SPANISH-AMERICAN Institute Catalog Vol 31 Summer 2017

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 240 West 35 Street, New York 10001, 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 Garment and Fashion Districts. Just down the block from Macy’s, Madison Square Garden and Penn Station. 34^th Street has an Express Stop on nearly every subway line!

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

Local Bus Service. Numerous City buses stop at Herald Square.
Express Bus. Many areas outside Manhattan are served by private and City express buses, all of which make stops at or near Penn Station and the Port Authority Bus Terminal.

From New Jersey. The Institute is a short walk 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 240 West 35 Street, Manhattan in 2016, after 48 years at 215 West 43 Street. 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 weekly access to mobile TV/DVD and daily access to 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

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

	Frank J. Ferraro, Founding Director (d.2005), MA, New York University
	David Schiffman, Founding Director (d. 2016), MA, New York University
	Robert Connelly, Dean of Students Emeritus, BA, Farleigh Dickinson University

Student Services Associates

Ildelisa Lopez

ildelisa@sai2000.org

Ana Desiree Maldonado

desiree@sai.nyc

Faculty Student-Services Associates

	Degree/Institution Awarding Degree	Teaching Specialization
Rasha Abdelrasol rasha@sai.nyc	BA, University of Alexandria	Student Support Services Accounting
Anna Agarkova anna@sai.nyc	BA/MA, South Urals State University, Russia	Faculty Student-Services Associate
Khadim Doumouya khadim@sai.nyc	BA, University Cheikh Anta Diop de Dakar, Senegal	Faculty Student-Services Associate
Yasmeen Fathima yasmeen@sai.nyc	Ramaiah Dental College, Bangalore, India (four-year equivalency of study in a dentistry program plus one year internship)	Faculty Student-Services Associate General Academic
Dilyara Engulatova	Ph.D., Institute of Philosophy and Law of the Academy of Sciences of Uzbekistan 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
Francina Gomez francina@sai.nyc	BBA, Pontificia Universidad Catolica Madre Y Maestra	Faculty Student-Services Associate
Mary Helen Gomez maryhelen@sai.nyc	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

	Degree/Institution Awarding Degree	Department
Freddie Ann Bush	MS, Hunter College BS, North Carolina A&T	Business
Enrique Nibeyro enrique@sai2000.org	MS, Argentine Catholic Pontifical University BS, Argentine Catholic Pontifical University	Computer Studies
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
Andrey Armyakov	MA, Friedrich-Schiller University at Jena, Germany	English as a Second Language
Evdokia Azoidou	BA, Aristotle University of Thessaloniki	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
Malabi Deb	BA, Hunter College of the City University of New York	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
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
Oana Gherman	BS, Babes-Bolyai University of Cluj-Napoca, Romania	English as a Second Language
Ilya Gogin	BA, MA Linguistics and Education Kostroma State University	English as a Second Language
Angie Gomez angie@sai2000.org	BBA, Pontificia Universidad Catolica Madre Y Maestra	Computer Applications
Diana Kyrychuk	BA, Kyiv National Linguistic University, Ukraine	English as a Second Language
Semen Mere-Mere	BA, Kemerovo State University	English as a Second Language
Kristina Mitrovic	BA, University Jurja Dobrila In Pula, Republic of Croatia	English as a Second Language
Enrique Nibeyro enrique@sai2000.org	BS, Argentine Catholic Pontifical University	Computer Applications
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
Veronica Sanchez	BS, Autonomous University of Santo Domingo, Dominican Republic	English as a Second Language
Alumna Tuldanes	BS Education, San Nicolas College	English as a Second Language
Sukhrob Ulmasov	BS, Finance, Tajik National University, Tajikistan	Computer Applications

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 2016-2017 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

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

The student should be aware that some information in the catalog may change. It is recommended that students considering enrollment check with the school director to determine if there is any change from the information provided in the catalog. In addition, a catalog will contain information on the school’s teaching personnel and

courses/curricula offered. Please be advised that the State Education Department separately licenses all teaching personnel and independently approves all courses and curricula offered. Therefore, it is possible that courses/curricula listed in the school’s catalog may not be approved at the time that a student enrolls in the school or the teaching personnel listed in the catalog may have changed. It is again recommended that the student check with the school director to determine if there are any changes in the courses/curricula offered or the teaching personnel listed in the catalog.

College Credit – Disclaimer Statement

Licensed private career schools offer curricula measured in clock hours, not credit hours. Certificates of completion, i.e., school diplomas, are issued to students who meet clock hour requirements. The granting of any college credit to students who participated in and/or completed a program at a licensed private career school is solely at the discretion of the institution of higher education that the student may opt to subsequently attend.

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, 240 West 35 Street, Manhattan, NY 10001, 212-840-7111 (ext. 2800), fax: 646.766.0302, e‑mail: dvf@sai.nyc, www.sai.nyc.

