Institutional Effectiveness Plan

Mission: The Spanish-American Institute is a not-for profit registered business school. Our primary mission is to provide effective postsecondary education and training to individuals seeking entry-level office employment. The official mission statement is found in the Catalog.

Goals: The Institute serves a largely foreign-born, highly diverse population for whom English is a Second Language. It strives to accomplish two goals--

1. To provide entry-level skills office skills in areas such as accounting, computer office applications, and office practices.

2. To improve English language ability.

Objectives: The 2006-2009 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.

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II. Institutional Effectiveness Study Group

The Spanish-American Institute's 2006-09 Institutional Effectiveness Study Group includes:

Dante V. Ferraro, President

Paul Schiffman, Dean of Students

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

Fred Hirsch, Advisory Board

Lilliam Hernandez, Business Chair

Enrique Nibeyro, Computer Chair

Anatoli Verbine, English Chair

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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.

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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, 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 second language instruction.

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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 ESL 1-6, Business English, Advanced Reading and Writing, TOEFL, and College Success courses. In addition, the school offers English-As-A-Second Language (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. The number column indicates the number of students enrolled in the program and the percent column indicates the program enrollment's percentage of total enrollment, if greater than 1 percent.

Table 1: Number and Percent of Unduplicated Headcount Enrollment By Program

Program	FY 2003-04	FY 2004-05	FY 2005-06	FY 2006-07
Total Enrollment	1515	1353	1529	1222
Computer-Assisted Accounting (8010)	9	5	5	4
Computerized Office Management (7020)	108	75	70	57
ESL (5480)	442	372	429	311

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. Graduates should be prepared 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. Graduates should be prepared 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) (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.

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VI. Student Learning Outcomes: Goals and Outcomes

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

q SLEP, a nationally-normed ESL test;

q publisher tests correlated to textbooks (e.g., NorthStar’s Listening and Achievement Tests); and/or

q teacher generated class tests administered every two months 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: Student Learning Outcomes Goals

Spanish-American Institute

Activities, Data/Assessment Tools/Criteria, Timelines, and Outcomes

Activities

Data, Assessment Tools, and/or Criteria

Timelines & Responsibilities (Primary)

Outcomes

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

1.1. Complete adoption of WorldView, NorthStar, and Longman’s TOEFL Next Generation iBT texts.

1.2. Review and update ESL syllabi periodically but at least once every two years.

1.3. Obtain renewal of approval for ESL courses and programs from NYS State Department of Education (SED).

1.4. Consider new program or program revision applications

to SED.

1.1. Dean of Academic Affairs, early 2006.

1.2. Dean of Academic Affairs.

1.3. President and Dean of Academic Affairs, Spring, 2006.

1.4. President and Dean of Academic Affairs, 2008.

New curriculum phased in over a three-year period and completed in January, 2006. 10/06 Current Student Survey indicates high degree of satisfaction with new ESL curriculum materials.

1.2. Done.

1.3 In 2006, SED reviewed and approved all Institute ESL courses for another four years.

1.4. Under consideration (e.g., extending TOEFL hours, English in Context)

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

2.1. Update computer application course textbooks, as needed. Review and update syllabi as needed.

2.2 Obtain State Department of Education (SED) program renewal approval

2.1. Dean of Academic Affairs and career program faculty.

2.2. President and Dean of Academic Affairs.

2.1. Current DDC textbooks and Peachtree’s MovieMaker. All syllabi reviewed and revised if needed in Winter/Spring 2007.

2.2. SED course renewals, Spring, 2006.

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.

3.1 a. Expand the Institute Library collection.

3.1.b. Disseminate information about Institute Library updates to faculty and staff.

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.d. Review and revise Library homepage, as needed.

3.2.a-c. Encourage faculty integration of library research and information literacy in curriculum.

3.3 Review, revise (if needed), distribute, and monitor Institute’s “Fair Use” Guidelines for Duplication of Copyrighted Material.”

