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

· 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.

The 2009-2012 Institutional Effectiveness Plan (IEP) reflects the following five objectives for the Spanish-American 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.

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. Institutional Effectiveness Study Group

The Spanish-American Institute's 2009-2012 Institutional Effectiveness Study Group includes:

Dante V. Ferraro, President

Paul Schiffman, Dean of Students

Tom Schwenke, Dean of Administrative Services

Carolyn Prager, Dean of Academic Affairs and IEP Study Group (IEPSG) Chair

Freddie Ann Bush, Career Program Business Chair and IEL Business Chair

Enrique Nibeyro, Career Program Computer Chair

Bouchra Zouhairi, IEL Computer Chair

Libertad Grajo, Career Program English Chair

Nori Panganiban, IEL English Chair

III. The Spanish-American Institute: 1955-1997

The Spanish-American Institute was founded in 1955. It has always been located in the Times Square area, “the Crossroads of the World.” From its origins, 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 except for December. Because of rolling admissions, the total student population may vary from enrollment period to enrollment period.

Countries of Origin: More than 90% of the student population are international students from countries that include but are not limited to: Turkey, Japan, Columbia, Niger, Guinea, Russia, Poland, Georgia, the Stans, Ecuador, the Dominican Republic, Ukraine, Morocco, Brazil, Mexico, and Senegal. Their median age is about 27.

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

Implications for Planning: The Spanish-American Institute has been in transition since its founding--from a “Spanish-American” student population to a more international population; from a school providing minimal entry-level skills clerical training to one providing more sophisticated office skills training; and from a school that provided basic communicative ESL instruction to one also providing more comprehensive and sophisticated English-as-a Second Language instruction.

Accreditation Self-Study Processes and IEP Development : In 2011, the Institute will undertake two accreditation processes. The first is for ACICS renewal accreditation. The second is for a new accreditation from the Commission on English Language Program Accreditation (CEA). Each will occur in overlapping timeframes. The Institute anticipates that the new CEA process will bring more depth to the ACICS Self-Study review and vice-versa. Accreditation Standards Self-Study Committees were appointed to review the following areas:

· Mission, Recruiting, and Student Complaints,

· Curriculum

· Resources

· Faculty

· Student Services

· Student Achievement.

The Institute anticipates that the recommendations from these Accreditation Self-Study Committees in late 2011-early 2012 will contribute to further development of the IEP 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 Literacy, ESL 1-6, Business English, Advanced Reading and Writing, TOEFL, and College Success courses. In addition, the school offers two ESL programs (ACICS program codes 9480 and 5480).

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 reported in annual AIR-CAR Reports.

Table 1 Unduplicated Headcount Enrollment

Program	FY 2007- 08	FY 2008-09	FY 2009-10	FY 2010- 11	FY 2011- 12
Total Enrollment	1494	2098	2468	4294
Computer-Assisted Accounting (8010)	2	1	1	1
Computerized Office Management (7020)	47	41	50	45
ESL (5480)	416	724	992	1044

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 objective 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 obtaining admission to more advanced formal postsecondary academic or vocational education requiring improved English skills.

VI. Student Learning Outcomes: Goals and Outcomes

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

q SLEP, a nationally-normed ESL test;

