Policies and Procedures

Basic & Transitional Studies Procedures Manual

Updated December 2011 

Policies and clear procedures help to keep our program running smoothly.  Following these policies and procedures helps keep us consistent and ensures we have completed what needs to be done.  For the most part, policies are uniform throughout all of Basic & Transitional Studies.  Any differences in how things are done from site to site and from one program to another within the division are noted here, as much as possible.

A reminder:  Email is the major mode of communication that we use, so part of your responsibility as a faculty member is to check and respond to email regularly.

Table of Contents

General Information

1.  Forms

2.  Curriculum and Core Competencies

3.  Goal Setting with Students

4.  Student and Faculty ID Cards

5.  Keys

6.  Textbooks

      Special note:  Disposing of State Property

7.  Photocopying

8.  Equipment

9.  Computer Labs

10.  Sick Leave and Planned Absences

11.  Preparing for a Substitute

12.  Interns and Volunteers

13.  Student and Faculty Parking

14.  Snow Days/Emergency Closure

15.  Emergency Preparedness

16.  Reporting Problems/Classroom and Facilities Condition

17.  Division and Site Meetings

18.  Field Trips

19.  CASAS Testing

20.  Teaching Assignments for the Upcoming Quarter

21.  Faculty Program Coordinators/Evaluation of Coordinators

22.  Protecting Student Privacy

23.  Time Limits for Students in ABE and Non-Credit ESL

24.  Further faculty information



Beginning of the quarter

25.  Enrollment Policy for Non-Credit ESL and ABE/GED

26.  Class Rosters

27.  Adding/Dropping Students

28.  RIA Students

29.  Attendance Tracking/Absence Policy

30.  Students Wishing to Audit

31.  Class Cancellations

32.  Syllabi

Statement on Americans With Disabilities Act

33.  The $25 Tuition Fee



End of the Quarter

34.  Paperwork

35.  Registration forms

36.  Assessment

37.  Finals Week Obligations


39.  Rubrics Report Form, NC ESL/ABE

40.  Grades

41.  Attendance Rosters

42.  Student Evaluations of Teachers

43.  End of Quarter Miscellaneous



A.  Coordinators Advisory Group

B.  Requirements for Enrollment in Adult Basic Education



General Information


1.  Forms:

Forms used in B&TS can be found in the faculty workroom in CAS 112, in the office, at each off-campus site, and in electronic form at the website, which is https://sites.google.com/a/southseattle.edu/bts/

Many district-wide forms can be found through “Inside Seattle Colleges” http://www.seattlecolleges.edu/intranet/

Administrative staff and coordinators can help with tracking down forms.


2.  Curriculum and Learning Standards:

For each course offered by B&TS, there is a course outline and class outcomes.  We also incorporate the Washington State Learning Standards in our curricula.  These are the basis for curriculum and lessons, and these are the competencies and outcomes that students are expected to achieve in order to move up through the levels or pass a course.  Course outlines, learning outcomes, and the Washington Learning Standards are available on the web site.


3.  Goal Setting with Students:

Federal and state funding requirements include assisting students with goal setting.  WABERS intake forms, distributed by the office early in the quarter, ask students to mark goals. The “improve basic literacy skills” and “improve English language skills” goals cannot be entered.  These two goals are automatically marked when a student’s pre-test is entered into the system.  Students should be encouraged to identify one other goal, but instructors should help students to consider whether a certain goal is realistic or attainable at that particular point in time.  If a student chooses to mark an employment goal, she/he MUST include her/his Social Security Number so that the state can monitor her/his employment status to see if the employment goal is reached.  If a student doesn’t wish to give a social security number, then she/he should NOT mark an employment goal on the sheet.  Students who have GED as a goal should only mark that goal if it is attainable within the program year (prior to June).

Other goal-setting activities should be done each quarter as well, and instruction should take into account the goals of students.  A variety of forms and goal-setting tools are available for classroom use.  The largest collection of these is the student Transitions Portfolio http://mapvideos.southseattle.edu/transition-portfolio.  Instructors are free to use other tools as well.


4.  Student and Faculty ID Cards:

Students may purchase photo ID cards for $5 from the registration office on Main Campus.  They must present a picture ID in order to get the student ID.  The ID card can be used to access open computer labs, the Fitness Center and the library.  Faculty may also purchase a photo ID in the same way.  Each quarter, a stamp is available from registration to keep the ID card up to date.



5.  Keys: 

Generally it is unnecessary for faculty to have keys to classrooms, as they are opened and locked by Security.  Faculty who teach in “smart” classrooms may need to be issued keys, however, as these rooms should not be left unlocked.  Faculty also should have keys for the office space to which they are assigned.  Office staff will provide the key request form, which must be signed by the dean.  Faculty will be charged a replacement fee for any keys which are lost.  At the end of each quarter, faculty should return classroom keys.