Student Achievement

Table 1 RETENTION RATES By Program

Table 2 PLACEMENT RATES By Program

Table 3 GRADUATION RATES

Table 4 RETENTION RATES By Program

Program *	Retention Rate**
Program *	2012-13	2013-14	2014-15
Computer-Assisted Accounting (8010)	20%	100%	0%
Computerized Office Management (7020)	30%	33%	0%
English As A Second Language (5480)	82%	79%	74%
Accounting (8002)	100%	0%	No Enrollment
English As A Second Language (5960)	77%	80%	88%

Table 5 PLACEMENT RATES By Program

Program *	Placement Rate ***
Program *	2012-13	2013-14	2014-15
Computer-Assisted Accounting (8010)	0%	0%	0%
Computerized Office Management (7020)	0%	0%	0%
English As A Second Language (5480)	0% (2)	0% (2)	0% (2)
Accounting (8002)	0%	0%	No Enrollment
English As A Second Language (5960)	0% (2)	0% (2)	0% (2)

(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 6 GRADUATION RATES

Programs *	2012-2013	2013-2014	2014-15
Computer-Assisted Accounting (8010)	0%	0%	0%
Computerized Office Management (7020)	0%	0%	0%
English As A Second Language (5480)	62%	68%	42%
Accounting (8002)	0%	0%	No prior enrollment. No candidates eligible for graduation
English As A Second Language (5960)	68%	50%	45%

· Source: ACICS Annual Institutional Data Reports

· http://www.acics.org/uploadedFiles/Actions/April_2012_Memorandum_to_the_Field.pdf

· The comprehensive graduation rate is defined by ACICS in terms of the number of students who have completed or graduated, divided by the number of completers and graduates plus the number of students who have withdrawn, and expressed as a percent.

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.

Student Disclosure Pamphlet – Student Rights

Information for Students -Student Rights

Schools are required to give this disclosure pamphlet to individuals interested in enrolling in their school.

What is the purpose of this pamphlet?

All prospective and enrolled students in a non-degree granting proprietary school are required to receive this pamphlet. This pamphlet provides an overview of students’ rights with regard to filing a complaint against a school and accessing the tuition reimbursement fund if they are a victim of certain violations by the school.

Licensed private career schools which are licensed by the New York State Education Department are required to meet very specific standards under the Education Law and Commissioner's Regulations. These standards are designed to help insure the educational appropriateness of the programs which schools offer. It is important for you to realize that the New York State Education Department's Bureau of Proprietary School Supervision closely monitors and regulates all non-degree granting proprietary schools. The schools are required to have their teachers meet standards in order to be licensed by the Department. Schools are also required to have their curriculum approved by the New York State Education Department, at minimum, every four years, thereby helping to insure that all curriculum offered in the schools are educationally sound.

In addition, staff members of the Bureau of Proprietary School Supervision are often in the school buildings monitoring the educational programs being offered. The interest of the New York State Education Department is to ensure that the educational

program being offered meets your needs and that your financial investment is protected.

The New York State Education Department's Bureau of Proprietary School Supervision wishes you success in your continued efforts to obtain the necessary skill training in order to secure meaningful employment. In addition, Bureau staff will continue to work with all the schools to help insure that a quality educational program is provided to you.

Who can file a complaint?

If you are or were a student or an employee of a Licensed Private Career School in the State of New York and you believe that the school or anyone representing the school has acted unlawfully, you have the right to file a complaint with the New York State Education Department.

What can a student or employee complain about?

You may make complaints about the conduct of the school, advertising, standards and methods of instruction, equipment, facilities, qualifications of teaching and management personnel, enrollment agreement, methods of collecting tuition and other charges, school license or registration, school and student records, and private school agents.

How can a complaint be filed by a student or employee?

You should try to resolve your complaint directly with the school unless you believe that the school would penalize you for your complaint. Use the school's internal grievance procedure or discuss your problems with teachers, department heads, or the school director. We suggest that you do so in writing and that you keep copies of all correspondence to the school. However, the school cannot require you to do this before you file a complaint with the New York State Education Department. If you do file a complaint with the Department, please advise the Bureau of any action that you have taken to attempt to resolve your complaint.

The steps you must take to file a complaint with the New York State Education Department are:

1. Write to the New York State Education Department at 116 West 32nd Street, 5th Floor, New York, New York 10001, or telephone the Department at (212) 643-4760, requesting an interview for the purpose of filing a written complaint. Bring all relevant documents with you to the interview, including an enrollment agreement, financial aid application, transcripts, etc. An investigator from the Department will meet with you and go through your complaint in detail.

2. If you cannot come for an interview, send a letter or call the office to request a complaint form. You must complete and sign this form and mail it to the office. Please include with it copies of all relevant documents. You should keep the originals. You must file a complaint within two years after the alleged illegal conduct took place. The Bureau cannot investigate any complaint made more than two years after the date of the occurrence.

3. The investigator will attempt to resolve the complaint as quickly as possible and may contact you in the future with follow-up questions. You should provide all information requested as quickly as possible; delay may affect the investigation of your complaint. When appropriate, the investigator will try to negotiate with the school informally. If the Department determines that violations of law have been committed and the school fails to take satisfactory and appropriate action then the Department may proceed with formal disciplinary charges.

Where can students file a complaint, file a claim to the tuition reimbursement fund, or get additional information?

Contact the New York State Education Department at:

New York State Education Department 116 West 32nd Street, 5th Floor

New York, New York 10001 Attention: Bureau of Proprietary School Supervision (212) 643-4760

This pamphlet is provided to you by the New York State Education Department (NYSED). The NYSED regulates the operation of Licensed Private Career Schools.

Internet Access

Classroom and office facilities are wired for FIOS 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, 20012-July 31, 2013,

· August 1,2013-July 31,2014, and..

· August 1, 2014-July 31, 2015.

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%.

