Policies
Orientations
All new ABE/GED/ESL students must attend a 10-12 hour orientation class where they will be tested, learn about the program, take a tour of the campus, and set goals. Students need to attend every day of the orientation-no exceptions. If there are students who haven’t studied in our program for a year or more, they will be considered a new student and will need to go through orientation as well. Orientations generally happen during quarter breaks.
For information on studying Winter 2009, come to office 3122 on NOVEMBER 30th.
No Shows / Drops
Students who are registered for class and have not attended the first 2 days of class will not be permitted to enter class the third day unless the student has notified the instructor or the office. If the student has made prior arrangements, s/he may be admitted; however, those absences will be counted. In this scenario, the student will only be permitted into the class if there is still space available. Absences for new students who are late arrivals should be counted from the day they enter class.
Students who leave the program during or at the end of the quarter should talk to their instructor if possible before leaving. The teacher will put a note in their student file form about why the student left class if the reason is known. This includes students who inform the teacher of their reasons for dropping and those who exceed absences for unknown reasons. All students who have missed 20% of the quarter will be asked to rest out the following quarter and talk to the Dean about future participation. Students who do not complete the quarter receive the grade of NC.
Misplaced Students
If students feel misplaced in the first two weeks in the quarter, the student should talk to his/her instructor and get feedback about if the teacher agrees. If there is a large skill gap between the student and level, there is the possibility of moving up levels. The teacher would have to clear this through the Dean and check to see if there is space available in the next class. If the student is new, check the placement test on file to determine why the student was placed at this level. Remember that students with uneven skills are usually placed at the lower level.
Maximum Number of Absences
Students must attend 80% of their classes each quarter. If not, the student will not be allowed to register for the following quarter, unless there were extenuating circumstances. Fall, winter and spring quarters: Day: 10, Evening: 6; summer quarter: Day: 8, Evening: 4
Tardiness
Tardiness is counted as partial absences. Teachers will keep track in attendance logs and if the tardiness is equivalent to missing 20% of the classes, the student will not be allowed to register for the following quarter.
Advancing to the Next Level
A student must complete an average 75% mastery in order to move up. The curriculum is divided so that each level can be covered in one quarter. Instructors should maintain clear and firm standards for class work and homework, as well as offer support to students who have difficulty with the work. Instructors should keep records of assignments completed and advise students who are not keeping up with the work. Students should be informed of expectations for the class when they begin.
Students moving to the next level are given the grade S.
Repeating the Course
Some students may not be able to complete 75% mastery in one quarter and may need more time. If these students are doing the assignments and making progress, the instructor may recommend that the student repeat the course. The appropriate grade for students repeating a course is Y.
A few students may not be able to complete 75% of the competencies after 2 quarters. If these students are doing the assignments and making progress, the instructor may recommend that the student continue at the same level for a third quarter. During the third quarter at the same level, continuation at that level will be considered only after a conference with the student, instructor and division counselor. At this meeting possible options will be discussed including (but not limited to):
- Continuing in this program
- Resting out
- Studying in the lab
- Getting a tutor
- Being referred to other programs and/or exiting the SFESL Program
- Students at the literacy level may continue at that level as long as they are making progress
- The appropriate grade for students repeating a course is Y
Not Progressing
Any student who is not making progress because s/he is not doing the work will be asked to rest out, even if it is his/her first quarter at that level. These students should be counseled by the teacher during the quarter and warned in advance of this possibility.
Any student who is attempting to do the work but is not making progress may be asked to meet with the instructor and the division counselor at the point when progress is no longer being made. If it is determined that the student can no longer benefit from our program, options including reexamination of student's goals and/or referral to other agencies will be considered. If it is determined by the instructor and the counselor that the student will no longer benefit from our program, the student will be exited, not rested out.
Students who are not progressing are given the grade NC.
Exit Criteria
All students exit a level after mastering 75% of the competencies. After a student completes level 5B, they will be exited from the Basic and Transitional Studies ESL program. If the student’s goal is to attend college, the student will need to take the COMPASS test.
CURRICULUM
Reading/Writing: Level 1, Level 2, Level 3, Level 4A, Level 4B, Level 5A, Level 5B
Listening/Speaking: Level 1, Level 2, Level 3, Level 4A, Level 4B, Level 5A, Level 5B
If a student is placed into level 1 or level 2, they must take Reading/Writing and Listening/Speaking simultaneously. If the student is placed in level 3 or higher, the student can choose to take one class only or both. The student can be split between levels if their skills vary (Example: Reading/Writing Level 4A and Listening/Speaking Level 5A).
Textbook Policies
Guiding Principles of Book Policy:
- Quality books carefully selected to match the SFESL curriculum at successive levels will provide a needed coherence for students as they move through our program.
- Books are chosen in the best interests of students.
Committee Composition
A standing committee of 3-5 SFESL faculty members recommends and drafts book policy and implements its various procedures. If possible, the committee should include one member who has served on the committee the previous year. Also it should, if possible, include a representative of the evening faculty and the part-time faculty.
Recommended Purchase of Books by Students
State regulations prohibit ABE and ESL providers from requiring students to purchase books. However, faculty can recommend that students purchase the textbooks selected for their course level. Students also share books during the class, and in order for students to complete homework assignments, they may use the books that are on reserve in the SCCC Library.
Desk Copies
Individual instructors are responsible for obtaining their textbook desk copies. As soon as faculty members receive their teaching assignments, they should contact the publisher of the textbooks for their level. A list of textbooks, publishers, and contact numbers is posted in the faculty work area. The director of the Basic Skills lab should be contacted regarding tapes of software needs.
Desk copies cannot be sold for profit or personal gain.
