iep-wwu self-study 2015-2016 burnett senior instructor ... iep-wwu cea self-study 5 2015-2016 rick...

IEP-WWU Self-study

2015-2016

CEA Self-study template ii January 2015

TEMPLATE FOR THE SELF-STUDY REPORT

Preparing the report

To ensure that the report is complete and communicates effectively to all readers, review the final report, and confirm the following:

All parts of the template have been completed.

The Part I. Overview includes the information as described in the Accreditation Handbook. All Part III. A. Required Responses are presented clearly and concisely. Document titles in the self-study match titles of the documents attached. All documents referenced as in the report (Part III. B.1. Documentation in the report) are submitted

with the report.

All hyperlinks function. The report has been edited and proofread.

When satisfied that the report is complete, the self-study coordinator submits the copy to CEA according to the Timeline for Scheduling Site Visits and Reviews (see the Accreditation Handbook). If there are parts or subparts or materials missing, if clarification is required, or if it is difficult to find documentation, CEA staff will request that changes be made before the report is approved. With approval of the report, CEA will provide instructions and timelines for scheduling a site visit.

CEA Self-study template iii January 2015

Submitting the report

The CEA self-study report consists of Parts I-V (included in the template), all supporting documents, and a separate report related to financial standards. Send USB flash drives (labeled or tagged with the name of the program and type of report) to CEA.

Self-study report and supporting documentation (2 flash drives)

Responses to Administrative and Fiscal Capacity Standards 11 and 12 and supporting documentation (2 flash drives)

Mechanics for Submission

The required format is a Word document with hyperlinks. Be sure that the hyperlinks to the documents are working. The report should not be a read-only or PDF document. Do not copy and paste narrative sections as images or as tables.

The submission must consist of stable documents which CEA stores for the length of the period of accreditation. As such, you may not include links to google docs or dropbox or any cloud-based document storage service as supporting documentation. (URLs for webpages are acceptable).

In order for the hyperlinks in the Response to work properly, first create a folder and put the Response document (labeled clearly) and all of the supporting documents into this folder. CEA advises sites to begin with all of the documents and the completed self-study report template on a flash drive. Each document must be in the same folder as the Response before you hyperlink them in order to ensure that the hyperlinks will work properly. Then create a link from the listing of each document in the section B.1 listing to the actual document in the folder on the flash drive. The response and each verification document must be on the flash drive before you create the hyperlinks in order to ensure that the links will work properly.

Be sure that the name assigned to each supporting document in the Response matches exactly the name of the document in the folder. When naming a document, please do not use any of the following symbols, as they will not transfer to CEA’s files properly: “ # % & * : < > ? \ / { }

Limit the number of nested folders and the length of filenames.

If links to URLs are included, it is important to link to the specific webpage where the supporting information is found. For example, if a program or language institution’s URL is used, the hyperlink must be to the specific page where supporting information is located, not simply to the homepage.

If the reference is to a specific page within a document, not to the document as a whole, include the page number with the listing of the document in the Part III B (documentation in the report/verification on site) section of the self-study report and in the Part V (indices of documents) section of the self-study report.

Prior to submitting to CEA, confirm that all hyperlinks are functional. The best way to do this is to give the flash drive to someone not connected at all with your program. Ask the person to open the flash drive on his/her computer and verify that all links are functional.

IEP-WWU CEA Self-study

Table of Contents

PART I. OVERVIEW OF THE PROGRAM OR LANGUAGE INSTITUTION ........................................ 1

PART II. THE SELF-STUDY PROCESS ............................................................................................ 3

PART III. RESPONSES TO CEA STANDARDS ............................................................................... 6

Mission ............................................................................................................................................... 6

Curriculum ......................................................................................................................................... 9

Faculty .............................................................................................................................................. 18

Facilities, Equipment, and Supplies ................................................................................................. 46

Administrative and Fiscal Capacity .................................................................................................. 50

Student Services .............................................................................................................................. 75

Recruiting ....................................................................................................................................... 101

Length and Structure of Program of Study .................................................................................... 108

Student Achievement .................................................................................................................... 115

Student Complaints ....................................................................................................................... 129

Program Development, Planning, and Review .............................................................................. 131

PART IV. SUMMARY ............................................................................................................ 140

PART V. INDICES OF SUPPORTING DOCUMENTS ................................................................. 141

IEP-WWU CEA Self-study 1 2015-2016

PART I. OVERVIEW OF THE PROGRAM OR LANGUAGE INSTITUTION

A. Program description The Intensive English Program (IEP) at Western Washington University (WWU) is located

in College Hall on the WWU campus in Bellingham, Washington. As stated in its mission statement,

the IEP seeks “to foster quality English language learning experiences to help students reach their

goals and help internationalize Western Washington University.”

The IEP at WWU began in 1989, and in July 2012, the IEP was integrated into Extended

Education. With this integration came several changes. The Vice Provost of Extended Education

hired an outside consultant to assist the IEP in writing a curriculum and beginning the accreditation

process. A new IEP Director was hired in 2013, and a majority of the IEP faculty were hired in 2013

as well. The IEP faculty teaching hours were adjusted to 15 hours per week, and the IEP faculty

became covered by the Collective Bargaining Agreement (CBA) between WWU and the United

Faculty of Western Washington (UFWW).

The IEP serves students from many countries, including but not limited to Saudi Arabia,

South Korea, China, Japan, Mexico, Venezuela, Brazil, Thailand, and Mongolia. The IEP student

population from 2012 until present has fluctuated between approximately 50 and 90 students. The

majority of IEP students do not seek WWU admission nor degrees. Various IEP graduates from

2015-2016 stated they planned to major in business or computer science at WWU.

IEP core courses include reading, writing, listening/speaking, and grammar, spread over

levels basic through six. IEP core courses represent both the bulk of the IEP curriculum and student

grade point averages. Depending on student placement, there may be no need for level basic in a

given quarter. Also, a level is split when 16 or more students are enrolled in a given quarter. IEP

support courses may vary from quarter to quarter, and include: Experience (Extended Orientation

course), Academic Success, TOEFL/IELTS Preparation, Extensive Listening, Pronunciation,

Vocabulary and English for Math. Support courses are held based on student needs and preferences.

When the need arises, there is a two-track Bridge Program for matriculated international

WWU students. One track is for international first-year students, including IEP graduates, and the

other is for international transfer students from community college. IEP faculty members are


instructors of record for two of the Bridge Program courses. The Bridge Program is not an IEP

program. It is a WWU program.

B. Faculty

The IEP faculty consist of 4 senior instructors and 10 instructors:

Vickie Farmer Senior Instructor

Tom Nicholas Senior Instructor

Michelle Burkhart Senior Instructor

Maggie Burnett Senior Instructor

Christine Brashears Instructor

Lisa Brisbois Instructor

Chris Carlson Instructor

Scott Edinborough Instructor

Paul Mart Instructor

Kris Moore Director of Studies/Instructor

Oskar Norlander Instructor

Tuan Nguyen Instructor

Peter Sakura Instructor

Janie Stuart Instructor

The vast majority of IEP faculty members have adequate education and experience to teach

in the IEP. Prior to and during the self-study period, two faculty members supplemented their

education and experience with additional course work. One faculty member started an M.A. TESOL

degree in 2015 and is expected to complete her degree in August 2016. See Faculty Standard 1, Part

A responses #6 and #7 for details.

C. Student services

IEP student services staff consists of the IEP student services advisor, Ting Hsien, the IEP

international advisor (recruiting), Jiasong Yuen, the IEP program coordinator and DSO, Molly

Vogel, and various IEP program support staff, who are all current WWU students.


Kate Batten was the former IEP international advisor. She left the IEP in November 2015.

She performed some of the work on the self-study. Jiasong Yuen, the current international advisor,

was hired in February 2016 after the majority of the self-study was completed.

The IEP student services staff oversee application, recruiting, and student support for IEP,

including but not limited to on- and off-campus activities, on-campus housing, and being the first

point of contact for emergencies and student life.

D. Administration IEP administrative staff include the IEP director, Rick O’Connor, the IEP program manager,

Glynn Daniels, the IEP director of studies, Kris Moore, and various IEP program support staff, who

are all current WWU students.

The IEP administrative staff oversee all administrative aspects which involve IEP.

E. Other

PART II. THE SELF-STUDY PROCESS

A. Name of coordinator

Paul Mart is the self-study site coordinator for the IEP.

B. Names and positions of committee members The IEP used 6 committees to perform the self-study.

Steering:

Paul Mart/Chair Instructor

Rick O’Connor Director

Glynn Daniels Program Manager

Kris Moore Director of Studies

Mission:

Michelle Burkhart/Chair Senior Instructor




Subcommittee 1: (Administrative and Fiscal Capacity; Facilities, Equipment, Supplies)

Glynn Daniels/Chair Program Manager


Molly Vogel Program Coordinator

Rick O’Connor Director



Subcommittee 2: (Student Services; Recruiting; Student Complaints)

Ting Hsien/Chair Student Services Advisor


Glynn Daniels Program Manager




Subcommittee 3: (Curriculum; Faculty; Student Achievement)

Kris Moore/Chair Director of Studies

Michelle Burkhart Senior Instructor



Christine Brashears Instructor

Scott Edinborough Instructor




Subcommittee 4: (Program Development, Planning, Review; Length and Structure of Program of

Study)


Rick O’Connor/Chair Director




Ting Hsien Student Services Advisor

Molly Vogel Program Coordinator


C. How Information was gathered, disseminated, and analyzed

The mission committee and subcommittees 1-4 read their respective standard areas and Part

A response questions and began to work on finding documents and writing their responses in June,

2015. Chairs of these committees gathered work from committee members in writing and digitally

through email and then uploaded files to a secure, WWU-hosted SharePoint website. All IEP faculty

and staff could then collaborate on any of the documents using this website.

The steering committee held weekly meetings throughout each academic term (including

summer) with an outside consultant. Recommendations from these meetings were then brought to

faculty and staff CEA subcommittee meetings. The subcommittee chairs and the self-study

coordinator developed the analysis of the data.

D. Benefits of self-study

The IEP realized several benefits of performing this self-study. First, faculty and staff

engagement, awareness and understanding of the IEP’s mission has increased, as faculty and staff

connected the mission statement to other aspects of the program. Second, two of the most important

benefits were: 1) curriculum delivery, review, and revision; and 2) development of consistent and

fair assessment tools and the tracking of student progress. In general, the self-study allowed IEP

faculty and staff to examine every aspect of the program to determine which parts needed

refinement.


PART III. RESPONSES TO CEA STANDARDS

Mission

Mission 1: The program or language institution has a written statement of its mission and goals, which guides activities, policies, and allocation of resources. This statement is communicated to faculty, students, and staff, as well as to prospective students, student sponsors, and the public, and is evaluated periodically. A. Required responses 1. State the mission of the program or language institution.

“To foster quality academic English language learning experiences in order to assist post-

secondary students in reaching their personal and professional goals and to help internationalize

Western Washington University.”

2. Briefly explain how the mission is achieved through the program’s or language institution’s educational and service programs.

IEP offers academic classes in listening, speaking, grammar, reading and writing in order to

prepare students for an English-speaking college or career.

The program also helps to internationalize Western Washington University in a number of

ways. IEP students who are interested in continuing on to WWU may apply for conditional

admission. Once they have conditional admission, they may attend WWU as a matriculated student

after graduating from the IEP. The IEP’s bridge program also helps international students to

smoothly transition into functioning as a WWU student. WWU students also have contact with IEP

students through interactive programs such as conversation labs with students in the College of

Education’s TESOL teacher training program and class meetings with regular WWU classes (for

example, classes in the Human Services program and in the College of Business and Economics).

Additionally, upper-level students observe WWU classes and have opportunities to engage in face-

to-face or on-line discussions with WWU students. These are a few of the ways that IEP helps to

internationalize WWU.

3. Briefly explain how the mission guides the development of activities, policies, and the allocation of resources.


The mission statement guides the admittance of students by focusing on post-secondary

students. It also guides the IEP’s curriculum by focusing on academic English rather than functional

English.

4. State where the mission statement is made available to the following audiences:

Audience Where mission statement is available

prospective faculty and staff On the website: www.wwu.edu/iep

current faculty and staff In the faculty and staff manual (p. 2)

Posted in faculty and staff offices, as well as the copy rooms

prospective students or their

sponsors

On the website: www.wwu.edu/iep

current students In the IEP student Handbook (p. 1)

the public On the website: www.wwu.edu/iep

5. State when the current mission statement was written or last revised, and state the process and timeline for periodic evaluation of the mission statement.

The current mission statement was written in 2013 and then revised and approved on

4/26/2016.

The Intensive English Program faculty and staff will re-evaluate and revise the IEP mission

statement every 5 years at a minimum in addition to when there are changes in the focus of

the program's educational goals, services, activities, or policies.

B. Verification

1. Documentation in the report

IEP Mission Statement

IEP Faculty-Staff Manual (p. 2)

IEP Student Handbook (p. 1)

Meeting minutes of most recent mission revision approval by faculty and staff

http://www.wwu.edu/ee/lcp/iep/pdf/Student_HANDBOOK_2015-2016.pdf

http://www.wwu.edu/iep



IEP_mission_statement_2016.docx

IEP_Fac-Staff_Manual_current_revision.docx#Mission

Student_HANDBOOK_2015-2016.pdf

IEP_Staff_Meeting_4-26-2016.docx



2. Verification on site

IEP faculty and staff offices

Classrooms in College Hall

Copy rooms in College Hall

C. Program/language institution self-recommendations 1. Describe the follow-up activities, with timelines, that will be undertaken to improve the program’s or language institution’s practices under this standard. If no action is planned, indicate “none.”

None

SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only Mission 1: The program or language institution has a written statement of its mission and goals, which guides activities, policies, and allocation of resources. This statement is communicated to faculty, students, and staff, as well as to prospective students, student sponsors, and the public, and is evaluated periodically. Appears to meet _____ Appears to partially meet _____ Appears not to meet ____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:


Curriculum

Curriculum Standard 1: The curriculum is consistent with the mission of the program or language institution, appropriate to achieve the organization’s goals and meet assessed student needs, and available in writing. A. Required responses 1. State the program’s or language institution’s mission, describe how it guides instruction, and describe how it aligns with the education program (curriculum). If more than one education program (curriculum) is offered, address each in the response.

The IEP’s mission statement is: “To foster quality academic English language learning

experiences in order to assist post-secondary students in reaching their personal and professional

goals and to help internationalize Western Washington University.”

In concordance with the mission statement, IEP focuses on academic rather than functional

English classes. Only the lower level classes in the program include functional English learning

objectives because those language skills are necessary for students to survive and thrive while living

in the U.S. and pursuing their academic goals.

The phrase “to foster quality academic English language experiences” guides instructors in

creating interactive and communicative classes rather than lecture-style classes.

2. List the ways that the curricular needs of the student population sought, enrolled, and graduated from the program or language institution are established. (The following list includes possible methods; all are not required.)

____ formal needs assessment project

_x___ surveys of enrolled students

_x___ surveys of students at program exit or completion

____ surveys of alumni

____ analysis of the needs of employers that employ program graduates

_x___ analysis of the needs of colleges/universities that enroll program graduates

____ analysis of the requirements of specific college/university departments that enroll program

graduates

____ analysis of data (such as GPAs, university graduation rates, etc.) of program graduates

____ other (Complete 3 below.)


3. List other ways not included in 2 above.

As students enter the program, they complete listening, speaking, reading and writing

placement testing. Faculty utilize the placement test results in order to place incoming students in the

most appropriate level.

4. Briefly describe how the needs analyses above inform the design of each education program (curriculum).

Analysis of WWU freshman course syllabuses was completed in 2013. Using that analysis,

IEP faculty drafted a curriculum with goals, objectives and student learning outcomes in 2013 with

the help of an outside consultant.

Quarterly course surveys from enrolled students provide input which is then considered by

the curriculum committee.

5. For each education program provided by the site, provide a general overview in the table below. Indicate the number of levels and general skills/content addressed by each, whether courses in each are for credit or not-for-credit, and whether any courses are delivered by blended or online methods.

Education program

# of levels

General content addressed For credit Yes/No

Blended or online courses Yes/No

IEP 7 Listening, speaking, grammar, reading

and writing

No No

6. For each education program, is a written curriculum guide or similar document available?

__x_ yes (If yes, respond to 7 and 8 below.)

____ no (If no, respond to 9 below.)

7. If yes, state the title of the document(s) and indicate where each is available to faculty.

The document is called “Intensive English Program Curriculum”. The most current version is

available to faculty on the local P: drive:

"P:\EE\Restricted\iep\SLOs-Student_Learning_Outcomes\2016"


8. For each education program (curriculum), does the curriculum guide or document display course goals, course objectives, and student learning outcomes for each level?

__x yes

____ no

9. If any education program does not have a written curriculum guide or similar document, list the education program(s), and state where course goals, course objectives, and student learning outcomes are made available to faculty and students.

N/A

10. Is each education program (curriculum) delivered as designed and described in the curriculum guide(s), program calendar, and other written documents?

__x__ yes

____ no

11. If no, state how delivery varies from the written curriculum design and/or program calendar. B. Verification


IEP Curriculum

IEP graduates who matriculated at WWU


IEP Curriculum paper copies in faculty offices in College Hall

IEP Curriculum digital copy on the P: drive:



IEP_Curriculum.docx

IEP_grads_at_WWU.xlsx


In 2016, the IEP will begin tracking IEP graduates who either 1) enroll in WWU and

complete their sought degree; or 2) complete the Bridge Program, enroll in WWU and complete their

sought degree. Data will be collected and analyzed annually.


For site review team use only Curriculum Standard 1: The curriculum is consistent with the mission of the program or language institution, appropriate to achieve the organization’s goals and meet assessed student needs, and available in writing. Appears to meet _____ Appears to partially meet _____ Appears not to meet ____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:


Curriculum Standard 2: Course goals, course objectives, and student learning outcomes are written, appropriate for the curriculum, and aligned with each other. The student learning outcomes within the curriculum represent significant progress or accomplishment. A. Required responses 1. List all written curriculum documents, whether print or electronic, maintained by the program that state the course goals, course objectives, and/or student learning outcomes (SLOs) for each course and level.

IEP Curriculum

2. Describe how the courses within levels and within the program as a whole are interrelated and sequenced.

The curriculum, which contains course goals, course objectives, and student learning

outcomes for all IEP courses, reflects the recursive nature of language learning, in that IEP students

are responsible for all skills taught in previous levels.

Regular IEP courses (excluding support classes) are interrelated in the following ways:

throughout said courses, there is a movement from shorter to longer assignments; from easier to

more challenging assignments; from personal to global context; and from informational to analytical.

The student learning outcomes within the IEP curriculum are sequenced in that students must

attain the outcomes of a current course prior to moving up to the next level. For example, students in

Level Basic must show they can use simple present verb tense before they study simple past verb

tense in Level 1.

3. Explain how the program ensures that course goals and objectives align with the course’s student learning outcomes. (See Glossary: Course goal, Course objective, Student learning outcome).

In 2013, the IEP faculty created a curriculum with course goals, course objectives, and

student learning outcomes after surveying WWU faculty syllabuses from a range of academic

disciplines. Faculty wrote a series of course goals for levels Basic-Five, and then wrote course

objectives derived from those goals and student learning outcomes derived from those objectives.

Level Six was added in 2015 with revision to goals, objectives and outcomes in levels Four-Six. In

such manner, the course goals and objectives align with the student learning outcomes.


4. For each curriculum listed in Curriculum 1 above (item 5), select four examples of student learning outcomes (SLOs). For the primary curriculum, insert each SLO below, followed by a brief description of the ways that each is observed and measured. For additional curricula, prepare and attach a similar chart, with four example SLOs for each.

Course, level, and SLO: How is this SLO observed and measured?

Level 1 Listening

SLO: In written and/or oral form, students

must demonstrate an understanding of main

ideas and identify supporting details from a 1-

3 minute audio passage or a presentation

1.) Students choose the correct main idea of a

1-3 minute audio passage from a list.

2.) Students are given a list of ideas from a 1-

3 minute audio passage and must distinguish

between main ideas and supporting details.

3.) Students complete a diagram in which

they write the main idea and supporting

details of a 1-3 minute audio passage.

Level 2 Grammar

SLO: In written and oral form, students will

be able to use the past progressive tense.

1.) Students must write five sentences about a

picture using the past progressive.

2.) Students must say five sentences about a

picture using the past progressive. Teacher

records this and assesses.

Level 3 Writing

SLO: In written form, students will be able to

demonstrate usage of transition words,

phrases, and ideas to show relationships

between sentences.

1.) Students are given fill-in-the blank

exercises in which they fill in the correct

transition word given the context of the

sentence.