6.  Textbooks:

Class sets of certain textbooks are available at each site.  There should be texts that are appropriate for each class level offered at the site.  These texts are for in-class use only.  Students turn them in at the end of each class period and should be reminded to keep the books in good condition for others to use.  Please remind students to not write in the books.  Please count the books before class is dismissed to ensure that they don’t go missing.

Instructors should return the texts after each class so that they are available to other instructors and classes.  Level designations have been given to most of the texts that we have and can be found posted in the faculty workroom.  In order to make sure that students get a variety of materials, and are working on materials appropriate to their language and skill level, please keep the level designations in mind.

On Main Campus, the most-often used ESL books are out on the shelves in the workroom.  Many others are stored in the cabinets in the back hallway.  ABE books are found in the classrooms most-often used by ABE/GED classes.  At New Holly, there is storage space in each of the classrooms and the faculty work room.

Instructors who wish to have a desk copy of a text may check with the site coordinator or with the curriculum coordinator for the program to see if a copy is already available.  It’s also possible to request desk copies from the publisher.

Special note:  Disposing of State Property:  Books and equipment that are property of the B&TS division are state property.  Broken equipment that cannot be repaired (by media services if it’s audio/visual) may be thrown away, but a record of its disposal should be given to the unit administrator.  Damaged books may be recycled, again with a report to the unit administrator.  The program may donate books to other campuses or to non-profit agencies, or to the library sale on campus, after working with the unit administrator to identify appropriate books.  State law prohibits us from giving the division’s books to students.  Inventory lists of books and equipment should be updated to reflect the actions.


7.  Photocopying:

When needing multiple copies of classroom or other materials, faculty are asked to send copy requests to the Production Center in the library on the main campus.  A budget number is required for orders so that they are billed to the appropriate budget.  Check with the B&TS office or your faculty coordinator for the correct budget number.  There is a form to fill out to attach to the order.  Each faculty member also has a copier code for use in the division’s copy machines and have an upper limit as to the number of copies made on those machines.  Please use the copy center rather than the division copier when possible, as the copy center is less expensive and does not incur wear and tear on the division copiers.   Copyright laws must be followed at all times, whether having the production center copy your materials or doing them yourself.

When using overhead transparencies in any machine, whether it be a photocopier, a printer or a thermofax, please make sure to use the correct kind of transparency sheet.  The wrong kind can melt and cause damage to the machine.  When in doubt, check the box carefully, or ask a coordinator or administrative staff person.


8.  Equipment:

CD players are available at each site.  On Main Campus, individual faculty may check out a CD player from Diane King in Media Services in the library, for up to an entire quarter.  Contact Diane a couple of days prior to the date you would like to pick it up.  You will sign it out and be responsible for it.  All checked out players must be returned to the library by the end of each quarter.  A small number of B&TS players are reserved for 2-day check-outs so that they will be available for CASAS and E-I Listening test sessions.  TV’s and VCR/DVD players are also available at each site.  Most classrooms now are equipped with these. Additional equipment is available through the Media Center on the Main Campus.  Call 768-6402.  Allow time for processing your request.

Please report broken or missing equipment to your site coordinator or the B&TS office.  Equipment requests can be made in the same way.  Equipment purchases are usually made once a year, so there are limited opportunities to make requests.  The fiscal year begins on July 1, so equipment requests are usually collected in spring quarter.


9.  Computer Labs:

Faculty are generally assigned a time slot in the computer lab schedule at the beginning of the quarter, depending on the site.  Please contact the computer lab coordinator or the B&TS staff for more information.

Instructors who teach in any of the computer labs  are responsible for the security and proper use of the labs.  In general, labs are kept locked when classes aren’t in the lab.  Lab keys need to be returned promptly so that they are available to all.  An instructor should be present whenever students are using the lab.  Absolutely no food or drinks should be brought into the lab.  Students should be encouraged to use supplies and equipment with care.  Students should be encouraged to print only completed work, and only single copies, in order to conserve paper.  If excessive printing is a problem, turn off the printer and talk to the class about ways to reduce unnecessary printing.  Faculty and students may not install software on campus equipment.  Only computer services may do this, and only with the proper licensing.

The lab needs to be left in good condition, and problems with equipment should be reported promptly, to the technology coordinator or administrative staff.  You may also email SSCC Help Desk to request assistance.


10.  Sick Leave and Planned Absences:

If you are sick or have an emergency and cannot teach, call the B&TS office at 206-934-5363, and your site coordinator if working off-site or in the evening, as early as possible.  Talk to the office about the possibility of a substitute.  If someone is available and the dean approves the substitution, the class will be held.  (The substitute will need to know what to cover with the class.)  If not, the class will be cancelled on the first day of your absence and signs will be posted for students.  When you return to work, submit a completed Absence Report Form to the office.

      If you know in advance that you will be absent from work, let the office know at the earliest possible time.  When making plans to attend a conference or other professional development workshop, prior administrative approval is needed for the absence.  Personal days do not require approval, but notice needs to be given as early as possible.  Forms are available in the B&TS office and are given to the Secretary Supervisor when completed.