q publishers’ tests correlated to textbooks (e.g., NorthStar’s Listening and 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 report cards 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, 2009—	1.1. Dean and English Chair reviewed NorthStar 3^rd ed. in Summer, 2009. Decision made to continue with 2^nd ed. as long as possible. Faculty orientation to new edition begun Fall, 2009. ARW 3^rd ed. phase-in 1/2010 and ESL 2 phase-in in 10/2010.
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 2010	1.3 SED renewals 2010.
1.4. Consider new English courses or course revisions.	1.4. DAA, English Chair, and faculty.	1.4. New English Literacy course developed and approved by SED in 2009.
1.5. Add 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 implementation 2009.
1.6. Add a 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. Implementation began June, 2011.
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, Intensive English Language (IEL) Division Chairs, English faculty	2.4. IEL Chairs appointed August, 2011. Current syllabi and course test reviews begun for: · standards- based measureable objectives keyed to acquisition of English language outcomes and · criterion referenced testing of standards-based English language skills.
1.8. Apply for Commission on English Language Program Accreditation (CEA).	1.8. All.	2.4. CEA qualifying application approved July, 2011. Self-Study Plan approved August, 2011. Self-Study Standards Committees appointed. Work begun on Self-Study Report for submission in Winter, 2011.
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, 2009 review indicates that career courses using most 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. Mavis Beacon Teaches Typing software installed and used in Keyboarding classes 9/09.
2.2. Obtain State Department of Education (SED) career program and course renewal in 2010.	2.2. President and DAA as determined by SED renewal schedule.	2.2. 960 Access and 965 PowerPoint course renewal applications submitted 12/09.
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, 2011—Work begun on application for State Education Department 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 approved by State.
2.4. To assure the integration of the four language skills and their measurement in non-ESL courses.	2.4. DAA, Intensive English Language (IEL) Division Chairs, non-ESL faculty	2.4. IEL Chairs appointed August, 2011. 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. Expand the Institute Library collection.	3.1. DAA (ongoing). Requests to faculty for recommendations at faculty meetings and in memos.	3.1.a. C. new titles entered into automated catalog and call number and title list in
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
3.1.d. Review and revise Library homepage, as needed	President	3.1.d. Ongoing.
3.1.e. Develop bibliography correlated to NS 2^nd and 3^rd ed. Intermediate 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)
3.1.f. Provide computers for student use in Library.	President	3.1.f. 2010--9 iMacs installed in Library replacing 5 older PCs.
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. Institute the NorthStar Bibliography project with faculty input to expand 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. Memos to faculty about information literacy course objectives in textbooks and syllabi. Faculty meeting agenda items (e.g., 7/11/09). Institute Instructional Resources Manual contains sections on the Institute Library, public library access, and information literacy skills development. Institute bulletin boards contain posting about applying for library cards and libraries nearest the Institute, 10/09--. 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.
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 Institute Library automated catalog and q “ESL Video and Audio Tape Titles and Call Numbers” and “Teacher’s Manuals and Call Numbers” 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		4.1.2.
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 in late 2009: 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.
4.2.3. Provide information about and access to MyNorthStar Lab, the on-line instructional support site for NorthStar 3^rd ed. with 3^rd ed. phase-in in 2010.	DAA and ESL faculty,	4.2.3. Dean of Academic Affairs reviewed NS 3e MyNorthStar Lab Spring/Summer, 2010. Access obtained for ESL faculty; however, faculty consensus that MyNorthStarLab of limited utility compared to still available older NS online support
4.2.4. 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 acquired 6/2010 for classroom use with online, flash drive, DVD, and CD playback capacity. May 8, 2010 faculty meeting report from faculty using online material in classroom. 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 at least annually, etc.
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. HP ProReliant ML150G6 Unix proxy server on-line in early 2010 to backup website, e-mail, and firewall gateway with built-in redundancies and triple power supplies. 5 Apple Airport Extreme wireless hubs installed 10/2009 to support up to 250 wireless simultaneous wireless connections in 2010 at N speeds. New aDSL2 line installed in July, 2009 increasing bandwidth to download speeds of up to 15 megs/second. Splitter box installed for fail-safe switching to T-1 connection if DSL goes down end of 2009. Conversion from 10-yr. old analog to digital T-1 telephony, summer 2011.
5.2.. Renew, replace, upgrade, or obtain instructional hardware and software. Provide permanent audio playback capabilities in all classrooms by 2011.	5.2. President	5.2. Hardware +/-25 CD players with iPod and computer connectivity provided in each ESL classroom by 12/2010 added to 3 additional or replacement CD playback units purchased in early 2009. 2 iMAC computers with 27” screens purchased 6/2010 for ESL classroom use 3 new Insignia 26” flat screen HD-DVD all-in-ones purchased 10/09 for ESL course support Phase-out of PCs begun in 2009. C. 90 MACS added to Computer Room and Library between 2009 and 2011. Ricoh Aficio color laser printer installed in Computer Room in 2009. Software Mavis Beacon Teaches Typing for MAC added 9/09. Adobe CS4 software purchased and installed for computer graphics courses in early 2009. 25 QuickBooks for MAC site licenses, 8/09.
5.3 Assess future infrastructure needs and plan for improvement	5.3. President	5.3. External assessment by computer consultant in 2/2011 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 2011--: · Accreditation · Using NS Student Activity Worksheets with DVDs · Good Testing Standards and Practices Pre-2011 Workshop topics-- 12/4/10 workshop—“NorthStar Production Activities” 5/8/10 workshop—“Spanish-American Institute Instructional Support Materials” 7/11/09 workshop: “What Have We Learned from NorthStar?” 12/12/09—“Introduction to NorthStar 3e” workshop led by M. Bugay, Pearson Education specialist
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 since 10/07. “Faculty Matters” menu created on school website 10/07 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 developed 10/09. ESL Teacher Orientation: Standards of Good Practice in ESL manual for faculty created in 2008 and updated 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.
6.5. Conduct individual annual professional development conferences that include review of instruction	6.6. DAA	6.6. 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.	6.7. DAA	6.7. One faculty student associate completed Touro College MSIS program in Summer, 2009 and one faculty member in that program enrolled in Fall, 2009. One faculty member referred to and enrolled in Touro College TEFL program in Fall, 2009.
6.7. Establish faculty and staff computer purchase program through payroll reduction.	6.8. President	6.8. 2 staff members purchased IMACs as of 2/10.
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. NYSPLACE test administered upon admission. . 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.
7.2. Administer nationally-normed standardized externally developed SLEP 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 her analysis of 2004-2007 data indicating: --accurate initial student course placement in most instances; --aggregate test scores per ESL 3 levels and above increased from 2006 forward over previous years consistent with anticipated improved academic outcomes because of implementation of new ESL curriculum goals and instructional emphases. SLEP data still found most useful for individual student guidance and for aggregate assessment in ESL 3-6 and BE. SLEP student scores for ESL 1-2 scores consistently too low and ARW/TOEFL scores too high to yield useful information about individual student placement or progress or course assessment. 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.
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. IEL Division Chairs. Faculty	7.3. Dean of Academic Affairs’ periodic review of in-class test materials indicated that most ESL faculty using only 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 developed in Fall, 2011 to 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 and non-ESL classes.
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, critical thinking, and other standards of good practice consistent with stated and measureable course objectives.	8. DAA and IEL Division Chairs review tests.	8. Dean of Academic Affairs’ periodic review of in-class test materials indicated wide 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.
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.

