Institutional Effectiveness Plan

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

· 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,

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

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

The 2015-2020 Campus Effectiveness Plan for Program Planning, Development and review reflects the following five objectives for the Institute to implement the above goals:

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

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

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

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

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

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

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

q providing hardware and courseware to support instruction; and

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

3. To support and advance student retention by:

q monitoring indicators of academic performance related to retention and

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

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

q surveying current and former students and

q providing on-demand student placement services to eligible students.

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

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

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

II. Campus Effectiveness Study Group

The Spanish-American Institute's 2015-2020 Campus Effectiveness Study Group includes:

Dante V. Ferraro, President

Paul Schiffman, Dean of Students

Tom Schwenke, Dean of Administrative Services

Caryn Davis, Dean of Academic Affairs and CEP Study Group (CEPSG) Chair

Freddie Ann Bush, Business Department Chair

Enrique Nibeyro, Computer Department Chair

Nori Panganiban, IEL English Chair

III. The Spanish-American Institute: 1955-1997

The Spanish-American Institute was founded in 1955. It was located at 140 West 42^nd Street and 120 West 44^th Street (the former Hotel King Eduard) until 1968 when it moved to its home of 48 years at 215 West 43^rd Street (the former Paramount Theater).

From the very beginning, it has served a primarily foreign-born population for whom English is a second language. The school’s name reflects an earlier student population of immigrant and international students from the Spanish-speaking Americas. Today, the student body reflects new patterns of global immigration and international study attracting people from all over the world to New York City.

In 1973, the State of New York conferred authority upon the Spanish-American Institute to operate as a “Registered Business School.” In 1986, the Accrediting Council for Independent Schools and Colleges (ACICS) conferred national accreditation. In 1996, the Institute was donated to The Institute Foundation as a not-for-profit postsecondary educational institution.

IV. The Spanish-American Institute Today

The Spanish-American Institute is an open and rolling admissions postsecondary non-degree granting institution. New students are admitted on the second Monday of each month.

Because of rolling admissions, the total student population may vary from enrollment period to enrollment period.

Countries of Origin: Almost 80% of the students are international students from countries that include but are not limited to: Italy, Burkina Fazo, Tajikistan, Uzbekistan, Turkey, Japan, Columbia, Niger, Guinea, Russia, Poland, Georgia, Spain, Venezuela, Peru, Ecuador, the Dominican Republic, Ukraine, Morocco, Brazil, Mexico, and Senegal. Their median age is about 27.

Postsecondary Education and Interests: The Institute’s student population has become increasingly better educated and more globally diverse. Most students have already attended a college or university in their home countries. Over 75 % of students plan to pursue higher education and/or an American degree after leaving the Institute.

Implications for Planning: While the Spanish-American Institute remains sensitive the to nuanced needs and interests of a changing student mix, it remains true to its basic mission. It provides opportunities to advance on both the English as a Second language needs and business skills interests of its students.

Accreditation Self-Study Processes and CEP Development : Since 2012, the Institute has maintained dual accreditation. The first is with ACICS and the second from the Commission on English Language Program Accreditation (CEA). They provide overlapping timeframes. The Institute has found that the CEA process brings texture to the ACICS Self-Study review and vice-versa. Accreditation Standards Self-Study Committees were appointed to review the following areas:

· Mission, Recruiting, and Student Complaints,

· Curriculum

· Resources

· Faculty

· Student Services

· Student Achievement.

The Institute anticipates that the recommendations from these Accreditation Self-Study Committees in fall 2016 will contribute to further development of the CEP going forward.

V. Program and Course Overview

The Spanish-American Institute offers clock-hour courses and programs approved by the New York State Education Department’s Bureau of Proprietary School Supervision. Programs are also approved by ACICS. Each course meets 5 days a week for 50 minutes per class.

English Program and Courses: The Institute offers English as a Second Language Levels 1-6, TOEFL, and College Success courses. In addition, the school offers two ESL programs (ACICS program codes 5480 English as a Second Language [480 hours] and 5960 English as a Second Language [960 hours]).

Career Programs and Courses: The Institute offers the following entry-level clock-hour career programs (ACICS program code in parentheses) for 1600 hours each:

Accounting (8002)
Computer-Assisted Accounting (8010)
Computerized Office Management (7020)

The table below provides enrollment data for each program.

Table 1 Unduplicated Headcount Enrollment

Program	FY 2012-2013	FY 2013-2014	FY 2014-2015
Total Enrollment	580	299	479
7020 Computerized Office Management	20	6	0
5480 English as a Second Language	467*	186	244
5960 English as a Second Language	82	104	235**
8002 Accounting	1	1	0
8010 Computer-Assisted Accounting	10	2	0

· *drop in 6 month course reflects enrollment prior to “upgrade option” offer and focus on retention.

· ** increase in 1 year course enrollment reflects success in focus on retention and “upgrade option” offer.