      If you are interested in substituting, contact the B&TS office.  Generally, substitutes are provided for a) ESL classes, levels 1 and 2, b) classes, especially low-level classes, when no advance notice is possible, and c) faculty absences of more than one day.  In other cases, the class is typically cancelled.

            Faculty are encouraged to create class web sites or email distribution lists and to use those as a means of communicating with students when they will be absent.  In some cases, it may be possible for office staff to call students and inform them, but this is limited by work load and time frame and number/class level of students.


11.  Preparing for a Substitute:

A list of available substitutes is compiled at the start of each quarter.  Current faculty are contacted prior to others on the list.  Effective July 1, 2011, substitutes are reimbursed at the standard rate of $55 per hour.  In non-emergency situations, the instructor who is/will be absent is responsible for finding a substitute.  For planned absences, the instructor is responsible for preparing lesson plans and all needed materials for the substitute.  It’s helpful to meet with the substitute to go over materials, lessons, the class schedule, and any special needs of the class.  For long-term substitutions, the substitute will be responsible for lesson planning and other preparation.


12.  Interns and Volunteers:

Interns and volunteers are sometimes available to work in the program.  They are generally referred by the Intern/Volunteer Coordinator; if a faculty member recruits an intern or volunteer, that person should immediately be referred to the coordinator.  Interns and volunteers are not faculty.  They may not be asked to conduct classes in the absence of the teacher, nor can they be expected to do lesson planning, assessment, or any of the paperwork that is required by the program.  (Interns may have certain teaching requirements for their coursework, but this must be supervised at all times by the class instructor.)  Volunteers must complete the appropriate district volunteer forms before beginning any volunteer role.  The forms are available through the B&TS office and in the public folders.


13.  Student and Faculty Parking:

Everyone parking in campus lots needs to purchase and display a parking permit.  Rates vary according to the number of hours per week that a person studies or teaches, and whether it’s for one person or a carpool.

Full-time faculty and part-time faculty on the Priority Hiring List may check into getting an annual pass and have parking fees automatically deducted from their paycheck.  Other part-time faculty who pay quarterly need to complete a parking-request form at the start of each quarter.  This is available in the B&TS office and needs to be signed by the dean, who verifies workload.  Payment is then made at the cashier, or for evening students and faculty, at the bookstore.

Off-campus faculty who need to come to campus from time to time may request a guest pass from the B&TS office to display on the dashboard.


14.  Snow Days/Emergency Closure:

The District distributes its policy on closure of the campuses due to inclement weather or emergency, usually via email.  In the event of bad weather, the district will announce closures at www.schoolreport.org, on the main campus phone message line (206) 934-5300, on South’s web site, http://southseattle.edu/ and over radio and TV.  Please tell students not to call the B&TS office for information on school closure.  Ask them to check the web site or television and radio news for information.  Teachers can change their voice mail greeting or post information on a class web site to give students the information they need—whether campus is open or not, and if open, whether you will be able to get to campus or not.

If the college remains open but you are unable to get to work, contact the B&TS office.   You will need to make up the missed class time.  It is possible to do this in a number of ways, including holding an additional class or lengthening class days until the time is made up, assigning an additional task for students to do outside of class time, or taking the group on a field trip.  Let the dean know how and when you will be making up the missed time to avoid the possibility of having your pay docked.


15.  Emergency Preparedness:

Important campus phone numbers: Security:  206-235-0911 or pick up a yellow emergency phone.  Night administrator cell:  206-999-2566.

Instructors have responsibility for the safety of our students.  Fire and emergency drills are conducted periodically in order to make sure that all students know what to do and where to go in an emergency.  In the event of injury or illness, be sure to know where the nearest phone is, and the locations of fire extinguishers and first aid kits.  Avoid contact with blood and other bodily fluids.  Latex gloves should be stocked in first aid kits at all times.  Security staff are qualified to provide CPR, treat minor injuries, and provide care until paramedics arrive. In the case of a serious or life threatening injury please call 911 first then contact Security so that they can assist and direct the paramedics.

Students who have children or other family members who depend on them for care may need an emergency contact number at the college to give to childcare facilities, schools or other caregivers.  It is suggested that an appropriate emergency contact number be included in syllabi.  The number should be for a main office at the site where the student studies, rather than for a faculty office when no one is there to answer the phone.  Be familiar with campus emergency procedures, which are posted in classrooms and sent out over email from time to time.

In the event of an emergency, violent incident, or other unusual occurrence on campus, it may be helpful/necessary to file an incident report afterward.  Check with the administrative office for guidance.  It’s important to be prompt with reports so that details aren’t forgotten.

Please check the Safety and Security web page http://www.southseattle.edu/safety/ for specific information about dealing with medical emergencies and about making accident reports: 


16.  Reporting Problems/Classroom & Facilities Condition:

·      Report broken equipment, such as maps, pencil sharpeners, overhead projectors, tape/CD players, TV’s and VCR/DVD players.

·      Report missing items from classrooms.

·      Report needed supplies.

·      Keep classrooms and shared workrooms tidy.