3.1 a-c) Dean of Academic Affairs (ongoing).

3.1.d. President and Dean of Academic. Revisions to be completed Fall, 2008.

3.2.a-c. Dean of Academic Affairs, ongoing.

3.3. President and Dean of Academic Affairs, periodically.

3.1.a. C. 50 new titles entered into automated catalog and call number and title list in 2006 and c. 50 in 2007 (as of 8/07).

3.1.b. Periodic memos to faculty and staff re: recent acquisitions.

3..1.c. Library sign-in log and book checkout tracks individual student use of library resources

3.1.d. Summer 2007 review and preliminary revisions.

3.2.a. Memos to faculty about information literacy course objectives in textbooks and syllabi.

3.2.c. Updated print ESL Audio-Visual Resources Manual renamed Instructional Resources Manual and revised distributed to all faculty and staff in 1/07 with sections on the Institute Library, public library access, and information literacy skills development.

3.2.c. 9/07 faculty workshop on “On-Line Resources and Curriculum Integration”

3.3. Institute copyright policy and practice reaffirmed in:

q faculty/staff meetings,

q memos (e.g., revision of 1/22/07), and

q Instructional Resource Manual addendum, 2/20/07.

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

4.1 Acquire additional WorldView, NorthStar, and TOEFL audio and visual textbook support material, when available.

4.2. Provide faculty with access to textbook teacher’s manuals and teaching guides (where available). Provide faculty access to teaching guides correlated to other A-V material.

4.3. Maintain and distribute up-to-date print reference to A-V instructional resources collection.

4.1. Dean of Academic Affairs.

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.

4.2. All ESL teachers have access to all available textbook companion A-V material and teacher’s manuals as well as teacher’s guides for instructional videos.

4.3. A-V manual updated on ongoing basis. Expanded and renamed Instructional Resources Manual distributed to all faculty 01/09/07 (see 3.2.c., above). Additional periodic memos inform faculty of new materials added to collection.

5. To provide hardware, software, and courseware instructional support.

5.1. Inventory computer and other hardware, periodically.

5.2.. Renew and replace instructional hardware.

5.3. Record ESL classroom listening library on IPods and pilot use in classroom by ESL teachers.

5.4. Consider Office 2007 acquisition for Fall, 2007.

5.1. President and Dean of Academic Affairs.

5.2. President.

5.3. President

5.4. President.

5.1. Instructional hardware inventory updated periodically.

5.2. Additional or replacement CD playback units purchased in Spring, 2006 and Winter, 2007.

5.3. Three IPods with ESL listening material in use by Summer, 2007.

5.4. Trial use in Spring, 2007. Decision to not purchase because of software incompatibility.

6.1-6.6. To provide targeted faculty development through:

--in-house workshops

--memos and in-house teaching guides.

--informal and formal classroom observations.

--student in-class evaluations of faculty, and

--individual professional development conferences.

6.7. To promote advanced faculty and staff professional education.

6.1. Plan, schedule, and implement faculty/staff development workshops

6.2. Assure communication through distribution of minutes of faculty and staff meetings and workshops.

6.3. Distribute curriculum implementation guideline memos to faculty

6.4. Observe new faculty and other faculty informally and formally, as deemed necessary.

6.5. Administer in-class “Student Evaluation of Faculty . .“ form and convey results to individual faculty.

6.6. Conduct individual professional development conferences that include instruction.

6.7. 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.

6.1 Dean of Academic Affairs.

6.2. President and Dean of Academic Affairs

6.3.-6.7. Dean of Academic Affairs.

6.1. 2006-09 workshops :

1/10/06 “Martin Luther King Teaching Materials.”

2/12/06 and 5/1/06-- “Audio CD Use in Business English and ARW” and supplementary memo on teaching reading.

3/13/06-- “Dictionary Use in ESL V and Above.”