Computer-Assisted Accounting (1600 hours) Program Goals and Major Objectives: The Computer-Assisted Accounting program is designed to provide students whose first language is not English with the principles of accounting and their use through computer applications in a business environment as well as with the English language skills needed for entry-level employment. Its goal is to prepare graduates for entry-level employment as computer accounting clerks.

Computerized Office Management (1600 hours) Program Goals and Major Objectives: The Computerized Office Management program is designed to provide students whose first language is not English with managing the information flow essential to business as well as the English language skills needed for entry-level employment. Its goal is to prepare graduates for entry-level positions as administrative assistants.

The Computerized Office Management curriculum’s major objectives include:

q learning to read and understand English language descriptions of computer applications;

q speaking and writing in English about situations and problems requiring computer applications in a business environment;

q applying computer applications in a business environment.

English-As-A Second Language (ESL) (480 and 960 hours) Program Goals and Major Objectives: The ESL program is designed to provide students whose first language is not English with the English language skills needed for career and academic mobility.

The ESL curriculum’s major objectives include:

q improving English skills needed to perform more effectively in current jobs

q obtaining employment using previously learned skills which could not be utilized due to lack of English language skills, and/or

q further non-academic studies, personal enjoyment or cultural enrichment.

VI. Student Learning Outcomes: Goals and Outcomes

The Spanish-American Institute uses the following measures to assess student-learning:

q publishers’ tests correlated to textbooks (e.g., NorthStar’s Listening & Speaking and Reading & Writing Achievement Tests); and/or

q teacher generated class tests administered bi-monthly in all courses.

Clock-hour career program courses are competency-based. Students advance through curricula by demonstrating mastery learning. In accounting, mastery learning is assessed daily by accounting instructors. In computer applications courses, students move forward after mastering previous applications. Institute faculty track the pace of student academic progress in career courses on a weekly basis. That weekly assessment allows faculty to intervene rapidly on an individual basis with students who do not demonstrate adequate academic progress.

Faculty report attendance and grades weekly. Students receive e-mailed grade reports bi‑monthly.

Table 2 below, Student Learning Outcomes, contains the following major goals and objectives:

1. To develop a state-of-the English curriculum that integrates the four language skills with emphasis upon active learning.

2. To develop career program courses with up-to-date curriculum and materials appropriate to content learning in an ESL environment.

3.1. To develop school library/information literacy resources and their use.

3.2. To develop library and information literacy skills in curriculum

3.3. To affirm and assure adherence to Institute’s copyright policies and practices.

4. To provide print and multi-media course support that encourages active student-centered learning and assessment.

5. To provide and improve computer infrastructure and hardware, software, and instructional support courseware

6. To provide faculty and staff development targeted to Institute curriculum and instructional goals and objectives.

7. To assess ESL student placement and progress.

8. To assess program students’ academic progress.

9. To secure student, academic, financial, and other documents and databases with off-site backup.

Table 2 Student Learning Outcomes Goals ~ Activities, Data/Assessment Tools/Criteria, Timelines, and Outcomes