·      Talk to students about the recycling program on campus.  Show the locations of recycling boxes and bins.  Ask students to keep garbage out of them.

·      Conserve energy and other resources on campus, and encourage students to do the same.


17.  Division and Site Meetings:

B&TS division meetings are generally held twice per quarter; on the first day of the quarter and during finals week.  These meetings are usually held on the main campus.  Off campus sites may schedule meetings as needed.  It’s allowable to use a short amount of class time for a meeting when it’s important for everyone to attend, but this should be kept to a minimum.

Attendance at meetings is expected for full-time faculty unless their teaching schedule conflicts.  Part-time faculty are encouraged to attend and participate, but are not required to do so unless the meeting is scheduled during class time.  Decisions affecting the program are sometimes made at division meetings, so it’s helpful to participate.  Minutes, if taken, will be made available to all faculty via email or online.


18.  Field Trips:

All field trips need administrative approval prior to the event.  Fill out a “Request for Field Trip” form and submit it to the dean, allowing sufficient time for processing.  On the day of the field trip, a copy of the signed form needs to be posted on the classroom door.  If you teach off campus, make sure the site coordinator is aware of the plan.  Students may not be required to participate in a field trip.  For those who do not wish to go, some alternative activity or assignment needs to be arranged.

Waiver of liability forms for curriculum related activities have been found to be invalid, since they violate public policy.  There is no need, therefore, for students to complete such forms.  Students may take public transportation or arrange their own rides to the field trip site.  Faculty should not help to arrange carpools, since we have no way of knowing whether the driver has a license, a poor driving record, a vehicle in need of repair, etc.  Students should simply meet the instructor at the field trip site. 


19.  CASAS Testing:

State and federal agencies require that we use the CASAS test for reporting student progress to them.  Students take the pre-test as a part of the orientation process and then take a post-test (progress test) each quarter.  This is generally scheduled during the eighth or ninth week of the quarter.  Because instructors administer the post-test, all B&TS instructors in non-credit classes must be trained in CASAS Administration.  Faculty who do not follow specified procedures may need to meet with a CASAS Cadre member for follow-up training.  Periodically all faculty will participate in on-line refresher training.

The results are reported to the funding authorities through the WABERS system, but do not affect how we determine progress through our class levels.  However the state uses the pre- and post-test scores to determine progress rates for the state’s records and reports as well as to award “Momentum Points” which result in additional funding.  Watch for memos and emails each quarter about the schedule and procedures for these tests.  Please read all information and follow instructions carefully.

Faculty are encouraged to review testing results as part of their instructional planning process.  Office staff will provide class profiles on request.


20.  Teaching Assignments for the Upcoming Quarter:

Near the middle of the quarter, faculty will receive a form asking for their teaching preferences for the upcoming quarter.  Fill out the form thoroughly and return it to the B&TS office by the deadline.  Preference forms will be used to assist the dean with making class assignments.  Assignments will be made according to the Faculty Agreement.

Teaching assignments that split a class between two teachers will be made only occasionally and only when it is in the best interest of the program to do so.  Team teaching assignments may be made on a limited basis.  (This is the situation where both teachers teach throughout the quarter but alternate days during each week.)  When considering team-teaching assignments, such things as cooperation and communication between the teachers, as well as complimentary teaching strengths will be considered.


21.  Faculty Program Coordinators/Evaluation of Coordinators:

There are a number of faculty program coordinators throughout B&TS, doing a wide variety of work.  Coordinators are chosen in the spring through an open application process by the dean and the faculty.

The Coordinators’ Advisory Council is made up of all of the B&TS coordinators and the dean.  The group meets monthly to address problems, to consider the needs of the division, to discuss budgetary matters, and to otherwise guide decision-making.  (See Attachment A outlining the group’s charge and structure.)

At the end of spring quarter each year, faculty coordinators are evaluated.  Anyone who works closely with a coordinator may evaluate his or her performance.  These evaluations are used when coordination assignments are being considered for the upcoming academic year.  In spring quarter, watch for an announcement about applying for coordinator positions for the upcoming year.


22.  Protecting Student Privacy:

The Federal Educational Records Privacy Act (FERPA) requires that students’ personal information be protected.  A separate handout is available for the faculty and staff to use as a guideline.  Contact the dean with specific questions on this matter.

Shred documents that contain protected student information such as name, address, phone number, SSN or Student ID number, grades, welfare status, immigration status, or personal stories that may have identifying information.  This should be done whenever necessary.  Take care not to leave class rosters, intake forms, and other documents with personal information about students lying around unprotected.  The college has a legal responsibility to protect students’ privacy.  That responsibility lies with each of us.