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

1302

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

990 Introduction to the MAC 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

ELECTIVE COURSES: total hours 298

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

501.5 English as a Second Language (Level V) 120

501.6 English as a Second Language (Level VI) 120

503 Advanced Reading and Writing 120

610 TOEFL Exam Preparation 80

620 College Success 80

900 IBM Computer Graphics 80

925 Database Management 80

930 Introduction to DOS 80

935 Using Lotus 1-2-3 80

945 Introduction to Microsoft Works 80

970 Computerized Accounting Using Peachtree 80

975 Using Adobe PhotoShop 160

980 Using Microsoft FrontPage 160

985 Using Windows Movie Maker 80

995 Switching to the MAC 80

1000 Using Apple iMovie 80

TUITION: See List of Programs on page 56. 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 1280

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

935 Lotus 1-2-3 80

950 Using Excel For Windows 80

955 Using the Internet 80

ELECTIVE COURSES: total hours 320

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

501.5 English as a Second Language (Level V) 120

501.6 English as a Second Language (Level VI) 120

502 Business English 120

503 Advanced Reading and Writing 120

610 TOEFL Exam Preparation 80

620 College Success 80

925 Database Management 80

930 Introduction to DOS 80

940 Introduction to Microsoft Windows 80

945 Introduction to Microsoft Works 80

960 Using Microsoft Access 80

965 Using Microsoft PowerPoint 80

970 Computerized Accounting Using Peachtree 80

975 Using Adobe PhotoShop 160

980 Using Microsoft FrontPage 160

985 Using Windows Movie Maker 80

990 Introduction to the MAC 80

995 Switching to the MAC 80

1000 Using Apple iMovie 80

TUITION: See List of Programs on page 56. 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

1312

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

304 Accounting (Advanced I) 80

950 Using Excel for Windows 80

955 Using the Internet 80

960 Using Microsoft Access 80

965 Using Microsoft PowerPoint 80

ELECTIVE COURSES: total hours

288

200 Keyboarding for Information Processing 48

202 Keyboarding: Advanced Course 120

203 Keyboarding: Expert Course 80

205 Machine Transcription 30

235 Introduction to Microsoft Word for Windows 80

240 Introduction to Word Perfect 80

305 Accounting (Advanced II) 60

310 Import Export Procedures 80

404 Business Communication 72

501.5 English as a Second Language (Level V) 120

501.6 English as a Second Language (VI) 120

503 Advanced Reading and Writing 120

610 TOEFL Exam Preparation 80

620 College Success 80

900 IBM Computer Graphics 80

925 Database Management 80

930 Introduction to DOS 80

940 Introduction to Microsoft Windows 80

945 Introduction to MS Works 80

970 Computerized Accounting Using Peachtree 80

975 Using Adobe PhotoShop 160

980 Using Microsoft FrontPage 160

985 Using Windows Movie Maker 80

990 Introduction to the MAC 80

995 Switching to the MAC 80

1000 Using Apple iMovie 80

TUITION: See List of Programs on page 56. 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 58. Certificate: See List of Courses on page 58.

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 TASC Preparation (formerly High School Equivalency Diploma Preparation) (240 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 TASC'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: $960 Certificate: TASC 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 hours)

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 hours

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 hours

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%	75%
week 4	40%	75%	100%
week 5	50%	100%	100%
week 6	50%	100%	100%
week 7	60%	100%	100%
week 8	100%	100%	100%

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

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

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

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

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

4. FOR ENROLLMENTS OF MORE THAN TWELVE MONTHS:
A student who cancels during the first twelve months is refunded all monies in advance for the second twelve months or part thereof.

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

B. ALL REFUNDS ARE MADE WITHIN FORTY-FIVE (45) DAYS. Although not required, written notice of cancellation is recommended. Refunds are computed as of the last date of recorded attendance. The failure of a student to immediately notify the school director in writing of the student’s intent to withdraw may delay a refund of tuition to the student pursuant to Section 5002(3) of the Education Law.

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

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

Enrollment Agreement

Each student who registers at the Institute is given an enrollment agreement which indicates: course of study, course length, tuition rate per class, total tuition required, payment plan (first payment and weekly payment), starting and ending dates of the course, and the refund policy. This enrollment agreement is signed by authorized personnel of the Institute and by the student. One copy is made a permanent part of the student's file. No promises other than those so specified in this agreement are binding.

Tuition

The tuition and fees are specified on the supplement enclosed with this catalog.

Financial Aid Refund Distribution Policy

If a student withdraws and according to the cancellation and refund policy a refund is due, the method of determining what portion of any refund is allocable to Title IV Federal Financial Aid Programs will be in accordance with the provisions or paragraphs of 668.22 of the Federal Regulations. Distribution of any allocable refunds among Title IV Programs will be in the following order: Stafford Loan, SLS, PLUS, PELL.

Financial Aid Repayment Distribution Policy

Students receiving cash disbursements to cover non-direct educational expenses will not receive payment until expenses have been incurred.

Student Loan Pro-Rata Refund Clause

Effective September 1991, all Stafford Loan Recipients whose withdrawal occurs during the first six months of enrollment are eligible for a pro-rata refund or the refund stated on their enrollment agreement, whichever results in a larger refund. the Institute doe not currently participate is any student loan programs.

VII. ACADEMIC POLICIES

Office Hours

The Institute's offices at 240 West 35 Street, Manhattan, second floor, are open for information, registration, and conferences from 9 a.m. to 9 p.m., Monday through Friday inclusive, except on school holidays.

Student Program Card

Each student receives a program card on the first day of classes. The program card indicates hours, subjects, and room assignments. It must be presented to each teacher for admission to class. Students should retain the program card at all times.

Program Changes

Each student's program is the result of consultation at the time of registration. Program changes can be made only after further discussion with administrative personnel and a complete understanding of the reason for the requested change and the effect the change will have on the student's scholastic and career goals.

Attendance And Tardiness

Regular attendance is required for all classes. Daily attendance is taken in all classes and all absence and tardiness is reported to the office. No credit for attendance will be given for a class session in which a "class cut" occurs.