Activities
Data, Assessment Tools, and/or Criteria	Timelines & Responsibilities (Primary) DAA=Dean of Academic Affairs DSS-Dean of Student Services SED=State Dept. of Educ.	Outcomes
1. To develop a state-of-the English curriculum that integrates the four language skills with emphasis upon active learning.
1.1. Keep ESL teaching materials current.	1.1. DAA and English Chair, 2015—	1.1. Dean and English Chair reviewed NorthStar 3^rd ed. in Summer, 2015. Decision made to continue with 3rd ed. as long as possible. Faculty orientation to new edition 4^th begun Fall, 2016. ARW, Business English, English Literacy, College Success phased out from spring 2015
1.2. Review and update ESL syllabi periodically but at least once every two years.	1.2. DAA	1.2. Done.
1.3. Obtain renewal of approval for current ESL courses and programs from NYS State Department of Education (SED).	1.3 President and DAA in 2014	1.3 SED renewals completed to 2018.
1.4. Consider new English courses or course revisions.	1.4. DAA, English Chair, and faculty.	1.4. ARW, Business English, English Literacy, College Success phased out from spring 2015.
1.5. Continue Evaluation of English Literacy course option to the curriculum for pre-literate students in response to need.	1.5. President, DAA, English Chair, and ESL faculty.	1.5. ESL Literacy course evaluated and discontinued Summer 2015
1.6. Add a Pre TACS to replace Pre-GED course to accommodate students not ready for regular GED instruction.	1.6. President, DAA	1.6. New 605 “Pre-GED Foundation for GED Preparation” approved by SED in 2011. Pre-TACS (with expanded hours) to be submitted to State Education Department for approval in Fall 2016
1.7. To assure the integration of the four language skills and their measurement in English courses through standards based measureable objectives and criterion referenced testing in all courses.	1.7. DAA, English Department Chair, other Chairs, English faculty	2.4. Chair divisions consolidated Fall 2015. Unified chair begins current syllabi and course test reviews begun in Spring 2016 for: · standards- based measureable objectives keyed to acquisition of English language outcomes and · criterion referenced testing of standards-based English language skills.
1.8. Re-Apply for Commission on English Language Program Accreditation (CEA) and ACICS accreditation.	1.8. All.	2.4. CEA re-accreditation vision in 2017. ACICS reaccreditation visit Spring 2016.
2. To develop career program courses with up-to-date curriculum and materials appropriate to content learning in an ESL environment.
2.1. Update keyboarding and computer application course textbooks, and software, as needed. Review and update syllabi as needed.	2.1. DAA and career program faculty review ongoing.	2. Spring, 2016 review indicates that career courses using appropriate recent editions of course textbooks. 30 site licenses for QuickBooks for MAC purchased and installed on 9 Macs in the Accounting Room and the balance on other computers 8/09, evaluated in Spring 22016 and deemed to be appropriate for continued use. Mavis Beacon Teaches Typing software installed and used in Keyboarding classes 9/09 continue appropriate .
2.2. Obtain State Department of Education (SED) career program and course renewal in 2014.	2.2. President and DAA as determined by SED renewal schedule.	2.2. 960 Access and 965 PowerPoint course renewal applications approved through 2018.
2.3. To introduce new courses in response to changing technology, workplace needs, and/or student interest.	2.3. President, DAA, faculty	2.3. Winter, 2015—Work begun on application for State Education Department re-approval of 3 new MAC related courses—“ Switching to the MAC,” “Introduction to the MAC,” and “movie.” Courses approved by SED and implemented. 2005-new Moviemaker course discontinued. Replaced by iMovie- approved by State.
2.4. To assure the integration of the four language skills and their measurement in non-ESL courses.	2.4. DAA, English Department Chair, non-ESL faculty	2.4. IEL Chairs consolidation completed Fall 2015. Current syllabi and course test reviews begun for: · measureable objectives keyed to acquisition of English language outcome and · criterion referenced testing of English language skills.
3.1. To develop school library/information literacy resources and their use.
3.1 a. Consolidate the Institute Library collection. Increase online awareness	3.1. DAA (ongoing). Requests to faculty for recommendations at faculty meetings and in memos.	3.1.a. Consider discontinuance of automated catalog and call number and title list system due to underutilization and increased availability of online resources
3.1.b. Disseminate information about Institute Library updates to faculty and staff.		3.1.b. Periodic memos to faculty and staff re: recent acquisitions.
3.1.c.. Track student usage of Library through Library sign-in sheets and print check-out (circulation records). Use data to determine if more faculty development needed on library integration		3..1.c. Library sign-in log and automated book checkout track individual student use of library resources shown limited interest an utilization
3.1.d. Review and revise Library homepage, as needed	President	3.1.d. Ongoing.
3.1.e. Consider value of continuing to develop bibliography correlated to NS 4^th edition and above texts and thematic material and add to the Library collection.	DAA and ESL faculty.	3.1.e. NorthStar correlated bibliography created Fall, 2009. C. 35 books added to the collection 12/2009 and 01/2010. (See further 3.2.2, below) Evaluate utility of continued expense with 4^th Edition throughFall 2016
3.1.f. Continue computers for student use in common areas	President	3.1.f. Fall 2016—evaluate appropriate locations in new 35^th Street facility
3.2. To develop library and information literacy skills in curriculum