23.  Time Limits for students in ABE and non-credit ESL programs

State board policy states that “In no circumstance will a student be reported more than three times for the same course – this is defined as two repeats in addition to the original enrollment.  Following this policy at South, students should not be allowed to repeat a class (at the sub-level) more than three times.  If you have a student who has not successfully completed a course after three attempts, that student should be advised to step out of the program until there is a change that will allow the student to make the expected progress and/or should be referred to a programs that may better meet his or her needs.  Faculty may recommend that a student continue for additional quarters IF there are extenuating circumstances to be considered.  The office attempts to provide lists of students who have repeated courses three or more times, but if you have a question about whether or not a student has exceeded that, you may ask for a student transcript.


24.  Further faculty information:

SSCC Faculty Orientation and Resources are available at http://sites.southseattle.edu/newfaculty/home

The “Faculty Survival Guide” is available at http://wa.aft.org/aftseattle/index.cfm?action=article&articleID=b0dd3e65-27fb-47c6-937d-f4e67abb2263



Beginning a quarter


25.  Enrollment Policy for Non-Credit ESL and ABE/GED

Thirty-five (35) students is the maximum for all classes.  Room capacity may reduce the maximum for individual classes.  Twenty-five (25) is the maximum for Level 1 ESL classes, but the instructor may opt to accept a limited number above the maximum.

For the first three weeks of the quarter, our focus will be on making sure classes are fully enrolled (35, except in level one or when a classroom limits the size).  We will continue placement testing as long there is space in a number of classes.  Having current accurate information about the number of students who are actually attending class is critical.  (see Class Rosters below).

For weeks 4-6, we’ll focus on classes that have fewer than 25 students.  We might place students in larger classes if there is a compelling reason, but generally will avoid it.  After the sixth week of the quarter, we will only place RIA students in core classes.  An instructor may request or allow additional students, but that is discretionary (with the understanding that office staff need to be aware of all changes and additions). 

RIA students may also be placed at any time during the quarter, provided there is space for them.


26.  Class Rosters:

Each faculty member has an Instructor Briefcase account where up-to-the-minute rosters can be accessed at any time.  The “IBC” is accessible through “Inside Seattle Colleges.”  Each instructor is given an employee ID number and a password that are used to access Instructor Briefcase.  Check with Registration if you don’t have an ID or pin number.

Accurate student rosters are important for tracking enrollment levels in each class, for meeting program FTE goals, and for liability reasons.  Students whose names do not appear on the roster, or for whom there is no new student intake form supplied to the teacher, need to go to the B&TS office.  Faculty should not automatically register students, as there may be a waiting list or students may already be registered in a different class.


27.  Adding/Dropping Students

After the third day of class, instructors will be asked to provide names of students who have not attended and should be dropped.  Instructors are responsible for returning the roster to the B&TS office with notations that identify students who have not attended, and students who have attended but are not on the official roster.  If needed, off-campus instructors may submit the information by e-mail.  This process will help us identify which students are not enrolled properly.  Students who have not come to class by the fourth day of class should be dropped.  If they return and there is space available, they may be re-enrolled. Instructors should not send add/drop forms directly to the registration office.

Once students have attended for 12 hours, they should not be dropped even if they “disappear.”  These students have received services and have attended class.  Their non-attendance should be recorded on the attendance sheet, and at the end of the quarter they should receive an unsatisfactory grade.  However, if a student requests withdrawal, the instructor should complete a drop form.

If people seeking to study walk into your class but have not pre-registered or been recently tested please send them to the B&TS office to discuss their options.  For off-campus sites, the easiest solution may be to call B&TS and ask about options for the student.  Previous students who return to class but have not pre-registered should also be sent to the office.  They may be able to register, on a space available basis.  Past students who wish to return but have been out of class for a year or more will need to retake the placement test.

An add/drop form must be completed for any student transferred between classes.  An add/drop form is also needed for pre-registered students wishing to add a skills class.  Before letting a student add a class or transfer to another one, faculty teaching non-credit ESL classes should work through the assessment coordinator, who assists with enrollment management, he/she will check that there is room in the class, and that we aren’t exceeding FTE limits.

Occasionally, enrollment for a class turns out to exceed the class cap or the capacity of the classroom.  We will monitor those classes closely during the first 3 days of the quarter to determine whether all enrolled students actually attend.  If those attending exceed the class or classroom capacity, the office will work with the faculty to resolve the issue – for example, by finding a larger classroom, by providing instructional assistance, or by moving students to another section.  For a number of reasons, such as maintaining instructional quality and safety, we make every attempt to avoid overenrolling classes.


28.  RIA Students:

Students who entered the U.S. as refugees or who receive welfare assistance are in a special funding category.  We have a contract to serve these students, and we receive payment for each student that we serve.  Because of an existing contract which the college has to serve these students, priority for placement in classes is given to RIA students over other students, and RIA students may be placed in class at any time during the quarter.  Much of the paperwork that is required for serving these students is handled by the RIA coordinator and the administrative staff.  They will require information from faculty regarding student attendance and progress in order to complete that paperwork, and faculty who have RIA students in their classes will receive specific requests for that information.  The funding that comes to B&TS for serving RIA students is crucial to the health of the program, so faculty are encouraged to cooperate with all reasonable requests for assistance. 


