

Dr. Nori Panganiban

EdD, Centro Escolar University

MA, National Teachers College

BS, Golden Gate College

English

Faculty

	Degree/Institution Awarding Degree	Teaching Specialization
Galyna Andryushchenko	BS, Vinnitsa State Pedagogical Institute	English as a Second Language
Jenny Arbai	BS, Triskati School of Management	English as a Second Language
Evdokia Azoidou	BA, Aristotle University of Thessaloniki	English as a Second Language
Tetiana Bobrysheva	BEd, Kirovograd State Pedagogical University	English as a Second Language
Olesya Brazhnikova	BS, Pyatigorsk State Linguistic University	English as a Second Language
Freddie Ann Bush	MS, Hunter College BS, North Carolina A&T	English as a Second Language
Eligio Castillo	BA, La Consolacion College	English as a Second Language
Ana M. Diaz	BS, Univ. Autonoma Santo Domingo	Computer Applications, Business Education, English as a Second Language
Gladys Diaz	BS, Univ. Autonoma Santo Domingo	English as a Second Language
Iliyana Dimitrova	BEd., University of Velikotarnova, Bulgaria	English as a Second Language
Dr. Leonila Dolina	Ph.D., University of Santo Tomas MA, Divine Word University BS, St. Paul’s College	English as a Second Language
Leonila Loreen Dolina Ruck	BSN, United Medical Center College of Nursing	English as a Second Language
Dr. Dilyara Engulatova	Ph.D., Institute of Philosophy and Law of the Academy of Sciences of Uzbekistan MA, Tashkent State Institute of Transportation BBA in Accounting, Tashkent Institute of Railway Engineering	"English through the Arts" Coordinator
Christian Gallardo christian@sai2000.org	BS, University of Valparaiso	English as a Second Language Marketing & Management General Academic
Ilya Gogin	BA, MA Linguistics and Education Kostroma State University	English as a Second Language
Libertad Grajo	BS, Manuel L. Quezon University	English as a Second Language
Erlinda Manliclic	BS, Far Eastern University	Computer Applications English as a Second Language
Melvin Marcus	BS, Syracuse University	English as a Second Language
Madina Marzhokhova	BS, Pyatigorsk State Linguistic University	Computer Applications English as a Second Language
Zoryana Matiychyk zoryana@sai2000.org	MS, Chernivtsk National University BS, Chernivtsk National University	English as a Second Language
Semen Mere-Mere	BA, Kemerovo State University	English as a Second Language
Enrique Nibeyro enrique@sai2000.org	BS, Argentine Catholic Pontifical University	Computer Applications
Vicenta Ortiz	BA, University of Santo Tomas	English as a Second Language
Dr. Nori Panganiban	EdD, Centro Escolar University MA, National Teachers College BS, Golden Gate College	Business Education, English as a Second Language
Emiliano Ramos	BS, Mapua Institute of Technology	English as a Second Language
Ivelisse Rymer ivelisse@sai2000.org	BS, Univ. Autonoma Santo Domingo	Accounting
Mark S. Schwenke mark@sai2000.org	Marist College, BS, Information Technology	Computer Applications English as a Second Language
Svetlana Sergeeva sergeeva@sai2000.org	MA, Penza State Pedagogical University BA, Penza State Pedagogical University	English as a Second Language
Alumna Tuldanes	BS Education, San Nicolas College	English as a Second Language

Advisory Board

Advisory Board members represent education, community, and business. They advise the Institute on community needs and business trends considered in the design and implementation of our programs. This input keeps the Institute "in touch" with new developments. The Advisory Board is part of our continuing effort to improve and maintain the quality of the training for its students. Advisory Boards members for 2012-2013 are:

Steven Corwin, Corwin Accounting Services

Dr. Barbara Ferraro, Assistant Superintendent, Rye Neck Schools, and Principal, Rye Neck High School

Rob Goldie, President, Starr Printing

Harvey Glick, CPA

Jeffrey Gural, President, Newmark & Company Real Estate

Octavio Rocha, Account Executive, Hispanicmark Advertising

Donald Ross, Esquire, Malkin and Ross

Kenneth Zimmerman, Chateaux Software Development Corp.

Catalog Disclaimer

Please be advised that some information in this catalog may have changed after printing. If you have any questions, please check with a school Dean to determine if there are any changes in the courses/curricula, the teaching personnel, or other information listed in the catalog.

Statement of Policy on Discrimination

The Spanish-American Institute does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran status, national origin, race, gender, or sexual orientation in its employment practices or in the educational programs and activities it operates. Inquiries concerning this policy of equal opportunity and affirmative action should be referred to the Institute’s Affirmative Action Officer, Dante V. Ferraro, 215 West 43 Street, Manhattan, NY 10036-3913, 212-840-7111 (ext. 2800), fax: 212‑719‑5922, e‑mail: dvf@sai2000.org, www.sai2000.org.

Student Achievement

Table 1 Institution RETENTION AND PLACEMENT RATES

Program *	Retention Rate**			Placement Rate ***
Program *	2009-10	2010-11	2011-12	2009-10	2010-11	2011-12
Institution	89.0%	95.6%	93.3%	100%	0%	0%

Table 2 RETENTION AND PLACEMENT RATES By Program

Program *	Retention Rate**			Placement Rate ***
Program *	2009-10	2010-11	2011-12	2009-10	2010-11	2011-12
Computer-Assisted Accounting (8010)	0%(1)	100%	100%	0%	0%	0%
Computerized Office Management (7020)	53.7%	34%	33.3%	0%	0%	0%
English As A Second Language (5480)	70.9%	91.8%	75.4%	0% (2)	0% (2)	0% (2)
Accounting (8002)	100%	No Enrollment	No Enrollment	100%	No Enrollment	No Enrollment
English As A Second Language (5960)	No Enrollment	No Enrollment	No Enrollment	No Enrollment	No Enrollment	No Enrollment

(1) There was an enrollment of one student in Computer Assisted accounting in 2009.

(2) Enrollment consisted of F-1 Student visa holders not eligible for employment

* Source: ACICS Annual Institutional Data Reports (Reporting year: July 1 to June 30)

** Retention Rate as calculated by ACICS formula (Total Enrollment – Withdrawn / Total Enrollment = Retention Rate) Calculate Your Institution's Retention and Placement Rates

*** Placement Rate as calculated by ACICS formula (Placed in Field + Place in Related Field / Graduates and Completers – Unavailable for Work) Calculate Your Institution's Retention and Placement Rates

Table 3 GRADUATION RATES

Programs *	2009-10	2010-11	2011-12
Computer-Assisted Accounting (8010)	0%	No prior enrollment. No candidates eligible for graduation	No prior enrollment candidates eligible for graduation
Computerized Office Management (7020)	0%	0%	0%
English As A Second Language (5480)	38.3%	83.3%	64.4%
Accounting (8002)	100%	No Enrollment	No Enrollment
English As A Second Language (5960)	No Enrollment	No Enrollment	No Enrollment

* Source: ACICS Annual Institutional Data Reports

II. STUDENT SERVICES

Placement Assistance

Students enrolled in business programs wishing placement assistance should register with the Dean of Students at least two weeks prior to the completion of their program. While placement assistance is available, the Institute does not promise or guarantee employment to any student or graduate.

Guidance

The Institute maintains an "open door" policy regarding the personal and academic guidance of its students. Students seeking advice on personal or academic matters have access to both administration and faculty. The Administration will formally meet with students when deemed necessary to discuss academic, attendance, or school rules and policies issues.

Substance Abuse

Institute policies prohibit substance abuse among all members of the school community. Faculty and administration encourage students to recognize the dangers of substance abuse and to stay free of abuse. Professional information and counseling sources are available in the Institute's office and resource centers.

Transfer Counseling

The Institute supports the principle of transfer and the award of credit for previous academic work. School personnel are ready to assist graduates seeking admission to other institutions in requesting credit for courses or programs completed at the Institute.

Students seeking transfer credit to other institutions and programs should keep in mind that each institution is responsible for determining its own policies and practices with regard to transfer and award of credit. There are at least three considerations that may affect transfer:

· Educational quality of the institution from which the student transfers. Accreditation by the Association of Independent Schools and Colleges or a similar accrediting body indicates that an institution meets certain minimum standards.

· Comparability of the nature, content, and level of previous academic work to that offered by the receiving institution.

· Appropriateness and applicability of previous academic work to the programs offered by the receiving institution in light of the student's educational goals.

Library/Learning Resources

Students and faculty have access to academic resource materials in several ways:

· The Spanish-American Institute Library houses over 450 print volumes, including encyclopedias and other reference materials.

· Automated catalogs and databases provide electronic access to the Spanish-American Institute Library catalog and those of other libraries and access to periodical databases, many with full-text articles.

· The Bookstore provides faculty with audio-visual equipment and language laboratory tapes for classroom use.