3.2.1. Encourage faculty integration of library research and information literacy in curriculum correlated to textbook activities. 3.2.2. Evaluate the Institute’s NorthStar Bibliography project with faculty input which expanded the Spanish-American Institute Library collection with print material related to NorthStar unit themes and topic, including but not limited to gender concepts and roles, parenting, poverty amelioration, emotional intelligence, and the environment.	DAA and faculty, ongoing.	3.2.1. Evaluate efficacy of memos to faculty about information literacy course objectives in textbooks and syllabi. Faculty meeting agenda items. Institute Instructional Resources Manual contains sections on the Institute Library, public library access, and information literacy skills development in light of under-utilization. Institute bulletin boards contain posting about applying for library cards and libraries nearest the Institute popular, well-read and encouraged to update in Fall 2016 new 35^th Street facility 3.2.2. NorthStar Bibliography project end of 2010 resulted in addition of c. 40 books on themes related to questions of role of biology or culture in forming gender concepts and roles. Little utilization noted. New options to be explored
3.3. To affirm and assure adherence to Institute’s copyright policies and practices.
3.3 Review, revise (if needed), distribute, and monitor Institute’s “Fair Use” Guidelines for Duplication of Copyrighted Material.	3.3. President and DAA.	3.3. Institute copyright policy and practice reaffirmed in: · faculty/staff meetings, · memos, and · Instructional Resource Manual.
4. To provide print and multi-media course support that encourages active student-centered learning and assessment.
4.1 Keep audio and visual instructional support material current and easily accessible to faculty.	4.1. DAA, ongoing.	4.1. Growth in instructional support material holdings evident from: q “ESL Video and Audio Tape Titles and “Teacher’s Manuals and sections of Instructional Resources Manual.
4.1.2. Expand student on-site publication sites for posting web design and related projects. Look at feasibility of school website and on-site print exhibits of project results	President, Dean of Academic Affairs, Computer Department Chair	4.1.2. Computer Department Chair to report to President Summer 2016 on student preferences and suggestions in this area
4.2.1. Provide faculty with access to textbook teacher’s manuals, teaching guides, and A-V material (where available	4.2. DAA, ongoing	4.2.1. Faculty may checkout companion textbook, A-V material, and teacher’s manuals as well as teacher’s guides through the Bookstore. Memos inform them of updates and additions.
4.2.2. Provide faculty and staff access to updated Instructional Resource Manuals	4.2.2. Ongoing	4.2.2. Instructional Resource Manual revised and divided into two sections continues: Primary Materials and Miscellaneous Materials (older collection). Primary Materials updated frequently and contains expanded sections on public library access and on Institute Library collection correlated to NorthStar textbook units. Fourth Edition Northstar Reading & Writing and Listening & Speaking materials to be obtained Spring 2017
4.2.3. Provide information about and access to MyNorthStar Lab, the on-line instructional support site for NorthStar 4^th Edition for Summer 2017 implementation.	DAA and ESL faculty,	4.2.3. Dean of Academic Affairs reviews NS 4^th Edition MyNorthStar Lab / starting Summer, 2016.
4.2.4. Continue to develop faculty capacity to use on-line instructional materials in the classroom, especially ESL material correlated to textbooks	President, DAA, faculty.	4.2.4. 2 IMAC computers with 27” screens restored Spring 2016 for classroom use with online, flash drive, DVD, and CD playback capacity. Fall 2016 faculty meeting report from faculty using online material in classroom. To consider Faculty workshop included NorthStar online support material.
5. To provide and improve computer infrastructure and hardware, software, and instructional support courseware
5.1.a. Inventory computer and other hardware, periodically.	5.1. President, periodically.	5.1.a. Instructional hardware inventory updated as needed.
5.1.b. Upgrade school connectivity to mission critical industrial strength reliability. Assure fail-safe mechanisms, including double Internet access and backup proxy server. Improve wireless connectivity throughout the school. Create wireless redundancies to enlarge number of simultaneous wireless connections used by faculty, staff, and students. Install. battery backup for office and classroom computers.	5.1.b. President	5.1.b. VMWare (virtual machine) server installed to provide triple power supply and hard drive redundancy. School website moved to Panix cloud in Spring 2015 in anticipation of move to 35^th Street location, to assure a seamless transition School phone system moved to 8x8 cloud in Spring 2015 to ensure noninterruption of survice during move to 35^th Street location, School email server migrated to Office 365 online cloud service to function regardless of the school’s location. 35^th Street location outfitted with Verizon FIOS internet access for students and office on December 31, 2015 in anticipation of move approval.
5.2.. Renew, replace, upgrade, or obtain instructional hardware and software.	5.2. President	5.2. Hardware 12 CD players with iPod and computer connectivity provided in each ESL classroom by 12/2010 maintained and replaced as needed. 2 iMAC computers with 27” screens purchased 6/2010 for ESL classroom use repaired andinstalled in proposed new space Spring 2016 Software Mavis Beacon Teaches Typing for MAC continues to serve excellently --- added 9/09. Adobe CS4 software continued effective --- added early 2009. 25 QuickBooks for MAC site licenses – serves Accounting students well --- added 8/09.
5.3 Assess future infrastructure needs and plan for improvement	5.3. President	5.3. Ongoing external assessment by computer consultant in Fall 2015 and Spring 2016 with particular attention to relocation needs to identify current or potential computer infrastructure obsolescence especially as it affects school database system and record preservation.