2.) Students use various transition/connecting

words in all writing assignments. Students

must use them correctly in terms of meaning

and syntax. This criteria is part of grading

rubrics for essays.

Common connecting words include the

coordinating conjunctions: and, but, so, or,

yet, for; transitions: on the other hand, in

contrast, consequently, as a result,

subordinators: even though, though, although,

and prepositional phrases: “because of,” “due

to,” “during,” “similar to,” and “different

from”

Level 3 Reading

SLO: In written and/or oral form, students

will be able to make text-to-text connections.

Students will be asked a question connecting

two people from two different texts. For

example, they will compare Steve Jobs and

Mark Zuckerberg based off of two

biographical reading passages.


Example question: “What do Steve Jobs and

Mark Zuckerberg have in common in terms of

their educational background? Write a

paragraph using information from both

reading passages.”

5. Are levels or courses ever combined?

___x__ no (Do not respond to 6 and 7 below.)

_____ yes

6. State the circumstances in which courses or levels may be combined. 7. When levels or courses are combined, explain how course goals and objectives are impacted, how they are re-aligned with the overall curriculum, and how they are re-aligned with student learning outcomes for the level or course. 8. Are students admitted to existing classes?

___x__ no (Do not respond to 9 and 10 below.)

_____ yes

9. Describe the circumstances in which students are admitted to existing classes and state the procedures for integrating such students into existing classes. 10. When students are admitted to existing classes, explain how the program ensures that each course maintains adherence to the curriculum’s planned and sequenced course goals, course objectives, and student learning outcomes while meeting the needs of the entering student. 11. Describe how the program has established that course goals and objectives and student learning outcomes within the curriculum represent significant progress or accomplishment from level to level, relative to the norms of the field.

The majority of IEP textbooks used for instruction come from the following publishers, who

state their texts are based on research and aligned with the Common European Framework: Pearson

Longman, Heinle/Cengage, Cambridge, Oxford, and McGraw-Hill. The IEP Textbook Committee

ensures that instructors have reviewed the textbooks they want to use in a given course and that a

majority of the SLOs of a given course are aligned with the material in the textbooks.


Several IEP instructors also have significant experience teaching in other IEPs in the U.S.,

whose input connects WWU’s IEP with the norms of the field.

12. State the length of time required for a student making normal and satisfactory progress to complete the full program of study, as implied by the design or structure of the curriculum.

If a student enters at Level 1, that student can expect to complete the full program of study in

18 months without failing one level. Students are allowed to take each level two times, thus it

potentially stands that a student could take Levels 1-6 twice each, which would require 36 months to

complete.

13. Explain how the program has established that this length of time is within the norms of the field.

By examining the courses and yearly schedules of other university-based IEP’s within the

U.S., the faculty established that 18 months of intensive English study is considered within the

norms of the field.

B. Verification


IEP Curriculum


IEP course syllabuses on P: drive

Curriculum committee meeting minutes on P: drive

Faculty meeting minutes P: drive

Memos to IEP students regarding curriculum change to six levels

IEP Curriculum paper copies in faculty offices in College Hall

IEP Curriculum digital copy on the P: drive:



IEP_Curriculum.docx


None


For site review team use only Curriculum Standard 2: Course goals, course objectives, and student learning outcomes are written, appropriate for the curriculum, and aligned with each other. The student learning outcomes within the curriculum represent significant progress or accomplishment. Appears to meet _____ Appears to partially meet _____ Appears not to meet ____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:


Curriculum Standard 3: The instructional materials and methodologies are appropriate and contribute to the mastery of course objectives. A. Required responses 1. State any language learning/teaching approaches, theories, or methodologies to which the program or language institution primarily subscribes.

The main approach IEP faculty subscribe to is Communicative Language Teaching (CLT), or

the Communicative Approach, to develop the communicative competence of the students.

2. If varied methods are in use, explain how they are integrated into a coherent approach that accomplishes delivery of the curriculum.

IEP faculty have approximately 1 week, spread out during the year, during which they can

collaborate prior to the beginning of an academic term. During this time, faculty debrief from

regional or national conferences, hold special interest meetings, host guest speakers or consultants,

or meet with standing committees.

IEP faculty, especially those teaching the different courses of the same level, consult

regularly via email and in person, and hold bi-weekly planning and progression meetings. During

these meetings, faculty discuss teaching methods, assignments, and assessments.

3. If a particular method is used for a particular course/level, for each course explain why the method is appropriate for the target curriculum, course goals and objectives, and student learning outcomes.

N/A

4. List the types of instructional materials and instructional technologies used in each curriculum. Describe how the program or language institution has determined these materials and technologies meet the needs of students and are effective for delivering the curriculum.

Classes utilize a class textbook and/or packet of materials hand-selected by the instructor.

Some textbooks have corresponding CDs/DVDs. IEP instructors are equipped with a background in

TESOL, including a Master’s degree in TESOL or a closely-related field, and TESOL teaching

experience – giving them the expertise necessary to select an appropriate textbook. In addition, the

program circulates a textbook checklist to aid instructors in making their textbook selection. On a


quarterly basis, the textbook committee circulates this checklist, which lists the textbooks that have

recently been used in the program and the classes in which they were used. Instructors who have

used the books in class note the percentage of the Student Learning Outcomes (SLOs) covered in the

textbook. The document also has a column for supplementary technology. The checklist is then

made available on the P: drive (a local, shared drive), so that instructors can see which books are

considered appropriate for the classes they are assigned to teach next. If an instructor would like to

use a new book, s/he needs to add the textbook to the textbook document and note the percentage of

SLOs covered in the textbook.

5. Explain how the program ensures that instructional materials are clearly related to classroom activities and assignments.

The IEP textbook committee reviews all new textbooks proposed by instructors after the

instructors have reviewed the texts for alignment with a majority of SLOs in a given course.

6. State where or how course materials are made available to faculty and students.

Instructors upload course materials, accessible to all instructors from their office computers,

to a folder on a shared, local drive (P: drive). The materials are organized by level and class. There is

also a faculty library where class textbooks and resources are stored.

Students receive course materials on paper, by email, or by Canvas. Students buy their

textbooks in the WWU bookstore.

B. Verification


Textbooks from Summer 2015 (153)

Textbooks from Fall 2015 (154)

Textbooks from Winter 2016 (161)

Textbooks from Spring 2016 (162)

WWU’s copyright policy webpage


Textbook_Summer_153.docx

Textbook_Fall_154_Student.pdf

Textbook_Winter_161.docx

Textbook_Spring_162.docx

Textbook_Spring_162.docx

http://libguides.wwu.edu/c.php?g=309083&p=2061153


IEP Faculty offices

IEP Faculty library

IEP P: drive


None


For site review team use only Curriculum Standard 3: The instructional materials and methodologies are appropriate and contribute to the mastery of course objectives. Appears to meet _____ Appears to partially meet _____ Appears not to meet ____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:


Faculty

Faculty Standard 1: Faculty members have education and training commensurate with their teaching assignments. A. Required responses 1. Complete the Table of Faculty provided by CEA. Link it as a document to the self-study report and reference it in the B. Verification 1. Documentation in the report box below.

Attached in Part B

2. List all faculty categories within the program or language institution. For each category, describe the distinguishing features, and state the required minimum educational and training qualifications for employment.

Faculty categories within IEP

1. Non-Tenure Track Faculty, Full-Time (>.5 FTE), Instructor

Appointed by the IEP Director/Director of Language & Culture Programs

11.5 month renewable or quarter-by-quarter contracts

Teach 9 hours or more to be considered FTE (full-time equivalent)

Maximum number of hours is 15

Provides instruction in components of a standard ESL curriculum with an academic

preparation focus. Courses include grammar, listening and speaking, reading, writing, and

academic preparation. Instructional levels range from beginning to advanced as well as

bridge coursework for students entering Western Washington University

Minimum Requirements:

o M.A.-TESL; or,

o M.A. in closely-related field with evidence of the following provided: graduate

course work in linguistics and English linguistics, culture and society, educational

foundations, second-language pedagogy, second-language assessment, and language

teaching; and, practicum, preferably in an intensive academic preparation English

program

o 2 years of teaching experience in a U.S. university- or college-based IEP

2. Non-Tenure Track Faculty, Full-Time (>.5FTE), Senior Instructor

Same as Full-Time Instructor, with the following additions:


o Appointed by the Provost of WWU

o Successfully completed 15 quarters of instruction at .5 FTE or greater

3. Non-Tenure Track Faculty, Part-Time (<.5 FTE), Instructor

Appointed by the IEP Director/Director of Language & Cultural Programs

Contracts are available on a quarter-by-quarter basis

Teaches 8 hours or fewer to be considered part-time

Provides instruction in components of a standard ESL curriculum with an academic

preparation focus. Courses include grammar, listening and speaking, reading, writing, and

academic preparation. Instructional levels range from beginning to advanced as well as

bridge coursework for students entering Western Washington University

Number of institutional hours is variable according to program needs and instructor

preference

Minimum Requirements:

o M.A.-TESL; or,

o M.A. in a closely-related field with evidence of the following provided: graduate

course work in linguistics and English linguistics, culture and society, educational

foundations, second-language pedagogy, second-language assessment, and language

teaching; and, practicum, preferably in an intensive academic preparation English

program

o 2 years of teaching experience in a U.S. university- or college-based IEP

3. For each category, state how these required minimum qualifications are consistent with and directly support the program’s mission, established curriculum, and other program components.

The IEP’s mission statement is: “To foster quality academic English language learning


goals and to help internationalize Western Washington University.” The IEP curriculum prepares

students for academic work in English at a U.S. university or college. Thus, an M.A.-TESL or M.A.

in a closely-related field meets the industry standard, while both showing education in TESL beyond

a B.A. or certificate and including pedagogy as well as linguistics/mechanics of English. Two years

of teaching experience in a U.S. university- or college-based IEP demonstrates previous experience


in classroom settings; previous experience within university/college preparation; and experience

within an intensive program.

4. List programs, courses, levels, or other curricular components that are designed to be and/or are promoted as college and university preparation courses.

The IEP curriculum is designed to prepare English learners who complete the IEP for entry-

level university study. Levels one-three focus on functional, pre-academic English. Levels four-six

focus on academic English and contain student learning outcomes which prepare students for

university study, such as observing university courses or analyzing student research papers.

5. State how the program or language institution ensures that faculty members’ qualifications are aligned with their teaching assignments, including assignment to college and university preparation courses, teacher training courses, and blended or online courses, if applicable.

The minimum educational requirement of a Master’s in TESL or closely-related field ensures

faculty members will have the educational knowledge and training in both pedagogy and linguistics

in order to adequately teach, explain and assess English concepts to second-language learners.

Minimum teaching qualifications in a US university- or college-based IEP ensure our faculty have

teaching experience with varying levels of learners’ abilities. With previous teaching experience,

faculty members will have qualifications to teach beginning to advanced language learners as well as

learners preparing for American (English-medium) universities/colleges. Faculty members with the

minimum required two years of IEP teaching experience in university- or college-based programs

can show experience teaching students preparing for academic language use in university settings.

6. For any faculty who do not meet CEA’s formal education requirements for faculty (i.e. the degree baseline qualifications) listed in the standard, list the name of each individual and state the rationale for each individual’s employment and teaching assignment(s).

Lisa Brisbois is the only IEP faculty member without a M.A. in TESOL or a related field at

the time of submission of this report. Lisa is currently working on her M.A. Education-ESOL, and

the expected completion of her degree is August, 2016, after which she will become eligible to teach

IEP core courses. Currently, she only teaches non-academic IEP support courses. Lisa has been

mentored by the Director and the Director of Studies during her employment in the IEP.


7. For any faculty who do not hold a degree in TESL/TEFL, list the name of each individual and specify the evidence on file that documents that the individual has the knowledge base and skill set listed in the standard.

Vickie Farmer is an IEP faculty member whose degree is Ed.D. Educational Leadership and

Policy. The evidence of knowledge base and skill set of Vickie Farmer is as follows: transcripts on

file of courses taken; letters of recommendation from the current TESOL-WWU Director and the

former IEP-WWU Director; and a memo from the current IEP Director. All of these documents are

in Vickie’s personnel file.

Thomas Nicholas is an IEP faculty member whose degree is M.A. English Composition &

Rhetoric. The evidence of knowledge base and skill set of Thomas Nicholas is as follows: transcripts

on file of courses taken at Western Washington University, including TESL 420: Methods &

Materials (2014), ELL 431: SLA Theory and Policy (2014), and English 370: Intro to Language

(2013).

These two IEP faculty members were required to supplement their education and credentials

with additional linguistics, language acquisition, and intercultural courses. Both faculty members

have finished said supplementary courses to the satisfaction of the IEP director, and the

documentation for said courses is attached with this self-study report.

8. For any faculty members who do not hold a degree in TESL/TEFL and for whom the program or language institution does not have evidence on file of the knowledge base and skill set, state the plan and timeline for such faculty to acquire the knowledge base and skill set.

N/A

B. Verification


Faculty-Staff Manual (p. 24)

Instructor Course Preference Form

Table of Faculty


IEP_Fac-Staff_Manual_current_revision.docx#NTT_Faculty_full

Instructor_Course_Preference_Form.docx

Table_of_Faculty_IEP.docx


Faculty interviews

Personnel files


None


For site review team use only Faculty Standard 1: Faculty members have education and training commensurate with their teaching assignments. Appears to meet _____ Appears to partially meet _____ Appears not to meet ____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:


Faculty Standard 2: Faculty have experience relevant to teaching students at the postsecondary level in their areas of assignment and demonstrate an ongoing commitment to professional development. A. Required responses 1. For each faculty category, state the hiring requirements for teaching experience and professional development.

Faculty categories within IEP:

1. Non-Tenure Track Faculty, Full-Time (>.5 FTE), Instructor

Minimum Requirements/Position Responsibilities:

Two years of teaching experience in a U.S. university- or college-based IEP

2. Non-Tenure Track Faculty, Full-Time (>.5FTE), Senior Instructor

Same as Full-Time Instructor

3. Non-Tenure Track Faculty, Part-Time (<.5 FTE), Instructor

Same as Full-Time Instructor

Evidence of professional development prior to hiring is not required at the IEP.

2. For each category, state the ongoing professional development requirements, including what activities the program or institution accepts as evidence of faculty members’ commitment to appropriate professional development. Indicate where this information is written.

IEP faculty are responsible for developing professionally, as stated in the job descriptions for

both full- and part-time faculty: “collaborate with other faculty and participate in professional

development activities”. Acceptable professional development activities include: attendance and

presentations at regional and national professional conferences; mentoring of practicum students;

attendance at lectures and workshops germane to the field of language teaching; and, service on IEP

standing committees. This information is found in the Faculty-Staff Manual (p. 40).

3. Describe how faculty members document their commitment to professional development, including how they document compliance with any program or institution requirements.

Faculty write goal statements for each academic year and update their resumes annually with

any new professional development activities. Faculty discuss their professional development

activities with the IEP Director during their evaluations. The process of evaluating IEP faculty is


described in detail in the Faculty-Staff Manual (pp. 31-32, “Non-tenure Track Faculty”). All IEP

faculty sign the final reports of their individual evaluations, and said reports are filed in the

respective personnel files.

4. Describe how the program or language institution has established that teaching experience and professional development requirements are relevant to and support its mission.

The IEP mission statement is: “To foster quality academic English language learning


goals and to help internationalize Western Washington University.” IEP faculty need to have two

years of teaching experience at a college or university-based intensive English program as this

supports post-secondary students entering an institution of higher education.

The IEP requires faculty to engage in professional development, which in turn allows faculty

members to stay current with trends and movements in the field of ESL in higher education. Faculty

may elect to specialize in curriculum, assessment, publishing or presenting at regional or national

conferences, doing professional reading, teaching in WWU’s TESOL program, or mentoring WWU

TESOL practicum students. These activities help the IEP faculty to continue offering “quality

academic English language learning experiences” and helping “internationalize Western Washington

University”.

5. Describe how teaching assignments are affected by the faculty member’s teaching experience and professional development activities.

All IEP faculty have the experience to teach any course offered at the IEP. IEP faculty

complete a course preference form quarterly. Teaching assignments are otherwise not affected by

experience or professional development activities.

One IEP faculty member, Lisa Brisbois, will complete her M.A. degree in August 2016. As

such, she has taught only support classes as the instructor of record. Lisa has been mentored by the

Director and the Director of Studies during her employment at the IEP.

6. Explain how the program or language institution monitors and supports development of faculty members who do not have appropriate experience for their individual teaching assignments or for the program’s or institution’s mission.

All IEP faculty have appropriate experience for their individual teaching assignments.


B. Verification


Table of Faculty




Faculty-Staff Manual

IEP faculty personnel files

C. Program/language institution self-recommendations 1. Describe the follow-up activities, with timelines, that will be undertaken to improve the program’s or language institution’s practices under this standard. If no action is planned, indicate “none.” None


For site review team use only Faculty Standard 2: Faculty have experience relevant to teaching students at the postsecondary level in their areas of assignment and demonstrate an ongoing commitment to professional development. Appears to meet _____ Appears to partially meet _____ Appears not to meet ____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:

Table_of_Faculty_IEP.docx


IEP_Fac-Staff_Manual_current_revision.docx#Prof_development


Faculty Standard 3: Faculty who teach English demonstrate excellent proficiency in English. In language institutions where languages other than English are taught, faculty demonstrate excellent proficiency in the languages they teach.

A. Required responses

1. State the program’s or language institution’s policies or procedures to establish that faculty are appropriately proficient users of the target language.

The IEP has the following policy on faculty proficiency of English: “Native or near native

fluency in English as evidenced through Skype interview of semifinalists and through examination

of written application materials” (Faculty-Staff Manual, pp. 24 & 26). The IEP Director ensures that

instructors demonstrate native or near-native English proficiency. Each hiring committee checks to

make sure the applicant has earned a graduate degree in TESOL or a related field from an accredited

institution. Successful completion of this kind of graduate program implies an excellent level of

English proficiency. The hiring committee does examine the particulars of the degree-granting

institution to ensure the legitimacy of the degree. During the application process, the hiring

committee conducts an oral interview with the applicant via Skype (preferred) or telephone. The

applicant’s ability to understand and answer the questions is considered. The quality of the small talk

before and after the Q&A session also provides insight into the applicant’s pragmatic English skills.

2. If applicable, state how the program or language institution ensures that a faculty member’s proficiency in a specific variety of English is consistent with the program’s mission as well as the objectives of the course being taught.

N/A

B. Verification


Policy on native or near-native English ability


Hiring committee minutes



C. Program/language institution self-recommendations

1. Describe the follow-up activities, with timelines, that will be undertaken to improve the program’s or

language institution’s practices under this standard. If no action is planned, indicate “none.”

None


For site review team use only

Faculty Standard 3: Faculty who teach English demonstrate excellent proficiency in English. In

language institutions where languages other than English are taught, faculty demonstrate excellent

proficiency in the languages they teach.

Appears to meet _____ Appears to partially meet _____ Appears not to meet ____

Rationale for appears to meet:

Rationale for appears to partially meet:

Rationale for appears not to meet:

Other comments:


Faculty Standard 4: Teachers in training are appropriately selected, trained, and supervised for the instructional situations in which they are placed. A. Required responses 1. Indicate if the program/institution uses teachers-in-training (such as student teachers, graduate teaching assistants, interns, or practicum participants):

_____ no (If no, do not respond further.)

__X__ yes (If yes, respond to 2 – 5 below.)

2. List all teacher-in-training categories within the program or language institution. For each category, provide the required minimum qualifications and process of selection.

The teacher-in-training category in the IEP includes TESOL practicum students from

Western Washington University’s undergraduate TESOL certificate program.

The IEP faculty may mentor practicum students from WWU’s TESOL certificate program.

Practicum students must be enrolled in TESL 435 – Practicum in TESOL. In order to enroll in this

class, students must complete the following prerequisite classes: TESL 401- Introduction to

Linguistics or TESL 403; TESL 405; TESL 420; TESL 421 (or permission of instructor); TESL 410

or concurrent; Co-req TESL 432 (or permission of instructor).

3. For each category, describe how the teachers-in-training are trained and supervised. Indicate the qualification and responsibilities of faculty supervisors of teachers-in-training.

Teachers-in-training are WWU-TESOL practicum students and have completed 24 credits of

coursework and methods training prior to undertaking any practice teaching in an ESL classroom.