VII. Retention: Three-Year Data and 2009-2014 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 Retention Goals and Outcomes

Year	Goal	Actual*
FY 2007	80%	81.6%
FY 2008	80%	84.9%
FY 2009	80%	89.0%
FY 2010	80%	95.6%
FY 2011	80%	93.3%

*Retention goal met by rounding.

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

Aggregate Retention Data: The table below summarizes aggregate retention data according to the last three Annual Institutional Reports (AIRs/CARs).

Table 4 Aggregate Enrollment and Retention

Data	2008 AIR	2009 AIR	2010 AIR	2011 CAR
Total enrollment:	1494	2098	2468	4294
New starts	873	1019	1187	1068
Re-entries	495	856	876	729
Enrolled in less than FT program	1029	1331	1425	3222
Male/female	755(F)/739(M)	1007(F)/1091(M)	1234(F)/1234(M)	1236(F)/1121(M)
Program graduates	16	132	409	464
Withdrawals	226	230	109	287
Still enrolled	223	405	525	339
Retention rate	84.9%	89.0%	95.6%	93.3%

VIII. Student Achievement

Table 5 Institution RETENTION AND PLACEMENT RATES

Program *	Retention Rate**			Placement Rate ***
Program *	2009	2010	2011	2009	2010	2011
Institution	89.0%	95.6%	93.3%	100%	0%	0%

Table 6 RETENTION AND PLACEMENT RATES By Program

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

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

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

* Source: ACICS Annual Institutional Data Reports

** 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 7 GRADUATION RATES

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

* Source: ACICS Annual Institutional Data Reports

The Spanish-American Institute seeks to meet or exceed its annual retention 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,

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

· to interact with faculty and staff, and

· to access the vast cultural resources of New York City.