6. To provide faculty and staff development targeted to Institute curriculum and instructional goals and objectives.
6.1. Plan, schedule, and implement faculty/staff development workshops with faculty and staff input.	6.1. DAA in consultation with program chairs and faculty.	6.1. Projected workshop topics for 2016--: · Accreditation · Using NS Student Activity Worksheets with DVDs · Good Testing Standards and Practices ü March 19, 2016:Communicative Language Teaching ü July 9, 2016: The Nature of Language: Introduction to Linguistics ü November 12, 2016: The Structure of English
6.2. Assure communication through print and on-line distribution of faculty and staff meetings and workshop minutes. Maintain “Faculty Matters” section on school homepage with links to documents relevant to faculty and academic affairs (e.g., Handbooks, Syllabi, IEP, etc.)	6.2. President and DAA, ongoing.	6.2. Meeting minutes routinely distributed to all faculty and staff. and archived on-line “Faculty Matters” menu created on school website and updated periodically.
6.3. Update and distribute curriculum implementation guidelines and strategies to English and program faculty.	6.3. DAA, ongoing.	6.3. Computer Teacher Orientation: Integrating Language Skills in Computer Education manual online and distributed to new faculty ESL Teacher Orientation: Standards of Good Practice in ESL manual for faculty distributed periodically. DAA meets with new faculty individually to review Institute curriculum guidelines.
6.4. Administer in-class “Student Evaluation of Faculty” form and convey results to individual faculty	6.5. President administers and DAA compiles data and communicates to faculty members.	6.5. Summer 2016 Spring 2017
6.5. Conduct individual annual professional development conferences that include review of instruction	6.5. DAA	6.5. Ongoing
6.6. Maintain database about new and emerging graduate TEFL and other programs for interested faculty and staff. Advise interested faculty and staff about available graduate programs. Write letters of recommendation upon request.	6.6. DAA	6.6. Ongoing verbal, Faculty meeting and email notification
6.7. Evaluate faculty and staff computer purchase program through payroll deduction.	6.7. President	6.7. no recent interest by faculty or staff
7. To assess ESL student placement and progress.
7.1. Administer an ESL placement test upon admissions.	7.1. Faculty Student Services Associates administer and record results on individual student records. Accreditation Self-Study Student Achievement Standards Committee reviews placement and academic progress testing.	7.1. Oral NYSPLACE test phased out. . Alternative ESL placement and academic progress CELSA2 processes reviewed by the Accreditation Self-Study Student Achievement Standard Committee starting early Fall, 2011 were implemented by Summer 2012. CESLA2 ESL Placement online test recommendations continue to be employed successfully through Spring 2016
7.2. Administer NorthStar MyLab test to assess ESL student placement and progress. Review alternative testing instruments and processes to assess student placement and progress.	7.2. Faculty administer. DAA analyzes and reports aggregate results. Student Services staff enter on student records. Accreditation Self-Study Student Achievement Standards Committee reviews placement and academic progress testing.	7.2. DAA reviews test results periodically. To date, review continues to confirm conclusions in 2014 analysis of data indicating: --accurate initial student course placement in most instances; Alternative ESL placement and academic progress processes under review by the Accreditation Self-Study Student Achievement Standard Committee starting early Fall, 2011 with recommendations expected in early 2012 for NorthStar MyLab testing. NorthStar MyLab testing remains in place
7.3. Develop formal test monitoring system to assure that tests are criterion referenced and meet standards of good practice reflected in stated measureable objectives for all ESL and non-ESL courses.	7.3. DAA and faculty, ongoing. Accreditation Self-Study Student Achievement Standards Committee. IDepartment Chairs. Faculty	7.3. Dean of Academic Affairs’ periodic review of in-class test materials indicated that faculty use WorldView and NorthStar companion test materials. NorthStar Building Skills for the TOEFL . TOEFL practice tests administered in TOEFL class. Accreditation Self-Study Student Achievement Standards Committee recommendation led to formal test duplication test request form employed since Fall, 2011 facilitate test monitoring and to create data-base validating that faculty testing in accordance with standards of good practice, including integration of four language skills in all ESL
8. To assess career program students’ academic progress.
8.. Institute review process for exams to assure that career course exams require demonstration of English language skills, and other standards of good practice consistent with stated and measureable course objectives.	8. DAA and Department Chairs may review tests.	8. Dean of Academic Affairs’ periodic review of in-class test materials indicated some differences in testing standards in bi-monthly teacher generated exams. Accreditation Self-Study Student Achievement Standards Committee recommendation led to formal test duplication test request form developed in Fall, 2011 to facilitate test monitoring and to create data-base validating that faculty testing in accordance with standards of good practice consistent with course objectives which continues successfully through Spring 2016.
9. To secure student, academic, financial, and other documents and databases with off-site backup.
9. Create off-site document and database backup.	9. President creates; President and Deans back-up.		9. H drive off-site backup of school documents, SchoolWorks databases, and financial transactions created in 10/09. President and deans back-up daily. Also Microsoft Office 365 OneDrive back up for staff and administration files obtained Website, email and phone systems moved to cloud-based environment