9/8/07--“Video-Prompted Lessons: The NorthStar Model”

2008 (projected) “Spanish-American Institute On-Line Resources and Curriculum Applications”

2009 (projected) --“Using Poetry in the ESL Classroom” and/or “Using Integrated TOEFL iBT Activities to Model ESL Teaching”

6.2. Meeting minutes distributed to all faculty and staff. Minutes kept on file.

6.3.-6.7. Ongoing.

6.5. Periodically (e.g. Spring, 2007) to day and evening classes Results conveyed to faculty orally in 2006 and by individual memo in 2007.

6.6. Annually.

6.7. Three faculty informed one-on-one about new TEFL programs at New School and Touro College during evaluation conferences and follow-up discussion end of 2006 and beginning of 2007. One faculty member referred to new Touro College MSIT program, 1/07.

7. To assess and improve curriculum and instruction.

7.1. Assess teaching strengths and weaknesses through formal and informal classroom observations.

7.2. Assess instructional and curricular strengths and weaknesses through “Student Evaluation of Faculty and Courses” survey and “Current Student Surveys”.

7.1 Dean of Academic Affairs.

7.2. President administers and Dean of Academic Affairs analyzes results.

7.1. Ongoing. Dean of Academic Affairs conducts informal observations of new faculty two or more times in first year and formal observations of most senior faculty as requested or deemed needed.

7.2. In-house student surveys of instruction and curriculum indicate:

a) high degree of satisfaction with new ESL curriculum materials and b) certain reservations about instructional implementation by a few faculty members.

8 To place students in ESL courses.

8.1. Administer NYSPLACE test for initial placement.

8.1 Faculty Student Services Associates administer and record results on individual student records.

8.1. Ongoing.

9. 1. To assess ESL student placement and progress with a national standardized externally developed test.

9.2. To correlate relationship of SLEP test results with new ESL curriculum and instructional development goals.

9.3 To provide academic assessment consistency and adherence to syllabus through faculty use of publishers’ test materials correlated to textbooks.

9.1-9.2. Administer SLEP test and analyze results.

9.3. Encourage ESL faculty use of publisher testing materials and computer test-generators.

TOEFL practice tests administered in class. NorthStar Building Skills for the TOEFL purchased 6/06 to augment textbook test material, including listening passages, correlated to NorthStar curriculum and texts.

9.1-9.2. Faculty administer. Dean of Academic Affairs analyzes aggregate results.

9.3. ESL faculty administer publishers’ tests

9.1-9.2. 2004-2007 SLEP reports indicate:

--accurate initial student course placement in most instances;

--aggregate test scores per ESL 3 levels and above increasing consistent with anticipated improved academic outcomes because of new ESL curriculum goals and instructional emphases.

SLEP data most useful for individual student guidance and for aggregate assessment in ESL 3-6 and BE. 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.

9.3. Dean of Academic Affairs’ periodic review of in-class test materials indicates faculty using WorldView and NorthStar companion test materials.

Dean of Academic Affairs encourages use of publishers’ computerized test generators in faculty meetings and memos (e.g., 3/20/07).

10. To assess program students’ academic progress.

10. Regular textbook assessments and bi-monthly teacher generated exams.

10. Faculty review textbook assessments at completion of units and grade bi-monthly exams.

10. Ongoing. Weekly and bi-monthly grades entered on weekly reports and recorded on computerized student records.

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VII. Retention: Three-Year Data and 2006-07 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, the Institute established and met or exceeded its retention goals for 2005, 2006, and 2007.

Table 3: Aggregate Retention Goals and Outcomes

Year	Goal	Actual
FY 2005	80%	82.0%
FY 2006	80%	79.7%*
FY 2007	80%	81.6%

*2006 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 from AY 2005 through AY 2007 according to the last three Annual Institutional Reports (AIRs).