In 2011 CAR Outcomes Review by Program, the Institute identified need for improvement in retention in Computerized Office Management. In addition to focusing existing strategies more intensely on Computerized Office Management retention, the Institute will also capture more program-specific data fro analysis by including information on Program of Enrollment in its Current Student Survey and Student Evaluation of Faculty and Course Survey.

Table 8 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 postal communication with students about mandatory attendance policies.	1.a. President, DSS	1.a. Ongoing.
1.b. Continue e-mail notification system about excessive absence supplementary to postal notification	1.a. President, DSS	1.b. E-mail supplementary notification system about excessive absences established mid-November, 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 high degree of satisfaction with facilities and services.
3 Furnish and remodel classrooms and common areas like Special Events Founders’ Center.	3. President	3. Fall, 2010- Installed new classroom glass-paneled doors to enhance visibility, security, and school appearance. 15 new oak chairs added to computer stations in Computer Room in 09/10. Fireplace and grand piano added to Special Events Center in 2009. 8 Adirondack chairs and ottomans added to Special Events Center, 8/09.
4. Provide food service through snacks and hot/cold beverages available in Bookstore. .	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 in 2010--
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 Newsletters. Photo logs of Special Events Founders’ Room dedication and of “special events.” Photo logs @ http://picasaweb.google.com/studentclubphotos and copies of newspaper notices (if any) in school Student Activities archive binder. Tri-fold and bi-fold printing of exhibit information and press releases routinely sent to newspapers. Professional art exhibit hardware installed in most corridors enabling exhibits of photos, graphics, and paintings between 2009 and 2011 allowing for simultaneous exhibits, if needed. Exhibits -Alexey Logaiski Photography Exhibit (December, 2010) -Sara Medioni Collage Exhibit (August, 2010). -Nuria DeLa Fuente Painting Exhibit (June, 2010). -Luis Monje Watercolor and Multi-media Exhibit (October, 2009). -Jongchul Lee Photography Exhibit (May-June, 2009).
6. College Acceptance Honor Roll Wall to showcase higher education achievement of former students.	6. President	6. Updated college acceptance letters framed and posted on College Acceptance Honor Roll wall on ongoing basis.
7. Publish Student Club Newsletter 10-12 times a year. Distribute Newsletter to current students, alumni, and interested parties through various media. Archive.	7. President, DAA	7. August 2011 issues was Vol.7, No. 7. December, 2005 issue was Vol. 1, No. 6; Archived on school website and in DAA’s office. Over 1,000 print copies each issue. Reprints often needed to meet student demand. Newsletter archive created on school website in 6/07 at www.sai.nyc/ClubNews. E-mail distribution to +/-4,000 recipients begun in 2010.
8.a. Maintain bulletin boards with updated 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. Larger (5’X7’ ) Bulletin Boards installed in Student Room and outside Special Events Center in Summer, 2009 to meet increasing student interest. 8.b. Student bulletin boards for personal notices in Special Events Center and Student Room.
9. Publish periodic flyers and brochures and distribute in school public areas, in classes, and through 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 about items in 3.1-3.3 above.
11. Compile a Student Life Brochure summarizing internal school services and external activities.	President, DAA	11. Initiated in April, 2008 and reprinted frequently and posted on school website.
12. Create on-line access for students, alumni, and other interested parties to student services and student activities information	President	3.4. President updates school website information at: www.sai.nyc. Institute Student Club Facebook account established in 2009 at: clubnews@sai2999.org. Cultural and other events posted weekly with “invitations” to “friends” (over 1000 as of July 20, 2009, over 2,500 as of January, 2010). Facebook “friends” responses tracked.
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 in Student Club Newsletter and posted on school bulletin boards.
15. Organize Student Club Bike trips to different NYC routes and venues.	President	15. Notices published in Student Newsletter and posted on bulletin boards promoting 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.
17. Inform students about financial planning and access to American bank accounts.	President, College Success faculty	17. Financial planning module in College Success course. Chase Bank presentations periodically in Special Events Center.