They have also completed 50-60 hours of volunteering in ESL classrooms. During their practicum

teaching experience, they are under the mentorship of an IEP classroom teacher and a TESOL

program supervisor. The IEP classroom teacher meets daily with the practicum student, who

observes lessons in the first few weeks of the term, and then gradually begins teaching small parts of

IEP teacher-created lessons. The practicum student designs and teaches two separate 1-hour lessons

during the second half of the term; said lessons are designed with the IEP teacher, who observes the

lessons along with the TESOL program supervisor. TESOL program supervisors have had extensive

classroom teaching experience with English language learners, are recognized as highly effective


professionals, and have been trained to observe using the Sheltered Instruction Observation Protocol

(SIOP). The TESOL program supervisors review student teaching plans, keep open lines of

communication with the mentoring IEP teachers, observe two teaching sessions, and provide TESOL

students with feedback and guidance to improve their teaching.

4. Explain how the program or language institution establishes and maintains an appropriate balance between the number of classes taught by faculty and those taught by teachers-in-training.

WWU TESOL Practicum students apply to the IEP for an upcoming quarter, and upon

agreement with an IEP instructor, each practicum student begins meeting with their respective IEP

instructor prior to the start of the quarter. Each practicum student is required to teach two 50-minute

lessons during the quarter. The mentoring teacher works with the practicum student to prepare each

lesson. The practicum supervisor (TESOL) and mentoring teacher (IEP) observe each lesson.

5. Explain how the program or language institution maintains quality and continuity for students when using teachers-in-training as instructors.

TESOL students at WWU who perform their practicum in an IEP class are not the class

instructor of record. IEP faculty who mentor TESOL practicum students assist said students in the

creation and preparation of their two complete lessons taught in the IEP class. Both the IEP

mentoring faculty member and the TESOL practicum instructor observe both lessons.

B. Verification


Information for IEP instructors mentoring TESOL practicum students


Schedules and documents showing training/development of TESOL practicum students

Records of supervision of TESOL practicum students

Faculty interviews


Mentor%20Information.docx


None


For site review team use only Faculty Standard 4: Teachers in training are appropriately selected, trained, and supervised for the instructional situations in which they are placed. Appears to meet _____ Appears to partially meet _____ Appears not to meet ____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:


Faculty Standard 5: Faculty members each receive a job description and all the terms and conditions of employment in writing at the time they are hired and any time their duties or employment conditions change. A. Required responses

1. Complete the table below by indicating in the right hand column the document names and page numbers (if applicable) that inform faculty of their duties and responsibilities.

Faculty duties and responsibilities Found in these documents

job responsibilities FSM pp. 24-26, 44-46; CBA pp. 20-21

teaching load, course assignments FSM pp. 24-25; CBA pp. 20-21

responsibilities outside the classroom FSM pp. 24-25, 34-35

professional development expectations FSM pp. 24-25, 36

service expectations FSM pp. 24-25

length of employment/appointment FSM pp. 24-25, 28; CBA pp. 19-20

compensation and benefits FSM pp. 24-25, 37; CBA pp. 27-35, 39,

52-56

policies regarding confidentiality of personnel

records

CBA pp. 57-58

criteria and procedures for performance

evaluation

FSM pp. 31-32; CBA p. 20

policies and procedures for termination CBA pp. 20-21, 41-43

grievance procedures FSM p. 39; CBA pp. 43-48

Note:

FSM = IEP Faculty-Staff Manual

CBA = United Faculty of Western Washington Collective Bargaining Agreement, 2015-2017

2. For each faculty category, state how, when, and in what format a faculty member is informed when his/her duties or employment conditions change.

Per the collective bargaining agreement, a faculty member is informed of the change in a

letter of offer (CBA, pp. 19-22).

3. Is the faculty covered by collective bargaining agreements?


_____ no

__X__ yes

4. If yes, describe how collective bargaining agreements affect the program’s or language institution’s contractual obligations.

The collective bargaining agreement affects IEP-WWU’s contractual obligations in various

ways. For contracts, it dictates when and how they are awarded for returning non-tenure track

faculty (p. 19). Additionally, it defines when instructors become senior instructor and the definition

of that status (p. 20). For evaluation, the agreement specifies the procedures of when and how often

instructors are evaluated (p. 20). Finally, the agreement explains the process of termination or non-

renewal to contracts (pp. 20-21).

B. Verification


IEP Faculty-Staff Manual

Collective Bargaining Agreement between Western Washington University and the United

Faculty of Western Washington University

Website for Collective Bargaining Agreement: www.ufww.org


Personnel files

Faculty Staff Manual

Collective Bargaining Agreement


None


IEP_Fac-Staff_Manual_current_revision.docx

Collective-Bargaining-Agreement-2015-2020.pdf


http://www.ufww.org/


For site review team use only Faculty Standard 5: Faculty members each receive a job description and all the terms and conditions of employment in writing at the time they are hired and any time their duties or employment conditions change. Appears to meet _____ Appears to partially meet _____ Appears not to meet ____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:


Faculty Standard 6: The program or language institution has an adequate number of faculty, whose duties are structured to permit timely and effective completion.


1. For each faculty category, describe the typical faculty work assignment, including all responsibilities.

Due to the nature of international education, as well as applications versus actual enrollment

of international students, IEP faculty numbers can fluctuate from quarter to quarter. The IEP has not

needed to close course sections for lack of faculty in the last two years (2014-2015). In fall quarter

2015, the IEP had 16 faculty members. Thirteen had full-time appointments (>0.6 FTE), and three

had part-time appointments (≤0.6 FTE). Two of the full-time faculty members have release time at

the time of this writing, Kris Moore (Director of Studies) and Paul Mart (CEA self-study

coordinator).

Full-time faculty responsibilities are: teaching (full-time instructors provide 15 hours of

classroom instruction per week), lesson preparation with planning and development of materials

(one hour per day for each hour in class), assessment of student work, and conferences with students.

In addition full-time faculty:

Position Responsibilities:

• provideProvide classroom instruction as assigned;

• attend regular staff meetings;

• maintain a minimum of 2 regular office hours per week;

• serve as homeroom instructor/student advisor as needed;

• participate in orientation-week events such as testing and placement, advising, and

registration;

• participate in closing week activities such as advising, testing, conferences, and closing

ceremonies;

take daily attendance using appropriate WWU online program;

participate in opening and closing ceremonies;

check WWU email daily during work week;

use appropriate instructional/grading programs available through WWU;

submit final grades electronically;

issue midterm warning to all students in danger of failing your class; have an individual

meeting with each such student;

• participate in field trips and/or social activities as appropriate (after-hours activities are

optional);

• collaborate with other faculty and participate in professional development activities;

serve on one standing committee


attend level coordinating meetings

• instructorsInstructors are also expected to participate in on-going curriculum development

projects and to contribute to program alignment with university goals and expectations.

**N.B.: IEP Faculty are part of the UFWW, which operates under the CBA. The CBA takes

precedence in any areas where there might be any questions regarding terms of employment.

See CBA, Section 9, Workload *9.1

Part-time (<.5FTE) faculty responsibilities are: teaching, lesson preparation with planning

and development of materials (one hour per day for each hour in class), assessment of student work,

and conferences with students. Number of instructional hours is variable according to program needs

and instructor preference.

In addition, part-time faculty:

Position Responsibilities:

• provide classroom instruction as assigned;

• attend regular staff meetings;

• maintain an appropriate number of office hours each week;

• serve as homeroom instructor/student advisor as needed;

• participate in opening and closing ceremonies;

check WWU email daily during work week;

• participate in orientation-week events such as testing and placement, advising, and

registration;

• participate in closing week activities such as advising, testing, conferences

take daily attendance using appropriate WWU online program;

use appropriate instructional/grading programs available through WWU;

• participate in field trips and/or social activities as appropriate;

submit final grades electronically;

issue midterm warning to all students in danger of failing your class; have an individual

meeting with each such student;

• collaborate with other faculty and participate in professional development activities.

attend the bi-weekly staff meeting

attend Level Coordinating Meetings

**N.B.: IEP Faculty are part of the UFWW, which operates under the CBA. The CBA takes

precedence in any areas where there might be any questions regarding terms of employment.

See CBA, Section 9, Workload *9.1

2. For each category, explain how the program or language institution has established that the faculty workload (including teaching and other responsibilities) sets achievable tasks for the assigned time.


Teaching (planning, delivery, assessment and advising) and committee service represent the

bulk of the IEP faculty workload. Full-time instructors are required to serve on one standing

committee. Part-time instructors are not required to serve on IEP standing committees.

The IEP has the following committees, populated by IEP faculty and staff: assessment,

curriculum, faculty affairs, student services/logistics, and textbook. The charges for these

committees are found in the Faculty-Staff Manual, pp. 34-35. IEP faculty give feedback to the

faculty affairs committee regarding feasibility of the faculty workload, especially committee service.

The number of teaching hours/week was set after investigating requirements at other CEA-

accredited IEPs. A weekly average number of hours for each area of responsibility (e.g., teaching -

15; planning - 15; office hours – 3; and committee work - 1) show that, on a weekly basis, the

workload is reasonable.

3. List faculty members who do not have typical assignments for their category. Indicate the mix and proportion of job responsibilities assigned to each person and explain the rationale for these assignments.

Release time is offered for administrative and student service responsibilities. The IEP has

two full-time faculty members who have release time, Kris Moore (Director of Studies) and Maggie

Burnett (Bridge Coordinator).

The IEP Director of Studies position is an administrative/teaching position, with .6 FTE

spent on the responsibilities of Director of Studies and .4 FTE spent on the responsibilities of an IEP

faculty member. Generally, the Director of Studies teaches either one 6-hour class or two 3-hour

classes. The following are the job requirements for the Director of Studies:

The Director of Studies is broadly responsible for the curriculum, pedagogy and professional

development within the IEP. The Director of Studies assists the assignment of teachers to classes and

in the creation of the class schedule. The Director of Studies also supervises a student employee who

helps with support in the IEP.

Specific Duties:

chairing the Curriculum Committee

overseeing curriculum revision

observing teachers for annual review purposes

serving as a pedagogic resource for the IEP faculty

orienting and supporting new faculty

assisting with the assignment of teachers to classes and in the creation of the class schedule.


overseeing the preparation and revision of support materials for faculty, such as placement

testing materials, course evaluations, finals envelopes

coordinating final exam peer review process and collecting all final exam envelopes

selecting writing placement exams for norming, running the norming, collecting data on

interrater reliability, and recording the results of the three placement exams (Reading,

Writing and Oral Interview)

preparing and organizing panel grading of writing finals for levels 3, 4, 5, such as selecting

exams for norming at each level, assigning faculty members to different groups, collecting

data on interrater reliability

reviewing and making additions to the quarter-long schedule

coordinating with the faculty regarding teaching materials selection and acquisition as well as

liaising with the Textbook Coordinator regarding textbook publishers and new materials as

they become available

liaising with other departments within Extended Education (AUAP) on campus such as the

TESOL Program (Conversation Club, Practicum Placements and student volunteers,) Library

(Writing Center and Learning Commons)

assigning appropriate tasks to and monitoring the performance of the IEP student employee

assisting the Director with advising students on academics as needed

maintaining a substitute teaching pool and arranging for substitutes as needed serving in the

place of the director in his or her absence (e.g. running staff meetings, preparing agendas,

coordinating the support staff on students services)

The Bridge Program is offered on an as-needed basis to first-year and transfer international

students at WWU. Extended Education, not the IEP per se, compensates the Bridge Coordinator.

Maggie Burnett applied and was chosen as the coordinator for the Bridge Program in the quarters

when it is offered. Maggie’s release time is 3 hours/week, or 0.2 FTE.

B. Verification


Teaching schedule for Spring 2016 (162)


Collective Bargaining Agreement (CBA) [p. 19 (8.1.4),p. 20 (8.2.1, 8.2.2), p. 22 (9.1.3)]

Website for CBA: www.ufww.org


Job descriptions in personnel files

IEP_Class_schedule_162.docx



http://www.ufww.org/



Faculty interviews




None



Faculty Standard 6: The program or language institution has an adequate number of faculty, whose

duties are structured to permit timely and effective completion.

Appears to meet _____ Appears to partially meet _____ Appears not to meet ____




Other comments:


Faculty Standard 7: The program or language institution describes to faculty clearly and in writing the performance criteria and procedures for evaluation at the onset of the evaluation period; conducts faculty performance evaluations that are systematic, regular, fair, objective, and relevant to achieving program or institutional goals; and conveys evaluation results to faculty in writing in a timely manner. A. Required responses 1. For each faculty category, describe the process used to evaluate faculty. Include how they are informed of the criteria and procedures and how they receive the results of the evaluation.

All IEP faculty are considered non-tenured track faculty. The distinction between evaluations

of Senior Instructors and Instructors as mandated in the Collective Bargaining Agreement (CBA) is

as follows:

Senior Instructors

Senior Instructors receive a formal evaluation every three years as per the CBA. In addition,

Senior Instructors’ class observations and student reviews are reviewed annually to ensure

compliance with CEA standards.

Instructors

Instructors receive a formal evaluation annually.

Senior Instructors (full-time)

Senior Instructors will receive a formal review every three years as per the CBA. In addition,

Senior Instructors class observations and student reviews will be reviewed annually to ensure

compliance with CEA standards. The materials will include review of the instructor’s goals for the

period under review, the instructor’s statement of professional activities and accomplishments

(including professional development), classroom observation reports, student reviews, and an

updated resume. The IEP Director will write a narrative describing the instructor’s performance. A

draft of this narrative will be provided to the instructor prior to a meeting between the director and

the instructor. The instructor will have the opportunity to comment on and request any changes to

the narrative at the meeting. The IEP Director will finalize the report. The instructor will sign the

report signifying only that s/he has read the report. If the instructor wishes to write a rejoinder to the

report, s/he may do so. The instructor receives a written copy of the report, and a copy is also filed in

the instructor’s personnel file.


Instructors (full- and part-time)

Instructors will be reviewed annually. The materials will include review of the instructor’s

goals for the period under review, instructor’s statement of professional activities and

accomplishments (including professional development), classroom observation reports, student

reviews, and an updated resume. The IEP Director will write a narrative describing the instructor’s

performance. A draft of this narrative will be provided to the instructor prior to a meeting between

the director and the instructor. The instructor will have the opportunity to comment on and request

any changes to the narrative at the meeting. The IEP Director will finalize the report. The instructor

will sign the report signifying only that s/he has read the report. If the instructor wishes to write a

rejoinder to the report, s/he may do so. The instructor receives a written copy of the report, and a

copy is also filed in the instructor’s personnel file.

This information is written in the Faculty-Staff Manual, pp. 34-35.

2. List the sources of data used in evaluation, state how this data is collected, and state how each contributes to the evaluation process.

The materials include review of the instructor’s goals for the period under review, classroom

observation reports, student reviews, goal statement, statement of achievements, and an updated

resume. These data are collected in written form, referenced in the annual review narrative and final

report, and kept in the Director’s office (College Hall 237). Starting with 2015-2016, faculty

evaluation reports will be kept in the Extended Education records office (College Hall 110).

Each data source contributes to the evaluation process by providing a criteria by which

instructors and the director and individually and collaboratively assess the instructor’s performance

for the review period holistically and in a qualitative rather than quantitative manner.

3. Explain how the program or language institution ensures that faculty have input into the evaluation process. Indicate when faculty receive evaluation results in writing and when they can respond to their evaluations.

A draft of this narrative will be provided to the instructor prior to a meeting between the

director and the instructor. The instructor will have the opportunity to comment on and request any

changes to the narrative at the meeting. The IEP Director will finalize the report. The instructor will

sign the report signifying only that s/he has read the report. If the instructor wishes to write a


rejoinder to the report, s/he may do so. The instructor receives a written copy of the report from the

Director.

This description is written in the Faculty-Staff Manual, pp. 34-35.

4. Explain how the evaluation process is systematic, regular, fair, objective, and relevant to achieving program goals.

The evaluation process for IEP faculty is systematic as it is a system explained to faculty at

the time of hiring and when the formal evaluation period begins; also, the system is used with all IEP

faculty in congruence with the Collective Bargaining Agreement (CBA). The process is regular as it

happens annually for all faculty. See below or the Faculty-Staff Manual (pp. 34-35) for the

distinction between Senior Instructors and Instructors. The process is fair as all faculty are evaluated

based on the same criteria, which are weighted equally and explained in the Faculty-Staff Manual

(pp. 34-35). The process is objective as there are standard criteria for all classroom observations and

student review. The process is relevant based on the observation criteria and student evaluations of

instructors.

The observation criteria are based on the “Sheltered Instruction Observation Protocol”

(SIOP) and have been designed to evaluate performance of instructors in terms of agreed-upon

pedagogical frameworks (e.g. communicative, student-centered teaching), assessment components,

feedback loops, and clarity of purpose in lessons. The student evaluations of instructors have Likert

scales, the scores of which are collated and included with the comments in the synopsis for each

class.

The distinction between evaluations of Senior Instructors and Instructors as mandated in the

CBA is as follows:

Senior Instructors

Senior Instructors receive a formal evaluation every three years as per the CBA. In addition,

Senior Instructors’ class observations and student reviews are reviewed annually to ensure

compliance with CEA standards.

Instructors

Instructors receive a formal evaluation annually.

B. Verification



Faculty-Staff Manual (p. 34-35)

IEP Class Observation Procedure and Forms

Sample IEP faculty annual review


IEP faculty personnel files

Interviews with faculty


None


For site review team use only Faculty Standard 7: The program or language institution describes to faculty clearly and in writing the performance criteria and procedures for evaluation at the onset of the evaluation period; conducts faculty performance evaluations that are systematic, regular, fair, objective, and relevant to achieving program or institutional goals; and conveys evaluation results to faculty in writing in a timely manner. Appears to meet _____ Appears to partially meet _____ Appears not to meet ____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:

IEP_Fac-Staff_Manual_current_revision.docx#NTT_Faculty_eval

IEP%20Class%20Observation%20Procedure%20&%20Forms.docx

Sample_IEP_faculty_annual_review.docx


Facilities, Equipment, and Supplies

Facilities, Equipment and Supplies Standard 1: The program or language institution has facilities, equipment, and supplies that support the achievement of its educational and service goals; are adequate in number, condition, and availability; and are accessible to students, faculty, and administrators.


1. Enter the requested numbers.

__64___ average number of students per term over the last 6 months

__9___ average number of students per class

__2___ number of available permanent classrooms

__31___ number of classrooms needed during an average term

__5___ number of administrators and staff

__5___ number of workspaces for administrators and staff

__11_ number of full-time faculty

__11___ number of workspaces for full-time faculty

__5___ number of part-time faculty

__5___ number of workspaces for part-time faculty

__22___ number of learning labs (computer, media, and listening labs)

2. If necessary, provide information to explain the site’s use of rooms and workspaces listed above.

3. Describe how the program or language institution ensures that classrooms, laboratories, offices, and student areas are of sufficient size; are accessible to students, faculty, administrators, and staff; and are clean, safe, and secure.

The IEP has primary access in College Hall to two classrooms, which are used for

instruction, meetings and activities. In addition, IEP classes meet in regular WWU classrooms,

which vary from small seminar rooms to large lecture halls. All WWU classrooms meet ADA

requirements, and safety and security is ensured by WWU campus police. All WWU buildings are

cleaned and maintained by WWU custodial staff.

On the WWU campus, IEP students have access to all computer labs, which vary in size and

can accommodate one IEP class (maximum class size: 15 students). IEP instructors are able to


reserve computer labs through Academic Technology and User Services (ATUS). The ATUS

webpage states: “Academic Technology & User Services supports computer labs across campus that

are available to all WWU students 24 hours daily. Most of these labs are also available for

scheduling classes.” These labs are cleaned regularly by WWU custodial staff.

All IEP offices are located in College Hall, where there are six offices for IEP faculty, one

office for the Director, and one for the Director of Studies, who shares an office with another

curricular coordinator in Extended Education. College Hall is cleaned and maintained by WWU

custodial staff.

There are no other areas specifically designated for use by IEP students. IEP students have

full access to the WWU campus, including coffee shops, a cafeteria, and the library, all of which

contain many areas for both social and study use.

4. List the equipment and learning resources and materials available for instructional uses. After each, indicate the number of items available.

IEP maintains the following equipment: video cameras (2), tripod (1), and voice recorders

(10). This equipment is kept in the Director of Studies’ office (College Hall 236) and is available for

checkout.

IEP also maintains a faculty library, which contains texts (both classroom textbooks and

language acquisition textbooks) and media recordings. All faculty have continuous access to the

internet and local shared drives. Canvas is used as the platform for websites that are connected to

most IEP classes.

5. List the equipment available for administrative, staff, and faculty use. After each, indicate the number of items available.

Every administrator, staff member, and faculty member has a desktop computer in his/her

workplace. Filing cabinets are available for the use of anyone who requests one. There is at least one

bookshelf in every office.