Criteria for Selecting ESL Texts:
- match the curriculum
- provide activities that help to develop competencies outlined in the curriculum and are effective tools for stimulating active, student-centered learning.
- are appropriate for the students' primary purpose for learning English
- integrate multiple skills (e.g., not just grammar or listening)
- not be prohibitive in price
Changing the Assigned Text(s)
If the instructors at a sublevel (e.g. 2B) have voted to replace the assigned text(s) for their level, they may do so by selecting a replacement text that matches the curriculum and notifying the SFESL Book Committee in writing before the 7th week of any quarter. The change will go into effect at the beginning of the following quarter.
Annual Book Evaluation
Instructors will conduct a careful evaluation of their texts in sublevel meetings before the 7th week of Fall Quarter to determine whether to retain or replace the assigned books. Those meetings will be scheduled to include the current instructors, the instructors who have taught that level the previous academic year, and all others who are interested. Separate meetings will be held for day and evening faculty.
Tutoring Policies
Tutoring is a special service offered to students of the Basic and Transitional Studies Division. It supplements classroom instruction in order to increase students' chances of success. Tutoring services are provided by volunteers, work-study students, and tutor for credit students and are coordinated by staff. Volunteer trainings are offered on-site in formal twelve-hour sessions and are conducted by certified training agencies. Some are also conducted in local libraries. Volunteers may be placed in classrooms, lab, Talk-Time or may tutor one-on-one or in small groups. The tutoring schedule follows the quarterly schedule of the college. Hours of tutoring are from 8:00 a.m. to 9:00 p.m. Monday-Thursday and 8:00 a.m. to 6:00 p.m. on Friday. All tutoring takes place in Room 3122.
Premise and Priority
Students must be currently enrolled in Basic and Transitional Studies classes to be eligible for tutoring. (Exception is made for Talk Time participants. At this time, anyone interested may attend).
However, rest-out students may be eligible on a case-by-case basis. These are students who have the potential to continue their education at Seattle Central and would benefit from a combination of tutoring and lab work. The rest-out student's most recent teacher must complete an ABE Student Intake Form or an ESL Student Intake Form and select the appropriate priority number. If necessary, the instructor, counselor and tutor coordinator will meet to discuss the rest-out student's needs. In most cases, tutors will work one-on-one with the rest-out student in the area that is delaying progress with the goal of increasing achievement, building self esteem and subsequently getting the student up to speed so that s/he can return to and be successful in the classroom.
Students who have been exited from the program are not eligible for tutoring.
Both students and instructors need to understand that receiving a tutor is a privilege and not a right. Students are not guaranteed tutors, but every effort will be made to meet their needs.
The highest priority for tutors will be given to the students who have demonstrated good attendance, motivation, and who are unable to keep pace with the rest of the class.
After receiving a tutor, if a student does not come two consecutive times, the tutor will be reassigned to a new student.
All students must reapply for a tutor each quarter, regardless of if they received a tutor or not due to new schedules, new feedback and priority level from teacher, etc.
Students whose needs cannot be met by Seattle Central are referred, through the Basic and Transitional Studies office, tutoring office or counselor, to outside literacy agencies.
Requesting a Tutor
- Pick up an ABE Student Intake Form or an ESL Student Intake Form from the Tutoring Office. This can be done by either the instructor or the student.
- A teacher will evaluate students’ needs as carefully as possible before referring students for tutoring.
- After evaluating students, the teacher will fill out the reverse side of the form as completely as possible, as incomplete information will result in delay. Be specific about the students' status and skill level. Double check that students have completed the front side of form, and verify that they have indicated the times they are available for tutoring. The more flexible they are, the better their chances are of receiving a tutor. Students are expected to commit to two hours a week.
- Write one or two sentences indicating the reasons for referral and be sure to sign your name as the referring instructor. The more specific the instructor is about student needs, the easier it is to make a good placement of the tutor with a student and the more effective the tutor can be in helping the student. It's important to designate what aspects of reading, writing or grammar the student needs help with.
- Priority Interpretation -
5 - highest priority (4's and 5's may be combined with one tutor if time availability and instructional level match easily)
4 - next to the highest priority
3 - average priority
2 - low priority
1 - lowest priority
- Instructors need to return forms to tutor coordinators.
Procedure for Students Who Were Receiving Tutoring Services During the Quarter
- Tutors will be sent a form at the end of the quarter to determine whether or not they will be returning for the next quarter and if they will be returning, whether they want to continue working with the same student(s). Students will receive tutoring for a maximum of one academic year.
- Students of tutors who will not be returning will need to apply for a new tutor.
Computer Lab Policies
Students can use the Computer Lab only at the time of their class.
The following guidelines apply to students using the computer lab at any time, and are posted in the computer lab.
- The Computer Lab is available for students only at the time of their class.
- Leave all food or drinks outside.
- Use cell phones outside.
- Conserve paper. Printing for classroom use only. Single copies only.
- Internet use for educational purposes only. It may not be used for commercial purposes or for any application that could be deemed illegal, abusive or offensive.
Lab Scheduling:
Classes are scheduled in the computer lab each quarter with priority given to higher level classes when thee are not enough spaces for everyone. New teachers should have a Computer Lab orientation before bringing in their classes to the Lab.
ESL SKILLS LAB POLICIES: DAY PROGRAM
Admission Policies:
Students will be admitted into the ESL Lab with the following provisions:
The student must be:
- A returning student from the previous quarter
- Concurrently enrolled in a Listening/Speaking and Reading/Writing class
- Received a Y grade in both classes the prior quarter
- Have gotten a referral from their Listening/Speaking or Reading/Writing teacher
- Current with their quarterly CASAS tests
Space is greatly limited in the skills lab, so the criteria have to be strict. If there is additional space in the skills lab, students will be taken on a first come, first serve basis.