Absences. When a student must be absent from classes, the student must:

· telephone the office at (212) 840‑7111 to report the reason for absence and

· provide the Institute with a written explanation for the absence upon returning to classes.

Tardiness. Promptness in school is important preparation for the business world. Students must report to classes on time. Three class late arrivals s of more than five minutes are charged as one absence. Faculty members may exclude students chronically arriving more that fifteen minutes late without good cause, should this condition result in disruption to the other students or the teacher.

Students arriving more that thirty minutes late do not receive credit for the class hour for TAP financial aid purposes.

Notification of Absence. When a student is absent more than five times in a calendar month, a notice is sent to the student's email or home directing him/her to meet with school personnel and advising of possible loss of certificate/diploma eligibility, loss of financial aid, or loss of student visa status.

A student who is absent for more than 15% of the total course time and who has not maintained satisfactory grades or academic progress will be dismissed. Students dismissed for any reason are not relieved of the monetary obligations stated in the Enrollment Agreement.

F-1 Student Visa SEVIS Record

Textbooks And Materials

Students may not attend classes without the required textbooks and materials. Credit is not extended for the purchase of textbooks or materials in the Institute's Bookstore. Students are not required to buy their books through the school bookstore. They are encouraged to seek low-cost online alternatives for new or used books and to use the Student Club "Book Exchange" to contact other students wishing to buy or sell their unwanted used textbooks.

"Fair Use" Duplication of Copyrighted Classroom Material Guidelines

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

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

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

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

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

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

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

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

Homework

Homework is assigned regularly and is an important part of the learning process. All students are expected to complete assignments to the best of their ability and to present them in class on the due day.

Make-Up Assignments / Tests / Academic Dismissal

Students must satisfactorily complete an equal amount of make-up work for the time they are absent. Students who require more than eight days beyond the scheduled course completion date may be charged at the hourly rate for the additional time. A student who misses 15% of the total course time and who has not maintained satisfactory grades or academic progress will be dismissed.

Make-up Examinations. When a student does not take an examination for valid reasons, a make-up examination is required within ten days of the student's return to classes. The instructor schedules such make-up examinations.

Incomplete Status. A student who has received an "INC" for whatever reason must rectify this deficiency within ten days or receive a failing grade for the subject in which an incomplete was given.

Dress Code

The Institute does not have a uniform or standard dress requirement. Students may dress in casual, comfortable attire; they are expected to be neat and presentable at all times. Their manner and dress should reflect credit on themselves and on the Institute.

Leave of Absence

A student who requires a leave of absence must submit the request in writing to the office. If the leave is granted, the student will be permitted to suspend his/her course of study for a period not to exceed three months. The student may then resume without loss of time or tuition paid.

Students receiving Title IV federal financial aid may receive no more than one leave of absence per twelve (12) month period which may not exceed sixty (60) days in duration except in the case of students who provide the Institute with a written recommendation from a physician for a leave of absence of more than sixty days based on a medical condition.

When a student returns from an approved leave of absence, the student shall be placed in the instructional program at the point commensurate with the skill level retained by the student at the time of his or her return. For leaves of less than 30 calendar days, there will be a counseling session to determine the student’s retention level. For leaves in excess of thirty days, in addition to the counseling session, faculty members will assess the student’s retention level and provide instruction accordingly.

Loan recipients requesting a leave of absence are subject to a sixty (60) day maximum leave. An extended leave may be granted under special medical circumstances.

Grading Scale

Student grades are assigned as follows:

Table 7 Grading Scale

LETTER GRADE	POINTS	GRADE RANGE	MEANING
A	4.0	90-100%	honors
B+	3.5	85-89%	excellent
B	3.0	80-84%	above average
C+	2.5	75-79%	average
C	2.0	70-74%	satisfactory
D	1.5	65-69%	passing
F	0.	60-64%	failing
W	-		withdrawal
I	0.		incomplete
N	-		new student
Ab	0		Exam Absence

Maintaining Satisfactory Progress

Academic Progress. In order to maintain good academic standing, a student must achieve a grade of at least 65% and attain a cumulative average of not less than 70% (Grade Point Average: 2.0). There are six grade reporting periods in each calendar year. The Institute assesses satisfactory progress for students at the:

· end of each student's academic year,

· quarter point of the regular time frame,

· halfway point of the regular time frame,

· quarter point of the established maximum time frame of the program,

· halfway point of the established maximum time frame of the program, and

· three-quarter point of the established maximum time frame of the program.

Students not maintaining satisfactory academic progress at the regular halfway point will be placed on probation until the halfway point of the maximum time frame.

The maximum time frame in which a student must complete his/her educational objective is 1.5 times the standard program length for normally progressing students of the same enrollment status. At the halfway point of the maximum time frame of a program, the student must have successfully completed at least 60% of the clock hours attempted toward the educational objective. The minimum grade-point average at the halfway point of the maximum length must be 1.5.

At the 75% point of the maximum permitted length, the student must have completed 65% of the clock hours attempted toward the educational objective and the grade point average must be 1.75.

A student on academic probation is considered to be making satisfactory progress during the probationary period and is eligible to continue to receive financial aid while on probation.. At graduation the minimum grade point average must be 2.0. Evaluations are conducted at least once every academic year at the 25%, 50%, 75%, and 100% point of the maximum program length. Please see Table 8 Satisfactory Progress on page 54 below.

Incomplete Status. A student who has received an "INC" (incomplete) for whatever reason must rectify his/her deficiency within ten (10) days or be considered failing in his/her grade for the course in which an incomplete "INC" was given.