6. Describe how the program or language institution ensures that equipment is properly maintained, available from session to session, of sufficient number, and accessible to those who need it.

Extended Education employs an information technology specialist who is available to all IEP


faculty, administrators, and staff; in addition, WWU’s office of Academic Technology and User

Services (ATUS) can be contacted for help with any computer-related issues by any IEP faculty,

administrator, or staff member. A technician from WWU Printer and Copy Services performs

service on the printers and copy machines and is available for troubleshooting as needed.

Each faculty member has a computer, a desk, a phone, shelves for books, and filing cabinets.

Computers are networked to copy machines.

7. Describe how the program or language institution ensures that learning resources and materials are sufficient and accessible to faculty and students.

Individual faculty are able to order copies of textbooks or other learning materials as needed.

All faculty have continuous access to the internet in their workplaces. Most classrooms at WWU

provide access to the internet as well as projectors and screens. All IEP teachers have full access to

the WWU library and its services.

All students have access to computers and the internet through the WWU computer labs and

WWU library referred to above. All IEP students have access to WWU library services. They can

check out videos and books. There is a section of readers in the library that is specifically for IEP

students. These books are used for extensive reading in IEP classes.

8. Describe how the program or language institution ensures that supplies are sufficient and accessible to those who need them.

College Hall has a workroom where office supplies are kept. All IEP administrators, staff,

and faculty have access to the workroom. Examples of office supplies housed there are: staples,

manila folders, push pins, paper clips, batteries, pens, and pencils.

The person in charge of the main workroom in College Hall is titled Fiscal Technician 3, and

this person keeps supplies stocked for all administrators, staff, and faculty.

B. Verification


College Hall IEP offices and classrooms, 1st floor

College_Hall_IEP_offices_1st_floor.pdf


College Hall IEP offices and classrooms, 2nd floor

WWU Classroom Orientation website:

http://west.wwu.edu/atus/classrooms/orientation.shtml

WWU Computer Lab website:

http://west.wwu.edu/atus/computerlabs/computerlabmap.shtml


Visual verification


None




For site review team use only Facilities, Equipment and Supplies Standard 1: The program or language institution has

facilities, equipment, and supplies that support the achievement of its educational and service

goals; are adequate in number, condition, and availability; and are accessible to students,

faculty, and administrators.

Appears to meet _____ Appears to partially meet _____ Appears not to

meet ____

Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet:

Other comments:

College_Hall_IEP_offices_2nd_floor.pdf

http://west.wwu.edu/atus/classrooms/orientation.shtml

http://west.wwu.edu/atus/computerlabs/computerlabmap.shtml


Administrative and Fiscal Capacity

Administrative and Fiscal Capacity Standard 1: The program or language institution clearly defines and

provides a rational for formal linkages with other entities.


1. Indicate the legal status of the program or language institution by checking any of the following that apply.

_x_ Program within a university or college

Name of the department or unit within which the program resides:

Extended Education, Language and Culture Programs

_____ Program within a community college

Name of the department or unit within which the program resides _________________

_____ Program with direct reporting lines within a university or college, and for which some

services are managed or delivered through contracted relationships

_____ For-profit language school (corporation)

_____ Not-for-profit language school (corporation)

_____ Language school with agreement to offer courses or programs on a university or college

campus

_____ Other (Complete 2 below.)

2. If other, describe the legal status of the program or language institution.

3. Define the relationship(s) and provide the rationale(s) for any formal linkages with other entities, including but not limited to owners, business partners, joint venture partners, departments/units, corporations/governing boards, accreditors, or committees.

N/A

4. Is the program or language institution part of an organization with multiple locations?

_x_ no


_____ yes

5. If yes, explain the relationship between the locations, and between the location under review and its managing or central office.

B. Verification




C. Program/language institution self-recommendations 1. Describe the follow-up activities, with timelines, that will be undertaken to improve the program’s or


None


For site review team use only Administrative and Fiscal Capacity Standard 1: The program or language institution clearly

defines and provides a rational for formal linkages with other entities.


meet ____


Other comments:

IEP_Fac-Staff_Manual_current_revision.docx#EE


Administrative and Fiscal Capacity Standard 2: The program or language institution has an administrative structure and a governance system that are effective in helping it achieve its mission and the mission of the host institution, if applicable. Administrator and staff positions within that structure are adequate in number and staffed with individuals who have appropriate education, training, and experience.


1. Complete and submit the Table of Administrators and Staff provided by CEA with the electronic template showing numbers of administrators and staff, their education, training and experience, and professional development activities.

Attached in Part B

2. Explain how the organization of positions and lines of authority (as revealed in the organization chart) and the numbers of administrators and staff help the program or language institution achieve its mission.

The IEP Director meets every other week with the IEP administrative staff, including the

Director of Studies, the International Advisor, the Program Manager, the Program Coordinator/DSO

and the Student Services Advisor to oversee the coordination of all aspects of the IEP. At these bi-

weekly meetings, each individual updates the team on news and developments in their individual

areas of responsibilities. The team also serves as a sounding board for possible new policies and

initiatives. Minutes of these meetings are taken and kept on a shared local drive.

3. Describe how primary administrators have acquired knowledge of ESL/EFL teaching and learning sufficient to accomplish administering the program. Describe how primary administrators have acquired knowledge of school management.

The IEP Director holds a Ph.D. in education administration. He has managed three IEPs in

the United States and in Japan.

4. Describe how those responsible for curriculum oversight and faculty supervision have acquired knowledge relevant to these responsibilities.

The IEP Director has experience from writing two curricula at different intensive English

programs in the U.S. The Director of Studies has experience as the previous curriculum coordinator

for the Asia University America Program at WWU and as the Vice Director of the Center for

English Language Institute at Asia University in Tokyo. The Director of Studies received training


from both the IEP Director and the previous Director of Studies before assuming the position.

5. Does the program or language institution have joint administrative/faculty positions or full-time faculty who are placed in administrative positions?

_____ no

_x_ yes

6. If yes, explain how faculty members receive training for their administrative responsibilities and how such positions help the program or language institution achieve its mission.

The Director of Studies received training from the IEP Director and the previous Director of

Studies. The Director of Studies helps the IEP achieve its mission by ensuring the quality of the

IEP’s “academic English language learning experiences”.

7. Does the program have part-time administrators and staff?

__x_ no

____ yes

8. If yes, indicate the positions affected, and state how the program or language institution ensures that students receive required services in these areas. B. Verification


Table of Staff and Administrators

Extended Education Organizational Chart

IEP Organizational Chart

Faculty-Staff Manual (pp. 13-15)


Staff interviews

Table%20of%20Staff%20and%20Administrators.docx

EE%20ORG%20CHART%20August%202015.pdf

IEP_Fac-Staff_Manual_current_revision.docx#IEP_Org_Chart

IEP_Fac-Staff_Manual_current_revision.docx#Prog_Director


IEP Director’s résumé

Director of Studies’ résumé



None


For site review team use only Administrative and Fiscal Capacity Standard 2: The program or language institution has an

administrative structure and a governance system that are effective in helping it achieve its

mission and the mission of the host institution, if applicable. Administrator and staff positions

within that structure are adequate in number and staffed with individuals who have

appropriate education, training, and experience.


meet ____


Other comments:


Administrative and Fiscal Capacity Standard 3: Administrators and staff each receive a written job description at the time they are hired and any time their duties or employment conditions change.


1. Complete the table below by indicating in the right hand column the document names and page numbers (if applicable) that inform administrators of their duties and responsibilities.

Administrator duties and responsibilities Found in these documents

job responsibilities Faculty-Staff Manual, pp. 13-15

professional development expectations Faculty-Staff Manual, pp. 13-15

service expectations Faculty-Staff Manual, pp. 13-15

length of employment/appointment Director—no term; serves at the

discretion of the Vice Provost for

Extended Education

Director of Studies—no term; serves at

the discretion of the Director

compensation and benefits Director—letter of appointment

Director of Studies—annual contract

administrative structure of the program Faculty-Staff Manual, p. 6

policies regarding confidentiality of personnel records

Director—Professional Staff

Organization (PSO) Employee

Handbook, p. 7

criteria and procedures for performance evaluation

Director—“IEP Director Eval EPAS”

document and Faculty-Staff Manual, p.

33;

Director of Studies—Faculty-Staff

Manual, p. 33

policies and procedures for termination Director—PSO Employee Handbook,

pp. 15-17

Director of Studies—United Faculty of

Western Washington Collective

Bargaining Agreement (UFWW-

CBA), pp. 21-22

grievance procedures Director—PSO Employee Handbook,

p. 17

Director of Studies—UFWW-CBA,


pp. 51-56

2. Complete the table below by indicating in the right hand column the document names and page numbers (if applicable) that inform staff of their duties and responsibilities.

Staff duties and responsibilities Found in these documents

job responsibilities Faculty-Staff Manual, pp. 16-23, 27

professional development expectations Faculty-Staff Manual, pp. 16-23

service expectations N/A

length of employment/appointment Washington Federation of State

Employees Collective Bargaining

Agreement (WFSE-CBA), pp. 3-7

compensation and benefits WFSE-CBA, pp. 10, 91-99

administrative structure of the program Faculty-Staff Manual, p. 6

policies regarding confidentiality of personnel records

WFSE-CBA, p. 64

criteria and procedures for performance evaluation

Faculty-Staff Manual, pp. 30-33

policies and procedures for termination WFSE-CBA, pp. 67-73

grievance procedures WFSE-CBA, pp. 58-60

3. Explain how administrators and staff are notified of any changes in their duties and responsibilities.

Their immediate supervisor informs them of the changes.

B. Verification


IEP Director evaluation EPAS document

IEP Director letter of appointment

Professional Staff Organization Employee Handbook

IEP_Director_eval_EPAS.docx

IEP_Director_letter_of_appointment.pdf

PSOHandbook-22zyhcd.pdf



UFWW Collective Bargaining Agreement (UFWW-CBA)

WFSE Collective Bargaining Agreement (WFSE-CBA)

WWU human resources job search webpage: http://www.wwu.edu/hrjobs/

WWU job announcement webpage: https://jobs.wwu.edu/JobPostingsBrowse.aspx


Personnel interviews

Personnel files

Faculty-staff manual (pp. 13-29)



None


For site review team use only Administrative and Fiscal Capacity Standard 3: Administrators and staff each receive a written

job description at the time they are hired and any time their duties or employment conditions

change.


meet ____


Other comments:



WWU-WFSE-2015-2017-CBA-2l6fzlu.pdf

http://www.wwu.edu/hrjobs/

https://jobs.wwu.edu/JobPostingsBrowse.aspx


Administrative and Fiscal Capacity Standard 4: The program or language institution defines, encourages, and supports appropriate professional development activities for faculty, administrators, and staff. A. Required responses 1. For faculty, state the policy on professional development, where the policy is written, and the opportunities the program or language institution encourages and makes available.

The policy on professional development for IEP faculty is to “collaborate with other faculty

and participate in professional development activities” (Faculty-Staff Manual, p. 24).

Opportunities for faculty include regional and national conferences (WAESOL, TESOL), on-

campus professional development workshops, teaching in WWU’s TESOL program, mentoring

WWU TESOL practicum students, free language classes at WWU, and WWU courses offered with

tuition waivers.

2. For administrators, state the policy on professional development, where the policy is written, and the opportunities the program or language institution encourages and makes available.

The policy on professional development for the IEP Director is to “collaborate with

colleagues and participate in professional development activities” (Faculty-Staff Manual, p. 13).

Professional development opportunities for the IEP Director include regional and national

conferences (TESOL, NAFSA), on-campus professional development workshops, free language

classes at WWU, and WWU courses offered with tuition waivers.

The policy on professional development for the Director of Studies is “collaborating with

other faculty and participating in professional development activities” (Faculty-Staff Manual, p. 15).

Professional development opportunities for the Director of Studies include regional and national

conferences (WAESOL, TESOL), on-campus professional development workshops, free language

classes at WWU, and WWU courses offered with tuition waivers.

3. For staff, state the policy on professional development, where the policy is written, and the opportunities the program or language institution encourages and makes available.

The policy on professional development for IEP staff is to “participate in professional

development activities.” (Faculty-Staff Manual: International Advisor, p. 18; Program Manager, p.

16; Program Coordinator, p. 20; and Student Services Advisor, p. 22)


Opportunities for staff include statewide AWISA (Association of Washington International

Student Affairs) conferences, regional and international NAFSA conferences, on-campus

professional development workshops, free language classes at WWU, and WWU courses offered

with tuition waivers.

B. Verification






Personnel files


None SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only Administrative and Fiscal Capacity Standard 4: The program or language institution defines, encourages, and supports appropriate professional development activities for faculty, administrators, and staff. Appears to meet _____ Appears to partially meet _____ Appears not to meet ____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:




Administrative and Fiscal Capacity Standard 5: The program or language institution describes to administrators and staff clearly and in writing the performance criteria and procedures for evaluation at the onset of the evaluation period; conducts administrator and staff performance evaluations that are systematic, regular, fair, objective, and relevant to achieving program goals; and conveys evaluation results to administrators and staff in writing in a timely manner. A. Required responses

1. Describe the process used to evaluate administrators. Include how they are informed of the criteria and procedures and how they receive the results of the evaluation.

The Director is reviewed annually using the Western Washington University EPAS system

wherein the employee (the IEP Director) under review and the administrator (Vice Provost of

Extended Education) reviewing that employee each fill in an evaluation, based on the following

criteria areas: communication; leadership; equal opportunity and diversity; innovation; policy

compliance/development; pursuing excellence; student centeredness; customer service; job

knowledge; productivity; versatility; integrity; taking responsibility; and teamwork. A conference is

held between them and the criteria and performance are discussed. Following the meeting, the

reviewer writes a formal annual review, which both the reviewer and the person under review sign.

The person under review is free to write a rejoinder to the review. The review and rejoinder then

become part of the personnel record for the person under review, who receives a copy of the signed

annual review.

The Director of Studies is reviewed by the Program Director using the same system (internal)

as that used for annual faculty review. The Director collects student reviews, observation reports, a

statement of professional activities and achievements from the Director of Studies, and, using the

criteria in the Director of Studies job description (Faculty/Staff Manual, pg. 15), writes a draft

narrative review of performance. A conference is held between the Program Director and the

Director of Studies, and the draft narrative is discussed. Following the meeting, the Program

Director writes a formal annual review, which both the Program Director and the Director of Studies

sign. The Director of Studies is free to write a rejoinder to the review. The review and rejoinder then

become part of the personnel record for the Director of Studies, who receives a copy of the signed

annual review.

2. Explain how the evaluation process for administrators is systematic, regular, fair, objective, and relevant to achieving program goals.


The evaluation process for administrators is systematic as it is delineated in document form

for the appropriate individuals. The process is regular as it happens annually, and it is fair as it uses

more than one data source. The process is objective as it is based on the job description, and it is

relevant as it is based on the mission statement.

3. Describe the process used to evaluate staff. Include how they are informed of the criteria and procedures and how they receive the results of the evaluation.

Each staff member is reviewed annually by the IEP Director using the Western Washington

University EPAS system, wherein the employee under review and the administrator reviewing that

individual (the IEP Director) each fill in an evaluation, based on the job description of each position.

A conference is held between them, and the criteria and performance are discussed. Following the

meeting, the IEP Director writes a formal annual review, which both the reviewer and the person

under review sign. The person under review is free to write a rejoinder to the review. The review and

rejoinder then become part of the personnel record for the person under review, who receives a copy

of the signed annual review.

4. Explain how the evaluation process for staff is systematic, regular, fair, objective, and relevant to achieving program goals.

The evaluation process for staff is systematic, as it is delineated in document form for the

appropriate individuals. The process is regular, as it happens annually, and it is fair, as it uses more

than one data source. The process is objective, as it is based on the job description, and it is relevant,

as it is based on the mission statement.

B. Verification



Sample IEP Director evaluation

Sample IEP administrator performance review

Sample IEP staff performance review

IEP_Fac-Staff_Manual_current_revision.docx#Prog_Director_eval

IEP_Director_eval_EPAS.docx

IEP_admin_eval_pgs_1-6.pdf

IEP_staff_eval_pgs_1-6.pdf



Personnel files



None


For site review team use only Administrative and Fiscal Capacity Standard 5: The program or language institution describes to administrators and staff clearly and in writing the performance criteria and procedures for evaluation at the onset of the evaluation period; conducts administrator and staff performance evaluations that are systematic, regular, fair, objective, and relevant to achieving program goals; and conveys evaluation results to administrators and staff in writing in a timely manner. Appears to meet _____ Appears to partially meet _____ Appears not to meet ____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:


Administrative and Fiscal Capacity Standard 6: Administrators ensure that policies and procedures relating to program or language institution operations are in place, accessible to all who are affected by them, reviewed regularly, and implemented in a timely, fair, systematic, and ethical manner. A. Required responses 1. Check the means by which the program or language institution conveys operational policies and procedures to those who need them and indicate how they are made accessible.

Document Print On-line

policy/operations manuals

administrative handbook x

faculty handbook x x

student handbook x x

Faculty/Staff meeting minutes on P:

drive

x

Files on Q: drive x

2. Explain the process for regular review of policies and procedures related to faculty, including who is involved in the review.

Policies and procedures related to faculty are reviewed annually in summer through review

and revision of the Faculty Staff Manual. The entire faculty and staff are involved in the review.

Input from faculty and staff is collected by the Director, and the proposed changes are distributed via

email to faculty and staff prior to printing the manual. Proposed changes are discussed and approved

in a faculty-staff meeting. A new edition of the Faculty Staff Manual is printed before the beginning

of the fall quarter and distributed to all faculty and staff members, as well as being made available

electronically. Faculty and staff are asked to note suggestions for revisions throughout the academic

year for consideration in the next revision. This review and revision process of the Faculty Staff

Manual is written in Appendix 4 of the Manual (p. 51)

3. Explain the process for regular review of policies and procedures related to students, including who is involved in the review.

The Student Services Advisor calls a meeting of the Student Services and Logistics

Committee each quarter to discuss and finalize any changes to the Student Handbook. Those

involved are the Student Services Advisor, the Program Coordinator, the Program Manager, the IEP

Director, and the Director of Studies.


4. Explain the process for regular review of policies and procedures related to administrators and staff, including who is involved in the review.

Policies and procedures related to administrators and staff are reviewed annually in summer

quarter through the same review and revision process of the Faculty Staff Manual.

5. Describe how new policies and procedures are implemented.

New policies and procedures are introduced, discussed, and approved in faculty and staff

meetings, and then implemented following the publication of the most recent edition of the Faculty

Staff Manual. They are also included in the quarter-long schedule (Faculty Staff Manual, p. 8.)

B. Verification


Faculty Staff Manual (p. 51)


Student Handbook


Quarterly schedule


Student Handbook


Beginning in 2016, IEP student survey information will be implemented in the review of

policies and procedures that affect students. Evidence of this review will be changes in said policies

and procedures.



IEP_Fac-Staff_Manual_current_revision.docx#Appendix_4

IEP_Fac-Staff_Manual_current_revision.docx#Sample_Quarterly



Administrative and Fiscal Capacity Standard 6: Administrators ensure that policies and procedures relating to program or language institution operations are in place, accessible to all who are affected by them, reviewed regularly, and implemented in a timely, fair, systematic, and ethical manner. Appears to meet _____ Appears to partially meet _____ Appears not to meet ____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:


Administrative and Fiscal Capacity Standard 7: Administrators ensure that there are means for the exchange of information among those who need it. A. Required responses 1. Check any of the following that the program or language institution uses to ensure exchange of information among those who need it.

Faculty and staff

___x__email

___x__faculty/staff meetings

___x__mail boxes

___x__bulletin boards

_____social networking tools

___x__intranet

___x_shared computer drives

_____other (Complete 2 below.)

Students

___x__email

___x__classes

___x_bulletin boards

_____intranet

___x__other (Complete 2 below.)

2. List other methods not included in 1 above.

For students, face-to-face meetings, as well as WWU-maintained electronic methods

(Canvas) are also used to exchange information.

3. If electronic means of communication are used, explain how the program or language institution ensures reliable and secure access.

Reliable and secure access to communications are ensured through use of WWU’s network.


4. If electronic means of communication are used, state how the faculty, staff, and students are informed about their responsibilities for accessing such information.

The responsibility for checking on communications is contained in the job responsibilities for

all administrators, staff, and faculty. Students are informed of their responsibilities for checking on

communications during orientation and are reminded by faculty and the student services advisor

during the academic term.