29.  Attendance Tracking/Absence Policy:

Attendance should be tracked on a daily basis and recorded on an attendance roster or an individually created spreadsheet.  Mark an X for present, and a 0 for absent.  If students attend for only part of a class, indicate the partial attendance with a decimal of number of hours (e.g., 1.5) A copy of the roster, with attendance and the total number of hours attended, needs to be turned in at the end of the quarter. 

Absence policies are up to the discretion of individual faculty, except in the case of students who are funded by specific contracts that have attendance requirements.  (RIA is one example of this.)  Instructors should include attendance policies on syllabi and make the policy clear to students, especially when a student can be dropped from the class for a certain number of absences, or when grades/assessment will include consideration of attendance.  Attendance is directly linked to student success, and good attendance is an employment skill.  Students should get regular reminders about the importance of daily attendance. 


30.  Students Wishing to Audit:

It is NOT possible for students to audit non-credit ESL, ABE and GED classes.  Only students who are properly registered may attend.  This is due to a number of factors, one being the college’s liability for people in cases of emergency or disaster.


31.  Class Cancellations:

Classes may be cancelled before the beginning of a term due to low enrollment.  Any class with fewer than 18 students attending by the end of the first week may be considered for cancellation.  Instructors with low attendance are encouraged to call no-shows and to contact the office.  If additional intake sessions are scheduled to test new students, efforts may be made to fill low enrolled classes.


32.  Syllabi:

Class syllabi are due to the dean by the Friday of the second week of the term.  Syllabi should include such things as instructor’s name, division and college name, course name and number, class time and location, starting and ending dates, grading or advancement criteria, attendance policy, and course content.  Examples and a sample template are on file in the B&TS office.  Syllabi are a professional obligation for faculty, and are important for accreditation of the college and the program.

Faculty should have a statement on the syllabus reminding students with disabilities to identify themselves to the teacher.  Please consider one of the samples listed below:


Students subject to provisions of the Americans with Disabilities Act:  If you believe you qualify for course adaptations or accommodations under the Americans with Disabilities Act, it is your responsibility to contact the Disability Support Services officer and provide the appropriate documentation.  If you have already documented a disability or other condition which would qualify you for accommodations, or if you have emergency medical information or special needs I should know about, please notify me during the first week of class.


Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. You should also contact the Disability Support Services office at 206-763-5137 in room RS 12, Robert Smith Building, to coordinate reasonable accommodations for students with documented disabilities


If you are a student with a documented disability who will require accommodations in this course, please register with Disability Support Services in the Robert Smith Building, Room RS 12 (763-5137) for assistance in developing a plan to address your academic needs.


Additionally, syllabi should include a statement on diversity.  The following model statement was developed by a subcommittee of the President’s Committee on Diversity and Retention and may be modified as needed or appropriate:


Diversity:  South Seattle Community College is one of the most diverse colleges in the Pacific Northwest.  While this strength stems from the demographics of our campus population, we as a community believe our identify goes beyond that.  We strive to create a welcoming learning community for all.  We encourage multiple perspectives and the free exchange of unbiased and non-prejudicial ideas and experiences, which broaden our understanding of one another and the world around us.  The expectation is that you will join us in this endeavor by contributing to an accessible, save, and respectful classroom environment, free of discrimination and harassment.


33.  The $25 Tuition fee: 

Students in non-credit ESL and ABE classes pay $25 in tuition per quarter.  Instructors should remind students of this at the beginning of the quarter, but the students must be registered in the system and have a Student ID number before they will be able to pay.  Special cashiering hours will be announced for evening main campus students, as well as at New Holly.  Students who cannot afford to pay may request a waiver of the fee.  Waiver request forms are available in the division office.  Students who do not either pay or request a waiver will have a “hold” placed on their record and will not be able to register for the next quarter until they take care of this obligation for previous quarters.  Students who receive a waiver are expected to attend at least 80% of classes and may not be granted a waiver in subsequent quarters if they do not meet this requirement.


The End of the Quarter


34.   Paperwork

Near the end of each quarter, there are forms and paperwork to be completed.  Closely follow instructions that come with each form, and make sure to meet deadlines for turning each in.  Paperwork requirements change periodically, therefore, faculty members need to stay current by regularly reading e-mail for memos, instructions and changes.  Not completing paperwork or submitting it on time creates additional work for office staff who are already overworked.


35.  Registration forms:

Current non-credit ESL students who plan to continue in the next quarter may pre-register.  (ABE/GED students do not pre-register.)  For continuing students, it’s not necessary to complete the entire form.  Required pieces of information are students’ first and last name, student ID number, birth date and signature.  In addition, make sure to complete the quarter and year, all of the class information and your own signature.  The backside of the form doesn’t need to be filled out by returning students if none of their answers have changed since the previous quarter.  Just write “the same” at the top of the form.  When possible, we encourage students to take their own forms to the Registration Office as a learning experience.  Please review the forms to be sure that they have the correct information.  You may then send students to Registration, or for lower level classes, you may accompany them in a group.  The B&TS Office often schedules windows of time when Registration can expect our students to come in and register.  As this process may change according to the availability of Registration staff, please watch for email or printed messages about the process for the current quarter.