VII. Retention: Three-Year Data and 2012-2013 to 2014-2015 Goals

The Spanish-American Institute is an open-admissions school with rolling admissions and programs of different duration. Program length ranges from 480 to 1600 hours.

Aggregate Retention Goals and Outcomes: As reported in the preceding three AIRs/CARs, the Institute has to date met or exceeded its retention goals.

Table 3 Aggregate Three-Year Weighted Average Retention Goals and Outcomes by Program

Aggregate Retention Goals and Three-Year Weighted Averages

		Actual Three Year Weighted Average By Program
Year	Goal	5480 ESL	5960 ESL	7020 Computerized-Office Management 8002 Accounting 8010 Computer-Assisted Accounting
FY 2012-2013	80%	74%	88%	0% (low enrollment)
FY 2013-2014
FY 2014-2015

These data suggest that ongoing student retention programs are suited to the school's mission and population.

VIII. Student Achievement

Table 4 RETENTION AND PLACEMENT RATES By Program

Program *	Weighted Three-Year Average Retention Rate			Weighted Three-Year Average Placement Rate ***
	2012-2013	2013-2014	2014-2015	2012-2013	2013-2014	2014-2015
5480 English As A Second Language	74%			0%
5960 English As A Second Language	88%			0%
7020 Computerized Office Management	0%			0%
8002 Accounting	0%			0%
8010 Computer-Assisted Accounting	0%			0%

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

Table 5 GRADUATION RATES

Programs *	2012-2013	2013-2014	2014-2015
Computer-Assisted Accounting (8010)	0%	No prior enrollment. No candidates eligible for graduation	No prior enrollment candidates eligible for graduation
Computerized Office Management (7020)	0%	0%	0%
English As A Second Language (5480)	62%	68%	42%
Accounting (8002)	0%	No Enrollment	No Enrollment
English As A Second Language (5960)	68%	50%	45%

* Source: ACICS Annual CAR and AIR Data Reports

The Spanish-American Institute seeks to meet or exceed its annual retention and graduation goals. The following table illustrates retention strategies. Retention strategies include but are not limited to student activities that increase opportunities for students from diverse national and cultural backgrounds to:

· interact with each other,

· participate and experience in-house “English Through the Arts” programs,

· interact with faculty and staff, and

· access the cultural resources of New York City.

Table 6 Student Retention Goals ~ Spanish-American Institute ~ Activities, Data/Assessment Tools/Criteria, Timelines, and Outcomes


Data, Assessment Tools, and/or Criteria	Timelines & Responsibilities (Primary) DAA=Dean of Academic Affairs DSS-Dean of Student Services SED=State Dept. of Educ.	Outcomes

1.a. Continue email communication with students about mandatory attendance policies.	1.a. President, DSS	1.a. Ongoing.
1.b. Continue e-mail notification system about excessive absence discontinue supplementary to postal notification	1.a. President, DSS	1.b. E-mail supplementary notification system about excessive absences established Fall 2007 and continued.
2. Include student satisfaction about facilities and services questions on student surveys.	2. President, Deans, ongoing	2. Student Classroom Evaluations and Current Student Surveys indicate satisfaction with facilities and services.
3 Plan for facilities move from April 1, 2016 at end of 48 year lease	3. President	3. Spring 2016 Certificate of Occupancy obtained for new 35^th Street Location. NYS Education Department Quarters Approval filed. CEA and ACICS notification of move initiated
4. “International Hospitality Center: in the Bookstore provides snacks and hot/cold beverages with complimentary tea and coffee to faculty and staffer.	4. President	4. Receipts and product turnover indicate that availability of snacks and beverages well utilized by students. Quality hot beverage service expansion and healthier snack emphasis: Ongoing-
5. Solicit student and alumni exhibitors and publicize events that showcase artistic work of talented current and former students in exhibits open to students and public.	5. President, Deans, Faculty	5. Notices published periodically in Student Club online Facebook and Google+ Photo logs of Special Events Founders’ Room eventgs and class activities. For example: http://picasaweb.google.com/studentclubphotos and copies of newspaper notices (if any) in school Student Activities postings. Tri-fold and bi-fold printing of exhibit information and press releases routinely sent to newspapers. Exhibits Ana Desiree Maldonado – Summer 2016 “Artist in Residence” designee. Arrange for Luis Monje Watercolor and Multi-media Exhibit Permanent Exhibit transfer to new 35^th Street location
6. College Acceptance Honor Roll Wall to showcase higher education achievement of former students.	6. President	6. Maintain 50^th Anniversary College Acceptance Honor Roll wall on ongoing basis.
7. Add Satisfactory Academic Progress Standards Explanation to E-mailed Grade Reports	President	Accomplished. Spring 2015
8.a. Maintain bulletin boards with information about free or inexpensive NYC cultural activities, health and wellness services, recreation, etc. 8.b. Provide student bulletin boards.	8. President, DAA	8. a. Two Larger (5’X7’ ) Bulletin Boards installed in Student Room and outside Special Events Center for increasing student interest. 8.b. Student bulletin boards for personal notices in Special Events Center and Student Room. Ongoing
9. Publish periodic flyers and brochures and distribute in school public areas, in classes, and through e- mailings.	9. President	9 Flyers and brochures include but not limited to: · free access to flu shots and other vaccinations; · free or nominally priced NYC Department of Parks recreation center memberships; · free seasonal kayaking lessons and activities on the Hudson and free or inexpensive ice-skating sites; · free admissions to NYC museums; · free Student Club bike trips (bikes provided by school); · free Carnegie Hall, music conservatory, World Financial Center/Battery Park, and other concerts and events.
10. Assess student interest and participation in school-sponsored student activities through visits to classes and informal discussion with faculty	DAA	10. Class visits, faculty feedback in meeting minutes, and student satisfaction surveys indicate high interest in the Newsletter and participation in posted events. Anecdotal evidence that “alums” and student transferees still return to the Institute to check out the Bulletin boards for information about free access to wellness programs, recreation, and culture. Appreciation e-mails from former students thanking school for sending information .
11. Compile a Student Life Brochure summarizing internal school services and external activities.	President, DAA	11. Initiated in April, 2008 and reprinted and posted on school website. Ongoing
12. Create on-line access for students, alumni, and other interested parties to student services and student activities information	President	12. President updates school website information at: www.sai.nyc. Institute Student Club Facebook account established in 2009 at: clubnews@sai.nyc. Cultural and other events posted with “invitations” to “friends” Several Facebook StudentClub, BikeClub and AcademicDean pages approach 10,000 friends. www.//youtube.com/StudentClub maintained with Student Club bike tour, Sepcial Event “English through the Arts” videos and promotions
13. Encourage faculty and staff extra-curricular activities with students		13. DAA notes faculty participation in out-of-classroom events on annual professional development plans. Available photo logs published at: http://picasaweb.google.com/studentclubphotos
14. Inform students regularly of current free tickets or admissions to museums, concerts, music, recreation, wellness services, etc.		14. Notices published online and sent via Student Club e-mail notices and posted on school bulletin boards.
15. Organize Student Club Bike trips to different NYC routes and venues.	President	15. Faculty encouraged at faculty meetings and in informal encounters and posted on bulletin boards to promote Bike Club weekend trips in clement weather. Photo logs of Bike Club events at: /picasaweb.google.com/studentclubphotos
16. Provide student e-mail accounts, Internet telephony from abroad, and networked and wireless Internet access.	President	16. Ongoing. Skype installed on student and staff computers in Feb. 2010. Skype “patched in” to regular school phone system to answer calls from abroad
17. Inform students about financial planning and access to American bank accounts.	President, faculty	17. Financial planning accounting and business management course. Chase Bank presentations periodically in Special Events Center. Discontinued due to change in Chase application policies. Students now referred directly to bank with approved-format recommendation letter