B. Verification


Student Handbook (p. 11)


Copies of communications with faculty, staff and students


None


For site review team use only Administrative and Fiscal Capacity Standard 7: Administrators ensure that there are means for the exchange of information among those who need it. Appears to meet _____ Appears to partially meet _____ Appears not to meet ____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:



Administrative and Fiscal Capacity Standard 8: The program or language institution documents that it is in compliance with all local, state, and federal laws, as well as with any applicable institutional regulations. A. Required responses 1. Describe the policies and procedures in place to ensure and document that the program or language institution meets applicable laws and regulations related to immigration and state how such laws and regulations are being met.

The Intensive English Programs employs two qualified, trained DSOs. Both DSOs have

completed F-1 Student Advising: intermediate and all subsequent trainings through NAFSA. The

IEP DSOs attend biannual meetings with the local SEVP Field Representative, and annually review

the IEP student handbook immigration policies. Furthermore, the IEP DSOs are in close contact with

WWU’s Principal DSO.

2. Describe the policies and procedures in place to ensure and document that the program or language institution meets applicable copyright laws and state in which documents such policies and procedures are found.

Copyright policies are posted in all copy rooms. The IEP follows WWU’s copyright policies

as described in the IEP Faculty and Staff Handbook under copyright compliance.

3. Describe the policies and procedures in place to ensure and document that the program or language institution meets applicable laws related to hiring of personnel and state in which documents such policies and procedures are found.

The IEP meets all applicable laws relating to hiring of personnel per the Human Resources

department at WWU.

4. Describe the policies and procedures in place to ensure and document that the program or language institution meets applicable laws related to privacy of information, if any, and state in which documents such policies and procedures are found.

The Faculty-Staff Manual states on p. 37 that: “All IEP faculty and staff are required to

comply with the university guidelines regarding FERPA.” WWU also provides a FERPA tutorial

online, which all IEP faculty and staff are required to take. All IEP Students sign a form at

registration authorizing IEP staff to communicate with their applicable sponsor.

http://www.wwu.edu/hr/employment/InformationforHiringDepartments.shtml%204


5. Describe the policies and procedures in place to ensure and document that the program or language institution meets any applicable laws related to facilities and state how the law is being met.

As a state university, WWU is required to follow and comply with the Americans with

Disabilities Act.

6. Describe the policies and procedures in place to ensure and document that the program or language institution meets applicable laws related to doing business and state in which documents such policies and procedures are found.

The IEP follows all WWU policies regarding doing business in Washington State and the

U.S. Said policies may be found on WWU’s Business Services webpage.

B. Verification



WWU’s copyright guidance webpage: http://libguides.wwu.edu/copyright

WWU’s hiring webpage:

http://www.wwu.edu/hr/employment/InformationforHiringDepartments.shtml

WWU’s FERPA webpage: http://www.wwu.edu/registrar/faculty/ferpa.shtml

WWU’s webpage on ADA compliance: http://www.wwu.edu/disability/ada.shtml

WWU’s Business Services: http://www.wwu.edu/bservices/contracts/contracttypes.shtml


College Hall copy rooms

Student files

Personnel files


None

IEP_Fac-Staff_Manual_current_revision.docx#FERPA_St_Privacy

http://libguides.wwu.edu/copyright

http://www.wwu.edu/hr/employment/InformationforHiringDepartments.shtml

http://www.wwu.edu/registrar/faculty/ferpa.shtml

http://www.wwu.edu/disability/ada.shtml

http://www.wwu.edu/bservices/contracts/contracttypes.shtml



For site review team use only Administrative and Fiscal Capacity Standard 8: The program or language institution documents that it is in compliance with all local, state, and federal laws, as well as with any applicable institutional regulations. Appears to meet _____ Appears to partially meet _____ Appears not to meet ____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:


Administrative and Fiscal Capacity Standard 9: Financial, student, personnel, program, governmental, and contractual records are maintained and kept current, accessible, complete, accurate and, when appropriate, secure. Reporting is done ethically and in compliance with the law. A. Required responses 1. For each item in the list below, state how records are maintained and kept current and secure.

Student records:

Pre-arrival student records are secured in the office of the DSO in a locked file cabinet.

Enrolled student records are secured in the office of the Program Manager in a locked file cabinet.

Archived student records are secured in the office of the Program Manager for one year from

enrollment, then moved to the secured records room in College Hall 232 for six years and follow the

WWU retention schedule.

Personnel records:

Faculty records are kept locked and secured in Extended Education’s Program Support

Supervisor 2 office, College Hall 110. Staff records are kept locked and secured in the Extended

Education’s Admin Services Manager A’s office, College Hall 111. Personnel records are kept in a

secured database and also in WWU’s Human Resources office.

Financial records:

Financial Records are hosted in Banner Finance. All finance reports are created using data

from Banner Finance and are kept in a secured computer drive.

Contracts with vendors:

All contracts are through WWU and signed by the Vice Provost for Finance.

2. For each item in the list below, state how related reporting, if any, is done ethically and in compliance with the law.

Student records

The IEP follows WWU procedures, which are overseen by WWU personnel.

Personnel records


Financial records



Contracts with vendors

The IEP does not maintain contracts with vendors.

Contractual records


Government records

All records are in compliance with WWU policies and Washington State Law.

B. Verification


UFWW-CBA (p. 70)

WWU-WFSE-CBA (p. 64)

WWU-PSE-CBA (p. 58)


IEP Director’s office (College Hall 237)

IEP Program Manager’s office (College Hall 239)

IEP DSO’s office (College Hall 238)

Program Support Supervisor 2’s office (College Hall 110)

Admin Services Manager A’s office (College Hall 111)


None


For site review team use only Administrative and Fiscal Capacity Standard 9: Financial, student, personnel, program, governmental, and contractual records are maintained and kept current, accessible, complete, accurate and, when appropriate, secure. Reporting is done ethically and in compliance with the law. Appears to meet _____ Appears to partially meet _____ Appears not to meet ____ Rationale for appears to meet:


WWU-WFSE-2015-2017-CBA-2l6fzlu.pdf

WWU-PSE2015-17CBA-18t2atu.pdf


Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:


Administrative and Fiscal Capacity Standard 10: Contracts are in compliance with the law and in keeping with policies of the larger institution, where applicable. Contracts are drafted with appropriate guidance, undergo appropriate review, and are authorized by the appropriate individual(s). A. Required responses 1. List the types of contracts (employee, vendors, third parties, etc.) entered into by the program or language institution, and for each indicate who provides guidance, reviews, and authorizes the contracts.

Type of contract Who provides guidance, reviews and authorizes these contracts?

NTT Faculty Contracts All faculty contracts comply with WWU policies and

procedures

No IEP Contracts There are no contracts directly with the IEP. All contracts or

Memoranda of Understanding (MOUs) are signed by the Vice

Provost of Finance.

B. Verification



WWU Human Resources office


None SECTIONS BELOW RESERVED. NOT PART OF THE SELF-STUDY.

For site review team use only Administrative and Fiscal Capacity Standard 10: Contracts are in compliance with the law and in keeping with policies of the larger institution, where applicable. Contracts are drafted with appropriate guidance, undergo appropriate review, and are authorized by the appropriate individual(s). Appears to meet _____ Appears to partially meet _____ Appears not to meet ____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:


Student Services

Student Services Standard 1: Admissions policies are consistent with the objectives and the mission of the program or language institution (and with the host institution, if applicable) and are implemented by properly trained and authorized individuals. The admissions process ensures that the student is qualified to enroll in and to benefit from the instructional program. Both the policies and the personnel who implement them adhere to ethical practices. A. Required responses

1. List each English language program offered and its admission policies.

Educational program Admission policies

Intensive English

Program (IEP) at

Western Washington

University (WWU)

The IEP requires applicants to be at least 17 years of age and to

provide a copy of their passport or government-issued ID, a financial

guarantee (a bank statement or sponsor’s letter), and the application

fee ($100). A high school diploma is not required at time of IEP

admissions, unless the student is applying for conditional

undergraduate admission to WWU.

2. Explain how the admissions policies listed above are directly related to the mission and objectives of the program or language institution (and with the host institution if applicable).

The IEP’s mission statement is: “to foster quality academic English language learning


goals and to help internationalize Western Washington University”. The IEP’s admissions policies

allow for students of all skill levels to engage in language learning opportunities. Whether students

intend to continue into Western Washington University or return home and pursue professional

goals, the program aims to help students achieve success. Being on a university campus allows for

authentic interactions and in turn, internationalizes the campus.

3. Explain how the admissions policies ensure that all students can be accommodated in the program with regard to their ages, proficiency levels, and other aspects of importance to the program or language institution, such as number of students per course and heterogeneity of students.

The admissions policies allow for students ages 17 and older at any English skill level to be

accommodated in the program. IEP classes have a limit of 15 students, above which the class is


automatically split into multiple sections. As the class schedule is created quarterly, care is taken to

mix IEP students regarding their language groups and nationality as much as possible.

4. Explain how the admissions process ensures that an admitted student is qualified to enroll and able to benefit from the instructional program.

The required documentation for IEP applications ensures students have the documentation

and financial means to obtain a visa and study in the U.S. The age requirement allows students to

live on or off campus and utilize all the resources of the campus per university regulations. The IEP

application asks for information which helps to advise and assist students upon enrollment. The IEP

has no English proficiency requirements to apply.

Information about IEP courses is available online, and when students inquire about

conditional admission, the IEP ensures that WWU has their major. While WWU does not offer

conditional admission for graduate programs, the IEP is an option if students want to improve their

language while they work to meet the admission requirements for graduate degree study at WWU.

5. Explain how the program or language institution ensures that admissions personnel, including those authorized to issue visa documents, adhere to ethical standards and good practice.

In the IEP, admissions staff have completed NAFSA’s F-1 training, are Designated School

Officials (DSOs) and able to issue I-20s, have access to ICE and NAFSA resources, are aware of and

follow NAFSA’s Ethical Principles, regularly attend conferences to stay current on trends and best

practices (Quarterly: AWISA; Yearly: NAFSA), and regularly communicate with and consult

Western’s PDSO and the local SEVP Field Representative.

B. Verification


IEP student application

IEP Student Handbook


IEP application webpage: http://www.wwu.edu/ee/lcp/iep/apply.shtml

IEP_student_application_2016-2017.docx



http://www.wwu.edu/ee/lcp/iep/apply.shtml



IEP DSO’s office (College Hall 236)


None


For site review team use only Student Services Standard 1: Admissions policies are consistent with the objectives and the mission of the program or language institution (and with the host institution, if applicable) and are implemented by properly trained and authorized individuals. The admissions process ensures that the student is qualified to enroll in and to benefit from the instructional program. Both the policies and the personnel who implement them adhere to ethical practices. Appears to meet _____ Appears to partially meet _____ Appears not to meet _____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:


Student Services Standard 2: The program or language institution provides academic and personal advising and counseling, as well as assistance in understanding immigration regulations. Such advice and assistance are provided in a timely and accurate manner by qualified individuals.

A. Required Responses

1. Explain how the program or language institution ensures that it provides students with a sufficient number of academic, personal, and immigration advisors.

The IEP provides one designated Student Services Advisor, one Program

Coordinator/Designated Signing Official (DSO), and Director of Studies to support student advising.

In addition to the designated staffing, there are two other student services advisors and four DSOs at

WWU that can help answer any inquiries. The IEP office (College Hall 133) is open 8am – 5pm,

Monday through Friday, and students are encouraged to make an appointment for one-on-one

advising.

2. Describe the means by which students are informed of the availability of academic, personal, and immigration advising.

All new students are informed about the available advising resources and the location of the

office during the orientation. All advisors meet and greet the new students during the orientation

week, and students can visit the IEP office for referrals after the orientation week.

3. Briefly describe the range of academic advising provided, and explain how the program/institution ensures that such advising is provided in a timely and accurate manner.

All new students learn about the academic and program expectations during the orientation

week and are provided with the Student Handbook for future reference. Students will meet with their

instructors mid-quarter if students do not show adequate academic progress. Students on academic

probation must meet with the program director and sign an academic probation letter before

registering for the following quarter. IEP students who complete the IEP and enter WWU are

advised by WWU’s Director of International Student and Scholar Services in the Institute for Global

Engagement.


4. Explain how the program or language institution identifies students failing to make normal and satisfactory academic progress. (vis-a-vis policies related to academic expectations related to placement, attendance, repeating levels or courses, advancement and dismissal).

The IEP Student Handbook states policies regarding expectations of students (p. 47),

attendance (p. 47), and level placement (p. 49).

Students are placed in appropriate levels based on the results of placement testing during the

orientation. Students meet with their instructor mid-quarter (or earlier, as needed) if students do not

show adequate academic progress. Any students who don’t pass a level once are placed on academic

probation and can be subject to dismissal at the end of the following quarter. Students on academic

probation must meet with the program director and sign the academic probation letter before

registering for the quarter following failing a level.

Students must adhere to the IEP’s attendance policy found in the IEP Student Handbook (p.

47). In short, a student entering a class from the first to the fifteenth minute of class is considered

tardy. A student entering a class after the fifteenth minute of a class is considered absent. Three tardy

occurrences equal one absence. A student will also be counted absent if the student: violates

classroom policies; leaves class early or frequently; speaks a language other than English in class

and is asked to leave; or, is unprepared for class and is asked to leave.

5. Describe the means by which students are informed of the relationship between their legal immigration status (if applicable) and normal and satisfactory academic progress.

Students attend the immigration orientation and learn about all aspects of the policy and

rules. Students are encouraged to make immigration appointments with the DSO to discuss their

individual concerns. Students are contacted by the DSO when they fail to make continual academic

progress.

6. Briefly describe the personal advising available, and explain how the program/institution ensures that such advising is provided in a timely and accurate manner.

The IEP Director and Director of Studies are both available during normal operating hours

for personal advising (adjustment issues, “culture shock”, family issues) of IEP students as needed.

IEP students also attend the general orientation and learn about various resources available. All

advisors have open-door policies to meet with students on short notice and encourage students to


make individual appointments to discuss any personal matters. New students take Experience class

to learn more about on- and off-campus resources available to them.

7. Briefly describe the immigration advising provided, and explain how the program/institution ensures that such advising is provided in a timely and accurate manner.

Students attend the immigration orientation and learn about all aspects of the policy and

rules. Students are encouraged to make immigration appointments with the Program

Coordinator/DSO to discuss their individual concerns. Students are contacted by the Program

Coordinator/DSO when their attendance, based on the severity of the situation, does not meet the

requirements. The Program Coordinator/DSO advises students about visa expiration dates,

transferring away from the IEP, and maintaining F-1 student status.

8. Explain the policies and procedures in place to ensure that students are referred to other qualified professionals, services, or programs when the students’ needs exceed the resources and expertise available within the program or institution.

Students have access to all WWU campus resources: Student Life services, Counseling,

Academic Advising, Tutoring Center, Library, Rec Center, Student Health Center, and more.

Information is given at the orientation, in the experience class, and written in the Student Handbook.

Students are also encouraged to visit the IEP office for any additional referrals. The IEP does not

refer students to any off-campus resources.

B. Verification


Academic Advising:

IEP Midterm conference report

IEP New Student Orientation

Letter of Academic Dismissal

Letter of Academic Probation

Immigration Advising:

Attendance Appeals Dismissal Form

Attendance Policy Agreement

Midterm_Conference_Report.docx

IEP_New_Student_Orientation.pptx

IEP_academic_dismissal.docx

IEP_academic_probation.docx

IEP_attendance_appeals_dismissal_form.pdf

IEP_attendance_policy_agreement.pdf


Attendance Probation Form

Attendance Probation Signature Form

Attendance Warning

Immigration Information for International Students

Attendance Dismissal Form

IEP First Week Schedule

WWU Campus Map

WWU-IEP Immigration FAQs: http://www.wwu.edu/ee/lcp/iep/faq.shtml


Director’s office (College Hall 237)

Program Manager’s office (College Hall 239)

Program Coordinator/DSO’s office (College Hall 236)




None



Student Services Standard 2: The program or language institution provides academic and personal

advising and counseling, as well as assistance in understanding immigration regulations. Such advice

and assistance are provided in a timely and accurate manner by qualified individuals.

Appears to meet _____ Appears to partially meet _____ Appears not

to meet _____




IEP_attendance_probation_form.pdf

IEP_attendance_probation_signature_form.pdf

IEP_attendance_warning.pdf

Immigration_Info_Session.pptx

IEP_attendance_dismissal.pdf

IEP_first_week_schedule_spring_2016.pdf

WWU_Campus%20Map.pdf

http://www.wwu.edu/ee/lcp/iep/faq.shtml


Other comments:


Student Services Standard 3: The program or language institution provides pre-arrival and ongoing orientation (1) to support students in their adjustment to the program or language institution (and to the host institution if applicable) and to the surrounding culture and community, and (2) to help them understand immigration regulations and procedures, as well as health and safety issues. A. Required responses

1. For each of the three kinds of student orientation (pre-arrival, initial, and on-going), provide a timeline, general overview, and brief description of the topics addressed. For each, indicate whether information is provided in writing or orally, or both.

When students are accepted to WWU-IEP, they are provided with constant support before

arrival, on arrival, and throughout their course of study. Prior to their arrival, an acceptance packet of

documents in English (see IEP Acceptance Folder) is mailed out via FedEx asking students to

complete a checklist of tasks (SEVIS payment, F-1 visa interview, housing application, arrival

confirmation, medical information form, and immunization records) and submit them electronically

to the IEP. This information, with the orientation week schedule, is also included with the email

notifying students of the mailed packet. The documents can be found on the IEP website.

During this pre-arrival process, a student advisor is constantly monitoring the status of

students with regard to the aforementioned checklist and will contact them (generally via email)

about any unfinished business.

When students first arrive to WWU-IEP (typically on a Sunday), they are assisted with

housing check-in and given a welcome packet with their first week schedule (see Welcome Packet).

The following morning, the Director, Director of Studies, and Student Services staff welcome the

students with a program orientation (see IEP New Student Orientation), where they are given an

overview of matters like student expectations, disability accommodations, grievance process, class

information and schedules. They are also given a hard copy of the current Student Handbook, which

is also available electronically on the website.

Immediately thereafter, student advisors give a general orientation regarding the first week

schedule and the information in their welcome packet. This also includes a reminder of the

placement tests. Following the session, the students are assisted with their WWU computer account

activation.

Next, students attend a welcome lunch, where they meet the instructors and staff of WWU-

IEP and introduce themselves. After a short break, they take their writing and oral placement tests.

Finally, the staff assists students in getting their WWU ID cards.


The next day, after the students have taken the reading placement test, they attend an activity

orientation to learn about the various outings and events offered by WWU-IEP and how best to

experience the culture and community in the Bellingham area. Next they attend an in-depth, hour-

long immigration orientation (see Immigration Info Session) led by the Designated Signing Officer

(DSO). Then all new students attend an orientation on conversation partners, where student advisors

explain and encourage students to take this opportunity to enhance their English learning experience.

Finally, students go on a campus tour on their way to the Student Health Center, where they will go

the next day to get their immunization shots and medical paperwork cleared.

On the third day, students attend a registration information session (see Registration Info

Session) where they learn about how and when to pay their tuition and fees, how to read their class

schedules, where to buy textbooks, and the logistics of the first day of class. After the session, new

students register and are given their schedules.

On the first day of class, instructors wait in front of College Hall to meet and walk with new

students to their first class.

Over the weekend, WWU-IEP offers an optional bus-riding activity to explain routes,

schedules, and how the Bellingham bus system works.

All new students testing into levels basic through five—even those who have studied in the

U.S. before transferring to WWU-IEP—must take Experience Class. This class orients and assists

students in adjusting to life at WWU-IEP and in and around the Bellingham community. See the

Experience Class Syllabus for the course description and learning outcomes.

Finally, the DSO, toward the end of each quarter, conducts an exit orientation for those

students not intending to continue their studies at WWU-IEP the following quarter.

During the course of their studies, the DSO is available to assist with immigration questions

and issues. In addition, student advisors and the Student Services staff are on hand to help with

matters ranging from housing to childcare options.

2. State how the program or language institution ensures that students are provided with and understand immigration regulations that pertain to them.

During the immigration orientation, the DSO explains immigration documents, how to

maintain F-1 status with attendance and academic probation, employment, travel, and how to

transfer out of WWU-IEP. Throughout the session, the DSO makes references to specific pages in


the Student Handbook. For those student not proficient in English, staff members who speak the

students’ language or current students are used to help the new students understand the content. In

addition to and following this immigration orientation, Arabic-speaking students under the Saudi

Arabian Cultural Mission (SACM) and other government-sponsored programs are required to attend

the sponsored student orientation detailing the obligations of their scholarships. At the end of this

orientation, the students sign and date a bilingual contract (see Sponsored Students' Obligations)

showing they understand the details of their obligations.

3. Explain how the program or language institution ensures that out-of-country applicants understand the written information that is sent to them.