IX. Placement: 2009-2014 Data and Goals

The Spanish-American Institute’s most recent Placement Improvement Plan is attached to this IEP. It 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.

Table 9 Aggregate Placement Goals and Outcomes

Year	Goal	Actual
AY 2008	80%	0%
AY 2009	80%	100%
AY 2010	80%	0%
AY 2011**	80%	n/a**

**Exempted from placement reporting by ACICS.

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 10 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. 2009 placement 100% because the 1 graduate placed. 2010 placement rate 0% because of zero program graduates available for placement.
1.2. Create Placement Improvement Plan (attached) 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. 2008-09 Placement Plan (attached) with 5 major strategies 2/08 and 2/09 attendance of staff members at ACICS workshop.
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.

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

X. Graduate Satisfaction

The Institute has 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 IESG.

Graduate respondents indicated a high 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 job-related skills learned at the Institute. These results are consistent with the Institute’s mission and goals.

Table 11 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 2003 5-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 annual graduate satisfaction surveys.		President administers. DAA compiles results and reports results	1. See analyses of results below. To date, graduates report high degree of satisfaction with Institute education and training
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. See analyses of results below. To date, graduates report high degree of satisfaction with Institute’s core programs.

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 2003 Five-Year Retrospective Survey 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 IESG has established a baseline of 80% for respondents who report satisfaction levels of Good to Excellent as a realistic outcome.

2004 Two-year Graduate Survey Results: In 2004, the Institute conducted a survey of graduates included in AIRs for 2003 and 2004. Seven (7) graduates responded. One (1) had continued studies at a college and was not seeking employment and one (1) had personal childcare responsibilities. Of the five (5) who were employed, 3 declined to report their salaries. The other 2 earned $25,000 and $36,400 ($700 a week) a year, respectively. Six (6) of the 7 rated the education received at the Institute as excellent, very good, or good. One (1) rated it as fair. With some overlap among respondents, four (4) reported that the most valuable component of their Institute education was computer training and four (4) reported that the most valuable was English language training.

2006 Graduate Survey Results: In May, 2006, the Institute conducted a survey of graduates for May 24, 2003-November 24, 2005. The survey population, therefore, had been out of the school for six months or longer. Three (3) graduates responded. One (1) was employed full-time earning $17/hr. while going to college and one was unemployed but going to college. The third individual was 70 years old, neither employed nor going to school. One (1) student rated the quality of their Spanish-American Institute education and training excellent and two (2) good. Two (2) indicated that English and communication skills were the most valuable part of their education at the school and one (1) indicated that accounting was the most valuable.

200X 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 its 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 continue to demonstrate a high level of satisfaction with the Institute’s preparation and education of graduates.

2004 Two-Year Employer Follow-up Survey Results: In 2004, the Institute sent the Employer Follow-up Survey to the 90 employers of record for former students who had graduated between April, 2002 and April, 2004. This retrospective survey was designed to obtain baseline data upon which to set reasonable employer satisfaction goals.

The 2004 Survey generated 16 responses for an 18% response rate. Six (6) 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 Institutional Effectiveness Study Group (IESG) 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.

2007 Three-Year Employer Survey Results: In July, 2007, the Institute mailed a survey to 54 employers of record from 2003 on.

The 2007 Three-Year Employer Survey generated 5 responses. Three (3) respondents indicated that Institute graduates were no longer employed at their companies or indicated that employment information was not available. The four (4) who completed the survey indicated that they would hire another school graduate. Survey results demonstrated overall employee satisfaction with Spanish-American Institute graduates’ performance and job training. Comments included” “pleasure to have, worked well in all aspects” and “all OK.”

200X: 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 AYs 2011 and 2012. The Institute will resume Employer Surveys as soon as there is a new career program graduation cohort.

Attachment

Spanish-American Institute Placement Improvement Plan: 2008-09