· The Student Lounge contains current publications such as The Wall Street Journal, Time Magazine, and other magazines and periodicals.

· Computer workstations provide Internet access.

Student Lounge

The Student Lounge is available during school hours to students and faculty who wish to study or "snack" before or after class. Students are not permitted in the Student Lounge during those hours when they are scheduled for classes. The Lounge contains current issues of newspapers and magazines, discount ticket vouchers to current Broadway shows and amusement parks, and "read-cycle" books which students may take with them.

Student ID Card

Each student is issued a Student ID Card the first day of class. Students should carry this card with them at all times. Persons unable to identify themselves as students of the Institute may be asked to leave the school. Many social and cultural institutions that offer special student discounts accept the Institute's student ID card.

Bookstore Commissary

The Institute's Bookstore maintains a supply of textbooks, workbooks, materials and supplies required for course and program assignments. Students may also purchase light snacks in the Bookstore. The Bookstore is maintained for the convenience of the student body. While students are required to have the necessary texts, materials, etc., before starting classes, they may obtain them from outside sources, if they so desire.

Housekeeping

Students and Instructors are responsible for cooperating in:

· maintaining a professional and orderly atmosphere in the classroom,

· insuring that the necessary supplies and equipment are available by requesting them of the administration and staff, and

· following Institute procedures for reporting equipment in need of repair and for ordering teaching supplies through a Dean or the President..

Complaint Procedures

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 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.

Internet Access

Classroom and office facilities are wired for T-1 Internet access. The entire school facility provides wireless access to the Internet.

Smoking Policy

In accordance with New York City Law, smoking is not permitted in the Institute or in any indoor public building areas.

Food Consumption Policy

Food and beverage consumption is discouraged in classrooms. The Student Lounge and Special Events Center are available for those who wish to bring lunch or to snack between classes.

Student Code of Conduct

Students are expected to conduct themselves properly in classes and about the school area. Movement between classes should be orderly. Students must report promptly to classes when the bell rings. There should be mutual respect among students and teachers at all times.

Suspension/Termination For School-Rule Violations

A student's failure to behave properly may result in expulsion after a hearing before appropriate administrative personnel. Students dismissed due to improper conduct, poor attendance, failing progress, or tuition arrears are not relieved of financial obligations as specified in the Enrollment Agreement. Such dismissal does not affect the computation of the applicable refund calculation.

Student/Faculty Campus Security Report

As required for participation in Title IV Federal Financial Aid Programs, the Spanish-American Institute provides the following Campus Security Report to students, prospective students, and faculty and staff.

Campus Security Policies. All areas of the school are under the constant supervision of the school President and Deans, administrative personnel, and faculty members. Each is familiar with the procedures to follow in responding to emergencies and crime situations. Every effort is made to minimize the risk of crime.

Procedure for Reporting Emergencies and Crimes. In the event of an emergency or crime, students should contact the nearest faculty member or administrative support person and/or the Institute President's office.

Procedure for Responding to Reports of Emergencies & Crimes. All faculty and staff members will notify the office immediately when appraised of such situations. The President or his designee will notify the police, medical personnel, or other appropriate agencies. In the event of an emergency or crime requires immediate action, all faculty and administrative personnel will respond by calling one or more of the following numbers:

Police, Fire, and Medical Emergencies

911

Building Security

212-302-5764

212-354-2206

212-354-3181

Roosevelt Hospital

1000 Tenth Avenue @ West 57 Street
New York, NY 10019

212.523.4000

In the event of fire, follow the exit procedures listed for fires on posted signs. Fire extinguishers are located throughout the school. All school personnel are familiar with fire and exit procedures.

Policy Regarding Alcohol and Drug-Related Violations. In accordance with Federal regulations stipulated by the Drug Free Act of 1988, the drug and alcohol policy of the Spanish-American Institute is as follows:

· The unlawful manufacture, distribution, dispensation, possession, or use of alcohol, narcotics, or illicit drugs, or the consumption of alcohol by persons under the State legal age is prohibited on Institute premises.

· Any student or employee discovered to be violating these rules is subject to suspension and/or dismissal. Such action will be taken independently of any criminal action that may arise from a violation of civil law governing these areas.

· Reinstatement of suspended students or employees will not occur until the Institute can ascertain by professional documentation that the student or employee has undergone counseling and treatment and is free from any drug or alcohol addiction.

Information Programs Available.

If you or someone you know needs help with drug and/or alcohol or if you would like information, please refer to the Institute's Drug and Alcohol Handbook or contact the school office or one of the following agencies:

· Narcotics Anonymous Regional Helpline ~ 212-929-6262

· Alcoholics Anonymous Intergroup Hotline ~ 212-647-1680

Campus Crime Statistics.

As required for participation in Title IV Federal Financial Aid Programs, the Spanish American Institute is providing the following report of campus crime statistics for the last three years:

· August 1, 20010-July 31, 2011,

· August 1,2011-July 31,2012, and..

· August 1, 2012-July 31, 2013.

Criminal Offenses
a. Murder/Non-negligent manslaughter	0
b. Forcible sex offenses (including forcible rape)	0
c. Non-forcible sex offenses	0
d. Robbery	0
e. Aggravated assault	0
f. Burglary	0
g. Motor vehicle theft	0
h. Arson	0
i. Negligent manslaughter	0

Student Housing

Housing is an intensely personal decision. Make your selection with care. Use good common sense and sound consumer practices when making your housing choices:

· verify all information before you make reservations;

· try to obtain references through friends and family;

· never pay in cash - - - use a credit card or check.

· be sure to get a receipt

· reserve for a short, trial period before committing for a long-term housing arrangement directly

The Institute does not conduct "home stay" operations. It does not provide, recommend or contract with others for student housing services. It does not collect fees for housing services.

Medical Insurance

While the Institute does not require students to obtain medical care insurance or recommend a specific plan, it is important for students to realize that medical care expenses can jeopardize a student's financial status and ability to maintain full-time student status in good standing.

Importance of Health Insurance

Having health insurance is also important because coverage helps people get timely medical care and improves their lives and health. Without health insurance people:

· receive less medical care and less timely care. (Overall, uninsured people get about half as much care as the privately insured—even taking into account free care received from providers).

· have worse health outcomes. (Uninsured people are sicker and more apt to die prematurely than their insured counterparts. Conversely, having health coverage is associated with better health-related outcomes).

The following article provides more detailed information on why it is important to consider getting a health insurance.

“Why Health Insurance Is Important”

http://www.urban.org/uploadedPDF/411569_importance_of_insurance.pdf

Where Do You Get Health Insurance?

There are many insurance companies that offer health insurance for international students studying in the United States. Be careful when selecting an insurer. The following organization indicates on its website that it is recognized by the American Association of Intensive English Programs (AAIEP) and NAFSA: Association of International Educators. International Student Insurance http://www.internationalstudentinsurance.com/student-health-insurance/

Glossary of Health Insurance

It is important to understand the terminology used when discussing health insurance. The following link provides a glossary of health insurance terminology: http://www.naic.org/documents/index_health_reform_glossary.pdf

Policy on Dissemination of Information

The Institute will use, as appropriate, all reasonable means to communicate policies, procedures, academic status, and updates to the public, students, staff and administration. This includes email, SMS text messaging, regular post office mail, memos, meetings, school website, social media, bulletin boards and shared network drives.

Students, faculty, staff and administrators for their part will assist in this effort by making every reasonable effort to keep the Institute updated on changes to their e-mail addresses, home addresses, and cell phone and land-line phone numbers.

III. PROGRAMS OF INSTRUCTION

9480 English As A Second Language/480 (480 hours)

DURATION OPTIONS: Each course is from Monday to Friday inclusive.

24 months / 1 hours daily	8 months / 3 hours daily	4.8 months / 5 hours daily
12 months / 2 hours daily	6 months / 4 hours daily	4 months / 6 hours daily

OBJECTIVES: 1.) perform more effectively on present job using improved English language skills; 2.) obtain employment using skills learned previously which could not be utilized due to a lack of English language skills; or 3.) obtain admission to training or vocational programs requiring improved English language skills.

STANDARD: Demonstrate mastery of the terminal objectives of each of the component courses through teacher-graded class participation, periodic quizzes, and bi-monthly examinations. Passing grade: 65%.

OCCUPATIONAL OBJECTIVE: Graduates of this program will be able to use improved English language skills to perform present jobs more effectively, to obtain employment with previously learned skills that could not be utilized due to inadequate English language skills, or to obtain admission to training or vocational programs requiring improved English language skills.