As mentioned above, a student advisor monitors and ensures that students are on track in

submitting the necessary documents. Conversely, students who have questions or problems can

connect WWU-IEP staff via email, Skype, or other social media outlets like Twitter and Facebook.

Because the mailed documents are in English, out-of-country applicants will typically use a mediator

to help them either in crafting emails or speaking on the telephone or Skype as translator. Students

also have the options to review the program brochure in seven different languages on the website. In

addition, if students click to other pages (About, Apply, Life at Western), each one can be translated

via Google Translate.

B. Verification


IEP application on the IEP website

IEP Student Handbook on the IEP website

IEP Acceptance Folder


Immigration Info Session

Registration Info Session

Experience Class Syllabus

Sponsored Students’ Obligations

http://www.wwu.edu/ee/lcp/iep/apply.shtml


IEP_Acceptance_Folder.docx

IEP_New_Student_Orientation.pptx

Immigration_Info_Session.pptx

Registration_Info_Session.pptx

Experience_Class_Syllabus.docx

Sponsored_Students'_Obligations.pdf



Orientation materials


1. Describe the follow-up activities, with timelines, that will be undertaken to improve the

program’s or language institution’s practices under this standard. If no action is planned, indicate

“none.”

None



Student Services Standard 3: The program or language institution provides pre-arrival and

ongoing orientation (1) to support students in their adjustment to the program or language

institution (and to the host institution if applicable) and to the surrounding culture and

community, and (2) to help them understand immigration regulations and procedures, as well

as health and safety issues.


to meet _____




Other comments:


Student Services Standard 4: The program or language institution seeks to ensure that students understand policies regarding enrollment, registration, attendance, repeating levels or courses, and progression through the program of study. A. Required responses

1. State the policies that govern enrollment and registration. Include the policies regarding cancellation of registration, deadlines that apply, and refunds.

All applicants to the IEP must be 17 years of age or older and must provide a financial

guarantee quoted in U.S. dollars and a copy of their passport or government-issued identification

card. Applicants must then complete an IEP application; they may complete a Conditional

Admission application to WWU if desired. These documents must be sent to the IEP with a $100

application fee. If accepted, students will receive an acceptance packet and letter in 2-3 weeks and

must then complete a SEVIS and F-1 visa interview at the nearest U.S. consulate or embassy.

Students then complete the Attendance Form included in the acceptance packet to secure a position

in the IEP.

Onsite, new student registration occurs on the third day of orientation, which is generally the

Wednesday before a given quarter begins. Returning students may register during the planning and

registration interviews held towards the end of each quarter. Tuition is due after students register for

IEP courses. 50% of the tuition balance will be refunded on or before the 10th of the month

immediately following the quarter start date. No tuition refunds will be given after this date.

2. Describe how this information is made available to students before they complete the registration and enrollment process.

This information is available on the IEP website, with links to documents describing the

registration and admissions process. These pages may be translated into seven languages.

3. Explain the procedures that are in place to ensure comprehension of English language materials and information by students with limited English proficiency before they sign any contractual documents or make tuition and fee payments for the term in which they are about to enroll.

The links on the IEP website may be translated into seven languages for anyone with limited

English proficiency.


4. State the policies that govern attendance, repeating levels or courses, and progression through the program of study.

The IEP attendance policy has the following thresholds for student attendance: a warning

letter is sent when s/he is absent for 10% of total class hours; the student is placed on attendance

probation when s/he is absent for 15% of total class hours; the student is dismissed at the end of the

quarter when s/he is absent for 17% of total class hours; and the student is dismissed immediately

when s/he is absent for 20% of total class hours (IEP Student Handbook, 2015-2016, p. 54).

The IEP allows a student to repeat each level one time. After repeating, if a student does not

pass a given level, the student is dismissed from the IEP (IEP Student Handbook, 2015-2016, p. 47).

5. Describe how this information is made available to students before they begin classes.

When students are accepted to the IEP, they receive an acceptance packet with a checklist of

registration and deadline information. The same information is emailed notifying the students to

anticipate the acceptance packet, and all new students receive and learn about an IEP Student

Handbook during orientation.

6. Explain the procedures in place to ensure comprehension of policies related to attendance, repeating levels or courses, and progression through the program of study by limited English proficient students.

The IEP policies regarding attendance, repeating levels and progression through the program

are available in writing in the Student Handbook, are shown as part of a slideshow during

orientation, and are translatable as necessary.

Throughout the orientation, for those students with limited English, the IEP employs the

services of bilingual employees/staff or asks the student to bring in a friend to assist in translating.

Also, some of the information from the orientation has been translated on the IEP homepage.

B. Verification


IEP home webpage: http://www.wwu.edu/ee/lcp/iep/index.shtml


http://www.wwu.edu/ee/lcp/iep/index.shtml




Records of refund payments




None



Student Services Standard 4: The program or language institution seeks to ensure that students

understand policies regarding enrollment and registration.

Appears to meet _____ Appears to partially meet _____ Appears not to meet _____




Other comments:


Student Services Standard 5: Students have access to health insurance if required and, in all cases, students are informed about the need for adequate health insurance coverage. A. Required responses

1. Is health insurance required of any students in the program or language institution?

__x__ yes (Respond to 2 below.)

_____ no (Respond to 3 below.)

2. If yes, describe the health insurance requirements that are in effect at the program or language institution.

All international students who study at Western Washington University enroll in the

LewerMark insurance plan. In order to be considered exempt from enrolling in the LewerMark

insurance policy, students must show proof of adequate insurance coverage with an English

language copy of the insurance policy and meet one of the following criteria:

Sponsored by a government agency or embassy

A U.S. citizen

Covered by a spouse or family member who works in the U.S. and has medical insurance

3. If no, explain how the program provides students with comprehensible written information about the consequences/risks or failure to maintain adequate coverage.

N/A

4. If the program or language institution requires or recommends specific medical insurance, describe how this insurance meets the needs of the program’s students. State how students are informed of the application process, costs, and covered services.

All international students who study at Western Washington University enroll in the

LewerMark insurance plan. LewerMark Insurance is a nationally known company that has health

insurance specifically for international students. Students may find out more about the insurance

coverage on the IEP health information webpage. All students will attend the Insurance Orientation

session to learn about the application process, costs, covered services, the reimbursement process,

the healthcare system in United States, and the individual insurance card that they receive at the

beginning of the quarter.


5. Explain the procedures that are in place to ensure comprehension of English language information about all aspects of health insurance (such as covered services, deductibles, co-payments, length and renewal of coverage) by students who may not understand the concept of personal health insurance responsibility.

All students must attend the Insurance Orientation session which covers all available

resources on-campus, off-campus, emergency contacts, US healthcare system, and all aspects of

health insurance. Translated documents are also available on the insurance website

(http://www.lewermark.com/wwu/). 24/7 health advising in multiple languages is provided to all

students. Students may visit the IEP office for additional support and documentation.

B. Verification


IEP Student Handbook (pp. 15-18)

IEP health information: http://www.wwu.edu/ee/lcp/iep/health.shtml

LewerMark Insurance: http://www.lewermark.com/wwu/


Student files




None


For site review team use only Student Services Standard 5: Students have access to health insurance if required and, in all cases, students are informed about the need for adequate health insurance coverage. Appears to meet _____ Appears to partially meet _____ Appears not to meet _____ Rationale for appears to meet: Rationale for appears to partially meet:

http://www.lewermark.com/wwu/


http://www.wwu.edu/ee/lcp/iep/health.shtml

http://www.lewermark.com/wwu/


Rationale for appears not to meet: Other comments:


Student Services Standard 6: Students have access to social and recreational activities that provide a cultural context for their language acquisition and other studies, as appropriate.


1. Provide a list of typical social and recreational activities offered to students by the program or language institution and indicate how students are informed of activities and costs.

Activities offered in various quarters by the IEP include but are not limited to: a welcome

barbeque or potluck, an international cooking class, a Seattle visit, ice skating, kayaking, bowling,

paintball, a pumpkin patch visit, and hiking.

Students receive news of these activities through weekly emails, social media posts, the

calendar of events on the IEP webpage and the printed message board in the front office. Each

homeroom teacher also announces and provides leaflets as a reminder of the upcoming events. The

information that students receive includes a brief summary of that activity, as well as costs and

health or safety concerns, especially for outdoor activities.

2. Provide a list of typical social and recreational activities made available to students in the community and on campus, if applicable, and briefly describe how students are informed of activities and costs.

Activities offered either on WWU campus or in Bellingham include but are not limited to:

Skagit Eagle Festival, Bellingham St. Patrick’s Day Parade, Whatcom Falls Park, Skagit Tulip

Festival, Northwest Raspberry Festival, Bellingham Downtown Sounds concerts, Fairhaven Outdoor

Cinema, and July 4th picnic and fireworks.

The Student Handbook provides additional information for joining the 200+ student clubs at

WWU (p. 25) and offers students an overview of things to do in the Bellingham community or area,

including parks and scenic attractions, museums, and annual events (pp. 38-43).

3. State how the program or language institution ensures that sufficient numbers of personnel accompany students on activities sponsored by the program, institution, host institution, or other contracted agencies/entities.

Student Courses and Services arranges a 1:8 event-lead-to-student ratio. If driving is required

for the event, there is at least one back-up driver per van. Contracted programs may request to have

additional peer advisors/staff in the agreement.


4. Explain how the program or language institution ensures that faculty and students are informed of and understand the health, safety, and emergency concerns associated with social and recreational activities.

All students receive the IEP Student Handbook during the new student orientation, which

includes information in regards to health, safety, and emergency contacts. All IEP students sign up

for field trip insurance with WWU’s University Risk Management. Experience Class also gives

students more details on the relevant subjects.

B. Verification



IEP event calendar: http://www.wwu.edu/ee/lcp/iep/calendar.shtml


Copies of signed waivers

Expense reports showing fees paid for recreational and social events; fees collected from

students

IEP exit surveys


1. Describe the follow-up activities, with timelines, that will be undertaken to improve the

program’s or language institution’s practices under this standard. If no action is planned, indicate

“none.”

None




http://www.wwu.edu/ee/lcp/iep/calendar.shtml


Student Services Standard 6: Students have access to social and recreational activities that

provide a cultural context for their language acquisition and other studies, as appropriate.


to meet _____




Other comments:


Student Services Standard 7: The program or language institution clearly states and fulfills its responsibilities regarding student housing. A. Required responses

1. Describe the program’s or language institution’s position regarding its responsibility for the provision of student housing. Indicate where this position is described to students.

The IEP provides guidance for students seeking on-campus, off-campus and homestay

housing opportunities, but the IEP does not place students in housing arrangements. Students may

request assistance from IEP student services staff for finding housing. The IEP Student Handbook

contains guidance for students seeking housing (pp. 21-24).

2. If the program or language institution provides or arranges housing, check the housing options that are available.

_____ residence halls/dormitories

_____ apartments (on-campus)

_____ apartment referrals (off-Campus)

3. Explain how the program or language institution ensures the accuracy of the written information disseminated to students about housing, whether by the program/institution, host institution, or a contracted agent/entity either inside or outside of the country.

Housing availabilities are listed on the IEP website in terms of housing types, application

process, deadlines, policy, and additional resources available. Students receive the WWU on-campus

housing application along with the welcome package once admitted to the program. Students must

submit the application by the priority deadlines to ensure room availabilities. The IEP provides

additional property management and short-term hotel information in the Student Handbook which is

also available online. (p. 23)

4. If homestays are available, indicate whether the service is provided by the program or language institution, or by a contracted agency/entity. Describe the procedures in place to ensure that students are informed of homestay policies in writing, families are appropriately screened and monitored, and emergency procedures are in place.

The IEP office does not offer homestay services nor work with homestay agencies.


5. If apartments or residence hall housing is made available to students by the program or a contacted agency/entity, describe how the program ensures that the housing is a safe, clean, livable environment.

The IEP office works with WWU’s University Housing to ensure on-campus housing for

applications submitted prior to the application deadline. Students living on campus must attend the

housing orientation at the beginning of the quarter to go over housing rules, policy, and safety, and

meet with their Residence Director and advisor regularly. WWU ensures the safety, cleanliness and

livability of its housing.

6. Explain how the program or language institution fulfills the requirement to have an employee personally inspect all contracted accommodation.

The IEP does not retain contracted accommodation.

7. Describe the policies and procedures in place to investigate all housing complaints promptly and solve problems without delay.

Students are encouraged to communicate directly with the WWU Residence Advisor or

Director when any issues arise. When students need language support, the IEP provides translation

and/or interpretation services to help communicate the issues if they arise.

8. Describe on-going procedures to determine student satisfaction with housing.

Anonymous housing surveys are given every two to three quarters.

B. Verification



WWU-IEP Housing Contract

IEP Housing Application

Off Campus Housing Guide

Off Campus Housing Inquiry

IEP Housing Guide: http://www.wwu.edu/ee/lcp/iep/housing.shtml


WWU-IEP_housing_contract.pdf

IEP_housing_application_2015.pdf

IEP_off_campus_housing_guide.pdf

IEP_off_campus_housing_inquiry.pdf

http://www.wwu.edu/ee/lcp/iep/housing.shtml


University Residences: https://housing.wwu.edu/

https://housing.wwu.edu/reslife/


IEP exit surveys

Copies of student complaints

IEP Housing Guide

University Residences




None


For site review team use only Student Services Standard 7: The program or language institution clearly states and consistently provides the extent of student services described in any written, electronic, or oral promotional information or in agreements. Appears to meet _____ Appears to partially meet _____ Appears not to meet _____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:

https://housing.wwu.edu/

https://housing.wwu.edu/reslife/


Student Services Standard 8: The program or language institution clearly states and consistently provides the extent of student services described in any written, electronic, or oral promotional information or in agreements. A. Required responses

1. Explain how the program or language institution ensures that all written, electronic, and oral promotional information contains accurate information about the student services provided, including information provided by a contracted service or third party.

The IEP does not contract out its student services. Information regarding the extent of student

services at the IEP can be found in the Student Handbook (p. 8), which is given to students during

orientation as a hard copy and referred to in electronic form. The student handbook is revised

annually at the end of each academic year. For any changes to policies within said academic year,

students receive addendums when they register. IEP brochures are reviewed quarterly by the Student

Services Advisor. The IEP website is reviewed quarterly by the International Advisor. IEP

application documents are reviewed annually by the Student Services Advisor and the Program

Coordinator/DSO. Any changes to promotional information are given verbally in advising sessions

and can be found on the IEP home webpage.

2. Are any student services contracted out?

_____ yes

__x__ no

3. If yes, state which services and explain how the program verifies that such services are provided as promised.

B. Verification



IEP home webpage: http://www.wwu.edu/ee/lcp/iep/



http://www.wwu.edu/ee/lcp/iep/


Records of student complaints of student services, and resolutions




None



Student Services Standard 8: The program or language institution clearly states and consistently

provides the extent of student services described in any written, electronic, or oral promotional

information or in agreements.





Other comments:


Recruiting

Recruiting Standard 1: All program or language institution personnel follow ethical practices for recruiting students and promoting programs, and they ensure that the program or language institution’s policies and procedures are made clear to prospective students and/or student sponsors. In any recruitment transaction, the students' interests and well-being are paramount. A. Required responses 1. Indicate the positions and personnel within the program or language institution, if any, who are responsible for recruiting.

The IEP International Advisor is responsible for recruiting.

2. If a university or college program, indicate the positions and personnel within the college or university who recruit students for the language program.

N/A

3. Indicate other parties, if any, to whom recruiting activities are delegated.

The Intensive English Program works with international marketing associates (IMAs) to help

recruit students overseas. The list of IMAs with which IEP has established agreements can be found

on the IEP’s IMA webpage.

4. Check any of the following to indicate how the program or institution ensures that everyone to whom recruiting activities are delegated is trained to describe all aspects of the program or institution accurately to students.

_x__ training materials

_x__ regular orientation and/or program updates

_____ staff meetings

_x__ advising manuals

_x__ student feedback

_____ campus visits/familiarization tours

_____ visits to offices of third parties

_x__ other (Complete 5 below.)


5. List other training not included in 4 above.

Upon signing a contract with new IMA, training is done via Skype, phone and email.

Training is also done when IMAs are visited in-country. In addition, emails are sent regarding

changes, updates or announcements. Campus tours and in-person trainings are provided upon request

in Bellingham, WA. Program staff meets with IMAs at NAFSA conferences when possible.

6. Describe how the program monitors all those to whom recruiting is delegated to ensure that they follow ethical practices.

IEP recruitment staff work closely with the Director and admissions staff to ensure

information is accurate and thorough. Staff also attends professional development sessions,

conferences and meetings to familiarize the program with best practices.

IMAs sign that they have read and understand that they must follow both NAFSA’s ethical

principles and NACAC’s statement of principles of good practice. The international advisor checks

the associate’s references and uses the information collected on the application to ensure IMAs will

represent the university and work with students in a professional manner. A survey is sent to

students, who applied with the help of an IMA and enroll in IEP. The student satisfaction survey

asks questions that help to ensure the IMA is following ethical principles.

The student application asks new students whether or not they are using a representational

agent. The international advisor may also ask for additional information as needed.

B. Verification


NAFSA’s Ethical Principles

NACAC 2013 Report

IEP’s IMA website: http://www.wwu.edu/ee/lcp/iep/ima.shtml


Materials for training recruiting personnel

Records of student complaints about recruiting practices

NAFSA_%20ethical_principles.pdf

NACAC%20Report%202013%20Part%201.pdf

http://www.wwu.edu/ee/lcp/iep/ima.shtml


C. Program/language institution self-recommendations 1. Describe the follow-up activities, with timelines, that will be undertaken to improve the program’s or language institution’s practices under this standard. If no action is planned, indicate “none”.

None


For site review team use only Recruiting Standard 1: All program or language institution personnel follow ethical practices for recruiting students and promoting programs, and they ensure that the program or language institution’s policies and procedures are made clear to prospective students and/or student sponsors. In any recruitment transaction, the students' interests and well-being are paramount. Appears to meet _____ Appears to partially meet _____ Appears not to meet _____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:


Recruiting Standard 2: All written, electronic, and oral information used to describe or promote the program or language institution to students and other relevant parties is accurate and complete. A. Required responses 1. Check the types of materials and activities used to describe or promote the program or language institution:

_x__ brochures

_x__ advertisements

_x__ video presentations

_x__ electronic media

_x__ electronic social networking

____ presence of personnel at recruiting fairs

_x__ presence of personnel at conferences

_x__ relationships with agencies that recruit students

_x__ interactions with agencies, government departments or other groups that provide scholarships

and sponsorship to students

____ other (Complete 2 below.)

2. List other types of materials and activities used to describe or promote the program or language institution not listed in 1 above.

N/A

3. State how the program or institution ensures that written, electronic and oral information conveyed to students and other interested parties is accurate and complete, including information about admission requirements, fees, the academic program and calendar, student services, and facilities.

The IEP Director and the IEP Director of Studies review the Student Handbook before re-

publishing. Consistency of all the above are reviewed and ensured quarterly by the International

Advisor.

B. Verification



IEP Brochure: http://www.wwu.edu/ee/lcp/iep/pdf/iep_brochure_English_040915.pdf

IMA website: http://www.wwu.edu/ee/lcp/iep/ima.shtml

Social Media Accounts (WWUIEP): Twitter, WeChat, Facebook, Instagram, YouTube, Skype

IEP website

StudyUSA: http://studyusa.com/en/schools/p/wa012/western-washington-university-intensive-

english-program


Digital recruiting materials

Records of student complaints of inaccuracy in recruiting information


None


For site review team use only Recruiting Standard 2: All written, electronic, and oral information used to describe or promote the program or language institution to students and other relevant parties is accurate and complete. Appears to meet _____ Appears to partially meet _____ Appears not to meet _____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:

http://www.wwu.edu/ee/lcp/iep/pdf/iep_brochure_English_040915.pdf

http://www.wwu.edu/ee/lcp/iep/ima.shtml

https://twitter.com/WWUIEP

https://www.facebook.com/intensiveenglishprogram?fref=ts&ref=br_tf

https://www.youtube.com/channel/UC3uOM3GRMJg4Fu93t-HdHBQ

http://www.wwu.edu/ee/lcp/iep/

http://studyusa.com/en/schools/p/wa012/western-washington-university-intensive-english-program

http://studyusa.com/en/schools/p/wa012/western-washington-university-intensive-english-program


Recruiting Standard 3: If a program or language institution has recruiting agreements or contracts with a third party, the program or institution ensures that it has complete information about the third party, assumes responsibility for monitoring the third party, and terminates the agreement if necessary. A. Required responses 1. Does the program or language institution have agreements or contracts with a third party to promote, provide advice, or recruit for the program or institution?