Withdrawals. A student who withdraws from a course prior to completing the course requirements earns a grade of "W" and zero points for that course. A student who withdraws from or repeats a course for whatever reason, must complete the program with the required number of courses within the time frame allowed. A failing grade will not be included in the student’s grade point average if the student repeats and passes the course. Only the passing grade will be calculated in the average. In order to maintain financial aid eligibility, a student must:

· be enrolled in a program of study

· be attending a minimum of twelve hours per week

· maintain satisfactory progress as stated in this catalog

Repeated Courses Grades. Grades earned for courses repeated due to failure to obtain a passing grade replace the failing grade in computations of satisfactory academic progress except with respect to the computation of the maximum time frame permitted to complete the program.

Pass/Fail Grades. The Institute does not use pass/fail grades. See Grading Scale on page 51 for a explanation of the Institute's grading scale.

Non-Credit, Remedial Coursework. Non-credit remedial classes are not available. Students requiring extra help or tutoring should contact the Dean of Students for assistance. Hours beyond the normal program elective and required hours and are not included in the computation of satisfactory academic progress.

Extended Enrollment Status. A student determined to not be making satisfactory progress at the evaluation points described above may be continued in extended enrollment status at the discretion of the Dean of Students for an unlimited period of time, provided that the student and Dean discuss and agree in writing to the following:

· the student is not eligible for additional student aid while in extended enrollment status;

· the student is responsible for all financial arrangements with the school;

· the student is not enrolled in an eligible program for the purpose of student aid eligibility; and

· the school may charge the student for tuition and fees during extended enrollment, but is not required to do so.

While in extended enrollment status,

· students must seek to correct any academic deficiencies by taking additional course hours, retaking courses they have failed and upgrading their skills;

· students who exceed one and half times the normal course length in extended enrollment status do not receive the original academic credential for which they enrolled but may receive a certificate of completion; and

· the Institute will calculate refunds from the last day of attendance, not including extended enrollment.

Re-establishing Satisfactory Academic Progress. A student may reestablish satisfactory progress after failing to maintain the minimum standards if:

1) the student successfully retakes previously failed courses or upgrades the skills applicable to the student's educational objective so that the recalculated GPA and successful completion percentage meet or exceed the minimum requirements;

2) the student is evaluated by interview with the Dean of Students or his designee to determine that the student has the desire and academic ability to progress satisfactorily in the program; and

3) after reestablishing satisfactory progress, the student is placed on academic probation until the next evaluation point.

Effect on Satisfactory Academic Progress for Transfer Hours

Only student's Spanish-American Institute course work average is assessed. Transfer course grades do not impact the student's Institute GPA. Transfer courses accepted by the Institute count as attempted and earned courses for the quantitative measure. That is to say, courses completed at another school and accepted by the Institute are excluded from the GPA calculation, but included in the completion rate and maximum time frame calculations.

Effect on Satisfactory Academic Progress of Program Changes

A student who is in compliance with the Institute's Satisfactory Academic Progress Policy may change their program of study and remain eligible for financial aid. The maximum timeframe for financial aid will include all courses the student has attempted including those not applicable to the new program. A student who changes programs will have included in the determination of his or her satisfactory academic progress standing (both quantitatively and qualitatively) the course or courses attempted and grade(s) earned that count toward the student's new program of study.

Effect on Satisfactory Academic Progress of Additional Credential

A student who seeks to earn an additional credential must complete the required courses for each of the programs within the timeframe of the longer program. In addition the student must meet all quantitative and qualitative standards for each of the programs.

Grade Reporting Procedures

Students are tested regularly and must achieve a satisfactory grade in order to maintain good standing. Examinations are given bi-monthly to measure student progress. All grades are entered on official grade sheets by the teacher and submitted to the office for entry into individual student records. A Progress Report (report card letters) is e-mailed (or individually printer upon request) to each student after each bi-monthly examination period. Final grades for each course in a program are calculated by taking a straight average of each of the weekly grades recorded by instructors on the weekly attendance rosters. Course final grades are weighted by course hours when calculating grade point averages for programs.

Academic Warning and Probation

Students who receive a cumulative average below 70% (Grade Point Average of 2.0) will be placed on academic warning for eight weeks and are expected to improve their grades in the next examination period. Such students will be extended guidance, extra classes, and homework in an effort to improve upon their performance.

To remain eligible for continued New York State (TAP) financial assistance, students must continually maintain a cumulative minimum average of 70%. Failure to do so may result in a loss of State financial assistance until a 70% average is achieved.

Assessment Procedures Used To Determine ESL Placement

After enrolling in the ESL-Plus Course of Study and before starting classes, student are individually scheduled for ESL level placement by completion of an internationally recognized and normed placement test to determine their current abilities. The CELSA Test (Combined English Language Skills Assessment) is a 45-minute test consisting of 75 questions. It is designed to place ESL (English as a Second Language) students in the appropriate ESL classes.

Assessment Procedures To Determine ESL Level-To-Level Progression

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.

Assessment Procedures To Determine Completion Of ESL-Plus

To meet the Institute's ESL-Plus Course of Study completion requirements, the student must:

1. pass all courses in the Course of Study with a grade of 65% or higher,

2. have a cumulative average of at least 70% (Grade Point Average: 2.0),

3. have met all financial obligations to the Institute.