REQUIRED COURSES: total hours 480*

501 English as a Second Language Level I	120
501 English as a Second Language Level II	120
501 English as a Second Language Level III	120
501 English as a Second Language Level IV	120
501 English as a Second Language Level V	120
501 English as a Second Language Level VI	120
502 Business English Communications	120
503 Advanced Reading and Writing	120
610 TOEFL Exam Preparation	80

ELECTIVE HOURS: * Students begin studies at the levels corresponding to their current language abilities as determined by a placement test and remain in the assigned level for the number of hours indicated unless the instructor recommends a higher level sooner or later. Teacher recommendations are based on student attainment of the course terminal objectives in less than (or more than) the normal number of hours. Students may complete less than (or more than) 480-hours of course work in 480 hours if teachers recommend advancement upon completion of terminal objectives prior to (or after) completion of the course hours. Slower students must complete 65% of the course hour terminal objectives to maintain satisfactory academic progress. Therefore, the number of hours spent in each course will vary according to course placement at registration and individual achievement of terminal course objectives.

TUITION: $1440. Diploma: English as a Second Language/480

5960 English As A Second Language/960 (960 hours)

DURATION OPTIONS: Each course is from Monday to Friday inclusive.

48 months / 1 hours daily	16 months / 3 hours daily	9.6 months / 5 hours daily
24 months / 2 hours daily	12 months / 4 hours daily	8 months/ 6 hours daily

REQUIRED COURSES: total hours 960*

501 English as a Second Language Level I	120
501 English as a Second Language Level II	120
501 English as a Second Language Level III	120
501 English as a Second Language Level IV	120
501 English as a Second Language Level V	120
501 English as a Second Language Level VI	120
502 Business English Communications	120
503 Advanced Reading and Writing	120
610 TOEFL Exam Preparation	80

ELECTIVE HOURS: * Students begin studies at the levels corresponding to their current language abilities as determined by a placement test and remain in the assigned level for the number of hours indicated unless the instructor recommends a higher level sooner. Teacher recommendations are based on student attainment of the course terminal objectives in less than (or more than) the normal number of hours. Students may complete less than (or more than) 960-hours of course work in 960 hours if teachers recommend advancement upon completion of terminal objectives prior to completion of the course hours. Slower students must complete 65% of the course hour terminal objectives to maintain satisfactory academic progress. Therefore, the number of hours spent in each course will vary according to course placement at registration and individual achievement of terminal course objectives.

TUITION: $2880. Diploma: En glish as a Second Language/960

7020 Computerized Office Management (1600 hours)

DURATION OPTIONS: All options are Monday to Friday inclusive.

16 months/5 hours daily (4 Terms)

20 months/4 hours daily (5 Terms)

26.6 months/3 hrs daily (6 Terms)

OCCUPATIONAL OBJECTIVE: Office computer staff play an important role in managing the information flow essential to business. Graduates should be prepared for entry-level positions as administrative assistants.

STANDARD: achieve course objective to standard described, with typing: 40 wpm.

REQUIRED COURSES: total hours

822

201 Keyboarding: Basic Course 120

202 Keyboarding: Advanced Course 120

205 Machine Transcription 30

230 Computer Word Processing 80

300 Business Management 120

301 Business Mathematics 24

401 Office Practice 160

402 Electronic Calculators 48

502 Business English 120

ELECTIVE COURSES: total hours 778

200 Keyboarding for Information Processing 48

203 Keyboarding: Expert Course 80

235 Introduction to Microsoft Word for Windows 80

240 Introduction to Word Perfect 80

302 Accounting (First Course) 120

303 Accounting (Intermediate Course) 120

304 Accounting (Advanced I) 60

305 Accounting (Advanced II) 60

310 Import Export Procedures 80

404 Business Communications 72

501 English as a Second Language [any level(s), 120 hours EACH level)] 120

503 Advanced Reading and Writing 120

610 TOEFL Exam Preparation 80

925 Database Management 80

940 Introduction to Microsoft Windows 80

950 Using Excel for Windows 80

955 Using the Internet 80

960 Using Microsoft Access 80

965 Using Microsoft PowerPoint 80

975 Using Adobe PhotoShop 80

980 Using Microsoft FrontPage 80

TUITION: See List of Programs on page 53. Certificate: Computerized Office Management

8002 Accounting (1600 hours)

DURATION OPTIONS: All options are hours daily from Monday through Friday inclusive.

16 months/5 hours daily (4 Terms)

20 months/4 hours daily (5 Terms)

26.6 months/3 hours daily (6 Terms)

OCCUPATIONAL OBJECTIVE: Program concentrates on principles of accounting and application to business management. Graduates should be prepared for entry-level jobs as computer accounting clerks.

STANDARDS: Achieve each course objective to the standard described.

REQUIRED COURSES: total hours 1040

200 Keyboarding for Information Processing 48

201 Keyboarding: Basic Course 120

202 Keyboarding: Advanced Course 120

300 Business Management 120

301 Business Mathematics 24

302 Accounting: First Course 120

303 Accounting: Intermediate 120

304 Accounting Advanced I 60

305 Accounting Advanced II 60

402 Electronic Calculators 48

502 Business English 120

ELECTIVE COURSES: total hours 560

230 Computer Word Processing 80

235 Introduction to Microsoft Word for Windows 80

240 Introduction to Word Perfect 80

310 Import Export Procedures 80

401 Office Practice 160

404 Business Communication 72

501 ESL [any level(s)] (each level) 120

503 Advanced Reading and Writing 120

610 TOEFL Exam Preparation 80

925 Database Management 80

940 Introduction to Microsoft Windows 80

950 Using Excel for Windows 80

955 Using the Internet 80

960 Using Microsoft Access 80

965 Using Microsoft PowerPoint 80

975 Using Adobe PhotoShop 80

980 Using Microsoft FrontPage 80

TUITION: See List of Programs on page 53. Diploma: Accounting

8010 Computer-Assisted Accounting (1600 hours)

DURATION OPTIONS: All options are daily Monday through Friday inclusive.

16 months / 5 hours (4 Terms)

20 months / 4 hours (5 Terms)

26.6 months / 3 hours (6 Terms)

OCCUPATIONAL OBJECTIVE: This program concentrates on the principles of accounting and their use, through computer applications in today's businesses and industries. Graduates should be prepared for entry-level employment as computer accounting clerks.

STANDARDS: achieve course objectives to standards described, including typing: 25 wpm.

REQUIRED COURSES: total hours

912

201 Keyboarding: Basic Course 120

230 Computer Word Processing 80

300 Business Management 120

301 Business Mathematics 24

302 Accounting (First Course) 120

303 Accounting (Intermediate Course) 120

401 Office Practice 160

402 Electronic Calculators 48

502 Business English 120

ELECTIVE COURSES: total hours

688

200 Keyboarding for Information Processing 48

202 Keyboarding: Advanced Course 120

203 Keyboarding: Expert Course 80

205 Machine Transcription 30

230 Computer Word Processing 80

235 Introduction to Microsoft Word for Windows 80

240 Introduction to Word Perfect 80

304 Accounting (Advanced I) 60

305 Accounting (Advanced II) 60

310 Import Export Procedures 80

404 Business Communication 72

501 English as a Second Language [any level(s), hours EACH level)] 120

503 Advanced Reading and Writing 120

604 High School Equivalency Diploma Preparation 120

610 TOEFL Exam Preparation 80

925 Database Management 80

940 Introduction to Microsoft Windows 80

950 Using Excel for Windows 80

955 Using the Internet 80

960 Using Microsoft Access 80

965 Using Microsoft PowerPoint 80

975 Using Adobe PhotoShop 80

980 Using Microsoft FrontPage 80

TUITION: See List of Programs on page 53. Certificate: Computer-Assisted Accounting

IV. Course of Study Requirements - F-1 Student Visa Applicants

Course of Study Requirements for F-1 Student Visa Applicants with ESL-Plus (1920 hours)

In order to pursue a full-time ESL-Plus course of study eligible for F-1 student visa application, students must:

Ø attend four hours per day, five days per week

Ø maintain satisfactory academic progress

Ø have English language skills acquisition as their primary educational objective

Ø consult with a Faculty Student-Services Associate to select an appropriate sequence of courses from among those ESL-only and ESL-plus courses listed in the following “Course Description” section.

F-1 Student Visa SEVIS Record

The Institute's designated school official must terminate the SEVIS (Student and Exchange Visitor Information System) record of any F-1 student visa student who does not comply with the SEVP (Student and Exchange Visitor Program) full course of study requirement or where a pattern of non-attendance is evident.

* Students begin studies at the level corresponding to their current language abilities as determined by a placement test and remain in the assigned level for the number of hours indicated unless the instructor recommends a higher level sooner or later. Teacher recommendations are based on student attainment of the course terminal objectives in less than (or more than) the normal number of hours. Students may complete less than (or more than) course hours of work in listed individual course hours if teachers recommend advancement upon completion of terminal objectives prior to (or after) completion of the individual course hours. Slower students must complete 65% of the course hour terminal objectives to maintain satisfactory academic progress. Therefore, the number of hours spent in each course will vary according to course placement at registration and individual achievement of terminal course objectives.