Table 4: Aggregate Enrollment and Retention

Data	2005 AIR	2006 AIR	2007 AIR
Enrollment as of July 1	235	200	171
Total enrollment:	1353	1529	1222
New starts	549	717	619
Re-entries	569	612	432
Male/female	707(F)/646(M)	812(F)/717(M)	606(F)/616(M)
Program graduates		22	21
Withdrawals	243	311	225
Still enrolled	200	171	126
Graduates placed in field or related field	10	4	0
Withdrew for related employment	0	0	0
Not placed for other reasons	1	0	1
International students not available because of visa restrictions	6	17	20
Not working	0	0	0
Retention rate	82%	79.7%	81.6%

Program Retention Rates: The program cohort retention rates from the last three year’s AIRs are:

Table 5: Retention, By Program —2005-2007 AIRs

Data	2005 AIR	2006 AIR			2007 AIR
Computerized Office Management (7020):
Enrollment as of July 1	45		24	26
Total enrollment	75		70	57
Graduates	4		5	1
Withdrawals	49		39	39
Still enrolled	24		26	17
Computerized Office Management Retention Rate	34.7		44.3	31.6

Computer Assisted Accounting (8010)
Enrollment as of July 1	3		1	1
Total enrollment	5		5	4
Graduates	0		0	0
Withdrawals/transferred	4		4	4
Still enrolled	1		1	2
Computer Assisted Accounting Retention Rate	40		20	50

English As Second Language (ESL) (5480)
Enrollment as of July 1	187		175	144
Total enrollment	372		429	311
Graduates	6		17	20
Withdrawals	191		268	184
Still enrolled	175		144	107
ESL Retention Rate	48.7		37.5	40.8

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 backgrounds to interact with each other, to interact with faculty and staff, and to access the vast cultural resources of New York City.