IX. Placement: 2015-2020 Data and Goals

The Spanish-American Institute’s Placement Improvement Plan implements the Institute’s 5 major retention strategies, to:

q identify placement students early,

q initiate pre-graduation placement advisement,

q continue placement advisement,

q conduct advisement post-graduation, and

q review placement procedures periodically.

2009-11 Placement Rates and Exemption from Placement Reporting: The Institute has a large number of program graduates. However, most are international students from the ESL programs and, therefore, not available for placement due to visa restriction. The absence of graduates available for placement or the presence of a very low number of graduates available for placement can skew a school’s placement rates. If only one student available for placement graduates and is placed, an institution would have a 100% placement rate. However, if none graduate, then a school would have a 0% placement rate.

In December, 2010, ACICS’s Institutional Effectiveness Committee (IEC) reviewed the mitigating circumstances affecting Institute placement and graduation rates and exempted the Institute from placement reporting in 2011.

Enrollment in placement-eligible programs, of placement-eligible students has declined to zero.

Table 7 Aggregate Placement Goals and Outcomes

Year	Goal	Actual*
AY 2012-2013	80%	0%
AY 2013-2014	80%	0%
AY 2014-2015	80%	0%

** Enrollment in placement-eligible programs, of placement-eligible students has declined to zero.

The Spanish-American Institute seeks to meet or exceed its annual placement goals by continuing to review the academic progress of program students weekly. To assure that potential graduates will have favorable employment prospects, the Institute routinely reviews occupational outlook projections and current labor market data.

Table 8 Placement Goals ~ Spanish-American Institute ~ Activities, Data/Assessment Tools/Criteria, Timelines, and Outcomes

Activities
Data, Assessment Tools, and/or Criteria	Timelines & Responsibilities (Primary) DAA=Dean of Academic Affairs DSS-Dean of Student Services SED=State Dept. of Educ.		Outcomes
1. To establish and meet or exceed annual placement goals
1.1. Meet or exceed 80% annual Placement Rate for students eligible for placement.		1.1. President, and DSS compile and review annually	1.1 largely inactive since placement rate 0% because of zero program graduates available for placement.
1.2. Create Placement Improvement Plan (if enrollment returns and attend ACICS Placement and Retention Workshops, if needed. Request exemption from reporting if merited by placement and graduation data.		1.2. President and DAA.	1.2. suspended pending enrollment return of placement-eligible students
2. To assess graduate job satisfaction
2. Short- and long-term Graduate Survey data collected to assess graduate job satisfaction. Less than 80% satisfaction rate will indicate need for additional placement planning.		2. DAA compiles results and reports to senior staff and IESG.	Ongoing as required by enrollment

As discussed in the next section, historically employer and graduate survey results have indicated of satisfaction with Institute workforce education and training.