TUITION: See List of Courses on page 54. Certificate: See List of Courses on page 54.

V. COURSE DESCRIPTIONS

200 Keyboarding For Information Processing (48 hours)

PREREQUISITE: None

COURSE DESCRIPTION: Keyboarding for Information Processing teaches basic keyboarding for information processing and computer applications.

OBJECTIVES: By the end of the course, students should be able to
spell check and other English automated language errors; and
keystroke text at a minimum of 10 wpm with no more than 5 errors in a 5-minute timed writing.

TUITION: $192 Certificate: Keyboarding for Information Processing

201 Keyboarding (Basic Course) (120 hours)

PREREQUISITE: None.

COURSE DESCRIPTION: this course builds keyboarding speed and accuracy skills through the production of personal/business correspondence.

OBJECTIVES: By the end of the course, students should be able to:

· auto-correct errors in producing documents;

· produce letters, reports, memos, tables, and other personal-business and business documents from hand-written and from printed text;

· develop touch control of the keyboard and proper keyboarding techniques; and

· build basic speed and accuracy skills (to 25 wpm keyboarding English text with no more than five errors in five minutes).

TUITION: $480 Certificate: Keyboarding (Basic Course)

202 Keyboarding (Advanced Course) (120 hours)

PREREQUISITE: Keyboarding 201 or equivalent.

COURSE DESCRIPTION: this course builds keyboarding skills through the production of various kinds of business correspondence, of reports, of tabulations, and of forms from unarranged and rough-draft hand-written and print copy sources.

OBJECTIVES: By the end of the course, students should be able to:

· synthesize information from various sources that will determine the format of document production;

· produce letters, reports, memos, tables, and other personal-business and business documents from hand-written and from printed text, identifying and correcting errors;

· develop touch control of the keyboard and proper keyboarding techniques; and

· build basic speed and accuracy skills (to 45 wpm, keyboarding English text with no more than five errors in five minutes).

TUITION: $480 Certificate: Keyboarding (Advanced Course)

203 Keyboarding (Expert Course) (80 hours)

PREREQUISITE: Keyboarding 202 or equivalent.

COURSE DESCRIPTION: : this course teaches expert keyboarding skills through editing and abstracting information, making decisions, setting priorities, planning workflow, and following directions.

OBJECTIVES: By the end of the course, students will be able to:

· follow directions when practicing advanced keyboarding exercises within integrated business situations experiences;

· use descriptions of business situations that determine the production of documents;

· synthesize information from various sources that will determine the format of document production;

· produce within situated experiences various kinds of letters, reports, memos, tables, and other personal-business and business documents from hand-written and from printed text, identifying and auto-correcting errors;

· develop touch control of the keyboard and proper keyboarding techniques; and

· build basic speed and accuracy skills (to 45 wpm, keyboarding English text with no more than five errors in five minutes).

TUITION: $320 Certificate: Keyboarding (Expert Course)

205 Machine Transcription (30 hours)

PREREQUISITE: Keyboarding 201 or equivalent.

COURSE DESCRIPTION: this course teaches students to listen and to transcribe word/thought groups through simulated workplace tasks and materials.

OBJECTIVES: By the end of the course, students should be able to:

· produce letters from dictation and identify and correct language errors made by the transcriber and the person dictating;

· transcribe 15 lines of letter copy in 10 minutes with fewer than 3 errors and to correct 15 50-space lines of copy containing errors in 10 minutes with no more than 1 mistake.

TUITION: $ 120 Certificate: Machine Transcription

235 Introduction to MS Word (80 hours)

PREREQUISITE: None

Textbook: : Microsoft Office 2008 for the Macintosh: Visual QuickStart Guide by Steve Schwartz. Peachpit Press, 2008. ISBN 0-321-53400-X.

COURSE DESCRIPTION: this course builds word processing speed and accuracy through practice in the production of various kinds of business correspondence, of reports, of tabulations, and of forms from unarranged and rough-draft copy sources.

OBJECTIVES: By the end of the course, students will be able to:

· understand, discuss and describe word processing situations;

· discuss text describing business situations requiring word processing solutions;

· follow directions when practicing word processing exercises;

· ask questions concerning concepts and implementation;

· proofread documents and make necessary corrections;

· produce letters, reports, memos, tables, and other personal-business and business documents from copy, identifying and correcting errors;

· apply basic word processing using Word, including entering, formatting, creating tables, using styles and templates, mail merging, and using graphics

TUITION: $320 Certificate: Introduction to Microsoft Word for Windows

300 Business Management (120 hours)

PREREQUISITE: None

COURSE DESCRIPTION:, this course introduces students to small business management. Through discussion, and case study analysis, students develop an understanding of small business planning, of marketing and operational strategy development, of legal and financial issues, and of day-to-day supervision and control procedures.

OBJECTIVES: By the end of the course, students should be able to:

· discuss and describe aspects of small business management;

· interpret adages and quotations as they apply to business situations;

· analyze and interpret graphs, charts, and other visual material;

· discuss cases illustrating typical small business situations or problems; and

· to develop an individual small business plan.

TUITION: $480 Certificate: Business Management

301 Business Mathematics (24 hours)

PREREQUISITE: None

COURSE DESCRIPTION: this course teaches elementary business math concepts and applications.

OBJECTIVES: By the end of the course, students will be able to:

· identify situations requiring business mathematics activity or solutions;

· use arithmetic functions and skills;

· respond to basic business mathematics problems;

· complete basic payroll, checkbook procedures, marketing, inventory, depreciation, finance, and investment mathematics; and

· perform basic arithmetic operations with whole numbers, decimals, percents, and fractions.

TUITION: $96 Certificate: Business Mathematics

302 Accounting (First Course) (120 hours)

PREREQUISITE: None

COURSE DESCRIPTION: this first course in an accounting sequence introduces students to the purposes and principles of accounting and the practice of fundamental accounting procedures. Students analyze and apply accounting concepts and procedures to real-life situations drawn from various types of businesses.

OBJECTIVES: By the end of the course, students will be able to:

· describe aspects of accounting and business;

· use numbers and numerical functions;

· interpret charts, graphs, and other visual materials;

· recognize situations and problems requiring accounting activities or solutions;

· interpret how businesses communicate with financial statements; and

· apply accounting principles and procedures to analyzing and recording transactions, to accrual accounting and financial statement, to completing the accounting cycle, to accounting for merchandising activities, and to merchandise inventories and sales costs.

TUITION: $480 Certificate: Accounting (First Course)

303 Accounting (Intermediate Course) (120 hours)

PREREQUISITE: Accounting 302 or equivalent

COURSE DESCRIPTION: this second course in an accounting sequence expands students' knowledge about the purposes and principles of accounting and the practice of fundamental accounting procedures. Students analyze and apply accounting concepts and procedures to real-life situations drawn from various types of businesses.

OBJECTIVES: By the end of the course, students will be able to:

· describe aspects of accounting and business;

· use numbers and numerical functions;

· interpret charts, graphs, and other visual materials;

· talk about situations and problems requiring accounting activities or solutions;

· detail accounting problems and directions;

· interpret how businesses communicate with financial statements

· identify concepts and forms of accounting information systems; and

· apply accounting principles and procedures to cash and internal control; to receivables and short-term investments; to plant assets, natural resources, and intangibles; to current liabilities; and to partnerships

TUITION: $480 Certificate: Accounting (Intermediate Course)

304 Accounting (Advanced I) (60 hours)

PREREQUISITE: Accounting 303 or equivalent

COURSE DESCRIPTION: this third course in an accounting sequence expands students' knowledge about the purposes and principles of accounting and the practice of fundamental accounting procedures. Students analyze and apply accounting concepts and procedures to real-life situations drawn from various types of businesses.

OBJECTIVES: By the end of the course, students will be able to:

· understand descriptions of accounting and business;

· develop greater familiarity with numbers and numerical functions;

· interpret charts, graphs, and other visual materials;

· talk about situations and problems requiring accounting activities or solutions;

· detail accounting problems and directions;

· interpret how businesses communicate with financial statements

· apply accounting principles and procedures to equity transactions and corporate accounting, term liabilities, long-term investments, reporting and analyzing cash flows, analysis of financial statements, and managerial accounting and job order cost accounting concepts and principles.

TUITION: $240 Certificate: Accounting (Advanced I)

305 Accounting (Advanced II) (60 hours)

PREREQUISITE: Accounting 304 or equivalent

COURSE DESCRIPTION: this fourth course in an accounting sequence expands students' knowledge about the purposes and principles of accounting and the practice of fundamental accounting procedures. Students analyze and apply accounting concepts and procedures to real-life situations drawn from various types of businesses.