_____ no (If no, do not respond further.)

_x__ yes (If yes, respond to 2 - 4 below.)

2. State how the program or institution ensures that it has complete information about the third party, including fees charged to students.

The International Marketing Associate (IMA) Application asks each agent for thorough

information including fees. Reference questions also ask for information about the IMA’s work

history and to ensure application information appears accurate. When available, the International

Advisor checks the website for each IMA and verifies the information presented there aligns with

their application. The student satisfaction survey asks students to give information about their

experience working with particular IMA and any fees charged.

3. State how the program or institution ensures that the third party has accurate and complete information about educational programs, student services, facilities, fees, and relationship to a host institution, if any.

Training is done via Skype, phone and email upon signing contract with new IMA. Emails

are sent for follow-up changes, and tours and in-person trainings are provided upon request. We

meet with agents at NAFSA conferences when possible. The IMA website provides resources,

photos and additional information. Promotional materials are also sent to contracted IMAs’ overseas

offices that show updated costs, facilities and program information.

4. State how the program or institution monitors the third party to ensure that it is providing accurate information to students and others, and that it adheres to ethical practice. Include a statement of how the program or language institution would terminate the third party if unacceptable practice becomes evident.

The IEP verifies practices and experiences of references during IMA application process;

then students sent by IMAs are asked to complete a satisfaction survey upon arrival to the IEP,


regarding their experience and if the program was what they expected. The IEP also monitors emails

from IMAs regarding promotional events and fairs to ensure information appears accurate. The IEP

would give the IMA written notice if any perceived breach of contract became evident, and the IMA

would have 30 days to remedy said breach of contract. The IEP may also terminate the contract at its

sole convenience with 30 days of written notice (IEP_IMA_Contract, p. 5).

B. Verification


IEP IMA Contract (p. 5)


IMA training and agreement documents (College Hall 238)


None


For site review team use only Recruiting Standard 3: If a program or language institution has recruiting agreements or contracts with a third party, the program or institution ensures that it has complete information about the third party, assumes responsibility for monitoring the third party, and terminates the agreement if necessary. Appears to meet _____ Appears to partially meet _____ Appears not to meet _____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:

IEP_IMA_Blank_Contract.docx


Length and Structure of Program of Study

Length and Structure of Program of Study Standard 1: The calendar states the number of terms per year, the number of weeks per term and the number of hours of instruction per week. The calendar is consistent with and supportive of the program or language institution’s stated mission and goals.


1. Present the program’s or language institution’s calendar for each instructional program or curriculum in the table below.

Program/curriculum:

Intensive English Program

# of start dates per year 4

# of terms per year 4

# of weeks per term fall: 12 (3 holidays)

winter: 11 (2 holidays)

spring: 11 (1 holiday)

summer: 9 (1 holiday)

these numbers include the first week through finals week

# of hours per week academic year: 24 hours/week

summer: 30 hours/week

2. If any part of a given term for a program/curriculum has a reduced number of hours, describe the affected period(s) (e.g. first/orientation week, campus break weeks, holiday periods, last/finals week, etc.). Indicate how the term or total course hours are impacted and how delivery of planned course curriculum is ensured.

For all new students, the first week includes three days of orientation which are not included

in the total 240 hours in the term; following orientation, new and returning students attend two full

days of class during the first week. The final week includes two days of final exams, the hours of

which are included in the total 240 hours in the term.

3. If terms within the program are not of equal length (such as a summer term with fewer weeks than other terms), explain how the planned curriculum for the course or level for the longer or shorter term is adapted to ensure consistent delivery of curriculum objectives.

More hours of instruction are offered per week during the summer quarter in order to balance

the shorter length of the academic term and to ensure that the same number of minutes of instruction

are delivered in summer quarter as are delivered during the academic year.


4. Indicate the total number of class hours in the instructional component of the program term. Indicate the number of hours per term devoted to each type of activity.

Program/curriculum:

Intensive English Program

Total hours in the term 240 hours in the fall, winter, spring, and summer

faculty-led classroom

instruction

230 hours in the fall, winter, spring, summer

testing Placement Tests: 3 hours

Final Exams: 7 hours

counseling and on-going

orientation

Orientation Week: 9 hours

Experience Class: 30 hours

outside lecturers or

presentations

Varies according to each level, class and availability of lecturer

faculty-led language

laboratory/media center

independent student use

of laboratory/media

center

Unlimited number of hours

field trips (on campus and

off campus)

From 6-15 hours in Experience Class

social events (optional) Note: all social events are outside of the 240 total hours above

Welcome Lunch: 1 hour

Potluck: 2 hours

Banquet: 2 hours

Activities: 30-60 hours

5. Does the program/institution admit students at times other than program start dates or have rolling open enrollment dates?

_____ yes

___x__ no

6. If yes, explain how the flow of terms for such students is managed to ensure that the promised curriculum is delivered sequentially in the way outlined in the curriculum guide.

7. Check where the program/institution calendar (start dates, lengths of terms, hours per week, etc.) is made available.


__x___ program/institution brochure

_____ pre-arrival material

_____ student class schedules

__x___ website

__x___ student handbook

_____ advertisements

_____ other (list below)

B. Verification


IEP brochure: http://www.wwu.edu/ee/lcp/iep/pdf/iep_brochure_English_040915.pdf

IEP class schedule

IEP quarterly 10-week schedule

IEP first week schedule

IEP finals week schedule

IEP website: http://www.wwu.edu/ee/lcp/iep/deadlines.shtml


Current student class schedules

IEP orientation materials

IEP summer quarter schedules


None



Length and Structure of Program of Study Standard 1: The calendar states the number of terms per year, the number of weeks per term and the number of hours of instruction per week. The

http://www.wwu.edu/ee/lcp/iep/pdf/iep_brochure_English_040915.pdf

IEP_Class_schedule_162.docx

IEP_Sample_Quarterly_Schedule.docx

IEP_first_week_schedule_spring_2016.pdf

IEP_Sample_Finals_Week_Schedule.docx

http://www.wwu.edu/ee/lcp/iep/deadlines.shtml


calendar is consistent with and supportive of the program or language institution’s stated mission and goals.



Other comments:


Length and Structure of Program of Study Standard 2: The program or language institution’s curricular design clearly indicates the levels of instruction and specifies how students progress through a full program of study. A. Required responses 1. In the documents for this standard, attach pass/fail and progression data documenting patterns of student movement through the levels and the program. Below (or in an attached document) provide analysis of the data and patterns.

Attached in Part B

2. State the pass rate or progression rate determined by the program or language institution to be acceptable, and provide the rationale for the rate. Indicate any variances in acceptable rates for certain courses or levels and provide the rationale for the variance.

70% has been determined to be an acceptable overall pass rate for each course at each level.

The rationale is that 70% is the overall university standard for academic success.

3. Are student learning outcomes for each level consistently met at the acceptable rate(s)?

_x____ yes

_____ no

4. If no, indicate the level(s) where promotion is under average and state the reasons why students do not progress. 5. Explain how the program or language institution has established that the instructional time allotted for each course/level is the right length and has the appropriate number of hours for delivery of the established curricular load for that course/level.

The vast majority of courses and levels in the IEP have pass rates over 70%, which shows

that the curricular load is allotted the appropriate number of instructional hours.

6. Explain how the program or language institution monitors and confirms that the instructional time allotted for each course/level is adequate for students to achieve the student learning outcomes of that course/level.


Prior to 2015, the IEP curriculum had levels basic-five. It was determined in 2014 in faculty

meetings that IEP students were not able to successfully finish IEP and enter university classes after

level five. One entire class of level five students failed the course on purpose in 2014, with many

students in that class stating they didn’t feel ready for university work. Meetings were held in spring

2014 with the entire faculty and entire student body, during which the addition of a level six was

discussed. IEP faculty performed a cycle of curricular revision in 2014 which included the creation

of level six. In spring quarter 2015, the IEP instituted level six, with three courses: University Prep

Reading, University Prep Writing, and University Prep Academic Communication. Since that time,

all IEP courses and levels have maintained an acceptable pass rate, and students who progress

through the program have been able to achieve the student learning outcomes required for each level.

7. Explain how the program or language institution has established that the length and number of hours of the program as a whole is appropriate for students to master the student learning outcomes and achieve the level(s) of proficiency required for exit from the program.

Since 2013, seven IEP students have progressed through all levels of the IEP after an initial

placement in either level basic or one. Five of those seven students graduated from the IEP from

level five, while two of those seven students graduated from level six (instituted in spring quarter

2015). The longest duration of study in IEP of these students is seven quarters or 1.75 academic

years.

A student who enters the IEP in either level basic or one can expect to graduate from the IEP

in a minimum of 21 months (starting in level basic) or 18 months (starting in level one). Student

progression through the program also depends on the number of both vacation quarters taken and

levels repeated.

B. Verification


2015 IEP progression data by skill per quarter

2015 pass fail stats


IEP student placement data

2015_IEP_progression_data_by_skill_per_quarter.docx

2015_Pass_Fail_Stats.docx


IEP pass/fail data

IEP exit data


Following initial analysis of pass rates of all courses in 2015, further examination of level 3

pass/fail rates is warranted, as they were slightly substandard. The Director will continue to monitor

pass rates closely.

Possible initial lines of inquiry include the specific individuals enrolled in the courses and the

number and difficulty of student learning outcomes for the courses.


For site review team use only Length and Structure of Program of Study Standard 2: The program or language institution’s curricular design clearly indicates the levels of instruction and specifies how students progress through a full program of study. Appears to meet _____ Appears to partially meet _____ Appears not to meet _____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:


Student Achievement

Student Achievement Standard 1: The program or language institution has a placement system that is consistent with its admission requirements and allows valid and reliable placement of students into levels.


1. List the placement test, series of tests, or other evaluative instruments used for initial placement of students into the instructional program, and for each level, skill area, or course for which there are separate or additional placement instruments.

The IEP has a series of 3 tests which are used for initial placement of students: reading, oral

interview, and writing. All of these tests were created and developed by the IEP faculty.

2. Describe the overall testing procedure by which students are initially assessed and placed into a level in the instructional program.

Students entering the IEP take three placement exams: writing, speaking, and reading. The

writing test consists of two prompts, from which students answer one in 45 minutes or less. Directly

after the writing test, students perform an interview (10-15 minutes) with two faculty members. The

following day, students take the reading test, for which they have one hour to complete. The Director

and Director of Studies then finalize the initial student placements.

3. State how the means of placement assessment are kept secure.

All placement assessment tools and results are kept in a locked file cabinet in the Director of

Studies’ office, College Hall 236.

4. Explain whether an initial placement decision can be altered or refined after the initial assessment period and, if so, how.

An initial placement decision can be changed after placement testing and interviews. The IEP

Director, Director of Studies, and the faculty meet after all placement activities have finished and

have been evaluated in alignment with the student learning outcomes. Classes start 2 days later, and

faculty closely observe any students whose placement scores indicate possible change from initial

placement. Students may complete a form to indicate how they think they should be placed, and


faculty meet after 4 days of class to discuss any potential student level changes. Student level

changes are then performed as needed at this meeting.

5. For each procedure or instrument, explain how validity has been established and is maintained. Specifically, state how placement procedures and instruments and interpretation of results have been aligned with the levels in the instructional program.

Each placement test is aligned with SLOs for each level and skill. Faculty meet at the start of

each quarter, review the results of all placement tests and note how they match up with the SLOs to

determine student placement. The validity is maintained by the assessment committee, which is

responsible for reviewing placement tests on a yearly basis (more often if necessary) to ensure that

the tests align with SLOs.

6. For each procedure or instrument, explain how reliability of placement results is ensured from cycle to cycle.

Reliability is ensured quarterly by analyzing initial student placements and any level changes

which happen after initial placement. The average of level changes after initial placement for the

period from January 2015 until May 2016 was 7%.

B. Verification


IEP reading placement test

IEP reading placement test rubric

IEP writing placement test

IEP oral placement test

IEP level changes 2015-2016


Copies of placement tests

Student records documenting individual student placement

Spring quarter 2016 placement appeals/changes

IEP_Reading_Placement_Test_1.docx

IEP_Reading_Placement_Test_Rubric_1.docx

IEP_Writing_Placement_Exam_winter_2016.docx

IEP_Oral_Placement_Test.docx

IEP_quarterly_student_level_changes_2015-16.xlsx



None


For site review team use only Student Achievement Standard 1: The program or language institution has a placement system that is consistent with its admission requirements and allows valid and reliable placement of students into levels. Appears to meet _____ Appears to partially meet _____ Appears not to meet _____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:


Student Achievement Standard 2: The program or language institution documents in writing whether students are ready to progress to the next level or to exit the program of study, using instruments or procedures that appropriately assess the achievement of student learning outcomes for courses taken within the curriculum. A. Required responses 1. Indicate the primary tools, methods, or instruments used to monitor student progress within the term.

IEP faculty use quizzes, tests, essays, and rubrics to monitor student progress within each

academic quarter. The vast majority of quizzes, tests, essays and rubrics used by IEP faculty are

made by faculty.

2. Regarding assessment of achievement of student learning outcomes to determine progression to the next level or exit from the program, does the program or language institution use purchased and/or published instruments to establish course or level achievement?

__x___ yes

_____ no

3. If yes, list the instrument(s) used; explain how they are proven to align with the curriculum, course goals and objectives, and how they are proven to assess the student learning outcomes for the level assessed.

Some IEP faculty occasionally use parts of published/purchased assessment instruments,

with modifications to the assessment items in order to: connect them with the course goals,

objectives, and student learning outcomes; make them more communicative; and, include critical

thinking questions.

Midterm and final exams are reviewed by faculty for validity and alignment with the student

learning outcomes.

4. Regarding assessment of achievement of student learning outcomes to determine progression to the next level or exit from the program, does the program or language institution use faculty-made assessment instruments to establish course or level achievement?

___x __ yes

_____ no


5. If yes, list the instrument(s) used; explain how they are proven to align with the curriculum, course goals and objectives, and how they are proven to assess the student learning outcomes for the level assessed.

The IEP assessment committee performs validity and reliability tests on the assessment tools

used by IEP faculty. Faculty who teach the core classes within a level hold bi-weekly meetings and

consult frequently by email or in person to discuss student performance and progression. Regarding

faculty-made assessment tools, the assessment committee has created the following process. During

a given quarter, all faculty teaching the same skill (either Grammar, Reading, Writing, Listening, or

Speaking) must show all of their assessments, quizzes, and tests to the other faculty within each level

at bi-weekly level meetings. Prior to or during said meetings, the other faculty check to ensure that

the SLOs from the IEP curriculum are being directly assessed. Any digressive items not directly

assessing the SLOs are explained, discussed and changed as needed. Further discussion may involve

the Director of Studies as needed.

6. Regarding assessment of achievement of student learning outcomes to determine progression to the next level or exit from the program, list any other assessment tools or methods used by the program or language institution to establish course or level achievement. Explain how these tools or methods are proven to align with the curriculum, course goals and objectives, and how they are proven to assess the student learning outcomes assessed.

N/A

7. Does the program use any indirect measures of student learning as part of the decision to permit a student to progress to the next level?

___ yes (If yes, respond to 8 below.)

_x__ no

8. If yes, state the measures, indicate how they are used, and provide the rationale for how they relate to achievement of the course or level student learning outcomes. 9. Describe the data that is collected on student achievement for level-to-level progression and exit from the program. Explain how this data, collectively, is used to inform the program or language institution’s assessment practices.


IEP faculty and staff work closely together to compile and analyze progression data, which

are analyzed by looking at course and level pass/fail rates and discussing any individual students

who did not achieve the student learning outcomes in the prescribed academic term.

10. Describe how language learning and assessment research has informed the program or language institution’s practices in this area.

IEP faculty attend both regional and national TESOL conferences annually. Some IEP

faculty view relevant webinars on assessment. The IEP maintains a resource library which contains

texts pertinent to assessment of language learning. The assessment committee reviews and discusses

faculty-made assessments and makes recommendations therefrom to the entire faculty.

B. Verification


IEP Faculty-Staff Manual (pp. 42-43)

IEP assessments used during an academic term

IEP final level assessments

IEP exams for exit from the program



Memo regarding published/purchased assessments


Copies of tests given over two terms in each level of the instructional program

Primary documents or materials that provide direct evidence of assessment of SLOs

Evidence of student outcomes data collection, analysis and use

Summaries of data collected on student achievement at various levels within the program

Data showing student achievement links to graduation, retention, college admission, or other

indicators of the quality of student outcomes


IEP_Fac-Staff_Manual_current_revision.docx#safety_procedures

IEP_sample_assessments

IEP_sample_assessments_for_final_level_assessment.docx

IEP_sample_exit_assessments



Memo_publ_tools_4-27-16.docx


Beginning in 2016, the assessment committee will collect and analyze student achievement

data within the IEP. These data will be discussed with the entire IEP faculty and incorporated in

student achievement and assessment practices.


For site review team use only Student Achievement Standard 2: The program or language institution documents in writing whether students are ready to progress to the next level or to exit the program of study, using instruments or procedures that appropriately assess the achievement of student learning outcomes for courses taken within the curriculum. Appears to meet _____ Appears to partially meet _____ Appears not to meet _____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:


Student Achievement Standard 3: The program or language institution maintains and provides students with written reports that clearly indicate the level and language outcomes attained as a result of instruction. A. Required responses 1. Check each component of the system that is in place for reporting each student’s attained language outcomes.

__x___ written report provided to the student that states the name and level of the course

__x___ written report provided to the student that includes a grade, score, mark or narrative

indicating the degree to which the student has mastered course student learning outcomes

__x___ achievement scale showing the range of possible levels of language ability as represented

by the levels in the program

__x___ interpretation of the achievement scale which provides descriptors for each course within

each level written in terms of describable and measureable student learning outcomes

2. If any of these components are not on the written report, state where they are readily accessible to students, parents, employers, sponsors or admissions officers (as legally permitted). 3. Describe how the achievement scale and the interpretation of the scale are linked to course goals and objectives and student learning outcomes.

The IEP levels are the proficiency scale, and the interpretation of the scale is made from the

student learning outcomes for each level. As students progress through the program, their

achievement is noted by their proficiency with the language tasks delineated in the student learning

outcomes.

4. Does the course grade, score, or mark include factors that are not directly related to achievement of student learning outcomes, such as attendance, effort, or completion of homework?

_____ yes

__x___ no

5. If yes, provide the rationale for this inclusion. 6. Does the written report provided to the student include factors relating to student engagement and behavior, such as attendance, effort, or completion of homework?


___ yes

_x__ no

7. If yes, state how the report provided to students makes clear that these factors are distinguished from the direct evidence of achievement. 8. Describe how the program or language institution aggregates or accumulates evidence of how well students are achieving the established student learning outcomes. State how the program or language institution interprets this aggregate data to show that the program is of good quality.

IEP faculty and staff enter final student grades quarterly into spreadsheets and analyze the

progression data therein. Courses and levels with progression rates at 70% or above are considered

to be good quality.

9. State the program’s record retention policy on achievement and grade reports. Indicate where achievement and grade reports are maintained.

Electronic copies of student grade reports are kept indefinitely in IEP’s database.

B. Verification


Sample IEP student academic report

IEP Curriculum



Policy statement on records retention


Student records

IEP progression data


IEP_sample_student_academic_report.pdf

IEP_Curriculum.docx



WWU_records_retention_EE.pdf


None


For site review team use only Student Achievement Standard 3: The program or language institution maintains and provides students with written reports that clearly indicate levels of language outcomes attained as a result of instruction. Appears to meet _____ Appears to partially meet _____ Appears not to meet _____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:


Student Achievement Standard 4: The program or language institution informs students of the assessment procedures used to determine placement, progression from level to level, and completion of the program, as well as their individual results. A. Required responses 1. Check to indicate the written means by which students are informed of each assessment practice.

Initial

placement

procedure

Assessment

procedures

to monitor

progress

within

courses or

levels

Assessment

procedures

to

determine

progress

from level to

level

Assessment

procedures

to

determine

successful

completion

of the

program

Relationship

of grades to

promotion

Impact of

attendance,

effort, and

other

indirect

indicators

on grades

and

promotion

Appeal

procedures

for initial

placement

and

grades/

progress

student

handbook

(printed)

x (p. 49) x (p. 49) x (p. 47) x (pp. 49,

52)

student

handbook

(electronic)

x (p. 49) x (p. 49) x (p. 47) x (pp. 49,

52)

orientation

materials

x (new

student

orientation

ppt)

x (new

student

orientation

ppt)

x (new

student

orientation

ppt)

student

advising

sessions with

handouts

course syllabi x x x

faculty

presentation

with

handouts

progress or

grade reports

x

2. Summarize the process by which students may appeal a) initial placement and b) course grades or promotion decisions.

Students may appeal their initial placement by completing a “Request for Placement Review”

form on the third day of classes. This form is available in the IEP Director’s office and the Student


Services Advisor’s office. Any student level changes are discussed by the relevant level faculty, the

IEP Director, and the Director of Studies, and finalized on the fifth day of classes. After that day,

there are no further changes to students’ levels.