36.  Assessment:

Assessment happens throughout the quarter as well as at the end of the quarter.  During finals week, instructors will meet one day with their classes for assessment activities.  Each program has agreed upon the sorts of assessment tools to be used.  In credit and non-credit ESL, individual instructors have flexibility when choosing assessment materials to evaluate students’ performance of the class objectives/core competencies for their class level. 


37.  Finals Week Obligations:

Non-credit ESL and ABE instructors meet with students on the first day of finals week, unless it’s a Friday, to do assessment activities.  (Check in the quarterly schedule to see when finals week begins.)  Credit ESL classes have scheduled finals week slots according to the schedule followed by the rest of the campus. There is flexibility in the sorts of activities that may be chosen for this time, but the instructor must be available to meet with students.  The same day that we meet for finals week activities with non-credit students, B&TS may hold a retreat/paperwork day in the afternoon.  Faculty are strongly encouraged to attend and can participate in a variety of activities and discussions. 

Faculty must also complete all paperwork required by the program.  This does not have to be done on campus at a specific time, but must be turned in by the due date determined by the B&TS office, generally the same day that grades are due.  It is each faculty member’s responsibility to see that all paperwork is complete and accurate.


38.  WABERS (for non-credit ESL, ABE, and GED-preparation classes):

Accuracy in the WABERS database is critical for B&TS since it is how we report our students’ status to the state.  It is also a valuable resource for us to track students’ progress both within our program and after they leave our courses.

WABERS Report Forms come in two parts.  Early in the quarter, the Intake Form containing personal data and goal-setting information is generated by the office.  (See item #3.)  At Intake, students need to check the information for accuracy.  If something is not correct, use a red pen to cross it out and write in the correct information.  Please make sure that students enrolling late also check over their Intake Form, if one is sent to you from the office.  The form asks for a signature at the bottom.  When a student signs the form it can indicate two things.  A signature can mean that the student understands the waiver information found at the bottom of the form.  It can also mean that the student has reviewed his or her personal information and corrected any mistakes.  If the student does NOT understand the waiver language, it can be crossed out, leaving the signature to confirm only that the personal information is correct.

The Hours Reports are the second part and these are done at the end of the quarter.  A WABERS Hours Report needs to be completed with information for each student who attended class at any time during the quarter.  Instructors report the number of hours that a student attended class.  These hours must match the total class hours attended that we also write on the attendance roster.  Check for accuracy and completeness before submitting the form.  Most of the goals are measured through data matching.  There are two exceptions – we do collect information about students who have completed a GED or obtained U.S. citizenship.  At the end of each quarter, if you have a student who achieved either of these goals, please provide that information with student names to office staff.


39.  Rubrics Report Form for RIA: 

Currently we use the Rubrics Report Form to document progress of RIA students.  Please complete the form generated by the office for each RIA student, whether they complete a full ESL or ABE level or not, so that we have them for student files and audit purposes.  Carefully read the instructions on the form to make sure that it accurately records student progress in the individual skill areas and within sub-levels and full levels.  If a student is not completing a full level, the information on the form needs to reflect that the student still needs to improve in certain of the skill areas before advancing.  If the student has completed the full level, for example, is moving from level 3 to level 4, all skill areas should be checked. Turn the forms in to the B&TS office along with grade sheets and WABERS report forms.

40.  Grades:

Grades must be submitted electronically through Instructor Briefcase.  Instructions are generally sent near the end of the quarter along with a link to the Briefcase.  In ABE and non-credit ESL, we use the grades “S” “Y” and “NC.”  “S” indicates that the student has successfully completed the current class/sub-level and will move up.  “Y” indicates that the student made progress, but will be retained in the same class/sub-level.  “NC” indicates that the student ceased attending or made no progress.  It’s not necessary to input the last day of attendance for students on the electronic grade sheet.  While completing the grade form on-line, print out a hard copy with the grades included, sign and date it, and turn it in to the B&TS office.  Keep a copy for your personal records.


41.  Attendance Rosters:

Turn in a copy of attendance rosters for the entire quarter to the office at the end of the quarter.  Please include the total number of hours attended for each student, as auditors will compare the number on this paper to the number reported on the WABERS Progress Form.  Keep a copy for your personal records.


42.  Student Evaluations of Teachers:

Each quarter students are given the opportunity to evaluate anonymously the instruction that they have received.  Evaluations are done near the end of the quarter.  Faculty will trade classes and administer the evaluations for each other so that students feel free to get help in understanding the questions and to answer the questions honestly.  When students complete their forms, they should place them in an envelope, which is then sealed by the administering teacher, and submitted to the office for review by the dean.  Faculty members have ownership of their evaluations and benefit from seeing the evaluations soon after the end of the quarter, but should not look at them before grades have been submitted.  Following these guidelines protects the integrity of the evaluations.