OBJECTIVES: By the end of the course, students will be able to:

· provide descriptions of accounting and business;

· develop greater familiarity with numbers and numerical functions;

· interpret charts, graphs, and other visual materials;

· talk about situations and problems requiring accounting activities or solutions;

· detail accounting problems and directions;

· explain how businesses communicate with financial statements; and

· to apply accounting principles and procedures to process cost accounting, cost allocation and performance measurement, cost-volume-profit analysis, master budgets and planning, flexible budgets and standard costs, and capital budgeting.

TUITION: $240 Certificate: Accounting (Advanced II)

310 Import-Export Management (80 hours)

PREREQUISITE: None

COURSE DESCRIPTION: this course provides an introduction to global markets, to the major trading nations and trading blocs, and to the processes and procedures that govern import and export management.

OBJECTIVES: By the end of the course, students will be able to:

· discuss aspects of export management;

· analyze and interpret graphs, charts, and other visuals;

· discuss cases illustrating typical import-export situations or problems;

· identify global markets, major trading nations, and trading blocs; and

· discuss basic processes and procedures that govern import and export management.

TUITION: $320 Certificate: Import-Export Management

401 Office Practice (160 hours)

PREREQUISITE: Keyboarding 201 or equivalent.

COURSE DESCRIPTION: this course introduces students to the issues and trends affecting the 21^st Century office professional, including job searching, information processing, effective communication, records management, and team building.

OBJECTIVES: By the end of the course, students will be able to:

· describ issues and trends in the 21^st Century office that will affect office professionals, including workplace diversity, the global marketplace, and technological advances;

· interpret charts, graphs, and other visual material;

· discuss cases illustrating typical office practice issues or problems; and

· develop resumes, application letters, and other aspects of office professional career development.

TUITION: $640 Certificate: Office Practice

402 Electronic Calculators (48 hours)

PREREQUISITE: None

COURSE DESCRIPTION: this course introduces students to using the calculator to solve simulated business and workplace tasks.

OBJECTIVES: By the end of the course, students will be able to:

· demonstrate knowledge of common business terminology related to everyday business and consumer problems such as payrolls, purchase orders, invoices, cash and trade discounts, checking accounts, installment buying, finance charges, etc.;

· ask questions concerning concepts and implementation;

· understand descriptions of business situations that will determine the correct production of calculator solutions;

· learn how to convert to and from the metric system;

· read, write, and show explanations about concepts; and

· work at 119 spm

TUITION: $ 192 Certificate: Electronic Calculators

404 Business Communications (72 hours)

PREREQUISITE: None

COURSE DESCRIPTION: this course emphasizes the application of correct grammar and punctuation to letters, memos, reports, and other forms of personal and business communication.

OBJECTIVES: By the end of the course, students will be able to:

· recognize and solve common sentence problems;

· understand how context affects meaning and to correct grammar and other writing choices;

· recognize and use correct grammar in context with an emphasis upon grammar and usage issues for ESL writers;

· understand and use correct punctuation, mechanics, and spelling in business writing; and

· use language skills to develop letters, memos, and other common forms of personal-business and business communication.

TUITION: $288 Certificate: Business Communications

500 English Literacy (120 hours)

Prerequisite(s): None.

Course Description: A basic introduction to English for students who have had little or no prior school experience in English.

Course Goals: To develop students’ basic ability to comprehend and respond appropriately to simplified spoken English and to produce basic spoken English in social situations; to develop students’ basic ability to comprehend and analyze simplistic texts in English; to develop students’ ability to recognize word order and simple sentence structure.

Course Objectives: . Students will learn fundamental literacy skills and basic communicative competence in English needed to successfully continue ESL instruction and/or to participate successfully in the workplace and community. By the end of the course, students should have developed basic receptive skills for listening and reading American English.

Student Learning Outcomes: . Students will be able to: .

o Recognize frequently used words, phrases and questions in familiar contexts.

o Respond appropriately to simple questions regarding personal information and present activities.

o State personal information; and ask for personal information.

o Use personal information to complete simple forms.

o Write basic personal information.

o Write simple sentences using personal information.

o Recognize personal information in print.

Instructional Methods.

Daily classes encourage application of newly-learned skills to everyday situations through conversation, reading, and writing. Language elements are introduced, used, and reused in different written, oral, and aural situations within contexts drawn from daily life. Instruction will be supplemented with companion ESL video and music recordings keyed to textbook units.

Learning Activities: role-plays, pair work, small group work, practice grammatical structures in context, controlled conversation practice, creative conversation practice, model and repeat, peer review, journals.

Textbook: Longman ESL Literacy, Yvonne Wong Nishio, Pearson Longman, 2006 or comparable text.

TUITION: $480 Certificate: English Literacy

501 English As A Second Language I-VI (120 hours [each level])

501.1 English as a Second Language (Level I)

Prerequisite(s): Placement test or ESL 500.

Course Description: Prepares students to understand simple spoken phrases and respond to basic personal information questions.

Course Goal: To develop students’ ability to comprehend and respond to spoken English on familiar topics, such as self, school, family, work and everyday activities; to develop students’ ability to comprehend and appropriately use basic grammatical structures in both written and spoken English; to develop students’ ability to identify key ideas in basic texts relating to everyday topics; and to develop students’ ability to construct simple and compound sentences on a familiar topic or idea.

Course Objectives: Students will listen, speak, read and write English at a beginning level.

Student Learning Outcomes: Students will be able to:

o State simple descriptions of people, places, routines, likes and dislikes.

o Respond appropriately to simple questions regarding personal information, present activities, past activities and home, family, work and hobbies.

o Recognize and identify key ideas in a short passage relating to self, home, family, work, and hobbies.

o Write simple sentences and compound sentences relating to self, home, family, work, hobbies and present and past activities.

Instructional Methods: Daily classes encourage application of newly-learned skills to everyday situations through conversation, reading, and writing. Language elements are introduced, used, and reused in different written, oral, and aural situations within contexts drawn from daily life. Instruction will be supplemented with companion ESL video and music recordings keyed to textbook units.

Learning Activities: lecture listening, role-plays, pair work, small group work, practice grammatical structures in context, controlled conversation practice, creative conversation practice, model and repeat, peer review, journals, paragraph modeling.

Textbook: WorldView 1 (or comparable text), Pearson Education, 2002.

501.2 English as a Second Language Level II)

Prerequisite(s): Placement Test or ESL I.

Course Description: Prepares students to communicate using routine statements related to personal needs, desires, and feelings in familiar social contexts.

Course Goals: To improve students’ ability to comprehend and respond appropriately to high-beginning spoken English and to improve students’ ability to use spoken English in real world situations; to improve students’ ability to use grammatical structures necessary for expressing the present, the future and the past time; to develop students’ ability to comprehend and analyze high beginning texts.

Course Objectives: Students will understand, speak, read and write at a basic or high beginning level.

Student Learning Outcomes: Students will be able to:

o Express simple statements and questions in the present, past and future time frame related to basic needs and common activities, using previously learned phrases.

o Communicate needs and activities using appropriate time frame and vocabulary.

o Employ simple clarification requests to determine meaning of question or statement.

o Recognize words that signal differences between present, past and future.

o Respond appropriately using present, past and future on familiar topics.

o Interpret short paragraphs on familiar topics.

o Identify sequence of events in short readings.

o Examine authentic documents to locate specific information.

o Produce a paragraph on a familiar topic.

Instructional Methods: An integrated cumulative skills development methodology increases language retention and fluency by stimulating students to make meaning from a new language through active learning activities. Recorded listening passages build on vocabulary and ideas from background material and exercises. Students work individually, in pairs, and in small groups on guided, linked activities built around each unit's theme.

Learning Activities: lecture listening, role-plays, pair work, small group work, practice grammatical structures in context, controlled conversation practice, creative conversation practice, model and repeat, peer review, journals, paragraph modeling, peer review.

Textbooks: P. Merdinger and L. Barton, NorthStar: Listening & Speaking Level I and Reading & Writing Level I (3rd Edition), Longman, 2009 (or comparable).

501.3 English as a Second Language Level III

Prerequisite(s): Placement Test or ESL II.

Course Description: Prepares students to communicate in familiar job, social or everyday situations in standard American English. Prerequisite(s): Placement Test or ESL II.

Course Goals: To broaden students’ ability to comprehend and respond appropriately to spoken English and to use spoken English in a variety of work and social situations; to broaden students’ ability to comprehend and use grammatical structures in written and spoken English in non-academic setting; to broaden students’ ability to comprehend texts in English; to increase students’ fluency in producing written language.

Course Objectives: Students will read and listen to a variety of sources with general understanding; express ideas orally and in written form with fluency.

Student Learning Outcomes: Students will be able to:

o Recognize main ideas and details in conversations and short lectures.

o Communicate needs, activities and events using appropriate time frame and vocabulary.

o Employ clarification strategies.

o Apply linguistic, socio-cultural and other background knowledge and strategies to understand the intent of a speaker and to respond appropriately.

o 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.

o Interpret short paragraphs on familiar topics.

o Predict meanings of unfamiliar vocabulary with contextual clues.

o Identify sequence of events in short readings.

o Examine authentic documents to locate specific information.

o Convey ideas in a paragraph with detailed information.