Students are tested regularly and must achieve a satisfactory grade in order to maintain good standing. Examinations are given bi-monthly to measure student progress. Bi-monthly exams are keyed to student learning outcomes in each course syllabi. All grades are entered on official grade sheets by the teacher and submitted to the office for entry into individual permanent student records. A Progress Report (report card letter) is e-mailed (or individually printed upon request) to each student after each bi-monthly examination period. Final grades for each course in the ESL-Plus Course of Study are calculated by taking a straight average of each of the bi-monthly grades recorded by instructors on the bi-monthly attendance/grade rosters. Course final grades are weighted by course hours when calculating grade point averages for course of study. Alternately students may demonstrate mastery of terminal course objectives at any time by scoring 80% or higher on the corresponding MyLab Exit Test.

Bi-Monthly Individual Reports of Results

Students are informed of their individual progress by a Progress Report (report card letter) that is e-mailed (or individually printed upon request) to each student after each bi-monthly examination period.

Appeal Procedures

Academic Warning / Probation Appeal Procedure

Students may provide information about mitigating or special circumstances relating to academic probation within three weeks of being placed on academic probation. The Academic Warning and Probation Appeals Committee consisting of the Institute's President and Deans will evaluate this information. A determination will be made within ten (10) days of receipt of the student's written appeal request.

Grade Appeals Procedures

Students may provide information about mitigating or special circumstances relating to grades within three weeks of receiving the grade. Grade Appeals Committee consisting of the Institute's President or his designated representative Dean, Chair or senior faculty member will evaluate this information. A determination will be made within ten (10) days of receipt of the student's written appeal request.

Program Evaluation Points

Evaluations are conducted at least once every academic year and at the 25%, 50%, 75% and 100% point of the maximum program length.

Table 8 Satisfactory Progress

SATISFACTORY PROGRESS TABLE
Required Evaluation Point		Minimum GPA	Minimum % Successful Completion of Courses Attempted
**	25% of maximum program length	1.25	55%
*	50% of maximum program length	1.50	60%
*	75% of maximum program length	1.75	65%
*	100% of maximum program length	2.00	N/A

**	End of First Academic Year	1.25	55%
*	End of Second Academic Year	2.00	60%
*	Students not meeting standards will be dismissed; probation is not allowed at this point
**	Students not meeting these standards are considered for probation

This table should be used together with the minimum successful completion standards, starting with item Maintaining Satisfactory Progress on page 51.

Table 9 Maximum Program Length Table

MAXIMUM PROGRAM LENGTH TABLE
Normal Program Length	Maximum Program Length	25% of Maximum Program Length	50% of Maximum Program Length	75% of Maximum Program Length
720 hours	1080 hours	270 hours	540 hours	810 hours
960 hours	1440 hours	360 hours	720 hours	1080 hours
1600 hours	2400 hours	600 hours	1200 hours	1800 hours

Program Graduation Requirements

To meet the Institute's program graduation requirements for the programs listed below, the student must:

4. pass all courses in the Program of Instruction with a grade of 65% or higher,

5. have a cumulative average of at least 70% (Grade Point Average: 2.0),

6. have the listed Keyboarding skills, and

7. have met all financial obligations to the Institute.

Table 10 Program Graduation Requirements Table

PROGRAM TITLE	Typing
7020 Computerized Office Management	40 wpm
8001 Basic Accounting	25 wpm
8002 Accounting.	40 wpm
8010 Computer-Assisted Accounting	25 wpm

Course Certificates of Completion

To meet the Institute's graduation requirements for a Certificate of Completion in a course, the student must:

· have a minimum passing grade of 65% for the course,

· meet the skills requirement of the course, and

· have met all financial obligations to the Institute.

Academic Year

Since the Institute employs the continuous enrollment method, there are no specific "registration dates." New students are admitted to classes on the second Monday of each month. There are, therefore, 12 start dates a year. All programs are designed so that students are able to progress systematically through each lesson. Students are tested regularly. Students must pass required tests in order to maintain good academic standing.

Academic Calendar

The Institute is open year-round except for the following holidays. The holidays listed below correspond to those observed by New York State and Federal offices. The Institute is also closed for the period between Christmas Eve and New Year's Day.

Martin Luther King Day	Labor Day
Presidents' Day	Columbus Day
Good Friday	Veteran's Day
Memorial Day	Thanksgiving (2 days)
Independence Day	Year End Vacation Week

Class Hour Schedule

9:15 a.m.	to	10:05 a.m.
10:10 a.m.	to	11:00 a.m.
11:05 a.m.	to	11:55 a.m.
12:00 noon	to	12:50 p.m.
1:00 p.m.	to	1:50 p.m.
1:55 p.m.	to	2:45 p.m.
2:50 p.m.	to	3:40 p.m.
4:00 p.m.	to	4:50 p.m.
5:00 p.m.	to	5:50 p.m.
5:51 p.m.	to	6:41 p.m.
6:42 p.m.	to	7:32 p.m.
7:33 p.m.	to	8:23 p.m.
8:24 p.m.	to	9:14 p.m.

Instructional Hour

The Institute measures course work in units called instructional hours. An instructional hour equals fifty (50) minutes of classroom instruction.

List of Programs

Program Number	Diploma Programs	Hours	Tuition *	Page
5480	English as a Second Language/480	480	$1440	22
5960	English as a Second Language/960	960	$2880	23
8002	Accounting	1600	$9600 **	25
	Certificate Programs
7020	Computerized Office Management	1600	$9600 **	23
8010	Computer Assisted Accounting	1600	$9600 **	26

* Non-refundable Registration Fee(s), books and materials are additional.