X. Graduate Satisfaction

The Institute had conducted 5-year, 3-year, and 2-year surveys of career program graduates to determine their satisfaction with their education and training. Graduates received a stamped self-addressed envelope for returning completed surveys. The results were tabulated and analyzed by the Dean of Academic Affairs who communicated the results to the President, the senior staff, and the chair. This practice was discontinued by 2015 due to a number of factors:

1. low response rate

2. sufficient information gathered by phone and personal contact

3. declining number of enrollments in programs leading to employment

4. increasing number of students not eligible for placement due to enrollment in primarily ESL courses without vocational objective and F-1 student visa status.

Graduate respondents to general surveys indicated a satisfactory level of satisfaction with the education and training provided by the Spanish-American Institute. Graduates continued to list English language education and computer training as the most important skills learned at the Institute. These results are consistent with the Institute’s mission and goals.

Table 9 Graduate Satisfaction Goals ~ Spanish-American Institute ~ Activities, Data/Assessment Tools/Criteria, Timelines, and Outcomes

Activities
Data, Assessment Tools, and/or Criteria		Timelines & Responsibilities (Primary) DSS=Dean of Student Services DAA=Dean of Academic Affairs		Outcomes
1. To establish and meet or exceed baseline graduate satisfaction results.
1.Use 2015 2016 Year Graduate Survey retrospective data to establish baseline graduate satisfaction assessment. 20% or more assessment of “fair” or “poor” will indicate need for improvement. Conduct periodic graduate satisfaction surveys.		President administers. DAA compiles results and reports results	1. To produce analysis . To date, graduates report satisfaction with Institute education and training Fall 2016
2. To determine skills that program graduates have found most useful in obtaining entry-level employment.
2. Assess responses to target questions on Graduate Survey.	2. DAA analyzes and reports results.		2. To produce analysis of results. To date, graduates report satisfaction with Institute’s core programs. Fall 2016

Establishing the Graduate Satisfaction Baseline: Spanish-American Institute Graduate Survey forms ask former students to rate the education and training received at the Institute on a 5-point scale—Excellent, Very Good, Good, Fair, and Poor. The Five-Year Retrospective Surveys indicated that 100% of all respondents rated their education and training from Good to Excellent. The Institute will continue to strive for 100% satisfaction at this level. However, it might be unreasonable to anticipate this outcome on every survey because of the statistical effect that one response might have on a small respondent base. Therefore, the CESG has established a baseline of 80% for respondents who report satisfaction levels of Good to Excellent as a realistic outcome.

20XX Graduate Survey Results: In the absence of recent graduation cohorts eligible for placement (leading to the Institute’s exemption from submitting Placement data to ACICS in 2011), the Institute did not continue its annual Graduate Surveys. The Institute will resume Graduate Surveys as soon as there is a new career program graduation cohort.

XI. Employer Satisfaction

The Institute administered employer surveys for graduates. The names and addresses of employers were determined from graduates’ self-reported data on Graduate Surveys and from other school records, if available. Employer respondents demonstrated satisfaction with the Institute’s preparation and education of graduates.

Prior surveys generated responses at an 18% response rate. Respondents indicated that:

designated employees were no longer employed at their companies;
employment records were not available; or
employment records could not be released.

However, of the 6 who completed the survey with their employee assessments, only one indicated that the company would not rehire the graduate, if the graduate were again available. This was the only negative remark about a graduate based on the employer’s assessment that the employee did not follow directions well.

Employer survey results demonstrated overall employee satisfaction with employee's performance and Spanish-American Institute job training. Comments include: "Training first rate, very satisfied with her," "Excellent work, well trained," and "Promoted to Program Manager 7/01, well organized."

From these employer satisfaction survey results, the Campus Effectiveness Study Group (CESG) concluded that:

§ employers find that Institute programs adequately prepared graduates for jobs in the long- as well as short-term;

§ employers were generally satisfied with the performance of graduates' work preparation;

§ employers had few if any suggestions for improving Spanish-American Institute programs except for a few suggestions about improving graduates’ English communications skills; and

§ the survey form and methodology produced informative short- and long-term assessments of employee satisfaction with program graduates.

2015-2020: In the absence of recent graduation cohorts eligible for placement (leading to the Institute’s exemption from submitting Placement data to ACICS in 2011), the Institute did not continue Employer Surveys in after 2012. The Institute will resume Employer Surveys as soon as there is a new career program graduation cohort.