Instructional Methods: An integrated cumulative skills development methodology increases language retention and fluency by stimulating students to make meaning in a new language through active learning activities. Recorded listening passages build on vocabulary and ideas from background material and exercises. Students work individually, in pairs, and in small groups on guided, linked activities built around each unit's theme. Instruction is supplemented with ESL audio and video material keyed to textbook units.

Textbook: NorthStar Listening & Speaking Level II and Reading & Writing Level II (3rd Edition., Pearson Education, (or comparable text). (formerly 2nd Edition, NorthStar: Basic/Low Intermediate)

501.4 English as a Second Language Level IV)

Prerequisite(s): Placement Test or ESL III.

Course Description: Prepares students to respond to multi-step directions and communicate using formal and informal language in a variety of situations. Students follow written instructions, read narratives and interpret material.

Course Goals: To deepen students’ ability to comprehend and respond appropriately to natural, authentic spoken English; to use spoken English in a variety of social, non-academic and professional settings; to deepen students’ ability to comprehend and use grammatical structures in both written and spoken English in various contexts; to deepen students’ ability to comprehend and analyze authentic texts; to deepen students’ ability to organize information and produce summaries.

Course Objectives: Students will read and listen to a variety of sources; express his/her ideas orally and in written form with fluency and clarity.

Student Learning Outcomes: Students will be able to:

o State detailed descriptions of events, activities and personal experiences.

o Identify main ideas and some details of extended conversations and broadcasts.

o Employ clarification strategies.

o Speak so others can understand to recall and use high-frequency vocabulary, display control of basic grammar and a variety of sentence types.

o Read with understanding to decode and recognize most everyday and some unfamiliar words.

o Identify sequence of events in extensive readings.

o Examine and analyze authentic documents to locate specific information.

o Determine the purpose and audience for communicating in writing.

o Convey ideas in a short essay with detailed information.

o Identify and modify sentences for time frame errors and mechanics, such as spelling, punctuation and capitalization.

Learning Activities: lecture listening, note taking role-plays, pair work, small group work, practice grammatical structures in context, creative conversation practice, model and repeat, journals, process writing, peer review.

Textbook: NorthStar: Listening & Speaking Level III and Reading & Writing Level III 3rd Edition, (or comparable text). (formerly2nd Edition, NorthStar: Intermediate).

501.5 English as a Second Language Level V

Prerequisite(s): Placement Test or ESL IV.

Course Description: Prepares students to understand sustained conversations and instructions and to communicate independently in various situations. Students apply reading strategies and thinking skills. Students write and edit an organized piece of writing.

Course Goals: To expand students’ ability to comprehend and respond timely and appropriately to natural, authentic spoken English; to use spoken English in a variety of social, non-academic and professional settings; to expand students’ ability to comprehend and use grammatical structures in both written and spoken English in social, non-academic and professional contexts; to expand students’ ability to comprehend, analyze and synthesize authentic texts; to deepen students’ ability to organize information and produce summaries.

Course Objectives: Students will listen, speak, read and write at a high intermediate level. Students will communicate effectively and appropriately in standard American English.

Student Learning Outcomes: Students will be able to:

o State detailed descriptions of events, activities and experiences.

o Identify main ideas and details of extended conversations, lectures and broadcasts.

o Apply linguistic, socio-cultural and other background knowledge and strategies to understand fully the literal and implied intent of the speaker.

o Employ clarification strategies.

o Respond timely and appropriately using present, past and future and modal forms on social, professional and academic topics.

o Interpret short paragraphs on social, professional and academic topics.

o 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.

o Predict meanings of unfamiliar vocabulary with contextual clues.

o Identify sequence of events in extensive readings and lectures.

o Examine and analyze authentic documents to locate specific detailed information.

o Convey ideas in an essay.

o Identify and modify written work for structural errors and mechanics, such as spelling, punctuation and capitalization.

Learning Activities: lecture listening, note taking, pair work, small group work, practice grammatical structures in context, application activities with grammatical structures, creative conversation practice, journals, process writing, peer review, self-review.

Textbook: NorthStar: Listening & Speaking and Reading & Writing Level IV, 3rd Edition, (or comparable text). (formerly 2nd Edition, NorthStar: High Intermediate)

501.6 English as a Second Language Level VI

Prerequisite(s): ESL Placement Test or ESL V.

Course Description: Prepares students to understand and communicate independently in authentic situations. Students apply reading strategies and thinking strategies when reading materials from a variety of sources. Students write and present their ideas with fluency and clarity.

Course Goals: To enhance students’ ability to comprehend, analyze and respond timely and appropriately to natural, authentic spoken English in a wide variety of settings; to broaden students’ spoken English through the employment of appropriate stress, rhythm and intonation patterns; to enhance students’ ability to comprehend and correctly use grammatical structures in social, non-academic and professional contexts; to expand students’ ability to comprehend, analyze and synthesize authentic texts in a wide variety of settings; to deepen students’ ability to organize information, produce summaries and evaluations; to increase students’ ability to produce written language for a variety of settings.

Course Objectives: 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 to make predictions, express and defend opinions, summarize information, retell a conversation, and compare and contrast.

Student Learning Outcomes: Students will be able to:

o State detailed descriptions of events, activities and experiences with both fluency and clarity.

o Identify main ideas, and supporting details of extended conversations, lectures and broadcasts.

o Employ discourse connectors.

o Use advanced strategies to repair gaps in understanding, to ask questions to deepen comprehension and to give feedback appropriate to the situation.

o Respond timely and appropriately using a wide variety of grammatical structures and vocabulary.

o Interpret readings on social, professional and non-academic topics.

o Predict content in readings.

o Identify events and activities in extensive readings and lectures.

o Examine, analyze and synthesize authentic documents to locate specific detailed information.

o Convey ideas in an organized essay with a clear thesis, supporting ideas and details.

o Identify and modify written work for organizational and grammatical errors and mechanics, such as spelling, punctuation and capitalization.

Learning Activities: lecture listening, note taking, pair work, small group work, practice grammatical structures in context, application activities with grammatical structures, creative conversation practice, journals, process writing, peer review, self-review.

Textbook: NorthStar: Listening & Speaking and Reading & Writing Level V, 3rd Edition, (or comparable text); Longman Dictionary of American English now with Thesaurus, 3^rd or later edition, Pearson, 2004 (recommended). (formerly 2nd Edition, NorthStar: Advanced)

TUITION: $480 per 120 hours Certificate: English as a Second Language Level ___

502 Business English (120 hours)

Prerequisite(s)/Co-requisite: ESL Placement Test, English 501.5 or equivalent

Course Description: Business English teaches English language skills designed to help students communicate more successfully in a business and real world environment. The course emphasizes writing as a process of development that includes drafting, writing, editing, and reading that conveys the writer’s intentions clearly and correctly.

Course Goals: To broaden students’ ability to communicate clearly and fluently in a professional setting; to broaden students’ spoken English through the employment of appropriate stress, rhythm and intonation patterns; to enhance students’ ability to comprehend and correctly use grammatical structures appropriate in professional contexts; to expand students’ ability to comprehend, analyze and synthesize workplace related texts; to increase students’ ability to produce written documents required in a professional setting.

Course Objectives: Students will read intensively and write extensively. Students will develop vocabulary and clear pronunciation needed for a professional business setting.

Student Learning Outcomes: 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.

Instructional Methods: Students develop reading and writing skills from an integrated cumulative skills approach that increases language retention and fluency by stimulating students to create meaning in a new language through active learning activities. Longer reading passages and recorded listening passages, and videos build on vocabulary and ideas from background material and exercises. Students are guided through the writing process, followed by practice in context activities that allow them to apply each new writing concept to their own writing. Students work individually, in pairs, and in small groups on guided, linked activities built around each unit's theme.

Textbooks: NorthStar: Reading and Writing 4, 3rd Edition., Pearson Education, (or comparable text). Longman Dictionary of American English now with Thesaurus, 3^rd or later edition, Pearson, 2004 (recommended).

TUITION: $480 Certificate: Business English

503 Advanced Reading & Writing (120 hours)

Prerequisite(s)/Co-requisite: Placement Test, English 501.6 (level VI) or equivalent.

Course Description: Advanced Reading and Writing develops advanced English language skills through close examination of reading passages, through objective discussion of reading, and through paragraph and short essay writing. The course develops personal, non-academic, and workplace advanced English reading, writing, and oral presentation skills at the multi-paragraph and document level.

Course Goals: To broaden students’ ability to communicate clearly and fluently in a non-academic or professional setting; to broaden students’ spoken English through the employment of appropriate stress, rhythm and intonation patterns; to enhance students’ ability to comprehend and correctly use grammatical structures appropriate in non-academic and professional contexts; to expand students’ ability to comprehend, analyze and synthesize non-academic and professional texts; to increase students’ ability to produce written documents required in a non-academic and professional setting.

