spanish-american institute
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To: |
Program Development, Planning and Review Steering Committee «FirstNAME» «LastNAME» |
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From: |
Standing
Committee on Student Achievement |
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Committee |
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RE: |
Student Achievement Standards Standard 1: The program or language institution has a
placement system that is consistent with its admission requirements and
allows valid and reliable placement of students into levels. Standard 2: The program or language institution
documents in writing whether students are ready to progress to the next level
or to exit the program of study, using instruments or procedures that
appropriately assess the achievement of student learning outcomes for courses
taken within the curriculum. Standard 4: The program or language institution informs
students of the assessment procedures used to determine placement,
progression from level to level, and completion of the program, as well as
their individual results. |
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Date: |
July 2, 2013 |
STANDARD 1
Tasks: Provide data to show that the program
has a placement system that allows valid and reliable
placement of students into levels.
Process: In order to determine that the CELSA placement test is
“effective, reliable, and valid”, students will take a pre-test in
MyNorthStarLab at their assigned level.
Faculty
student-services Associates explain that part of the enrollment process
includes the CELSA placement test along with a pre-test in the assigned level
of English. When students begin their classes, each faculty member explains the
requirement to take the required pre-test.
Students’
scores for both CELSA and MyNorthStarLab are entered into SchoolWorks and will
be available for students to view on their class schedules.
Responsible
Parties: Caryn Davis, Dr. Nori
Panganiban, Freddie Ann Bush, all Faculty-Student Services Associates and
Faculty
Timeline: Pre-testing initiated on April 1, 2013.
Documentation: CELSA and MyNorthStarLab scores for students are available
on SchoolWorks and are printed on each student’s schedule.
Assessment: If MyNorthStarLab pre-test scores are comparable or within
an acceptable variance to the CELSA scores, then proper placement is confirmed.
If scores
are outside an acceptable variance, then the Committee suggested that the
teacher further evaluate the student’s proper level through rubrics. The
teacher and the student will work together to determine the best level for the
student.
STANDARD 2
Tasks: Provide data to demonstrate that the instruments or procedures used to determine
if students are ready
to progress to the next level or to exit the program of study appropriately
assess their achievement of the student learning outcomes for courses
taken within the curriculum.
Process: Students are required to take both a pre-test and post-test
at each level of English. The pre-test determines their English proficiency as
they enter a level; and the post-test helps determine if they ready to progress
to the next level or to exit the program.
Both
faculty and faculty student-services associates explain to the students that
they are required to take both a pre-test and post-test at each level of English.
A student
must achieve a score of at least 80% in order to transfer to the next level.
The scores are recorded both in MyNorthStarLab and SchoolWorks. They are
available for students review on their class schedules.
Responsible
Parties: Caryn Davis, Dr. Nori
Panganiban, Freddie Ann Bush, all Faculty-Student Services Associates and
Faculty
Timeline: Post-testing began
early 2012. Pre-testing initiated in Spring 2013.
Documentation: MyNorthStarLab scores for students are available on
SchoolWorks and are printed on each student’s schedule.
Assessment: A score of 80% or higher determines if students are ready
to progress to the next level.
STANDARD 4
Tasks: Provide evidence
that the program consistently informs
students of its placement,
progression and program-completion
assessment procedures, that it provides
students with their individual results
and that students are informed of and have access to the program's
grade-appeal procedure.
Process: Update the Catalog to reflect updated mission. Update catalog and grade report forms to inform
students of the placement, progression and program-completion assessment
procedures.
The students’ individual results are available on the student
class schedule.
Update Catalog to include formal grade appeal process which
follows good academic standing appeals process.
Responsible Parties: Dante
V. Ferraro, President, Paul Schiffman, Dean of Student Services, Thomas S.: Schwenke, Dean of Administrative Services and
Caryn T. Davis, Dean of Academic Affairs
Timeline: Catalog and form updates
completed Spring 2013
Documentation: Online School Catalog and sample of a class schedule.
Assessment: Committee members and
faculty and staff in general will review and comment on appropriateness of
changes.
Thank you,