There are guidelines in the faculty agreement that explain how often evaluations need to be done for different categories of faculty, and how many sets need to be kept on file by the administrator.  There are also helpful guidelines on the district order form that help explain the process, ownership and contractual requirements.  In B&TS we have designed our own evaluation forms for our various class levels, but faculty may choose to use the district forms when appropriate for their classes.


43.  End of quarter:

·         Return keys that you no longer need to the office from which you received them.  We are charged a replacement fee for lost keys.

·         Return borrowed texts and division materials.

·         Remove personal belongings from classrooms.

·         Remove personal belongings from office space if you are moving to another site or not returning to the program.

·         Shred documents that contain protected student information such as name, address, phone number, SSN or Student ID number, grades, welfare status, immigration status, or personal stories that may have identifying information. 

Attachment A


Charge to the Coordinators’ Advisory Council 5-24-06



In an effort to broaden the numbers of people who are participating in the division’s decisions, the CAC will provide advice and counsel to the dean, as well as being the body within the division which assesses those initiatives and changes which have division-wide impact.


According to the faculty contract (Section 4.6), coordinators have the following purpose and duties; and they are selected through these processes:


a.Purpose: Faculty coordinators perform specific tasks for a particular administrative unit that are related to the maintenance of quality instruction and program integrity.


b.Duties: The unit administrator, in consultation with the affected unit program faculty, will develop a written description of those tasks and related responsibilities for each faculty coordinator position in his/her unit. Each description will be distributed to faculty in the appropriate administrative unit before the faculty coordinator selection is made. A copy of the description will also be sent to the Vice President for Instruction and the SCCFT President. Faculty coordinators do not make administrative personnel decisions, e.g., disciplining, hiring, or terminating. Also, the role of faculty coordinators does not include summative faculty evaluation.


The unit administrator should review the faculty coordinator job description annually in consultation with the affected unit program faculty, including the faculty coordinator. Nothing above shall preclude the faculty coordinator or any affected faculty member from requesting a job description review as the need may arise. Any adjustments made in the faculty coordinator job description affecting costs must be pre-approved by the Vice President for Instruction.


c.Selection: Full-time faculty will have the opportunity to provide input to the unit administrator regarding the selection of faculty coordinators for their administrative unit. Part-time faculty may be selected as faculty coordinators. The unit administrator’s recommendation will be sent to the campus president (or designee) via the appropriate vice president for final selection. Faculty coordinator appointments are made on an annual (or shorter-term) basis.


This group is formed from the perspective that collaboration within Basic & Transitional Studies is preferable to unilateral decisions.  While the dean or the faculty as a group are the final arbiters of the areas in which this group will provide advice, having multiple perspectives in the discussion of any of these issues assures that multiple voices will strengthen both the nature of the division’s discussion and our direction.


Therefore, in keeping with the guidelines established above, the coordinators in Basic & Transitional Studies will be tasked with participating in activities which will ensure the “maintenance of quality instruction and program integrity.”  Coordinators’ most important responsibility is to speak for the faculty.  They will conduct their business in an open forum where all faculty will be invited.  All coordinators’ positions will be open for all faculty to apply annually, and all position descriptions will include coordinators’ responsibilities for participating on the coordinators’ council.


To meet this aim, they will act as advisors to the dean by soliciting the perspectives of the faculty within the division.  As a group, they will advise the dean in the following areas:


1.      Acquisition and expenditure of resources (e.g., grants, contracts, and overall budgets)

2.      Initial evaluation of division-wide courses and curricula which will then be forwarded to the division for review and approval

3.      Review of division-wide policies and procedures

4.      Development of new initiatives and partnerships


As an advisory group, the group will work with all faculty members in the division to ensure that multiple perspectives are obtained and that new initiatives are broadly disseminated within the division.  The following diagram offers a graphic representation of what this looks like:




Attachment B



Requirements for Enrollment in Adult Basic Education

as determined by the Office of Adult Basic Education


Neither state residency nor U.S. citizenship nor sharing of Social Security numbers is required for student to be able to participate in Adult Basic Education (ABE, ESL, GED Preparation of High School Completion programming).


To participate in Adult Basic Education in Washington State, a person:

      1.  Must be at least 16 years old;

      2.  Must not be enrolled, or required to be enrolled, in secondary school, and

      3.  Must either:

a.  “lack sufficient mastery of basic educational skills to enable the individual to function effectively in society;”

b.  not have a high school diploma or GED, and “have not achieved an equivalent level of education,” or

c.  be “unable to speak, read, or write the English language”.


There is no residency requirement for ABE participation.  Residency is required only for determining whether a college student must pay resident or non-resident tuition for college-level courses.  Proof of residence is not required for Adult Basic Education classes.  The $25 per quarter tuition charge for ABE may be waived for students who cannot pay, regardless of residency.


There is no citizenship requirement for ABE participation.  People who are in this country on a student visa or a tourist visa or an au pair visa (F-1, M-1 or J-1), however, may not participate in publicly-funded adult education.