Students may appeal their final course grades by using the Grievance Form, which is

available in the Student Services Advisor’s office (College Hall 133) or the IEP Director’s office

(College Hall 237).

3. Describe the process by which students are informed of their progress in courses and their progress from level to level throughout the curriculum.

Students are informed of their progress in their courses by their instructors on paper, online

via Canvas, and during mid-term conferences with their instructors. Mid-term conferences occur

quarterly in week 6. Instructors and students discuss any grade, performance, and study habit issues

as needed. Any student in danger of not passing a course signs a form, along with their instructor, to

show they have discussed such issues. A copy of this form is filed by the IEP Program Manager in

each student’s file. After this conference, instructors mark either “Satisfactory” or “Not Likely to

Advance” next to the student’s name in Toolbox, which is an online tool for tracking attendance and

mid-term grades.

Students are informed of their progress from level to level on the final day of each quarter.

Students receive written grade reports. Instructors have designated office hours (90 minutes)

immediately following grade distribution specifically for advising of final grade decisions.

The IEP Director, the Director of Studies, and all IEP faculty also discuss course and level

progression with students during normal office hours or by appointment.

4. State the program’s or language institution’s policy regarding the impact of attendance, effort, and other student engagement behaviors on academic progress. Describe the process by which students are informed of this policy.

The IEP faculty decided that as of spring quarter 2016, all IEP student grades are based on

assessments which are based on the student learning outcomes. Students are not graded on

participation, effort, nor attendance. Any students who do not follow classroom policies outlined in

each course syllabus may be asked to leave the classroom and be counted absent for the day. Being

counted absent for the day may affect either a student’s course grade and/or visa status. As certain


absence thresholds are reached, a student may be placed on an attendance contract for the following

quarter or dismissed from the program.

Students are informed of IEP expectations of students and the attendance policy in the IEP

Student Handbook (p. 47) and in orientation discussions with the Student Services Advisor. These

policies are also included in instructor syllabuses for each class and are explained in

Listening/Speaking classes during the first week of classes.

5. State the program’s or language institution’s policy and procedures regarding monitoring and counseling students about their academic achievement, including failure to make normal and satisfactory progress.

Student grade and performance issues are discussed at bi-weekly level meetings and each

faculty/staff meeting during the academic quarter. As issues arise, either the IEP Director or the

Director of Studies discusses the issues with the student. After mid-term conferencing, this process is

repeated as needed. At the end of each quarter, students with grade and/or performance issues can

discuss such issues with the IEP Director, the Director of Studies, or any of their IEP instructors.

B. Verification


IEP Student Handbook (pp. 46-52)

Sample course syllabi


Grade reports

Student files (Mid-term conference reports, academic probation letters, academic dismissal

letters)


None




IEP_course_syllabuses_spring_2016


Student Achievement Standard 4: The program or language institution informs students of the assessment procedures used to determine placement, progression from level to level, and completion of the program, as well as their individual results. Appears to meet _____ Appears to partially meet _____ Appears not to meet _____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:


Student Complaints Student Complaints Standard 1: The program or language institution makes available to students, in writing, procedures by which they may lodge complaints. The program or language institution documents and maintains records of formal student complaints, as well as the resolution of any such complaints.


1. Indicate where students may find, in writing, procedures to lodge complaints.

___x __ student handbook (p. 52)

_____ website

_____ orientation materials

_____ posted procedures

_____ syllabi or course policy sheets

_____ other (Complete 2 below.)

2. List other sources not stated in 1 above.

3. State the program’s or language institution’s definition of “formal complaint.”

A student complaint is when a student disputes or has a problem with: the Intensive English

Program; Western Washington University or any of its policies; the IEP instructors; or with any

other students. A student complaint rises to the level of a formal complaint when it is written.

Anything else is not considered a formal complaint.

4. Describe the procedures that are followed by the program/institution to resolve formal complaints, including how records of the complaint and its resolution are kept.

The IEP Director receives the completed grievance form from the student. If the IEP Director

is unavailable, all grievances are redirected to the Director of Studies in the IEP. The IEP Director

reviews and responds to the complaint. After the claim has been evaluated, the student is notified in

writing of the result, and a copy of the complaint form along with the resolution in the student’s file.

The student is informed by the Director of available avenues to further pursue the complaint. In the

case the IEP Director is out on leave, the Director of Studies will meet with a panel of IEP faculty

and staff to review the grievance before issuing a response. The IEP Director reports the grievance to


appropriate administration/student offices/fellow resources. Such resources/offices include but are

not limited to: the office of Equal Opportunities, Disability Support Services and the Consultation

and Sexual Assault Support. The completed grievance form and response is filed in the student’s file

in the Program Manager’s office. If a student is not satisfied with the IEP Director’s response, said

student is directed to the Vice Provost of Extended Education.

B. Verification


IEP student complaint definition

IEP Student Handbook (p. 52)


Statements of procedures for filing complaints

Records of formal complaints and their resolutions


None


For site review team use only Student Complaints Standard 1: The program or language institution makes available to students, in writing, procedures by which they may lodge complaints. The program or language institution documents and maintains records of formal student complaints, as well as the resolution of any such complaints. Appears to meet _____ Appears to partially meet _____ Appears not to meet _____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:

IEP_definition_student_complaint.docx



Program Development, Planning, and Review Program Development, Planning, and Review 1: The program or language institution has a plan, in writing, for development of the program or language institution, including planning, implementation, and evaluation. A. Required responses 1. Does the program/institution have a written plan for development that indicates tasks, processes, responsible parties, timelines, and the documentation that provides evidence of implementation?

__x___ yes

_____ no

2. Check each area for which the plan specifies steps for review and/or planning.

___x__ mission and goals

___x__ financial resources

___x_ facilities, equipment and supplies

___x__ internal and external factors that affect student enrollment, curriculum development, student

achievement, faculty and staff

___x__ staffing and personnel needs

___x__ administrative procedures

___x__ operational policies

3. List other areas of the plan not listed in 2 above.

N/A

4. Where is the written plan kept and who has access to it?

The plan is kept in the IEP Director’s office and is accessible to any faculty or staff member

who wishes to see it.

5. Describe the last planning and development cycle, including actions that have been undertaken as a result of the process.


The IEP mission statement was revised, discussed, and approved with changes in April,

2016.

Regarding student enrollment, a new International Advisor was hired in March, 2016. The

position had been vacant for several months.

Regarding curriculum, IEP instructors began giving written, quarterly feedback on course

goals, course objectives, and student learning outcomes in fall quarter 2015. The curriculum

committee then discussed faculty feedback and proposed changes to the IEP curriculum to the

faculty. Faculty then discussed and approved changes in winter and spring quarters 2016.

6. Describe how actions taken as a result of planned review and development are evaluated, and by whom.

Curriculum review is performed by the IEP faculty, Director and Director of Studies in small

groups, the curriculum committee and the entire faculty during pre-service meetings or meetings

within an academic term.

Assessment review is performed by the IEP faculty, Director and Director of Studies in small

groups, the assessment committee and the entire faculty during pre-service meetings or meetings

within an academic term.

B. Verification


IEP plan for review


Director’s office (College Hall 237)


None

IEP%20Plan%20for%20Review.docx



For site review team use only Program Development, Planning, and Review 1: The program or language institution has a plan, in writing, for development of the program or language institution, including planning, implementation, and evaluation. Appears to meet _____ Appears to partially meet _____ Appears not to meet _____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:


Program Development, Planning, and Review 2: The program or language institution regularly reviews and revises its program components and has plans, in writing, to guide the review of curricular elements, student assessment practices, and student services policies and activities. The plans are systematically implemented. A. Required responses 1. Does the program/institution have a written plan to guide the review and revision of curriculum, and does the plan state the tasks, process, responsible parties, timelines, and documentation that will provide evidence of implementation?

__x___ yes

_____ no

2. When evaluating curriculum, indicate all items that are reviewed, as stated in the written plan:

__x___ goals and objectives and syllabi for each course

__x___ teaching materials

__x___ teaching methods and methodologies

__x___ student learning outcomes


3. List other items not included in 2 above. 4. When evaluating curriculum, indicate sources of input to the review, as stated in the written plan:

__x___ feedback from faculty

__x___ feedback from students

__x___ needs assessment of the student population sought or enrolled by the program/institution

__x___ research in the areas of language teaching and learning

__x___ student achievement data


5. List other sources not included in 4 above. 6. Where is the written plan for review of curriculum kept and who has access to it?


The written plan for review of IEP curriculum is kept on the P: drive. All faculty and staff

have access to the plan. Following is the file location on IEP’s local P: drive.

P:\EE\Restricted\iep\Program Development\Program Development Planning Review\Review

Charts\Timeline_for_review_of_IEP_curriculum.docx

7. During the last cycle of curriculum review and revision, what decisions were made and what follow-up actions were taken?

The most recent cycle of curriculum review and revision saw changes to the curriculum and

student learning outcomes. The title of the document changed from “Intensive English Program

Curriculum Guide” to “Intensive English Program Curriculum”. Verbiage throughout the first

several pages of the curriculum (“Curriculum Guidelines”) was changed to reflect the

implementation of Level 6 courses in 2015. Verbiage throughout the course goals, objectives, and

student learning outcomes of all levels was changed to incorporate action verbs, especially in the

student learning outcomes.

8. Does the program/institution have a written plan to guide the review and revision of student achievement practices?

__x___ yes

_____ no

9. When evaluating student assessment practices, indicate all items that are reviewed, as stated in the written plan.

__x___ placement procedures and instruments

__x___ faculty-made tests and assessments

__x___ rubrics and other evaluation tools

__x___ end-of-term assessments

__x___ reporting practices

__x___ methods of documenting student achievement

__x___ reliability and validity of testing instruments



10. List other items not included in 9 above. 11. When evaluating student assessment practices, indicate sources of input to the review, as stated in the written plan.

__x___ data on change of initial placement

__x___ data on pass/fail rates

__x___ data on achievement of student learning outcomes

__x___ data on patterns of progression from level to level

__x___ data on program completion

__x___ research on assessment and achievement in language learning

__x___ feedback from faculty


__x___ feedback from sponsors, employers, colleges/universities


12. List other sources not included in 11 above. 13. Where is the written plan for review of student achievement kept and who has access to it?

The written plan for review of IEP student achievement is kept on the P: drive. All faculty

and staff have access to the plan. Following is the file location on IEP’s local P: drive.

P:\EE\Restricted\iep\Program Development\Program Development Planning Review\Review

Charts\Timeline_for_review_of_IEP_achievement_and_assessment_activities.docx

14. During the last cycle of review and revision of student assessment practices, what decisions were made and what follow-up actions were taken?

The assessment committee sent a memo to the IEP faculty recommending minimal usage of

published or purchased assessments. Such assessments may still be used by faculty, but faculty

should make an effort to ensure such assessments are communicative.


The assessment committee reviewed all grammar assessments from fall quarter 2015 for

alignment with the student learning outcomes. One course was shown to have not assessed one

student learning outcome, and the instructor for that course stated that there was not enough time to

teach that student learning outcome.

The assessment committee reviewed all writing assessments from winter quarter 2016 for

alignment with the student learning outcomes. As of this writing, the analysis therefrom is not

completed.

15. Does the program/institution have a written plan to guide the review and revision of student services?

__x___ yes

_____ no

16. When evaluating student services practices, indicate all items that are reviewed, as stated in the written plan.

__x___ admissions policies

__x___ promotional materials

__x___ orientation materials and activities

__x___ social and recreational activities

__x___ personal, academic, and immigration advising services

__x___ housing services

__x___ health insurance offerings or counseling

__x___ outside service providers


17. List other items not included in 16 above. 18. When evaluating student services practices, indicate sources of input to the review, as stated in the written plan.


__x___ feedback from program/institution personnel

__x___ feedback from outside service providers


__x___ research on good practices in student services


19. List other sources not included in 18 above. 20. Where is the written plan for review of student services kept and who has access to it?

The written plan for review of IEP student services is kept on the P: drive. All faculty and

staff have access to the plan.

21. During the last cycle of review and revision of student services practices, what decisions were made and what follow-up actions were taken?

Based on feedback, the IEP exit interview questions have been updated to gain a better

understanding of student needs.

Starting in 2016, there is a mandatory housing exit session. All students living in on-campus

housing are required to attend the exit housing session to learn about the check-out process.

All new students are required to attend the insurance orientation in Experience class.

Contracted/Sponsored students are required to attend the customized orientation to receive

additional program information.

B. Verification


Timeline for review of curriculum

Timeline for review of achievement and assessment

Timeline for review of student services


Records verifying implementation of the plans for review and revision


Timeline_for_review_of_IEP_curriculum.docx

Timeline_for_review_of_IEP_achievement_and_assessment_activities.docx

Timeline_for_review_of_IEP_student_services.docx


As of the writing of this report, the IEP has insufficient data as evidence of review of

curriculum, student achievement and assessment, and student services practices. Beginning in 2016,

the IEP will begin aggregating this data and reviewing it annually or more often as necessary.

In 2016, the IEP will begin performing an annual student needs assessment for curriculum.

This needs assessment will be used to perform a systematic, complete review of the IEP curriculum,

and the IEP will maintain this review on an annual or biannual basis.

In 2016, the IEP will begin performing annual review of student achievement and

assessment. This review will include all placement, midterm and final exams, and the analysis will

be used to inform the IEP’s student achievement decisions.

Starting in 2016, the IEP will begin incorporating more input from students regarding the

program’s student services practices. This data will include analysis of student surveys, and said

analysis will be used to inform the IEP’s student services practices.


For site review team use only Program Development, Planning, and Review 2: The program or language institution regularly reviews and revises its program components and has a plan, in writing, to guide the review of curricular elements, student assessment practices, and student services policies and activities. The plan is systematically implemented. Appears to meet _____ Appears to partially meet _____ Appears not to meet _____ Rationale for appears to meet: Rationale for appears to partially meet: Rationale for appears not to meet: Other comments:


PART IV. SUMMARY

A. Strengths

The IEP found it had strengths in the following standard areas: Mission, Faculty, Curriculum

(revision), Administrative and Fiscal Capacity, and Student Services. IEP faculty and staff have

created valuable development and review processes in these areas.

B. Areas for improvement

In general, the IEP has gone through major changes since 2012, and there are still several

areas for improvement of the program and its functionality. Such areas of improvement include:

record-keeping of meeting agendas and minutes, especially for standing committee tasks; improving

student recruitment; tracking, analyzing, and using analysis of student performance to support

changes; review of program functions; and tracking and analyzing the validity and reliability of

assessments used by IEP faculty.

C. Changes made during the self-study

Several changes were made to the IEP during the self-study period, and they include: the

revision of the mission statement; the creation of standing committees; creation of the IEP faculty-

staff manual; and the evaluation and improvement of the overall grading process.


PART V. INDICES OF SUPPORTING DOCUMENTS

A. Documents included in the self-study report

The following documents are included in the Part B sections of the standard responses and in

the folder “IEP-Self-study_supporting_docs”:

IEP_course_syllabuses_spring_2016 (file folder)

IEP_Fac_resumes_2016 (file folder)

IEP_sample_assessments (file folder)

IEP_sample_exit_assessments (file folder)

2015_IEP_progression_data_by_skill_per_quarter

2015_Pass_Fail_stats

Academic Dismissal

Academic Probation

Collective-Bargaining-Agreement-2015-2020

College_Hall_IEP_offices

College_Hall_IEP_offices_1st_floor

College_Hall_IEP_offices_2nd_floor

EE ORG CHART August 2015

Experience_Class_Syllabus

IEP Activities Brochure 154

IEP Class Observation Procedure & Forms

IEP Fall 2015_first_week_schedule

IEP Plan for review

IEP Staff Meeting 8-11-15

IEP_academic_dismissal

IEP_academic_probation

IEP_Acceptance_Folder

IEP_admin_eval_pgs_1-6

IEP_attendance_appeals_dismissal_form

IEP_attendance_dismissal

IEP_attendance_policy_agreement

IEP_attendance_probation_form

IEP_attendance_probation_signature_form

IEP_attendance_warning

IEP_Class_schedule_162

IEP_Curriculum

IEP_definition_student_complaint

IEP_Director_eval_EPAS


IEP_Director_letter_of_appointment

IEP_Director_memo_on_VF_qualifications

IEP_Fac-Staff_Manual_current_revision

IEP_first_week_schedule_spring_2016

IEP Grads at WWU

IEP_Grievance_Complaint_Resources

IEP_Grievance_Form

IEP_housing_application_2015

IEP_IMA_Blank_Contract

IEP_mission_statement_2016

IEP_New_Student_Orientation

IEP_off_campus_housing_guide

IEP_off_campus_housing_inquiry

IEP_Oral_Placement_Test

IEP_quarterly_student_level_changes_2015-16

IEP_Reading_Placement_Test_1

IEP_Reading_Placement_Test_Rubric_1

IEP_sample_academic_dismissal

IEP_sample_academic_probation

IEP_sample_assessments_during_an_academic_term

IEP_sample_assessments_for_final_level_assessment

IEP_sample_attendance_dismissal_template

IEP_Sample_Finals_Week_Schedule

IEP_Sample_Quarterly_Schedule

IEP_sample_student_academic_report

IEP_staff_eval_pgs_1-6

IEP_staff_meeting_4-26-16

IEP_student_application_2016-2017

IEP_Writing_Placement_Exam_winter_2016

Immigration_Info_Session

Instructor_Course_Preference_Form

Insurance_Reimbursement_Checklist

Intensive_English_Program_Administrative_Structure

Memo on Vickie’s qualifications

Memo_publ_tools_4-27-16

MEMO-Attendance Dismissal Template

Mentor Information

Midterm_Conference_Report


MMR Report

NACAC Report 2013 part 1

NACAC Report 2013 part 2

NAFSA_ethical_principles

Observation report template

PSO Handbook

Rational for 6-level program for SACM

Rec Center_Hold Harmless Agreement

Registration_Info_Session

Sample_IEP_faculty_annual_review

Sponsored_Students’_Obligations

IEP Student_Handbook_2015-2016


Table_of_Faculty_IEP

Template for classroom observation report

Textbooks_fall_154

Textbook_spring_152

Textbook_summer_153

Textbook_winter_161

Timeline_for_review_of_IEP_achievement_and_assessment_activities

Timeline_for_review_of_IEP_curriculum

Timeline_for_review_of_IEP_student_services

Vickie_Farmer_TESL421

WWU_Campus Map

WWU_records_retention_EE

WWU-IEP_housing_contract

WWU-PSE-2015-17-CBA

WWU-WFSE-2015-2017-CBA

B. Documents available on site

The following documents will be available on site:

IEP mission statement

IEP curriculum

IEP course syllabuses on P: drive

Curriculum committee meeting minutes on P: drive

Faculty meeting minutes P: drive

Copyright notice

Textbook committee meeting minutes

Personnel files


Student files

IEP Faculty-Staff Manual


Hiring committee minutes

TESOL practicum student supervision records

Collective Bargaining Agreement

Spring 2016 teaching schedules

IEP faculty job descriptions

IEP staff and administrative job descriptions

EE Organizational Chart

IEP Organizational Chart

IEP Quarterly Schedule

IEP student application

IEP Midterm conference report


Academic Dismissal

Academic Probation

Attendance Appeals Dismissal Form

Attendance Policy Agreement

Attendance Probation Form

Attendance Probation Signature Form

Attendance Warning

Immigration Information for International Students

Attendance Dismissal Form

IEP First Week Schedule

WWU Campus Map


IEP exit surveys

Copies of student complaints

Materials for training recruiting personnel

Digital recruiting materials

Current student class schedules


IEP summer quarter schedules

IMA training and agreement documents

IEP student placement data

IEP pass/fail data

IEP exit data


Copies of placement tests

Student records documenting individual student placement

Spring quarter 2016 placement appeals/changes

Faculty-staff meeting minutes reflecting student level changes

Copies of tests given over two terms in each level of the instructional program

Primary documents or materials that provide direct evidence of assessment of SLOs

Evidence of student outcomes data collection, analysis and use

Summaries of data collected on student achievement at various levels within the program

Data showing student achievement links to graduation, retention, college admission, or other

indicators of the quality of student outcomes

Student grade reports

Student files

Student progression data

Statements of procedures for filing complaints

Records of formal complaints and their resolutions

IEP Plan for review

Records verifying implementation of the plans for review and revision