Table 6: Student Retention Goals

Spanish-American Institute

Activities, Data/Assessment Tools/Criteria, Timelines, and Outcomes

Activities	Data, Assessment Tools, and/or Criteria	Timelines & Responsibilities (Primary)	Outcomes
1. To meet or exceed annual retention goals.	1. AIR Retention Rates.	1. President and Deans, annually .	1. Retention rates continue to meet or exceed established goals.
2.1-2.4. To provide attractive, comfortable, and accessible space for student interaction, relaxation, refreshment, and/or study. To showcase artistic work of talented current and former students in exhibits open to students and public.	2.1. Include student satisfaction questions in Student Evaluation of Faculty and on Current Student Surveys. 2.2 Special Events Founders’ Room acquisition, dedication, and furbishing, and programmed events. 2.3. Provide food service through snacks and beverages available in Bookstore. 2.4. Solicit student and alumni exhibitors and publicize events.	2. President, ongoing. ¯	2.1 5/06 Student Evaluations and 10/06 Current Student Survey indicate high degree of satisfaction with facilities. and staff interaction. Major request has been for more food service. Free high quality hot beverage service added in 1/07 to Bookstore commissary snacks and cold beverages for purchase. . 2.2. Monthly lease for 1300 ft. of additional space. Photo logs of Special Events Founders’ Room dedication and of “special events.” Photo logs @ http://picasaweb.google.com/studentclubphotos and in school Student Activities archive binder. 2.3 Receipts and product turnover indicate that availability of snacks and beverages well utilized by students. High quality hot beverage service added in 1/07. 2.4. Notices published periodically in Student Club Newsletters. RFP posted school wide for potential exhibitors in Winter, 2007. Yukari Niikura (alumna) exhibit 4/07 & Consuelo Guerra (current student) exhibit 4/19&24/07.
3. To provide information to international students that: --encourages use of NYC cultural activities by students with limited resources. --promotes health and well being of students through free or inexpensive health services and recreation.	3.1. Publish and distribute Student Club Newsletter several times a year. Archive on school website. 3.2. Install Bulletin boards in Student Room and Founders’ Room for frequent postings. 3.3. Publish periodic special flyers and distribute in school public areas, in classes, and through mailings. 3.4. Assess student interest and participation in school-sponsored student activities through visits to classes and informal discussion with faculty	3. 1. Dean of Academic Affairs compiles. President prints and distributes in-house, by mail to each student, and by e-mail to current and former school students and interested parties. President archives on school website. 3.2. President. 3.3. President and Deans. 3.4. President and Deans.	3.1. Over 1,000 print copies each issue. Reprints often needed to meet student demand. Back issues of Newsletters and flyers in binders in Student Room and Library. Archival copies in Dean of Academic Affairs office. December, 2005 issue was Vol. 1, No. 6; December, 2006 issue was Vol.2, No.9; August, 2007 issues was, Vol. 3, No. 8. Newsletter archive created on school website in 6/07 at www.sai2000.org/ClubNews. 3.2. Bulletin Boards installed in Student Room and Founders Room in 2006. Postings updated frequently about free access to cultural events, healthcare, and recreation. 3.3. Flyers include but not limited to: q access to free flu q NYC Department of Parks recreation center free or nominally priced memberships q free kayaking lessons and activities on the Hudson q free admissions to NYC museums q Student Club bike trips (bikes provided by school) q free Carnegie Hall, music conservatory, and World Financial Center/Battery Park, and other concerts and events 3.4 Dean’s 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” still return to school to check out the Bulletin boards for its information about free access to wellness programs, recreation, and culture.
4. To introduce students to NYC’s vast cultural resources and to encourage faculty-staff-student interaction at off-site cultural and social events.	4.1. Encourage faculty extra-curricular activities with students. 4.2. School notices of free tickets to Carnegie Hall, Town Hall, Lincoln Center and other concert events and venues. 4.3. Form Student Club Bike Club and encourage student-faculty-staff participation in school sponsored weekend bike outings. 4.4. Create link on school website to photo-log of faculty-student and student activities 4.5. Create online access to Student Club News via Goggle Groups.	4.1. Dean of Academic Affairs collates reports of out-of-classroom class-based events and records in individual annual faculty evaluations. 4.2. President distributes notices of availability of free concert tickets. 4.3. President. 4.4. President 4.5. President (Summer 2007 goal)	4.1. As of 10/06, 3 faculty in 2006 provided evidence in photos and in writing of out-of-classroom activities with students. For 2007 forward, see: http://picasaweb.google.com/studentclubphotos 4.2. Copies of notices for free performances. Student Club Newsletter and bulletin board posting of other free concerts. Faxes to reserve free 2006 and 2007 Carnegie Hall tickets (e.g., list of over 40 students attended 4/17/07 performance with faculty and staff.) 4.3. Six (6) bikes and 7 helmets including 1 two-seater purchased for Bike Club use, 2/06-6/07. Notices promoting Bike Club trips most weekends in clement weather. Photo logs of Bike Club events (e.g., 5/5/07 Two-Bridge trip to Brooklyn and 5/12/07 Riverside Park bike trip) 4.4. Website link to photo log created in June, 2007 at: /picasaweb.google.com/studentclubphotos 4.5. Information about Goggle Groups access disseminated July, 2007.
5. To provide students with free communication resources.	4. Provide student e-mail accounts, Internet telephony from abroad, and networked and wireless Internet access.	4. President.	4. Free e-mail accounts and wireless connectivity in Student and Founders Rooms.

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VIII. Placement: Data and Goals

Aggregate Placement Goals and Outcomes: The Institute established and met or exceeded its aggregate placement goals for AY 2005, 2006. It did not meet its 2007 goal for reasons documented in the Program Placement Rates table below. These data suggest that ongoing placement programs are suited to the school’s mission and population.

Table 7: Aggregate Placement Goals and Outcomes

Year	Goal	Actual
AY 2005	80%	100%
AY 2006	80%	79.7%*
AY 2007	80%	0%

*80% goal met by rounding.