** Tuition is $2400 per term, calculated as follows:

Full-Time tuition, 5 hours daily, 16 months, is 4 terms times $2400 (i.e. $ 9,600)

Part-Time tuition, 4 hours daily, 20 months, is 5 terms times $2400 (i.e. $12,000)

Part-Time tuition, 3 hours daily, 27 months, is 6 terms times $2400 (i.e. $14,400)

Prospective students and faculty may obtain course syllabi directly from the Institute's web site at: www.sai2000.org. Students without Internet access may request print copies from the Institute's administrative staff.

Course of Study Requirements for F-1 ESL-Plus Student Visa Applicants

Number	Course Titles	Hours	Sessions (all sessions are 20 class-hours per week)	Tuition per Session	Page
Special Note: any combination of 3, 6, 9 or 12 month sessions totaling 24 months is permitted
Varies with collaborative course selection	Individual educationally appropriate selection from Course List which follows immediately below	1920	2 sessions of 12 months each	$2880 per session	27
			4 sessions of 6 months each	$1440 per session
			8 sessions of 3 months each	$960 per session

Course Information Effective September 9, 2014

Session Duration	Total Tuition	Payment Plan
3 months	US$ 960	$560 due at enrollment balance $400 first day of class (or in special circumstances $50 per week after class start)
6 months	US$ 1440	$560 due at enrollment balance $880 first day of class (or in special circumstances $50 per week after class start)
9 months	US$ 2160	$560 due at enrollment balance $50 per week after class start
12 months	US$ 2880	$560 due at enrollment balance $52 per week after class start

Ask For Special "Summer" Upgrade - All Year Long!

Because "the sun always shines" for students at Spanish-American Institute, you can ask for a Special "Summer" Upgrade - - - any time during the year - - - whenever you enroll and continue uninterrupted for another session!

· upgrade from 3 months / 4 hours to 6 months for just $480!

· upgrade from 6 months / 4 hours to 9 months for $720

· upgrade from 9 months / 4 hours to 12 months for $720

List of Courses

Number	Course Titles	Hours	Tuition	Page
200	Keyboarding for Information Processing	48	192	28
201	Keyboarding (Basic Course)	120	480	28
202	Keyboarding (Advanced Course)	120	480	28
203	Keyboarding (Expert Course)	80	320	29
205	Machine Transcription	30	120	29
235	Introduction to Microsoft Words	80	320	29
300	Business Management	120	480	30
301	Business Mathematics	24	96	30
302	Accounting (First Course)	120	480	30
303	Accounting (Intermediate Course)	120	480	31
304	Accounting (Advanced I)	60	240	31
305	Accounting (Advanced II)	60	240	31
310	Import – Export Management	80	320	32
401	Office Practice	160	640	32
402	Electronic Calculators	48	192	32
404	Business Communication	72	288	33
500	English Literacy	120	480	33
501	English As A Second Language (Levels I-VI each)	120	480	33
502	Business English	120	480	38
503	Advanced Reading And Writing	120	480	39
604	TASC Preparation (formerly High School Equivalency Diploma Preparation) (240 hours)	240	960	40
605	Pre-GED Foundation for GED Preparation	80	320	40
610	TOEFL Exam Preparation	80	320	40
925	Database Management	80	320	41
940	Introduction to Microsoft Windows	80	320	41
950	Using Excel	80	320	41
955	Using the Internet	80	320	41
960	Using Microsoft Access	80	320	42
965	Using Microsoft PowerPoint	80	320	42
975	Using Adobe PhotoShop	160	640	42
980	Using Microsoft FrontPage	160	640	42
990	Introduction to Mac	80	320	43
995	Switching to Mac	80	320	43
1000	Using Apple iMovie	80	320	43

VIII. Student Club Notes

· Free and Low Cost Gyms, Health Clubs and Pools

Student Cub Notes Spanish-American Institute

Free and Low Cost Gyms, Health Clubs and Pools

NYC Department of Parks Recreation Centers www.nycgovparks.org

Recreation Centers: The NYC Department of Parks has many Recreation Centers throughout New York City. Recreation Centers offer a wide range of free and membership programs and services. Some have indoor swimming pools. Almost all have weight rooms, basketball courts, dance studios, boxing rings, art studios, game rooms, etc.

All Recreation Centers offer a wide range of programs such as aerobics, dance, tai chi, fencing, computer classes, and art. Many programs are free and open to the general public but many require membership.

You do not need to be a New York City resident to use a Recreation Center. You may use your annual membership at any and all Centers. Use one near the Spanish-American Institute and then use one near your home.

Costs: Free and membership programs. Standard annual membership is $50 for Recreation Centers and $75 for Recreation Centers with pools. (Do you know anyone 55 and older? The senior membership is only $10 a year.)

Standard membership provides scheduled access to the gym, pool, and other facilities. Instructor-led courses such as aerobics, martial arts, music, or yoga may require an additional fee.

Membership and Program Information: Go to the www.nycgovparks.org home page. On the “Facilities” menu, click on “Recreation Centers.” On the “Recreation Centers” page, you will find information about membership and fees. You will also see links to Recreation Facilities by borough (Bronx, Brooklyn, Manhattan, Queens, and Staten Island.)

On the “Facilities” menu, you may also want to check out other NYC Department of Parks facilities such as beaches, ice skating rinks, nature centers, running tracks, soccer fields, etc.

Recreation Centers: There are several Parks Department Recreation Centers in each borough. After you go to the “Recreation Centers” page and click on a borough, you will find a list of the centers in that borough with their addresses, phone numbers, and web links. The list will look like that for Manhattan below. Click on the link for a particular Center to learn more about its services, schedules, and programs.