Course Objectives: Students will read intensively and write extensively to develop rhetorical patterns necessary for successful non-academic study. Students will give oral presentations that are organized and fluent.

Student Learning Outcomes: 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 non-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.

Instructional Methods: Students develop language skills from an integrated cumulative skills approach that increases retention and fluency by stimulating them to create meaning in a new language. Longer reading passages, recorded listening passages, and videos build on vocabulary and ideas from background material and exercises. Students are guided through the writing process, followed by practice in context activities to apply each new writing concept to their own writing. Students work individually, in pairs, and in small groups on guided, linked activities built around each unit's theme.

Learning Activities: Note taking, pair work, small group work, practice grammatical structures in context, application activities with grammatical structures, creative conversation practice, journals, process writing, peer review, self-review.

Textbooks: NorthStar 5 Reading and Writing Level 5, 3rd ed., Pearson Education, 2009 (or comparable text); Longman Dictionary of American English now with Thesaurus, 3^rd or later edition, Pearson, 2004 (recommended).

TUITION: $480 Certificate: Advanced Reading & Writing

604 High School Equivalency Diploma Preparation (120 hours)

PREREQUISITE: None

COURSE DESCRIPTION: This course is designed to help students prepare for the language arts and subject areas GED Tests of the State of New York. The course also introduces students to GED testing procedures, scoring information, and test taking.

OBJECTIVES: By the end of the course, students will have:

· studied GED's blend of power and time testing;

· practiced pacing themselves in response to test questions;

· practiced the skills levels tested by the language arts writing test, including the essay component; and

· reviewed and practiced the skills levels tested by the social studies, science, language arts (reading and literary), and mathematics tests

TUITION: $480 Certificate: High School Equivalency Diploma Preparation

605 Pre-GED Foundation for GED Preparation (80 hours)

PREREQUISITE: Placement Test

COURSE DESCRIPTION: this course is designed to provide the foundation for GED preparation in the areas of Language Arts: Reading, Language Arts: Writing, Social Studies, Science, and Mathematics.

OBJECTIVES: By the end of the course, students will have:

review and practice of pre-GED level skills in language arts: reading (including meaning, organization, and style in various genres);
review and practice of pre-GED level skills in language arts: writing (including grammar and usage and independent writing components);
review and practice of pre-GED level skills in social studies (including reading of various documents and formats requiring higher order thinking skills and interpretation of illustrations);
review and practice of pre-GED level skills in science (including reading and application of scientific information in various fields of science);
review and practice of pre-GED level skills in mathematics (including the four functions and applications with word problems and problem-solving through basic algebra and geometry); and
pre-testing and post-testing practice assessments incorporating GED-style testing formats.

TUITION: $320 Certificate: Pre-GED Foundation for GED Preparation

610 TOEFL Exam Preparation (80 hours)

PREREQUISITE: English 501, Level VI, or equivalent.

COURSE DESCRIPTION: The course is designed to help prepare advanced ESL students for the TOEFL (Test of English as a Foreign Language) through the application of advanced integrated English language skills tested by the NextGeneration iBT.. This course is not designed or intended to prepare students for college-level, academic work.

OBJECTIVES: The course has three objectives:

1. To strengthen language skills covered by the TOEFL exam. These skills include listening, reading, structure/written expression, and writing.

2. To provide understanding of and experience with test-taking strategies specific to the TOEFL.

3. To provide practice test taking related to the specific language skills tested by TOEFL.

TUITION: $320 Certificate: TOEFL Examination Preparation

925 Database Management (80 hours)

PREREQUISITE: None.

COURSE DESCRIPTION: This course is an introduction to Microsoft Access. It focuses on skills needed by beginning Access users. Students learn databases, in general, and Access, in particular; when completing exercises; and when asking questions and finding answers to Access related topics.

OBJECTIVES: By the end of the course, students will be able to:

· discuss and describe aspects of Access;

· complete textbook practice exercises;

· use Access applications to organize and present information;

· create a basic Access database;

· apply Access to real world situations;

· navigate toolbars and use menus to customize Access; and

· use other Access features.

TUITION: $320 Certificate: Database Management

940 Introduction to Microsoft Windows (80 hours)

PREREQUISITE: None

COURSE DESCRIPTION: this course introduces students to Windows concepts, features, functions, and applications.

OBJECTIVES: By the end of the course, students will be able:

· use the basic features of the Windows operating system;

· navigate toolbars and use menus to customize Windows; and

· use other Windows features.

TUITION: $320 Certificate: Using Microsoft Windows

950 Using Excel (80 hours)

PREREQUISITE: None

COURSE DESCRIPTION: this course introduces students to spreadsheet concepts, features, functions, and applications using Excel.

OBJECTIVES: By the end of the course, students will be able to:

· use spreadsheets, in general, and about Excel, in particualr;

· understand how Excel can be applied to real world situations;

· navigate toolbars and use menus to customize Excel; and

· use other Excel features.

TUITION: $320 Certificate: Using Excel for Windows

955 Using the Internet (80 hours)

PREREQUISITE: None

TEXTBOOK: Searching & Researching, 5th Edition, Hartman, Ackerman, 2010 (or equivalent)

COURSE DESCRIPTION: this course introduces students to the structure of the Internet and provides direction and practice in using the Internet correctly to obtain valid information for personal, for business, and non-academic use. The course emphasizes good searching skills and includes practice in developing a personal web page.

OBJECTIVES: By the end of the course, students should be able to:

· understand the basics of Internet searching that produces valid information for personal, for business, and for non-academic use;

· create a personal web page; and

· use other World Wide Web features.

TUITION: $320 Certificate: Using the Internet

960 Using Microsoft Access (80 hours)

PREREQUISITE: None

COURSE DESCRIPTION: this course introduces students to Access concepts, features, functions, and database applications.

OBJECTIVES: By the end of the course, students will be able to:

· use the content of Access database elements

· create a basic Access database;

· applyAccess to real world situations;

· navigate toolbars and use menus to customize Access; and

· use other Access features.

TUITION: $320 Certificate: Using Microsoft Access

965 Using Microsoft PowerPoint (80 hours)

PREREQUISITE: None

Textbook: Microsoft Office 2008 by S. Schwartz, Peachpit Press, 2008 (or comparable text).

COURSE DESCRIPTION: this course introduces students to PowerPoint multi-media concepts, features, functions, and applications.

OBJECTIVES: By the end of the course, students will be able to:

· perform textbook practice exercises;

· use PowerPoint applications to organize and present information in response to specific situations;

· understand the basics of creating a PowerPoint presentation;

· apply PowerPoint to real world situations;

· use navigation toolbars and menus to customize PowerPoint; and

· employ other other PowerPoint features.

TUITION: $320 Certificate: Using Microsoft PowerPoint

975 Using Adobe PhotoShop (160 hours)

PREREQUISITE: None

COURSE DESCRIPTION: this course introduces students to computerized concepts, features, functions, and applications using PhotoShop.

OBJECTIVES: By the end of the course, students will be able to:

· complete textbook exercises;

· use Photoshop applications to design, develop, and customize images;

· employ the basics of creating Photoshop images from sources;

· apply Photoshop to real world situations;

· navigate toolbars and use menus to customize Photoshop; and

· use other Photoshop features.

TUITION: $640 Certificate: Using Adobe Photoshop

980 Using Microsoft FrontPage (160 hours)

PREREQUISITES: 235 Using Microsoft Word, 955 Using the Internet, and 950 Using Microsoft Excel or 960 Using Microsoft Access or the equivalents

COURSE DESCRIPTION: this course introduces students to web page development concepts, features, functions, and applications using FrontPage.

OBJECTIVES: By the end of the course, students will be able to :

· create a web page creation with FrontPage;

· complete textbook exercises;

· use FrontPage to create and publish web pages in response to specific situations;

· navigate toolbars and use menus to customize FrontPage; and

· use other FrontPage features.

TUITION: $640 Certificate: Using Microsoft FrontPage

990 Introduction to the MAC (80 classes)

Prerequisite(s): None

Textbooks: The Little MAC Book: Snow Leopard Edition by R. Williams, Peachpit Press, 2010 (or comparable text).

Other Instructional Material: Apple’s on-line tutorials at: http://www.apple.com/support/mac101/

Course Description: this course will introduce new computer users (or those needing a refresher course) to the Mac OS X operating system and Mac computers.

Objectives: By the end of the course, students should be able to

use the Apple Mac support site to use Mac computers effectively and efficiently;
complete practice exercises;
employ basic features of Macintosh’s operating system;
navigate toolbars and use menus to customize the Mac; and
use other Mac features.

TUITION: $320 Certificate: Introduction to the MAC

995 Switching to the Mac 80 classes

Prerequisite(s): Familiarity with Windows operating system.