Program Placement Rates: The program cohort retention rates from the last three year’s AIRs are:

Table 8: Program Placement Rates

	AY 2005	AY 2006	AY 2007
Computerized Office Management
Enrollment as of July 1	45	24	26
Total enrollment	75	70	57
Graduates	2	5	1
Placed in field or related field	2	5	0
Placed out of field, withdrew for related employment, not placed for other reasons, not working	0	0	0
Computerized Office Management Placement Rate	100	100	0
Computer Assisted Accounting
Enrollment as of July 1	3	1	1
Total enrollment	5	5	4
Graduates	0	0	0
Placed in field or related field	0	0	0
Placed out of field, withdrew for related employment, not placed for other reasons, not working	0	0	0
Computer Assisted Accounting Placement Rate	0	0	0
English as a Second Language
Enrollment as of July 1	187	175	144
Total enrollment	372	429	311
Graduates	6	17	20
Placed in field or related field	0	0	0
Placed out of field, withdrew for related employment, not placed for other reasons, not working	0	0	0
International students not available because of visa restrictions	6	17	20
English as a Second Language Placement Rate	0	0	0

The Spanish-American Institute seeks to meet or exceed its annual placement goals by continuing to review the academic progress of program students weekly and by continuing to maintain a pool of employers eager to employ graduates. Employer demand for Institute graduates continues to exceed the supply of graduates.

Table 9: Placement Goals

Spanish-American Institute

Activities, Data/Assessment Tools/Criteria, Timelines, and Outcomes

Activities

Data, Assessment Tools, and/or Criteria

Timelines & Responsibilities (Primary)

Outcomes

1. To establish and meet or exceed annual placement goals.

1.1. AIR Placement Rate.

1.2. 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.

1.1. President, Dean of Students compile and review, annually.

1.2. Dean of Academic Affairs compiles results and reports to senior staff and IESG.

1.1-1.2. Analyses of results in narrative below.

To date, the Spanish-American Institute’s existing job placement strategies appear to meet the school’s placement goals and student needs. As discussed in the next section, employer and graduate survey results indicate a high level of satisfaction with Institute workforce education and training.

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IX. Graduate Satisfaction

The Institute conducts surveys of graduates to determine their satisfaction with their education and training. Graduates receive a stamped self-addressed envelope for returning completed surveys. The results are tabulated and analyzed by the Dean of Academic Affairs who communicates the results to the President, the senior staff, and the IESG.

AY 2005, 2006, and 2007 graduate surveys indicate a high level of satisfaction with the education and training provided by the Spanish-American Institute. Graduates continue 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 10: Graduate Satisfaction Goals

Spanish-American Institute

Activities, Data/Assessment Tools/Criteria, Timelines, and Outcomes

Activities	Data, Assessment Tools, and/or Criteria	Timelines & Responsibilities (Primary)	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. Dean of Academic Affairs compiles results and reports results	1. See analyses of results below. To date, graduates report high degree of satisfaction with education and training received at the Institute.
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. Dean of Academic Affairs 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 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 base of respondents. Therefore, the IESG has established a baseline of 80% of 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. Five (5) were employed. Of the five (5), 3 declined to report their salaries. The other 2 earned $25,000 a year and $36,400 ($700 a week), 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, 4 reported that the most valuable part of their Institute education was computer training and 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.

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X. Employer Satisfaction

The Institute administers employer surveys for graduates. The names and addresses of employers are determined from graduates’ self-reported data on Graduate Surveys and from other school records. Employer Survey results continue to demonstrate a high level of employer 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.

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; that employment records were not available; or that employment records could not be released. However, of the 6, 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 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.”

Institutional Effectiveness Plan

Spanish-American Institute

2006-2009

Table of Contents

I. Mission, Goals, and Objectives

II. Institutional Effectiveness Study Group

Anatoli Verbine, English Chair

III. The Spanish-American Institute: 1955-1997

IV. The Spanish-American Institute Today

V. Program and Course Overview

Program

FY 2003-04

FY 2004-05

FY 2005-06

FY 2006-07

Total Enrollment

1222

VIII. Placement: Data and Goals

IX. Graduate Satisfaction