Manhattan Recreation Centers: The following 15 Recreation Centers are in Manhattan. Those with asterisks (*) have indoor swimming pools.

Manhattan Recreation Centers

Manhattan


Alfred E. Smith Recreation Center 80 Catherine Street at Cherry Street (212) 285-0300	Pelham Fritz Recreation Center 18 Mt. Morris Park West at W 122 St (212) 860-1380
Asser Levy Recreation Center 392 Asser Levy Pl. at East 23rd St. (212) 447-2020	Thomas Jefferson Recreation Center (CD) 2180 1st Ave. at E. 112th St. (212) 860-1383
Tony Dapolito Recreation Center 1 Clarkson St. & 7th Ave. South (212) 242-5228	Recreation Center 59 West 59th St. between 10th and 11th Aves. (212) 397-3159 Near Spanish-American Institute
Chelsea Recreation Center 430 West 25th Street (between 9th & 10th Avenue)* (212) 255-3705	J. Hood Wright Recreation Center 351 Fort Washington Ave. at 174th St. (212) 927-1514
Recreation Center 54 348 East 54th St. between 1st and 2nd Aves. (212) 754-5411	Highbridge 2301 Amsterdam Avenue at West 173rd St. (212) 927-2012
Hamilton Fish Recreation Center (CD) 128 Pitt Street at Houston Street (212) 387-7687	Morningside Park (Satellite) 410 W. 123rd St. & Morningside Drive http://www.nycgovparks.org/sub_things_to_do/recreation_centers/rc_morningside.html
Hansborough Recreation Center 35 West 134th St.* between Lenox and Fifth Aves. (212) 234-9603	North Meadow (CBO) Central Park, Mid-Park at 97 St.
Jackie Robinson Recreation Center 89 Bradhurst Avenue between 146th and 147th Streets (212) 234-9606

Student Club Notes Spanish-American Institute

Free Flu, Tetanus, Pneumococcal, Hepatitis B Shots

New York City Department of Health Walk-In Clinics

Health Department walk-in immunization clinics provide immunizations and vaccines for adults, including hepatitis B, tetanus, and pneumococcal vaccines. Influenza vaccine is offered seasonally.

Although flu vaccine is generally provided at the clinics listed below, students are encouraged to check the Institute’s student bulletin boards for current information.

No appointment is necessary; persons will be seen on a first come first served basis.

Call the Health Department's Immunization Hotline 311 for information about available vaccination services.

CLINIC	POPULATION SERVED	DAYS/TIMES OF OPERATION	TRAVEL DIRECTIONS
Tremont Health Center 1826 Arthur Avenue - 1^st Fl. Bronx, New York Between: Cross Bronx Expressway & Tremont Ave.	Children >= 4 years of age and Adults	Mon, Tues, Thurs and Fri 8:30am -2:30pm	#2 or #5 train to East Tremont Ave-West Farms Square, or # 4 train to Burnside Ave, then #40 or #42 bus to Arthur Ave
Chelsea Health Center 303 Ninth Avenue - 1^st Fl. Manhattan, New York Between: 27^th & 28^th Sts.	Children >= 4 years of age and Adults	Mon thru Fri 8:30am - 2:30pm	C or E train to West 23^rd Street or #1 or #9 train to West 28^th Street
Corona Health Center 34-33 Junction Blvd - Basement Level Queens, New York Between: 34^th Ave. & 34^th Rd.	Adults	Tues Wed Thurs 8:30am - 2:30pm	#7 train to Junction Boulevard
Homecrest Health Center 1601 Avenue S - 1^st Fl Brooklyn, New York Between: East 16^th & E 17th Sts.	Children >= 4 years of age and Adults	Mon Wed Fri 8:30am - 2:30pm	B or Q train to Kings Highway, or Q train to Ave. U
Richmond Health Center 51 Stuyvesant Place - 1^st floor Staten Island, New York Between: Wall St & Richmond Terrace	Adults (Flu and Pneumonia Shots)	Monday 8:30am - 2:30pm	Near the Staten Island Ferry Terminal

“English through the Arts” ~ Request for Proposals

Text Box: Spanish-American Institute Student Club

Request for Proposals

The Founders
“English through the Arts” Special Events Center is being made available for exhibits.

Students and faculty are invited to submit proposals for use of the space to feature their accomplishments in such areas as music, poetry, song, dance, painting, photography, drawing, and illustration.

Come see me in Room One.
Help us feature the very special talents of our very special students and teachers and make this year the most memorable yet!

Dante V. Ferraro, President

Paul Schiffman, Dean of Students

Enroll Now for DOUBLE TIME

Bring a Friend and Get 4 more classes DAILY FOR YOURSELF too!

Super Intensive
English Language and more:

·       NEW STUDENTS:
Enroll now for any 4 classes a day of English or Computer or Accounting and add any other 4 classes a day at no extra cost.

Bring a Friend
Get Double Time!

Enroll for
4 classes a day and
ADD 4 MORE classes daily
(8 classes daily Mon thu Fri!)
at NO EXTRA COST!

English ~ Computer ~ Accounting

o   YES! Call me with more information.

o   No, not right now, but keep me in mind for future courses. My E-Mail: ______ @ ______________

Name_______________________________________________________________________________

Address_____________________________________________________________________________

City_________________________________ State_______ Zip_________ Phone__________________

Spanish-American Institute

240 West 35 Street

Manhattan, New York 10001

voice: 212.840.7111                fax: 646.766.0302

info@sai.nyc      www.sai.nyc

Photo 1 Founders David Schiffman (left) and Frank J. Ferraro (right) with graduates c. 1965