Textbooks: The Little MAC Book: Snow Leopard Edition by Robin Williams, Peachpit Press, 2010 (or comparable text).

Course Description: this course helps students transition from a Windows PC to a Mac OS environment.

Objectives: By the end of the course, students will be able to:

· use the Apple Macintosh support site to use Mac computers effectively and efficiently;

· complete practice exercises;

· employ the basics of Macintosh’s operating system;

· use navigation toolbars and menus to customize the Mac; and

· use other Mac features.

TUITION: $320 Certificate: Switching to the MAC

1000 Using Apple iMovie 80 classes

Prerequisite(s): None

Textbooks: iMovie’09 & iDVD: Portable Genius, Guy Hart-Davis: Wiley Publishing, 2009 (or recent edition).

Other Instructional Aids: Apple’s on-line tutorials, iMovie and iDVD, http://www.apple.com/ilife/imovie, http://www.apple.com/ilife/iphoto.

Course Description: this course introduces students to Apple iMovie. Students will learn how to create movies on the computer using a variety of media and to output their movies to a file or disk, send them via e-mail, or post them to a web site.

Objectives: By the end of the course, students will be able to:

· complete textbook exercises;

· use iMovie applications to design, develop, and customize video compositions;

· gather video assets; trim and organize them; garnish them with title tracks, special effects, and transitions;

· use iMovie to create stand-alone movies; and

· output their created videos to file or disk, e-mail, or the Web.

TUITION: $320 Certificate: Using Apple iMovie

VI. ADMISSIONS & FINANCIAL AID

Admissions Requirements

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 Institute does not engage the services of outside recruiters or agents. All students or their family or a friend must contact the Institute directly in order to receive firsthand orientation on important policies and procedures. No person or persons have been authorized to represent the Institute off site.

Admissions Procedures For Programs

Applicants may complete the Institute's "Application For Admission" and return it to the school or avail themselves of the Institute's "one-step, on-the-spot" Admissions process. In the case of the "one-step, on-the-spot" Admissions process, the student provides all needed eligibility information in person to a Faculty Student-Services Associate immediately prior to enrollment.

An interview is conducted. 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. For high school graduates or those with high school equivalency, the institution shall have on file evidence that the student has received a high school diploma or its equivalent. A signed statement by the student is acceptable documentation.

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.

Advanced Standing

Required courses may be waived for students who can demonstrate proficiency in the competencies taught in those courses, based on OBJECTIVE performance criteria. Documentation of how students demonstrate proficiency in competencies is maintained in the student's file.

A student given advanced standing must complete the total approved hours for the program unless an amended enrollment agreement is signed for the remaining hours.

In TAP approved programs, students given advanced standing must be enrolled for a minimum of 1440 hours in total at a minimum rate of 24 hours per week. Advanced standing does not imply "transfer hours" which are defined below.

Transfer Of Hours

Students who request transfer of hours are required to present transcripts of previous studies for evaluation. A transfer of hours may be granted for hours completed in an approved course or program from another licensed or registered school or a registered program at a degree granting institution or in recognized post-secondary institutions, at the discretion of the President or his designee, after an evaluation of the student's transcript.

A student given transfer of hours has only to complete the number of approved instructional hours for the program minus the number of transfer hours granted by the Institute.

The President or his designee reserves the right to test students before a final determination is made. Tuition adjustments will be made as required.

Limits of Study for B-2 Nonimmigrants

The following guidance is provided in a Department of Justice memorandum:

"The prohibition against beginning a course of study prior to obtaining Service approval of a change of nonimmigrant status request is limited to B-1 or B-2 nonimmigrants. The term ."course of study;' implies a focused program of classes, such as a full-time course load leading to a degree or, in the case of a vocational student, some type of certification. Casual, short-term classes that are not the primary purpose of the alien's presence in the United States, such as a single English language or crafts class, would not constitute a "course of study." Courses with more substance or that teach a potential vocation, such as flight training, would be considered part of a "course of study" and thus would require approval of a student status; . . . "

Student Visa Applications (Form / I-20)

The Institute is authorized under federal law to enroll non-immigrant foreign students. A foreign student may register by mail or through a relative or friend in the United States. Please provide the following:

· a copy of the passport page (or national identity document) which shows student's full name, birth date, country of birth and citizenship

· address in the United States

· permanent address abroad

· duration of initial session course of study desired

· information showing the student's means of support for an academic term.

· payment of the required tuition deposit.
(This amount is deducted from the total tuition for the course selected.)

· certificate or transcript from the last school attended. Transcripts and certificates are not returned.

The Institute will complete the form I-20 (Certificate of Eligibility) and send it to the student for presentation to the proper consular officials. Upon providing this information, the student will receive a copy of the Enrollment Agreement for his/her signature. A copy of the Enrollment Agreement is retained by the Institute.

Financial Assistance

Pay-As-You-Learn Plan. The Institute seeks to make its courses and programs of study affordable to the greatest number of students. In certain circumstances, a Tuition Payment Plan makes it possible for students to "pay as they attend" without interest charges.

New York State Tuition Assistance Plan (TAP). New York State-sponsored tuition benefits are available to qualified students in full-time programs. The Tuition Assistance Program (TAP) provides grants to eligible New York State residents based on family income. Complete information and applications are available at the Institute offices or through the New York State Higher Education Services Corporation, Albany, New York.

Other Agencies. The Spanish-American Institute has also accepted students through the Office of Vocational Educational Services for Individuals with Disabilities (VESID), WIN, Manpower, the Commission for the Visually Handicapped, TRA, and the Social Security Administration.

Federal Pell Grants. Pell grants are awards to help students who qualify pay for their education. These grants provide a foundation of financial aid, which may be added to aid from other Federal and non-Federal sources. All United States citizens and permanent residents are eligible to apply for grants for full or part-time attendance. Unlike loans, grants do not have to be paid back.

PELL Grants are paid to eligible students at the Institute twice per award year via credit to their tuition accounts and to book accounts with prior permission of the student. Continued eligibility is contingent on maintaining satisfactory academic progress and on availability of federal funds.

Applications are available through the Institute's Financial Aid office, high school guidance offices, public libraries, or by writing directly to Federal Student Aid Programs, P.O. Box 7001, Mt. Vernon, IL 62864-0071.

Federal Loans. Federal loans are low-interest loans to help students pay for their education. The Institute does not currently participate in the Federal Stafford Loan Program (formerly the Guaranteed Student Loan (GSL)) and Federal Parent Loan for Undergraduate Students (PLUS) or Federal Supplemental Loans for Students (SLS) programs. A loan is a serious responsibility. All loans must be repaid. Each student should borrow only the amount needed to meet educational expenses. It is strongly advised that students do not take on financial obligations that they might not be able to meet. Before taking out a loan, students should ask if they have taken advantage of all other federal and state aid programs for which they might qualify.

Additional Information. Additional information is available through the Institute's Financial Aid Office, in the Institute's Resource Centers, or by contacting the New York State Higher Education Services Corporation: www.hesc.state.ny.us.

Students may seek assistance in obtaining financial aid information from members of the Institute's administration and staff in the Institute's student administrative offices.

Financial Aid Applications may be obtained through the financial aid office.

Eligibility is determined based on an approved needs analysis system which determines an amount the family can contribute towards the applicant's cost of attendance. Aid amounts are approved based on the student's need.

The Institute receives aid funds directly. The Institute credits tuition due and, if applicable, returns funds to the student for non-direct educational expenses.

Average Cost of Attendance. The following represents the average cost for a student to attend the Institute for one academic year.

EXPENSE ITEMS	Commuting from parents home No dependents	All others
Tuition & Fees	$5,450	$5,450
Books & Supplies	600	600
Room & Board	1,500	4,331
Personal Expenses	1,625	2,444
Transportation	546	546
TOTAL	$9,721	$13,371

Tap Grant Waiver Criteria

Tap students may be granted a waiver of "good academic standing" standards. The waiver is not automatic. The waiver is granted only by the President or his designee under the following conditions, if it is determined that there is a reasonable expectation that the student will meet future requirements, if said waiver is in the student's best interest, and if:

· the waiver is discussed with the student and signed agreement obtained;

· the reason for student's failure to meet requirements is assessed & evaluated;

· a complete written record of waiver, evaluation findings, and determination becomes a part of the student's record; and

· only one waiver may be granted to a student who received a first award in 1981-1982 or after.

Refund Policy

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

I. AFTER SIGNING THIS AGREEMENT BUT BEFORE STARTING CLASS THE SCHOOL KEEPS: the non-refundable registration fee. 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 non-refundable registration fee (THE LESSES of 10% of tuition PER COURSE or Program) or 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 #

1st Quarter of 1st Enrollment		*Quarter 1 or 2 of subsequent enrollments**	subsequent Quarters
week 1	0%	0%	25%
week 2	20%	25%	50%
week 3	30%	50%